Achievers C1 Teacher S Book

Teacher’s Book
C1
Pat Chappell Eileen Flannigan
Achievers is an engaging six- For the Student
level English course matched Student’s Book
to the CEFR which aims to • Integrated exam training to prepare students
for Cambridge and TOEFL® tests
motivate and challenge
• Focus on natural spoken language and
teenage students throughout contemporary and idiomatic expressions
the language learning process. • Unique Challenge lessons with an ambitious
extended speaking task
With its ambitious vocabulary • Fast Finisher activities to keep challenging
the strongest students
and grammar syllabus and • Audiovisual material to open the door to
thorough skills development, English-speaking culture worldwide
Achievers prepares students Workbook

to use and enjoy English at • A page of practice for each Student’s Book page
every level, and to succeed • Key language extended in new vocabulary
sections in each unit
in the Cambridge English: • Communication skills reinforcement with
Key, Preliminary, First and listening and speaking activities
Advanced exams and in the • Additional Audiovisual material sections
• Downloadable Workbook audio
TOEFL Junior® and iBT® tests.
For the Teacher

Teacher’s Book
• Includes all Student’s Book pages
• Unit overview for quick lesson plans
• Complete teaching notes, transcripts
and answer keys
Teacher’s Resource Book
• Tests at two levels for every unit, plus end-of-
term and end-of-year tests
• Vocabulary and Grammar worksheets at two levels
• Speaking worksheets for fun communicative activities
• Festivals worksheets
Teacher’s Audio Material
Teacher’s i-book for smartboards
• A complete digital version of the course with instant
access to audio, tapescripts and answer keys
CEF
www.richmondelt.com/achievers A1 A2 B1 B2 C1 C2
Teacher’s Book
Pat Chappell Eileen Flannigan C1
Introduction and course highlights ................................................... page 2

Student’s Book ................................................................................................. page 4
Exam preparation with Achievers ....................................................... page 8
Workbook .......................................................................................................... page 10
Teacher support ............................................................................................ page 12
Teacher’s i-Book ............................................................................................ page 14
Student’s Book contents .......................................................................... page 16

Starter A and B .............................................................................................. page 18
Unit 1 – The secret of my success ....................................................... page 30
Unit 2 – Mother tongues........................................................................... page 56
Unit 3 – Who do you think you are? .................................................. page 82
Review – Units 1-3 ..................................................................................... page 108
Unit 4 – Be the change ........................................................................... page 114
Unit 5 – Lock them up! ........................................................................... page 140
Unit 6 – Modern family .......................................................................... page 166
Review – Units 4-6 .................................................................................... page 192
Unit 7 – Into the unknown ................................................................... page 198
Unit 8 – In the news ................................................................................. page 224
Unit 9 – You couldn’t make it up! .................................................... page 250
Grammar Reference ................................................................................ page 300
Prepare for the Cambridge Exams and the TOEFL® Test...... page 310
Stories .............................................................................................................. page 355
Face 2 Face .................................................................................................... page 362
Similar Words .............................................................................................. page 364
Communication ......................................................................................... page 365
ACHIEVERS
7
Achievers is a multi-level course aimed at Each Achievers unit has a number of key features
GRAMMAR
ambitious teachers who want their teenage which make the
Precourse
dictionunique:
s: expressin
students to achieve their very best in English. g certainty
We usua
& uncert aint
lly use will to
Achievers aims to motivate and challenge LARGE
I think thatVOCABULARY make a cert SETS
ain predicti
nty
a cure for most illne on . 4 Imagine yo
students at every step of the learning process. soon. sses will be di u are being
& uncertai
scovered Answer the
We can use questions,
will with co certain or u
perfect cont ntinuous, pe ncertain ab
Achievers has an ambitious vocabulary and inuo form rfect and
finished befo Vus o CABuLARsoYmething will be
s w he n A dviser: Tell
re a cert me about y
in progreP
grammar syllabus and contains thorough and ain time, or ers
ss at oronality
before a cert
certainty
ain time. will have ac
regular practice of all the key skills – Reading, By 2000, mos 1 Rea
quitoes, ho d th usefl e pieersonalit
You: … CohiNev
have been ex th s an d co y ad je A d vi se r: And whe
termineatmed ea. ning of an ckroachect sw ivill es in the box re do yo
Listening, Speaking and Writing. In a week’s ti
me, wyo u use any of y words yo
u don't know uec
.Yo Ch : k …
6 use a d
expressing
e'll be travellingthe adjectiv .AW d viou se ld
By 2020, I will to the Unitedes to descr r: And whaex
have been liv States. ibe yoursel t qu eralciifise
f? then?
Achievers has a full component package of my life. affable inca g here for mor
utious com e than half You:
We can use municative …
including: other mde mon
odal vestrbrastiwve effusive gene Adviser: W 7 Rewrite
ill you tr
Predictions:
certain abou in trospective n we aren’t he rous gregar b y to
such as prob
t the futu re. We can almodest outgoi ious move so old. get
re st ra so us ng m ewhe
ably and ho ined secretiv e adverbs
pefully with e shy so
reserved You: … 1 I thinrek
● Student’s Book
By the year 20 un co m w ill . ci ab le A
50, we may be unicative m d
solitaryviser: OK, so I th
the moon. withdraw able to take uninhibited let’s ta lkinab k oy
n a holiday on unreserved
This time next 5 A ct ou
2 H e’s ver
year, we mig t your in
● Workbook city. ht be living
in a different
3 te Hrv e’sieawms
The
In the future Vocabulary 2 Complete th lessons contain large numbers 6 of c h items,
oo both when he
, doctad e dialogues se the correc4t
mosrevised ornew, sjesh ctou withwhich veEvrb eryoform
t illnessesand ivhigher
ld
esha inve level d .aitems,
the perconsolidate and ne
● Teacher’s Book . thfo e un
b ox cu re sonality
Now you see me …
fo r 5 He is very
Wheextend n I’m oldestudents’ 1 A: Why personal vocabulary.
r, I'll probab does she go
different city
. B: Beclyau/ se hopefully bered every time
I talk to her?
containing complete teaching notes she's … . living in a
IDIo
It is common 2 A: Did you se If you’re a
fan of Harry
and reference material about the fu
to use passiv
do es es w he
e
n
EXAM PREPARATION
him dancin
sp g on th e ta
invisibility cl
oak. Bu
Potter, you
ture. This is n't seem toec ul at in g bl e? H e re ly real lif t could such a c
know who w B: Yes,pahe rt'sly becauseworry about what pe eatedalin cr
e one day?
ill be respon very … , isw n'et he don't op
Scle ient thist insk.have The an
● Teacher’s i-book 3 A: Whysibl die. dn't she tell
us th
?
at
ye ars, and it is
been w 1 orkiung ndon erlinthee
Pa she was goin a real possib
m s Unit 4 ris? ef g
fe to
ct ili ty th
Exa
Grammar re iv e invisibility cl 1 Our soatc,
1 comple ridge B: Well,AMthat ded conversationference page 119 oak 2 will ha
for interactive whiteboards a re
Prepverbs in
fo r Cate mbth e p re d ic 4
tionInA: OUT TH t, you listen to ansix ty
s wAn
AB
E EX 'sextenmultPr pi
ipl e-ep ca
ch oice
ar l –e sh
for th e' sealTO way
invented an
d pe ople will 3 he toldveu
itthdr ew
hr minuth
e tes
ne
are
EFsL ve iBT ry®Th
brackets. Yo up to fou er, eache vesir ve … 2 be
tes. There r options.
withp Teer using
rt of
this pa fouas
goxtes fo ou .ste Un areitmany w M y
co ENn INtiG
nuou
u m B :
lasting
ay
ques N nee o id
to answ
dea ,ebu
, and rm t of an ym
the ore. Any id 4 ay s in which an cous
● Teacher’s Resource Book
inion
tio ns
th fu t, atdetu
yo
READIN
e te
Gs wea ork.wEa
tudes.
r of th
LIST and op th e or
udreesu' and op
re inion
peesofer rinsefe
ghct hyrly ? designs haven’ youn inv
for atti . Read
the
5 A: Sh e'
The qu
estions
s
follow
e ideas
tit
good us
th
t, he
or 's be co t been ge r,
will pa so minno
the Task
theno
g rase th Ac
Listen
in at ra ph rs. M akead
spea is rough the ic pa
yrstan em tio
g ve w ry th … AB
In thein
OU T THE TEST very
Reak
ok ke qu
1Read AbBe ssage
and thd
fo re
e exam
. Then
th
lo
estions
.
TI P sed by ading th e coha ntext
pp y w . th
g secat in vi sib w as in to
out th
d lo ok at
e end of the
the qu
an expres
d sh ov
e
ide d for re
ne un de rti cu lar he n sh e' s at – th e
din tion , you ili
will be given ty cloa
ks of
a paofsu
1
century,– thun e pr
ve
ions an You passages to
instruct
tim you to
nv rTIP stn. Pay pa ma
youop
ywibell given the task
rfac
rtstio ecanofskipeacth the
containing a complete pack of photocopiable32 NOBe
for rea thre
By y, be 3
al tio d. e
on s
asked aM
sa is Afte aca
theta
vit dem
thTURN
er r
seriy
is is n. Th
d contde
of inserting
optiolk
ic
W YOUR e year 21 quee es uncle
into h one, you will
e Task. 00, a co
B: Yes,anI'v etone thrw
ent of th
e co
e quesat er
tions as tingsqu
entraciti
liste
es
the pas
are
sag
in
ns e. You
g.
will be given
a sentence
coated
que
later as long
ns. You
stions ob andje goctback in sidm e the c
en do th y lony on
attention
th vean conc
r onm theet go.ctSca bit of te …tosen. ind
s [■]xt
.ten(b cesui
icate where
ld )
four black
in an as there is tim
el ec
to the
squsu sp
e remaining.
fo tr
corre the sentence
be me
ul th
Read thereTip. Th
lo ng , aswt whercu yo u got an m
ore helpf
oo foc
n … . (etost
us you are ch
n the
an
find synony … pe
befo
ms, pronoursonblackthe ob
re and
may
ic al cu rrent, whichhi it e of
tests and activities as well as further re foCarrom
If ll s afte
worab
s. to
y. 3
r
. tors
wi the
2 your an
ethe
becaus
e it
lismish) jeIntectrna, tion
malak w
4 3 In Inth pco mm Coin 4Cro
mpare ds in the ns, or connec
mmg
e s, try to workWouhyar lete thon itteit e ofap
arSh e alway
pairs, co
answervery ne
sing senten
do yofu
you
u think during e se conld1teRea …nd.ce (d is
ce.
Anoth1 aner The Red Cro the Red pe ssto va
nish.
e optu co ss has exis
tionsre uts orgpo
wrong
5 TheLookstatre ain.
of ,thpl ean es
Abo
to ve
lia illu
r)
thest
anizatio ss
people around ibility
ted for ove
r 150 years.
supplementary worksheets … savedis

be
the
ad Tip.ra
ag tes n,
andto
by ha
th
te
it
je
Tip t and has As
us
on
ivro of m ving s
iverless mac ct thwh1. erelarg
the
to avoi ets … by dr
g
all because e ca
this missin
entratin
esbo ts in paragraph e m
Then decide helped
yin bles.wro eae nnu
g Ju
4
advised tening?
d co nc
of(fl ldy)
ite ba dly
.nds
,
sen ten ce should go
inm gedbe
had an idea
the world, and
r of ober 186
mill ions
eras. If
the book A tiny
peop Ten tho . [A ■] In Oct one man
2 Maketheyou
first lis
1 ics I'm wor 4 Whe ne
hin expla
ining wh
e pos. (cat learregorgedan
usa
rd atwer wreitin g
wounded in
wearerrecco
publish
Memory ofcamry
Solferiner
2, Hen Dun
asant
o, which and scree
of the afterma 2
anizwo edrk haloca this battle, so
mri ed
akes th
int th to
) the l population Dunant
ul
ounts details
d be Tr y
the terrible to wor
A peop that
not prep ardless past. to provide assistance
r own It is re
saidco
of their nat
viewce
are
mferenyInt frobe th e of Sol
thatrd
th
Duned ko
● Teacher’s Audio Material Pack
ist le of ion to all, ferino . [B ■] of
an
e ality.
with rt pairs,st
gu m thos
1
TASK
andai
two lin
nGopw odge.
itD)dhicdti
2 dif
fryou ier ansnd
a piece opposit so d projecte
Battle
Rayner swer (A, B, re
affected by
choose an an inter
Julia
C or
raon Bw
well.
cus n tes are
uredifsificce
the qu check
ality of
wersha srcisbe
e 1. com
eoutsidhelp,e,
the fact tha
like eupt thewith
pisexe yo
ant was
havu r answerds
sorsy
6 e rath
ll hear rrent tas ult to judge with
You wi callefu tu
d Hugh
choore se the
d
an
at 2 e to
ar.
it’s very n nt
g NO thly .
es La e st vewrb
an they
did in
to exe
ha er
official
veDunse
he cam men would
ls on a
e died
TV screen.
profes
estions
1– 6,
rding to
wh at you he
Ihisdo
tost n'ar
y t
tkn
C
yoDow
g.
W
we
YO
ll UR
no w TUth RN ees.kend, … . anten
organizatio
wrote/ abobe
n to care for inju
the idea of form ing an
For qu
fits be
st acco
rs have
ricall
u
of writin
far r moran
se
e peop
yo le write
n3 te nence wk.ho other2 sid through Eur ut thisse ideaei ng
red soldiers
boois
. ■]
atrav[Cliv
which
istics pr because au l public
ofesso
rant . At
Do the Tas
s. isite as
Read the ,tex both
gr eg
ope
e.’s effortslob bying politica
in his k and
e recordin
were not in 3
st. eled
containing all the audio for the course d ar

the pa t and answe
is co ve ravoideder
gh think
s lingu
le advic
e
e gene th e w ee ke best wa
y to wr
io
r the questio
u s as
Dunant l leaders.[D
D o yo
February u have a
■]
nd,llosh theminfu yGen
ns.
1 Hu
giving
ad
munica ic
sty
ting th at 3
eir ide
as
e M
to th
ked ab
ou
TASK
t th e
wing e a strus ict set

ua
of ru les .
In 17, 1863, a sm
tuevare
all commit
vain, and on
so byyfi forelly
hen as
be
ity
A com .
univers
nly bydst fr5 ieWHund gh and
Julia
ainst fo les be …. , Sw,itzealrlanl of tee held the
d, andus
mrna
ir first meetin
difficult m doing
inpeesisoptveso rious sty igtion htal 7 be g
on six CDs when ICR

1 ag
seemed forbidden fro
pr A warn
le The
inn mt
wo
try
aniod
ou rdt va“af
es
termath” in
t. w
Committee
e le
of the Red the Inte
watched
one. ses rticular ag____ .Last year sest8
le
eliminate regujob B they ions.
were
ne ad
izesoin a wriB ti
equate gg
write rsme
ng to ___ st us parsty
ing agraph 1 is
, she w
clo
C’s soleas obj t ex
nce for vict pect
ect
Cross (ICR
C) was bor
it.e pro
ing do su ain ive was to n. The
p
lat
re
eady be
ng
settl ing on A cau
co m pa
pe w on
ill
and assista
stria
“ensur
It’tecstiona st range tho
r and a half8
was alr nts in
. venlac
e
t ed4 M y
at to do
m
e stu deafte
B reff s ti
e ourti wron
C rea
D impan
by addin
son s
g
be fe.”
wA
al ki ng
ims of arm
ed
p
th th g yea con
Ww
ect
d
vis
C
others isp
feeling
roduotce her is al C ad
s.
wmm2ig
ide pr ov
itin
orta nce she … .empt European ty was signed byco
186 4, a trea /later, on Aug
uldustbe
flict and
oralkkiin pairs
Dd ay
sam gu In weagr im
rees
endpar 22,
there wa
By the year 20D would be inapp attemptpe
ropriat
e.
co
r andn
about scothetoaph
lou r.
o2,Cef all the foll
arefu esi mve
owing y,knobu t the
wGen hieva
powers of
chtheConis
twelve of the major ng alon
ed toopitin
n?tem
wr le
unicatio sta
50, boaokteHule g.. Onc
e, …
humou A The
.
ICR tru
l co m EXC EPT w heentns she than wn as
in
time. The trea
● fa ct
Si
ty was
fu ll toof
t digita ects
ittagr
ICRC initi ______
gh has
po e exrt d io
w to us 5pporat
am
O
ple s when
te ur n de ple s. B Wit ghhin el aboually had
fetwo se ar on its
ch just one
eff
goa
ke ep up _ .
save and pro
ksrs late tect wound
ven tion , and
faeed ce to pefaop cele. u
vi l.
Hu re g to ed soldiers
2 In his ho
by ex am
do s ca
ctce
n adapt.
or w isillreAha
6 Ho w does Dun the lackyea
ve by ant
of rs, the ICR
le are failin
C had d fo
achr 3 Fifty yea
inn●
.
3
op
ing ofst
’s initi
A show analysis su at read
er
an poor alpuzzly led
ube n en
that old
at thecomve
eral
in
pegoals. receive
has
ieved
World War.
r saw the beg
udt ent A: Ta
the Swiss 7
iting th CerThe
Work in gr wasnt
ide d orig ismtyhe By then, the the Firs
m beted
ne
B prov amples of wr
ouideEvery
ex
ples of tell him
good ra
ther th
w ha
B conc gov
gered ernme
inal
critic trea
u n cuic
wee n.ion
at iv e. W c om p
separate nat
le te
er to estth
ICRC consist
ed of 45 lk a
C give
D prov p unit has Cambridge th naand TOEFL® exam preparation
ss ional relief
s. Discu
am
t's wenDgaCon an nt and ICR dis
he ofyo eanse soc
Inten w
truneide
e tog
r predicD3tiro
ietie
agree with g.
ex
ssstyyo le guu ides?
C
ng
The in
gingagreemeent
ed by
it
, he ture of
…
Cth onl y.
. as the Geneva
was known
eth
Wau
ablish
rnate
s,
tionaln
which cam
ce it
ones
her abI'mou thteth kiendfuo
themwritinal4l?
r (POW) Age
earlier ammar.
frustrat vengtion
on s. it .
Dtabolishyo fontifiredyo
u .
ncy. Two mill
u se ion people
Pris
t is Julia W
ism of undin
3 Wha lessons
’s
certari
cr itic
in as tepect
based
s
si
of
d scm
gr
ience.
ila onnthe The
su
language
rrowo
rd “es
” in u learntaph 3 is clo in the Priz unit.
1917, the ICR
and put in tou ch with th thee ir I'm ve
wer
iliesrb
e
. In s
th innd
el Peace e ki
re. r se thof
C was awa fam
ignore
A They e based on
unsoun id befo tenA cloce
in me aning to ___
se s to
_____ .
paragr
sest e for its wo rded the Nob
eb peox rso
B They stap thos
been sa rk during the
ar
eo
wh p
at has
nt le yoe anot
u
her.
know u4siIn n C leare n in
ex er
4 [A ■] In 191 war.
w ho
Societies wascan't si
with on
C Th ey re te
on sis te
B discover
gagrad D set up ci se 3 liv

ab e
ext
ou
end
m
9, the mission
ee
ed to include of the
t still for
D Th ey are inc par aph 4je of the ct iv es inre isex
suc h as fam t ine, t st
relie f ass
ud y
istance in disa
vig,usi
FAST FINISHERS a erci ●■]floost dtwell work m
missing sen pas sag ear thq uak ste rs,
e, the
se 1.wer as epidem es, and
17:07
The Societieent B: Re
2015
tence. Wh ics such as
12/08/
din
5 Work in pai sec
best fit?
At the end
ere would
this senten
ce
e still kept
World War
occupied in
typhus. [B
began in 193 com

war zones,
as
s ain
rs .awRardeaofNodbelyo
of this wa
r, the ICRC 1 Th itsis
100ti
ICRC receive
Two, which
mivereasarthir
including
ments or as
partner. Ask
ond
uued
Peace Priz
r se n
e for its wo
te
wa s awarded
n
a th ann
d
ne y inxt
d Nobel Pea
1963.ye ar
9.
,
ce Prize to
[C
…
■] The
kq
More for mor e info
its kind iss
thro ughout the cewar. to2
rk, the onl
s yoIn
y
uhum
now
rteanitnaria
pre sent in eve [D ■] be
The ICR .
giC isnning4witBy
mark
74 practice
128
your partn
A Option A
rmatCio
B Option B
n abDou ye n netar ry country
wos’rk inti them wo●
and is the
e,
rld. …
h Yo20u5
er is talking 2_139.
indd
128 Option C
Option D
t th3e pI er hoso
1 The Battl
Sw .largapest
role5s. StBy
penthat … .
e of Solferino
about.
_EX_12
udth
and Italian took place
enet
685117 Armi in
estimated that es fought together and Italy on June 24, 1859
there were defeated the , when the
Student A ca
over 23,000 French
injured and Austrian Army. It is
FAST FIN 685117_EX_12
2_139.indd
more than
20,000 deat
hs.
n interr
ISHERS W 129
685117_U
7_072_081.i
ndd 74
rite a paragr
aph describi
informat129ion.
ng your ●op Re inpe ionatofththeeta idsk
12/08/2015
ea. Th
17:07
Student B ca of this
n interru
Every Achievers unit contains four varied Fast Finishers
9 to keep
Discuss the
stronger students busy. questi
● Who felt
comfortable
● Who pref
FAST FIN
ISHERS erred to resp
2 Describe pe o
ople you kn
ow who fit
the idio
again. Are th he oc ys to harnes
false? e statemen 4 Read theea ns. s the power
ts true or who le extract. of
1 It is essent 6
Work in sm
statements
.
choose the
correct endi
ng
al s to
ial to build a presenetimyo
1 Th l gr ou ps. Dis the
ple who m space touris space elevat
or to facilitat
age the auth
A a borinugr idea sortocreates in th cuss the questi
ake a diffe m.
COURSE HIGHLIGHTS ons and
4 residth
e mass suburban etiaclas e opening pa
l strees.
ragraph is …
rence 2 Sp ac e elevator te
chnology ha
B
● What dorly spring day in
an ea
C strong wi you think wa city.
en
t.
3 Space elev s not been de of Da ba nds and torre ould be
ze the word ators need ro vised yet. spdac weeatho ntial rain. the most
herlidanday appealing as
oos.rdDsismcuss s in the box 4 It is appr cket-propelle ● dir?ty streets. pect
ox im at el y d sp ac ec ra W
2 Winston
ill sp ac did
e n't
tr
ay fith e to mo 10 ft . avta ke
re 3 ReadCth
t in 0 km el th
oeN NgrEap5 The interv
CT Io iewer is relu
s into space. ● W
A he
Bhathter
knew that it be e lif
cot be
m ca fo
usrte… ab le and / or af
oelfN
bio are wa ne
SiS
hyav ctant to cont
1984 e th eveen ver worked.
viyro fordable?
tr elenm
s ne
hero’? lin llgainCaarsp roac n.eW emplate the C there wa r an ctrici enty.tal implicatio
our can you
see? WORD ZONE Aid 4
elh ev y atis
Outsid or sh .
e,
e
ev
a ‘lo ca l
id ea of FACE 2 FACE 7 Lo ok Dat it th
wa e
s Ha
sn't usually
expr
te
ele
esk.sions in Fa
ctricity durin
g
ns?
4 Find fiveorpga workerLiSo
en through Wee the day.
cheam
es whpieron stm eneoto the world
looked cold the shut window-p
3 When he
ce 2 Face.
e you live? nePa wrt ho2 w oforth eddies of wi
e . Down in ane, ● Hav reached his
flat, he …
a h ni
ra za
saen
tio
l di
ven n gs
that ks di
fo sc
r an u ss
nd were wh
io the street A e yo
reali u
ze dhe ar
iosphwilaerenthropist phrasalpe rb s to
inbrth inegsst bfo atod in to spirals, n. choo irl
ough these
ing dust an lit tle he ha d tht th
d lef em e TVbe
em the co formation co fore
io and th ● Can B could he switche?
veop rbles in W gr an
ap en hdy.
th ets .hyoera su
otsk
C
d torn pape
rrect r yo u arminem d on.
1 da colour in m rnedre
sun wa
ionary a vi ng
or derin
Zofr ple
ha pptelie
rsh s shin C tu on the TVbe r te ming from a
gnom s th
Bu e. blth
ue ,eto ing and e
sionary ild w
a space el ar orevnapltu an yt
there seem
ed ● C an yo u to lis n toco ntinext fr screen, as us
om the di
ator w ra l di sa
hing, exce to be no D wa s gu es s itc th e ual.
beerstch
ab
5 Use the co A but they as te reill
d ev ywerhe als.re
le
pt th e posters th
at were 4 From the
le to sw thheiofrf thmeea ni
teles ng
du
?
stry ne ws. scussion?
ons. 5 M n te xt to gu sa id th e sa
face gaze d down from
.ngTh in
e g,
bl …
ac k- moustachio wi nd ow cre en .
an sw er
at ch the w B o bu es
t s th ei r m Thm e
ere th wain g ab ev er y comman ’d FA C E A
2se
FA
veral more po
of his flat, he
could see …
the bloC
rd
s in a dictio s in tthase ch no ea n op s on ou teskhoysuscr E sters like the one at the en
uestio s. tongin
e di
ing.
on ng
box alle poC sith th e-ap corner.
d most n C nan ardy.
so will build th theegca
e.ec BIk G yo ers.
BRu front
dasef bu
inn it ild inOrTH immediately ck. trance to
upset you saioid,ngs. skileER
ptio ysthcrIS WATCH B a bright blu
s? in g sk ysincr wh ap er s. ING YOU, ● Le
C a helicop t’s b
e sky and a
e
d. What kind of ch co-wor2kePe op le
migraill w
de ep toap Win er s
sto in th
e dark eyes se ri
lot o
of utras forthae str
ffi
anges Phrasalr ver nttrwav elketo thaneotmheoo r poster,
n’s owen.fu Dotuwn re.at street ok lo ed te r flying past. c in
meeot.ment.
eor
D so●
op these thin WORD social worAkeus bsg to
in thedsp sc ri r fit
b nonfully-w innorth…ke
torn at
e rwind, alt one corner, flapped
level meoYo
u kin
ne loo cag natnhiomtfrobmeanse
gs 1 To stan r
B din sp u n sk ill ac e el eev
ed orkedirstaor. g a unta
at
co kvein g thct er
ioglne word INGSly covering and
na
5 Winston
sto od wi ot ri
he o
r wius!ow.
nd
… hips w
rcise 1 would rin e sin te th his back to th
…aces A be● causA
you use to ZONE lik
4 e th
To e
nce a helic OC. In the reat yo
e th wayu hese ri o
e telescreen
…
2
1 SomeoneampTo cl C in sp …acec
ro sp
of on
s,ea es
hokvein
opter skim
re…use an w. m ed down betw fa r B ev en th ough he knew
coul d no u t sl
be y arsud.ggesting
he
w h o w … raft th5at ha and darted d for no instant lik een the C because he could be …?
or
an … bitiksngfor goveTo vean
or3foTo st aldread
3 In e th se en
r aba
away again a bluebottl e Thought Po and heard.
ribed with th prck …ey be
ivateor space strn ms en en wins 8
wa e, lice forced ev
trol, co
thet- th a curvin D because
e words A or ga n iz at
wi io n, prlic
po
ov id
paed
se trnguctegd.flight. It Tu rn to pa
he was certa eryone to do
hat kinds of for people wthere won'tat ion prov nd ow s.… The patrols sn rvices into people’s
oo pi to him. ge 147 and ought Police we
in th e Th th is.
changes ho eed it. be mucOh nlyidthin eg Thh did not m do the exer re listening
2 A person B guesnts room toouel pt an cises.
gh desu atter, howe
w ill m ov Polic
e ar mat
ou pp teor
red. t ver. 5 Work in pa
w h o yo be ab le to Be hi nd Winston’s nd . Y o u R T irs . Discuss th
ruly teens similar job
u
C it will feel w ork with, es lescreenanwaea
te se e rt hr is
ba ck the vo
Face 2 Face pulls out u R
commonN T o s P
e qu
idiomatic estions abou
spoken language
rds and phra EAk
1 W
oritlevel of reas if you ar anpe ciealovlyersomll eo
s sti babbe. ice from th hi ch wo t th e extra
in the ne 4 Orb de thin ling away
about pig- e ses are key to ct.
a smfuallfillmcien tn ew at the begin
d has take ighbou 3 rhA pe ing spacesp on si biPlan ty . thit h a iron
9 ning of the setting the
Thfeatured in the Listening scripts.
rs lit .y.The teles of
n care of oo d Aon w
cah o
us liv ho te ls w ill creen rece e Ni nt h ree-Year 2 W
W ha
or
te xt ? at m os ph ere
ungsters. many trou sim ed esr an
ilaha vothdcw sim ul be
taneou … sly. Any so ive d and
t wo
k in paul
rd s wo
irds.yoFo
SEach
he deFocus
scribestext
abl
lim
featureseditedWord to einor
which spth ks
aceein ar aea
focuses efo,thre on und that W transmitted Winston liv u use to desc
llow thrib
eZone, biofau useful
ab
how un Bpem riod
ac or eoflutixu
an dmribe e,ouin
do in be
stov at
pickio
e ig
di
ns st
levnur
thelco
at ng
aran
e tr
veth yryebi
fo lorw whisp
inston mad
e, stu3de How do you
n t
es in? e einthst e society th
ruction ats.
thskeyilled‘T g
s buab g lo w -p ed up or tir,ng now. would A : Yo
4 How woul u have sto
th in
Si l l a C a r ro
w or k. t smus iv
al e aitod an by it, moreove er, k W in
ju n feels abou
he le d
SIMILAR WORDS st
re
vocabulary building 4 A labo area Cseen biggprinobth
er alenatural
m
anis context.
m ain ed r th
with anre
in si
ex u
de
is su nt als.
tifield sp ly so long as m oo n.
infoTe
d you describ re tu rn t his life?
ed
the industrial from a ho
ue comman ng
th
ureIr.giSo cuth rreyentwe metal plaq
ha ve no
e of ac vise he rmllatyo
ionur pawartsne e
liday to the
sp ded, he co stat
ion whio
vemth ll ac boio ichnsth r ide
abdou production
as e
n
eoem that
require any ne w guhid o an
doce esknw hestarat unda
d. Thns ere. wa rie s. uld be seen . e advi 5 ceCanab yoou prov by tthyoe teur
lestrcreip
resptrai an
ow or d k ruw h ic s as
u imtagw inhae wht to
at ta en.?Give him / he
thg.at,’ she sa given momle etsheh of
ecntin in g wh an do dues co ur se no way studenthteBco:ntext of this story ke, twPoha
in Th ou gh r
O CAIDIOMS
5 Someone ys
r yo th
weey not
re being wa of You are cons?
licet antoddo Hate , et Wc. eek mean
the. Though t. How often, or on tched at any
L HE
en
Cwarhroo do es nno holiday on th idering whe
RO
n is ott work. wi t Police plug what syste
e moon. List th er or not to take
afraid to re was gu ge
esswork. It d in on any individua
m ,
en to your pa a
to improv that thta eyke watche hedr evqu
was even l
e her nean esod t y all conceivable 10 rtner’s advi
ig yhb eryb Pr ac ce.
ou
s I M I L A R Wo R
further, and ra te ti
th rh
ey oocould d plev
th e time. But at se yo u r di alogue. Then
regularly te wanted to. You ha en your wire whenev
th ey ug in
685117_U
7_072_081.i
anti-social
shndedde 75sc
ribes as, ‘sca
habitstifies in
behaviourthat evtheraty so
ex
ca
ce pt
ses. Som
becamco
in darkness
un
e inur
d you mad
et
, evhi
d to live –
stitncin t – in the
e
ng s overheard, and,
wa
did live, fro
as sumption
m
er
Th e en or mous face ga
Ds act it out.
I D I oMS
I don’t spea ry’, but, sh e says, ‘If
ery movem
ent scrutin I glanced in zed from th
e wall.
k up, they’v ized. the mirror.
To add to e won.’ 93
I gl im ps ed his red sh
irt 75
in a sea of blu
her lis of
started a Exptre
She glared e shirts.
s s
ac inhiev g emch ts, Sill
en
at me when
I said I didn't
association,ange a
residents’ Now turn to kn ow the answ
er.
1 Look at th fought for which
page 148 an
d do the ex 07/08/2015
e idioms. W governmen ercise. 11:44
five million hat do yotu gr th an
in ts of ov
1 to break po685un ds_07. 2_0Th k th ey mean? er
been newusgred ountod
117_U7
81.inded 77money
2 when on transform has
play egrdoouorndclos th e area with Similar Words introduces students to words with
3 nothing ve s anesd, an sp ot htserfado 77 subtly
or or op
4 to blazWehe nntuasreked, nothing ga cilitie s.ens
different meanings and how to use them in context.
a trail d what shined
succ ess to, C e attributes 07/08/2015
11:44
5 to pave arron, who her
nuth e w ay
merous foaw r something has won
ards for he
2 Complete work, states
the senten, ‘What if
ce
r courageo
we just le
us CHALLENGE
win? I’d rath s with th e id tinthem
Each unit contains
1 A: ‘I’man Idioms er get scwhich
section, ared and sp io m
practises s ex er
n means? D thso
antestman ptdedbytoan asdkdo myno eak up cise 1.
o
frequently just too relevant
used idioms nervous.’ to the bo
unit thssinfo topic.
g. r’ a pay-rise,
B: ‘Just do it but I’m
. Why not? …
st. 2 When I lo .’ Prepare a
sa
st my job, I w futuristic les pitch for a
LISTENING decided to re
train as a te
as n ’t sure what to
do. Then I
holiday
7
s. ever before. acher and I’m
It’s true what happier than The ultimate
get-away-from
o interests
3 The com
pany’s early they say: … hot el sen t into orbit 200 -it-a ll holi day – a
. 07/08/2015 will be able miles above
4 Acceptin technologic 11:39 watching as
to spend tim Ear
e in zero-grav th. Guests
g the intern al advances our
the space hot planet turns. Views of the le
ity whi
for my care sh ip at the new … . bre ath tak ing as

el's special obs
erv atio n win
Earth from
dows will be
spaper in Ber every 90 min the craft whizzes round
n. er as journ
Interpreat in
LIS NING ute
and 16 sunrise s, providing guests with
our planet
5 TheTElo cal football formation t. al is lin , … s a day . 16 sunsets
th e final of the
team … last in an interv
w eek when th
iew 6 The Rainforest
Tow
Can they league cup ey reached fire station, er
a weather sta
consists of a
water tower,
a forest
time in thei competition and education
labo
tion, and scie
for tourists wis ratories, as well as acc
ntific research
r history. for the first rainforest. It
hing to sleep
high above the
ommodation
stands at the Amazon
3 Do you hav fires effectiv
ely by
Amazon’s fron
season and irrig capturing rainwater in the
tier, preventing
e any simil are able to visi
ating the land rainy
ar expressio the delicate
t the laborato
in the dry sea
ries and lear
son. Tourists
ns in your la ecosystems
of the Amazo
n more about
nguage? PREPARATIo
appreciating
top of the tow
the wonderful
er.
views afforde
n, while also
d them from
N the
make a diff
erence in yo 1 Look at the
ur commun pic
destinations
tures of fut
uri Express your
ity, school or . What do you stic holiday sel f
family. More is your initial
reaction to
think they
them?
are? What Presenting
something
new
1 Work in pai
practice 2 Read the inf
Today, I am
amazing … .
able to tell you
about someth
gadgets you rs. Make a list
use every day
.
of the techn
ology and
41 a list of thr
holiday has
ormation abo
ee unique fea
ut each hol
ida
tures you thi y. Make
This is someth
ing you may
ing absolutely
6 nk each I'm very ple know nothin

Listen again . ased to be abl g about … .
2 Work in pai Compare you and check you e to announ
ce … .
rs. Discuss r answers in r answers in In the Rainfo Giving inform
the question exercise 5. rest Tower you ation about
● What do s. pairs. rainforest from get to see the Am product or the unique
you think it above. azon service features* of
technology? would be like 7 Look at the 07/08/2015 There is som a
How would to live withou expressions 11:39 ething quite
homework, you do things t in Face 2 Fac Do ThE ch Something extraordinar
etc? such as ● Have you e. ALLENGE which no oth y about this
● What tec heard them A completely er company ….
hnology wo ● Can you before? unique opp can offer you
uld be the har remember the 3 ortunity to … ….
3 dest to live ● Can you context from Work in gro Reassuring .
You’re going
woman wh to listen to
o conducte an interview
with a
without?
FACE 2 FACE
guess their
meaning? the interview
? The unique Challenge lesson gives students the chance to
prepare a sal
holidays fea
ups of three.
es pitch for You’re going
one of the fut to There is abs
You can be abs
people (about
olutely nothin
safety, cost,
g to worry abo
etc)
her family. d a ‘techno tured. Follow uristic olutely certain ut … .
fast’ experi
prepare and carry out a variety of enjoyable and ambitious
Discuss the ment with the instructi We can defi that … .
questions in ● you name it 1 Decide wh ons. nitely guaran
● What do pairs. ich holiday *These unique tee … .
you think a and sell. you wa nt to describ feat
● What do ‘techno fast’ ● as you e ures are ofte
n called USP
experiment can imagine
A whole page of Listening helps develop this crucial skill, with
you think the 2 Write you
4 Listen to the
effects of it
interview and
were?
is?
● no mean
feat speaking tasks. ● Present you
r sales pitch:
r holiday. Rem
s, or Unique
Selling Points.
exercise 3. check your it as someth ember to des FoLLoW uP

challenging, substantial listening situations. ideas in ing new and cribe
8 ● Give info exciting.
Turn to pag rmation abo
5 Read the e 147 and do of your holida ut the uni 4
sentences the exe rcises. y (from exercis que features Work as a wh
and comple ● Reassure e 2). ole class. Dis
Nicole Lyon te the gaps. YouR TuRN the audience ● What are cuss the qu
has written To SpEAk be concerned about things the ma estions.
they may
In the book
she describ
a book entitle 1
d …. journey, etc
about – safety
, cost, length kinds of futuri in positive and negativ
es how she 9 . of stic holidays? e aspects of
her house for 2 banned tec Work in sm ● Sum up you ● Who in the these
3
…. hnology in class thinks
She decided
to perform the called Are you all groups. Design a qu phrase.
r holiday in
one memorab doesn't like that they are
a techno add estionnaire le the idea at all? a great idea
family was experiment ict? Follow 3 Present you ● Which one and who
no longer par as she felt the ● Write five the instructi r sales pitch of the futuri
Her children t of the 3 … … questions tha ons. to another gro prefer? Give stic hol idays in exe
even remain . information t will help you up. your reason rcise 2 would
Accordi ed online t you’re find the s. you
Student’s Book
STARTER LESSONS Starter A
LISTENING
● There are two optional Starter lessons at the start of the 1 Work in pairs. Look at the people in the pictures and discuss
what you think their attitudes to the following might be:
● personal appearance ● clothes ● cosmetic surgery
Student’s Book – Starter A and B. They give an introduction to the

methodology of the main units, and contain basic grammar and
vocabulary that students at this level should be familiar with.
Hannah, UK
● Use the Starter lessons as you feel necessary for your students,
depending on which language areas you wish to revise. The lessons
are self-contained, and can be used in any order. Hiro, Japan
Marielena, Venezuela
UNIT WALKTHROUGH 2 Listen to the interviews from a radio programme.

Were you right?
4 Work in pairs. Discuss the questions.
● How would you describe young people’s attitudes to
appearance, dress and cosmetic surgery in your country?
3 Listen again and answer the following questions. ● How do you think your generation’s attitudes are
1 What does the presenter say about the effect of different from your parents’ or your grandparents’
globalisation on young people around the world? attitudes?
Focus 2 What two things does Chris say still influence young
people’s attitudes to dress and appearance?
3 What does Chris say that young people in the UK have
traditionally been?
● Would you ever have cosmetic surgery?
4 According to Chris, what type of cosmetic surgery has

become more popular in Venezuela in recent years?
5 In Japanese working environments, what is expected of
● The Focus page introduces the unit topic through a short reading employers in terms of dress and appearance?
text and visually appealing images. 658117_U0_004_007.indd 4 07/08/2015 11:36
2
2 Mother tongue
Grammar Distancing | Cleft sentences
Vocabulary Blend words | Idioms – Language &
communication
Challenge Do a presentation VOCABULARY Blend words
Interaction Asking for clarification
Writing A proposal
Affluenza is a blend word made from joining two words together. 5 Work in pairs. You’re going to guess the
affluence + influenza = affluenza meanings of blend words.
Blending is a way of creating new words in English. Student A: Turn to page 149 and follow the instructions.
Student B: Turn to page 152 and follow the instructions.
FOCUS
1 Work in pairs. Underline the blend words in the sentences. 6 Work in pairs. Discuss the questions.
1 Digital camera makers have been working hard to pack more ● Which were the easiest / most difficult words to
pixels into smaller and smaller packages. guess?
2 Why have you put smiley emoticons all over your essay? It ● Which ones do you like the most / least? Why?
looks ridiculous.
1
● Are any of the blend words used in your language?
Each Focus lesson contains a

3 The police breathalyzed him at the scene and he was three ● How common are blend words in your language?
times over the legal drink driving limit. Can you think of any examples?
4 My drama club rehearses once a fortnight.
Word Zone, which highlights 5 My mum’s a real workaholic, unfortunately. We never really
get to spend any time together.
7 Work in pairs. Create your own blend words. Follow
the rules.
a vocabulary area featured in

2 Which two words have been blended together to form the The blend words should …
words in exercise 1? What do they mean? ● be recognizable and obvious out of context.
● fit neatly / smoothly together.
3 Complete the sentences with blend words. Match and
the text such as phrasal verbs,
● be easily pronounceable.
combine one word from each box to make the blend words. ● be fun and creative.
1 Look at the pictures. What kind of influence do

collocations and unusual
3 Work in pairs. You’re going to read further breakfast electricity motor situation smoke 8 Share your blend words with the class. Vote on the
you think the things in the pictures have on the information about some of the facts in exercise 2. best ones.
development of language?
1 3
Student A: Turn to page 149. Student B: Turn to page 152.
words.
comedy execute fog hotel lunch
2 Read the questionnaire and find the answers in the box. 4 Read the new words in Word Zone. Are you familiar with Language &
75 25 98 17,000 1,000 1,700
25 7,000 6 171,476
them? What do you think they mean?
New words
1 You’re hilarious! You should have your own sitcom!
2 I’m afraid I'm hopeless at DIY. I worry I’m going to … myself
while trying to change a plug!
I D I OMS communication
3 Hybrid cars can reduce … by up to 90% and can get much 1 Underline the idioms in the dialogues.
WORD affluenza de/unfriend lol me time
better fuel economy then a normal engine.
2
ZONE selfie street food 1 A: I’ve never known anyone to chatter as much as
4 I had a huge cheeseburger for lunch even though I’d had … at Jamie does!
1 How many English words were created by about eleven o’clock! B: I know! It’s impossible to get a word in
Shakespeare? 5 We’d been driving all day, so found a … for the night.
5 Match the words in Word Zone with the definitions. edgeways!
2 How many words are there in the Oxford
2 A: You don’t work in sales by any chance, do you?
English Dictionary? 1 remove someone from your list of friends on a social
networking site CONNECTIONS B: Yes! How did you know?
3 How many words does the average educated
2 the bad effects of living in a society where many people A: Well, you’ve certainly got the gift of the gab!
native speaker of English know? 4 Word blending is often used creatively. Look at the photos. 3 A: I had a horrible argument with my sister this
are too rich, such as always wanting new, expensive
4 How many new words enter the Oxford things or having to work too hard Can you identify what the word blend is? morning.
English Dictionary each year? 3 an abbreviation for laughing out loud used in emails and B: Oh no! What happened?
5 According to the Global Language Monitor, text messages, when you think something is very funny A: Oh, it was just something stupid, but I had to
a new word is created every … minutes. 4 a photograph that you take of yourself, typically with a really bite my tongue; otherwise I would have
said something awful to her.
6 In how many countries does English have smartphone, and upload to a social media website
4 A: Can you understand the instructions?
an official or special status? 5 a meal that is prepared by a vendor in a public place and
is for immediate consumption B: No, they appear to be written in double Dutch!
7 Approximately what percentage of the
6 time when you can do what you want to do spork labradoodle banoffee pie
world’s population is believed to speak 2 Try to work out the meanings from the context.
English to some degree? 6 Work in pairs. Discuss the questions. Check your answers with a dictionary.
8 Approximately how many languages are
● Where do you think new words come from? Who or 3 Do you have any similar expressions in your
spoken around the world? what has an influence on the creation of new words? language?
9 How many languages are thought to die out ● Can you think of any new words in your language? What
every year? do they mean? Where do they come from?
Brangelina Frankenfood chugger
q How many languages are used by the UN to
Vocabulary conduct business? More

FAST FINISHERS Describe someone you know who has the gift of the gab. Describe a situation where you had practice
18 to bite your tongue.
19
2 The Connections section 3 The Idioms section

● The main vocabulary set per unit is large – often consisting consists of useful extension introduces and
of 20–30 items – and contains both familiar and new, higher vocabulary, including practises frequently
level items, to consolidate and extend students’ personal collocations, word families, used idioms relevant
vocabulary. suffixes and prefixes. to the unit topic.
● The vocabulary is practised through a variety of activities,

including oral and personalized activities.
4
STUDENT’S BOOK
3
Grammar 2 Grammar
‘Cheerfulness, it would appear, is a matter which depends fully as much on the state of
things within, as on the state of things without and around us.’ Charlotte Brontë, novelist
presentation Interpret information Those who know

2
GRAMMAR Distancing LISTENING
in a radio interview nothing of foreign
languages, know To have another
4 Turn to page 149 and read the transcript. Check your 1 Read the quotes about speaking a foreign language. language is
● There are two Grammar sections,
If we are not sure if something is definitely true nothing of their 1… .
or we want to avoid giving an opinion, we can answers to exercise 3. Try to guess the missing words. to possess a
Distancing
distance ourselves from the facts and opinions second 2… .
stated. 5 One word is missing from each sentence. Complete the 2 Complete the quotes with the words in the box.
each containing a grammar box appear / seem
It appears (that) you don’t really like me.
sentences with the words in the box.
apparently tend thought to would

corridor door head heart new own soul
It would appear (that) you haven’t been listening to a
with a summary and examples word I’ve said.

The signature seems to be forged.
1 It seem that you haven’t learnt much in this lesson.
2 She seems have had little interest in her friends’
3 Which is your favourite / least favourite quote? Why?
Passive structures 4 You’re going to listen to a radio interview with

of the grammar area being dealt It’s considered that Russian is one of the most difficult
languages to learn.
opinions.
3 It is that there are as many as 2,000 dialects spoken in
India.
Jack, a bilingual teenager, his mother and an expert on
bilingualism. Discuss the questions.
Speak a new
language so that
Subject + be considered / said / thought / believed + the world will be
with. An irregular verb list is also

4 it’s going to rain today. ● What are the advantages of speaking more than one
to + infinitive 5 Multilingual children to start speaking later than their language? Are there any disadvantages? a 3… world.
How many languages are thought to die out every peers. ● Do you think it could be difficult being a bilingual
year? teenager? Why? What are the potential problems?
included at the back of the book. Modal verbs such as may, might, could (+ well)
There could well be many more undiscovered
6 Complete the second sentence so that it has a similar
meaning to the first sentence, using the words given. 5 Listen to the interview. Are their ideas similar to
your answers in exercise 4? If you talk to someone
languages out there. 1 People think she is the daughter of the former Prime
in a language he or she One language sets
Minister.
● The Grammar Reference is also

Other expressions 6 Listen to the interview again. Choose the correct understands, that goes to you in a 6… for life.
It is … .
1
According to the Global Language Monitor, a new word answers to the questions. the person’s 4… . If you talk Two languages open
is created every 98 minutes. 2 Apparently, eating lemons is not good for your teeth.
to somebody in his or her every 7… along the
It would … . 1 How well did Jack’s parents speak French?
Scandinavians tend to speak excellent English.
available on the Teacher’s i-book
language, that goes to the way.
3 The radio news stated that our school is closed today A They were both fluent. 5… .
Apparently, she speaks more than eight languages. because of the snow. B His mother was fluent, but his father didn’t speak
Grammar reference page 114 According to … . French.
as Visual grammar presentations

4 It’s possible that Cleopatra spoke at least nine languages C They spoke a little french. 7 Look at the expressions in Face 2 Face.
1 Work in pairs. Discuss the question. including English. 2 How does Jack describe the benefits of being bilingual?
● Have you heard them before?
4
5 Cleopatra may … . A He is more open-minded.
● What language do you think will be the most-spoken in ● Can you remember the context from the interview?
6 We are hopeful that the local government will not close B He has different personalities.
– an animated, step-by-step the future? Why? the youth centre.
There is … .
C He enjoys learning new languages.
3 What has been the most difficult part for him?
● Can you guess their meaning?
FACE 2 FACE
A Finding the right words to express his feelings and
presentation. ENGLISH SPANISH HINDI 7 Work in small groups. Follow the instructions. ideas.
● I went through a phase of …
● wind (someone) up
● Read the opinions. B Being bullied and feeling different to his peers.
CHINESE GERMAN ● Rewrite them using distancing language.

● Discuss whether you agree or disagree with the
C Finding his own identity.
4 Why do bilingual children often do better at school?
● put yourself in someone else’s shoes
● The lessons always contain oral PORTUGUESE ARABIC

statements and why. A They are able to see the world through the eyes of
5
other people. 8 Turn to page 146 and do the exercises.
The British are always very B The parts of the brain used in a classroom situation
practice to allow students to JAPANESE RUSSIAN reserved and polite. are more efficient in bilingual people.
C Their capacity for memory doesn’t decrease after they
YOUR TURN TO SPEAK
FRENCH BENGALI Girls do better in single-sex

schools.
are four years old. 9 Work in groups of three. Follow the instructions.
practise the language in a spoken

5 Why was Jack’s early adolescence difficult for his family?
A He spent too much time on the internet. Student A: You are a teenage son / daughter. Your parents
Eating fast food causes have decided to move your family abroad. You do not want
B He often refused to speak to his parents in French.
behavioural problems. to emigrate. Write down your reasons against the move.
2 Listen to a report. Does it mention the language you C He had a period of refusing to speak in English.
context. thought of in exercise 1? A lot of money which is donated 6 How did his parents encourage him to keep his English Explain to your parents why you don’t want to move.
2
to charity does not reach the alive? Students B and C: You are the parents. You want to
3 Listen again. Write down any distancing phrases people who need it. A By taking him travelling and watching films in English. emigrate with your family. Write down your reasons for the
that you hear in the report. B By sending him to stay with his family in England. move. Explain why you want to move and try to convince
● The language is practised in a More

C By putting him in touch with other English-speaking
teens and emphasizing the benefits of being bilingual.
your son / daughter that it is a good idea.
Prepare and perform your role-play.
variety of carefully staged activities.

practice
20 FAST FINISHERS Write something you think is true about three of the languages in exercise 1 using distancing language. 21
1 A complete 2 Extra interactive 4 Common spoken 5 There is also a

Listening Grammar Reference practice language is freer, follow-
with detailed 3 Grammar quotes exploited in Face up interactive
● Each Listening section contains explanations of are a fun way for 2 Face – students activity where
each grammar students to see learn to recognize students produce
substantial and challenging
area can be found the language three idiomatic their own version
listening input to really stretch at the back of the expressions in each of the dialogues
in an authentic
students and develop their book. context. lesson that often or give their
listening skills. occur in spoken opinions on a
English. related topic.
● A variety of real-world situations are featured, including radio interviews,
chat shows and meetings as well as everyday conversations.
Reading
● There is one main Reading text per 2 2
unit related to the unit topic. 1
READING
Work in small groups. Discuss the questions.

EMOTICONS: THE FUTURE OF LANGUAGE ?
● Do you regularly use emoticons? If so, when?
“txt spk” – now the very letters themselves are threatened. ‘Individuals can actively shape technology to suit their needs.
● The text is always substantial,

● Do you think there are any negative consequences Where is the appreciation for the nuances and subtlety of One of the appeals of emoticons is that they help us to
of using emoticons? language? What might Shakespeare have shared with the compensate for the lack of non-verbal cues in many online
● Look at the examples of emoticons. What do you world if emoticons were at his fingertips? Who needs to be environments. They act as substitutes for traditional facial
think they mean?
and covers a variety of modern,

a literary genius when you can appeal to the masses with a expressions.’
winking yellow face?’ Dr Fulwood said there was no evidence that text-speak is
But who cares? you might say. Why not have a universal dumbing down the younger generation.
language? Young, however, believes we should care.
relevant text types such as online

‘Research shows that children who use this language tend
‘Research indicates a growing lack of empathy in the younger to have better literacy. Text-speak can be a creative form of
generation and some blame a lack of reading, during which communication and in order to break grammatical rules, we
The world’s first emoticon is believed to have been used the ability to understand emotions develops. The worry is we need to understand them in the first place.’
blogs, websites, newspaper by computer scientist Professor Scott Fahlman in 1982

after finding that colleagues using online messaging
often misunderstood posts and failed to recognize jokes.
may end up a bunch of bleeping, emoticoning robots with
few means to differentiate ourselves or our cultures. Long live
the written word to prevent such a calamity.’ PROFESSOR FAHLMAN, COMPUTER SCIENTIST
AND ‘INVENTOR’ OF THE EMOTICON
articles and extracts from novels. The solution came in the form of the ‘smiley’
emoticons can express everything from surprise to
indifference.
. Now,
DR CHRIS FULWOOD, CYBER PSYCHOLOGIST
Professor Fahlman realizes that it’s the very idea of the
emoticon which most people object to, saying good writers
The majority of the reading texts

We’ve asked four experts in communication to give their We are limited in the range of messages that can be should have no need to explicitly label their comments.
opinion on this means of online communication. communicated through emoticons, but Dr Chris Fulwood Shakespeare, for example, managed fine without them.
believes they do serve an important purpose.
To a large degree, Fahlman agrees with these critics. He
DR OWEN CHURCHES, PSYCHOLOGIST
are taken from authentic sources. Amazingly, emoticons are having an impact on our brains.
says, ‘Perhaps the smiley face has done more to degrade
communication than to improve it.’ However, he goes on to
defend the idea of the emoticon by pointing out that ‘we’re
Recent research suggests that the human brain has adapted talking about casual writing online, not great literature printed
2 Read the article in which four experts discuss
● The texts are fully exploited with

to react to emoticons in the same way it reacts to human in one-way media and relatively inaccessible to the public.’
the use of emoticons. Whose opinion do you agree faces.
with most? He goes on to say that ‘the great authors published their
In an experiment led by Dr Churches, subjects looked at words in a different medium. If 100,000 copies of a novel
images of faces and emoticons while their brain activity was were distributed in printed form, and 1% of the readers
challenging comprehension 3 Read the article again and answer the questions.
Choose from the experts Dr Owen Churches, Sarah
Jane Young, Dr Chris Fulwood and Professor Scott
examined. Churches discovered that similar face-specific
brain activity was triggered by both.
didn’t get the joke and were outraged at what they read,
there was nothing these readers could do to spoil the
enjoyment of the other 99%. But if it were possible for each
According to the professor, there is no innate neural response
activities, and are followed up by a

Fahlman. There may be more than one answer. to emoticons. of the 1,000 clueless readers to write a criticism of the novel
1 Who expresses concern that we are losing the ‘Before 1982, there was no reason that “:-)” would activate and publish it in the same distribution channels as the original
ability to show compassion to others? face sensitive areas of the brain. Now it does because we've work, imagine the problems this would cause. If the use of
discussion on the topic. 2 Who suggests reasons why skilled writers may feel learnt that this represents a face. The research was driven emoticons and, in particular, a smiley face , reduces this
1
the need to use emoticons these days? partly by my dislike of emoticons,’ says Dr Church. ‘They are problem, maybe they’re not a bad idea after all.’
3 Who agrees that emoticons enhance online a lazy means of communicating. To really convey emotion,
communication by providing alternative stimuli? we’d need to write more than three punctuation marks.’
4 Who points out the use of emoticons, abbreviations Despite his negative opinion, Dr Churches admits they are a
and acronyms suggests a greater knowledge of and new form of language. 4 Work in pairs. Discuss the questions.
ability to manipulate language ? ‘To decode that language we've produced a new pattern ● Do you agree that emoticons and ‘text speak’ are a new S I M I L A R WO R D S
1
5 Who largely disapproves of the use of emoticons? of brain activity. This is an entirely culturally created neural
The Similar Words section picks

form of language? Why / Why not?
6 Who seems troubled by the idea that our societies response. It's really quite amazing.’
● What do you think about the idea that our cultures and He found it very hard to teach a class full of indifferent
may become homogenized?
languages are becoming more and more similar because teenagers.
7 Who says we are not born with the ability to
out one word from the text and
SARAH JANE YOUNG, JOURNALIST of online communication? This has got nothing to do with me, so let me give you a piece
recognize emoticons as faces?
● What do you imagine communication in the future will of disinterested advice.
8 Who was motivated to investigate the effect of
Journalist Sarah Jane Young thinks we should be concerned be like? Don't be so apathetic! How are you going to get a job if you
contrasts it with three other words
emoticons by their own disapproval?
about the growing use of emoticons. ‘On the one hand,’ she don't start looking?
says, ‘an emoticon clarifies tone and makes up for our lack It was a cold, wet day and the children were getting bored.
of face-to-face contact. But what might this mean for the
with subtly different meanings. written word? We thought we were losing the battle with Now turn to page 148 and do the exercise.
22 23
5
STUDENT’S BOOK
Interaction 2 2
INTERACTION Asking for clarification WRITING A proposal
1 Work in pairs. Discuss the questions. 2 Read the proposal for a farewell party. Does the
● The Interaction lessons feature Express yourself

Asking for clarification
● Have you ever been on a language exchange or would
you like to go on a language exchange?
writer mention any of your ideas in exercise 1?
WRITING
Sorry, I didn't quite catch that. ● If you were asked to organize a farewell party for Formal register
a variety of everyday situations.
SKILL
Would you mind slowing down a bit? exchange students, what kind of party would it be?
Could you possibly repeat that?
3 Find the less formal equivalents of the phrases in
3
I'm not following you. / I don't quite follow you.
Sorry, what was that again? To: Mr Watkins the box in the proposal. Replace them with the
● Students are given prompts or If I understood / understand you correctly, … . From: Melody Pierce more formal register.
1
Subject: Language exchange farewell party proposal
Clarifying Date: 28th June in which to put the refreshments memorable
role-cards to stimulate their

What I’m trying to say is / What I mean is … . minimize the budget students submitting
Is that clear … ? INTRODUCTION more than sufficient
Did you get that … ? As requested, I am handing in the following proposal on ideas
Stop me if I’m going too quickly.
speaking, rather than entire

for a farewell party for students on the Year 11 language
Please just ask if there’s anything you don’t understand. exchange programme.
Are you following me / with me? YOUR TURN
4
IDEAS
TO WRITE
dialogues. This gives them the
Date and Venue
• The exchange students return to Italy on Sunday 16 July.
Therefore, I propose that we hold the party on 13 or 14 July. PLAN BEFORE YOU WRITE
EXCUSE ME … ?
This will ensure that the celebration takes place at the end of
autonomy that is necessary in 1 You’re going to listen to Oliver, a student on a

language exchange programme, who is having difficulty 5 Use a dictionary to find out whether there are any
differences in meaning between the informal words.
their visit, but leaves time to pack and also fit in another trip or
activity before they leave.
• I strongly recommend using our schools facilities rather than
4 You’re going to write a proposal for an
international food festival. Think about:
● time and date
2
understanding his host family. Discuss the questions. hiring an outside venue to save on costs. We could use the
developing the speaking skills. ● When might you have difficulty understanding somebody?
● What are the best things to do when you don't YOUR TURN TO SPEAK
school gym. This would give us loads of space and also allow
us to use the outdoor area if the weather is good. We could
spend some of our budget on erecting a small marquee to put
● venue
● organization – who will set up, clear up,
decorate the venue, etc?
understand? What do you usually do? the food and drinks in. ● special guests to give a presentation, etc
6 Work in pairs. Discuss the questions.
Theme
2 Listen to Part 1. Answer the questions.
● Have you ever been in a situation where you struggled to • I suggest that we use the colours of our countries’ flags for the WRITE NOW
1 What is Oliver’s host father telling him? understand someone’s accent? theme. The party guests could dress in red, white and blue,
2 How does Oliver deal with the fact that he doesn’t ● Which areas of your country have the strongest / most or green, white and red. This would be an easy theme for 5 Write a proposal for the international food
1
everyone to follow and would also represent our experience. festival.
Common expressions from
understand? distinctive accents?
3 Why does he deal with the situation in this way? ● Which do you find easier to understand, British English Refreshments
1 Use the farewell party proposal as a model.
or US English? Native speakers of English or non-native • If each student brought a dish, this would provide plenty of food
3 Listen to Part 2 – the same situation with a different 2 Use your notes in exercise 4 and the plan below.
the situations are given in

for everyone and again keep our costs down. Hiring outside
speakers? Why? Paragraph 1 – Introduce the topic of the proposal.
outcome. Answer the questions. catering would be very expensive. We could coordinate carefully
and make sure we have starters, main courses and desserts. Paragraphs 2 / 3 / 4 – Describe your ideas for the
1 How does Oliver deal with the situation this time? 7 Work in pairs. Act out one of the situations.
We could also request that students bring something to drink, festival. Use headings and bullet points where
the Express yourself box. 2 How does his host father react?
3 Which new phrase does Oliver learn?
Imagine you have difficulty understanding the person
you’re talking to.
and then use the budget to provide plates, glasses and cutlery.
Entertainment
necessary.
Paragraph 5 – Conclude and summarize your
● You go into a tourist information office to ask for • Because we are able to make it cheaper in other areas, I
This features language that

ideas.
VOCABULARY directions. propose we spend most of our budget on entertainment. We 3 Remember to use formal register.
● You ask a hotel receptionist to recommend a good local have had an excellent six-week exchange programme and it
4 Complete the table by matching the informal / slang would be wonderful to be able to provide quality entertainment
students will need to both use

restaurant for this evening. CHECK AND CORRECT
words in the box with their more standard alternatives. to end it.
● You are in a shop and would like to try on some clothes
• I suggest we hire a DJ for most of the evening. This will cost
and shoes. 6 Check and correct your proposal.
approximately £400. A group of guys who are in a band have
and understand in order to bloke buddy chow grub

guy lad mate nibbles pal 8 Swap roles. Act out another situation. Who dealt
with the situation most effectively?
offered their services free of charge. I suggest they play for an
hour at the beginning of the party.
• It would be nice for students involved in the programme to
1 Check that you’ve included all the important
points.
2 Check that you’ve used the appropriate layout
interact successfully. friend man food

provide some of the entertainment too if possible.
CONCLUSION
and formal language.
3 In pairs, swap your proposals and check each
Taking all these suggestions into consideration, I strongly other’s work.
believe we can organize a brilliant farewell party while still
keeping costs low.
26 27
Writing 2 Students listen to the 3 Writing skill focuses on 4 In Your Turn To Write,
situations, focus on specific an important language students are guided
language commonly used area that students step-by-step through the
● In the Writing section, students
in each situation, and then need to master, in critical stages of planning,
work through a model written have the chance to interact order to improve their taking notes, writing and
text, and then write their own themselves in Your Turn To ability to produce good checking that are needed
version. Speak. written texts. to produce their own text.
Challenge Unit Reviews

● The Challenge lesson asks students to work in pairs or ● Each unit has an End-of-Unit Review which revises the key
groups to prepare and carry out an ambitious, fun speaking grammar and vocabulary.
task that builds on language learnt during the unit. ● The audio for each Dictation has built-in pauses to allow
● Each Challenge lesson has a totally different task. It will students to write as they listen.
feel fresh and
2 Review 2
motivating. Do a presentation Unit
Save our language! Vocabulary GraMMar

● The Challenge 1 Approximately how many Central Siberia
6 language families
Eastern Siberia
9 language families
1 Make blend words by matching and combining one
word from each box.
5 one word is missing from each sentence. complete the
sentences with the words in the box.
languages are spoken on Earth?
lessons are in
Northwest Pacific Plateau
A 1,700 B 7,000 C 17,000 12 language families
Caucasus
breathe chocolate emotions fourteen motor tend that thought to well
Oklahoma-Southwest 13 language families
2 What percentage of these languages 16 language families picture slovenly smoke telephone
Southern Asia
is used by less than 100,000 people? 1 It’s considered half the world’s population is bilingual.
three stages:
Eastern India / Malaysia 24 language families
Meso-America 16 language families
A 19% B 69% C 90% 19 language families Western Africa
Taiwan / Northern Philipines
14 language families alcoholic analysed element fog icons 2 According research by the U.S Department of State,
30 language families
Eastern Melanesia
hotel language marathon nights Japanese requires 2,200 class hours to reach speaking
3 How many of these languages have Northern South America
Eastern Africa
Western Melanesia and reading proficiency.
29 language families 100 language families
only one single speaker? Central South America 17 language families
3 How many languages are to die out each year?
Preparation, Do
A 46 B 106 C 400
Southern South America Southern Africa
Northern Australia
62 language families 2 complete the sentences with the words in exercise 1. 4 Greeks to speak more than one language.
20 language families 6 language families
1 I’m a real … . I have to have at least two bars a day! 5 It could be a good way of preserving the language.
4 At what rate do languages become
extinct? 2 The fire caused widespread … and we couldn’t see a
1
6 complete the second sentence so that it has a similar
The Challenge,
Source: Living Tongues Institute for Endangered Languages
Threat level Going silent:
Each End-of-Unit
A One language dies every two days. thing. meaning to the first sentence, using the words in bold.
EXTREME Areas with
B One language dies every two weeks. SEVERE several languages 3 Many celebrities answered the phones for the televised
C One language dies every two months. near extinction … to raise money for charity. 1 People think that if you speak English then Dutch is easy
HIGH
4 Can you show me how to add … to my messages? to learn.
Review finishes
MEDIUM
and Follow Up. 5 How many languages are currently

considered to be at risk of extinction
according to UNESCO?
LOW 5 We have to wait a whole … before we get the results of
the medical tests.
It is …
2 Apparently, she speaks more than six languages.
It would …
with a Dictation.
A 25 B 250 C 2,500 3 Write one blend word for each two words. 3 The newspaper announced that the public library would
Students have 1
2
fork + spoon
situation + comedy
be closed permanently from October.
according to …
This is a paragraph 3 Frankenstein + food 4 It’s possible that our son will become fluent in all three
languages by the time he starts school.
the opportunity
4 motor + pedal
pREpARATIoN 5 documentary + drama Their son …
Express yourself 5 Police believe the signature on this document has been
1 choose the correct option to complete the quiz
about endangered languages.
Emphasizing important points
on a subject 4 complete the idioms about language and
communication.
forged.
The signature seems …
to stretch their
It is vitally important that … .
It is of the upmost importance that … .
related to the topic

1 He talks so much it’s difficult to get a word in … . 7 complete the sentences with one word.
2 Work in pairs. Discuss the questions. One of the … features of the language is … . 2 You could sell anything to anyone. You’ve really got the
We are particularly concerned about / that … . gift of the … . 1 What I admire about Jonathon ____ his confidence with
● Did any of the statistics above surprise you? Why?
skills as much as It’s important to note / point out / highlight … . 3 I had to bite my … ; otherwise I would have said speaking other languages.
of the unit. Each

● What do you think causes languages to die out?
something I’d regret. 2 ____ was then that she really got upset.
● Why do you think it is important to protect the
4 I have no idea what this document means. It could be 3 It ____ your pronunciation that is the problem.
world’s vulnerable languages?
written in double … for all I know. 4 What she ____ was use social media to promote her new
4 Design a leaflet listing your main arguments.
possible. Dictation becomes

product.
Do THE cHALLENGE 5 ____ I said was I didn’t think he should watch the horror film.
5 practise your presentation. Does anything need
3 Work in small groups. Imagine that you are a improving? 8 rewrite the sentences using cleft sentences.
‘Language protection committee’. Your language is
under threat and it is your responsibility to protect
it. prepare a presentation on why your language
6 perform your presentation for the rest of the class.
Answer questions from the rest of the class at the
progressively 1 It isn’t a good idea to rely on the accuracy of online
translation websites.
2 I didn’t speak to him; I received an email.
should be saved. end of the presentation.
longer towards the 3 You should write a letter of complaint.
Think about:
● the history of your language and its connections with
your country
● literature, traditional stories and legends
FoLLoW up
7 Vote on which group delivered the most persuasive

presentation. Did you learn anything new about
end of the book. 1 4 I’m really angry about the things he said about me.
5 I’m not talking about her.
DIcTaTIoN
● pronunciation, the way it sounds, songs and music
● the rich vocabulary. Are there words that can’t really your own language / another language? What did
be translated? you learn? 9 listen and write.
25 105
685117_U2_018_027.indd 25 07/08/2015 11:37 685117_ER_104_112RV.indd 105 21/10/2015 13:34
6
STUDENT’S BOOK
Three-Unit Reviews
1
Review Units 1—3
● There are Three-Unit Reviews Video Who are you?
after units 1–3, 4–6 and 7–9. They READING LISTENING

1 Work in pairs. What kind of influence do the items 2 Read the article quickly. Which languages are 5 Look at the photos. Discuss what you think the
revise grammar and vocabulary in the box have on the way we speak?
culture personality native language/foreign language

mentioned and why? people are doing and why you think they are doing it.
Have you ever done anything like this?
from the previous three units in social media who you are speaking to
a fresh context. Personality and language 1

BEFORE YOU WATCH
Work in pairs. Describe yourself using one negative
● Each Three-Unit Review Is there a connection? 6 Listen to a radio show and write down what the
figures refer to.
and two positive adjectives.
If you had grown up speaking a different language,

2 What do you think is important in defining who a person
contains practice of all the

1 6.1 2 26th 3 98.2 4 2.7 5 100
is? Choose some of the things in the box.
do you think your personality would have been different?
What about people who are bilingual; does their personality Another reason why a person may feel different in the two 7 Listen again and match the two parts of the
change depending on the language they use? Well, it would sentences. Then listen again and check. family nationality age race gender home
languages is because there is an important difference
key skills. They consist of a appear that many bilingual people claim to have different
personalities when speaking different languages.
between bilingualism and biculturalism. What is seen as
a change in personality could possibly be a change in
behaviour which is linked to a change in culture.
1 We’ll also discuss
2 Then they nominate people to
job money religion friends education
We got two bilingual people to tell us what they think their 3 Over 28 million people have uploaded, commented on WHILE YOU WATCH
substantial reading text, a personality is like when they’re speaking their different
languages.
However, how much does the grammar play a part? A
stereotypical view of German, for example, is that it’s a
or liked
4 What’s probably safe to say is
5 If someone does the challenge,
3 Which five things in the box in exercise 2 did the people
logical language, and English is seen as more creative. in the video mention?
Sebastian, bilingual in Spanish and English: When I'm
listening section, and a follow- around English-speaking people, I find myself more
reserved and cautious, and unable to choose my words
Is there something fundamental to a language that
encourages people to talk in the way they do? If we
look at Greek, Greeks are loud and often interrupt each
A
B
C
undertake the same challenge.
awareness has been increased.
the criticism the challenge has received.
4 Match the people with what they talked about.
quickly enough. In Spanish, I don't feel shy at all. I'm
up speaking or writing section. witty and I become very outgoing.

Elena, bilingual in Greek and English: In English I’m an
other. Sentences begin with verbs, which include a lot of
information, so they already know what others are about
to say and can easily interrupt. Yet if we look at other
D
E
they don’t have to donate.
ice-bucket challenge posts.
affable person, my speech is very polite, with a relaxed languages around the world, this does not only occur SPEAKING Colin Petra Mike Barbara Brian and Ann
tone. In Greek, I start talking more rapidly, with a tone of in Greek. Welsh, for example, is also verb-first, but the
anxiety and in a kind of forceful way. Welsh are not known as rude conversationalists. 1 … talked about their education.
8 Work in groups of four. You’re going to have a 2 … said that relationships were most important.
What is significant is most people aren’t symmetrically It is evident that a change in personality often does occur debate. Choose one of the issues from the list. 3 … agreed that being a parent was the most important
bilingual. This means many have learned one language when speaking another language, but why this happens Extreme challenges should be banned from being thing at the moment.
at home from parents, and another later in life, usually is not as clear. It seems to be brought about by a posted on social media. 4 … said their family was the most important thing to them.
at school. So, bilingual people usually have different combination of different factors: the culture, the grammar Social media is an important part of fundraising. 5 … believes everyone has a different personality.
strengths and weaknesses in their different languages. and whether it's your first or second language.
The number of likes and friends you have on social
media is the best measure of success in your life. FOLLOW UP
The amount of people posting videos of themselves has
3 Read the article again. Answer the questions. 4 Look at the sentences from the text. In your own reached saturation point. 5 Work in pairs. Discuss the questions.
words, explain what the underlined words mean.
1 How does Sebastian describe the difference in his
2
9 Now debate the issue in your group. Follow the 1 What are the three most important and least important
personality when he is speaking Spanish and English? 1 … many bilinguals claim to have different personalities … . instructions below. things for you in defining who you are?
2 What does the article say is common with people who 2 … I’m an affable person … . 2 What is your nationality and how does it define who you
speak two languages? 3 … most people aren’t symmetrically bilingual. ● Two students are in favour of the issue and two students
are?
3 How is the German language often perceived? 4 Is there something fundamental to these languages … ? are against it.
● Discuss your ideas in pairs and make notes.
FIND OUT
4 What reason does the article give for why Greeks 5 … the Welsh are not known as rude conversationalists.
interrupt each other when speaking? ● Debate the issue with the other two members in the
5 What does the article say is probably the reason for group.
bilingual people’s change in behaviour? ● Choose another issue and have another debate. Ask a family member or friend the questions in exercise 5.
Write a paragraph detailing their response.
38 39
Video
1 There is a video lesson after 2 Each video lesson
● Each video contains an original short vox-pop which each Three-Unit Review. In ends with Find Out,
introduces a different topic. this section, students develop where students have
their skills in watching and the chance to find out
● Students discuss the topic of the video in pairs or as a understanding video, which more about the subject
class before watching. will increase their ability to matter of the video.
enjoy English-language films
and TV.
Stories STORY
Three Days, Three Weeks, The student and the tourist guide moved towards each
● Each Student’s Book contains

other as the sun set behind them. They walked out of the
Three Years … Three Centuries Royal Palace Gardens and headed towards the narrow
and winding lanes of old Madrid. They strolled for hours,
One autumn evening, not so long ago, a young and
without speaking, as they knew by instinct that they’d
three original stories. They

handsome Spanish student of horticulture was being
found a love that had been lost for three centuries. And at
shown around the gardens of the Royal Palace in Madrid,
midnight, they found themselves in Plaza Mayor and they
the capital of Spain. The guide was a pretty girl from
embraced passionately in the light of the full moon as the
Italy, who had originally come to Madrid to study history.
have been specially written The student was passionate about trees and plants, and
as he examined one of the oldest trees in the gardens,
clock chimed twelve.
Nigel Barnsley
he suddenly noticed a tiny heart, carved deep into the
for Achievers, with teenage ancient bark. It looked like it had been there for hundreds
of years. He called over the guide to see if she knew
anything about it. The guide was taken aback, because
protagonists, and deal with

she had shown visitors around the gardens dozens of
times and had never seen the carving. Yet at the same
time, as she stared at it, it seemed strangely familiar. Both
of them leaned forward and ran their fingers over the
themes from the Student’s Book. heart. As their fingers touched, their eyes met and they
suddenly recognized each other from a time centuries
1 In pairs, look at the picture. Who do you think the
people are? What do you imagine that life was like in a
ago, a time when they’d been together on that same royal palace three hundred years ago?
she got to know some of the gardeners. One in particular, if anything were to prevent either of them from being
spot and shared a story that had never been written
● The stories are rich in new in the history books, but which was about to finally be
concluded, three centuries later…
a handsome young man called Juan Manuel, caught her
eye. One day, while Juan Manuel was pruning the rose
bushes in a quiet corner of the gardens, the princess hid
there, they were to meet three days after and if they were
still unable, they would try to return, three weeks, three
months and three years later.
2 Check that you know the meaning of the following
words.
vocabulary. They contain

behind a tree, waiting for him, intending to steal one of But their plan was foiled when, the following afternoon, austere bark (of a tree) chaperone (v) clandestine
his roses. But Juan Manuel had seen her creep into her a piece of fine white lace was discovered by a palace
I
distraught fleeting foil lace oath profoundly
t was the 18th century in Madrid. At that time, the hiding place and he came silently up behind her, taking guardsman in a branch in the gardens. The cloth was taken
protocol prune (v) resent spoilt trudge
Royal Palace Gardens were closed to the public and her completely by surprise. The princess gasped as Juan to the King who immediately recognised it as coming from
comprehension activities, could only be enjoyed by the privileged few. The

palace gardeners carried out their work according to
the contemporary style and if they encountered royalty
Manuel planted a kiss on the petals of a deep crimson
rose and, looking into her eyes, held the rose out to her.
It was the first of many meetings and the young couple
one of the princess’s robes. Full of suspicion, the King
ordered that she be chaperoned at all times. Desperate to
escape to be with Juan Manuel, on the night of the next
3 Read the first section of the story. What do you
think will happen in the rest of the story?
vocabulary exploitation and whilst carrying out their tasks, they were not permitted
to look their regal employers in the eye. One day, a young
princess from Italy arrived, reluctantly, to live at the palace
quickly fell deeply in love. Their encounters were fleeting
and clandestine, often by moonlight and always in the
peaceful haven of the palace gardens with the trees,
full moon, the princess waited until her guard fell asleep,
and then fled into the palace gardens full of excitement,
to the tree where they always met. The princess waited
4 Now read the rest of the story and check your ideas.
5 Read the story again and answer the questions.

under the influence of her ambitious uncle. He saw a
follow-up speaking activities in
flowers and birds their only company. and waited, but Juan Manuel did not come. Her heart
future match for her with the young prince. The king As their love grew stronger and their meetings more felt like lead as she trudged back to her quarters in the 1 Why is the tourist guide surprised when she sees the
approved the match too, and so it was decided: she was frequent, the princess grew more and more desperate and palace. The plan to meet again three nights later gave carving in the bark of the tree?
to be the future queen. Unfortunately, the young prince frustrated by her life in the Royal Palace; she longed to her hope but when she returned, three nights later, Juan 2 Why were the palace gardeners not permitted to look
order for students to exploit them and princess did not feel any attraction to each other.
The prince was a spoilt boy who resented the princess’s
rebellious character; she resented him equally in return.
be free, to be with Juan Manuel. One clear starry night,
Juan Manuel told her his plan of escape so the two of
them could be together, forever. They were to meet at
Manuel again was not there. The princess was distraught.
Faithfully she returned three weeks later, three months
later and, finally, three years later, but Juan Manuel never
royalty in the eye?
3 Why were the prince and princess unimpressed by each
other?
as much as possible. The princess was a thoughtful girl who had wild, the spot where they always met, beside an ancient tree, came. On that final night, she traced the carving of the 4 How did the princess and the gardener’s relationship
passionate dreams and she didn’t want to belong to the as the clocks chimed midnight on the night of the next heart with her finger, and she knew for certain that her begin?
austere world in which she found herself. She was also full moon. They would go together, through the narrow dream of happiness was finally over. 5 What did the king do when cloth from the princess’s
desperately homesick. She dreamt of the freedom to and winding lanes of old Madrid to Plaza Mayor where a The princess never found out what happened to Juan robes was discovered in the palace gardens?
travel, and she dreaded her forthcoming marriage and coach would take them to the Mediterranean coast, from Manuel. She wondered if he had been simply sent away 6 What do you think were the princess’s suspicions about
becoming queen of the kingdom which, to such a young where they would sail to a new life together in a new land. from the palace in disgrace, but given the king’s cruel Juan Manuel’s fate?
and carefree girl, felt so cold and restricting. The princess Juan Manuel carved a heart shape into the bark of the nature, she also suspected that something far worse had
had taken to wandering through the beautiful palace tree. They moved their fingers over the heart, looked deep happened to him. Over those three long years, her carefree 6 In pairs, discuss the questions.
gardens – a beautiful and peaceful place where she found into each other’s eyes, and swore an everlasting oath to loving nature had been replaced with a deep sadness. She 1 Have you ever had the sensation that you’ve been in a
comfort. She wasn’t concerned with the court protocol each other. They then bade each other goodnight, full of married the prince and become queen, but her marriage place before?
that prohibited servants from having contact with royalty joy at the knowledge that they would meet again on the was profoundly unhappy. Juan Manuel stayed in her heart 2 If you could travel back in time, which period in history
and so, on her strolls through the bushes and flower beds, night of the next full moon to start their new life. But until her death. would you choose? Why?
144 FAST FINISHERS Imagine you are Juan Manuel or the princess, three years after you met. Write a letter to the other person. 145
658117_Stories_140_145.indd 144 07/08/2015 11:58 658117_Stories_140_145.indd 145 07/08/2015 11:58
7
Exam preparation with Achievers
This section is aimed at teachers who are preparing their Prepare for Cambridge Exams
students for exams from the Cambridge English Language
Assessment range or from ETS. Each level of the Achievers ● There are nine lessons in the Student’s Book – one per
series focuses on the most appropriate exams for the level unit – covering the Cambridge English Advanced exam.
of the book, so Achievers C1 prepares students for the The content of the lessons follows the unit topics, so the
Cambridge English Advanced (CAE) exam and for the lessons feel integrated and can be covered at any point
TOEFL iBT® Test. during a unit.
● Each lesson focuses on a particular task from one of the papers
The Cambridge English Advanced (CAE) exam and the of the exam; there is a balance of tasks from all papers of
TOEFL iBT® Test are internationally recognized qualifications the exam throughout the section. There is a series of activities
in English. carefully designed to give students practice in the skills
they need to perform the task well, and familiarize them
with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page corresponding
to each Student’s Book exams lesson, consisting of further
practice of the task focused on in the Student’s Book.
● There is accompanying audio for Listening tasks.
Prepare for Cambridge Exams Unit 2 2 Prepare for Cambridge Exams Unit 2
USE OF ENGLISH
Identifying correct vocabulary

1 TIP
Read the text through before looking at the word
options to get a good idea of the topic. Think
about the kind of word that is needed for each
USE OF ENGLISH Identifying correct vocabulary
Look again at page 124 of your Student’s Book. Read About the exam and the Tip. Then do the task below.
gap, then study the options. The options will all
ABOUT THE EXAM form a set and may be close in meaning, so think
carefully before choosing an answer. Sometimes
In this part of the test, you read a short text with eight gaps. For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap.
knowledge of grammar will be involved in
You choose from four options to complete each gap. The There is an example at the beginning (0).
making the choice, such as deciding which word
gaps test your knowledge of vocabulary and collocation.
1
is always followed by a gerund or infinitive.
Key information about

Example: 0 A provokes B motivates C triggers D stimulates Answer: B
1 Look at the title of the text. Do you know anything about
El Sistema? Read the text once to check your ideas. 4 In pairs, compare your answers. Which questions Long distance running
the task focused on in 2 Read the text again and, without looking at the options,
think about what word could fit in each gap.
tested your knowledge of
● shades of meaning between similar words?
What (0) ……… people to run marathons? That was a question I often used to ask until five years ago, when
some friends (1) ……... my arm and persuaded me to enter the London Marathon. The (2) ……… of running
this lesson
● phrasal verbs? over 42 kilometres filled me with a mixture of dread, excitement and fear. However, I managed to
NOW YOUR TURN
3 Read the Tip. Then do the Task.

● collocation?
● words that fit with a certain preposition?
3 (3) ……… with the gruelling training regime during the weeks and months leading up to the race and
(4) ………. overcame my fears. I surprised everyone, including myself, by (5) ………….. the race in a
respectable time and without any (6) …….. injury. What I didn’t know at the time was that running that
marathon would mark the start of a new love affair with long distance running. I now regularly run marathons
TASK and enjoy the challenge of being taken beyond my comfort (7) …… , into a realm in which I test the
(8) …………… of both my body and mind. Unless you put yourself in a situation that is new to you, you never
For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap. really know what you are capable of.
There is an example at the beginning (0).
1 A twisted B bent C turned D pulled
Example: 0 A launched B embarked C originated D activated Answer: A
2 A chance B vision C prospect D likelihood
El Sistema – transforming lives through music 3 A turn out B keep up C put in D take off
4 A moderately B evenly C fairly D gradually
In 1975, the Venezuelan economist, composer and conductor Dr Jose Antonio Abreu (0) .......... a music 5 A fulfilling B completing C terminating D concluding
program called El Sistema. The aim was to (1) .......... out to children from disadvantaged backgrounds by 6 A major B important C vital D key
introducing them to, and teaching them to play, classical music within an orchestra. Thirty-five years on, 7 A area B sphere C zone D place
El Sistema has seeded 102 youth orchestras, including the (2) .......... acclaimed Simon Bolivar Youth 8 A edges B borders C restrictions D limits
Orchestra of Venezuela, which regularly performs around the world.
From the (3) .......... , Dr Abreu’s mission was to transform lives through music. It is his view that musical
training helps to (4) .......... the disadvantages of poverty and inequality, by developing intellectual potential,
and by (5) .......... self-confidence and teamwork. An additional benefit is that the children become a
(6) .......... of great pride in their wider community.
2
It is not El Sistema’s (7) .......... mission to create professional musicians, but several El Sistema students
Help and advice to allow have (8) .......... on to enjoy major international careers, including Gustavo Dudamel, music director of the Los
Angeles Philharmonic, and the bassist Edicson Ruiz, who at 17 became the youngest musician ever to join
the Berlin Philharmonic.
students to maximize their 1 A extend B reach C stretch D connect
performance 2
3
A
A
greatly
onset
B
B
largely
opening
C
C
extremely
outset
D
D
highly
origin
4 A overcome B overtake C overlook D oversee
5 A cultivating B planting C breeding D harvesting
6 A cause B source C root D reason
7 A asserted B declared C announced D stated
8 A passed B got C gone D kept
124 124
685117_EX_122_139.indd 124 12/08/2015 17:07 658128_P122_139_EP.indd 124 20/10/2015 15:24
3 An exam-style activity at the

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do
this under exam conditions.
8
EXAM PREPARATION
Prepare for the TOEFL iBT® Test

● There are nine lessons in the Student’s Book – one
per unit – covering the TOEFL iBT® Test. The content of
the lessons follows the unit topics, so the lessons feel
integrated and can be covered at any point during
a unit.
● Each lesson focuses on a particular task from one of the
papers of the test; there is a balance of tasks from all
sections of the test throughout the section. There is a
series of activities carefully designed to give students
practice in the skills they need to perform the task well,
and familiarize them with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page
corresponding to each Student’s Book exams lesson,
consisting of further practice of the task focused on in
the Student’s Book.
● There is accompanying audio for Listening tasks.
Prepare for the TOEFL iBT® Test Unit 2 1 Prepare for the TOEFL iBT® Test Unit 2
INTEGRATED SPEAKING ABOUT THE TEST INTEGRATED SPEAKING Campus situation
In the Speaking section, you will listen to part of a
Campus situation conversation or lecture. You may take notes as you listen. Look again at page 125 of your Student’s Book. Read About the test and the Tip. Then do the task below.
Then you will be asked a question about what you have
1 Read About the test and the Tip. Then listen to a heard. You will have 20 seconds to prepare your answer and
conversation and complete the notes. 60 seconds to answer the question. You may use your notes
as you speak. 1 36 Listen to two students discussing possible solutions to the problem. Take notes.
Notes: 2 The students discuss two possible solutions to the man’s problem. Describe the problem. Then state which of
1 Key information about the

S’s roommate – Portuguese – very little (1) ... S can’t (2) ...
• Change rooms
− S would feel (3) ...
TIP
The campus situation is mainly about a problem
one of the speakers is having. The question will
ask you to identify the problem, to summarize the
2 the two solutions you prefer and explain why.
task focused on in this lesson − Roommate must be (4) ...

• Borrow (5) ...
possible solutions the speakers discuss, and to
make a recommendation. As you listen, always try
Preparation Time: 20 seconds
Response Time: 60 seconds
− You can both (6) ... to the phrases you want to say. to identify the problem and two possible solutions.
− What (7) ... doesn’t always appear. Write your notes and your response below.
3 In pairs, check your answers to exercise 2.
Then, look again at the sample response and answer
questions 1–4.
2 Listen to and read the question and sample response. 1 How does the response begin?
Find and correct five factual mistakes in the response. 2 Which phrases are used to introduce the two solutions
and the speaker’s opinion?
Briefly summarize the problem the speakers are discussing. 3 What kind of information follows each solution?
Then state which solution you would recommend. Explain 4 How does the response end?
the reasons for your recommendation.
The woman, Stacey, went to study in Germany and is

sharing a room with another student, who is from Poland.
Her problem is that the roommate speaks very little English
4
NOW YOUR TURN
Do the Task.
3
and can only understand what John says. This means that TASK
Stacey can’t chat with her when they’re both in the room
in the evening. One solution to the problem would be to Listen to two students discussing possible
change rooms. John thinks that there aren’t any rooms solutions to a problem. Take notes.
available. However, Stacey says that she would feel very
guilty and sympathizes with her roommate, who must
feel very happy. Another solution mentioned is to borrow
a phrase book from the library. The two girls could then
find phrases they’d like to say and point to them. However,
this solution isn’t without problems also. Phrase books
2 Help and advice to allow

are useless even though they include most topics. In my
opinion, she should stay in the room with the student
and use a mixture of different ways to communicate
students to maximize their together in German, Portuguese, and English. Along with
the phrase book, you could also borrow a dictionary and
begin to write additional phrases for each other to keep a
The students discuss two possible solutions to
the women’s problem. Describe the problem. Then
performance record of useful sentences you do need to say. You could
also post a message looking for people who speak both
state which of the two solutions you prefer and
explain why.
Portuguese and English. Someone may be able to help you
communicate more freely together, he or she would help
your roommate improve her English, and could even help Preparation Time: 20 seconds
you learn some Portuguese. Response Time: 60 seconds
125 125
685117_EX_122_139.indd 125 12/08/2015 17:07 658128_P122_139_EP.indd 125 20/10/2015 15:24
3 An exam-style activity at the

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do
this under exam conditions.
9
Workbook
The Workbook provides practice of all the Student’s Book material for students to do
at home or in class. Every lesson in the Student’s Book has a corresponding page of
Workbook practice, on the same page number, for easy reference.
Starter lessons
2
2 Mother tongue VOCABULARY Blend words
● The grammar and vocabulary 6 Match one word from each box to create blend words.
I D I OMS Language and
breath emotion alcoholic analyse communication
from each Starter lesson are FOCUS 1
fourteen picture work
4
element icon night
9 Correct the mistakes in the idioms in the conversations.
2 5 1 ‘I’m really fond of Hannah, but she does talk an awful lot.’
consolidated in the Workbook 1 Answer the questions.

1 Where do you think new words come from?
3 Read the article again and complete the gaps 1–7 with
the words in the box.
3
7 Complete the gaps with the blend words in the box.

‘I know. It’s impossible to get a word in sideways!’
Starter pages.
2 ‘I think Marcia should host the party, don’t you?’
app (from application) BTW (by the way) geek chic to google ‘Oh definitely. She’s the one with the gift of the words.’
2 What new words do you know in your language? brunch electrocution sitcoms smog
to unfriend virus webinar (from web and seminar)
4 Read the article again and answer the questions. 1 The Simpsons is one of 3 ‘I really wanted to tell him exactly what I thought of him.’
2 Read the article and check your ideas from exercise 1. ‘Did you do it? Or did you stop your tongue?’
1 What makes a new word remain in the English language?
the 10 most successful
New words of
2 Where do the majority of new words come from? all time. 4 ‘What did the teacher ask us to do?’
Units 1–9 2
‘I’ve no idea. I was listening, but she was talking double Danish!’
3 How are completely new words usually derived?
2 3
4 What has caused a huge increase in the use of acronyms
and abbreviations?
WANT TO KNOW MOR E?
Borrowed / loan words
● Every language and skills

10 Read the article and try to guess the meaning of the
New words Be very careful. Risk of words in bold.
1
City suffering from worst
WORD . in 28 years The English language has been ‘borrowing’ words for
ZONE 5 Match words from the text with the
area from the Student’s Book
Where do new words come from? centuries. English speakers are not well known for being au
EXTRA
Language is a dynamic phenomenon and although English has a core of words definitions.
4 fait with foreign languages, but they frequently use words
which have remained consistent over centuries, there are thousands of new words
which enter and leave the language all the time. Some words are tied to concepts bittersweet Frankenfood semi-celebrity Sunday menu taken from all over the world. For example, au fait is a word
including the exams sections,

which fade in significance, so we stop using them. Others stay the course, usually staycation touchdown borrowed from French, and there are many more:
because they represent permanent features of society. Most are old words in orange or grapefruit juice 1 This film is giving me déjà vu. It’s like every other
different forms or with fresh functions. Here are some of the most common types of 1 mixing happiness with sadness rom-com I’ve seen before!
word formation. 2 a holiday at or near your home tea / coffee
2 I made a silly joke about his girlfriend’s family, then
has a corresponding Workbook Completely new words

There are few completely new words in English. They are often based on proper
nouns. For example, sandwich, which comes from the 18th century Earl of
3
4
genetically-modified food
when a plane or other airborne vehicle
lands on the ground
hot chocolate
Buffet includes:
realized I’d made a serious faux pas.
3 These days, the poor are becoming poorer and no one
eggs, cold meats, smoked salmon and fresh prawns, questions how the nouveau riche made their fortunes.
page, which gives further

Sandwich, who devised a convenient way of eating bread and meat. Brand names
5 someone who is not very famous, but is 4 She’s rather dramatic, throwing tantrums like a
also form new words such as hoover, to facebook and 1 . cheeses, salads, bread, fresh fruit, yoghurt and pancakes
recognized by some people prima donna and making unreasonable demands.
Compounding
A compound is a word made up of two or more independent words. Some
practice of the language or skill examples include touchdown, bittersweet and 2 . Clipping 11 Match the words in bold in exercise 10 with the definitions.
Clippings are shortened forms of words, e.g. zoo (from zoological garden), flu CONNECTIONS 1 Someone who demands to be treated in a special way
Blending
(from influenza) and 6 . These words often originate in
A blend word is formed by merging the sounds and meanings of two or more
8 Try to guess which two words have been put together to and is difficult to please
specific professions or environments, for example, in medicine, education or
in question.
words, such as Frankenfood, (Frankenstein and food) pixel (picture and element), 2 Having detailed knowledge of something
the armed forces. Over time, they pass into common usage. make these blend words.
staycation (stay and vacation) and 3 . 3 People who have recently acquired wealth and are
Acronyms and abbreviations Conversion
1 mocktail perceived as lacking good taste
There has been an explosion of these short forms due to the influence of chat The use of technology means that new meanings for older words such as
mouse, surf the web and 7 are now part of everyday 2 docudrama 4 The strange feeling that in some way you have already
● Student’s audio is provided

rooms and forums, instant messaging and e-mail. For instance, informal acronyms
English. The grammatical function of words also changes, such as turning 3 webisode experienced what is happening now
such as LOL (laugh out loud), FYI (for your information), BRB (be right back) and
. nouns into verbs e.g. to accessorize, to party. 5 An embarrassing act or remark in a social situation
4
4 agritourism
Of course, for these new words to survive, they have to be used. Because of 5 fanzine
Affixation
for Listening and Interaction

the internet, English vocabulary now expands at a much faster rate than ever
Over half the words in the English language have been formed by adding prefixes before, with new words appearing and disappearing every day. In one hundred
6 carjack 12 Which languages do you think the words come from?
and suffixes. Examples of this include semi-celebrity, facebookable and years’ time, will we still be googling for information, using a mouse to surf the
5 . web or LOLing at comments on social media pages? That remains to be seen.
lessons, for students to continue 18 19
developing the listening skill 658128_P018_027_U02.indd 18 20/10/2015 15:17 658128_P018_027_U02.indd 19 20/10/2015 15:17
at home. Students access the audio 1 Word Zone Extra: 2 Want To Know More?:
material to listen or download on Consolidation and A vocabulary extension
the Achievers website. extension of Word section with a new set
Zone in the of vocabulary, related to
● Each unit contains a Webquest, Student’s Book the Student’s Book set,
where students can find out appearing twice per unit
more about topics featured in the
Student’s Book units online.
Review Units 1–3

Three-Unit Reviews Video Who are you?
VOCABULARY GRAMMAR REVIEW CHECK
● The grammar and vocabulary

1 Circle the incorrect option in each sentence. 4 Match the sentence halves 1–6 with A–F. 7 Choose the correct words to complete the text.
1 Sally tries to avoid big groups of people because she’s 1 This carpet is so dirty …
very reserved / really gregarious / quite withdrawn. 2 If you’d listened carefully to my instructions, …
from the previous three units is 2 Connors Ltd has expanded a lot this year and they are
planning to open new offices next year – obviously the
market is in decline / the business must be thriving /
3
4
5
The police have warned people …
If the weather had been nicer …
Remember to get your hair cut …
pulled together in a number of

the company is flourishing. 6 I only decided to go with them because …
3 I watched a really interesting docudrama / mocktail /
sitcom online last night. A … we would probably have gone out for a walk. BEFORE YOU WATCH
4 Please don’t invite Gloria to the party! I can’t stand her – B … that I really think we should get it cleaned.
activities that provide intensive she’s such a prima donna / a real busybody / a faux pas.
5 The possibility of winning the competition has really
C
D
… they encouraged me to go.
… you’d know what you are supposed to do.
1 Who are you? Write three sentences to answer this
question.
spurred us on / was a great incentive to try harder / E … before your interview next week.
language revision. brought the house down.
2 Complete the sentences using the words from the box.

F … to avoid the area for the rest of the day if possible.
5 Complete the sentences with an appropriate form of New Vision Enterprises Limited (NVE) is looking to appoint
one of the verbs from the box. someone to the position of Marketing Executive. NVE
bottom bush crowd feet rags storm word is widely 1 to be the most successful NOW WATCH
accuse apologize encourage insist promise warn small business in the UK plastics industry, and as a result
1 She started with nothing, but through a lot of hard work 2 this success, it is now expanding its 2 Put the words in the correct order to make questions
1 A 24 year-old man has been of
Video
she’s now got the world at her . It’s a operation across Europe 3 it can benefit that Tom asks.
real to riches story. attempted robbery. from new international opportunities. 4
2 Jon has never been someone to beat around the 2 Although you didn’t do it intentionally, I still think you to the fact that the plastics industry is so competitive, a 1 describe / you / would / How / personality? / your
. He’s very direct and never worries should for upsetting her. Marketing Executive in this sector must be a go-getter –
what people might think. 3 I can’t believe you told Kevin even though you someone who insists 5 getting the best 2 changed / you / who / How / are? / it / has
3 Wow! Sandra never stops talking, does she? I was not to tell anyone! out of themselves and others at all times. This is not a role
with her for nearly an hour and I could hardly get a 4 The teacher you not to cheat in the for a solitary worker – 6 we value most is 3 thing / most / to / important / you? / What’s / the
● Students watch the same video in edgeways. exam, so you only have yourself to blame. a willingness to sacrifice personal glory for the benefit of
4 When the economic crisis started five years ago, the 5 We’ve been Lily to take dance lessons the company, because if our employees 7
because she seems to have a natural talent for it. 4 studying? / What / you / are
fell out of the market and the company only about themselves in the last few years, the company
featured in the Student’s Book had a lot of problems. However, they managed to 6 Johnny was really ill but he still on wouldn’t be in such a strong position today. Quite simply,
weather the and now they’re really coming with us to the party. we believe that if you wish to 8 your 5 nationality / who / Is / you / important / your / are? / to
profitable. 6 Rewrite the sentences so that they mean the same. Use employees to work effectively as a team, it is essential
Video section, but this time the

5 Andy hates copying others – he’d rather do his own thing up to five words, including the word in brackets. that they know they have the support of their colleagues
than follow the . at all times. 9 you perform at interview 3 Match the questions (1–5) in exercise 2 to the person
1 My aunt wouldn’t let me leave until she had showed me will determine the salary we are willing to offer you, and Tom asked them to.
3 Unscramble the letters to complete the words that her new dress. (insist) we promise 10 you every opportunity to
focus is on the language used by match the definitions.

1 determination to continue w lrweiwlop
My aunt
her new dress before she let me leave.
2 The enormous kitchen was definitely the thing I liked
maximise your potential.
2 a person who talks a lot c etabcthxor 1 A believed B told C appeared
the people in the video. 3 without limits on how

you behave u dthnibiiuen
best about the house. (what)
definitely the enormous kitchen.

was
2
3
A to
A in order
B from
B so as to
C of
C so that
4 a mid-morning meal b urhbnc 4 A Because B Order C Due
3 Why didn’t you tell me you were going to Adam’s party? FOLLOW UP
5 two weeks f thfogtnir 5 A in B on C of
6 the state of being alone s sliuedot I would have given you a lift. (known)
6 A how B what C who 4 Write your own answers to the questions in exercise 2.
7 extra compensation for f gfneir you were
7 A thought B had thought C would have thought
work, in addition to a salary b stibefen going to Adam’s party, I would have given you a lift. 1
8 A have B make C get
8 a very energetic and 4 I’m not at all interested in what Antonia thinks. (doesn’t) 2
9 A What B So that C How
dynamic person l rvlieiew me at all. 3
10 A to give B give C giving
4
5
38 39
658128_P038_039_Rev_Cum_DVD_1.indd 38 16/10/2015 14:51 658128_P038_039_Rev_Cum_DVD_1.indd 39 16/10/2015 14:51
10
WORKBOOK
End-of-Unit Reviews Exams

● Students revise grammar and vocabulary from each unit ● The Exams sections help your students to prepare for
through a fun crossword and an error correction exercise. Cambridge or TOEFL exams.
● This page also contains I CAN statements which assess ● Each Exams lesson in the Student’s Book has a
students’ progress through the Common European corresponding page in the Workbook.
Framework. ● Each page
Review Unit 2 gives further Prepare for Cambridge Exams Unit 2
CROSSWORD
practice of USE OF ENGLISH Identifying correct vocabulary
Across
1 … is an informal word for a boy or young man.
3 The TV series Friends was one of the most popular … of all times.
1 2
3
the exams Look again at page 124 of your Student’s Book. Read About the exam and the Tip. Then do the task below.
tasks
4 I almost said something awful to my sister last night, but I … my
For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap.
tongue and kept quiet.
6 When the police … him, they found that he was way over the legal 4 There is an example at the beginning (0).
drink driving limit.
and skills
8 She can be a real prima … at times; very temperamental and difficult
Example: 0 A provokes B motivates C triggers D stimulates Answer: B
5
to please.
9 People with empathy find it easy to put themselves in someone 6 7 Long distance running
developed in
else’s … .
What (0) ……… people to run marathons? That was a question I often used to ask until five years ago, when
Down some friends (1) ……... my arm and persuaded me to enter the London Marathon. The (2) ……… of running
2 Many voters have become … towards politics because they don’t 8 over 42 kilometres filled me with a mixture of dread, excitement and fear. However, I managed to
believe their vote can make a difference.
the Student’s
(3) ……… with the gruelling training regime during the weeks and months leading up to the race and
3 We can’t afford to go away on holiday, so we’re having a … this year.
9 (4) ………. overcame my fears. I surprised everyone, including myself, by (5) ………….. the race in a
5 I have a good memory, so I find it easy to … facts and figures.
6 … is an informal word for a man.
respectable time and without any (6) …….. injury. What I didn’t know at the time was that running that
marathon would mark the start of a new love affair with long distance running. I now regularly run marathons
Book unit.
7 I can’t understand this instruction manual. It’s all … Dutch to me!
and enjoy the challenge of being taken beyond my comfort (7) …… , into a realm in which I test the
(8) …………… of both my body and mind. Unless you put yourself in a situation that is new to you, you never
really know what you are capable of.
I CAN ... ERROR CORRECTION 1 A twisted B bent C turned D pulled

2 A chance B vision C prospect D likelihood
Reading 3 A turn out B keep up C put in D take off
I can understand a questionnaire and a text about the 1 He could sell ice to Eskimos; he really has the gift of the 4 A moderately B evenly C fairly D gradually
English language. gap! 5 A fulfilling B completing C terminating D concluding
I can understand an article about emoticons.
6 A major B important C vital D key
Vocabulary 2 It seem that his problem is a serious lack of concentration. 7 A area B sphere C zone D place
I can understand and use blend words. 8 A edges B borders C restrictions D limits
I can use idioms to talk about language and communication. 3 Stop tapping your fingers! You know it really winds me on.
Grammar
I can use a range of verbs and structures to distance myself 4 What I love about that film it is the soundtrack.
from the facts and opinions stated.
I can form and use cleft sentences with It, What, The Thing 5 My uncle spends all his time in his office because he’s a
that to emphasize certain information. real workalcolic.
Listening
I can understand a radio interview about bilingualism. 6 It considers that Russian is more difficult to learn than
Interaction German.
I can understand a foreign student dealing with
communication problems and asking for clarification. 7 Can we do something else? I’m disinterested with
I can effectively deal with communication problems, clarify computer games.
and ask for clarification.
Challenge 8 It is thought that texting has contributed to dumbing over
I can give a presentation about saving a language that is written communication.
under threat.
Writing
I can use formal register.
I can write a proposal.
105 124
658128_P104_112_Unit_Reviews.indd 105 16/10/2015 14:55 658128_P122_139_EP.indd 124 20/10/2015 15:24
Writing Reference Vocabulary Bank

● The Writing Reference contains all the model texts from ● The Vocabulary Bank is a convenient unit-by-unit reference
the Student’s Book Writing lessons, with a number of key with all the key items from the Vocabulary sections in the
aspects of the text highlighted and explained, for students main Student’s Book units.
to refer to as they write their own texts.
Writing Reference Unit 2 Vocabulary Bank

IntroductIon Make it clear what your proposal
A proposal
As requested, I am submitting the following proposal on ideas for refers to.
a farewell party for students on the Year 11 language exchange
programme. momentarily spork
Ideas
Starter
presently street food
Describe your ideas clearly and
date and Venue Divide your proposal into sections.
• The exchange students return to Italy on Sunday 16 July. architect profitable workaholic
concisely, using bullet points.
Therefore, I propose that we hold the party on 13 or 14 July. author slipping
This will ensure that the celebration takes place at the end of
their visit, but leaves time to pack and also fit in another trip or challenge struggling
Use more than one bullet point per
section, if you need to. activity before they leave. UNIT 3
• I strongly recommend using our school’s facilities rather than
competitor thriving
hiring an outside venue to minimize costs. We could use the cook triumphant affability
Clearly state your suggestions school gym. This would give us loads of space and also allow
and explain your reasons. us to use the outdoor area if the weather is good. We could economist affable
spend some of our budget on erecting a small marquee to put
employee avert
food and drink in. UNIT 2
theme employer avoid
• I suggest that we use the colours of our countries’ flags for the exhaustion affluenza cautious
theme. The party guests could dress in red, white and blue,
or green, white and red. This would be an easy theme for experience apathetic cautiousness
everyone to follow and would also represent our experience.
goal banoffee pie communicative
Clearly state the benefits of refreshments
adopting your suggestions. • If each student brought a dish, this would provide plenty of food journey bored communicativeness
for everyone and again keep our costs down. Hiring outside
catering would be very expensive. We could coordinate carefully
jungle breathalyze demonstrative
and make sure we have starters, main courses and desserts. lawyer brunch demonstrativeness
We could also request that students bring something to drink,
and then use the budget to provide plates, glasses and cutlery. navigated chugger effusive
entertainment pianist de/unfriend effusiveness
• Because we are able to make it cheaper in other areas, I
propose we spend most of our budget on entertainment. We trainer disinterested escape
have had an excellent six-week exchange programme and it vendor electrocute evade
would be wonderful to be able to provide quality entertainment
to end it. writer emoticon generosity
• I suggest we hire a DJ for most of the evening. This will cost
approximately £400. A group of guys who are in a band have
fortnight generous
Explain how much what you are
proposing will cost. offered their services free of charge. I suggest they play for an Frankenfood gregarious
hour at the beginning of the party. UNIT 1
• It would be nice for students involved in the programme to indifferent gregariousness
provide some of the entertainment too, if possible. Where appropriate, include actually intercom introspection
Include a short summary and conclusIon additional suggestions.
state the likely results of your booming labradoodle introspective
Taking all these suggestions into consideration, I strongly believe
proposal.
we can organize a memorable farewell party while still keeping currently lol modest
costs low.
disappointing me time modesty
flourishing motel outgoing
Tips for writing English hanging on pixel reserve
We use a variety of different structures to give We use a variety of different structures to explain in decline selfie reserved
suggestions and recommendations, e.g. the likely benefits of our recommendations, e.g. in demand sitcom restrained
I strongly recommend using our school’s facilities. This will ensure that the celebration takes place at the end ineffective smog restraint
I suggest that we use the colours of our countries’ flags for of their visit.
the theme. … this would provide plenty of food for everyone and again
I propose we spend most of our budget on entertainment. keep our costs down.
114 140
658128_P113_121_WR.indd 114 16/10/2015 14:55 658128_P140_143_VB.indd 140 16/10/2015 14:56
11
Teacher’s Book
This Teacher’s Book is a complete resource for planning your lessons and teaching your classes. It contains:
1 1
Unit 1 GRAmmAR
3
4 Refer students to the example and check that they understand how
GRAMMAR OPTIONS
Guidance and
GRAMMAR Reporting verbs to form the perfect -ing form. Model with one or two different verbs,
● The grammar box gives a summary of the grammar areas that if necessary. Point out that the meaning of deny stealing and deny
2 students will practise on this page. having stolen is the same.
● The grammar is presented in a complete grammar reference
1 answers for all the

admit advise agree apologize deny explain
Reporting verbs
on page 113. Answers
Reproductions of every
insist point out promise recommend threaten
warn ● Visual grammar presentation. 2 Why did he admit to having eaten the last piece of birthday cake?
They pointed out that I owned 100% of the company. 3
3 Why do you think he has insisted on paying for the concert tickets?
activities in the
5 Why did the footballer apologize for having sworn at the referee?
Student’s Book page Warmer

Divide the class into three groups. Write a sentence containing
5 Focus on item 2 and mention that pervert the course of justice refers
to the crime of not giving the police information about someone
3 Student’s Book
She offered to help me with my English project. errors of punctuation, spelling and / or grammar. Ask group A who has committed a criminal offence.
to make the necessary changes for thirty seconds. Give them a
I denied speaking to her. point for each accurate correction. Then allow students from Answers
groups B and C to point out any missed or incorrect changes. 2 The police officer threatened to arrest the man for perverting the
They receive two points for each correct answer. Continue with course of justice if he didn’t tell him where his brother was.
The waiter accused me of trying to steal a spoon. a new sentence and allocate this to group B, and so on. Possible 3 The woman in the computer shop advised / explained that she
sentences are: couldn’t fix the computer now, but she would be able to do it
don’t I think we should to have to pay this meel (I don’t think we tomorrow.
should have to pay for this meal.) 4 The porter offered to help the singer carry her suitcase to the station.
He admitted having seen the questions before the exam. 4
5 The woman accused the boy of throwing a stone at her car.
she said me that you gave to me a wrong informations. (She said /
4
Grammar reference page 113
told me you gave me some / the wrong information.) 6 Monitor and make sure that all the sentences have been chosen, to
1 How can she deny having stolen the jewellery? avoid the potential for repetitive dialogues.
Ideas for Extra
5
My father advised me not to buy that car.

1 Have students read the verbs in the grammar box and focus on the
different structures used with each. Point out that more than one
answer may be possible.
Answers
Answers
Extra activity
Students’ own answers
4 Activities to further
For additional practice, put students into pairs or small groups.
exploit the topics

1 advised / insisted / recommended
2 explained Get them to write five sentences in direct speech which convey
3 admitted advice, agreement, an apology, denial, etc. Invite a student to
4 denied read out the sentence, then have a student from another group
5 pointed out report what was said using a reporting verb. You could award
6 warned points for each correct answer.
5
6 7 insisted / promised
●
2 Elicit that the tenses used in the story are the past continuous, past
2 simple and past perfect. Remind them that the past perfect is used Continuous assessment
●
to refer to an earlier past. Teacher’s Resource Book
2 2
●
Teaching Tips
● Grammar Support Worksheet: page 36, exercises 1 and 2
Answers Students’ own answers Grammar Consolidation Worksheet: page 37, exercises 1 and 2
You threw a stone at my car!
5
5 I didn’t! It was someone else.
Teaching tip
He accused her of throwing a stone at his car. But she insisted it
wasn’t her and told him it had been someone else.
Before doing exercise 3, you could practise the formation of the
gerund by saying an infinitive and nominating a student to say
and spell the gerund form. Go around the class until everyone
Clear signposting
has participated.
3 Tell students to first look at the verbs and decide which ones need a
to supplementary
support material
FAST FINISHERS preposition. Point out that the verb warn is generally followed by a
negative form.
Answers
1 stealing 2 to eating 3 on paying 4 to buy
6 not to take
5 for swearing
for continuous
assessment
36 37
658139_0030_0055_U01.indd 36 10/11/2015 16:39 658139_0030_0055_U01.indd 37 10/11/2015 16:39
2
6 6
Unit 2 LISTeNING
LISTENING
Interpret information Those who know Warmer 1.15 Transcripts page 78 When checking answers, point out
6
in a radio interview nothing of foreign that in item 2, although it is the professor who actually uses the
Ideas for Warmers

Write on the board the following quotes about language: The
languages, know To have another term open-minded, Jack paraphrases the idea by saying that being
1 nothing of their 1… . language is language of friendship is not words but meanings and No one
bilingual helps him to see things in different ways and understand
to possess a has a finer command of language than the person who keeps
where people are coming from.
second 2… . his mouth shut. Put students in small groups and ask them to
to focus students on
2 choose one of the quotes to discuss. Tell them to think about the
meaning and to what extent they agree with it. Compare the
Answers
groups’ ideas as a class. 1 A 2 A 3 B 4 B 5 C 6 C
the lesson ahead

3 7 These expressions are all common idiomatic expressions in spoken
1 Have students work in pairs. Tell them to cover the first column so English, They are highlighted in the audio script on page 78. Ask
that they are not influenced by the words in exercise 2. students which one means:
4
Speak a new for a short period of time, I ... (I went through a phase of)
language so that Answers Students’ own answers
deliberately try to annoy someone (wind [someone] up)
● the world will be
a 3… world. see things from another person’s perspective (put yourself in
2 Check understanding of corridor and soul. Have students compare
someone else’s shoes)
● the completed quotes with the guesses they made in exercise 1, and
invite any other suggestions that could fit. Ask students if there’s an equivalent in their own language.
5 8 1.16 Point out that the first three items on page 146 are from
If you talk to someone Answers the interview, but that items 4–6 are new contexts which they are
in a language he or she One language sets 1 own 2 soul 3 new 4 head 5 heart 6 corridor 7 door to complete with the Face 2 Face expressions.
6 understands, that goes to you in a 6… for life.
the person’s 4… . If you talk Two languages open
to somebody in his or her 3 Elicit a range of responses, then have a class vote on which quote Answers
every 7… along the
language, that goes to the students like most or least.
way. 1 I went through a phase of
5… .
2 wind me up
Answers Students’ own answers 3 put themselves in someone else’s shoes
7 4 winds me up
5 put yourself in someone else’s shoes
●
●
Extra activity 6 I went through a phase of
● Put students into small groups and ask them to invent one of 9 Begin by eliciting one positive and one negative factor about having
their own quotes about language or success. Tell them it can be to move abroad as a teenager. Tell students that they should work
FACE 2 FACE clever or factual, but that it should be something they believe. in their groups to list as many other advantages and disadvantages.
● I went through a phase of … Invite them to say their quotes, and have a class vote on the Point out that they should all begin their role-play with their
● wind (someone) up best one. strongest and most convincing argument.
● put yourself in someone else’s shoes
4 Write pitfall and downside on the board, and explain that these Answers Students’ own answers
8 are other words for a disadvantage. Encourage students to use
language for speculating, e.g. One downside / of the pitfalls of being
YouR TuRN To SpEAk bilingual could be that ... . Fast finishers
Ask fast finishers to imagine that they are Jack. Tell them to write
9 Answers Students’ own answers a paragraph listing advice he would give to a teenager who has
to move to another country with their family.
5 1.15 Transcripts page 78 Point out that students should listen
to the views of the professor and Jack’s mother, Judy, as well as Jack
7 Vocabulary that
7
himself.
WORDS TO KNOW
Check that students know the words stretch, struggle, open-
minded and peer. Elicit a definition of each one.
students need to
Answers Students’ own answers
know before reading
or listening to a text.
64 65
658139_0056_0081_U02.indd 64 10/11/2015 16:46 658139_0056_0081_U02.indd 65 10/11/2015 16:46
8 Unit 3 TRAnSCRIPTS Unit 3 WORKBOOK AnSWERS
1.22 Student’s Book page 31, exercise 2
If someone asked you how you identify yourself, what would you
reply? How do you define yourself? Your answer to this question
1.27 Student’s Book page 36, exercises 2 and 4
P = Presenter, B = Boy
P = Presenter, G = Girl
Focus page 28
1,2&3 Student’s own answers
4 1 T 2F 3T 4T 5F
9
may change depending on who you are with and where you are. If P You said something about a turning point in your life. P Tell me about something that was a real turning point in your 5 1 B 2D 3A 4C
you are in a foreign country, you may start by giving your nationality, B Yes. life. 6 Possible answers:
9
although some people think that giving the name of the city they P What was it? G That’s easy. It was the first time I travelled abroad. 1 It wasn’t the best meal I’ve ever had.
B Well, nothing, really. P Where did you go?
All answers and
8
come from is more important than saying what their nationality 2 It's a bit on the rainy side.
All transcripts from

is. ‘I’m from New York’ rather than ‘I’m from the USA’, for example. P No, tell me, I’d be interested to hear about it. G Paris. 3 It’s not the cleanest house in the world.
After that, many people identify themselves through a group they B Well, it was about five years ago. I was 14. I was on holiday with P Ah, Paris! What time of year? 4 I wouldn’t say it's the nicest outfit.
belong to. This is a wide-ranging field. ‘Groups’ can refer to your my parents. We went to a little town on the coast. It was a bit G Springtime.
transcripts from the

religious beliefs, or the sports team that you support. Other people boring, to be honest. There was nothing to do and no one of my P Ah! I love Paris in the springtime.
Vocabulary page 29
the Student’s Book

may answer the question by referring to the role they play – their age there at all. It was mainly families with young children. It G Right. So, do you want to hear about what happened?
position in the family: ‘I’m a mother’ or ‘I’m a son’, for example, or via wasn’t my scene at all. P Yes, of course. Do go on. 7 1 communicative 2 gregarious 3 withdrawn 4 outgoing
their job – ‘I’m a teacher’ or ‘I’m a taxi driver’. There are those who P Oh, that’s a shame. G We were on a school trip to Paris – I remember it as clearly as if it 5 reserved
Workbook
may identify themselves by a particular interest they have, so, ‘an B Well, yeah … my older sister, she was 17 at the time, had refused were yesterday. The second day we were there was lovely – it was 8 Student’s own answers
athlete’ or ‘an artist’, for example. to come with us and was away somewhere with her friends. a beautiful sunny day, the trees were in bloom and me and my
P I see. Anyway, go on … what happened? two best friends were walking around Paris. I remember thinking 9 1 affability 2 solitude 2 sociability 4 modesty
B Right. Well, I went out for a walk one evening. It had been a – life just can’t get any better. 5 effusiveness
sunny day, but some clouds were approaching and it was a bit P Sounds perfect. 10 1 bush 2 crowd 3 horns 4 spade
1.23 Student’s Book page 31, exercises 4 and 5 windy. It wasn’t cold, but it was getting cooler. I went for a walk G So we decided to sit in a café and practise our French. 11 1 C 2 D 3 A 4 B
on the beach. There was hardly anyone there. I could see a family P Good idea.
– two adults and a child, a little boy. G Well, actually all we wanted to do was order a coffee. But I’ll
12 1 scatterbrain 2 chatterbox 3 busybody 4 clever clogs
n = Narrator, G = Gary, m = Melissa, C = Catherine 5 go-getter 6 livewire 7 team player 8 pushover
P On the beach? never forget what happened. My two friends asked for coffee and
N But does your nationality or what you do for a living define what B Actually, they were in the sea, but not swimming. They were I asked for a citron pressé. 13 1 clever clogs 2 pushover 3 team player 4 chatterbox
kind of person you are? Are all Italians the same? Are all teachers standing in the water. Suddenly, this big wave came crashing in. P What’s that? 5 go-getter 6 scatterbrain 7 livewire 8 busybody
or taxi drivers cut from the same cloth? Probably not. If you really When it went away, the two adults were sitting in the water and G It’s a drink made of lemon, water and sugar.
want to define yourself as an individual, you have to talk about the boy had disappeared. P OK. So what happened next? Grammar page 30
aspects of your character and personality. When you ask people P Oh my goodness! G Well, I should tell you that my French teacher always told me
to do this, you find lots of differences in the way they respond. B Yes. The woman was the first to react. She started screaming his that I had a good accent. 1 1, 4 and 5
Some people are extremely modest about themselves, while name. It looked as if the man wasn’t really switched on to what P That’s good. 2 1 C 2 A 3 E 4 F 5 D 6 B
others like to blow their own trumpet. Some people talk about was going on – he just sat there in the water. I realized I had to do G Yes, but the problem is, if you have a good accent, people think 3 1 B 2 C 3 A 4 B 5 A 6 B
the person they consider themselves to be now, whereas others something. you can speak a language fluently.
concentrate on the kind of person they would like to be. P So what did you do? P Ah! Big problem! 4 1 The government want to get people to stop smoking.
B Well, I’m a good swimmer and I did a life-saving course once, G So, suddenly the waiter babbled something back at me in French. 2 I’d like to get my house designed by an architect.
We interviewed several people and asked them to define
so I thought, well, this is it, this is what you did the course for. P What did he say? 3 I get my house cleaned once a fortnight.
themselves without referring to their nationality, family or work.
So I took off my T-shirt and ran into the water. At that moment, G I have no idea! He was speaking too fast! But I thought, come on, 4 We got a photographer to take these photographs.
Here are some examples of what they said … .
another big wave crashed onto the beach. I dived under it and don’t just speak English, try to speak French. 5 We got her to go to the doctor.
G My name is Gary and I’m a … oh, I’m not allowed to talk about
when I came back to the surface, I could see the boy. P And did you? 6 I got my little sister to finish my homework for me.
work. Right. So how would I describe myself? Um … I’m nothing
special really, I’m quite well organized, I’m reasonably polite. I P Go on … G Yes! I said, ‘Je m’excuse, je ne comprends pas. Vous parlez trop 5 Student’s own answers
try to be honest with people. I’m not a bad cook, I like being with B He was quite a way out, so I had to swim strongly to get to him. vite.’ I’m sorry, I don’t understand, you’re speaking too fast.
people, but not many at the same time. To be honest, I’m a bit P Did you reach him? P And what did he say? Listening page 31
awkward in social situations; I prefer quiet evenings at home. I B Yes. He was a bit hysterical and kept struggling, but I told him to G He said – and I will never forget this – he said, ‘Oh! Tu n’est pas
love hanging out with friends on social media. I think I’m more calm down and hold on to me and everything would be all right. française?’ He thought I was French! 1 1 counterparts 2 mock 3 implications 4 immune to
confident and amusing when I’m chatting with someone online. P Well done, you! So what happened next? P That’s amazing! 5 to cloud someone’s judgement 6 irrational 7 assumed
I’m no great shakes in a face-to-face encounter. B I managed to get him back to the beach. It was really hard, the G Well, actually, I think he was joking, but I just said, ‘Non, je 8 electoral
M Hi, I’m Melissa. I’m hard-working, I’m very enthusiastic about tide was going out and it kept dragging us back. But I made it! suis anglaise.’ And then we started talking – having a real 2 Student’s own answers
whatever I do, I’m extremely ambitious and I love a challenge. P Amazing story! What did the boy’s parents say? conversation in French! My friends were gobsmacked! 3 B
I put a hundred per cent into everything I do – work or play. B Well, I figured out that they were actually his grandparents, not P I bet they were!
I’m incredibly reliable and absolutely dedicated to my work. his parents. The woman thanked me, and then started shouting G Anyway, I felt totally brilliant – I’d had a real conversation in 4 1 rational 2 aware 3 vote 4 go to jail 5 positive
at her husband! So I left them to it. French for the first time in my life. I decided there and then that I 6 fashion, prices 7 wasting
Regarding my free time, I always make the most of it. I’m
extremely gregarious and love spending time with friends. I P What a story! You must have felt good about that. was going to study languages seriously, so that’s what I did. From 5 1 talent, kindness, honesty and intelligence
socialize a lot. I’m out most weekends and often once or twice B I did. It did a lot for my self-confidence. I’d been a bit shy and that day onwards, languages have been my number one area of 2 because they like the appearance of the party’s candidate
during the week too. retiring before that, but now I feel much stronger about myself. study. I mean, you never know when it will come in handy! 3 up to 14%
C Hello, I’m Catherine and I’m from South Africa. What can I say P And so you should! Thanks for telling me … . P And it all started in Paris. 4 that they may not necessarily have other positive personality
about myself? Well, I’m only 17, so I haven’t really achieved much G Well, it all started because I ordered a citron pressé! traits
yet. I’m quite enthusiastic about things that I’m interested in. 5 by adding a designer’s name to the item of clothing
I love animals, so I’d like to work with them some day. I don’t 6 we don’t always know when it is happening
think I’m bright enough to be a vet, but maybe I could be a vet’s 6 Student’s own answers
assistant or something. What else? Well, my teachers tell me
that I’m quite creative, imaginative, … oh, and I love poetry. Um, Reading pages 32–33
I think I’m quite reliable – I always remember people’s birthdays
anyway! Hmm, not sure what else I can say about myself … . 1 Student’s own answers
2 Student’s own answers
3 1 F 2 E 3 D 4 A 5 B 6 C
4 1 charm, creativity and a sense of adventure
2 anxiety levels, friendliness and enthusiasm for new experiences
3 an extrovert
104 105
658139_0082_0113_U03.indd 104 10/11/2015 17:28 658139_0082_0113_U03.indd 105 10/11/2015 17:28
12
Teacher’s Resource Book TEACHER SUPPORT
The Teacher’s Resource Book contains photocopiable worksheets to supplement

the material in each Student’s Book unit and support students’ learning.
The Teacher’s Resource Book contains the following sections:
Support Consolidation 1
1 Test
1 Vocabulary Worksheet 1 Vocabulary Worksheet Consolidation
3 Choose the correct answer. 5 The train strike happened during rush hour, with the
VOCABULARY GRAMMAR result that a lot of people catch the bus instead.
SUCCeSS & FAilUre ConneCTionS SUCCeSS & FAilUre ConneCTionS 0 We took a good map on our walk in order … get lost.
1 Choose the correct answer. 1 Complete the sentences with the words below. A not to
3 Choose the correct answer. 3 match the parts of the expressions. B that not
0 We got the winning goal just before the final whistle and 6 We were hungry, so that we looked for a café.
1 They had an ineffective / in decline advertising 1 ineffective B A tourist destination for of on that that them to you C don’t
campaign that didn’t explain the product properly. 2 disappointing _ B advertising campaign were booming / triumphant as we ran off the pitch. 1 Let’s buy him something nice … cheer him up.
2 Not many people used to visit this seaside resort, but 3 slipping _ C results 1 It’s sad to see so many traditional industries in demand / A that
0 The witness insists that he saw the defendant leave the 7 She could hardly walk due to train too hard for the
after a successful marketing campaign, it is now a 4 thriving _ D standards decline these days. B in order
car park at 9pm. marathon.
struggling / thriving tourist destination. 2 In the present economic downturn, many businesses are C to
4 Complete the sentences with expressions from exercise 3. 1 She insisted speaking to you in person.
3 After a series of booming / disappointing results, our flourishing / struggling to survive. 2 I waited at home all morning … miss the postman.
2 We warned that this would end badly, but
1 They had an ineffective advertising campaign which didn’t 3 Attempts to relaunch the brand were ineffective / A so that don’t
team started winning games again. 1 read the clues and complete the crossword. they didn’t listen.
explain properly who the product was for. profitable and sadly failed. B so as not 7
4 Because of slipping / hanging on standards, many of 1 2 3 You should apologize saying what you said to
S L I P P I N G 2 Not many people used to visit this seaside resort, but 4 After all my hard work, I found coming second in the C so as not to
the products weren’t checked and therefore had faults. him.
after a successful marketing campaign, it is now a competition very slipping / disappointing. 3 Mark’s hired a minivan … we can all travel together. 5 Complete the sentences with so or such.
5 In order to have a profitable / triumphant business, you 4 I pointed out nobody actually saw the thief.
need to recruit good staff and invest in modern facilities.
3
. 5 Out of the nearby shops, four of them have closed. The A to 0 It was so cold that there was ice inside the windows.
5 He is accusing me having stolen the money.
4 3 After a series of , our hairdresser’s is just about hanging on / thriving, but I B so that 1 The company closed down, everyone lost their
6 As a friend, I want to advise to think very
1 Complete the table with the words and expressions 5 team started winning games again. don’t think it will last another year. C in order to jobs.
below. There are two you don’t need. idiomS 4 Because of , many of 6 Jack is flourishing / slipping in his new job. He loves his
carefully about what you do next.
4 I always keep a note of my ideas in order … forget them.
7 When my aunt was mugged in the street, a lot of people 2 Having more police around has made a big
the products weren’t checked and therefore had faults. work and has already been promoted. A that I don’t difference to the neighbourhood.
4 match the parts of the idioms. Then write them. offered help her.
booming flourishing in decline in demand 7 I’m happy to report that business is struggling / B not 3 I’ve never met friendly people in my life.
7
independent marketing slipping struggling 1 bring C A at your feet idiomS booming. We’ve just opened a new office in London. C so as not to 4 There’s no need to be nervous about giving a
2 have the world _ B the storm 8 These trainers are really ineffective / in demand at the 5 The CEO called the staff together … deliver the company presentation.
3 miss _ C the house down
6
5 match the parts of the idioms. Then write definitions. moment. Everybody seems to be wearing them. 2 Complete the sentences with the gerund or
Success Failure results. 5 Mrs Clark is away, a different teacher will be
4 a rags-to-riches _ D a wave to + infinitive form of the verbs in brackets.
1 bring C A at your feet 8 A in order that taking the class today.
booming 5 on the crest of _ E story Across
2 have the world _ B the storm 0 The police told us not to talk (talk) about the robbery. B in order to 5
6 weather _ F the boat 1 If your marks are … , you must work hard to improve them. 2 Complete the collocations with the words below. 1 Do you deny (scratch) the car with
3 miss _ C the house down C so that
3 When a business rapidly becomes more successful, it is your key deliberately? Grammar total 30
1 bring the house down 4 a rags-to-riches _ D story 5
described as … . disappointing ineffective 2 I know I promised (help) make the
2 Find six words connected with success and failure in 2 5 weather _ E the boat
5 The team Joe supports is at the bottom of the league and profitable slipping thriving dinner, but I just haven’t got time.
the word search. 3 is … for survival. (7, 2) 1 To cause an audience to respond very enthusiastically. 4 Correct the sentences. There is one mistake in each
4 3 They advised me (contact) the lost sentence.
6 Nobody was surprised when the coal mines closed, as 2
C A B Y I Y Z T A D C I Z H G 5 0 slipping standards property office.
the coal industry had been … for a long time. (2, 7) 3 0 Owing of his illness, my manager has taken a lot of time
W U Q H K D B U E O S U T O O 6 1 business 4 The teacher has accused Joe of
down 4 off work recently.
2 advertising campaign (cheat) in his exam.
X I S C N I K D C T P E K X O 2 Anyone starting a business needs to have some money 5 Owing to his illness, my manager has taken a lot of time off
5 match the idioms from exercise 4 with the correct 3 results 5 Several train companies are threatening
I N J E C S R G H D V U I O L definitions. to live on, as you can’t expect it to be … straight away. (go) on strike next weekend. work recently.
6 Tick ( ) or correct the sentences. Some of them are 4 tourist destination
E E X L K A E N J J A M L K R 4 There is often a waiting list for a product that is … . (2, 6) 6 She’s the kind of person who never admits 1 I couldn’t ring him on account of not have his phone
1 When you don’t take advantage of an opportunity. wrong. 4
(make) a mistake. number.
N F B X A P Y I C Q B R V F J miss the boat 2 Unscramble the words. Then use them to complete the 1 They couldn’t decide whether to buy the car or not. In
B F L B M P S V X W I E O Y N 2 This is when a person or people are very entertaining sentences. the end, they had the world at their feet when someone 3 Match the parts of the idioms. 6
G E A P R O F I T A B L E Q U and cause the audience to respond enthusiastically. else bought it. 0 weather C 2 Because that the train strike, she was late for her
fifenetvice gligsurtng partuimnth missed the boat
A C M L M I Y R I E T V J C U 1 bring _ interview.
3 When things are going well for someone and their future pigsadionptni shruglofini 2 After investing a lot of money in property, they lost a lot
D T R V T N A H P M U I R T W 2 miss _
is full of opportunity. of it when the bottom fell out of the market. 3 have _
F I F A P T Q T G I T S O S P 1 The company suffered a setback last year, but now
3 The Industrial Revolution gave rise a huge number of
Z V H L F I U G O P F U D I Z 4 This relates to the experience of a person from a poor business is flourishing. 3 That college has a fantastic reputation. If you do your A the world at your feet
changes in society.
O E Q B P N H E A D N M M R W background who become very wealthy and successful. 2 The product didn’t sell well because the marketing business degree there, you’ll bring the house down. B the boat
campaign was . C the storm
N A H E Z G N I L G G U R T S
5 You do this when you successfully deal with a difficult 3 I knew that my job interview had gone really well and I 4 She comes from quite a poor family, so her success is a D the house down
E G W K O A V F U O N I I G J 4 Dan walked home in a thunderstorm, meaning so that
problem or situation. felt as I left the building. real rags-to-riches story. 3 he was soaked when he got home.
4 We are all worried because the factory where we work is
thriving Vocabulary total 15
6 This describes someone who is experiencing great and we may lose our jobs. 5 The situation is difficult now, but if we can just miss the
success, or is feeling happy and confident. 5 He’d worked hard on his essay, so the low mark he boat for the next few months, I think things will improve.
received was very .
12 UNIT 1 VOCABULARY WORKSHEET Support Richmond Photocopiable © Santillana Educación, S.L. Richmond Photocopiable © Santillana Educación, S.L. UNIT 1 VOCABULARY WORKSHEET Consolidation 13 82 Unit 1 TEST Consolidation Richmond Photocopiable © Santillana Educación, S.L. Richmond Photocopiable © Santillana Educación, S.L. Unit 1 TEST Consolidation 83
658143_TRB_C1_P011_029_Vocabulary.indd 12 23/10/2015 15:15 658143_TRB_C1_P011_029_Vocabulary.indd 13 23/10/2015 15:15 658143_TRB_C1_P082_089_Unit_Tests_1.indd 82 21/10/2015 17:01 658143_TRB_C1_P082_089_Unit_Tests_1.indd 83 21/10/2015 17:01
Vocabulary and Grammar Worksheets Tests

● These worksheets provide extra practice of the key ● There is a four-page written Test and a Speaking Test
vocabulary and grammar from each Student’s Book unit. for each Student’s Book unit that thoroughly covers key
● They are available at two levels: Support for weaker language and skills. There are also Tests for the end of every
students and Consolidation for average-level students. three units, and two End-of-Year Tests.
● The Tests are available at two levels to ensure that all
Speaking Worksheets students are challenged. Use the Consolidation level Tests
for weaker and average level students, and Extension level
● The Speaking Worksheets provide fun and varied speaking Tests for stronger students.
activities for all students. ● There is a Diagnostic Test to do with students at the
beginning of the course. It will help you identify stronger
Festivals and weaker students.
● These worksheets contain motivating texts and activities See the Introduction of the Teacher’s Resource Book for more
about festivals from throughout the English-speaking details on how to use each of the sections.
world for all students.
Teacher’s Audio Material Pack

The audio for Achievers is provided on 6 CDs in the Teacher’s Audio Material Pack. Unit 4
1.12 Page 43, exercises 3 and 4
Unit 4
2.5 CAE, Page 128 Teacher’s Audio Material
1.13 Page 48, exercise 2
Unit 6
● Student’s Book CD1: Units 1–3 + Review Units 1–3

2.6 TOEFL, Page 133, exercise 1
Unit 5 2.7 TOEFL, Page 133, exercise 2
Unit 7
2.8 CAE, Page 134
2.9 TOEFL, Page 135
Unit 6
● Student’s Book CD2: Units 4–7 + Review Units 4–6

Unit 8
2.10 CAE, Page 136
1.19 Page 68, exercise 2, Dialogue 1
1.20 Page 68, exercise 2, Dialogue 2 Unit 9
1.21 Page 68, exercise 6 2.11 TOEFL, Page 139
Unit 7
● Student’s Book CD3: Units 7–9 + Review Units 7–9, End-of-Unit Reviews
1.23 Page 80, exercise 2 Teacher’s Resource Book
1.24 Page 80, exercise 5 Audio CD
Unit 8 1.2 Diagnostic test
1.25 Page 85, exercises 3 and 4 1.3 Test Unit 1
1.26 Page 90, exercise 2 1.4 Test Unit 2
Tracklists C1
● Student’s Book CD4: Prepare for Exams, Stories

1.27 Page 90, exercise 6 1.5 Test Unit 3
1.6 Test Unit 4
Unit 9
1.7 Test Unit 5
1.8 Test Unit 6
1.9 Test Unit 7
1.10 Test Unit 8
● Workbook CDs
1.11 Test Unit 9
1.12 Test Units 1-3
CD2 1.13 Test Units 4-6
1.14 Test Units 7-9
Prepare for Cambridge Exams
1.15 End of Year Test A
Prepare for the TOEFL iBT® test
1.16 End of Year Test B
Unit 1
● Teacher’s Resource Book CD 2.1 CAE, Page 122, exercise 2

Unit 2
www.richmondelt.com/achievers
13
Teacher’s i-book
Bring your teaching to life in the classroom. The Teacher’s i-book is a fully interactive Teacher’s i-book
version of the Achievers course for interactive whiteboards, which integrates all the
The Achievers Teacher’s Use the Teacher’s i-book as an
i-book is a fully interactive interactive guide to prepare lessons
teaching and learning materials cross-referenced into one single format for use
version of the Achievers course, and in class with an interactive
with one-click access to: whiteboard (IWB) or projector.
Add your own material for the
• Student’s Book
classroom by inserting notes, links
• Workbook and external files. It is also possible
with a smart board or projector: • Teacher’s Book

• Teacher’s Resource Book
• Interactive answer key
to write or paint on the i-book and
in the zoom windows.
Save all your teaching sessions to
meet the needs of each individual
• Audio material and transcripts
class.
● Student’s Book
• Audiovisual material
• Visual grammar presentations
• Additional IWB activities which
C1
Teacher’s i-book
provide digital alternatives
to the lessons
● Workbook
• Extra interactive practice to
DE PLATA TINTA BLANCA DIRECTA
reinforce the unit content
(en zona amarillo)
DE PLATA TINTA BLANCA DIRECTA

(en zona amarillo)
● Teacher’s Resource Book

C1
Teacher's i-book
©
Ric 5
hm 201
ond
/Santi S.L.,
llana Educación,
C1
● Teacher’s Book
● Interactive Answer key for all the Student’s Book and Workbook exerciseswww.richmondelt.com/achievers A1 A2 B1 B2 C1 C2
Teacher's i-book
● Audio material and transcripts

● Audiovisual material ©
Ric
hm
ond
/San tillana Educación, S
.L.,
201
5
● Visual grammar presentations

● Extra interactive practice to reinforce the lesson content
● Additional interactive activities
2
2 Interlinked
components at
page level
1
1 Additional smart board

activities provide digital
alternatives to the lessons.
3 Extra interactive
practice reinforces
3 the lesson content.
4
4 All course materials

included
The one-touch zoom-in feature guarantees the easiest and quickest access to all
the exercises, answers, audio material, transcripts and teaching notes. Touch the
exercises or links to other books on the Student’s Book pages to access:
6
6 Use the Richmond
i-tools to make
the most of the
interactive activities.
5 Interactive Answer key 5
14
TEACHER’S i-BOOK
Audiovisual material
Touch the video screen on the 7
Student’s Book or Workbook pages to
7 Direct access to all
access the videos. You can also access the videos for the
all the videos for the level using the level.
video icon at the bottom of the screen.
8 Show and hide

8 subtitles.
So I work from home a lot of the time.
Visual grammar presentations Additional IWB activities

Touch on the Student’s Book pages to Touch on the Student’s Book pages to access the
access the grammar animations: IWB activities:
Extra interactive practice 9 Use the Richmond i-tools

to complete the activities .
Touch on the Student’s Book pages to access the games:
The Richmond i-tools

Take the book and make it yours by inserting notes, links
and external files. It is also possible to write or paint on
the i-book and in the zoom windows.
Save all your teaching sessions to meet

the needs of each individual class.
15
16
17
Starter A B Unit overview
Vocabulary Language objectives

● People: architect, author, competitor, cook, economist, ● To learn vocabulary related to people, and travel and
employee, employer, lawyer, pianist, trainer, villager, writer adventure (page 5)
● Travel and adventure: challenge, exhaustion, experience, ● To use the present perfect simple and continuous correctly
goal, journey, jungle, navigated (page 5)
● To use narrative tenses correctly (page 7)
Grammar
Skills objectives
● Present perfect simple and continuous
● Narrative tenses ● To read and understand an article about the origins of
Hollywood (page 6)
● To talk about young people’s attitudes (page 4)
● To listen to and understand an interview about young
people’s attitudes to personal appearance, clothes and
cosmetic surgery (page 4)
18
Assessment criteria Resources
● Students can use the present perfect simple and ● Teacher’s i-book
continuous, and narrative tenses correctly. ● Student’s Book CD 1
● Students can recognize and use vocabulary about people,
and travel and adventure correctly.
● Students can read and understand an article about the
origins of Hollywood.
● Students can listen to and understand an interview about
young people’s attitudes to personal appearance, clothes
and cosmetic surgery.
19
20
Starter A LISTENING
Starter A, and B are optional, self-contained lessons that 4 Read through the questions with the class. After students have
revise basic language and give students an introduction to the discussed the questions in pairs, ask some students to report back
methodology of the course. Choose which language, if any, you to the class on their discussion.
feel your students would benefit from revising, and cover those
lessons only. Answers Students’ own answers
Extra activity
Warmer
In groups, ask students to design a short questionnaire to find
Write the word Globalization on the board. Ask students: What out students’ attitudes to their personal appearance, clothes
do you understand by the term globalization? Do you think it is a and cosmetic surgery. Brainstorm a few questions on the board
good / bad thing? Do you think different countries / nationalities to get them started, e.g. How often do you buy new clothes?
are losing their identity? Where do you buy them? Do you always wear make-up? Would
you consider having cosmetic surgery now / when you are older?
1 Ask students to look at the photos and discuss what the people When they have finished their questionnaires, get students
might be like and what their attitudes to personal appearance, to mix with another group and ask them the questions, then
clothes and cosmetic surgery might be. move on to another group until they have interviewed all their
classmates. As a follow-up, students can write a short report on
Answers Students’ own answers the attitudes of their classmates, based on the answers to their
questionnaires.
2 1.2 Transcripts page 28 Tell students to listen and make

notes for each of the nationalities in the photos (British, Japanese
and Venezuelan) under the headings in exercise 1. Ask them if their
ideas in exercise 1 were correct.
Answers
British
Personal appearance: there’s a strong sense of individuality
Clothes: traditionally in the UK people have been innovative and
original, but, more recently, they’ve become more conservative
Cosmetic surgery: more popular with older people than younger people
Japanese
Personal appearance: incredibly important
Clothes: dress very formally
Cosmetic surgery: less popular in Japan than in other Asian countries
Venezuelan
Personal appearance: image very important
Cosmetic surgery: very popular with men and women in their twenties,
especially liposuction
Clothes: designer labels very popular, but Venezuelans also like to be
individual
3 1.2 Transcripts page 28 Get students to check their answers

in pairs. If they disagree with each other’s answers, play the audio
again so they can check.
Answers
1 Young people have started to become alike.
2 Local tradition and culture still play a part.
3 They have traditionally been very innovative and original.
4 Liposuction.
5 Employers are expected to set an example to their employees.
21
22
Starter A VOCABULARY and GRAMMAR
Warmer GRAMMAR OPTIONS

Get students to work in groups of five. Tell them to write the ● The grammar box gives a summary of the grammar areas that
names of five jobs on sticky notes. Then get them to stick the students will practise on this page.
sticky notes onto the foreheads of the members of a different ● Visual grammar presentation.
group. Each member of the group has to ask the other members
yes / no questions to try and guess what job ‘they do’, e.g. Do I
work inside? Do I work with children?
Warmer
5 Go through the words in the box and model the pronunciation. Write Have you ever …? on the board. In groups, get students to
Highlight in particular how the stress changes in the words write five different questions beginning with Have you ever …?,
emPLOyer and employEE. e.g. Have you ever flown in a helicopter? Get the students to
mingle and ask their five questions. Tell them they must try and
Answers find one person who answers No, and one person who answers
1 trainer 2 employer 3 economist 4 lawyer 5 employee Yes to each question. Encourage them to use short answers Yes, I
6 competitor have. / No, I haven’t.
Extra activity Teaching tip

Get students to write definitions for other jobs and roles without
To help students grasp the concept of the different tenses, write
mentioning the job or role itself, e.g. A person who helps you buy
the following sentences on the board:
a house. (estate agent.) In pairs, students swap their definitions
1 Sales of big designer labels have risen dramatically.
and try and guess what their partner’s job or role is.
2 Sales of big designer labels have been rising dramatically.
Discuss the difference in meaning with the class (In sentence 1
6 If students find these difficult, play Hangman with the words. Get there has been a rise at some unspecified time in the past, but
them to call out the letters. Draw a section of the hangman for sales are not necessarily still rising, whereas, in sentence 2, it is
each wrong letter, until either they guess the word or you have implied with the use of the present perfect continuous that sales
completed the hangman. are continuing to rise.)
Answers
8 Point out that students may need to use the negative form in some
1 winner A 2 pianist F 3 author B 4 villager C 5 cook E cases. When checking answers, get students to identify which of
6 architect D the uses in the grammar table the sentences relate to.
7 Go through the words in the box with the class and check students
Answers
know the meanings. Get students to first read the text quickly,
ignoring the gaps. Then get them to re-read it matching the words 1 have always spent
to the gaps. 2 have started
3 haven’t been able
4 has become
Answers 5 have been working
1 challenge 2 exhaustion 3 jungle 4 journey 5 navigated 6 worn
6 experience 7 goal
9 Elicit some examples and write them on the board, e.g.
Smartphones have become very popular. In the last ten years, out-of-
Teaching tip town shopping centres have been opening up everywhere.
The use of hyphens is very confusing in English. In general, we
use them to create an adjectival phrase if it comes before a Answers Students’ own answers
noun in a sentence, as in the text in exercise 7 (20-mile trek and
knee-deep mud), but if the adjectives come after the noun in the 10 Get students to compare sentences. Ask them if they had similar /
sentence, there is no hyphen, e.g. The mud was knee deep. different sentences to each other. Invite some students to write
their sentences on the board. Get the class to correct any errors.
23
24
Starter B READING
Warmer
Write Hollywood on the board. Ask students what words
spring to mind when they see the word Hollywood. Elicit a few
examples, then get students to brainstorm in groups. When
they have finished, compare lists of words. Find out which group
managed to think of the most words. Ask students if they have
heard of Bollywood. Elicit or explain that this term is a play on
the word Hollywood, describing the Indian popular film industry,
based in Mumbai.
1 Elicit that the picture is of Los Angeles, frequently known as LA,

which is home to the American film industry. Ask students if any
of them have ever been to LA. Encourage them to guess what
the origins of the name might be, but don’t confirm or deny their
guesses at this stage.
2 Ask students if anyone guessed correctly as to the origins of the

name Hollywood.
Answers
1 It may have been named after a place called Holly Canyon nearby or
it may have been named after someone’s house; a woman from Ohio.
2 Filmmakers moved to Hollywood to escape strict new rules imposed
by Thomas Edison, and also because of the climate.
3 It was constructed to promote a new studio called Holywoodland.
25
26
Starter B READING and GRAMMAR
3 Get students to read out the dates in the box as practice before
they do the activity. Remind them to quickly run their eyes along
GRAMMAR OPTIONS
the lines of text (scan) until they find the dates, then read the text ● The grammar box gives a summary of the grammar areas that
around the dates to find out what happened. students will practise on this page.
● Visual grammar presentation.
Answers
1887 – A map of a town called Hollywood was first filed at the Los
Angeles Country recorder’s office.
1900 – number of residents was increasing significantly Warmer
1911 – the first film studio was set up in Hollywood Say a piece of and give students one minute to think of as many
1923 – The sign Hollywoodland was constructed on the hill behind the words as they can that follow.
town.
1943 – The Hollywood Chamber of Commerce removed the last four
letters of the sign and restored it. 5 Check students know the words in the box, then go through the
collective nouns in the table.
4 When students have found the answers to the questions, go through
any new words in the text with the class and discuss the meanings.
Answers
Answers herd of: cows, elephants flock of: seagulls, sheep
piece of: cheese, chocolate, music, land bunch of: grapes, flowers
1 They wanted to develop a new town. slice of: bread, cheese bar of: soap
2 The original name was Prospect Avenue.
3 It confirmed Hollywood as a movie-making town. 6 Allow students to use a dictionary, if necessary.
4 Cecil B DeMille and Charlie Chaplin
5 They registered it as a trademark, so that any filmmaker who uses it Answers Students’ own answers
in a film must pay a fee.
7 1.3 When students have marked the stressed syllables, ask

Extra activity them if they see any recurring patterns.
Ask students to write four true / false sentences about the
text. Tell them to swap their sentences with a partner, and say Answers
whether their partner’s sentences are true or false. aspiRAtion determiNAtion reSOURCEfulness
ENterprise EAgerness satisFACtion
8 Get students to report back to the class about their partner’s

experiences.
9 Discuss the meanings of the nouns with the class.
Answers
content aimless energetic
indifferent passionate
10 Invite students to read out their sentences to the rest of the class.
11 When checking answers, get students to identify which of the uses

in the grammar table the sentences relate to.
Answers
1 had been / were 2 worked 3 was developing 4 made
5 served 6 had been
12 Tell students they can make notes first to help them.
13 You can set this for homework.
27
Starter TRANSCRIPTS
P And I believe that it’s very important to dress appropriately for

the situation.
C Absolutely, and the emphasis is on formality, especially in
P = Presenter, C = Chris Stevenson working environments, and employers are expected to set an
example to their employees. But even so, I think that there’s a
P Good morning everyone! Today we’re speaking to Chris discernable sense of individuality in the way young Japanese
Stevenson about young people’s attitudes to appearance, dress people dress.
and cosmetic surgery in different countries, and how they’ve P Well, I’m afraid that’s all we’ve got time for on this topic. So, Chris
been changing in recent years. Good morning, Chris. Stevenson, thank you very much.
C Good morning! C Thank you.
P Ok, now you’re going to be talking about attitudes amongst
youngsters in three different countries, aren’t you?
C That’s right, the UK, Japan and Venezuela.
P Some people say that with increasing globalization, young
people around the world have started to become more alike. Do
you agree?
C To a point, yes. They’re watching the same TV programmes, using
the same websites, listening to the same music and increasingly
buying the same brands, but local tradition and culture still play
a part, and we can see quite a lot of differences in the way young
people dress and their attitudes to appearance and issues like
cosmetic surgery.
P For example?
C Well, here in the UK, young people, especially students, have
traditionally been very innovative and original when it comes
to fashion. Look at the 1960s for example, and all the famous
designers who sprang up at that time.
P And in the late 70s too.
C Yes of course, the punk movement redefined youth culture, and
that meant appearance and dress too.
P But youngsters are not quite so radical today, are they?
C No, they’re not. They’ve definitely become a little more
conservative than their predecessors, and designer labels have
been increasing in importance recently, so sales are up. However,
there’s still a fairly strong sense of individuality, and of course,
buying second-hand clothes at street markets and charity shops
is as popular as ever!
P What about cosmetic surgery? How popular is that?
C Well, there’s been quite a lot of negative publicity surrounding
this in many countries recently, following some high-profile
news stories of operations going wrong, and that seems to
be causing a fall in demand. Although the idea of reshaping,
reducing and removing has never been very popular with
younger British people.
P I suppose in general, its older people who are more likely to
undergo the trauma of scalpel and stitches and syringes for the
sake of their appearance, isn’t it?
C In general yes, but there are exceptions. In Venezuela for
example, it’s not uncommon for men and women in their
twenties to go into the operating theatre in order to improve
their look; liposuction in particular has increased enormously in
the last few years.
P Image in general is very important in Venezuela as well, I believe.
C Yes it is, and sales of big designer labels have risen dramatically.
But Venezuelans tend to work hard at creating an individual
image too, even if they’re wearing the same clothes as their
friends, they try to put things together in a special kind of way
that makes them stand out.
P Sounds more as if they’re competitors rather than friends!
C Yes, maybe they are.
P The Japanese go in for quite a lot of cosmetic surgery, don’t they?
C Not as much as other Asians. In China for example, operations to
lighten skin tone and change eye shape have been increasing for
quite a few years.
P Really!?
C Yes, sadly. Apparently it’s in order to create a more western
look. But going back to the Japanese, appearance is incredibly
important and people have always gone to a lot of trouble to
make sure that they look good.
28
Starter WORKBOOK ANSWERS
Starter A 5 challenge
6 goal
Vocabulary page 4 7 competitors
8 exhaustion
1 1 competitor 9 trainer
2 economist
3 employee Starter B
4 trainer
5 employer Vocabulary page 6
6 lawyer
2 1 winner, Author 1 1 bunch
2 villagers, architects 2 bar 3 flock 4 slice 4 herd 6 piece
3 cook, pianist 2 1 bar
2 piece 3 bunch 4 slice 5 herd 6 flock
3 1 bank robber 3 1 wood
2 joyrider 2 leather
3 pickpocket 3 wool
4 forensic scientist 4 rubber
5 shoplifter 5 cardboard
6 rioter 6 glass
4 1 challenge 4 1 aspiring, content
2 journey 2 indifferent, satisfactory
3 experience 3 aimless, eager
4 journey
5 jungle 5 1 enterprising
6 challenge 2 resourceful
7 navigated 3 passion
8 challenge 4 energetic
9 exhaustion 5 determination
5 1 scenery 6 1 removal
2 trek 2 imagination
3 wildlife 3 performance
4 chill out 4 disturbance
5 go sightseeing 5 appearance
6 heritage 6 enjoyment
Grammar page 5 Grammar page 7
6 1 John hasn’t changed at all since he was a child. 7 1 I’d been living with my parents before I moved to London.
2 I’ve been studying all afternoon and I need a break. 2 By the time we left the cinema, it had started to rain.
3 She’s met me lots of times but she still doesn’t remember my 3 I saw Andy when he was playing football with some friends.
name. 4 While they were shopping, someone broke into their house and
4 The population has increased by nearly 5% in the last ten years. stole some jewellery.
5 I can’t believe I’ve been working / I have worked more than ten 8 1 had already been making
years already. 2 took off
6 Anderssen has played every game for us this season. 3 had replaced
7 1 Mike has read the book twice. 4 hadn’t received
2 I've been learning Italian for four years. / I've learned Italian in 5 became
four years. 6 saw
3 The children have been playing on the computer for two hours. 7 had become
4 I’ve lost my wallet. 8 were achieving
5 Michelle has been driving (without a break) for four hours. 9 1 used to live
8 (Possible answers) 2 would come over
1 Lenny has been sunbathing. 3 Did you use to stay
2 They’ve gone out. 4 would travel around
3 Alison has bought a new jacket. 5 never used to do
4 Andy’s been repairing his bike / car. 6 didn’t use to have
5 We’ve been waiting in the rain. 10 1 was
6 She’s broken her arm. 2 aspiring
9 1 ever 3 eagerness
2 already 4 had
3 never 5 piece
4 yet 6 would
5 just 7 used
8 appearance
10 1 chilling out 9 wood
2 been
3 just
4 never
29
1 The secret of Unit overview
my success

● Success and failure: booming, disappointing, flourishing, ● To learn vocabulary related to success and failure (page 9)
hanging on, in decline, in demand, ineffective, profitable, ● To learn and use reporting verbs (page 10) and express
slipping, struggling, thriving, triumphant purpose, reason and result (page 14)
● Connections: disappointing results, ineffective advertising ● To use imagery in a poem (page 17)
campaign, profitable business, slipping standards, thriving
tourist destination
● Idioms: brought the house down, has the world at his feet,
missed the boat, on the crest of a wave, rags-to-riches, the Skills objectives
bottom fell out of the market, weather the storm
● Verbs ending in -ize: anglicize, centralize, commercialize, ● To discuss a statement (page 11) and millionaires (page 13)
dramatize, economize, familiarize, incentivize, publicize, ● To listen to and interpret information in a radio broadcast
trivialize (page 11)
● Face 2 Face: Don’t make me laugh, What’s the point? You ● To read and understand a text about young millionaires
mark my words. (pages 12–13)
● Similar words: actually, currently, momentarily, presently ● To give a presentation about a hero (page 15)
● To discuss careers (page 16)
● To write a poem (page 17)
Grammar
● Reporting verbs
Assessment criteria
● Expressing purpose, reason and result
● Students can use reporting verbs and express purpose,
reason and result correctly.
● Students can recognize and use vocabulary for talking
Recycled language about success and failure correctly.
● Language from previous levels ● Students can read and understand a text about young
millionaires.
● Students can interpret information in a radio broadcast.
● Students can give a presentation about a hero.
● Students can discuss careers in an appropriate way.
● Students can write a poem.
30
Resources Go Digital!
● Teacher’s i-book Teacher’s i-book
● Student’s Book CD 1
Use the Richmond i-tools to complete the activities
● Teacher’s Resource Book: with the students on the IWB.
Vocabulary Support Worksheet Unit 1, page 12 offers additional IWB practice to reinforce the lesson
Vocabulary Consolidation Worksheet Unit 1, page 13 content:
Grammar Support Worksheet Unit 1, page 36 Reading
Grammar Consolidation Worksheet Unit 1, page 37 The IWB Reading activities are designed to focus on real
Speaking Worksheet Unit 1, page 60 language in use within the reading texts.
Test Consolidation Unit 1, page 82 The hot spots are designed to highlight potentially difficult
Test Extension Unit 1, page 86 words or cultural information before doing the reading
activities.
Speaking Test Unit 1, page 219
● Reading extra, pages 8 and 12
Listening
The IWB Listening activities are designed to help students
explore the listening dialogues in greater depth.
● Listening extra, page 11
Writing
The IWB Writing activities are designed to give students
controlled practice with some basic support before they do
the free writing tasks in Your turn to write.
● Writing extra, page 17
More provides extra interactive practice which can be

practice
used for fast finishers or as a wrap-up activity.
Alternatively, it can be used as homework.
● Grammar, pages 10 and 14
● Vocabulary, pages 9 and 13
● Pronunciation, pages 10 and 14
Grammar
presentation
provides a step-by-step visual grammar
presentation with a focus on form and use.
31
32
Unit 1 FOCUS
6 Point out that the verbs keep the same stress even when they are
Warmer used in different tenses.
Ask if students have heard of Andy Warhol, the American
twentieth-century artist. Mention that one of his quotes was: Answers
‘In the future, everyone will be world-famous for 15 minutes’. Ask:
2 We have to do more to publicize the work we’re doing.
Do you think this is true? Does everyone want to be famous? Is it a
3 Hotel owners seem to be commercializing more and more on the
good thing that reality TV shows make ordinary people famous for beachfront.
a short time? 4 The college is going to centralize all their English classes.
5 Global warming is important! I wish they would stop trivializing it.
1 Tell students that they should agree on one definition of success
between them. Invite pairs to give their definitions and elicit Extra activity
comments from the class.
In pairs, ask students to write sentences containing the other
verbs from Word Zone, in a way that illustrates their meaning.
Invite students to read their sentences and check pronunciation.
2 Ask students what the three photos have in common (they are all
raising their arms in celebration). Elicit both personal qualities and
practical issues that might have contributed to their success.
3 Have students read the text silently and ask them to guess any
unfamiliar words from the context. Ask them to discuss in pairs
how they expect the problem was solved.
4 Read the solution out loud. Check they understand moral blackmail.
Ask them for their reactions and find out if any of them would have
acted differently.
Answers
Felix Dennis solved the problem by letting go of his colleagues – they
either walked away or he fired them. He did not part with his shares of
the company.
5 Refer students to the list of Other examples in Word Zone and have
them draw a line in pencil under the syllable that they think is
stressed in each verb. See if they can think of a pronunciation rule
for words ending in -ize.
Teaching tip
Tell students that many British English verbs can be spelt with
either -ise or -ize, but that in American English -ize is often
preferred. However, point out that some words of two or more
syllables use -ise in both British and American English, e.g.
surprise, revise, advise, exercise.
33
34
Unit 1 VOCABULARY
7 Point out that students do not need to know exactly who the people
Warmer in the photos are, but should think about the situation that they
Write on the board three sentences about your achievements, are celebrating, and the consequences of a different outcome.
only two of which are true, e.g. I passed my driving test on the Encourage them to be creative with their ideas.
fourth attempt. I can speak three languages. I’m a qualified chef.
Read them out loud and ask students to guess which of the facts Answers Students’ own answers
is not true. Then ask students to write three sentences about
their own or their family’s achievements. When they are ready,
8 Have a class vote about the ‘most imaginative outcome’ and ‘most
invite individual students to read their sentences, and have the
likely outcome’ for each category.
class guess which is incorrect.
1 Have students work individually, then get them to compare their
lists in pairs. Check if there is agreement among the class about any
expressions that are suggested as between success and failure. Idioms
Answers 1 Tell students to think about the idioms in the context of
the sentence. Point out that house in item 1 refers to the
Words indicating success: booming, flourishing, in demand, profitable,
thriving, triumphant auditorium of a theatre.
Words indicating failure: disappointing, in decline, ineffective, slipping,
struggling Answers
Words indicating something in between: hanging on
1 success 2 failure 3 success 4 success 5 success
6 failure 7 success
2 Ask students to quickly read the incomplete sentences, and ask
them whether they expect the missing verb to indicate success 2 Mention that where idioms contain a verb, the verb is listed
or failure or something in between. in its infinitive form. Check that students know the infinitive
form of the verbs in items 1–7 in exercise 1.
Answers
1 in decline, struggling Answers Students’ own answers
2 booming, flourishing, in demand, thriving
3 struggling
3 Point out in item 1B that rags-to-riches usually collocates
4 disappointing
with story or tale.
5 hanging on
Connections Answers
3 Warn students that some of the adjectives may collocate with more 1 A 2 A 3 A 4 A
than one noun or noun phrase, while others are more fixed.
Answers Continuous assessment

1 A, B 2 A, B, C 3 E 4 D 5 C, D
Vocabulary Support Worksheet: page 12
4 Write the word sales on the board, as an example. Ask students Vocabulary Consolidation Worksheet: page 13
which of the adjectives they think would collocate best
(disappointing).
5 Tell students to work individually and not to show their sentences

to their partner.
6 In order for students to know where the missing collocation is,

encourage students to say blank, explaining that this means a gap.
35
36
Unit 1 GRAMMAR
4 Refer students to the example and check that they understand how
GRAMMAR OPTIONS to form the perfect -ing form. Model with one or two different verbs,
● The grammar box gives a summary of the grammar areas that if necessary. Point out that the meaning of deny stealing and deny
students will practise on this page. having stolen is the same.
● Visual grammar presentation. 2 Why did he admit to having eaten the last piece of birthday cake?
3 Why do you think he has insisted on paying for the concert tickets?
5 Why did the footballer apologize for having sworn at the referee?
Warmer 5 Focus on item 2 and mention that pervert the course of justice refers
Divide the class into three groups. Write a sentence containing to the crime of not giving the police information about someone
errors of punctuation, spelling and / or grammar. Ask group A who has committed a criminal offence.
to make the necessary changes for thirty seconds. Give them a
point for each accurate correction. Then allow students from Answers
groups B and C to point out any missed or incorrect changes. 2 The police officer threatened to arrest the man for perverting the
They receive two points for each correct answer. Continue with course of justice if he didn’t tell him where his brother was.
a new sentence and allocate this to group B, and so on. Possible 3 The woman in the computer shop advised / explained that she
sentences are: couldn’t fix the computer now, but she would be able to do it
don’t I think we should to have to pay this meel (I don’t think we tomorrow.
should have to pay for this meal.) 4 The porter offered to help the singer carry her suitcase to the station.
5 The woman accused the boy of throwing a stone at her car.
she said me that you gave to me a wrong informations. (She said /
told me you gave me some / the wrong information.) 6 Monitor and make sure that all the sentences have been chosen, to
avoid the potential for repetitive dialogues.
1 Have students read the verbs in the grammar box and focus on the
different structures used with each. Point out that more than one Answers Students’ own answers
Answers Extra activity

For additional practice, put students into pairs or small groups.
1 advised / insisted / recommended
2 explained Get them to write five sentences in direct speech which convey
3 admitted advice, agreement, an apology, denial, etc. Invite a student to
4 denied read out the sentence, then have a student from another group
5 pointed out report what was said using a reporting verb. You could award
6 warned points for each correct answer.
7 insisted / promised
2 Elicit that the tenses used in the story are the past continuous, past
simple and past perfect. Remind them that the past perfect is used Continuous assessment
to refer to an earlier past. Teacher’s Resource Book
Grammar Support Worksheet: page 36, exercises 1 and 2
Answers Students’ own answers Grammar Consolidation Worksheet: page 37, exercises 1 and 2
Teaching tip
Before doing exercise 3, you could practise the formation of the
gerund by saying an infinitive and nominating a student to say
and spell the gerund form. Go around the class until everyone
has participated.
3 Tell students to first look at the verbs and decide which ones need a
preposition. Point out that the verb warn is generally followed by a
negative form.
Answers
1 stealing 2 to eating 3 on paying 4 to buy 5 for swearing
6 not to take
37
38
Unit 1 LISTENING
Warmer 6 1.5 Transcripts page 52 Initially, have students work through

this activity in pairs. Then play the audio and ask them to check
Put students into teams and ask them to choose a country.
their answers.
Tell them to write five true facts about it, but point out that
they should not make the identity of the country too obvious.
If a team correctly guesses the country after hearing the first
statement, award them five points, then four after hearing the
second one, and so on. If they haven’t guessed it after hearing 7 Point out that they do not need to reach an agreement. Invite a
all five statements, the team giving the information wins all student from each group to report back on their discussion.
five points.
1 Refer students to the photos and elicit as much information as

possible, including a description of the man. Read sentences 1–4 8 These expressions are all common idiomatic expressions in spoken
and ask them to explain disputed. English. They are highlighted in the audio script on page 52. Ask
students which one means:
That doesn’t seem likely. (Don’t make me laugh!)
It’s a waste of time. (What’s the point?)
2 1.4 Transcripts page 52 If any students have suggested option I will eventually be proved right. (You mark my words.)
4, point out that the broadcast doesn’t say how he returned to the Ask students if there’s an equivalent in their own language.
UK. Mention that getting on a plane (option 2) is understood to
mean the same as flying (option 4). 9 1.6 Point out that the first three items on page 146 are from
Part 2 of the radio broadcast, but that items 4–6 are new contexts
Answers which they are to complete with the Face 2 Face expressions.
Option 2 in exercise 1 is correct: He visited every country in the world, Answers

including disputed territories, without getting on a plane.
1 You mark my words
3 Read through the statements and tell students that they should 2 Don’t make me laugh
make notes that support the true statements as well as correcting 3 what’s the point
any statements that are wrong. 4 What’s the point
5 Don’t make me laugh!
6 You mark my words
Answers
1 True (He began in Uruguay and ended in South Sudan.) 10 Tell students that if they share the same opinion, one of them
2 False (He says it wasn’t difficult to enter those countries, not that should present an opposing argument, for the purposes of
they were the easiest.) the debate.
3 False (He only mentions the threat of pirates.)
4 True (He witnessed the last space shuttle launch at Cape Canaveral.) Answers Students’ own answers
5 False (He spent six days in prison in the Democratic Republic of
Congo.)
4 Draw attention to items 1 and 4. Point out that Not only did ... and Fast finishers
No sooner had ... use an inverted verb / subject structure. Elicit that Fast finishers could write the interview up, including both the
this is used for emphasis. Student A and Student B parts.
Answers
1 B 2 B 3 B 4 B
5 1.5 Transcripts page 52 After playing the audio, ask students

what emotion caller 2 accuses caller 1 of being (jealous).
WORDS TO KNOW
Check that students know the words cynical, hero, medal and
worthy. Ask them to give a definition of each one.
Answers
1 He wants to be famous and to write a book about his experiences.
2 No, the second caller doesn’t agree with the first caller. She thinks
Graham Hughes is a hero and deserves a medal for raising awareness
about the issue of clean water.
39
40
Unit 1 READING
Warmer
Write on the board Successful people are born, not made, and
start a class discussion. Ask Do you think there is a certain type
of person who is born to be successful, or are people shaped by
their family environment? Do many people become successful by
being lucky? What kind of personality traits do you associate with
successful people? Write on the board any interesting vocabulary
items as they arise, such as entrepreneurial, enterprising,
ambitious, inspired / ing, motivated and driven.
Teaching tip
It can be helpful to exploit photos by getting students to describe
people and places, and use this as a basis for speculating about a
person’s age, background, personality, job, etc.
1 Point out that fortune means a large amount of money. Write on

the board the colloquial expressions X earns a fortune and X costs
a fortune.
2 1.7 The text is available to listen to.

Tell students to read the article quickly. Don’t take any questions
about vocabulary at this stage.
3 Elicit that in the text award is a synonym for prize, and launch
means the same as release.
Answers
the 2007 Global Student Entrepreneur of the Year; £79; her sister’s
name; to promote entrepreneurship among inner-city youth
41
42
Unit 1 READING
4 Have students read items 1–4. Draw attention to responsible for in

item 1, and point out that as a preposition, for is followed by either
the gerund or a noun.
Answers
1 B 2 C 3 B 4 A
5 Encourage students to use a variety of expressions for agreeing and

disagreeing. Encourage them to support their ideas. Open this up to
a whole-class discussion.
Similar words
Read the sentences and check understanding of the highlighted
words by asking students to translate them into their own
language. Point out that actually means in fact, not at the
present time.
Answers page 148

1 presently
2 currently
3 momentarily
Students then write their own sentence using the word actually.
Extra activity
Ask students to write their own sentences containing the items
from the Similar words box. Tell them to put a gap where the
item should be and to test their partner.
43
44
Unit 1 GRAMMAR
4 Refer to the title of the text and point out that for relates to purpose
GRAMMAR OPTIONS here. Tell them that this exercise covers expressions of purpose,
● The grammar box gives a summary of the grammar areas that reason and result. Tell them to decide first of all which function is
students will practise on this page. being expressed before choosing an expression. Ask them to write
● The grammar is presented in a complete grammar reference down all the expressions that are possible for each gap.
on page 113.
● Visual grammar presentation. Answers
1 meaning that / with the result that / so
2 meaning that / with the result that / so
3 to / in order to / so as to
Warmer 4 so that / in order that
Divide the class into small groups. Tell students that they are 5 so that / in order that
to use the article on pages 12–13 to write five quiz questions. 6 so that / in order that
Set a time limit of four minutes, then have students test each 7 due to / owing to
other. Students must answer in full sentences and they win two
points for each correct answer. If they get the answer wrong, the
Extra activity
question is offered to the other groups for one point.
Write on the board: What is a compass for? and have them look
up the word compass in their dictionaries. Then elicit responses,
1 Refer students to the first grammar box. Tell them to look at the using either It’s for + -ing or It’s (used) to + infinitive. Put students
structures which follow the expressions of purpose. Point out that it in pairs or small groups, and get them to write their own
is more usual to use in order not to and so as not to than to not when questions. Tell them that they also need to have the answer
a negative is required. written down. Get them to test each other, using the above
structures in their responses.
Answers
1 In order not to / So as not to
2 To / In order to / So as to Continuous assessment
3 So that / In order that
4 In order not to / So as not to Teacher’s Resource Book
5 So that / In order that Grammar Support Worksheet: page 36, exercises 3, 4 and 5
Grammar Consolidation Worksheet: page 37, exercises 3, 4 and 5
2 Point out that the expressions for giving a reason can be followed
by both a noun phrase + gerund. Write on the board: I was late
owing to my car breaking down.
Answers
1 Owing to the train breaking down, I won’t be able to get to the youth
club this evening.
2 In order to go travelling over the summer, I’m going to look for a part-
time job.
3 As a result of a traffic jam, I missed the ferry.
4 Because of the bad service at the restaurant, we decided to make a
complaint.
5 On account of natural honey having many healing properties, it has
been used medicinally for centuries.
3 Remind students that such can be used before adjectives which

precede plural nouns. Write on the board: They were such beautiful
earrings that I had to buy them. Mention also that so can be
followed by an adverb, and refer students to items 1 and 3.
Answers
1 A 2 D 3 C 4 B
45
46
Unit 1 CHALLENGE
In this lesson, students learn how to give a presentation about

5 Tell students to sit in their original pairs. Stronger students could
extend their discussion by also covering the questions in exercise 2.
a hero.
Warmer 6 Tell students to choose a presentation that they thought was

With books closed, write the word hero on the board. Say that performed well and which interested them. Advise them to focus on
this is used in a light-hearted way as a means of conveying these aspects when writing complimentary remarks.
gratitude to another, e.g. Thanks. You’re my hero! Ask them to
think about how they would define a true hero, and get them, in Answers Students’ own answers
pairs, to write a list of qualities and attributes that a hero should
have. Bring their ideas together as a class.
Fast finishers
1 1.8 Transcripts page 52 Before playing the audio, check that Have students write a report on their own presentation.
students understand amateur. Write bloke on the board and say
that this is a colloquial word for man which is used in the UK, but
not the USA.
Answers
1 His hero is his uncle.
2 He works as a taxi driver for a living. In his spare time, he raises
money as an amateur comedian.
3 He challenged himself to do a comedy show every day for 366 days in
a different town. He achieved it.
4 No, he didn’t succeed on stage, but he told people that he wasn’t a
real comedian and that his main aim was to raise money for a charity
which helps injured soldiers. He succeeded in raising £160,000.
2 Before students read the third text, explain or elicit that cerebral
palsy is a condition that some people are born with, and that it
affects their ability to control their arms and legs.
3 Ask students what they can remember about the structure of the
presentation in exercise 1. Elicit that the person introduced himself,
named his hero and then gave reasons for his choice.
4 1.9 The expressions in Express yourself are available to listen to.

Refer students to the Express yourself box, and encourage them
to use expressions from it in their presentations. Make sure that
they are seated so that they can easily see and hear each other. Tell
them that they should wait until a student has finished giving their
presentation before asking questions. If giving the task in exercise 6
as homework, have students make brief notes on the presentations
in preparation.
Teaching tip
In the Express yourself box, draw attention to the phrase
Someone I admire very much is ... and point out that this structure
is a more emphatic way of saying I admire ... . Write on the board
I drink a lot of tea and elicit the emphatic form Something I drink
a lot of is tea.
47
48
Unit 1 INTERACTION
6 Tell student A that they should try to remember how the presenter
Warmer opened and ended the panel discussion, and how they introduced
Play What’s my line? Nominate one student to sit at the front of the panel. Point out that the other students should choose a
the class, and invite another student to write a job title on the different career from those mentioned in the audio.
board. The student in the chair asks the class yes / no questions
in order to try to work out what the job is. Put a limit on the Answers Students’ own answers
number of questions, e.g. eight, before telling them the answer.
Repeat with a different student.
7 Get students to move the furniture so that there are four chairs
opposite another four chairs in two rows, enabling the students in
1.13 Express yourself contains a variety of useful phrases for the the panel and ‘audience’ to face each other. Tell the audience that
situations in the dialogue. Some of them (but not all of them) are they can make a note of any questions they would like to ask.
used in the dialogue. They are available on the audio if you want
students to hear how they are pronounced. Answers Students’ own answers
1 Make sure that students understand the difference between a job

and a career (a series of jobs that someone has in a particular area Fast finishers
of work). Have students write their own sentences using the expressions
in italics in exercise 5. Tell them to write about their own
Answers Students’ own answers personal experience, where possible. Invite individual students
to read out their sentences.
2 1.10 Transcripts page 52 Before playing the audio, check that
students understand that work your way up in a particular career
means gradually being promoted, doing jobs that offer greater
responsibility and better pay.
3 1.11 Transcripts page 53 Ask students to make a note of

the word Martin uses to mean ‘hidden talent’ (potential) and
the expression used by Becky that means ‘immediately took the
opportunity’ (jumped at the chance).
Answers
1 Helen started her website because she couldn't find career advice for
the fashion industry online.
Students' own answers
2 No, Martin hadn't planned to become a band manager. The most
important aspect of how he started doing this job is that he knew
someone in the industry - he was in the right place at the right time.
3 Students' own answers
4 1.12 Transcripts page 53 Ask students to listen for the phrase

that Helen uses to describe a difficult situation or experience (It’s
an absolute nightmare!). Point out that this is a common colloquial
expression, which can also be used to describe a person who is
difficult or awkward.
Answers
Helen: people were really unhelpful and kept shutting the door in her
face
Martin: honesty and trust
Becky: think positively about the job; do lots of research about the
company; look smart and sound enthusiastic; prepare some detailed
questions and have ideas for projects
5 Put students into pairs. Ask them if they can remember who said
each of the expressions, Helen, Martin or Becky.
Answers
1 C 2 B 3 A 4 C 5 C
49
50
Unit 1 WRITING
Warmer
Ask students to think of a poem in their own language. Ask them
to name characteristics of a poem.
1 Tell students that they can use their dictionaries to check any
unfamiliar items of vocabulary. Get them to compare their
impressions of the poem in a whole-class discussion.
2 Refer students to the Writing Skill. Elicit that spark off is a colloquial
way of talking about a reaction to something. Read the poem in
exercise 2 and draw students’ attention to the rhythm of each line.
Mention that this is known as metre. Have the class read the poem
out loud, and check that they are marking the stress correctly.
Answers
whether by a healthy child, a garden patch; breathed easier; wandered
lonely as a cloud; float on high over vales and hills; saw a crowd; host of
golden daffodils
Teaching tip
Before doing exercise 3, remind students that using a mind map
is often a good way to generate ideas and vocabulary.
3 Tell students to choose a topic that they think will generate a wide
range of vocabulary. Point out that poets write about things that
they observe or have experienced, and advise them to be guided
by this.
4 Give students the following checklist to help them write their

poems:
●
Have you chosen a topic that interests you and which generates
strong ideas and a variety of vocabulary?
● Does your poem clearly follow the style of either poem 1 or poem 2?
● If in the style of poem 1, does each line start with an infinitive?
● If in the style of poem 2, does it rhyme and include imagery?
● Does your poem have a good rhythm?
5 When students check each other’s work, encourage them to give

positive feedback as well as pointing out errors.
Fast finishers
Have students write a paragraph saying what they liked and / or
didn’t like about the poem in exercise 2.
51
Unit 1 TRANSCRIPTS
C1 It was a complete waste of time.

P1 Really? Are you serious?
C1 Yes, a total waste of time. I mean, what’s the point of travelling
P1 = Presenter 1, P2 = Presenter 2 all over the world without flying?
P1 Good morning and welcome to The Talk Show on City Radio with P1 What’s the point? Well, he did it to raise money for charity. He
me, Ruth Hadley … raised a lot of money for Water Aid.
P2 … and me Tom Goodman. This is the show that you can call, and C1 Don't make me laugh! He could have raised just as much money
talk about anything that’s on your mind … . if he’d taken planes. He did it because he wants to be famous.
P1 Anything you want to get off your chest. As usual, we’re going to P1 What makes you think that?
start with something we found interesting. We’re sure you will C1 Because people like him are all the same. They do something out
too! I heard the following story recently about a film-maker from of the ordinary in order to write a book about it.
Liverpool called Graham Hughes. P1 That’s very cynical, Tony.
P2 I’m afraid I’ve never heard of him. Has he made a film recently? C1 It may be cynical, but it’s true. You mark my words – he’ll have
P1 He’s made lots of films. But that isn’t why he’s in the news. He’s a book out in about three months, then he’ll sink without trace.
in the news because he has become the first person to visit every P1 Well, he IS in the Guinness Book of Records.
country on the planet, and raise money for charity in the process. C1 How often do you read the Guinness Book of Records?
P2 Really?! Is it actually possible to visit every country on earth?! P1 OK, point taken.
P1 Wait for it, Tom! He’s visited every country without taking a P2 Well, thank you for that, Tony. Mmm, now, on line 2 we have
plane. Maureen from Manchester. Hello, Maureen!
P2 Wow! That really is impressive. How long did it take him? C2 Hello? Can you hear me?
P1 Well, he started his epic trip in Uruguay in South America four P2 Yes, go right ahead. You’re live on air on The Talk Show.
years ago. And last month, his journey ended in Juba. C2 I want to say that I think Graham Hughes is a complete hero.
P2 Juba … Where’s that? I take my hat off to him. What he’s done is absolutely incredible.
P1 It’s the capital of South Sudan, a country which didn’t even exist He deserves a medal.
when he started his trip. P2 What makes you say that?
P2 Is that right?! C2 Well, he raised a lot of money for a very worthy charity, but, more
P1 Yes. And not only did he travel to all 193 member states of the than that, he raised awareness about the whole issue of water.
United Nations, he also managed to visit disputed territories I mean, we take clean water for granted in this country, don’t we?
such as Palestine, Taiwan and the Western Sahara. It isn’t the same in many other countries.
P2 So did he have trouble getting into any countries? P2 Quite right. So you don’t think he did it just to get famous and
P1 Well, apparently, it isn’t actually that difficult to get into write a book?
countries such as Afghanistan, North Korea and Iraq. In fact, C2 No, not at all. I don’t agree with your first caller at all.
you can actually walk across the border between Turkey and P2 You don’t agree with Tony from Essex.
Iraq quite easily. He said that it was much harder to visit island C2 No. I think he’s just jealous.
countries such as Nauru, the Maldives and the Seychelles, where C1 I’m not jealous.
there was the threat of pirates. P2 Oh, Tony! You’re still there!
P2 He must have had some adventures along the way. C1 Yes, I am.
P1 He certainly did. According to Hughes, the highlights of his C2 Well, I think you should stop being so miserable. If you do, you’ll
trip included swimming in a lake full of jellyfish in the Pacific see what a fantastic achievement it is.
archipelago of Palau and dancing with the jungle tribes of Papua C1 Now listen, I’m not miserable, I … .
New Guinea. He also witnessed the last space shuttle launch at P2 Well, thank you both, but that’s all we have time for.
Cape Canaveral in Florida. P1 Join us again tomorrow at the same time for The Talk Show on
P2 Any scary experiences? City Radio.
P1 Well, he said that the worst part of the journey was in the
Democratic Republic of Congo in Central Africa. No sooner had
he arrived than he was arrested by immigration officials, accused
of being a spy and thrown into jail, where he stayed for six days. 1.8 Student’s Book page 15, exercise 1
P2 Oh dear … .
P1 He was also arrested in the Cape Verde islands after travelling My name is Alan and my hero is my Uncle Frank. He’s a taxi driver and
there from Senegal, a journey which took four days in an open he’s also an amateur comedian. Actually, he’s a terrible comedian,
fishing boat. but the reason he’s my hero is that he raises a lot of money for charity.
P2 Well, it sounds like quite an experience! So, what do you think Last year, he decided to do a comedy show every day in a different
of Graham Hughes and his extraordinary journey? Give us a call town. He actually did 366 shows in 366 different comedy clubs in 366
and tell us. different towns all over the country! He told people that he wasn’t a
real comedian and he was raising money for a charity which helps
injured soldiers. People gave him lots of money, even though they
didn’t laugh at his jokes. In the end, he raised £160,000. Seriously,
Uncle Frank is a very modest guy, he’s very generous and he’s a
1.5 Student’s Book page 11, exercises 5 and 6 lovely bloke. And I’m very proud that he’s my uncle.
P1 = Presenter 1, P2 = Presenter 2, C1 = Caller 1, C2 = Caller 2
P1 Our first caller is on the line. It’s Tony from Essex. Good morning, 1.10 Student’s Book page 16, exercise 2
Tony. You’re on….
C1 Hello?
P1 Go ahead, Tony. You’re live on air. P = Presenter, H = Helen, M = Martin, B = Becky
C1 This Graham Hughes character … P Hello and welcome to the Success Workshop, where we try
P1 Yes? What do you think about his achievement? to offer suggestions to young people about ways to have a
52
Unit 1 TRANSCRIPTS
successful career. I’d like to ask our three guests to introduce P Thanks, Helen. Another question, please.
themselves. Am2 This is for Martin. What’s the most difficult thing about
H Hello, my name is Helen Barton and I run a website which offers managing a band?
career advice to young people who want to work in the fashion M How long have you got?! I think managing people is
industry. I started the website about five years ago and these complicated and not everyone is cut out for it. If you’re going
days it gets about 50,000 visitors every month. to succeed as a manager, you have to be honest with people,
M Hi, I’m Martin Sharp and I’m the manager of a very successful and they have to trust you, In fact, the boys are a great bunch
boy band. I’ve been looking after the boys for about two years and they’re quite easy to manage. Generally speaking, success
now and, during that time, they’ve had two number ones in can be a problem – it can go to the heads of young people in the
the download music charts and we’re preparing for our second music business and it’s really important to help them keep their
European tour. feet on the ground. So far, I think I’ve been able to do that.
B Hello, my name is Becky Andrews and I’m a television producer. I P Thank you, Martin. I think we have time for one more question.
mainly work on documentaries. I worked in radio for about three Am3 I’d like to ask Becky something.
years and then got a job as a production assistant on my local P Go ahead.
TV station, and since then I’ve worked my way up through the Am3 Becky, you said you got the job as a TV producer because you
various levels of television production. did a good interview. What’s the secret of doing well at an
interview?
B Well, I think I was quite well qualified for the job because of
my training and experience, but yes, I do think I did well at the
1.11 Student’s Book page 16, exercise 3 interview. What’s the secret? Well, I think there are probably
five key aspects to a good interview. One is that you need to
P = Presenter, H = Helen, M = Martin, B = Becky, Z = Zoe think very positively about the job – you have to be absolutely
certain that you are the right person to do it. Secondly, you
P So, can we have the first question, please? From Zoe. must do lots of research about the company you want to
Z Yes, this is a question for all of you. What gave you the idea to do work for; you really need to know as much as – or even more
what you’re doing? than – the person who is interviewing you. Thirdly, you should
P Helen, would you like to start? look smart and sound enthusiastic – that kind of goes without
H Well, I trained as a clothing designer and when I finished saying. Fourthly, you need to prepare some really detailed
studying, I looked online for career advice. There was absolutely questions about what is involved in the work, how much
nothing. I really started my website because of the total lack of freedom you will have and how much responsibility. You should
anything useful online. also have some ideas up your sleeve about ideas for projects
P Martin? you would like to do. And last but not least – avoid saying
M I was just in the right place at the right time. One of the boys in anything stupid!
the band is best friends with my brother and they told him that P Well, that’s very sound advice. Thank you to all our speakers for
they were looking for a manager they could trust, having been let their interesting thoughts.
down by their previous one. I had trained at business school and
I was wondering what I should try to do, and so I thought, well,
let’s give it a go. I was lucky because the boys weren’t famous
at the time, but as soon as I saw them, I realized they had a lot
of potential.
P Becky?
B I’d always wanted to work in television, but jobs are very few
and far between. I did a Media Studies course at university and
then applied to every local radio and TV station, offering to do
anything, absolutely anything. I told them I would sweep the
floors if they would give me some other work too! I eventually
got a job on my local radio station as a researcher. Since then,
I’ve worked for three different companies and last year became
an assistant producer. So when the production job came up, I
jumped at the chance. And I think the reason I got the job was
that I did a good interview.
P = Presenter, H = Helen, M = Martin, B = Becky,

Am1/2/3 = Audience members 1, 2 and 3
P The next question, please.

Am1 Hi, this question is for Helen. Is it hard work running a website?
H Hmm, yes, it can be. In fact, sometimes it’s an absolute
nightmare! The only way you can make it work is to have
excellent content, which you supply for free, funded by some
regular advertising. When I started, it was like banging my
head against a brick wall. People were really unhelpful and kept
shutting the door in my face. But if you hang in there and you
work hard, eventually things start to happen.
53
Unit 1 WORKBOOK ANSWERS
Focus page 8 Reading pages 12–13

1 If at first you don’t succeed, try and try again. 1&2 self-help books for teenagers
2 Student’s own answers 3 B four stars, C five stars, A two stars
3 Student’s own answers (answer is ‘… tried anything new’) 4 1 B, C 2 B 3 C 4 B, C 5 A 6 C 7 A 8 A
4 It shows that you cannot predict how successful a person will be 5 Student’s own answers
based on how quickly they learn to speak or read. 6 actually, currently, presently, momentarily
5 Students check their answers at the foot of Workbook page 8 7 1 empathy 2 sympathy 3 apathy 4 antipathy
6 1 Thomas Edison 2 Stephen Spielberg 3 Oprah Winfrey 8 Student’s own answers
4 Walt Disney 5 James Dyson 6 J.K. Rowling
7 1 ambitious 2 religious 3 suspicious 4 atrocious Grammar page 14
5 hilarious
1 1 in order to / so as to / to, so that
Vocabulary page 9 2 in order to / so as to / to
3 in order not to / so as not to
8 Picture 3 4 so that
9 1 in demand 2 profitable 3 thriving 4 triumphant 5 in order not to / so as not to
5 in decline 6 struggling 7 hanging on 8 disappointing
2 1 We felt very uncomfortable in the room because of the heat.
10 1 profitable 2 disappointing 3 tourist destination 2 We didn’t go climbing due to the awful weather.
4 advertising campaign 5 slipping 3 I always walk to school owing to the fact that the bus fare is
11 1 rags to riches 2 missed the boat 3 brought the house down expensive.
4 riding the crest of a wave 5 she’s got the world at her feet 4 My parents were really upset due to the fact that I didn’t pass the
6 weather the storm 7 The bottom fell out of the exam.
12 Student’s own answers 5 She became so successful as a result of hard work and
determination.
13 1 bonus 2 willpower 3 spurred on 4 fringe benefits
6 My teacher kept me in after class on account of my behaviour.
5 incentive 6 boost
3 1 She put make-up on so that she would look older.
14 Student’s own answers 2 I’ve stopped eating bread and pasta so as to lose weight.
3 I carried the knife carefully in order that I didn’t cut myself.
Grammar page 10 4 Due to the fact that we took some blankets, we kept warm.
5 I put my hand up so that I’d get my teacher’s attention.
1 Possible answers:
1 pointed out 2 explained 3 accused 4 insisted 5 warned 4 1 resulted in 2 meaning that 3 so hot 4 leads to 5 such
6 promise 7 admitted 5 Student’s own answers
2 1 C 2 A, B 3 A, B 4 A, C 5 A 6 B
3 Possible answers: Webquest page 15
1 She admitted making a mistake.
1 The distilled wisdom of one of Britain’s wealthiest self-made
2 The tour guide warned us not to drink the tap water.
entrepreneurs
3 He pointed out that we were on the wrong platform.
4 You promised to call me when you got home. 2 Michael Phelps – from 2004–2012 he won 22 medals
5 My friends encouraged me to do the bungee jump. 3 Michael Jordan
6 My teacher accused me of having copied my essay 4 want to help you
7 I explained that I would be home late.
5 Turbaned Tornado, Running Baba, Sikh Superman
4 1 deny – He denied knowing anything about the missing money.
2 insist – They insisted on me / us coming and staying with them
6 William Wordsworth
when I / we visited Sydney.
3 offer –She offered to feed the cat while I was away. Interaction page 16
4 warn –She warned me not to use the lift.
5 suggest –They suggested trying Steak it Easy on Queen Street.
1 1 W
hat gave you the idea (to …)? / What’s the hardest thing
about …? / What’s the secret of doing well (at …)?
5 Student’s own answers 2 I was in the right place at the right time. / I started at the bottom
of the ladder and worked my way up.
Listening page 11 3 Take my advice, … / It’s really important to … / Avoid … / Make sure
you …
1 1 D 2 F 3 B 4 A 5 C 6 E
2 1 gave 2 idea 3 bottom 4 ladder 5 way 6 secret
2 Student’s own answers 7 well 8 important 9 to 10 make 11 sure 12 Avoid
3 B 3 1 F 2 T 3 F 4 T
4 1 A 2 B 3 B 4 A 5 B 4 Possible answers
5 1 £4,000,000 1 Well, I was in the right place at the right time. I was lucky enough
2 people she didn't know or hadn't seen for a long time to be in a performance as a student when a well-known director
3 she was put up in a hotel and they helped her keep a low profile was looking for new talent at my university.
4 the press were still outside her door 2 It’s really important to have a positive mindset. Make sure you
5 in the same street as her own house keep your feet on the ground and never give up.
6 Student’s own answers 3 Take my advice – study at a good drama school and make sure you
have a good agent.
54
Unit 1 WORKBOOK TRANSCRIPTS
4 Criticism is one of the hardest things to deal with. I make sure I P: What is your current situation?
never read reviews in newspapers! M: I moved abroad eventually. I wanted to go where nobody knew
5 Take my advice – study hard so that you have another career to about the lottery win. I had to build a new life and feel I could
fall back on if you don’t succeed as an actor. It’s a tough business! trust people again.
5 Student’s own answers P: Thank you for talking to us. I think we can conclude that some
people aren't prepared for a large win and many make mistakes.
Writing page 17 Money does offer you the freedom of choice, but you may need
professional help and support to make the right choices.
1 Rejection: cold air, a door slams, an icy hand, a slap, stinging
Determination and belief: a balm, softly spoken, soothe, a warm
blanket
2 1 a slap 2 stinging 3 A door slams 4 cold air 5 an icy hand 1.2 Workbook page 16, exercises 32
6 a warm blanket 7 Soothe 8 a balm 9 softly spoken
3 Possible answers: At the beginning the poet feels despondent. At the G = Gina, M = Mr Lemon
end, he/she feels full of renewed hope and determination.
G: Mr Lemon, do you mind if I ask you a few questions about how
4 Student's own answers you got started?
5 1 touch 2 a softly-spoken reassurance M: Of course not.
6 Student's own answers G: Ok. What gave you the idea to open your own language school?
M: Some colleagues from my old school were opening a language
school and asked me to join them. We started off with just a few
students and the school grew. Now we’re a chain, so I suppose
1.2 Workbook page 11, exercises 3–4 you could say we started at the bottom of the ladder and worked
our way up.
G: What do you think is the secret of doing well in this industry?
P = Presenter, M = Michaela
M: I think it’s really important to have passion for what you’re doing.
P: Welcome to Finance Wise. Tonight, millions will be glued to their To be a language school owner, make sure you have experience
televisions, ticket in hand with a glimmer of hope that they could as a teacher. That really helps you to identify with your staff.
win. Most people think coming into a lot of money means life Avoid going into this business without being fully prepared.
without responsibilities. Unfortunately, it’s not always the case.
In the studio we have Michaela Goodman, a lottery winner who
found this out the hard way. Good afternoon, Michaela.
M: Hi James. 1.4 Workbook page 16, exercises 32
P: How much did you win, Michaela?
M: I won £4,000,000 and life has never been the same since, but SA = Speaker A: female, SB = Speaker B: male
for the wrong reasons. I was totally unprepared for what would
happen. SA: So, how were you spotted by the model agency?
P: What did happen? SB: How long did it take you to become area manager?
M: Foolishly, I broke the news of my win to a few so-called SA: What would you not recommend candidates do or say in a job
‘close’ friends and someone phoned the press. News got out interview?
immediately and I couldn’t escape the publicity. The next day, SB: What would you really like to know about being a professional
the papers were full of stories about me. People I barely knew or football player?
hadn’t seen for years were selling stories. It was devastating.
P: Were you offered help?
M: Don’t make me laugh. Not enough! The lottery advisory team put
me up in different hotels and helped me keep a low profile. They
warned me that I was public property and my life would never be
my own again. After a few days they had to move on to help the
next winners and I went home. The press were parked outside
my house and they stayed there for months. I went on holiday for
a few weeks until everything calmed down but when I came back
they were still there.
P: What were the hardest things to deal with?
M: The effect on my friends and family. People took advantage of
me. People I’d known all my life saw me differently. They’d ask for
money and I’d have to say no or give cash to everyone! Saying no
to some and yes to others creates a lot of negativity. I bought my
best friend a house in the same street as me. She sold it, made a
lot of money, which she kept and moved away. Needless to say, I
fell out with her. I just thought ‘What’s the point?’ I encountered
jealousy wherever I went. I didn’t trust anyone. I also received
sack loads of begging letters and marriage proposals!
P: So winning the lottery can mean losing the relationships you
care about and losing your anonymity…
M: Whatever problems you have, money magnifies them. If you’re
unhappy, bad at budgeting and surrounded by people you don’t
trust, money makes this worse. If you’re content, cautious and
have strong relationships, the lottery will make everything
better.
55
2 Mother tongue Unit overview

● Blend words: breathalyze, brunch, electrocute, emoticon, ● To learn vocabulary related to blend words (page 19)
fortnight, intercom, motel, pixel, sitcom, smog, workaholic ● To learn and use distancing structures (page 20), and cleft
● Connections: banoffee pie, Brangelina, chugger, sentences (page 24)
Frankenfood, labradoodle, spork ● To use formal register in writing (page 27)
● Idioms: bite my tongue, double Dutch, get a word in
edgeways, the gift of the gab
● New words: affluenza, de/unfriend, lol, me time, selfie,
street food Skills objectives
● Face 2 Face: I went through a phase of, put yourself in
● To discuss new words (page 19)
someone else’s shoes, wind (someone) up
● To listen to and interpret information in a radio interview
● Similar words: apathetic, bored, disinterested, indifferent
(page 21)
● To read and understand a text about emoticons (pages
22–23)
Grammar ● To do a presentation (page 25)
● To ask for clarification (page 26)
● Distancing
● To write a proposal (page 27)
● Cleft sentences (1)
Assessment criteria
Recycled language
● Students can use distancing structures, and use cleft
● Passive tense sentences correctly.
● Modals ● Students can recognize and use blend words correctly.
● Students can listen to and interpret information in a radio
interview.
● Students can read and understand a text about
emoticons.
● Students can do a presentation.
● Students can ask for clarification.
● Students can write a proposal.
56
activities.
Listening
The IWB Listening activities are designed to provide extra
activities to help students explore texts in greater depth.
Writing

practice
● Pronunciation, page 20
Grammar
presentation
57
58
Unit 2 FOCUS
Warmer Extra activity

Write on the board: on the bottom / top row and the first / second Refer to lol, and get students to think about other acronyms that
photo from the left / right. Give students one minute to look at are used in texts or on social media. Write the following on the
the photos on page 18. Then put them in pairs and get them to board: THX, B4N, IDK and YOLO.
take it in turns to test each other’s memory, e.g. What kind of Elicit that they mean Thanks, Bye for now, I don’t know and You
device is shown in the first photo on the left, on the bottom row? only live once.
What kind of literature is in the top right picture?
6 Ask students to make a note of any new words, either in English or

1 Make sure that students use a range of tenses when giving their in their own language. As a whole-class activity, invite students to
ideas, to discuss the influence the items have had up to now and write these on the board.
are continuing to have in the present.
2 Get students to discuss their answers in pairs. Encourage them to

use phrases that express speculation such as I think it’s more likely
to be ... because .... Note that some of these figures may change in the
future.
Answers
1 1,700 2 171,476 3 17,000 4 1,000 5 98 6 75 7 25
8 7,000 9 25 10 6
3 Tell students that they should not show the information on pages
149 and 152 to their partner. Say that in the second task of this
exercise, they need to listen carefully to the information that each:
reads out so that they can point out how it differs from their own
version.
Answers
1 A 10 B 2 C 1 D 8
2 Student A
3 Students’ own answers
4 Refer students to Word Zone and ask which words are related to
new technology or social media (de/unfriend, lol and selfie). Don’t
discuss the meanings with the class at this stage.
5 Check that students understand vendor by asking for a definition

(someone who sells something).
Answers
1 de/unfriend
2 affluenza
3 lol
4 selfie
5 street food
6 me time
59
60
Unit 2 VOCABULARY
7 Refer students to the list of rules and ask if they are the same as the
Warmer ones they thought of in exercise 6.
Play Call My Bluff. Put students in small groups and make sure
that each group has a dictionary. Ask them to choose a word that Answers Students’ own answers
they don’t know, and have them write three possible definitions,
only one of which is to be correct. Each group takes it in turn to
8 This could become a whole-class activity. Invite pairs of students to
read out the new word, spelling it for the class to write down,
spell out their blend words. Invite the rest of the class to guess both
and then the class must agree on which they think is the correct
the meaning of the blend word and the individual words that they
definition. Monitor and check that the definitions are plausible.
are formed from.
1 When discussing answers, draw attention to the pronunciation of Answers Students’ own answers
the blend words and make sure that they stress the first syllable in
breathalyse.
Idioms
Answers
1 pixels 2 emoticons 3 breathalysed 4 fortnight 5 workaholic
1 Tell students to think about the idioms in the context of the
sentence.
2 Check that students know the meanings of the blend words as well
as the individual words that they are formed from. Answers
1 to get a word in edgeways 2 the gift of the gab
Answers 3 to bite my tongue 4 in double Dutch
1 picture + element 2 emotion + icon 3 breath + analyse
4 fourteen + nights 5 work + alcoholic
2 Mention that where idioms contain a verb, the verb is listed
in its infinitive form. Check that students know the infinitive
3 Read through the words in the box and make sure students know form of the verbs in items 1–4.
the meaning of each. Focus on the example and elicit that sitcom is
a type of TV programme. Answers Students’ own answers
Answers 3 Have students discuss in pairs and report back in a whole-

group discussion.
2 electrocute 3 smog 4 brunch 5 motel
Connections Answers Students’ own answers
4 Ask students to shout out the blend words they are certain of,
before getting them to work in pairs to decide on the others.
Extra activity
Answers Have students create their own mini-dialogues that illustrate
spoon + fork the meaning of each of the idioms. Ask them to perform their
labrador + poodle role-plays, but to say blank instead of the idiom. Tell the rest of
banana + toffee the class to guess the idiom, using the correct form of the verb,
Brad + Angelina where necessary.
Frankenstein + food
charity + mugger
5 Tell students to look at the words in the grids on pages 149 and 152, Continuous assessment
depending on whether they are student A or B. Ask them to check Teacher’s Resource Book
any unfamiliar words in the dictionary before listening to their Vocabulary Support Worksheet: page 14
partner’s definitions. Vocabulary Consolidation Worksheet: page 15
Answers
1 1 staycation 2 guesstimate 3 netiquette
2 1 screenager 2 chillax 3 glamping
6 Get students to devise two or three rules about forming blend

words, based on their discussion.
61
62
Unit 2 GRAMMAR
5 Point out that they should not change the form of any of the
GRAMMAR OPTIONS existing words in the sentences. Tell them to check in the grammar
● The grammar box gives a summary of the grammar areas that explanation how the structures are used when completing the task.
students will practise on this page.
● The grammar is presented in a complete grammar reference Answers
on page 114.
1 It would seem that you haven’t learnt much in this lesson.
● Visual grammar presentation. 2 She seems to have had little interest in her friends’ opinions.
3 It is thought that there are as many as 2,000 dialects spoken in India.
4 Apparently, it’s going to rain today.
5 Multilingual children tend to start speaking later than their peers.
Warmer
Brainstorm the names of countries. Nominate a student to 6 Refer students to the first sentence. Point out that distancing is
shout out one beginning with A and then move through the appropriate here because it is unnatural to use the active structure
alphabet until everyone has participated twice. You could ‘People think that’ for a generally held opinion.
then change the game so that students have to think of a
country beginning with the last letter of the country previously Answers
mentioned. Keep progress brisk, allowing no more than five 1 It is thought that she is the daughter of the former Prime Minister.
seconds for each student. 2 It would appear that eating lemons is not good for your teeth.
3 According to the radio news, our school is closed today because of
the snow.
1 Read through the languages and ask students to name the 4 Cleopatra may (well) have spoken nine languages including English.
countries where the languages are spoken as a first or official 5 There is hope that the local government will not close the youth
language, e.g. Portuguese – Portugal, Brazil. centre.

Teaching tip
2 1.14 Transcripts page 78 Pre-teach consensus (come to Point out that distancing is also a technique used when we wish
agreement) and renaissance (re-birth, or in this context, becoming to be polite. Ask students if they know of other ways of using
popular again). Ask what they think it means if one thing comes on language to convey politeness. Examples are: past tenses (How
the heels of something else (closely follows). much did you want to spend?), continuous tenses (I’m wondering
if ...), modal verbs (I thought I’d let you know ...) and words such as
Answers Students’ own answers quite and a bit (We’re a bit busy at the moment).
3 1.14 Transcripts page 78 Refer students to the grammar box, if 7 Tell students that they should use a variety of distancing structures
you have not already done so. Focus their attention on the different when rewriting the opinions.
structures used for distancing, then play the audio.
Answers
seems; might; could; It is estimated that; appear
Continuous assessment
4 Point out that distancing is often used in more formal registers. As Teacher’s Resource Book
students are reading the transcript, ask them to make a note of any Grammar Support Worksheet: page 38, exercises 1, 2 and 3
words or expressions that appear to be more formal, e.g. consensus, Grammar Consolidation Worksheet: page 39, exercises 1, 2 and 3
methodology and defenders.
Answers
If the consensus seems to be that
One thing might cheer the country’s citizens up
A recent study … suggests that French could be the most-spoken
language
It is estimated that
bilingual French-English curriculums appear to be
63
64
Unit 2 LISTENING
Warmer 6 1.15 Transcripts page 78 When checking answers, point out

that in item 2, although it is the professor who actually uses the
Write on the board the following quotes about language: The
term open-minded, Jack paraphrases the idea by saying that being
language of friendship is not words but meanings and No one
bilingual helps him to see things in different ways and understand
has a finer command of language than the person who keeps
where people are coming from.
his mouth shut. Put students in small groups and ask them to
choose one of the quotes to discuss. Tell them to think about the
meaning and to what extent they agree with it. Compare the
Answers
groups’ ideas as a class. 1 A 2 A 3 B 4 B 5 C 6 C
7 These expressions are all common idiomatic expressions in spoken

1 Have students work in pairs. Tell them to cover the first column so English, They are highlighted in the audio script on page 78. Ask
that they are not influenced by the words in exercise 2. students which one means:
for a short period of time, I ... (I went through a phase of)
deliberately try to annoy someone (wind [someone] up)
see things from another person’s perspective (put yourself in
2 Check understanding of corridor and soul. Have students compare
someone else’s shoes)
the completed quotes with the guesses they made in exercise 1, and
invite any other suggestions that could fit. Ask students if there’s an equivalent in their own language.
8 1.16 Point out that the first three items on page 146 are from
Answers the interview, but that items 4–6 are new contexts which they are
1 own 2 soul 3 new 4 head 5 heart 6 corridor 7 door to complete with the Face 2 Face expressions.
3 Elicit a range of responses, then have a class vote on which quote Answers
students like most or least.
1 I went through a phase of
2 wind me up
Answers Students’ own answers 3 put themselves in someone else’s shoes
4 winds me up
5 put yourself in someone else’s shoes
Extra activity 6 I went through a phase of
Put students into small groups and ask them to invent one of 9 Begin by eliciting one positive and one negative factor about having
their own quotes about language or success. Tell them it can be to move abroad as a teenager. Tell students that they should work
clever or factual, but that it should be something they believe. in their groups to list as many other advantages and disadvantages.
Invite them to say their quotes, and have a class vote on the Point out that they should all begin their role-play with their
best one. strongest and most convincing argument.
4 Write pitfall and downside on the board, and explain that these Answers Students’ own answers
are other words for a disadvantage. Encourage students to use
language for speculating, e.g. One downside / of the pitfalls of being
bilingual could be that ... . Fast finishers
Ask fast finishers to imagine that they are Jack. Tell them to write
Answers Students’ own answers a paragraph listing advice he would give to a teenager who has
to move to another country with their family.
5 1.15 Transcripts page 78 Point out that students should listen
to the views of the professor and Jack’s mother, Judy, as well as Jack
himself.
WORDS TO KNOW
Check that students know the words stretch, struggle, open-
minded and peer. Elicit a definition of each one.
65
66
Unit 2 READING
Warmer
With books closed, brainstorm adjectives that describe
emotions. Point out that these sometimes end in -ed, but
encourage students to suggest more interesting words. Have
them spell the words and write these on the board. Invite willing
students to come to the front of the class and to mime one of the
words. Ask the rest of the class to guess which adjective is being
mimed.
1 Remind students that a question mark at the end of an article’s title

can suggest that a subject has a variety of views, or that there is no
specific conclusion.
Teaching tip
Students may enjoy the opportunity to think of their own
title for the article. Put them in pairs or small groups, and tell
them that they can be creative or factual. Accept a range of
suggestions and see if the class can agree on the best one.

Tell students that they do not have to agree with everything that
one of the experts says. Encourage them to be selective, e.g. I partly /
mostly agree with X but ... .
3 Ask which expression Dr Fulwood uses which means making

something less accurate by trying to make it easier to understand
(dumbing down).
Answers
1 SY 2 SF 3 CF 4 CF 5 OC, SY 6 SY 7 OC 8 OC
67
68
Unit 2 READING
4 For the final bullet point, encourage students to use expressions for
guessing and speculating before they do exercise 4. Elicit examples
such as Maybe ... , I reckon ... , There’ll probably be ... / Everyone will
probably ... and It’s possible that ... .
Similar words
Read through the sentences. Elicit that the highlighted words
convey a lack of interest. Tell students to work in pairs, using
their dictionaries, and to write a definition of each word based
on its use in the sentences. Then refer them to the exercise on
page 148.
Answers
1 disinterested 2 bored 3 indifferent
Students then write their own sentence using the word apathetic.
69
70
Unit 2 GRAMMAR
4 Go through the sentences and ask students to underline the stress

GRAMMAR OPTIONS as follows:
● The grammar box gives a summary of the grammar areas that
1 I’m not laughing at you.
2 It’s not a good idea to look up every new word in the dictionary.
3 I really enjoy trying new food when I go on holiday.
on page 114.
4 I loved the soundtrack of that film.
5 I really didn’t like the way she looked at me.
This will make it more apparent which aspect is to be emphasized
in the cleft sentence.
Warmer
Refer students to the picture on page 24. Ask: What does the Answers
picture show? What do you think it is about? When it is clear that
2 The thing that / What isn’t a good idea is to look up every word in the
it is about someone being annoying on public transport, ask:
dictionary.
What kind of behaviour do you find irritating in public? Accept a 3 The thing / What I enjoy about going on holiday is trying new food.
range of responses, and determine whether there is one habit or 4 The thing / What I loved about that film was the soundtrack.
behaviour that annoys the class more than any other. 5 It was the way she looked at me that I really didn’t like.
1 Remind students to understand that the sentences beginning with 5 When going over students’ answers, check that they are putting
the stress at the beginning of the cleft sentence.
What are not questions, and point out that what can be either a
subject or object. To illustrate the different cleft sentence structures
using it and what, write the following on the board: Answers Students’ own answers
I hated the ending of the film.

6 Remind students that they should listen to each other and respond
What I hated about the film was the ending. with an appropriate opinion using their own cleft sentences. Tell
What annoyed me most about the film was the ending. them to also emphasize the subject when responding, i.e. Well, the
It was the ending of the film that I hated most / annoyed me most. thing that I like best about English is that I can ... .
Answers Answers Students’ own answers

1 was 2 did 3 What 4 It 5 is 6 do 7 ‘s not
7 Read through the sentences. Ask students whether the expressions
What, One thing and Something refer to the subject or object of
Teaching tip the sentence (1 What = subject, 2 One thing = object, 3 Something =
Ask students what kind of emphatic structures they can think object, 4 What = object). Tell them that this determines the order of
of in their own language. Tell them to translate sentences 1–7 the words that follow.
in exercise 1. Ask stronger students to write the less emphatic
version. Answers Students’ own answers
2 To reinforce the idea of using cleft sentences for emphasis, ask

students to say sentences 1–8 in such a way that illustrates the
part of the sentence that is emphasized in sentences A–H, e.g. She Teacher’s Resource Book
was so impolite that ..., I didn’t cry, etc. Focus on sentence H and Grammar Support Worksheet: page 38, exercises 4, 5, and 6
refer students to the final sentence in the grammar box. Point out Grammar Consolidation Worksheet: page 39, exercises 4, 5, and 6
that the All / What I did was ... structure reflects I only ... in the less
emphatic sentence structure.
Answers
1 E 2 A 3 G 4 C 5 H 6 F 7 B 8 D
3 Get students to try to work out the emphatic structures, using the
information in the grammar box.
71
72
Unit 2 CHALLENGE
In this lesson, students do a presentation.

6 Invite the groups to come to the front of the classroom. If possible,
move the desk or any other furniture out of the way, so that the
students giving the presentation have enough space to stand and
be seen by the others. Tell them they can refer to the leaflet that
Warmer they designed.
With books closed, ask: What does it mean if a language is Remind the whole class that they should be prepared to ask
‘at-risk’? Do you know any at-risk languages? Do you think questions, making brief notes if necessary but not interrupting the
governments should do more to support languages that are presentation.
in danger of dying out? What can they do? Elicit a range of
responses. Answers Students’ own answers
1 Point out the use of the passive structure in items 1, 2 and 5. Remind 7 Make sure that students are positive about all the presentations.
Model the sentence I thought group A had some good ideas, but
students that this is appropriate when referring to facts and
I found group B’s presentation to be more convincing. Elicit other
statistics, in order to avoid having to state an agent.
adjectives for evaluating arguments, e.g. persuasive, inspiring.
Answers
1 B 2 C 3 A 4 B 5 C
2 Invite students to feed back on their discussions with their partner, Fast finishers
comparing and contrasting their views. Write on the board: Marta
thinks that ... whereas / while I ... and Felipe and I agree that ... . Write a summary of the main learning points that came out of
the class discussion in exercise 7.
3 Go through the bullet points. Check students understand legend.

Point out that rich here means ‘having variety and complexity’, and
is not connected with money.
Teaching tip
Some students are not comfortable about giving presentations
on their own. It is a good idea to give them time to reflect on
their performance and encourage them to apply what they have
learned from the experience when preparing presentations
in future.
4 Tell students that they need to agree on the main message they
want the leaflet to convey, followed by any other points. Elicit that
leaflets present their ideas in a concise way, often using questions
to get the reader’s attention, and are set out attractively.

Refer students to the expressions in the Express yourself box, and
tell them to use some of them in their presentations. Tell them that
everyone in the group should give part of the presentation, and all
should be prepared to answer questions.
73
74
Unit 2 INTERACTION
Warmer Teaching tip

Refer students to the pictures on page 26 and ask if they find the Point out that some terms for males are also used informally to
story funny. As a class, write on the board an explanation of the refer to friends. Say that guy is a term used all over the world,
situation shown in the cartoon. Ask: What would you have done and is used in the colloquial greeting Hi guys to address both
in the same situation if you were him? males and females.
1.21 Express yourself contains a variety of useful phrases for the 5 Tell students to try to find out whether any of these words are
situations in the dialogue. Some of them (but not all of them) are specific to a particular country or part of the world (buddy = US, lad
used in the dialogue. They are available on the audio if you want and mate = UK).
students to hear how they are pronounced.
1 For the second bullet point, tell students not to answer in the
imperative form. Elicit structures for giving advice, e.g. It’s best to ..., 6 Point out that struggling to understand someone else’s accent
You should ... and The best thing to do is ... . could involve dealing with someone who does not speak the
students’ language very well, or someone from a part of their own
Answers Students’ own answers country with a strong accent or dialect.
2 1.19 Transcripts page 78 Tell students that they are going to Answers Students’ own answers
hear a man speaking with an accent that is intentionally strong,
and that they may find it difficult to understand. Read through the 7 With books closed, elicit different ways in which Oliver asked for
questions so that students know what information to listen out for. clarification. Then refer students to the Express yourself box and
If students struggle with the man’s accent, write grub (= food) on ask them to use some of the expressions. Point out that both will
the board, and play the audio again. Point out that the host mum take each role in turns, and should bear this in mind when choosing
uses the colloquial word cheers, which can mean both goodbye which scenario to act out. Tell them that it isn’t necessary to put
and thanks. on a strong accent when acting the role of the tourist information
officer / hotel receptionist / shop assistant.
Answers
1 He and his wife are going out with friends later so they won’t be 8 Tell students to assess how effectively both students played their
making dinner. Oliver should look in the fridge and make his own role, in terms of asking for and giving clarification.
dinner.
2 He covers it up and pretends that he has understood.
3 Oliver felt rude because he couldn’t understand his host father.
3 1.20 Transcripts page 79 Tell students that the first part of

the conversation will be exactly the same as for exercise 2, but that
Oliver deals differently with his inability to understand his host
dad. Ask them to listen again to the host dad and see if they find
him easier to understand this time. When checking answers write
on the board the expression whip yourself up something nice for
supper, and elicit that this means ‘make your own dinner’.
Answers
1 Oliver asks his host father to slow down and repeat.
2 His host father is apologetic and insists that Oliver should stop him if
he’s talking too quickly.
3 whip yourself up something nice for supper
4 Read through the words and ask which they think might be
countable or uncountable (uncountable: chow, grub).
Answers
friend: buddy, mate, pal
man: bloke, guy, lad
food: chow, grub, nibbles
75
76
Unit 2 WRITING
4 Tell students that they are going to make notes that will form the
Warmer basis of their proposal, and so therefore need to contain sufficient
Ask students whether they have ever organized an event, outing detail. Advise them not to take too many ideas from the proposal in
or party. Ask them to explain what was, or they think is, involved exercise 2.
in the organization. Elicit what kinds of things they need(ed) to
think about. Answers Students’ own answers
1 Ask students what they know about a language exchange 5 Give students the following checklist to help them complete their
programme, i.e. what and who it is for and how long students may proposals:
spend on it. Refer them to the second bullet point and check that ● Have you used the farewell party proposal as a model?
students understand farewell party. Advise them to discuss specific ● Does your proposal begin by introducing the topic?
ideas about the kind of party it would be, including where it would ● Have you used headings and bullet points to describe your ideas?
be held, the food and entertainment. ● Have you used formal register?
● Does your proposal end with a conclusion and summary of your
Answers Students’ own answers ideas?
2 Focus on the word venue, emphasizing the stress on the first Answers Students’ own answers
syllable. Explain that a venue is a building or location that has a
specific entertainment function. Ask students for their impressions
about the style of English used in the proposal. Ask: Is the register
chatty and informal, more formal or a mixture of both?

3 Refer to the phrases in the box and ask students to define Fast finishers
refreshments, memorable, minimize, budget, submitting and
sufficient. Imagine you are Mr Watkins, the person that the original
proposal is addressed to. Write your own response to the ideas
contained in the proposal, giving reasons why you think the
Answers
suggestions are valid or not.
more formal: in which to put the refreshments; less formal: to put the
food and drinks in
more formal: memorable; less formal: brilliant
more formal: minimize (costs); less formal: save (on costs)
more formal: keep the budget down; less formal: keep our costs down
more formal: students; less formal: guys
more formal: submitting; less formal: handing in
more formal: more than sufficient; less formal: loads of
Teaching tip
Refer to exercise 3 and ask students what they notice about the
less formal equivalents (use of phrasal verb, use of personal
pronouns, more colloquial vocabulary, shorter verbs and nouns).
Extra activity
Ask students to look again at the proposal and to make any other
words or phrases less formal, e.g. As requested – As you asked; I
am handing in – Here’s; return – go back.
77
Unit 2 TRANSCRIPTS
the perspective of others. Having different cultural ‘identities’

strengthens their ability to put themselves in someone else’s
shoes. Recent studies have also concluded that these children
If the consensus seems to be that France is in a bad mood these
tend to be in higher ability groups at school and do better than
days, one thing might cheer the country’s citizens up: despite
classmates.
reports to the contrary, their language is alive and well.
Pr Why?
A recent study by French investment bank Natixis suggests that
Pp Bilingual people use ‘executive control’ to separate languages.
French could be the most-spoken language – ahead of even English
These are the parts of the brain we use for decision making,
and Mandarin – within 40 years.
paying attention and problem-solving; all relevant in a learning
It is estimated that there will be 750 million French speakers by
environment. When they manage their languages, they are
2050. This is based on the fact that the language is spoken in the
exercising brain ‘muscles’. This ‘mental workout’ means they
fastest-growing areas of the world, particularly sub-Saharan Africa.
often excel at school. It is also thought that it can postpone
The methodology of the study has been disputed, however, since
dementia by four years!
it counts all inhabitants of countries in which French is an official
Pr I need a second language! Bilingualism can sometimes come
language as Francophone.
with a downside for children. Judy, Jack mentioned he had
Still, the report comes as good news for defenders of the French
‘struggled’. Why was that?
tongue, which remains an official language of major international
Jy Yes, It was Jack’s early teens which were the most difficult. Most
bodies like the UN, EU and Olympics Committee.
teens would rather talk to friends than parents, and Jack just
The Natixis report comes on the heels of a New York Times article
wanted to fit in with his peers. He didn’t want to be different
about a French-language renaissance in New York – at least in
and actually avoided speaking English as much as possible for
public schools, where bilingual French-English curriculums appear
about a year. He said it was ‘pointless’. We would speak to him
to be increasingly popular.
in English and he would answer in French or refuse to respond.
He also hated it when we spoke English in front of his friends. He
found it embarrassing and it was upsetting for us.
Pr Professor Patterson, is this typical too?
Pp Sadly, yes. These youngsters feel torn between cultures. They are
in a period of change and asking questions about their identity.
Pr = Presenter, Jk = Jack, Pp = Professor Patterson, Jy = Judy It’s usual for them to reject one language for a while. They need
to find their own identities while still keeping their languages
Pr Good evening and welcome to Strictly Speaking. Adolescence is
and cultures alive.
a period of change; finding your identity, fitting in with friends.
Pr Judy, how did you encourage Jack?
How do bilingual teenagers juggle languages and culture? To
Jy We found ways to do it without ‘forcing’ him. He spent a lot of
shed light on this are our guests, 17-year-old Jack Appleton, who
time on social networking sites, so we set up a webcam and got
was brought up in France with British parents, his mother, Judy
him chatting to his cousins in England. He also chatted with
and Professor Lucy Patterson, an expert in bilingualism. Thank
other bilingual teens online. That was a great way of keeping the
you for joining us. Jack, first of all, let’s hear you show off your
language alive. We simply pointed out the benefits of speaking
languages.
two languages; improving employment prospects, for example.
Jk Bonsoir. Merci de m’avoir invité. Je m’appelle Jack. Je suis né
On average, bilingual people can earn between five and 25
en France de parents anglais et je suis bilingue en anglais et
percent more than monolingual people. Travelling is easier and
en français. Good evening. Thank you for having me. My name
more enjoyable. You have the opportunity to read literature and
is Jack. I was born in France to English parents, and so I am
see films in the original language. Eventually, he realized that
bilingual in English and French.
being bilingual is actually an asset.
Pr Could you tell us about your experience?
Pr Absolutely. Thank you all for joining us on Strictly Speaking
Jk Well, I was born in France, so my first experience of everything
tonight. In next week’s episode … .
was in French, and we only spoke English at home.
Pr Was it difficult for you?
Jk No, I don’t think so. I was young and adapted quickly. Mum and
Dad were already fluent, so I was familiar with it.
Pr What is it like being bilingual?
Jk It’s difficult to describe. It sometimes feels like I’ve got two
identities. I think knowing two languages makes me … ‘stretch’ Hd = Host dad, O = Oliver, Mc = Mrs Craig
my mind further. What it has done is made me more …
Hd Hello there, Oliver! How are ye? How was school today?
tolerant. Understanding another language and culture helps
O Oh, hi, nice to see you. I’m fine, thanks. School was pretty good.
me see things in different ways and understand where people
How are you?
are coming from. It’s also been easier to pick up additional
Hd No bad. Ye know how it is. It’s a shame I hivnae been aroond
languages. I have an understanding of how languages work,
much this week. Work is mad at the moment. It’ll be quieter
which helps me learn them easily.
next week and I’ll take ye oot te play golf like I promised.
Pr Is there a downside?
O … oh, yes, golf. OK. Yes.
Jk Choosing the right words can be hard. A French word might
Hd Great!
convey an idea perfectly; whereas sometimes I can only express
O Ah, where is Mrs Craig? Isn’t she at home?
something clearly using English. I did struggle a lot in my early
Hd Ah no, she isnae. She’s away oot tae the shops. Oh, that’s right.
teens. I went through a phase of not speaking English. I felt like
She wanted me te let ye know we’re away oot wi some pals
an outsider and classmates used to wind me up and call me ‘Le
later, so there’ll no be any grub for ye. OK?
Rosbif’ (roast beef). I hated it. Overall though, I’m really proud of
O … No grub?
my bilingualism. My languages have contributed to who I am.
Hd Aye, so are ye happy just te fend for yersel for dinner? Feel free
They are a big part of my identity.
to help yersel to anything ye want oot o’ the fridge.
Pr Professor Patterson, is Jack’s experience the norm?
O … Ah, OK, yes, yes.
Pp Yes, absolutely. It’s interesting that Jack says he’s more open-
minded. Bilingual teens are believed to be better at taking
78
Unit 2 TRANSCRIPTS
Hd I’m sure ye’ll whip yerself up something nice. Ye look like a

capable lad te me!
O … Oh yes, of course.
Hd Well, I’m away te have a shower. I’ll catch up with ye later.
O Yes, yes … later.
Mc Oliver! We’re off out now. We won’t be back late. Just make
yourself at home.
O Oh, you’re going out this evening? What shall I do for supper,
then?
Mc Yes, didn’t Ian tell you? We’re going to a friend’s for dinner, so
are you OK to help yourself?
O Ah, yes, he did say something about golf … but to be honest … I
didn’t … quite … understand him.
Mc Golf? Oh, Oliver, you should have said you didn’t understand.
He wouldn’t have been offended.
O OK, sorry. I just felt a bit rude.
Mc Well, next time just tell him, OK? So, are you alright to get your
own supper?
O Yeah, sure! No problem. Have a nice evening.
Mc Cheers, Oliver. See you later.
Hd = Host dad, O = Oliver
Hd Hello there, Oliver! How are ye? How was school today?
O Oh, hi, nice to see you. I’m fine, thanks. School was pretty good.
How are you?
Hd No bad. Ye know how it is. It’s a shame I hivnae been aroond
much this week. Work is mad at the moment. It’ll be quieter next
week and I’ll take ye oot te play golf like a promised.
O … oh, yes, golf. OK. Yes.
Hd Great!
O Ah, where is Mrs Craig? Isn’t she at home?
Hd Ah no, she isnae. She’s away oot tae the shops. Oh, that’s right.
She wanted me te let ye know we’re away oot wi some pals later,
so there’ll no be any grub for ye. OK?
O No grub? I’m sorry, what was that again?
Hd Aye, grub. No food. No dinner tonight.
O Ah.
Hd So are ye happy just te fend for yerself for dinner? Feel free to
help yerself to anything ye want oot o the fridge.
O I’m sorry. I didn’t quite catch that.
Hd Erm, ye’ll need to make your own dinner.
O Mr Craig, I do apologize, but I’m having a little trouble
understanding you. Would you mind slowing down a bit?
Hd Ah, Oliver, I’m sorry. I forget you’re not used to the accent yet.
Sure, erm, me and Mrs Craig’re out tonight, so ye’ll need to make
your own dinner.
O Ah, OK! No problem. I thought that’s what you meant, but I
wasn’t quite following you.
Hd Please, Oliver, you must just stop me if I’m going too quickly.
Anyway, I’m sure ye’ll whip yerself up something nice for supper.
Ye look like a capable lad te me!
O Erm, sorry, I couldn’t quite make out that last bit.
Hd Whip yersel up … erm … you know cook yourself something nice.
You look like a capable boy to me. Are you with me?
O Oh yes, of course. This is good! I’m learning a lot!
Hd Well, I’m away te have a shower. I’ll catch up with ye later.
O Yes. See you later.
79
Focus page 18 4 1 Esperanto 2 Elvish 3 Dothraki

5 1 B 2 B 3 B 4 B 5 C 6 C
6 1 for creative purposes, also to encourage universal harmony
2 Most are old words in different forms or with fresh functions
2 nine
3 1 to google 2 geek chic 3 webinar (from web and seminar) 3 on Western Indo-European languages
4 BTW (by the way) 5 to unfriend 6 app (from application) 4 Welsh, Old English and Finnish
7 virus 5 fourteen
4 1 They represent a permanent feature of society. 6 its diversity
2 Most are old words in different forms or with fresh functions. 7 Student’s own answers
3 They are often based on proper nouns.
4 The increased use of technology to communicate. Reading pages 22–23
5 1 bittersweet 2 staycation 3 Frankenfood 4 touchdown
5 semi-celebrity 1 1 Stop! 2 Come here! 3 money 4 Call me. 5 Good luck!
2 3
Vocabulary page 19 3 1 E 2 F 3 C 4 B 5 A 6 D
6 workaholic, breathalyse, emoticon, fortnight, pixel 4 1 We don’t spend time on the non-verbal parts of the communication.
7 1 sitcoms 2 electrocution 3 smog 4 brunch 2 Gestures, etc. mean different things in different countries and
cultures.
8 1 mock and cocktail 2 documentary and drama
3 Russia
3 web and episode 4 agriculture and tourism
4 negative: North America and Europe positive: China, Australia
5 fan and magazine 6 car and hijack
(aboriginal cultures), Japan
9 1 sideways edgeways 2 words gab 3 stop bite 5 Argentineans may view Swedish people as cold and aloof,
4 Danish Dutch whereas Swedish people may see Argentineans as pushy and
10 Student’s own answers presumptuous.
11 1 prima donna 2 au fait 3 nouveau riche 4 déjà vu 6 You maintain eye contact.
5 faux pas 5 Student’s own answers
12 French (au fait, déjà vu, nouveau riche) and Italian (prima donna) 6 indifferent, disinterested, apathetic, bored
7 1 sustain 2 retain 3 preserve 4 prolong
Grammar page 20 8 Student’s own answers
1 1 6,912 2 820 3 100,000 BC 4 /p/, /t/, /k/, /m/ and /n/
Grammar page 24
2 Possible answers:
1 It is believed that there are 6,912 living languages. 1 1 B 2 C 3 A 4 C 5 B 6 C
2 820 languages are thought to be spoken in Papua New Guinea
2 1 What she needs/you need is a holiday.
alone.
2 What I like about my brother is his sense of humour.
3 Apparently, languages have existed since 100,000 BC.
3 It was your idea to come to this café.
4 The most common consonant sounds in the world’s languages
4 What impressed me was your/her singing voice.
seem to be /p/, /t/, /k/, /m/ and /n/.
3 1 was 2 said 3 it 4 didn't 5 What 6 It
3 Timothy Doner is 17 years old, but he would appear to have an
incredible grasp … 4 1 It was last Saturday that I saw it.
While his voracity for languages doesn’t seem to be slowing down. 2 What we did was book the tickets online.
According to psychologists, tend to be male. 3 What I liked was that it was based on a true story.
They may / might / could well be left-handed … 4 What surprised me was that it was filmed in Danish and English.
A large number are thought to be anti-social … 5 What I can’t believe is that I didn’t win an Oscar.
He appears to be sociable and confident. 6 What I didn’t particularly like was the scene with the shark attack.
He seems to inhabit the languages he speaks. 5 Student’s own answers
4 1 She seems to be avoiding me.
2 My laptop appears to have stopped working. Webquest page 25
3 She is thought to have left the country.
4 It would appear that you weren’t telling me the truth. 1 37 plays
5 Raw tomatoes are believed to be very good for your skin. 2 Mandarin (840 million native speakers), English (340 million native
5 1 D
inosaurs my well have died out due to extremely rapid climate speakers)
change. 3 When a language has no more native speakers, and is in danger of
2 People living in Scandinavia tend to speak more than one becoming extinct, it is classified as endangered.
language. 4 He’s an American linguist committed to learning as many foreign
3 It is said that he got the inspiration for his music from trips to languages as possible.
Japan.
4 It is thought that water exists on Mars.
5 Russia, Mongolia and China
5 It would appear that the twins speak their own language. 6 Nelson Mandela
Listening page 21 Interaction page 26

1 1 C 2 D 3 A 4 E 5 F 6 B 1 1 S orry, I didn't quite catch that. / Would you mind slowing down
2 Student’s own answer (answer is ‘a constructed language’) a bit? / Could you possibly repeat that? / I'm not following you.
/ I don't quite follow you. / Sorry, what was that again? / If I
3 1 C 2 A 3 B
understood / understand you correctly, …
80
2 What I’m trying to say is … / What I mean is … / Is that clear …? / D: Yes. For years people have engineered languages, but they
Did you get that …? / Stop me if I’m going too quickly. / Please just haven’t succeeded as well as the recent conlangs for films and
ask if there’s anything you don’t understand. / Are you following books.
me / with me? P: Why?
2 1 mind 2 catch 3 too 4 quickly 5 what 6 again D: Hollywood needs to make film and TV believable. Viewers won’t
7 possibly 8 trying 9 is tolerate actors speaking gibberish. This is driving demand for
3 1 house 2 dog 3 on holiday 4 walked 5 fed 6 wellies creating conlangs and now this obscure hobby can be a viable
7 burglar alarm career.
P: Can you talk us through some languages constructed for film?
4 Possible answers: D: Yes. One of the most popular is Dothraki from Game of Thrones.
1 Sorry, I didn't quite catch the last part of the question. This conlang is ‘made to order’. The creator was hired to invent a
2 Sorry, I'm not following you. Would you mind slowing down a bit? language for a fictitious culture. This takes great skill.
3 If I understand you correctly, check out is ten o’clock, but I can P: How?
request a later time if necessary… D: Well, the Dothraki are nomadic, horsemen. The creator decided
5 Student’s own answers that in their culture, they would have no word for 'book' because
the word isn’t important to them, but they have fourteen words
Writing page 27 for horse! One word assumes a lot about a culture. The word
'book' assumes it has a written form of the language, that they
1 1 G 2 F 3 D 4 E 5 B 6 C 7 H 8 A
have invented paper or that they value literature.
2 1 E 2 B 3 C 4 A 5 G 6 D 7 H 8 F P: Do you think any conlang will ever catch on in real life?
3 1 to find new ways to encourage more people to join English Club D: It’s a nice idea that a language could unite us, but people will
2 two: supper club and book club always come up with their own versions and the real beauty of
3 two: trips to see local bands and regular sports event language is its diversity.
4 He/She suggests alternating book club with film club. P: Thank you Dr Walker, that was very interesting. [SFX: Fade out]
4 Student's own answers Next week on Strictly Speaking…
2.6 Workbook page 26, exercises 2

2.5 Workbook page 21, exercises 4–5
T = Tourist, M = Man: adult male
P = Presenter, D = Dr Walker
T: Excuse me, could you tell me where the post office is, please?
P: Welcome to Strictly Speaking. Tonight we’re discussing ‘conlangs’ M: Of course! Just carry on down there, take the first left and cross
or constructed languages. I’d like to welcome Professor of the street, turn right and then…
linguistics, Dr Sam Walker. T: I’m sorry, would you mind slowing down a bit, please? I didn’t
D: Walker: Thank you. quite catch all of that.
P: Dr Walker, inventing languages from scratch is odd, but people M: Of course. Please just stop me if I’m going too quickly
have done this for centuries. Why?
D: For fun … for political reasons ... Currently, many conlangs are
created for artistic purposes. Languages have also been created
to encourage universal harmony. 2.7 Workbook page 26, exercises 2
P: Such as Esperanto?
D: Yes, the most successful. T = Teacher, S = Student
P: How many people speak it?
D: There could well be up to two million. It was invented by Polish T: Ok everyone, open your books and complete the first two
doctor, Ludovik Zamenhof. He wanted a neutral language to aid exercises.
international understanding. Zamenhof spoke nine languages, S: Sorry, what was that again? Could you possibly repeat that?
but wanted a language that wasn’t associated with a particular T: Yes, of course. Complete the first two exercises on page 45.
culture. S: No sorry, what I’m trying to say is that I don’t understand the
P: Is it easy to learn? grammar.
D: It’s based on Western Indo-European languages, so half the
world's population is already familiar with some structures and
words. The grammar and spelling are logical, so it fits the bill as a
universal language. 2.8 Workbook page 26, exercises 5
P: So why didn’t it catch on?
D: It was severely suppressed after World War One, even banned Speaker A: I’m sorry I’m not following you. I don’t really understand
in some nations, so it couldn’t grow. A minority of learners are what you mean.
still enthusiastic, but to master Esperanto, you have to be really Speaker B: Excuse me, could I just have a moment of your time to
motivated by the idea of intercultural understanding. talk to you about the charity I’m representing today?
P: What about languages created for fiction such as Tolkien’s in Speaker A: Would you like to pay in cash or by card?
Lord of the Rings? Speaker B: You’ll have to hand in your essay next Friday. It should be
D: As I mentioned, most current conlangs are created for artistic no more than one thousand words and written in English. Did you
reasons. However, Tolkien wrote his novels as a showcase for his get that?
languages. Tolkien had a love of the Welsh language and you can
hear it in his Elvish languages. You can also recognise Old English
and Finnish.
P: Conlangs have surged in popularity recently thanks to film and
TV…
81
3 Who do you Unit overview
think you are?

● Personality: affable, cautious, communicative, ● To learn vocabulary related to personality (page 29)
demonstrative, effusive, generous, gregarious, ● To learn and use cleft sentences and get someone to do
introspective, modest, outgoing, reserved, restrained, something (page 30) and conditionals (page 34)
secretive, shy, sociable, solitary, uncommunicative,
● To use rules for commenting on a blog post (page 37)
uninhibited, unreserved, withdrawn
● Connections: affability, cautiousness, communicativeness,
demonstrativeness, effusiveness, generosity,
gregariousness, introspection, modesty, reserve, Skills objectives
restraint, secretiveness, shyness, sociability, solitariness,
uncommunicativeness ● To discuss personality (page 29)
● Idioms: beat about the bush, call a spade a spade, follow ● To listen to and interpret personal information in an
the crowd, take the bull by the horns informal interview (page 31)
● Exaggeration: a fortune, as big as a football field, for days ● To read and understand a text about a Canadian man’s
● Face 2 Face: blow your own trumpet, cut from the same family history (pages 32–33)
cloth, no great shakes ● To illustrate characteristics of confidence in a role-play
● Similar words: avert, avoid, escape, evade (page 35)
● To talk about an important event in the past (page 36)
● To comment on a blog post (page 37)
Grammar
● Cleft sentences (2); get someone to do something Assessment criteria
● Conditionals
● Students can use cleft sentences, get someone to do
something and conditionals correctly.
● Students can recognize and use vocabulary about
Recycled language personality correctly.
● Pronouns ● Students can read and understand a text about a
Canadian man’s family history.
● Past perfect
● Students can listen to and interpret personal information
in an informal interview.
● Students can illustrate characteristics of confidence in a
role-play.
● Students can talk about an important event in the past.
● Students can comment on a blog post.
82
activities.
Listening
Writing

practice
Grammar
presentation
83
84
Unit 3 FOCUS
5 Accept a variety of suggestions for each sentence, and write the

Warmer best ones on the board. Make sure that the exaggerations work, e.g.
Dictate the following facts and commonly-held beliefs, and get although the expression as long as my arm exists to describe a long
students to write them down: list, it would not be a suitable way to describe a queue in item 2.
Bulls hate red.
Carrots were originally purple. Answers Students’ own answers
The Great Wall of China can be seen from outer space.
Bananas grow on trees.
Vending machines are twice as likely to kill you as a shark is. Extra activity
Tell them that three of them are, in fact, myths (something Refer to the expression aloof nerd in exercise 3 and mention that
which people commonly believe but which isn’t true). Ask them this is a colourful description of an introvert. Get students to
to discuss which is which in small groups. read through the Myth-busters text again. Tell them to underline
any more examples of colourful language, either for introverts or
extroverts (thrill-seekers, adrenaline junkies).
Answers
Myths:
Bulls hate red. (They are colour-blind, and are attracted by movement.)
The Great Wall of China can be seen from outer space. (It can’t.)
Bananas grow on trees. (They actually grow on a large herb which looks
like a tree.)
1 Check that students understand the terms introvert and extrovert,

but don’t ask for too many adjectives describing their qualities at
this stage. For the final question, tell them to focus on where the
people are, who they are with and their general demeanour.
2 Tell students to cover page 29 and brainstorm adjectives relating to

the two personality types and the kind of qualities they usually have.
3 Refer students to the title of the text, Myth-busters. Explain that to

bust something means to destroy it, and that it can refer to a thing
or an idea. Read the myths about introverts but don’t answer any
vocabulary questions at this stage.
Answers
1 A 2 D 3 F 4 B 5 C 6 E
4 Refer students to Word Zone then focus on sentences 1–5. In item 1,

ask if it will be necessary to use an expression with for (no).
85
86
Unit 3 VOCABULARY
Warmer Idioms
With books closed, put students into two teams and ask them to Say that they should be able to work out the meaning of the
think of as many adjectives to describe personality as they can idioms from the context.
in English. Invite individual students to write the words on the
board. Give two points for each one that is correctly spelt. 1 Tell students to think about the idioms in the context of the
sentences.
1 Point out that, apart from generous, they can be categorized as Answers
introvert or extrovert traits.
1 beat about the bush 2 follow the crowd
3 take the bull by the horns 4 call a spade a spade
2 Mention that where idioms contain a verb, the verb is listed
2 Mention that some of the adjectives have very similar meanings, in its infinitive form. Check that students know the infinitive
e.g. unreserved and uninhibited. Point out that more than one form of the verbs in items 1–4.
Answers
1 shy 2 uninhibited 3 secretive / uncommunicative 3 Have students discuss the question in pairs.
4 solitary / introspective / withdrawn 5 effusive / outgoing
3 Tell students to think carefully about how they complete the
sentences, as they should try to describe behaviour which is typical
of the personality trait in bold. 8 Give students time to prepare what they are going to say, so that
the activity doesn’t break down after a short time.
4 Tell students to work individually.
9 Ask the class whether it is possible to draw any conclusions about
Answers Students’ own answers their personality types from the exercise 8 activity.
5 When listening to your partner, think of follow-up questions, such as: Answers Students’ own answers
Is she normally a ... kind of person?
Connections Continuous assessment

6 Tell students that not every adjective has a single-word noun Teacher’s Resource Book
equivalent. Vocabulary Support Worksheet: page 16
Vocabulary Consolidation Worksheet: page 17
Answers
affability, cautiousness, communicativeness, demonstrativeness,
effusiveness, generosity, gregariousness, introspection, modesty,
reserve, restraint, secretiveness, shyness, sociability, solitariness,
uncommunicativeness
7 Read the example and highlight the collocation show restraint.

Point out that most of the sentences will need to be rewritten in
order to accommodate the noun naturally.
Answers
Suggested answers
2 It’s his shyness which prevents him from speaking in public. /
Because of his shyness, he won’t speak in public.
3 He’s a musician who is well-known for his reserve when he isn’t on
stage.
4 There seems to be a lot of secretiveness about the new plan. /
Everyone seems to be keeping the new plan a secret.
5 He is very famous for his generosity.
87
88
Unit 3 GRAMMAR
4 Read the example sentence and make it clear that students need to
GRAMMAR OPTIONS add a verb and other elements in their answers.
students will practise on this page. Answers
Suggested answers
on page 115.
2 Yes, if I can get my parents to take me.
● Visual grammar presentation. 3 It depends on whether my visa application gets done in time.
4 I got a cleaning company to do it.
5 No, I got my uncle to do it.
Warmer
Refer students to the vocabulary list on page 29. Put them into Extra activity
small groups and tell them to invent a role-play that can be in To provide more practice of the get something done structure,
any public place, e.g. in a hotel, on a train. Tell them that they tell students to imagine that they are having a party the
should choose one of the personality adjectives and act the role- following evening. Say that they have been very busy and
play in such a way that illustrates the characteristic. When they haven’t managed to make all the preparations that they need
are ready, have them perform their role-plays. Get the class to to. Ask them to make a list of things that need to be arranged or
guess what the adjective is. completed before the party.
1 Remind students not to confuse a cleft sentence beginning with 5 Elicit that the structure required is verb + a person + to do
What with a question. Write on the board: something, not verb + a thing + done.
Question: What interests you most about this picture?
Cleft sentence: What interests me most about this picture is its Answers
composition.
Suggested answers
1 get him to / force him to / persuade him to / encourage him to
2 asked me to / invited me to
3 allow you to / permit you to
2 Write an idea on the board, e.g. 4 begged him to / asked him to / persuaded him to
my free time 5 asked the protesters to / forced the protesters to / persuaded the
protesters to
how I spend my free time
isn’t something I want to discuss with the teacher 6 Tell students to begin with the scenario in exercise 5 which
Elicit the example How I spend my free time isn’t something I want interests them the most. Point out that they don’t need to include
to discuss with the teacher. Ask students to continue with items the grammar structures practised in exercise 4, and that they
1–5 individually. Make sure that they choose a subject that takes a should try to have a dialogue that is as natural as possible. Monitor
singular verb. and check.
Answers Students’ own answers Answers Students’ own answers
3 If students are having difficulty with the structure, do the first

sentence as an example. Remind them that not all the information Continuous assessment
from the original sentence needs to be included in the cleft Teacher’s Resource Book
sentence. Check that students are not including it in items 1 and 2. Grammar Support Worksheet: page 40, exercises 1, 2, and 3
Grammar Consolidation Worksheet: page 41, exercises 1, 2, and 3
Answers
1 Where I was last night is none of your business.
2 Why they’re learning Chinese isn’t clear.
3 What is a closely guarded secret is the date of the next Justin Bieber
tour.
4 Where the government will build the new power station is
something they haven’t decided. / What hasn’t been decided is where
they will build the new power station.
89
90
Unit 3 LISTENING
Warmer 5 1.23 Transcripts page 104 Refer students to item E and ask
what the expression make the most of means (to get the most
Put students in small groups and ask them to draw up a list of
benefit from a situation or experience).
things or ideas that they think are special to or typical of their
town or region, and that local people identify with. Ask: What
ideas do you think people from other parts of this country have
Answers
about this town or region? What would you miss about being here 1 B 2 C 3 A 4 E 5 D
if you were to leave the area?
English. They are highlighted in the audio script on page 104. Ask
1 Check that students understand the notion of identity by eliciting a students which one means:
definition such as the common ideas or habits that people share with be very similar (cut from the same cloth)
others in a particular community.
talk proudly about an achievement (blow your own trumpet)
not very impressive (no great shakes)
Ask students if there’s an equivalent in their own language.
Teaching tip 7 1.24 Point out that the first three items on page 146 are from
the audio, but that items 4–6 are new contexts which they have to
Exploit the photos in exercise 1 by asking them to write down complete with the Face 2 Face expressions.
what they know or understand about each of the situations
shown. You could mention that St Patrick’s Day – the day of the Answers
Irish saint – is celebrated by many people who are not Irish,
and that St George’s Day (patron saint of England) is hardly 1 blow their own trumpet
celebrated at all in England. 2 cut from the same cloth
3 no great shakes
4 cut from the same cloth
Answers 5 no great shakes
6 blow her own trumpet
The people identify themselves by:
nationality (celebrating St Patrick's Day - the patron saint of Ireland and 8 This activity will work better if students work with someone they
an Irish national cultural festival) don’t normally sit next to. Not only will they be able to discover
profession/job (a nurse) things in common, it will require both students to listen more
family role (a grandfather)
carefully in order to find things that they have in common.
a sport's team (two football fans)
Students' own answers
9 Encourage students to use expressions for agreeing and
contradicting. Write on the board: So do / am I, I don’t / I do that
2 1.22 Transcripts page 104 Tell students to make notes of any
as well.
ideas they had in common and those that they did not mention in
exercise 1.
Fast finishers
Fast finishers could write a summary of the similarities and
differences between them and their partner from exercise 8.
3 Encourage students to think about their interests, hobbies and
skills, as well as their personal characteristics. If they mention
following a particular football club, for example, ask: Do you identify
with the club when they lose as well as when they win?
4 1.23 Transcripts page 104 Tell students that not all the words
in items 1–3 are mentioned directly by each speaker, so they need
to listen out for what is being communicated. Point out that more
than one speaker may share the same quality or qualities.
WORDS TO KNOW
Check that students know the words hanging out (socializing),
encounter (a meeting) and challenge (a difficult task that tests
your ability and skill). Ask them to use each word in a sentence in
such a way that demonstrates its meaning.
Answers
1 B 2 D 3 A
91
92
Unit 3 READING
Warmer
Write the word genealogy on the board. Elicit that this involves
researching your family history. Ask: Why do you think people
are interested in genealogy? What do you think we can learn from
finding out more about our family trees? Are there any reasons
why it is not always a good idea? Would you research your family
tree, or do you know anyone who has?
1 Encourage students to use modal perfects to speculate about life in

the past. Write on the board: It must have been very hard to ... and It
can’t have been easy to ... .
2 Focus on the title and check understanding of stuff. Mention that

the title has a double meaning and invite suggestions. Elicit that
the literal meaning refers to our genetic make-up. Explain that we
also talk about seeing what someone is made of when they have to
deal with a challenge that tests their abilities and character.
3 Ask students what traces in the first paragraph means (tiny

quantities).
Answers
Matt’s original family name is from Norway. This was changed to
Ledding by American immigration officials.
His great-great-grandfather, Albert, was born in Norway.
He grew up in Norway and California, USA.
93
94
Unit 3 READING
4 1.25 The text is available to listen to. 6 Make sure that students pick up on the comedy element in item
1. Point out that we often use humour in writing informal texts in
When checking answers, elicit that farmed out in item 3 means that
order to entertain the reader. Elicit adjectives such as frustrating
they were separated and sent to different families. Mention that
and humiliating when discussing item 2.
the expression has a negative tone, suggesting a randomness and
lack of care.
Answers
7 Elicit that ancestry is another word for family history. Encourage
1 Irish the ‘interviewers’ to respond to what the interviewee is saying,
2 His surname Ledding was invented by American immigration
rather than follow a script.
officials who misunderstood what Albert said when he gave his
name.
3 They were farmed out to families whilst Mary recovered from an
illness. Similar words
4 A family friend who had travelled to Canada bumped into Charles Read the sentences and check understanding of the highlighted
and the Andersons by complete chance. words by asking students to translate them into their own
5 Charles could read and write somewhat, and do some Maths. language.
6 She put Charles in a wheelbarrow so she didn’t have to buy a
wheelchair.
7 They emigrated because of the potato famine. Answers
1 avoid
5 1.25 Refer students to item 3 and ask why ‘son’ is in inverted 2 evading
commas (because the Andersons pretended that Charles was their 3 averted
son). Students then write their own sentence using the word escape.
Answers
1 The American immigration officials
2 The Andersons
3 ‘he’: a friend of the Leddings; ‘their’: the Andersons
4 Charles
Teaching tip
Point out that as this is written from the point of view of a
Canadian, there are some examples of North American usage.
Mention the following:
He was put in first grade ... (UK: He was put in the first year at
primary school);
do some Math (UK: do some Maths);
lumber mill (UK: saw mill).
Extra activity
Write the following words and expressions on the board. Ask
students to read through the text again and find synonyms for:
people from the same country
met by accident
get something back (which was lost)
a little bit
didn’t like
collection
Answers
compatriot
bumped into
reclaim
mere / somewhat
weren’t fond of
anthology
95
96
Unit 3 GRAMMAR
3 Explain that could have / might have / may have + past participle
GRAMMAR OPTIONS suggest an opportunity that was missed, whereas would have +
● The grammar box gives a summary of the grammar areas that past participle simply indicates an alternative course of action.
on page 115.
1 I wouldn’t have missed the bus
● Visual grammar presentation. 2 we could have visited the caves
3 could have stolen all the watches
4 would have got here earlier
5 could have seen you
Warmer
Ask students if they have heard of a film called Sliding Doors, 4 Ask students to quickly read the story. Ask them to underline the key
with Gwyneth Paltrow. Tell them that it shows two different elements of the story which will form the basis of the conditional
outcomes of a random event, and reveals how differently the sentences. Tell them to use the inverted structure in at least one of
character’s life would have turned out. Ask them to think about their sentences.
the way that their parents, grandparents, or aunt and uncle
met. Tell them to recount the story to a partner. Encourage Answers
them to use third conditionals, e.g. If she hadn’t missed her bus, Suggested answers
she wouldn’t have met my granddad. Monitor as they exchange
If the elevator hadn’t been out of order, Dan wouldn’t have used the
anecdotes, then ask them to join another pair. In their groups,
stairs.
tell them to agree on whose story was the most entertaining. Had Dan not left his train ticket on his desk at work, he wouldn’t have
missed his train.
If Dan hadn’t missed his train, he wouldn’t have met his old school
1 Read the example and elicit that this is a third conditional classmate, Iris Kuzmicki.
sentence. Refer to the use of mixed conditionals and ask students if
it is possible to use any other tenses in the example (no, because it 5 Tell students that they can write sentences using verbs in the
relates to a historical fact that has no link with the present). Point negative. Advise them to use the inverted structure for some of
out that it is also possible to invert the verb and omit if: Had there the sentences. Have them work individually, and then get them to
not been a potato famine in Ireland, the Irish side of Matt’s family compare their sentences with a partner.
wouldn’t have emigrated to the USA.
Answers
1 If I had studied, I wouldn’t have failed the exam. / Had I studied, I 6 Make sure that students choose a scenario that is sufficiently
wouldn’t have failed the exam. interesting to expand into a paragraph. Monitor and assist with any
2 If Amina had spoken French, she would have understood the
vocabulary issues.
announcement at the train station. / Had Amina spoken French, she
would have understood the announcement at the train station.
3 If Daniel hadn’t had too much work to do, he could have gone to the Answers Students’ own answers
cinema with his girlfriend. / Had Daniel not had too much work to do,
he could have gone to the cinema with his girlfriend.
4 If my aunt hadn’t grown up in New Zealand, she might not have Continuous assessment
gone to work there. / Had my aunt not grown up in New Zealand, she
might not have gone to work there. Teacher’s Resource Book
5 If Sam hadn’t seen me at the bus stop, he wouldn’t have given me a Grammar Support Worksheet: page 40, exercises 4, 5, and 6
lift. / Had Sam not seen me at the bus stop, he wouldn’t have given Grammar Consolidation Worksheet: page 41, exercises 4, 5, and 6
me a lift.
2 Focus on the example, and elicit that it is also possible to invert

the verb and omit if: Had I won the prize, I would be going to Florida
next week.
Answers
1 If my parents had bought tickets, they would be going to a tennis
tournament.
2 If I had known it wasn’t allowed to walk in the forest, I wouldn’t have
to pay a fine.
3 If I had a bus timetable, I wouldn’t have to spend the night on a
bench in the bus station.
4 If strawberries hadn’t been very expensive, I would have bought some.
5 If I knew her, I would have accepted her friend request.
97
98
Unit 3 CHALLENGE
In this lesson, students illustrate characteristics of confidence in

a role-play.
Warmer
Ask: Do you think that actors are naturally confident people, or
is confidence something you can learn? Have you ever been in a
situation when you acted more confidently than you felt? What
was the situation? How did you feel afterwards? Would you
deal with the situation in the same way again? Elicit a range
of responses.
1 Tell students to spend most time discussing the third point. In

order to avoid them reading the habits of confident people on the
same page, you could tell them to shut their books and dictate the
questions instead.
2 Pre-teach gamble, nourish and upbeat. Have students read through

the eight habits and ask them to say the number of the habits
they think are most and least important. Write the numbers 1
to 8 vertically on the board, with Most important at the top. Ask
each student to say the number of the habit they consider most
important, and analyze the results as a class.

Refer students to the Express yourself box and play the expressions.
Have students practise saying these in a friendly but firm way, so
that they will sound more natural in their role-plays.
Teaching tip
As some students are likely to be genuinely shy, suggest that
those who are likely to find it difficult to ‘act confident’ take the
quieter role of Student B, which will give them time to get used
to being in the spotlight. Make it clear, however, that the role
of the less outgoing person still involves asking and answering
questions. Emphasize the fact that Student B is to respond to
what Student A says in order to encourage them, rather than
making this a pure question and answer session.
4 Tell students to also assess how successfully Student B was able

to encourage Student A. Point out that this is also a feature of
confident people.
Fast finishers
Write notes on what you have learned about becoming more
confident from the information on the page, your discussions
and the role-plays.
99
100
Unit 3 INTERACTION
5 Make it clear that these expressions are not interchangeable.

Warmer Mention that I figured out that ... / cottoned onto the fact that
Put the class into teams and have them test each other on past ... and It finally became clear to me that ... relate to a gradual
participles. One student from each team gives an infinitive understanding. The expressions in sentences 1 and 2 relate to
form, and a member of another team has to come to the board having or not having knowledge of something.
and write the past participle form. Teams earn a point for each
correct spelling. Make sure that students can pronounce the Answers
form accurately.
1 I don’t have a clue
2 is very au fait with
1.29 Express yourself contains a variety of useful phrases for the 3 to cotton on to the fact
situations in the dialogue. Some of them (but not all of them) are 4 figured out
used in the dialogue. They are available on the audio if you want 5 it finally became clear to me
6 Tell students to refer to the discussion they had in exercise 1. Tell
them they can choose a different event, but that it should be one
1 Tell students to begin with general examples, perhaps relating to that left a very strong impression on them. Point out that other
public events, before talking about more personal experiences.
students will be asking questions about it, so they should try to
make it sounds as intriguing as possible.
2 1.27 Transcripts page 104 Pre-teach or elicit wave and tide.
Tell students not to worry about any unfamiliar vocabulary, but to
7 Point out that students who are talking about their event should
concentrate on the key events in the story. Ask them to listen out for
not provide too many details, in order to enable others to ask
an expression that means a ‘time when an important change takes
questions that fill in the information gaps. Refer students to the
place’ (turning point).
Express yourself box, and play the audio if necessary. Tell them that
they should use an enthusiastic tone when encouraging people to
Answers Students’ own answers keep talking.
3 1.28 Transcripts page 105 Ask students to focus on the 8 Mention that students can also use expressions from the Express
personalities of the two people. Tell them to use information from yourself box in their role-plays.
the interview to justify their answers.
Answers Fast finishers

Suggested answers Tell students to choose four expressions from either exercise
1 The girl sounds more confident than the boy in the way she tells her
4 or exercise 5. Ask them to write four true sentences about
story. She is very keen to share her achievement while he is rather themselves, containing the expressions. Advise them to check
reluctant to talk about the event. how the expressions are used in the original sentences; for
2 The experience prompted a decision to make languages her number example whether they are introduced by it or a personal
one area of study. pronoun, whether they are adjectives or clauses. Have students
3 The events both happened whilst the teenagers were on holiday read their sentences to each other in pairs.
and were turning points in their lives. For the boy, the event changed
more how he felt. For the girl, the event changed what she wanted to
do in life. The boy faced a dramatic, life-or-death situation, whilst the
girl experienced an everyday social situation.
4 The boy felt more confident and stronger about himself after his
experience. The girl felt brilliant having a real conversation in French
for the first time and decided to study languages seriously.
4 1.27–1.28 Transcripts page 104–105 Point out that each of

the sentences 1–6 contains a colloquial word or expression. Tell
them that come in handy is a very common way of talking about
something that we have with us which unexpectedly becomes
useful. Write on the board: My old pocket penknife came in handy
when we forgot to take the tin-opener on holiday.
Answers
1 A 2 A 3 B 4 A 5 B 6 B
101
102
Unit 3 WRITING

Warmer positive feedback as well as pointing out errors.
Ask: In these days of bloggers and tweeters, do we really need
journalists? Why do we need the press if everyone can blog Answers Students’ own answers
about what is happening in their own community? Will printed
newspapers disappear in the next ten years? What are the
advantages and disadvantages of having a blog? Have a class Fast finishers
discussion.
Ask fast finishers to imagine that they are someone else and
that they have just read the blog comment that they posted. Tell
1 Ask students: What do you think makes a good blog and a good them to write a positive response to their comments, following
blogger? Are there too many blogs around now? Do a quick class poll the rules given in exercise 3.
to see if any students read the same blog.
2 Point out that the writer in question 1 refers to the writer of the blog
commenter, not Matt Ledding.
Answers
1 Amanda. She goes into more detail about where her parents were
from, their background and how they met, while Sam only talks
about how his sister-in-law’s parents met.
3 Tell students to read the rules. Ask if they think any of them
are more important than others. Draw attention to the useful
expressions add value and stay on topic.
4 Advise students to bear in mind the rules from exercise 3 when

considering how to structure their own comments. Tell them
that this is an opportunity for them to be creative and write an
exciting family story. Mention that they could invent an amazing
series of coincidences, or a heroic act. Have them do this as a
homework activity.
Extra activity
Put students in pairs. Ask them to think of as many ways as
possible to respectfully disagree with someone in writing. Bring
students’ suggestions together as a class and write them on
the board.
5 Give students the following checklist to help them complete their

blog posts:
● Have you used Sam and Amanda’s comments as a guide?
● Does your blog comment begin with an introduction of yourself?
● Does it include your reaction to Matt’s post and to Sam and / or
Amanda’s comments?
● Does it include a story about your own family history?
● Have you added a question for Matt asking for further information
about his story?
● Have you been positive about the original blog post?
103
Unit 3 TRANSCRIPTS
1.22 Student’s Book page 31, exercise 2 1.27 Student’s Book page 36, exercises 2 and 4
If someone asked you how you identify yourself, what would you P = Presenter, B = Boy
reply? How do you define yourself? Your answer to this question
may change depending on who you are with and where you are. If P You said something about a turning point in your life.
you are in a foreign country, you may start by giving your nationality, B Yes.
although some people think that giving the name of the city they P What was it?
come from is more important than saying what their nationality B Well, nothing, really.
is. ‘I’m from New York’ rather than ‘I’m from the USA’, for example. P No, tell me, I’d be interested to hear about it.
After that, many people identify themselves through a group they B Well, it was about five years ago. I was 14. I was on holiday with
belong to. This is a wide-ranging field. ‘Groups’ can refer to your my parents. We went to a little town on the coast. It was a bit
religious beliefs, or the sports team that you support. Other people boring, to be honest. There was nothing to do and no one of my
may answer the question by referring to the role they play – their age there at all. It was mainly families with young children. It
position in the family: ‘I’m a mother’ or ‘I’m a son’, for example, or via wasn’t my scene at all.
their job – ‘I’m a teacher’ or ‘I’m a taxi driver’. There are those who P Oh, that’s a shame.
may identify themselves by a particular interest they have, so, ‘an B Well, yeah … my older sister, she was 17 at the time, had refused
athlete’ or ‘an artist’, for example. to come with us and was away somewhere with her friends.
P I see. Anyway, go on … what happened?
B Right. Well, I went out for a walk one evening. It had been a
sunny day, but some clouds were approaching and it was a bit
1.23 Student’s Book page 31, exercises 4 and 5 windy. It wasn’t cold, but it was getting cooler. I went for a walk
on the beach. There was hardly anyone there. I could see a family
N = Narrator, G = Gary, M = Melissa, C = Catherine – two adults and a child, a little boy.
P On the beach?
N But does your nationality or what you do for a living define what B Actually, they were in the sea, but not swimming. They were
kind of person you are? Are all Italians the same? Are all teachers standing in the water. Suddenly, this big wave came crashing in.
or taxi drivers cut from the same cloth? Probably not. If you really When it went away, the two adults were sitting in the water and
want to define yourself as an individual, you have to talk about the boy had disappeared.
aspects of your character and personality. When you ask people P Oh my goodness!
to do this, you find lots of differences in the way they respond. B Yes. The woman was the first to react. She started screaming his
Some people are extremely modest about themselves, while name. It looked as if the man wasn’t really switched on to what
others like to blow their own trumpet. Some people talk about was going on – he just sat there in the water. I realized I had to do
the person they consider themselves to be now, whereas others something.
concentrate on the kind of person they would like to be. P So what did you do?
We interviewed several people and asked them to define B Well, I’m a good swimmer and I did a life-saving course once,
themselves without referring to their nationality, family or work. so I thought, well, this is it, this is what you did the course for.
Here are some examples of what they said … . So I took off my T-shirt and ran into the water. At that moment,
G My name is Gary and I’m a … oh, I’m not allowed to talk about another big wave crashed onto the beach. I dived under it and
work. Right. So how would I describe myself? Um … I’m nothing when I came back to the surface, I could see the boy.
special really, I’m quite well organized, I’m reasonably polite. I P Go on …
try to be honest with people. I’m not a bad cook, I like being with B He was quite a way out, so I had to swim strongly to get to him.
people, but not many at the same time. To be honest, I’m a bit P Did you reach him?
awkward in social situations; I prefer quiet evenings at home. I B Yes. He was a bit hysterical and kept struggling, but I told him to
love hanging out with friends on social media. I think I’m more calm down and hold on to me and everything would be all right.
confident and amusing when I’m chatting with someone online. P Well done, you! So what happened next?
I’m no great shakes in a face-to-face encounter. B I managed to get him back to the beach. It was really hard, the
M Hi, I’m Melissa. I’m hard-working, I’m very enthusiastic about tide was going out and it kept dragging us back. But I made it!
whatever I do, I’m extremely ambitious and I love a challenge. P Amazing story! What did the boy’s parents say?
I put a hundred per cent into everything I do – work or play. B Well, I figured out that they were actually his grandparents, not
I’m incredibly reliable and absolutely dedicated to my work. his parents. The woman thanked me, and then started shouting
Regarding my free time, I always make the most of it. I’m at her husband! So I left them to it.
extremely gregarious and love spending time with friends. I P What a story! You must have felt good about that.
socialize a lot. I’m out most weekends and often once or twice B I did. It did a lot for my self-confidence. I’d been a bit shy and
during the week too. retiring before that, but now I feel much stronger about myself.
C Hello, I’m Catherine and I’m from South Africa. What can I say P And so you should! Thanks for telling me … .
about myself? Well, I’m only 17, so I haven’t really achieved much
yet. I’m quite enthusiastic about things that I’m interested in.
I love animals, so I’d like to work with them some day. I don’t
think I’m bright enough to be a vet, but maybe I could be a vet’s
assistant or something. What else? Well, my teachers tell me
that I’m quite creative, imaginative, … oh, and I love poetry. Um,
I think I’m quite reliable – I always remember people’s birthdays
anyway! Hmm, not sure what else I can say about myself … .
104
1.28 Student’s Book page 36, exercises 3 and 4 Focus page 28

1,2&3 Student’s own answers
P = Presenter, G = Girl 4 1 T 2F 3T 4T 5F
P Tell me about something that was a real turning point in your 5 1 B 2D 3A 4C
life. 6 Possible answers:
G That’s easy. It was the first time I travelled abroad. 1 It wasn’t the best meal I’ve ever had.
P Where did you go? 2 It's a bit on the rainy side.
G Paris. 3 It’s not the cleanest house in the world.
P Ah, Paris! What time of year? 4 I wouldn’t say it's the nicest outfit.
G Springtime.
P Ah! I love Paris in the springtime.
Vocabulary page 29
G Right. So, do you want to hear about what happened?
P Yes, of course. Do go on. 7 1 communicative 2 gregarious 3 withdrawn 4 outgoing
G We were on a school trip to Paris – I remember it as clearly as if it 5 reserved
were yesterday. The second day we were there was lovely – it was 8 Student’s own answers
a beautiful sunny day, the trees were in bloom and me and my
two best friends were walking around Paris. I remember thinking 9 1 affability 2 solitude 2 sociability 4 modesty
– life just can’t get any better. 5 effusiveness
P Sounds perfect. 10 1 bush 2 crowd 3 horns 4 spade
G So we decided to sit in a café and practise our French. 11 1 C 2 D 3 A 4 B
P Good idea.
G Well, actually all we wanted to do was order a coffee. But I’ll
12 1 scatterbrain 2 chatterbox 3 busybody 4 clever clogs
5 go-getter 6 livewire 7 team player 8 pushover
never forget what happened. My two friends asked for coffee and
I asked for a citron pressé. 13 1 clever clogs 2 pushover 3 team player 4 chatterbox
P What’s that? 5 go-getter 6 scatterbrain 7 livewire 8 busybody
G It’s a drink made of lemon, water and sugar.
P OK. So what happened next? Grammar page 30
G Well, I should tell you that my French teacher always told me
that I had a good accent. 1 1, 4 and 5
P That’s good. 2 1 C 2 A 3 E 4 F 5 D 6 B
G Yes, but the problem is, if you have a good accent, people think 3 1 B 2 C 3 A 4 B 5 A 6 B
you can speak a language fluently.
P Ah! Big problem! 4 1 The government want to get people to stop smoking.
G So, suddenly the waiter babbled something back at me in French. 2 I’d like to get my house designed by an architect.
P What did he say? 3 I get my house cleaned once a fortnight.
G I have no idea! He was speaking too fast! But I thought, come on, 4 We got a photographer to take these photographs.
don’t just speak English, try to speak French. 5 We got her to go to the doctor.
P And did you? 6 I got my little sister to finish my homework for me.
G Yes! I said, ‘Je m’excuse, je ne comprends pas. Vous parlez trop 5 Student’s own answers
vite.’ I’m sorry, I don’t understand, you’re speaking too fast.
P And what did he say? Listening page 31
G He said – and I will never forget this – he said, ‘Oh! Tu n’est pas
française?’ He thought I was French! 1 1 counterparts 2 mock 3 implications 4 immune to
P That’s amazing! 5 to cloud someone’s judgement 6 irrational 7 assumed
G Well, actually, I think he was joking, but I just said, ‘Non, je 8 electoral
suis anglaise.’ And then we started talking – having a real 2 Student’s own answers
conversation in French! My friends were gobsmacked! 3 B
P I bet they were!
G Anyway, I felt totally brilliant – I’d had a real conversation in 4 1 rational 2 aware 3 vote 4 go to jail 5 positive
French for the first time in my life. I decided there and then that I 6 fashion, prices 7 wasting
was going to study languages seriously, so that’s what I did. From 5 1 talent, kindness, honesty and intelligence
that day onwards, languages have been my number one area of 2 because they like the appearance of the party’s candidate
study. I mean, you never know when it will come in handy! 3 up to 14%
P And it all started in Paris. 4 that they may not necessarily have other positive personality
G Well, it all started because I ordered a citron pressé! traits
5 by adding a designer’s name to the item of clothing
6 we don’t always know when it is happening
Reading pages 32–33

3 1 F 2 E 3 D 4 A 5 B 6 C
4 1 charm, creativity and a sense of adventure
2 anxiety levels, friendliness and enthusiasm for new experiences
3 an extrovert
105
4 conservative 4 Possible answers:

5 that you can guess a person’s personality quite accurately from 1 I got up really early that morning and had breakfast. Then I did
their social networking profiles some warm up exercises, got into my running gear and walked to
6 ‘dog people’ are often extroverts and ‘cat people’ are often the start of the race.
introverts 2 It had been raining but then the sun came out. It wasn’t too hot
5 Student’s own answers though.
6 avoid, averted, evaded, escape 3 I ran mostly on my own. I remember about two thirds of the
way into the marathon, I started to feel really tired. I was really
7 1 effect 2 influence 3 consequence 4 result struggling and I wanted to give up, but then another runner
8 Student’s own answers started talking to me and encouraged me to continue. He was 80!
4 I did quite well, considering it was my first marathon. Other than
Grammar page 34 that time when I was feeling so tired, I enjoyed myself.
5 If I remember rightly, it took me four and half hours to run the
1 1 I f I had known it was a formal occasion, I would have worn
race.
something smarter.
2 I definitely would have remembered your birthday if I hadn’t been 5 Student’s own answers
ill!
3 If you had said you needed a babysitter, I might have been able to Writing page 37
help. 1 1 p
sypro2014 – doesn’t practice respectful disagreement and
4 If I’d been more organized, I wouldn’t have been so stressed at the doesn’t add value to the conversation
last moment. 2 Lizzm212 –doesn’t stay on topic and doesn’t add value to the
5 She wouldn’t have been so upset if you had said sorry. conversation
2 1 had tried, would have got 3 dantoday – used capital letters
2 had had, would have come 4 ppmonteleone – didn’t use informal language
3 had bought, you wouldn’t have had 5 Loulou1995 – didn’t stay on topic
4 had caught, wouldn’t have bumped into 6 liketoread – wrote too much, should have kept her comment
5 had been, would have eaten shorter
3 1 I f you hadn’t walked straight into that door, I wouldn’t be 2 Student’s own answers
laughing at you. 3 Student's own answers
2 If one single person had remembered my birthday, I wouldn’t feel
lonely.
3 If I had studied French at school, I would have more job
opportunities.
4 The children wouldn’t get really bad reports if they tried (harder /
more) at school.
5 If I hadn’t learnt a foreign language at school, I wouldn’t have
good job prospects now.
6 If you had worn sensible shoes, you wouldn’t be in pain now.
Webquest page 35
1 J.K. Rowling
2 1892
3 over 12 million
4 Stephen Covey
5 psychometric test
6 44
Interaction page 36
1 1 I remember thinking … / If I remember rightly, it was (about five
o'clock). / I remember it as clearly as if it were yesterday.
2 It had been a sunny day, but some clouds were approaching. /
It wasn't cold, but it was getting cooler. / The beach was almost
deserted. / It was a beautiful, sunny day, and the trees were in
bloom.
3 Go on. / Good for you! / Wow! So what happened next? / What a
lovely story! You must have felt …
2 1 for 2 What 3 happened 4 rightly 5 Go on 6 must
7 next 8 story
3 1 at home 2 at school 3 19
106
T: Well, I had no idea where I was, I couldn't communicate with

3.9 Workbook page 31, exercises 3–4 anybody.
R: Poor you! So what happened next?
Good morning everyone. Today I'm going to talk to you about the T: Luckily, another passenger took pity on me. She spoke excellent
halo effect. The halo effect refers to our tendency to allow our English and helped me find the train back to Tokyo.
overall impression of a person to influence how we think and feel R: Wow! What a great story!
about their specific personality traits. This effect has the power to
cause us to make unwise decisions or hold irrational beliefs.
In psychology, the halo effect has been widely discussed. Attractive
people are often assumed to have positive traits such as talent, 3.11 Workbook page 36, exercises 5
kindness, honesty and intelligence. We are, however, largely
unaware of the role physical attractiveness plays in how we view Speaker A: What were you doing that day?
others. Speaker B: … so in the end, although I hadn't even wanted to take
The implications of this phenomenon are quite shocking. For part in the first place, I ended up winning the whole competition
example, research has shown that attractive electoral candidates and entering it again for the next six years!
tend to receive more votes than unattractive candidates. The Speaker A: Tell me about the scary experience you had on holiday…
voting public tends to believe in their policies, because they like the Speaker B: Gosh! What did you think when you saw each other again
appearance of the candidate. after such a long time?
A similar tendency can be seen in employment. In one study,
researchers set up mock job interviews and found that
conventionally attractive applicants were hired more often than
their less attractive counterparts, regardless of their qualifications.
The advantages offered to good-looking employees also extend to
level of pay. Economists have found that attractive individuals can
be paid up to 14% more than their colleagues.
Research also indicates that our courts of law are not immune to the
halo effect either. It seems that good-looking people are more likely
to receive better treatment in the legal system. One particular study
discovered that attractive defendants received significantly more
lenient sentences than others and were twice as likely to avoid a jail
sentence.
The halo effect is not limited to physical attractiveness. Other
positive traits can have a similar effect. For instance, if you know
someone who seems very intelligent, honest and kind, you should be
aware that some of these perceived characteristics are influencing
your understanding of the others. This person may well be
intelligent and honest, but maybe not as kind as you think, or they
may be kind and honest, but not as intelligent as you believe.
The halo effect is also cleverly employed in business. In fashion, for
example, we all know that adding a designer’s name to an item of
clothing can add huge amounts of money to the price.
Unfortunately, although we are able to understand the halo effect,
we usually don’t know when it’s happening. Therefore, the next
time you are about to make a judgement about a new acquaintance
or vote in an election or even buy a new coat, ask yourself some
questions. Are you judging the traits of a person or product fairly,
or is your judgement being clouded by the halo effect? This could
potentially stop you voting for the wrong candidate, wasting your
money or rejecting a person who could become a good friend.
3.10 Workbook page 36, exercise 2
R = Ria, T = Toby
R: I didn't know you'd been to Japan!

T: Yes, I flew out to meet my mum in Tokyo. I went by myself!
R: Really?! Good for you! What an experience!
T: Well, the flight went smoothly, but things went wrong after we
landed.
R: What happened?
T: Well, if I remember rightly, it was about 6 o'clock in the morning.
It had been a long flight, so I was exhausted.
R: Go on.
T: I'd arranged to meet Mum at her hotel, but in my tired state I got
on the wrong train and fell asleep! I woke up in Nagoya!
R: You must have been in a panic!
107
108
Units 1–3 REVIEW
Warmer Teaching tip

Ask students if they know anyone who is bilingual. Ask: What do Write the following adjectives on the board: shy, careful,
you think are the advantages / disadvantages of being bilingual? extrovert, persuasive, rational and basic. Ask students to find
What personality traits do you associate with English / Greek / adjectives in the text which have the same meaning. Then
German / Spanish people? Discuss with the class. ask them to find the opposite meanings using a dictionary,
if necessary.
1 Go through the phrases in the box and check the meanings with the
class before students discuss the question in pairs. Invite students Answers
to share their ideas with the class.
shy – reserved
careful – cautious
extrovert – outgoing
persuasive – forceful
rational – logical
Teaching tip basic – fundamental
Always encourage students to make predictions about a text Opposites:
reserved – outgoing
before they read. You can ask them: What type of text is this?
cautious – careless / reckless
What sort of information do you think it will contain? What do the outgoing – reserved / shy
heading and the picture tell you about the text? forceful – powerless
logical – illogical
fundamental – sophisticated
2 Give students a time limit of about a minute to encourage them to
read quickly and scan the text for the names of the languages.
Answers
Spanish, English, Greek, German, Welsh
3 Get students to read all the questions carefully before reading the
text again.
Answers
1 He says he is more reserved and cautious when speaking English.
When he’s speaking Spanish he feels less shy. He feels outgoing and
witty.
2 The article says that most bilingual people are not ‘symmetrically’
bilingual; they have different strengths and weaknesses in their
different languages.
3 The German language is perceived as a logical language.
4 Because the verb comes at the beginning of the sentence, the listener
can quickly guess what the speaker is going to say, and therefore
easily interrupt.
5 The article says the reason for blingual people’s change in behaviour
is probably down to a number of factors including the culture,
grammar and whether the language is the speaker’s first or second
language.
4 To help students do this activity, get them to look at the underlined

words and first guess what type of words they are (verb, adjective,
adverb or noun) by looking at the word before and after them.
Answers
1 say something is true
2 friendly
3 don’t speak two languages equally well
4 basic
5 people who chat to each other
109
110
Units 1–3 REVIEW and VIDEO
Warmer Warmer
Ask students: Have you ever raised money for charity? What did Show students pictures of a variety of people of differing ages,
you do? Have you donated money to charity? Which charity? In nationalities, social class, race, religion, professions. Ask them:
what ways do social media websites help raise awareness of What can you say about this person from the photo? To help
charities? Discuss the questions with the class. stimulate ideas, ask: Do you think this person is rich / old / well-
educated? Are they a student / parent / teacher? Ask: Why do you
think that? What clues do you get from the pictures?
5 Elicit that the people are pouring buckets of water over someone’s
head. Encourage students to guess why the people are doing this,
but don’t confirm whether they are correct at this stage. 1 To prompt ideas, elicit adjectives for describing people, and write
them on the board, e.g. outgoing, extrovert, introvert, shy, friendly,
Answers Students’ own answers reserved, studious and relaxed.
6 1.30 Transcripts page 112 You could get students to listen for Answers
gist first and check whether their guesses in exercise 5 were correct
Student’s own answers
or not. Play the audio again, pausing after each number so students
have time to note down their answers. 2 Discuss this with the class. You could get students to rank the things
in order of importance.
Answers
1 6.1 million is the number of ice-bucket challenge-related videos Answers Students’ own answers
posted on social media sites.
2 26th August is mentioned as the period of time (7th July to 26th 3 Ask students to watch the video once without making notes, then
August) in which the ALS charity received 98.2 million dollars.
play the video a second time while they listen out for the topics
3 98.2 (million dollars) refers to the amount of money the charity ALS
has received this year from 7th July to 26th August. mentioned in the box in exercise 2.
4 2.7 (million dollars) refers to the amount of money the charity
received during the same period last year. Answers
5 100 (dollars) refers to the amount of money a person has to pay if
family, job, nationality, religion, education
they refuse to do the challenge.
7 1.30 Transcripts page 112 Try to get students to match the 4 Get students to compare their answers with a partner.
two parts of the sentences before they listen.
Answers
Answers 1 Petra
1 C 2 A 3 E 4 B 5 D 2 Barbara
3 Colin
4 Brian and Ann
Extra activity 5 Mike
In groups, get students to think up a fund-raising event for a 5 Invite students to share their ideas and agree as a class on the most
charity. Get them to tell the rest of the class about it. Then ask important / least important things which define who you are.
them to vote for the best event.
Answers
8 Discuss the meaning of the statements with the class before they Student’s own answers
choose. Ask students if they agree / disagree with them.
Answers Students’ own answers Find out

Students can do this for homework.
9 Elicit phrases for giving opinions and agreeing / disagreeing
and write them on the board, such as: In my opinion…, I think /
believe that …, I agree, I disagree, I don’t agree, That’s true / not true.
Encourage students to use these in their debates.
Teaching tip
During group and pairwork activities, monitor round the class
and make sure students do not revert to their native language.
Help them with any vocabulary they need, but they should ask
you for help in English, e.g. How do you say … in English?
111
Review Units 1–3 TRANSCRIPTS and VIDEO SCRIPT
1.30 Student’s Book page 39, exercises 6 and 7 Video Student’s Book page 39, exercises 3–4
▼
Ma = Mary-Anne, M = Mark, A = Adam P = Presenter, T = Tom, P1 = Person 1, P2 = Person 2, etc
Ma Right guys, it’s your turn. P: Who are you? It sounds like an easy question, doesn’t it! But
M/A For what? actually, it can be difficult to say what defines you most. Is it
Ma I’m nominating you both to do the ice-bucket challenge. your nationality, your job or the things you enjoy doing? Or
M Er… it doesn’t really work like that. maybe your life is centred on your relationships. You might see
Ma Yes, you’re right, but the reason I’m mentioning it is because, yourself as a parent or a good friend. Our presenter, Tom, went
as you know, the topic of the ice-bucket challenge has been to the English seaside town of Bournemouth to ask the question
trending for a couple of months now, but more recently what ‘who are you?’
some people have been asking is how much has the ice-bucket T: Oh I do like to be beside the seaside! Hello and welcome to the
challenge actually achieved. The media is reaching saturation English coast in Bournemouth, and I’m here today to ask a little
point in its coverage of the challenge and we’re going to find bit of a different question about identity: who are you?
out whether this challenge has been a success. Later, we’ll also P1: Right now? I think I’m a student!
discuss the criticism the challenge has received. Adam, tell us a T: Who are you?
little bit more about the challenge? P2: What do you think of that one?
A Well, someone gets a friend to pour a bucket full of cold water, P3: Hmm … you might be better at that!
often filled with ice cubes, over their head. Then they nominate T: Who are you?
people to undertake the same challenge. They do this in order P4: Oh gosh, what? Today? Yesterday?
to raise money and awareness for the Amyotrophic Lateral T: Who are you?
Sclerosis (ALS) association in the USA and the Motor Neurone P5: Er …
Disease (MND) association in Britain. T: Let’s start with today.
Ma There have been over 6.1 million ice-bucket challenge-related P4: Today? Erm, I’m on the beach … I’m …
videos posted on social media sites, and over 28 million people P5: Erm, I’d probably say erm …
have uploaded, commented on or liked ice-bucket challenge P2: Well, I guess I don’t find myself … I dunno …
posts. From 7th July to 26th August this year ALS has received P5: … busy!
98.2 million dollars compared to just 2.7 million during the T: Simple!
same period last year. P4: I’m a mother.
A It would appear they’ve done well, Mary-Anne. I don’t think T: Oh really?
people like David Beckham were talking about ALS a few P4: Yeah, I think that’s probably … probably the main …
months ago. Celebrities have played a big role in this challenge. T: How many children do you have?
Millions more people have been viewing the ALS and MND P4: Just one, but that’s enough.
websites, following them on social media sites and also T: Would you say being a parent is the most important part of who
searching for more information about the diseases online. you are…at the moment?
What’s probably safe to say is awareness has been increased. P6: At the moment, yes.
Ma But there also seems to be a lot of negative feedback about P5: At the moment, definitely, yeah. Definitely, yeah.
the challenge, in particular about the fundraising part. Mark, T: How has it changed who you are?
you’ve been finding out more about this. P5: Erm…
M It’s been pointed out that only one cause is benefitting and P6: Time …
some say that people may reduce their donations to other P5: Time, organisation …
causes. And not everyone has donated. If someone does P6: Brain skills …
the challenge, they don’t have to donate. If they accept the P5: Everything you do just … obviously revolves totally around them.
challenge, they can make a lesser donation and they pay the T: Who are you?
full 100 dollars only if they refuse the challenge. P7: Who we are?
Ma I think what is important is to look at the ends and not the P8: Well, we’re just ordinary people, you know.
means. It can’t be a bad thing when so much support has been T: Who are you?
raised. Social media seems to be becoming an important part of P9: Well, we’re two of Jehovah’s Witnesses.
fundraising. Not everyone donated and not everyone who did T: Who are you?
will donate again. But I think the large amount of extra money P10: r, Chris!
and awareness means the charities have benefitted. T: Ok, hello Chris! What do you do?
P10: Er … chef.
T: And that’s important to who you are?
P9 It really is, yeah.
T: What do you think is the most important part of your life?
P4: My relationship … erm, relationships, I suppose.
T: What’s the most important thing to you as people?
P8: … the family I should say.
P7: Yes, … and holidays!
T: And do you have a big family yourself?
P8: Two, no, just two boys.
P7: Two sons.
P8: And one grandchild.
T: What are you studying?
P1: I’m studying civil engineering.
T: Here?
P1: No, in Czech Republic.
T: In the Czech Republic. Ok.
112
Review Units 1–3 WORKBOOK ANSWERS and VIDEO SCRIPT
P5: Erm, web design, I do. Vocabulary page 38

T: Ok.
P5: So I work from home a lot of the time. Obviously the kids are 1 1 really gregarious 2 the market is in decline 3 mocktail
at home in the day, so instead of doing it just during the day, I 4 a faux pas 5 brought the house down
generally do it at night. 2 1 feet, rags 2 bush 3 word 4 bottom, storm 5 crowd
T: Is where you’re from important to who you think … who you are? 3 1 willpower 2 chatterbox 3 uninhibited 4 brunch
P11: Yes, I think so. 5 fortnight 6 solitude 7 fringe benefits 8 livewire
T: Is your nationality important to who you are?
P4: Erm, it depends on what sort of … what mood you’re in.
Sometimes if … if England has got a good chance in the World
Grammar
Cup, then you might feel a bit more English. 4 1 B 2 D 3 F 4 A 5 E 6 C
P3: I’m quite proud of my nationality to be honest, I quite like being
British.
5 1 accused 2 apologize 3 promised 4 warned
5 encouraging 6 insisted
P2: Yeah, yeah.
T: British or English, would you say? 6 1 insisted on showing me 2 What I liked best 3 If I’d known
P3: British. 4 What Antonia thinks doesn’t interest
P4: So, European I’d say, probably first, English second.
T: British? Review page 39
P4: British? Yeah, yeah I suppose so, although I’m always a bit
confused about whether I’m British or English. 7 1 A 2 C 3 C 4 C 5 B 6 B 7 B 8 C 9 C 10 A
T: In terms of your personality, how would you describe your
personality? Video
P2: My personality? Erm, unique, I think is one word everybody 1 Student’s own answers
could use. I don’t think you could duplicate any kind of
personality, there’s universal personality traits, you know, 2 1 How would you describe your personality?
you can be grumpy etc, etc, but I think every personality is 2 How has it changed who you are?
completely unique for every person. No matter what they may 3 What’s the most important thing to you?
appear like on the surface. Yeah. 4 What are you studying?
T: You’re a good thinker … You’re a good thinker! 5 Is your nationality important to who you are?
P2: Yeah, I try my best! 3 2, 4, 1, 5, 3
T: I’d like to read your essays! 4 Student’s own answers
P2: Yeah!
T: Thanks very much … for your time, of course!
P2: That’s ok.
P3: You’re welcome. Video Workbook page 39, exercises 2–3
▼
T: Thank you, cheers.

P2: Thank you very much. Refer to Student’s Book video transcript on page 112.
T: So it’s a difficult question to answer, isn’t it? Erm, I think if I
asked everyone I asked today that question tomorrow, they’d
probably give me a different answer. I mean, if I answered the
same thing now, I don’t know what I’d say actually. I think … I
think my name’s Tom. I’m really confused. Who am I?
113
4 Be the change Unit overview

● People who make a difference: activist, aid worker, ● To learn vocabulary related to people who make a
champion, freedom fighter, militant, philanthropist, difference (page 41)
pioneer, radical, revolutionary, visionary ● To learn and use have / get something done (page 42) and
● Connections: co-worker, migrant worker, non-worker, add emphasis with inversion (page 46)
social worker, unskilled worker ● To use rhetorical questions and persuasive language in
● Idioms: nothing ventured, nothing gained, to blaze a trail, writing (page 49)
to break new ground, to pave the way for something, when
one door closes, another door opens
● Phrasal verbs to describe taking action: back down,
clamp down on, speak up, stand by, stand up Skills objectives
● Face 2 Face: Can you imagine?, come up with, gives you
● To discuss inventions (page 43)
goose bumps
● To listen to and interpret information in a radio news
● Similar words: crest, peak, summit, tip
programme (page 43)
● To read and understand a text about inspirational people
(pages 44–45)
Grammar ● To prepare and perform a charity appeal (page 47)
● To express opinions in a meeting and reach a decision
● Have / get something done (page 48)
● Adding emphasis with inversion ● To write an information leaflet (page 49)
Recycled language Assessment criteria

● Present perfect ● Students can use have / get something done and add
● Past perfect emphasis with inversion correctly.
● Past simple ● Students can recognize and use vocabulary about people
● Past conditional who make a difference correctly.
● Students can read and understand a text about
inspirational people.
news programme.
● Students can prepare and perform a charity appeal.
● Students can express opinions in a meeting and reach a
decision.
● Students can write an information leaflet.
114
activities.
Listening
activities to help students explore the listening dialogues in
greater depth.
Writing

practice
● Pronunciation, page 42 and 46
Grammar
presentation
115
116
Unit 4 FOCUS
Warmer
In small groups, get students to think of as many crimes as they
can. Then tell them to scramble the letters. Invite a student
to come to the board and write the scrambled word. When
a student from another group says they think they know the
answer, ask them to come to the front and write the word
underneath the anagram. Students gain two points – one for
guessing accurately and another for spelling it correctly.
1 Ask: Is anti-social behaviour the same as an ordinary crime? Discuss

what differences there might be.
2 Point out that these problems could be ones not featured in

exercise 1 which are actually occurring in their neighbourhood at
the moment. Ask them to share any experiences of attempting to
stop these, and invite them to comment on whether they think the
local government should be doing more to help.
Teaching tip
Elicit that the tone of the text is quite colourful. Encourage
students to make a list of any unfamiliar words related to
criminal activity or behavioural problems, e.g. notorious, plagued,
culprit, intimidation, gangs, unruly and cause havoc.
3 Draw attention to single-handedly and elicit that this means

someone did something difficult by themselves.
Answers
Silla Carron is a ‘local hero’ because she has improved her own
neighbourhood. She single-handedly transformed her neighbourhood,
which had been plagued by anti-social behaviour and started a
residents’ association, which fought for government grants that
further improved the area. She also acts as a foster carer, helping many
troubled youngsters.
4 Draw attention to the phrasal verb stand up to and stand by.

Remind students that one feature of phrasal verbs is that one main
verb can combine with different particles to give a completely
new meaning. Ask if they know any other phrasal verbs with stand
(stand up for = support).
Answers
to stand up to
to clamp down on
to back down
to speak up
to stand by
5 Advise students that it is better to try to guess the meaning of

phrasal verbs from the context, because they can’t usually be
broken down into small units.
117
118
Unit 4 VOCABULARY
Warmer Idioms
Play a word association game. Say an abstract noun, e.g. success
or celebration, and ask individual students to give a noun that 1 Tell students to check their answers in pairs. Ask them to try
is connected with the previous one. The aim is to cover a wide and put the idioms into sentences of their own.
variety of vocabulary, such as fame > celebrity > star > wealth >
respect. Answers Students’ own answers
2 Ask the students to do the activity in pairs.

1 Advise students to start by thinking about whether they consider
the words to have a negative or positive association. Encourage
them to explore why this is. Answers
1 Nothing ventured, nothing gained
Answers Students’ own answers 2 when one door closes, another door opens
3 broke new ground
4 paved the way
2 If students don’t know who some of the people are, tell them so that 5 blazed a trail
they can go on to do the rest of the exercise.
3 Ask students to work in pairs before comparing answers in a
Answers whole–class discussion.
1 Nelson Mandela – former president of South Africa who tackled
racism, poverty and inequality; Mark Zuckerberg – co-founder of the Answers Students’ own answers
social networking site FaceBook; Marie Curie – physicist and chemist
who conducted pioneering research on radioactivity; Coco Chanel
– French fashion designer and creator of the Chanel brand; the 14th
Dalai Lama – well known for his lifelong advocacy for Tibetans inside
and outside Tibet; Aung San Suu Kyi – has fought to bring democracy Continuous assessment
to Burma Teacher’s Resource Book
2 Students’ own answers Vocabulary Support Worksheet: page 18
3 Students’ own answers Vocabulary Consolidation Worksheet: page 19
3 Refer back to the discussions students had with their partners
in exercise 1. Discuss what political dimension there might be in
considering one particular term to be positive or negative.
4 Encourage students to use conditionals, e.g. If he hadn’t been so

active, we might not have known so much about conditions in South
Africa in the 1950s and 1960s.
Connections
5 Tell students to check their answers in pairs.
Answers
1 social worker 2 co-worker 3 migrant worker
4 unskilled worker 5 non-worker
Extra activity
In pairs, get students to choose three words from the box in
exercise 1 and to write a definition for each. Invite students to
give their definitions and ask the class to decide on the best one.
119
120
Unit 4 GRAMMAR
GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that It would be a good idea to brainstorm vocabulary connected
students will practise on this page. with the house and garden before students listen to the audio in
● The grammar is presented in a complete grammar reference exercise 5. In order to focus their attention on the estate agent’s
on page 116. call, tell them to think about aspects of a house that might need
● Visual grammar presentation. attention before being put on the market.
5 2.1 Transcripts page 136 Ask students to listen out for how
Warmer the estate agent describes the overall condition of the property
(it certainly is a fixer-upper). Explain that fix up means to mend or
Put students in small groups, and ask them to test each other on renovate something, but that the noun form is not very standard
the people on page 41. Have them ask questions, such as What English.
is the Dalai Lama famous for? In which country is Aung San Suu
Kyi active? based on the information given in the presentations
Answers
in the previous lesson. Continue until all the known facts are
exhausted. Jobs that need to be done to the house: fit new windows, get builder
to look at making rooms larger, check whether the fireplaces work and
whether to keep them, put in new flooring in the bathroom, possibly
1 When checking answers, ask students to say which rule in the add a second bathroom, redecorate all rooms, tidy up the overgrown
grammar box each of the sentences relates to. garden, clean the pool, give the whole place a thorough cleaning.
6 Tell students to make sure their sentences refer to another person

Answers
doing something for them, rather than a list of chores or actions
1 have / get 2 have 3 have / get 4 want that they did themselves.
5 needs / wants / would like 6 have / get 7 need / want / would like
2 Have students read the words in each box and deal with any
vocabulary issues.
Answers
1 speeches written Grammar Support Worksheet: page 42, exercises 1, 2 and 3
2 planning application refused
3 passport confiscated
4 tattoo removed
5 contract translated
6 photo taken
3 Student A should make sure that Student B can’t see what they
have written and vice versa. Encourage students to be creative
when devising their scenarios.
4 If Student B guesses a more interesting or funnier ending to any of

the sentences, make sure that both students make a note of it so
that they can then share it with the class. Make sure students have
time to swap rules.
121
122
Unit 4 LISTENING
5 2.2 Transcripts page 136 Before doing the exercise, have

Warmer students go through the sentences and decide what part of speech
Mention that there is a shop in London called Anything Left- is needed, e.g. past participle, infinitive, noun, adverb.
handed. Elicit that it sells items for people who are left-handed,
and ask what items that are usually made for right-handed
people could cause left-handers problems (e.g. scissors, tin- Extra activity
openers, rulers) and why. Do a quick poll of the class to find Get students to research a famous inventor and to write a
out who is left-handed, and encourage students to ask them paragraph about them. Tell them to include information on
questions about the difficulties they have experienced with what they invented, whether it was considered important at the
everyday objects. Ask if there is any particular item or gadget time, its significance today, and whether the inventor became
that they would have re-designed. wealthy as a result.
1 Elicit that the expression refers to new inventions arising from a 6 These expressions are all common idiomatic expressions in spoken
specific need. Ask whether they think this is always true, and if they English. They are highlighted in the audio script on page 136. Ask
can think of any inventions that didn’t catch on with the public. students which one means:
It’s hard to believe (Can you imagine?)
Answers Students’ own answers makes you feel excited or frightened (gives you goose bumps)
think of (come up with)
2 First, have students describe what is happening in each photo, Ask students if there’s an equivalent in their own language.
and where the people are. Invite a range of suggestions about the
‘necessity’ that prompted the invention, but don’t confirm or deny 7 2.3 Point out that the first three items on page 146 are from the
any ideas at this stage. news programme, but that items 4–6 are new contexts which they
are to complete with the Face 2 Face expressions.
Answers
3 2.2 Transcripts page 136 Tell students to listen to the
1 gives him goose bumps
information carefully, not just for individual words or parts of
2 Can you imagine?
sentences. 3 came up with
4 Can you imagine?
5 gives (me) goose bumps
WORDS TO KNOW 6 come up with
Check that students know the words bleach, shanty house and
blackout by asking them to give a definition (a strong cleaning 8 Focus on the items and get students to identify them. Tell them
agent, a home made of tin and cardboard, and temporary that they should think as creatively as possible when thinking of
periods where there is no lighting). possible uses. Monitor and help with any vocabulary questions.

Answers
1 A lamp powered by the sun made from a plastic bottle, some water 9 Write on the board: It’s a thing for + -ing / You use it to + infinitive /
and a little bleach. for + -ing.
2 The electrical blackouts in Brazil. Encourage students to use these expressions when they are
3 There is no cost to power the Moser lamp. It is powered by the sun.
describing the new functions they have devised.
This has made it very desirable in places where there is poverty and
problems with electrical blackouts.
4 No, he has not become wealthy. He has only earned a little money Answers Students’ own answers
from installing the lamps for others.
4 Tell students that for each gap either one or two words is required. Fast finishers
Point out that they should complete the gaps with a suitable word
Ask students to write a paragraph about the most useful
or words even if they can’t remember what was said on the audio.
invention their group came up with in exercise 9.
Answers
1 2002 2 blackouts 3 boss 4 dollars 5 essentials
6 Philippines 7 people’s lives
123
124
Unit 4 READING
Warmer
Focus students’ attention on the photos on pages 44 and 45.
Go around the class, eliciting a line of description from every
student, e.g. There is a sign behind Mayra which probably says
‘The International Children’s Peace Prize’. Other students add to
the descriptions, until all the details have been mentioned.
1 Ask students to paraphrase the title and agree on the best

explanation. Ask them what they think the design of the statue
represents.

Tell students that it is not necessary to read every detail of the text.
Give a time limit of two minutes for them to check their answers.
Point out that the people in the photos received their awards some
years after they started their campaigning work.
125
126
Unit 4 READING
3 Give students more time to read through the text in more

detail. Advise them not to start the exercise until they have
finished reading, as this will give them a better sense of how the
information is distributed.
Answers
1 D 2 C 3 F 4 J 5 A 6 G 7 H 8 B 9 I 10 E
Extra activity
Write the following words and expressions on the board, and ask
students to find equivalents in the sentences in exercise 3:
promised
significant
continued
made worse
to support or be in agreement
slavery
not changing
Answers
promised = pledged
significant = far-reaching
continued = prevailed
made worse = aggravated
to support or be in agreement = side
slavery = servitude
not changing = unwavering
4 Encourage students to use a wide range of adjectives to describe

what impression the stories had on them. Ask what questions they
would like to ask Om or Mayra if either came to visit their school.
Similar words
language.
Answers
1 tip
2 peak
3 summit
Students then write their own sentence using the word crest.
127
128
Unit 4 GRAMMAR
3 Ask further questions, such as Where do you think this is? What type
GRAMMAR OPTIONS of bottles are they? Encourage them to speculate, no matter how
● The grammar box gives a summary of the grammar areas that strange their guesses might seem.
on page 116.
A ‘bottle school’ is a school built by the community using ‘eco-bricks’:
● Visual grammar presentation. plastic bottles stuffed with inorganic rubbish such as plastic bags and
crisp packets.
4 Pre-teach grass-roots organization. Once students have completed

Warmer the task, ask what they think transferable skills are and invite
Tell students that they are going to play a game based on a examples.
radio show called Just a minute. Choose, or have the students
choose, several topics they are interested in. Write the topics Answers
randomly around the board, and invite a student to choose a 1 Rarely could a child in a developed nation say ...
topic. Nominate a different student to stand at the front of the 2 Not only do Bottle Schools provide a solution to this huge problem,
class – or with shy students behind their desks – and talk for but they also provide ...
one minute with no repetition or hesitation (e,g. um, er). Other 3 Seldom have they had the chance to experience this side of
students must monitor this and shout out if the student repeats humanity.
or hesitates. You must keep the times, and write the times next
to the students’ names, which are written on the board. The 5 Remind students to use appropriate intonation and stress when
student who can speak for the longest time without hesitation sharing their sentences with their partner.
or repetition wins.
1 Refer students to sentence 1 and do this with the class as an

example. Make sure students know exactly which elements of the
original sentence need to be changed in order to add emphasis with
inversion. Elicit that Rarely will you replaces You’ll probably never, to Teacher’s Resource Book
avoid mistakes such as Rarely will you probably never. Grammar Support Worksheet: page 42, exercises 4, 5 and 6
Answers
1 Rarely will you see these animals in the wild.
2 No sooner had I entered the room than I noticed the painting.
3 Little did I know English wasn’t his first language.
4 Had I known he was going to be there, I wouldn’t have gone.
5 Not only did you steal from me, but you lied to me too.
2 Point out that students need to understand what is being

communicated before deciding which expression best conveys this.
Answers
2 Under no circumstances must you leave bags in front of the
emergency exit doors.
3 No sooner had I put the phone down than it started ringing again.
4 Little did I know she was such a liar.
5 Not only is he a doctor, but an Olympic winner too!
Teaching tip
When teaching emphatic structures, it is advisable to focus
on intonation. After students have done exercise 2, model the
original sentences and the rewritten sentences so that it is clear
how the emphasis is communicated in both.
129
130
Unit 4 CHALLENGE
In this lesson, students learn to prepare and perform a charity

2 Tell students that they can also include adverts that they have seen
in magazines or online. Write the expression emotional blackmail
appeal.
on the board, and elicit that this means to try to raise money by
using arguments or ideas based on emotion. Ask them to use this
expression in their discussions.
Warmer
With books closed, ask students: Which charities can you name? Answers Students’ own answers
Do you think charities do a good job? Do you think it is acceptable
for charities to employ ‘chuggers’ or call-centre staff to raise 3 2.5 Transcripts page 136 When discussing item 4, encourage
funds? Elicit a range of ideas, and establish if any common students to be analytical about what did and didn’t work in the
themes emerge, e.g. people feeling guilty about not giving to adverts, as this will help prepare them for when they do their own
charity, feeling that the problem lies with corrupt leaders. adverts in exercise 4.
1 Focus attention on the logos and ask how effective they think these Answers
are in conveying what the charity is about. 1 Advert 1: this charity helps animals in the wild and can be matched
with the WWF logo; Advert 2: this charity helps those in poverty and
Answers can be matched with the Oxfam logo.
A NGO (non-governmental organization) is a charity, association, etc. 3 Students’ own answers
that is independent of government and business, and usually operates 4 Students’ own answers
to deliver resources or serve some social or political purpose.
The RSPCA (Royal Society for the Prevention of Cruelty to Animals) is a 4 Make sure that students are positioned so that they can work
British charity (or NGO) that promotes animal welfare. collaboratively. It would save time if students were grouped
Shelter is a housing and homelessness charity, also based in the UK. according to their particular preferences, so that time is not wasted
They give support and advice to people who have housing problems or in trying to agree on a cause that each feels strongly about. Tell
who are facing becoming homeless. the groups that each student is to be allocated a job, whether
OXFAM is an international confederation of 17 organizations working as designer, script editor or artist. Make it clear that each group
around the world to find solutions to poverty and injustice around the member is to participate.
world.
The WWF (World Wide Fund for Nature) is a global charity that protects Answers Students’ own answers
endangered wildlife and environments, tackles climate change and
promotes sustainable use of resources. 5 2.6 The expressions in Express yourself are available to listen to.
Refer students to the phrases in the Express yourself box. Elicit that
Extra activity this style of language is direct and persuasive. Tell them to check
that the message of their advert is strong and the tone consistent.
Get one student in each group to describe a charity’s logo, Advise them to use short sentences.
without saying which charity it is for. Tell the rest of the group
that they are to try to draw it. This could also work with logos
for other kinds of organizations. Even if the students come to
recognize the organization, they should still draw exactly what
is being described. 6 Tell students that each member of the group should take their turn
at presenting, and that they therefore need to decide who is going
to say which parts.
Teaching tip 7 Make sure that students applaud after each group has given their
Some topics generate strong feelings among students and make presentation. Encourage them to ask questions if they feel that a
for difficult classroom management. Tell them to avoid speaking point needs to be challenged or clarified.
to each other in a challenging or accusing way.
Give students strategies for arguing and disagreeing politely:
I’m sorry, I don’t agree with that.
Fast finishers
I respect your opinion, but ... . Ask fast finishers to write a paragraph describing the
We don’t see things in quite the same way. presentation they thought was most effective, summarizing
what made it so persuasive.
Let’s agree to disagree.
131
132
Unit 4 INTERACTION
4 Remind students that some phrasal verbs have different meanings,

Warmer and that the task is to find the meaning as used in the meeting.
Ask students to speculate on how much schools and the learning
environment has changed over the past fifty years. Encourage Answers
them to contribute information they have been given by their
1 go through 2 hand over 3 come up with 4 narrow down
parents and grandparents. Ask: Do you think technology makes
5 move on
it easier to learn things? Do you think exams are easier than they
were a generation ago? Is school more fun? Did it use to be stricter?
Do you think it was better fifty years ago? Encourage a range Teaching tip
of views.
The discussion points in exercise 5 cover a range of time frames.
Weaker students might appreciate a reminder of the present
2.8 Express yourself contains a variety of useful phrases for the perfect, past simple and past conditional (would have done), as
situations in the dialogue. Some of them (but not all of them) are these are all required.
5 Invite any students who have been on a school trip to describe
their experience, including its value as an educational opportunity.
1 Ask students to give a description of each of the activities shown in Encourage other students to ask questions.
the photos. Ask which photos most reflect students’ own learning
experience. Encourage them to talk about how frequently they
have access to the activities or technology.
Answers Students’ own answers 6 Once students have decided on their role, have them turn to the
relevant page to read the instructions. Then refer them to the
Express yourself expressions and play the audio.
2 2.7 Transcripts page 136 Ask students to listen out for the
Get them to move their desks together to resemble a meeting
first expression which tells them that the conversation takes place
environment, and ask them to practise their role-plays. You could
during a meeting (On the agenda today). Make sure they understand
also arrange some desks at the front, and have groups come out to
that agenda is an official list of items that are to be discussed at a
the front.
meeting.
Answers
1 an interactive whiteboard for each classroom, six tablets for each
classroom, new equipment for the language laboratory, a subsidized
school trip to Paris
2 the Education Support Foundation
4 the interactive whiteboards
3 2.7 Transcripts page 136 Tell students that the four options
are discussed individually, so there is no need to write them all
down as soon as they hear them mentioned.
Answers
Suggested answers
Johnny – argues for interactive whiteboards which have multitudes of
possibilities – argues against school trip as benefits a limited number of
students – the boards would be used every day for a long time – argues
against tablets as interactive whiteboard does the same things – class
can do things together
Natalie – argues for a school trip – an opportunity to put learning into
practice in real life – no substitute for real-life learning – also argues for
tablets as a lot of students can’t afford them / can’t bring their own to
school – would give them access to games, apps, online lessons, etc.
Mrs Hancock – argues for interactive whiteboards – they are a fantastic
tool and will benefit everyone for a long time – argues against tablets
– sees them as a distraction – also argues for language lab equipment –
the lab is very useful
Head teacher – argues for and decides on interactive whiteboards –
benefits everyone and has some longevity
133
134
Unit 4 WRITING

Warmer positive feedback as well as pointing out errors.
Put students in pairs or small groups, and ask them to choose
a feature of their town, city, region or country that they
know something about. Tell them that they should prepare a Fast finishers
description of it in such a way that its identity is not too obvious. Ask fast finishers to write two or three endorsements for their
Then have them read their descriptions, and get the other campaign, giving positive comments on the service they are
students to guess where the place is. offering in the leaflet.
1 Check that students understand what an intensive course is.

Ask them to justify their answers by noting relevant words or
expressions in the text.
Answers
1 False (It’s called ‘Introduction to first aid’ and takes place in one day,
so is quite basic.)
2 True (It’s free.)
3 False (There’s a written assessment.)
4 False (You receive a discount on subsequent courses.)
2 Point out that although a rhetorical question does not require an

answer, it still ends in a question mark, unlike indirect questions.
Answers
Want to learn potentially life-saving skills?
Could you be the difference between life and death?
3 Tell students that there may not be examples of each of the types of
persuasive language listed in the Writing Skill box.
Answers
Suggested answers
the difference between life and death
FREE
vital life-saving skills
invaluable
endorsement from a student (Dina)
Book now – limited spaces available!
4 Students make a list of the activities so they can refer to them when
they do exercise 5.

leaflets:
● Have you followed the structure of the first-aid course leaflet?
● Does your leaflet include a title?
● Have you written an enticing introduction?
● Is the main body of text divided into paragraphs with separate
headings?
● Does your leaflet have a friendly and informative ending?
● Have you included a brief conclusion?
135
Unit 4 TRANSCRIPTS
‘Whether or not he gets the Nobel Prize, we want him to know that
there are a great number of people who admire what he is doing,’
he said.
Hi, just wanted to give you a bit of info about the country house.
There’s a lot of work to do! It is quite near the train station so there’s Mr Moser told the BBC he never imagined his invention would have
some noise but that’s easily fixed with new windows. Most rooms such an impact, but said it gives him goose bumps if he thinks about
are pretty small, but there are all sorts of things you can do about how many people are using Moser lights.
that with the help of a builder. All of the rooms have the original
fireplaces, but I don’t know if you’d want to keep them. Some of the
floorboards in the bathroom are rotten, so you’ll probably want to
get new flooring. There is only one bathroom too. The décor is ok, but 2.5 Student’s Book Page 47, exercise 3
pretty old-fashioned. I think you’ll probably want to change all of
that. The garden is huge and gorgeous, but quite overgrown. There’s 1
a pool in the garden, which hasn’t been used for a while, so needs
a thorough clean. Actually, the whole place is in a generally dirty How do we like to think of animals in the wild? Free to express their
condition, so that would need some work too. Overall, it certainly is natural behaviour without pain or interference from humans? Sadly,
a fixer-upper! Let me know if you’d like to see it. wild animals are a target for criminals eager to make a profit from
them. Primates, snatched from the wild, are sold as pets. Tigers are
born and killed in captivity so that their bones can be used to make
‘health tonics’ and their skin used for fur coats. Rhinos are still being
2.2 Student’s Book page 43, exercises 3 and 5 poached for their horns to be used in medicines or as ornaments in
people’s homes.
A Brazilian mechanic has invented a way of lighting his house People are the problem and it will take people to provide the solution.
during the day without relying on electricity. Alfredo Moser has Together, we must act now and fight back to stop the exploitation
been using plastic bottles filled with water and a splash of bleach and trafficking of wild animals. With your help, we could achieve it.
to illuminate dark rooms since 2002, and now the idea has spread Your gift could help us fight this illegal trade. Without the care and
across the world. support of people like you it just wouldn’t be possible. Please donate
what you can. It could help us start the big fight back. Thank you.
It is believed that his lighting system, which works using refraction
of sunlight, has been fitted in over a million homes. 2
Normal plastic drinks bottles that are often thrown away are filled Jake is 6 years old. His family is so poor he has to sleep, shivering,
with water. Two capfuls of bleach are added to the water, which under his mother’s old coat. Jake is not abused or neglected. His
stops the water turning green with algae when exposed to sunlight. mum loves him, she goes to work every day, but she has to skip
Mr Moser drills a hole in a roof tile and then pushes the filled bottle meals so that he can eat. However, more often than not there’s
in from below, keeping the bottle in place with polyester resin, only bread to eat, so Jake goes to bed hungry again. Children like
which waterproofs the ‘window’ in his roof. him should not be living in poverty today. They need your help.
He told Outlook on the BBC World Service that depending on the They deserve a hot meal, a proper bed and warm clothes. These
strength of sunlight, the light filling his home is the equivalent of things make a huge difference, so, please, dig deep and give a small
between 40 and 60 watts. donation once a month. Please, pick up the phone and give Jake the
chance in life he deserves. Thank you.
The mechanic came up with the idea for his ‘Moser light’ during one
of the frequent blackouts in Brazil in 2002. He said only factories
had power in his home city of Uberaba, in southern Brazil during the
energy shortage. 2.7 Student’s Book page 48, exercises 2 and 3
It was his boss that suggested using a plastic bottle filled with water
as a lens to focus the sun’s rays on dry grass to light fires in case of Ht = Head teacher, Mh = Mrs Hancock, N = Natalie, J = Johnny
an emergency, and Mr Moser developed the concept into his light.
Mr Moser earned a few dollars installing the lights in his local Ht Good afternoon, everyone. On the agenda today is to go
supermarket and neighbours’ houses, but his invention has not through our options for using the funding we’ve received. I can’t
made him a wealthy man. He told BBC World Service: ‘It’s a divine emphasize enough how delighted we are that our application
light. God gave the sun to everyone, and light is for everyone. for funding from the Education Support Foundation was
Whoever wants it saves money. You can't get an electric shock from accepted. What we need to do now is decide how we are going
it, and it doesn’t cost a penny.’ He said: ‘There was one man who to spend the money. I’m going to hand over to Mrs Hancock to
installed the lights and within a month he had saved enough to pay guide us through our options.
for the essential things for his child, who was about to be born. Mh Thank you and again well done on a successful application.
Can you imagine?’ The extra funding from this wonderful organization is going to
improve things dramatically. We have already discussed this
Illac Angelo Diaz, executive director of the MyShelter Foundation with the student representatives and come up with some ideas
in the Philippines also admires Mr Moser’s ingenuity. The charity which will benefit our department. Natalie, would you like to go
uses recycled materials to build houses and has plenty of bottle through the list?
donations, which it fills with mud to build walls and water to create N Of course. We discussed a lot of options and narrowed it down
windows. It now incorporates water bottles in roofs since learning to four. Those are: an interactive whiteboard for each classroom,
of the Moser method and also trains local people to do the same in six tablets for each classroom, new equipment for our language
order to earn a small living. laboratory or a subsidized school trip to Paris.
Moser lamps have reportedly been fitted in over 140,000 homes in Ht So, let’s go through the options. Interactive whiteboards?
the Philippines where a quarter of the population live in poverty, as Johnny, would you like to start us off?
well as in 15 other countries, including Argentina, India and Fiji. Mr J I’m firmly of the opinion that this is our only option. We
Diaz credits the mechanic with transforming people's lives. desperately need the boards. Think of the multitudes of
possibilities. Natalie, what are your thoughts?
136
Unit 4 TRANSCRIPTS
N Yes, we could really do with the whiteboards, but for me the

money would be far better spent on subsidizing a trip. This
would be an incredibly valuable opportunity to put our learning
into practice in real life.
J Yes, but can’t you see that the trip would benefit a limited
number of students? The boards will be used every day and
would benefit future students and teachers.
N Of course, but there’s no substitute for real-life learning, is
there? I’d far rather be out there with a living language than
indoors in front of a board.
Mh Both very valid points. I have to say I’m with Johnny on this.
Interactive whiteboards are an absolute must these days. They
are a fantastic tool which can be adapted to many different uses
and will benefit everyone for a long time to come.
Ht OK, let’s move on, shall we? What about the tablets?
N Well, a lot of students can’t afford a tablet of their own or
wouldn’t want to bring their own to school, so this would give
them the opportunity to access language games, apps, online
lessons, etc. The list is endless.
J You have got a point there, Natalie, but I do want to stress that
the interactive whiteboards would do that anyway. As a class,
we can access all of these things together rather than have our
noses stuck in tablets.
Mh Personally, I’m not convinced by this idea. Yes, they are useful,
but to be perfectly honest, they are more of a distraction than
anything else.
Ht OK, let’s have a look at the language lab idea.
Mh Yes, we use the language labs a lot, but our equipment and
software is outdated now.
J Yes, it is a bit prehistoric, isn’t it?
Mh The lab is effective because it encourages active participation. It
really increases the amount of time students spend interacting
with the language. They can personalize their learning, record
themselves and access a lot of information quickly. If it were
up to me, we would spend the money on this or the interactive
whiteboards.
J Yes, I totally agree.
N I still think the trip is the best way to go.
Ht Right, well, everyone has offered convincing arguments. When
all is said and done, I think we have to put the money towards
something beneficial to everyone and that also has some
longevity. For that reason, I think the grant should be spent on
the interactive whiteboards. That would be the best investment
for our school. How do you feel about that?
J Very happy indeed.
Mh Yes, that’s fantastic.
N Ah well, bang goes my trip to Paris!
137
Focus page 40 3 out of fear of the Taliban 4 She was shot by a Taliban gunman.
5 She was taken to the UK. 6 She received the Nobel Peace Prize.
1 1 C 2 D 3 A 4 B 5 Student's own answers
2 2 6 peak, summit, tips, crest
3 1 D 2 A 3 C 4 E 5 B 7 1 threats 2 warning 3 risk 4 danger
3 up to 4 down on A by B down D up
8 Student's own answers
5 1 stand up for 2 make a stand 3 stand tall 4 United we stand Grammar page 46
1 1 B 2 A 3 A 4 C 5 B
Vocabulary page 41 2 1 Hardly had I settled down to sleep when the alarm went off.
2 At no time were you telling the truth.
7 1 freedom fighter 2 philanthropist 3 activist 4 aid worker 3 Under no circumstances must you leave this room.
8 1 visionary 2 pioneer 3 militant 4 radical 5 champion 4 Never have I seen such a beautiful view.
5 Rarely have I been so affected by a book.
3 1 C 2 D 3 E 4 A 5 B
10 1 bring break 2 one door opens closes, another door closes opens A Never B Rarely C Little D Under no circumstances
3 no adventure nothing ventured 4 path trail 5 road way E No sooner
11 Student's own answers 4 Students’ own answers
12 1 advocates 2 mobilize 3 protest 5 Students’ own answers
Webquest page 47
Grammar page 42
1 It’s a campaign to get the richest people in the world to make a
1 1 has, brought 2 ironed 3 laid 4 have / get, brought commitment to donate much of their wealth to philanthropic
5 having / getting, built 6 having / getting, kitted out causes.
7 had, cut up 8 have, feeling 9 having / getting, done 2 Dalai Lama
2 1 Carlos is going to have / get the website redesigned. 3 a 100,000 euro donation to benefit a charitable project for children
2 I thought you’d had / got this page translated. and a statuette called a Nkosi
3 My dog loves having / getting his tummy rubbed. 4 26th April 1961
4 I’ve had my purse stolen! 5 kiss of life, mouth to mouth resuscitation, cardiac resuscitation
5 I don't like having my work read out. 6 40-60 watts
6 I won’t have my lessons disrupted any more.
3 1 I’d like to have my hair cut, please. Interaction page 48
2 I won’t have my sister treated like that!
1 1 I ’m going to hand over to … / Would you like to start us off / kick
3 correct
off? Let’s move on / have a look at … / I’m with you on that one. /
4 I had my eyes tested and I need new glasses.
You’ve got a point there. / What are your thoughts?
5 When are you going to get that carpet cleaned?
2 We could really do with / We can’t do without … / … is an absolute
4 He has had his tattoo removed. necessity / a must. / I’m firmly of the opinion that … / I can’t
He has had his hair dyed black. emphasize / stress enough … / I’m not convinced by that. / To be
He has had his hair straightened. perfectly honest, … / If it were up to me, …
He has had his ear pierced.
2 1 hand 2 do 3 up 4 thoughts 5 perfectly 6 on 7 move
He has had his teeth whitened.
3 1 F (… the other students) 2 F (to finalize nominations for ‘Student
5 Student's own answers of the Year’) 3 T (She was class president, the lead in the school
play and top in maths class) 4 F (she hasn’t got a lot of confidence)
Listening page 43 4 Possible answers:
1 We could really do with a new all-weather sports pitch.
2 I can’t emphasize enough how much we need the sports pitch.
2 1 thought-provoking 2 taken-aback 3 desensitization 3 What are your thoughts on improvements inside the centre?
4 patronizing 5 overhyped 6 dystopian 4 I’m firmly of the opinion that we need to improve the wheelchair
3 1 B 2 D 3 A 4 C access.
4 1 C 2 3 3 1 and 3 4 C 5 B 6 2 7 A and B 8 2 5 What are your thoughts on this?
5 1 In Germany during the second world war 2 Death
3 take part in a tournament 4 it isn’t patronizing Writing page 49
5 during the Civil Rights movement 6 lawyer 1 1 D 2 E 3 F 4 A 5 C 6 B
6 Student's own answers 2 It’s a volunteer service where you give your time to help someone in
a variety of different ways and receive help from another person for
Reading pages 44–45 the same amount of time.
1 Possible answer: She’s a Pakistani Nobel Peace Prize winner, who 3 1 4 2 1 3 5 4 6 5 3 6 2
the Taliban tried to assassinate. 4 1 T 2 F 3 T 4 T
2 1 C 2 D 3 A 4 E 5 B 5 Student's own answers
3 1 T 2 F 3 T 4 T 5 T 6 F
4 1 its scenic beauty 2 the struggle for girls’ education
138
1.12 Workbook page 31, exercises 3–4 1.13 Workbook page 48, exercise 2
A = Announcer, R1 = Reviewer 1, R2 = Reviewer 2, R3 = Reviewer 3 C = Coach, J = Julie, S = Stephanie
A: Reviewer 2 R: Good morning. I’m excited to welcome you here today to decide
R1: My choice is The Book Thief by Markus Zusak. It’s the story of on a name and a uniform design for our new basketball team. I’m
Liesel, a girl, living through the second world war in Germany. going to hand over to your captain, Julie…
Although it is tragic, Zusak cleverly uses Death as a character J: Thanks. I think we could really do with a name to make us stand
who tells the story, and this gives it a comical aspect. out and something that's related to our town. If it were up to me,
There were so many thought-provoking themes – standing up for I’d say The Roman Rebels. What are your thoughts … Stephanie?
what is right; the importance of literacy ... Bear in mind that this S: To be perfectly honest, I’m not keen on that. I do think it should
is a tough read. There is sadness and violence, but it’s beautifully be related to our town, I’m with you on that one, but I think we
written and is the most profound book I've read. Rarely have I need something more feminine. How about The Empresses?
learned so much from one novel. C: I do like that actually. Let’s move on to the team colours now …
A: Reviewer 2
R2: My book is The Hunger Games by Suzanne Collins. I didn’t expect
to like it as I thought it was probably overhyped. However, I loved
Collins’ picture of the future, with its frightening comparisons to 1.14 Workbook page 48, exercise 5
the present.
The story follows Katniss, a teenager living in a dystopian future. SPEAKER A: I think the colours for the uniform should be green, with
She is forced to take part in a cruel tournament and the book is the team name in black. Do you agree?
about how she survives. SPEAKER B: What do you think of my suggestion that the new library
It's a thought-provoking read, exploring issues such as should be accessible 24-hours a day?
desensitization to violence and reality TV. Some of these issues SPEAKER A: What do you think is top priority for improvements
are swept under the carpet today, but Collins deals with them in inside the youth centre?
a fascinating way. SPEAKER B: What item on the agenda shall we discuss next?
The novel contains graphic descriptions of death, but it’s
important to the plot and isn’t sensationalized.
I would recommend this book if you have an open mind about
what our world could become.
A: Reviewer 3
R3: I’ve chosen The Fault in Our Stars by John Green. I love how Green
writes about teenagers’ feelings without being patronizing.
The story follows Hazel as she battles cancer and falls in love.
Despite the heavy subject matter, it isn’t hard to read and is
laugh-out-loud funny at times.
It's about love, friendship, and death, but more importantly it's
about life. It makes you realise how fragile and valuable life is.
I was taken-aback by the swearing as it didn’t enhance the story,
but the book’s message is more valuable than most teen fiction
these days. This is one of those books that stays with you long
after you finish it.
A: Reviewer 4
R4: I’d like to talk about To Kill a Mockingbird by Harper Lee. This is a
must-read for book lovers. It’s a classic.
Set in the USA during the Civil Rights movement, the story is
narrated by Scout, a young girl. Scout and her brother lead a
carefree life, but when their father Atticus, a lawyer, takes on the
defence case of a black man, their lives are dramatically changed.
To Kill a Mocking Bird focuses on the gut instinct of right and
wrong and doing the right thing despite the consequences. At
the heart of the story is compassion and acceptance of people,
so although it was published in 1960, the subject is still relevant
today.
139
5 Lock them up! Unit overview

● The justice system: barrister, defence, judge, jury, lawyer, ● To learn vocabulary related to the justice system (page 51)
prosecutor, solicitor, witness; arson, blackmail, burglary, ● To learn and use passives (page 52), and adjectives and
conspiracy, espionage, extortion, forgery, fraud, hijacking, adverbs (page 56)
kidnapping, piracy, robbery, shoplifting, smuggling,
● To use descriptive language in writing (page 59)
vandalism
● Connections: arsonist, blackmailer, burglar, conspirator,
spy, extortioner, forger, fraud, hijacker, kidnapper, pirate,
robber, shoplifter, smuggler, vandal Skills objectives
● Idioms: a partner in crime, daylight robbery, to be caught
red-handed, to get away with murder, thick as thieves ● To discuss the justice system (page 51)
● Slang / expressions that mean in prison: doing time, ● To listen to and interpret information in an interview
inside, in the cooler, in the slammer, locked up (page 53)
● Face 2 Face: generally speaking, speaking for myself, ● To read and understand a text about prison in the 21st
strictly speaking century (pages 54–55)
● Similar words: decrease, diminish, lower, reduce ● To debate the rights and wrongs of putting people in
prison (page 57)
● To provide an alibi (page 58)
● To write a witness statement (page 59)
Grammar
● Passives
● Adjectives and adverbs: advanced points Assessment criteria
● Students can use passives and adjectives and adverbs
correctly.
Recycled language ● Students can recognize and use vocabulary about the
justice system correctly.
● Past participles
● Students can read and understand a text about prison in
the 21st century.
● Students can listen to and interpret information in an
interview.
● Students can debate the rights and wrongs of putting
people in prison.
● Students can write a witness statement.
140
Test Consolidation Unit 5 page 114 The hot spots are designed to highlight potentially difficult
Text Extension Unit 5 page 118 words or cultural information before doing the reading
activities.
Listening
Writing

practice
Grammar
presentation
141
142
Unit 5 FOCUS
Warmer Teaching tip

With books closed, write on the board Lock them up! Ask When asking students to read through the poem, tell them to
students what to lock up means (close a door with a key), pay attention to the stress and rhythm of the lines. Have them
and invite them to speculate on its more informal meaning. mark where the stress falls, and ask them to decide whether
Tell them that this is the title of Unit 5, and ask them what they the rhythm is the same for each line. Focus also on the rhyming
would expect the topic to be. Ask: Do you know of any famous pattern, and point out that words don’t always rhyme exactly,
stories or films about prisons or prisoners? What happened in or even at all.
the story?
7 Refer students to Word Zone. Point out that all the expressions are
1 Have students read the questions and elicit that incarcerated in preceded by the verb be.
item 2 means in prison. Do question 1 as a class, and check which
pair has the closest guess before getting them to try the other Answers Students’ own answers
questions.
Answers Students’ own answers Extra activity

Ask students to give other expressions from the exercises on
2 After checking answers, elicit that behind bars in item 4 means in page 50 that mean be in prison (be incarcerated from exercise 1
prison. and be behind bars from exercise 2). Write these on the board,
and elicit other expressions, e.g. be imprisoned, be jail / gaol. Ask
Answers students to decide which expressions are formal, neutral or
informal. Point out that gaol is an alternative spelling of jail that
(The following answers are also given on p.150 in the Student’s Book.)
is sometimes used in British English.
1 There are about 10 million people in prison worldwide.
2 Half of the world’s prison population are incarcerated in the USA,
China and Russia.
3 There are nearly 2.5 million people in prison in the USA.
4 This means that 724 people per 100,000 of the population are behind
bars.
3 For the first point, encourage students to use to + infinitive and for
+ noun / gerund. Tell them that they don’t have to agree, but that
they should note down ideas that represent each other’s views
equally.
4 Elicit structures for expressing contrasting and similar views, e.g.

I think ... while / whereas X ... , We both think that ... and We (don’t)
agree about ... .
5 Check that students understand penal system (a system connected

with punishment, especially by law). Ask them to describe the type
of punishment shown in each photo before giving their views on
how effective each type is.
6 When discussing item 4, take a class vote on the lines which are
least popular and ask students for suggestions on how they might
improve these.
143
144
Unit 5 VOCABULARY
4 Draw attention to the expression with the intention of + gerund

Warmer in items 1 and 4 and ask what other way of expressing intention is
Ask the following questions: How would our lives be different if used in the exercise (to + infinitive in item 5).
there were no rules or justice system? Do you think some rules in
society are unfair or wrong? What do you think about school rules? Answers
Are there any that you would change? What kind of justice system
1 arson 2 piracy 3 smuggling 4 forgery 5 espionage
would you introduce if you had the power to make changes?
Put students in small groups to discuss the questions. Then Connections
invite individual students to report back on their discussions,
and encourage all students to comment or ask questions. 5 Point out that the stress falls on the same syllable in arson and
arsonist. Tell students to work in pairs and to check their answers in
a dictionary.
1 Have students read the words chorally and check that they place
the stress on the correct part of the word. Answers
Answers blackmailer extortioner kidnapper smuggler

burglar forger pirate vandal
first photo: judge conspirator fraudster robber
second photo: jury spy hijacker shoplifter
third photo: witness
6 Ask students to underline all the passive structures in items 1–5.
2 Tell students not to use the word responsibilities in their answers. Check they understand that in was convinced (item 2) and was
Encourage them to say either A barrister + present simple or A disappointed (item 5), the participle form is used as an adjective,
barrister’s role is to ... . and is not a passive.
Answers Answers
Suggested answers 1 kidnappers 2 burglar 3 pirates 4 forger 5 shoplifter
barrister – a lawyer who pleads cases in court
defence – a lawyer who defends the person on trial 7 Advise students to decide on a crime that they know quite a lot
judge – a person who has the authority to hear and decide court cases about. Tell them to share their knowledge within their group before
jury – a group of people appointed to decide a verdict discussing with another group, so that each group member can
lawyer – someone who gives legal advice and represents people in legal participate in answering questions.
matters
prosecutor – a lawyer who prosecutes the person on trial
solicitor – a lawyer (who does not plead cases in court) Answers Students’ own answers
witness – a person who has seen an event and testifies what they have
seen in court
Idioms
3 Get students to read the nouns chorally and check for pronunciation Read the example sentence and ask students to paraphrase
and stress. Make sure that they pronounce the i in conspiracy short caught red-handed. Make sure they understand the meaning of
but long in piracy. Advise them to use a gerund when describing the phrasal verb get away with (avoid being caught or escape
what each of the crimes involves, rather than full sentences. punishment). Elicit or pre-teach that thick can have the informal
meaning ‘very friendly, especially in a way that makes other
Answers suspicious’.
Suggested answers
arson – purposely setting fire to property
blackmail – demanding a payment from someone by threatening to
expose a secret
burglary – breaking into property to commit theft (or another crime)
conspiracy (e.g. to defraud) – the action of creating a secret plot Continuous assessment
espionage – using spies to obtain information Teacher’s Resource Book
extortion – trying to get something through force, threats or blackmail Vocabulary Support Worksheet: page 20
forgery – copying something with the intention of pretending it is the
original
fraud – tricking people for money
hijacking – using force to take control of vehicles
kidnapping – taking a person against their will
piracy – robbing ships at sea
robbery – stealing something which does not belong to you
shoplifting – stealing goods from a shop
smuggling – moving goods or people illegally into or out of a country
vandalism – intentionally destroying or damaging property
145
146
Unit 5 GRAMMAR
4 Advise students to follow the same structure as the text in exercise

GRAMMAR OPTIONS 2. Elicit that it begins with the outcome of the story, the time and
● The grammar box gives a summary of the grammar areas that location, and the events leading up to the outcome.
● The grammar is presented in a complete grammar reference Answers Students’ own answers
on page 117.
● Visual grammar presentation 5 Read the example and make sure that students understand which
changes have been made to the sentence structure. Point out that
It is said, thought, etc. becomes a plural verb if the subject is plural.
Write on the board:
Warmer
It is often said that people often look like their pets.
In pairs, get students to test each other on vocabulary related to People are often said to look like their pets.
the justice system. Tell them to describe one of the words from
page 51 and get their partner to guess the correct answer. This
could also be a team activity, with groups testing each other.
6 Monitor and check that students are commenting on each other’s

sentences, using appropriate expressions, rather than just taking it
Teaching tip in turns to read out their own ideas.
It may be useful to revise participle forms, especially for weaker
students. Have a quick-fire game in which you point to a student Answers Students’ own answers
to say an infinitive, then ask another to give the past participle.
You could also ask them to spell it.
1 Ask students to say where each of the scenes takes place. Read the Teacher’s Resource Book
rubric and elicit that the present perfect passive would be the most Grammar Support Worksheet: page 44, exercises 1, 2 and 3
appropriate tense to use. Grammar Consolidation Worksheet: page 45, exercises 1, 2 and 3
Answers
Suggested answers
a The woman has been arrested for / caught shoplifting.
b The man has been stopped by security / customs officers.
c The protesters have been put in / sent to prison.
2 Point out that students need to think about the sequence of events
before deciding which passive tense to use.
Answers
1 has been arrested
2 were called
3 was watched
4 were placed
5 had not been returned
3 Read the example sentence and ask students why the past simple
passive is used (because the action happened during a completed
period of time in the past). When checking answers, get them to
explain their choices in a similar way.
Answers
2 has been arrested
3 were taken
4 is being questioned
5 will be announced
6 had been removed
147
148
Unit 5 LISTENING
5 Tell students to try to remember the context for each of the lines
Warmer spoken by Martin. When checking answers, ask them what he was
Refer students to the cartoon at the top of the right-hand referring to in each case.
column on page 53. Ask them to explain the joke and to say
whether they think it is funny. Put them in pairs or small groups Answers
and get them to write a short, humorous role-play. Tell them
Suggested answers
that it can be about any subject.
1 in the public interest = information which everyone should know
about
1 Pre-teach or elicit that to hack means to gain access illegally to an 2 to do something for kicks = to do something for fun
individual’s computer or to a computer system belonging to an 3 to cover up = to hide the results and keep them secret
organization. 4 it’s amazing that anyone is taken in by them = it’s amazing that
anyone believes them
5 fall for = believe
Answers
A white-hat hacker is internet slang referring to an ethical internet 6 These expressions are all common idiomatic expressions in spoken
hacker, or a computer security expert, who ensures the security of English, They are highlighted in the audio script on page 162. Ask
information systems. students which one means:
usually true (generally speaking)
2 2.9 Transcripts page 162 Have students read the three according to the rules (strictly speaking)
scenarios, and draw attention to the three different words or I am only expressing my opinion (speaking for myself)
expressions that include the word cyber (cybercrimes, cyber hacker,
cyber offences and cyber attacks).
Answers the news programme, but that items 4–6 are new contexts which
The correct answer is C. they are to complete with the Face 2 Face expressions.
3 2.10 Transcripts page 162 Ask students what other Answers

suggestions they had for a definition of white-hat hacker.
1 speaking for myself 2 Strictly speaking
3 Generally speaking 4 speaking for myself
Answers Students’ own answers 5 strictly speaking 6 Generally speaking
4 2.10 Transcripts page 162 Get students to work in pairs to 8 After students have read the roles, check understanding of regret
guess the answers to the questions. After checking their answers and lenient. Point out that the word sentence can be used as a noun
against the audio, ask them if they are surprised by what they or a verb.
have heard.
WORDS TO KNOW 9 Have students read the instructions, and elicit that working for gain
Check that students know the words and expression useless, break means doing something that you can make money from, or which
a sweat and savvy. Ask them to put the words in a sentence. will benefit you in some other way.

Answers
1 He tries to access the secret in-company stuff, their financial records, 10 When acting out their role-plays, have each pair of students come
customer database, etc. Then he tells them how he did it and what to the front of the class.
they need to do to improve their security.
2 He wanted to change the grades in his end-of-year exams.
3 For hacking into a pharmaceutical site. Fast finishers
4 He wrote to an American company he’d read about in an online
magazine and offered to test their new security. As a class, students discuss which cyber hacker they would have
5 They’re pretty savvy about cybercrime and some of them are given a custodial sentence and which they would have given a
probably doing a bit of harmless hacking already. community sentence based on each pair's role play.
149
150
Unit 5 READING
Warmer
Ask students to look at the photos on pages 54 and 55 and to
describe what they can see. Ask them to consider in pairs daily
life in prison and to feed back their thoughts to the class.
1 With books closed, ask if students can remember the two types
of sentence that were mentioned in the role-play they performed
at the end of the Listening lesson on page 53 (custodial and
community). Tell them to think about the kinds of punishment they
consider appropriate for different types of crime.
Teaching tip
Before students do exercise 2, remind them of the difference
between scanning and skimming. Point out that both are ways
of reading through a text, but each has a different purpose.
Write on the board:
Skimming: reading to get a general idea about a text, but without
much detail
Scanning: reading a text to find specific information

Have students read the questions and ask them to guess the
answer to question 1. Write their suggested figures on the board.
Answers
1 £27,000
2 £60 million
3 800,000
4 79%
5 electronic tagging, community sentencing and restorative justice
3 Tell students to read each question and the four options carefully
before reading the text again to find the information.
Answers
1 C 2 B 3 D 4 C 5 B 6 B
151
152
Unit 5 READING
Teaching tip Similar words

Before doing exercise 4, give examples of the types of words to Read the sentences and check understanding of the highlighted
paraphrase. Write on the board: words by asking students to translate them into their own
a) perpetrator language.
b) pilot scheme
Answers
c) show genuine remorse
Elicit suggestions for expressing these words and phrases in a 1 decreased
different way. 2 lower
3 diminished
Students then write their own sentence using the word reduce.
Answers
Suggested answers
a) criminal / person who committed the crime
b) experimental / trial scheme
c) show that they are truly sorry
4 Point out that students should use the headings within the
article to help them find the correct information. Remind them to
paraphrase rather than lift expressions from the text.
Answers
Suggested answers
1 A fear of getting caught and a negative response from their families.
2 Whether or not the prisoner returns to crime on release.
3 Advantages: reduces the number of people in custody
Disadvantages: could increase the risk of reoffending, and
monitoring the system could also make it very expensive if numbers
of tagged prisoners increase
4 Community sentencing programmes are used in certain regions in
Germany. Where these programmes are used, the rate of reoffending
has decreased by 13 per cent. In parts of Germany where prison is the
more likely option, reoffending rates remain the same as before, or
worse.
5 The victim of a crime and the perpetrator of that crime meet, and
the victim explains in graphic detail the effect that the crime had
on him or her. Pilot schemes suggest that victims get a great deal
of value from these meetings, but it remains to be seen if these
confrontations will also lead to a reduction in reoffending.
5 When checking answers, encourage students to suggest any slang

expressions that they can remember from Word Zone on page 50.
Remind them that these expressions should be used only in very
informal communication.
Answers
Suggested answers
1 they can commit another crime without punishment
2 the highest rate of putting people in prison
3 is because of
4 the chances of reoffending
5 it’s such important news that it’s worthy of being on the front page of
a newspaper; are unknown / people do not talk about them
6 giving all the details and not keeping any to themselves
153
154
Unit 5 GRAMMAR
4 Make it clear to students that each of the three sentences is to

GRAMMAR OPTIONS include only one adverb. Tell them to say blank instead of the
● The grammar box gives a summary of the grammar areas that adverb, so that it is clear where the gap is.
● The grammar is presented in a complete grammar reference Answers Students’ own answers
on page 117.
Warmer Grammar Support Worksheet: page 44, exercises 4, 5 and 6
Put students into groups of three or four. Ask them to write
down five sentences about different members of the group. Say
that three must be true, and two false. If students know each
other quite well, make sure that they write about aspects that
are not generally known, so that the correct answers are not too
obvious. When everyone is ready, have the class play this as a
game. The person guessing the incorrect statements must say
which two are wrong. If only one of their guesses is correct, they
win a point but are not told which is the true fact.
1 Tell students to read the sentences and to decide what kind of

adverb is required. Point out that several answers are possible in
most cases.
Answers
Suggested answers
1 angrily
2 profusely
3 badly
4 extremely
5 Unfortunately
2 Advise students to use appropriate intonation when giving their

responses, to reflect the strength of the adverb.
Answers
Suggested answers
2 I’m utterly delighted.
3 He is totally famished.
4 They are absolutely fuming about the bad service.
5 I think it’s perfectly edible.
6 It was utterly terrible.
7 Yes, he is completely hilarious!
3 Read through the adjectives at the beginning of the grammar box

and elicit synonyms or a definition for each. Point out that we often
say in a ... way as an alternative to manner. Refer students to the
adverb and adjective pairings at the bottom of the box, but don’t
explain the difference in meaning at this stage.
Answers
1 high
2 deadly
3 hardly
4 late
5 widely
6 cowardly
7 lately
8 lively / friendly / lovely
155
156
Unit 5 CHALLENGE
In this lesson, students debate the rights and wrongs of putting

4 Make sure that the topic of the debate is expressed in a way that
students can clearly vote for or against it, e.g. The role of a prison is
people in prison.
to punish, not to help criminals: yes or no? or Do prisons work: yes or
no? Write the topic on the board and add the number of votes once
they have been counted.
Warmer
Ask students: Do you try to avoid confronting people? Do you think
people have a duty to intervene if they see something happening
Fast finishers
in public that they think is wrong? What are the risks of doing this? Ask students to write up a summary of the main arguments used
Have you ever intervened in a situation involving people you don’t in the debate, and give their own conclusions.
know? Elicit a range of replies.
1 Read through the arguments, and draw attention to the third

argument against prison. Point out that (in) reduced circumstances
is an idiom that means being poorer than you were before.
Extra activity
Refer students to the first argument in favour of prisons in
exercise 1. Draw their attention to the rhyme in the phrase If
you don’t want to do time, don’t commit the crime. Working in
pairs, ask them to choose a different argument either for or
against prisons and have them write a similarly rhyming phrase
summing up the argument. Invite students to read theirs out,
and have a class vote on the best.

Make it clear that, although students need to agree on who will
take the parts of Students A, B and C, all three members of the
group are expected to participate equally in the preparation of
the activity. Tell them to use the arguments they listed as most
persuasive in exercise 1. Refer them to the phrases in the Express
yourself box and elicit that these are in a formal style. Explain
that they should use some of the expressions when writing their
presentation, and should make sure that they also use formal
language to script Student C’s remarks.
Teaching tip
Use the Express yourself box to practise different types of
register. Go through the expressions and ask for neutral or
informal equivalents for each one. Encourage them to use
non-gradable adjectives + strong adverbs to express deeply held
beliefs, e.g. I’m absolutely in favour of ... , I’m completely against ... .
3 Before the discussion, invite students to summarize what they have

learnt about prisons and the penal system in this unit. This might
include sentencing (custodial and community), electronic tagging,
restorative justice, prison life, the cost of prisons and the rates of
recidivism.
157
158
Unit 5 INTERACTION
5 Point out the use of emphatic do and the phrasal verb take down
Warmer (write down) in item 2. Ask students to give examples of formal
Put students in pairs and tell them to role-play a situation language in items 1–4 (remain silent, in evidence, verify).
in which one of them is caught out for having told a lie. Tell
students to decide what the situation was, and who is to play Answers
which role. Nominate individual pairs to perform their role-play
Suggested answers
in front of the class.
1 You don’t have to say anything if you don’t want to.
2 What you say might be written down and used as evidence in court.
2.16 Express yourself contains a variety of useful phrases for the 3 Do you have anyone who can prove / confirm what you say is true?
situations in the dialogue. Some of them (but not all of them) are 4 You are not being accused of the crime for now.
students to hear how they are pronounced. 6 Tell students that they should not make notes of their alibi or
questions, in order to make the interview more realistic. However,
1 Draw attention to the word motive and point out that have a motive mention that investigators can make a note of any points where
to + infinitive means have a reason for + gerund when referring to a the suspects’ alibis fail to match, for discussion in exercise 7. Refer
crime. Pre-teach the noun suspect, and ask students to write a list to students’ answers to item 1 in exercise 4, and tell Students C
of all suspects (Martin Lockwood, Sarah Watson, Graham Watson) and D to use contrasting intonation and styles – one using an
before discussing the questions. authoritative tone and the other adopting a warmer style. Refer
Students C and D to the Express yourself box, and remind them to
use expressions for asking about specific details and for checking
that they have understood something.
2 Check that students understand alibi. Encourage them to use 7 Refer Students C and D to the Express yourself box, and remind
structures for speculating, such as I think her alibi will probably be them to use expressions for comparing what two people said.
that ... and She could / might have said that ... . Ask Students A and B to comment on the intonation used by the
investigators, and the extent to which the different styles used by
Answers Students’ own answers Students C and D affected how guilty they felt.
3 2.14 Transcripts page 163 When students say which event Answers Students’ own answers
Sarah didn’t do, make sure that they justify their answer.
Answers Fast finishers

C, D, I, G, E, B, A, J, F Invite students to perform their role-plays in front of the class.
Sarah didn’t do H (her flatmate was asleep) You could involve the rest of the class more by asking them to
make notes on how well they think the suspects held up under
4 2.15 Transcripts page 163 Tell students to compare their questioning, and how effective the investigators were in trying
answers with a partner before class feedback. to catch them out.
Answers
Suggested answers
1 Yes, there is a difference in the way this police officer conducts the
interview. He is more accusatory, asking short, sharp questions, e.g.
Name and age? The first police officer used a slightly gentler form of
questioning and was more polite, e.g. Can you confirm your name and
age, please? Also, the first officer addresses Sarah Watson by her first
name, while the second addresses Graham Watson by his title and
surname.
2 Graham says that he was working in a café, which suggests that he
is a member of staff there. The police officer wanted to clarify this.
By asking this question the police office learns that Graham is not a
waiter, he was working on his computer in the café.
3 To check that Graham has in fact seen the film.
4 No, Graham is not worried by the Titanic question. He seems to think
it’s a pointless question as everyone knows what the film is about
even if they haven’t seen it. An answer doesn’t prove that he went to
the cinema to watch it.
5 Graham failed to mention that he had ice cream and coffee there.
159
160
Unit 5 WRITING
5 Tell students to spend the full fifteen seconds looking at the picture,
Warmer and not start making notes before the time is up. If necessary, give
Tell the class that they are going to do a chain story. Begin specific pointers before having them look at the picture: location,
with a sentence, e.g. I was cycling down the road when I saw action, number of people, physical description.
something that made me get off my bike. Nominate a student
to continue the story, and go around the class until everyone Answers Students’ own answers
has participated. Tell them that each sentence should follow
logically on from the previous one, and should keep to the theme
of the overall story.
statements.
● Have you followed the structure of the statement in exercise 2?
1 Before doing exercise 1, give students 10–15 seconds to look at the ● Does your statement mention when and where the incident
picture. Ask them to close their books and see how much detail they happened?
can remember. When discussing the questions, get them to fill in ● Have you mentioned why you were in the area at the time?
any gaps in the class description. ● Have you described what you saw and heard, and in the correct
sequence?
Answers Students’ own answers ● Does your statement include descriptive words and clear, concise
language?
2 Point out that a statement is an official account of what a witness ● Have you admitted to not remembering a particular fact, where
saw. Draw attention to the language used by the witness to express appropriate?
doubt (I’m sorry to say, I’m afraid that I couldn’t see ... , I can’t say for
certain ... , I think ... and All I can remember was that ...). Answers Students’ own answers
Answers
1 Accurate descriptions Inaccurate descriptions positive feedback as well as pointing out errors.
One of the ... men was wearing a Two of the men were quite tall
baseball cap. and the third was much shorter. Answers Students’ own answers
The smaller man was wearing a (One of the men was quite tall
hoodie. (But she doesn’t get the and the other men were shorter.)
colour of the hoodie correct.) One of the … men was wearing
All I can remember was that he … sunglasses. (None of the men
Fast finishers
was much slimmer than the were wearing sunglasses.) Ask students to look again at the picture on page 151. Tell them
other tall man, who was thickset He was wearing a black leather to make any changes to the witness statement they wrote in
and I think had a beard. jacket. (It’s a blue jacket.) exercise 6 and to write it out again.
He was carrying a shoulder bag
which I think was brown. (It was
red.)
I think it (the hoodie) was grey.
(It was red.)
2 She didn’t have time to look at them properly as they ran past at full
speed. One of the men was obscured by the other two men.
3 Tell students that descriptive language can include verbs to

describe actions, as well as adjectives describing people and things.
When checking answers, elicit that thickset describes a man with a
heavy build.
Answers
Example answers
One of the taller men was wearing a baseball cap and sunglasses.
He was carrying a shoulder bag which I think was brown.
The smaller man was wearing a hoodie.
grey
he was obscured by the other two
slimmer
thickset
beard
4 Make sure students understand the difference between physical

and non-physical descriptions by asking them which of the four
adjectives listed in exercise 4 are non-physical.
161
Unit 5 TRANSCRIPTS
2.9 Student’s Book page 53, exercise 2 I And did you find anything out?
M Yes. Astonishingly, I discovered some email correspondence
between two of the directors of the company that gave the
I = Interviewer, M = Martin impression that they were planning to cover up the results of the
Good evening and welcome to this special report on cybercrime. trial and start again. So I downloaded the correspondence and
Cybercrime is the fastest-growing crime in many parts of sent it to a national newspaper.
the world and costs the equivalent of billions of dollars every I Did you ask the newspaper for money?
year. Individuals like you and me, large corporations and even M No, I just thought it was in the public interest.
governments are equally at risk from cyber-attack. But whilst an I And what happened?
individual can take certain sensible precautions to prevent an M The newspaper gave what I sent them to the police! Honestly!
attack, it is much more difficult for a large organization such as a The next day, I was arrested and taken for questioning.
multinational company to protect their data from the attentions I And eventually you were sent to prison.
of hackers. M Yes! For six months!
My guest on the programme tonight is a hacker called Martin, I How long did you actually spend behind bars?
which is not his real name. Martin has decided to remain M About two and a half months.
anonymous because of the nature of the work that he does. In I So in those days, did you make any money from hacking?
the past, he was a very successful cybercriminal, hacking into M No, absolutely not. I just did it for kicks.
the computer systems of several multinational organizations, I So what happened when you came out of prison?
including one of the largest financial institutions in Europe. M Well, I was reading an online magazine for hackers, and I read
Eventually, he was caught and charged with a series of cyber- an article about an American company that had spent one and
offences and was sentenced to a term of imprisonment. a half million dollars on computer security and had been hacked
However, since his release from prison, he has been offering his almost immediately. It seems that they had chosen a really
services to companies to help them avoid being hacked into. useless piece of security software. So I wrote and offered to test
He is now what is known as a ‘white-hat hacker’. Apart from his their new security to see if it was any better.
work with large organizations, Martin also travels round the I What was their reaction?
country talking to young people about the dangers they may face M Well, at first they thought I was a really clever hacker, but
as individuals from cybercrime. eventually they believed me. They sent someone to meet me and
they asked me to show them how I could test their new security.
I Did you have to work hard to do that?
M No! I hardly broke a sweat!
2.10 Student’s Book page 53, exercises 3 and 4 I And then what?
M They gave me a contract. And I signed a document promising
that I would show them everything that I found or face another
I = Interviewer, M = Martin
trip to prison!
I Martin, welcome to the programme. I And did they trust you to do that?
M Thank you. M Eventually, yes.
I You now work for large organizations, helping them to avoid I So now you make a living as a white-hat hacker.
cybercrime. M Correct.
M That’s right. I Why are people like you called white-hat hackers?
I How do you do that? M I suppose it goes back to old-fashioned western movies, where
M Well, I hack into the company’s computer systems and then try the good guys always wore white hats and the bad guys always
to access the secret in-company stuff, their financial records, wore black hats. So criminal hackers are referred to as black-hat
customer database, things like that. Then I tell them how I did hackers. Strictly speaking, as a former criminal hacker, I should
it and what they need to do to improve their security. They then be referred to as a grey-hat hacker.
implement those changes, and I try to hack in again, and so it I And you also tour the country talking to people about individual
goes on until they’re secure. safety. What sort of people do you talk to?
I Why do people become cyber hackers? M Yeah, I mainly talk to teenagers in schools. Generally speaking,
M Well, speaking for myself, it was the challenge. I suppose I they’re pretty savvy about cybercrime and some of them are
spent too much time alone in front of a computer when I was a probably doing a bit of harmless hacking already.
teenager. I What kind of advice do you give them?
I I see. So tell me about your life before this, your life of cybercrime. M Well, I start by warning them about the kind of attacks to look
When did it all start? out for on their computers. I mean there are some crazy people
M Well, the first time I succeeded in hacking into a site was when I out there who just want to wreck people’s computers and make
was 14. them lose everything. I just don’t get that – I think it’s stupid
I What did you hack into? and also pointless. But the problem is that it happens. I also talk
M I’m a bit embarrassed to admit this, but I hacked into the about the kind of scams they might face when they get a little
computer system at my school. older, particularly when they have a credit card.
I Why did you do that? I What kind of scams?
M Frankly, because I wanted to change the grades in my end-of- M Well, some of them are pretty obvious, so it’s amazing to me
year exams. that anyone is taken in by them, but some people are incredibly
I Did you manage to do it? gullible. You know the kind of thing I’m talking about – you get an
M I’m not telling you! email telling you there’s a problem with your email account and
I Tell me about the crime for which you were eventually convicted. asking you to give information to what looks like the home page
M Well, I was 17 at the time and I read an article about a large of your email server. Everyone knows about that one.
pharmaceutical firm who were marketing a new drug. The article I I didn’t!
said there was some confusion about the results of a trial. So I M Well, you do now. And there are the ones that seem to have really
decided to see if I could hack into the site and find something interesting attachments which you feel tempted to open and all
out.
162
Unit 5 TRANSCRIPTS
that happens is you import some really nasty malware. That’s the Fpo What’s the name of the restaurant?
quickest way to lose everything on your computer. S La Cucina in Smith Street.
I I see. Fpo And then what?
M The ones that most people fall for are the easiest ones to spot. S Graham said he had to go out to meet someone so I waited for
The emails that tell you you’ve won a prize, or that you can share a while and when he came back, he drove me home.
millions of dollars that the widow of some industrialist has. All Fpo Who did he go and see?
you have to do is supply your bank account. S I don’t know.
I Do people still fall for that one? Fpo Do you have anyone who can verify all this?
M Apparently they do. That’s why everyone has to know about S Graham.
scams and other dangerous stuff that can ruin your computer Fpo Apart from Graham?
and possibly drain your bank account. S Well, my flatmate Elaine was home when I got home.
I Amazing. Well, thank you very much for joining me. Fpo What time was that?
M You’re welcome. S About eleven o’clock.
I And now to the newsroom for the latest with Sunetra Khan. Fpo Did you talk to her?
S Who?
Fpo Your flatmate.
S Not when I got home, no. She was asleep.
Fpo = Female police officer, S = Sarah

Fpo Interview starting 9.45am, Monday 11th July. Can you confirm
your name and age, please? Mpo = Male police officer, G = Graham
S Sarah Watson, aged 22.
Fpo Thank you, Now, Sarah, I have to ask you a few questions. Mpo Interview starting 11.48am, Monday 11th July. Name and age?
Just remember that you have the right to remain silent, G Graham Watson, 24.
but anything you do say could be taken down and used in Mpo Right. Mr Watson, you aren’t being charged with anything at
evidence against you in court. this point, but I must warn you that anything you say will be
S Am I going to court?? I haven’t DONE anything! taken down and could be used in evidence against you in court.
Fpo No, you aren’t going to court. I just have to tell you that before G Right.
we start. It’s called a caution. Mpo So, I need exact details of your movements on Friday … .
S Oh, right. G Well, I got up at eleven o’clock …
Fpo So, tell me about Friday. Mpo … from 4pm onwards.
S Well, I worked as usual until 4pm, and then I switched off G Oh, OK. Well, at four o’clock, I was working in a café.
my computer, got ready to leave, and then went through the Mpo Are you a waiter?
process of setting the alarm and switching on the security G No, I was SITTING in a café and I was working on my computer.
cameras. Then I left the gallery. My sister Sarah joined me.
Fpo So, let me see if I understand you correctly. You’re absolutely Mpo What time was that?
certain that you switched on the alarm. G No idea, about half past four, I imagine.
S Yes. And then I had 30 seconds to close the gallery door and Mpo Can anyone verify that you were there?
lock it. G Yes, the girl behind the counter. Her name is Gillian.
Fpo You’re sure you locked it. Mpo What happened next?
S Yes, there’s a gate outside the door. I couldn’t have opened the G Well, I suggested that we go to a music place, but Sarah was
gate if I hadn’t locked the door. very tired and insisted on going to see a film.
Fpo And then what did you do? Mpo What film was it?
S I went to meet my brother Graham in a café. G Titanic.
Fpo What time did you meet him? Mpo What’s it about?
S Well, it took me about ten minutes to get there, so about ten G Don’t you know what Titanic is about?
past four. Mpo Yes, of course. I just wanted to see if you knew.
Fpo Do you always meet him after work? G Everyone knows what Titanic is about. I could have told you
S No. But we usually meet on a Friday and go and see a movie. that without going to the cinema.
Fpo So did you do that on Friday? Mpo What time did you leave the cinema?
S Yes, we did. G I don’t remember. About nine o’clock.
Fpo What film did you see? Mpo And then what did you do?
S Titanic. G We went to a restaurant.
Fpo Titanic? Mpo Name?
S Yes. G Sorry?
Fpo That’s a bit old, isn’t it? Mpo What was the name of the restaurant?
S I know, but I love it. I see if every time they show it. G Oh, um … I don’t know. It’s a place that my sister likes.
Fpo What time did the film start? Mpo Do you have any receipts for any of this? The cinema? The
S About six o’clock. And we came out of the cinema at 9pm. restaurant?
Fpo Did you pay for the tickets with a credit card? G I don’t keep receipts.
S No, cash. Mpo What happened next?
Fpo Did you keep the receipt? G I drove my sister to her flat and then I drove home.
S I don’t think so. Mpo Can anyone confirm what time you got home?
Fpo Then what did you do? G No.
S We went to an Italian restaurant for some ice cream and Mpo Why not?
coffee. G Because I live alone.
163
Focus page 50 4 education and health care

5 extensive testing
1 Student's own answers (Possible answer: that living in the middle of 6 an invasion of privacy
a city isn’t as bad as you might imagine) 7 enormous benefits
2 2 8 a couple of years’ time
3 1 a s the population ages, there are fewer 16–24 year-olds, the age 5 1 I t is going to build a vast DNA database for the entire population
group which usually commits the most urban crime of the country.
2 perhaps all the criminals are already in prison 2 It will save time because DNA samples from a crime scene can
3 there are more police officers nowadays, particularly on the quickly be matched to the criminal and save money because
streets fewer people officers will be needed to work on the streets and in
4 m ore CCTV cameras and forensic science have been a suitable police stations around the country.
deterrent 3 It will be invested in training schemes to retrain police officers in
5 burglar alarms has reduced the number of home burglaries other professions.
4 Student's own answers 4 There are likely to be teething problems.
5 Similar systems are used in other European countries.
5 1 cops 2 crooks
6 1 C 2 B 3 A
Vocabulary page 51
1&2 Student's own answers
7 1 B 2 D 3 A 4 C
3 1 D 2C 3A 4B
8 1 kidnapping 2 shoplifting 3 forgery 4 blackmail 5 Piracy
4 1 F (first appeared in 1982) 2 F (the police help residents take
9 1 burglar 2 kidnapper 3 arsonist 4 smuggler 5 spy control of their neighbourhood) 3 T 4 F (other factors, such as a
10 1 murder 2 crime 3 robbery 4 thieves reorganization of the police force, were also involved) 5 T
11 1 offence 2 fined 3 ordered 4 plea 5 sentenced 5 Student's own answers
6 imprisonment 6 Student's own answers
7 reduces, decreased, diminishes, lower
Grammar page 52
8 1 frightened 2 anxious 3 stressed 4 distressed
1 1 A man has been arrested on suspicion of murder. 9 Student's own answers
2 My children aren’t allowed to come in the house with their shoes on.
3 The telephone was invented by Alexander Graham Bell.
Grammar page 56
4 My grandmother has been sent an electricity bill for nearly
€1,000! 1 Verb: accurately, conclusively, confidently, frequently, inevitably,
5 Don’t forget that the rubbish is going to be collected tomorrow quickly
morning. Adjective: essentially, particularly, very
6 Your ticket must be shown at the door when you arrive. Attitude: presumably, unfortunately
7 The new art museum is going to be opened by the Queen this
2 1 Please speak slowly so I that I can understand you.
afternoon.
2 The buses in this area are frequently late in the morning.
8 Have you ever been bitten by a dog?
3 Incredibly, the motorcyclist was unhurt in the accident.
2 1 The thieves are suspected of having escaped on foot. 4 I’m sorry to say this, but I think your idea is utterly ridiculous.
2 It is thought that the fire was started deliberately. 5 The number of murders in the country went up dramatically last
3 Someone is believed to have broken into the school. year.
4 It is feared that the missing woman may have been kidnapped. 6 Hopefully, the weather will improve later this afternoon.
5 More than €2 million is believed to have been stolen in the 7 Ironically, one of the robbers shot himself in the foot with his own
robbery. gun.
6 The coins are thought to be at least a thousand years old. 8 The solution they have suggested is clearly not going to work.
7 It was / has been suggested in the newspaper, that the man knew 9 We can either go to the cinema, or alternatively we can stay at
his attacker / was known by his attacker. home and watch a DVD.
8 He is said to be the best young footballer in the country. 10The population of the city has gradually increased in the last ten
3 1 are not permitted. years.
2 is being shown tonight 3 1 hard 2 shortly 3 late 4 late 5 high 6 widely
3 has been stolen
4 will be opened by the Prince next Monday
Webquest page 57
Listening page 53
1 After Robert Peel, who set up the first organized police service in
1 huge, massive, gigantic, colossal, vast, enormous
London, (Bobby is a diminutive name for Robert).
Possible answers: 1 colossal 2 vast 3 massive 4 enormous 5 huge 6
gigantic 2 Lyon, France
2 Student's own answers 3 Per capita – Vatican city, In total - China
3 2 4 San Francisco
4 1 the entire population of the country 5 a police van used to transport prisoners
2 twelve million pounds 6 Johnny Cash
3 huge amounts of money and time
164
Interaction page 58 human business. Can we trust the technology? How reliable is it
going to be?
1 1 I need exact details of your movements (on Friday). / Can anyone JM:Well, of course there are likely to be teething problems. For that
verify that you were there? / Did anyone witness you doing that? reason there will be extensive testing before the system is fully
2 If I understand you correctly, … / Am I right in assuming that …? / adopted. But after that ...
Are you trying to tell us that …? P: Teething problems? That doesn’t sound encouraging, Dr Merrick,
3 You said (you were in a café), whereas your friend said … / He said I must say. Do you really believe people will be happy to know
… , but on the other hand, you said … / Even though he admitted the government is prepared to pay such a colossal amount for a
that … , you insisted that … / There seems to be a discrepancy system which is expected to have teething problems?
between your statements. JM:Well … I hope so!
2 1 if I understand 2 I need exact details of 3 am I right P: Hmmm, right, I see … Now, let’s move on to one other important
4 did anyone witness issue. Many people are saying, understandably perhaps, that
3 Carla said Laura waited outside but Carla says she was in the they would not be at all happy about having their DNA kept on
supermarket/changing rooms with Laura. record. I must admit it does sound like an invasion of privacy,
Carla says she first went to the meat section to buy sausages, but don’t you agree?
Laura says they first went to the fruit section to buy bananas. JM:Er, yes, well, I suppose I can understand why people may feel that
Carla say she didn’t know what colour jacket she wanted but Laura way … but I strongly believe that generally speaking people will
says she knew she wanted the green jacket. very quickly see the enormous benefits of this system and any
4 Possible answers: fears they may have about their personal details being recorded
1 I need exact details of your movements on Friday evening. will soon be forgotten. Many other countries in Europe already
2 Did anyone witness you doing that? use similar systems and this is not, on the whole, a significant
3 Can anyone verify that you were at home? concern.
4 Am I right in assuming that your friend phoned the landline? P: Hmmm. Well, speaking for myself it all sounds very … interesting.
5 If I understand you correctly, … We will simply have to wait and see how effective the new
system is when it is finally launched in a couple of years’ time. Dr
5 Student's own answers Merrick, thank you for your time.
Writing page 59
1 a break in and arson
2 1 C 2 B 3 F 4 E 5 A 6 D
3 1 T 2 F (he only saw one person) 3 F (one was slightly taller) PO = Police officer, C = Carla
4 F (they were outside the sports centre) 5 T
PO:So, Carla, if I understand you correctly, the supermarket was
about to close and you and Laura had only five minutes to do
your shopping. Now, I need exact details of your movements.
Where did you go first?
J: The meat section to buy sausages. After that I can’t remember.
1.15 Workbook page 53, exercises 3–4 Maybe biscuits? Yes, but then I remembered I'm trying to lose
weight …
P = Presenter, JM = Dr June Merrick PO:So, am I right in assuming that you were in a hurry?
C: Yes, I had to hurry to the clothes section because I really wanted
P: Welcome back to Viewpoint. Now, the government has recently to buy a new jacket I knew what style I wanted but not the
announced plans to build a vast DNA database for the entire colour. So I chose four different ones to try on in the changing
population of the country, with the aim of fighting crime more rooms.
effectively. Here to discuss the project is the government’s crime PO:And did anyone witness you doing that?
advisor, Dr June Merrick. Dr Merrick, I suppose the first thing to C: No. Laura was waiting for me outside the supermarket. Anyway,
mention is the cost of such a gigantic project … I tried them on and I wanted the green one. It was late and I was
JM:Yes, it’s going to be extremely expensive – in the region of twelve worried I might get locked in, so I ran to pay.
million pounds. However, this is a very long-term investment. PO:But you didn’t pay for the jacket, did you? You were still wearing
Not something that can be evaluated simply in relation to cost. it and you left without paying!
P: A long-term investment? Can you explain what you mean? C: Yes, but it was a mistake. I just forgot to pay for it, because I was
JM:Well, I mean that in the future this project will undoubtedly save in a hurry.
huge amounts of money. Solving crimes is currently very costly PO:Because you were in … a hurry. OK, thank you Carla.
because it is so labour intensive. Literally thousands of police
officers on the streets and working in police stations around the
country will no longer be needed when the database comes into
operation. Also, the smaller police force we are left with will solve 1.17 Workbook page 58, exercise 5
crimes much more quickly than we can now, using access to vital
personal information. There will be massive savings in terms of SPEAKER A: I was in a café at 9am on Friday.
both money and time, in other words. SPEAKER B: I've never been in that department store.
P: OK, but the police themselves might not be entirely happy about SPEAKER A: My friend Josie can tell you that I was with her on
that. Surely it would mean redundancies? Monday evening.
JM:Initially, yes. But the money saved would then be reinvested in SPEAKER B: I was hungry so I went to get some food.
schemes to help police officers retrain in other professions –
education and health care, for example.
P: But that would be a very long-term strategy, as you said earlier…
Now, the database itself. It sounds like this is a very scientific
approach to crime control, when actually crime is still a very
165
6 Modern family Unit overview

● Family: adoptive family, birth parents, blended family, ● To learn vocabulary related to family (page 61)
breadwinner, childhood, close-knit family, estranged, ● To learn and use multi-part verbs (page 62), and modal
fatherhood, foster family, single-parent family, parenthood, perfects (page 66)
motherhood, long lost / distant relatives, in-laws, stay-at-
● To use cohesive devices in writing (page 69)
home mum / dad, sibling rivalry, upbringing
● Connections: adulthood, girlhood, likelihood, livelihood,
neighbourhood, parenthood
● Idioms: a chip off the old block, blood is thicker than water, Skills objectives
the apple of his eye, tied to his mother’s apron strings
● Collocations: attach a stigma to, hand (something) down ● To discuss family (page 61)
through the family, play a role, raise / rear children, take in ● To listen to and interpret information in an interview
a child (page 63)
● Face 2 Face: as you can imagine, no mean feat, you name it ● To read and understand a text about a genderless baby
● Similar words: ambiguous, confusing, inconclusive, vague (pages 64–65)
● To design a family-friendly app (page 67)
● To negotiate and compromise (page 68)
● To write an opinion essay (page 69)
Grammar
● Multi-part verbs
● Modal perfects Assessment criteria
● Students can correctly use multi-part verbs and modal
perfects correctly.
Recycled language ● Students can recognize and use vocabulary about family
correctly.
● Second conditional
● Students can read and understand a text about a
● Present perfect
genderless baby.
● Modals
● Students can listen to and interpret information in an
interview.
● Students can design a family-friendly app.
● Students can write an opinion essay.
166
Text Extension Unit 6, page 126 words or cultural information before doing the reading
activities.
Listening
Writing

practice
Grammar
presentation
167
168
Unit 6 FOCUS
Warmer Teaching tip

Say that the class is going to play Twenty Questions on the topic When teaching multi-part verbs in a new context, such as take
of famous families. Tell them that you will start by thinking of a in a child, encourage students to give any other meanings that
family who is or who was famous for a particular reason. Have the multi-part verb may have, e.g. be taken in by (be deceived by).
students question you to find out who the family is. Point out
that you can answer only yes or no. Keep a note of the number
of questions asked. When someone gets the right answer, or all 5 When checking answers, ask them to give their reasons for
the questions have been asked, nominate a student to think of choosing a particular form of the verb for each sentence.
another famous family.
Answers
1 raising / rearing a child
1 Encourage students to justify their suggestions about the type of 2 take in children
family structures shown. Don’t allow students to spend too much 3 holding a very important role
time speculating on photo d, as this will be discussed in more detail 4 handed down through the family
in exercise 2. 5 a stigma attached to
Answers Students’ own answers 6 Elicit structures for expressing contrasting and similar views, e.g.
I think ... while / whereas X ... , We both think that ... and We (don’t)
agree about ... .
Teaching tip
Use the photos to generate vocabulary related to emotions and Answers Students’ own answers
personality. Invite students to speculate on the type of family
occasions depicted and to imagine how the people are feeling.
2 Have the students in each pair read the respective texts at the same
time. Point out that they don’t need to remember every detail, but
should focus on what makes the family set-up or child-rearing
arrangements unusual. Encourage them to work out the meaning
of any unfamiliar words from the context.
3 Get students to do this in pairs without referring to the texts, then

have them check the answers.
Answers
Ah Mi: Student A’s text. Refers to the female in the family (typically the
eldest) who leads the family, makes the business decisions and runs the
household.
Ama: Student A’s text. Means ‘mother’ and can be used to refer to any
woman in the household.
flowering room: Student A’s text. Refers to the private room which is
given to each woman over 13 years old.
4: Student B’s text. Refers to the time in the morning when Noel leaves
home to work in the family bakery.
17: Student B’s text. Refers to the number of years over which Sue
Radford has given birth to her 16 children.
18: Student B’s text. Refers to Sue’s age when she finished school and
married Noel.
4 Check that students understand what stigma means (feelings of

disapproval about a particular way of behaving).
Answers
1 C 2 E 3 D 4 B 5 A
169
170
Unit 6 VOCABULARY
Warmer Connections
Write on the board: You can choose your friends ... . Invite 5 Point out that in likelihood and livelihood, the suffix -hood still
suggestions about how this saying ends (... but you can’t choose indicates a state or quality, but is not specifically related to families
your family), and get them to explain what this means. Write or people.
on the board: Blood is thicker than ... and elicit possible ways to
end the sentence (... water). Again, ask for an explanation (that Answers
you will always share a stronger connection with someone that 1 girlhood 2 adulthood 3 likelihood 4 livelihood
you are related to by blood than with anyone else). Once class 5 neighbourhood 6 parenthood
agreement is reached on the meaning, ask: Is there a similar
saying in your language? Do you agree with the saying? Why / 6 Tell students that they can use their dictionaries to do this exercise.
Why not? Elicit a range of opinions. Point out that the stress never falls on the suffix -hood.
1 Read through the list of words and expressions and draw attention Answers
to the use of -hood to indicate a state or quality, or a group of people Suggested answers
having that quality, e.g. neighbourhood. childhood, boyhood, knighthood
Answers Students’ own answers 7 Encourage students to write sentences that illustrate the meaning
of the word containing the suffix -hood.
2 2.17 Tell students to pay attention to the stress in words and
expressions such as breadwinner, close-knit, in-laws and upbringing. Answers Students’ own answers
Check that they correctly pronounce the vowels in childhood and
sibling rivalry.
Idioms
Answers Read the words in the box and elicit or pre-teach their meanings.
When checking answers to exercise 2, point out that the
2 stay-at-home dad 3 sibling rivalry 4 blended family
5 close-knit family 6 adoptive family 7 foster family
meaning of some idioms, such as the apple of someone’s eye, is
8 birth parents 9 long-lost relatives 10 adoptive familyupbringing not always immediately obvious.
11 in-laws 12 adoptive familybreadwinner
13 stay-at-home mum 14 adoptive familymotherhood Answers
15 estranged 1
1 apron
3 Get students to decide on which type of family interests them 2 block
most. Tell them to choose a situation in which they can use several 3 water
of the words from exercise 1. Advise them to give enough context 4 apple
to enable another student to guess the words that are to go in the
2
gaps.
Suggested answers
1 To be dependent on your mother.
2 To be like your mother or father.
3 Relatives are very important.
4 When students have completed the gaps, tell them to read out the 4 Someone very precious.
paragraphs. Ask the rest of the class to listen and decide whether
they have completed the text correctly.
171
172
Unit 6 GRAMMAR
3 Tell students that they can use their dictionaries to complete the
GRAMMAR OPTIONS exercise. Remind them that some multi-part verbs consist of more
● The grammar box gives a summary of the grammar areas that than one particle.
on page 118.
1 get by
● Visual grammar presentation. 2 set off
3 see her off
4 turned her away
5 give up
Warmer 6 look up to
Ask students to choose five of the roles in the word pool from
exercise 1 on page 61 and to write a definition of each. Get them 4 Read through the sentences. Point out that in item 5, in is a
to test each other in pairs. preposition that is not part of the phrasal verb, because it belongs
to the phrase in the dictionary not to looked up.

Teaching tip
Point out that a particle is a preposition or adverb that follows a 5 Encourage students to comment on each other’s choices, by using
verb and changes the meaning of that verb. Choose a verb, e.g. phrases such as It’s interesting that you’ve put ... . Get them to use
look, and ask students to give as many particles as they can think expressions for agreeing or disagreeing with each other, to make
of that can follow it. the exchange a more natural dialogue.
1 Check that students understand transitive and intransitive by Answers Students’ own answers
asking them to give an example of a transitive and intransitive verb
used in a sentence. Write these on the board.
Answers Teacher’s Resource Book
1 intransitive, B Grammar Support Worksheet: page 46, exercises 1, 2, 3 and 4
2 intransitive, A Grammar Consolidation Worksheet: page 47, exercises 1, 2, 3 and 4
3 transitive, D
4 intransitive, A
Extra activity
Ask students to write a definition or synonym for the multi-part
verbs not used in exercise 1. This could be turned into a game, in
which the rest of the class has to guess which multi-part verb is
being described.
2 Draw attention to the position of pronouns in multi-part verbs.

Mention that that the possibilities referred to in the rubric may
include putting the object in more than one place.
Answers
1 She finally made up with her sister after years of not speaking to each
other.
2 You need to hand in your essays by tomorrow at the very latest./You
need to hand your essays in by tomorrow at the very latest.
3 Some families have to get by on very little money every month.
4 Everyone says I take after my mum, but I think I’m more like my dad.
5 We’re putting on the play in the school hall on Saturday evening. /
We’re putting the play on in the school hall on Saturday evening.
6 The party was arranged for tonight, but we’ve had to call it off.
7 I will not put up with your rudeness any longer!
173
174
Unit 6 LISTENING
Warmer 6 2.18 Transcripts page 188 When checking answers, ask

students if they can remember how item 7 was expressed in the
Ask the class to write down five answers to questions about their
audio (threatened to walk out).
family. After writing down the answers, ask students to form
pairs or small groups and try to find out the questions to each
other’s answers. You could limit each person to three attempts,
Answers
or continue until someone has guessed the question correctly. 1 My Family Unplugged 2 six months 3 real world 4 night
5 93 6 addicted 7 walk out 8 tennis 9 sleeping
10offline for the day
1 Point out that students should focus on the technology they use for
entertainment or information, rather than household gadgets such 7 These expressions are all common idiomatic expressions in spoken
as labour-saving devices. English, They are highlighted in the audio script on
page 188. Ask students which one means:
Answers Students’ own answers anything you say is also possible or available (you name it)
it is not surprising (as you can imagine)
2 If necessary, revise second conditional structures such as If I didn’t not an easy thing (no mean feat)
have ... I wouldn’t be able to ... . Ask students if there’s an equivalent in their own language.
Answers Students’ own answers 8 2.19 Point out that the first three items on page 147 are from
the interview, but that items 4–6 are new contexts which they are
3 Point out that fast is used as a noun here and not an adjective or to complete with the Face 2 Face expressions.
adverb.
Answers
Answers Students’ own answers 1 no mean feat 2 you name it 3 as you can imagine
4 as you can imagine 5 no mean feat 6 You name it
4 2.18 Transcripts page 188 Discuss briefly how closely their
predictions about the effects of the ‘techno fast’ matched what
9 Tell students to think about their own experiences of using
technology as well as the situation described by Nicole in exercise
happened in reality.
4. Once they have finished their questionnaires, tell them to
circulate around the class and ask at least five other people for their
WORDS TO KNOW answers, before comparing notes in a whole-class feedback session.
Check that students know the words ban, appealing, drastic and
ease. Ask them to put the words in a sentence.
Fast finishers
Answers
Ask students to write a summary of the results of the survey that
A ‘techno fast’ experiment refers to putting a ban on technology. they carried out in exercise 9.
There were a number of good effects which the techno ban had on the
woman’s family, e.g. her children found their own entertainment, they
talked more, they went on more outings together and it improved their
sleeping habits.
Teaching tip
Remind students that many words function as more than
one part of speech, e.g. ban and ease. Ask them to give more
examples. Point out that some words of more than one syllable
are pronounced differently in the noun and verb forms, e.g.
record, or have a different spelling, e.g. practice (noun) and
practise (verb), while others stay the same, e.g. sentence.
5 Point out that the sentences are not taken directly from the text,
but are paraphrases. Ask them to guess any answers they are
unsure of, rather than leave the gaps blank.
175
176
Unit 6 READING
Warmer
Refer students to the photo on page 64. Give them 15 seconds
to study the photo, then tell them to close their books. Divide
the class into two teams. Invite a member of team A to say one
detail that they can remember about the scene, e.g. Four people
are sitting at a table. The team gets two points for an accurate
description. If team B challenges and corrects the statement,
they get one point.
1 Point out that there may be words in the box that they associate
with both boys and girls. Make a list on the board headed Boys, Girls
and Both, and add the words according to a majority decision.
Extra activity
Individually or in pairs, ask students to choose four words from
exercise 1 – two that they associate with boys and two with
girls. Tell them to write one or two sentences about each word
explaining why they have made the connection with one gender
rather than another. Invite students to read out their sentences
and find out if the rest of the class agrees.
2 Ask pairs to join another pair and to compare their answers before
inviting students to report back.
3 Tell students to read only the title Baby Storm: The ‘genderless’
baby, and not the text underneath. Check they understand that
gender means the state of being either male or female. For the
second question, elicit adjectives such as unusual, non-traditional,
unconventional as well as adjectives conveying students’ opinions.

Tell students to make a note of any unfamiliar words and to try to
work out their meaning rather than use their dictionaries.
177
178
Unit 6 READING
Extra activity
Ask students to read out the unfamiliar words they noted down
in exercise 4 and to say what meaning they have worked out
from the context in the article. Encourage other students to
agree or disagree with the definitions given.
5 Advise students to be careful when matching the sentences to the

gaps that any pronouns refer back to the correct information. Point
out that in sentence F, it is part of the expression That is it, meaning
That is all.
Answers
1 F 2 D 3 E 4 A 5 H 6 B 7 C 8 G
6 Tell students that they do not need to reach agreement with their
partner. Revise strategies for agreeing and disagreeing, if necessary.
Similar words
language.
Answers
1 confusing
2 inconclusive
3 ambiguous
Students then write their own sentence using the word vague.
179
180
Unit 6 GRAMMAR
5 Encourage students to think of strange or humorous explanations,

GRAMMAR OPTIONS but point out that they must make sense in the context of the
● The grammar box gives a summary of the grammar areas that situation. Tell the groups to decide which are the best explanations
students will practise on this page. in preparation for exercise 6.
on page 118. Answers Students’ own answers
6 Go through the situations in order and invite students to give the
sentences they chose in exercise 5 for each one.
Warmer
Divide the class into small groups, and tell them that they are
going to play a spelling game. Give each team in turn a word
from the article on page 64. The chosen team (Team A) can Extra activity
decide whether they want to try to spell it, or pass it on, e.g. to
Team B. If they spell it correctly, they get the point. If they get In pairs, students choose one of the situations in exercise 4 and
it wrong, they get no points. If Team B gets it right, they win a to write a role-play based upon it. For example, situation 1 could
point, but if Team B gives an incorrect answer, Team A wins the be a dialogue between the teacher and the school secretary. Tell
point instead. them that they should include at least one modal perfect.
1 Read through the sentence halves 1–6 and ask students to paraphrase
the modals (1 It’s impossible, 2 It’s possible, 3 It wasn’t necessary, 4 It Continuous assessment
wasn’t advisable, 5 It was possible, 6 You made the wrong choice). Teacher’s Resource Book
Grammar Support Worksheet: page 46, exercises 5 and 6
Answers Grammar Consolidation Worksheet: page 47, exercises 5 and 6
1 E 2 F 3 A 4 B 5 C 6 D
2 Refer to the grammar box and tell students that any of the
structures from here might be needed in exercise 2, as well as
would have been. Elicit that must have + past participle expresses
deduction.
Answers
1 must have eaten
2 needn’t have worn / shouldn’t have worn / oughtn’t to have worn
3 should have come out / ought to have come out
4 couldn’t have been / can’t have been
5 might have left / could have left
6 would have been
7 needn’t have studied / shouldn’t have studied / oughtn’t to have
studied
3 Tell students that where more than one answer is possible, to give
both.
Answers
2 You shouldn’t have / oughtn’t to have yelled at your mother. It was rude.
3 They might have / could have got on the wrong bus.
4 We needn’t have got here so early. School isn’t even open yet.
5 She must have lived in Spain. Her Spanish is practically perfect.
4 Have students work individually. Monitor and help with vocabulary

where necessary.
181
182
Unit 6 CHALLENGE
In this lesson, students design a family-friendly app. 5 2.21 The expressions in Express yourself are available to listen to.
Refer students to the phrases in the Express yourself box. Point out
that two of the expressions are phrased as questions, making the
suggestion sound less definite than the others. Explain that they
Warmer should use some of the expressions when preparing and practising
Write Agony Aunt on the board. Explain that this is a person, their presentations.
often on TV or in a magazine, who gives advice to people
about personal issues. Put students in pairs and tell them to Answers Students’ own answers
role-play a situation in which one of them is seeking advice
about an argument they have had with a friend. Tell the ‘Agony
6 Get each group to come to the front of the class to do their
Aunt’ to ask for further details or clarification, and to end the
presentations. Make sure that any desks or chairs have been moved
conversation by saying what the person should do or should
out of the way to make room for the number of students to stand.
have done. Then have them swap roles.
Tell the rest of the class that they should make brief notes on the
presentations so that in the next activity they can comment on how
1 Read through the descriptions. In description 1, explain that in the useful or popular each of the apps would be.
title, curfew refers to a time when a young person has to be home in
the evening. Answers Students’ own answers
Answers Students’ own answers 7 Once all the presentations have been completed, have a class
discussion on the value of each app. Get them to say which was
their favourite, and ask for their reasons. Write the titles of each app
Teaching tip on the board and ask the class to give their final vote.
Refer students to descriptions 2 and 3 and the hyphenated
expressions user-provided information and colour-coded system. Answers Students’ own answers
Elicit that these could be expressed as information provided by
the user and a system that uses colour codes. Point out that in
the kind of short, snappy texts used in marketing, hyphenated Fast finishers
expressions are sometimes preferred as they sound more Ask students to write a paragraph on the app that they thought
dynamic. was best from those presented. Tell them to describe what it
does, who it is for and say why they like it.
2 Ask students to describe what each icon shows before they give
their answers.
Answers
A 2 B 4 C 1 D 3
3 For the first question, encourage students to think about everyone

in the family, and whether different aspects of the app might
benefit or appeal to different family members. For the second
question, ask them to think about whether a feature that is
considered an advantage to one user might be regarded as a
disadvantage to another.
4 Remind students to give the app a title. Draw their attention to the
name of the app in description 2 at the top of the page. Point out
that the title Jammit is a fun reference to traffic jams, rather than a
conventional description such as the title My Homework Diary. Tell
them that they can choose whichever approach they prefer.
183
184
Unit 6 INTERACTION
4 Try to make sure that students are in groups of three. If this is not
Warmer possible, have one or two in pairs and tell them to play the role of
Ask students: What is your attitude to disagreement? How do you the child and either the mother or father. Advise them to choose a
resolve situations? Do you like to get your own way and always scenario based on there being enough arguments for and against
win an argument? Are there any situations that you or another the idea and according to how comfortable they feel about the
person could have handled better, and if so, how? Elicit a range vocabulary load. Tell them to choose a second scenario that will be
of replies. developed in the next activity. Refer them to the Express yourself
box, and ask them to include a range of expressions.
2.23 Express yourself contains a variety of useful phrases for the
situations in the dialogue. Some of them (but not all of them) are
students to hear how they are pronounced. 5 Before students swap roles, advise them to reflect on what went
well and what could have been improved in their role-plays.
1 For the second question, ask students to give specific expressions or
phrases in English that reflect the kind of strategy they use in their 6 Have students decide on the most persuasive character within their
own language. Write these on the board. groups. Ask one or two groups to perform their role-plays in front of
the class.
2 2.22 Transcripts page 188 Before playing the audio,
refer students to the photos and ask them to quickly describe
the situation in each. Check that students understand that a Fast finishers
compromise is a solution that everyone is happy with. Warn them In pairs, tell students to write four sentences using a different
that this word is not pronounced in a similar way to promise. Draw word and a different part of speech from exercise 3. Monitor and
attention to the long i and to the ‘z’ sound. check their sentences. Invite students to read out one of their
sentences, saying blank instead of the word. Get the rest of the
Answers class to suggest the correct word and part of speech.
1 C – Jenny wants to stay at home so that she can go to her graduation
ball.
2 Yes, they eventually agree to it.
3 Jenny wants to stay at home so that she can go to her graduation
ball. She points out that all her friends will be leaving in a couple of
months for university and work. She also gives the reason that she
has worked very hard this year and deserves time to chill out. By not
going to the wedding the house wouldn’t be left empty the whole
weekend.
4 They were looking forward to a weekend away together after Jenny’s
hard work. Her mother is also concerned that if Jenny stays at home
then her brother will want to stay as well and it wouldn’t be fair. Her
mum also argues that she would worry too much.
5 Jenny offers to have her friend Anna come over to stay for the
weekend so that she is not home alone. Her father suggests her
grandma instead. Jenny compromises by agreeing on the condition
that her grandma checks in on her and doesn’t stay for the whole
weekend. Her mum is happy with this on the condition that her
grandma checks in on her regularly and that Jenny phones them
every day.
3 Check that students understand trustworthy. Draw attention to the

adjective reliable and elicit that the verb form is be reliable. Remind
students that the verb rely on also exists, but point out that this
means to depend on a person or thing, rather than to be reliable
oneself.
Answers
Verb Noun Adjective Adverb

(be) trustworthy trustworthiness trustworthy trustworthily /
in a trustworthy
manner
(be) reliable reliability reliable reliably
(be) responsible responsibility responsible responsibly
respect respect respectful respectfully
185
186
Unit 6 WRITING

Warmer essays.
In pairs, tell students to note down everything they did as a ● Have you followed the structure of the essay in exercise 2?
family the previous weekend, and approximately how much ● Have you used the notes you made in exercise 4?
time they spent doing these things. Have them compare their
● Does your essay include cohesive devices such as those in exercise 3?
ideas in groups.
● Have you used different paragraphs for the introduction, the main
points, the examples and the summary?
1 Read through the essay question. Elicit that people who influence
us are those who help shape the way we live our lives, our choices Answers Students’ own answers
and behaviour. Tell students that they can talk about their own
personal experiences or discuss how someone they know has been 6 When students check each other’s work, encourage them to give
influenced by friends or family. positive feedback as well as pointing out errors.
2 Ask students to highlight any points made by the writer that they
hadn’t discussed in exercise 1, and to decide whether these are valid Fast finishers
and relevant.
Ask students to adopt the opposite viewpoint from the one
they wrote about in exercise 5. Tell them to write a paragraph
outlining the arguments in favour of it.
3 Tell students to look at the expressions in the box. Elicit that these
are examples of neutral / formal style, and mention that this is the
most appropriate style for an opinion essay.
Answers
Highlighting a point: especially
Adding a new point: Moreover, … .
Introducing a new subject: As far as … is concerned, ...
Reformulating words: To put it in simple terms, … .
Stating the obvious: clearly
Expressing similarity: Likewise, … .
Summarizing: Overall, … .
Concession: However, … .
Teaching tip
As the expressions in exercise 3 are cohesive devices, it is a good
idea to focus students’ attention on what comes before and
after each of the words in the box. Ask them to look at the text
in exercise 2 again, and to underline the expressions. Tell them
to analyse the way in which the expression links two pieces of
information.
4 Tell students that for the first question, they should discuss all the
ways in which they keep in touch with family and friends, not just
the main one.
187
Unit 6 TRANSCRIPTS
screen in front of your face really helps you to wind down and
prepare for sleep.
P So what happened in the end when you plugged them back in?
P = Presenter, N = Nicole N Sometimes I wonder whether it changed anything, but I do see
P Good afternoon. Welcome to this week’s edition of Double Click. differences now. They are well aware of the time they waste
We have the pleasure of welcoming Nicole Lyon, author of My while they should be doing homework, so they tend to focus
Family Unplugged – a fascinating account of the six-month more. They also, surprisingly, still have ‘techno fasts’ where they
technology ban she imposed upon her teenage children. Thank challenge each other to stay offline for the day and they get
you for joining us, Nicole. pretty competitive about it!
N Thank you for having me. P Well, Nicole Lyon, it’s been fascinating to talk to you today.
P Nicole, for those of us who have teenage children, the idea of Nicole’s book My Family Unplugged is out now and I can
banning technology is certainly very appealing, but please tell us thoroughly recommend it.
how you managed to pull it off and what made you decide to do
this in the first place?
N Well, it was certainly no mean feat! My kids were 13, 16 and 18 at
the time, so, as you can imagine, they were heavily dependent on 2.22 Student’s Book page 68, exercise 2
their gadgets. Smartphones, laptops, games consoles, you name
it, we had them, all over the house. J = Jenny, M = Mum, D = Dad
P So what exactly was it that made you make this drastic decision?
J I’m back!
N It wasn’t really one thing. It was more a deepening sense of
M Oh dear, I think I feel more nervous than you! How did you do?
unease I felt over a long period of time. I felt we were really
D Come on, Jenny. Let’s hear it.
drifting apart from each other. It was as if we weren’t living in
J Here, have a look for yourself.
the real world, especially my children. Everything the kids did
M Oh wow! Jenny, that’s amazing! As … in everything?! I can’t
revolved around their social media profiles and real life did
believe it!
nothing more than offer them opportunities to update their
D Well done, Jen. We knew you could do it. We’re really proud of
statuses or upload another selfie. They even stayed logged on
you. Now you can just relax, and we’ve got Pete and Maggie’s
overnight and I’d hear these little bleeps coming from their
wedding to look forward to in a few weeks!
rooms! I grew fed up at the sight of their heads bent over,
J Thanks, Dad … yeah … about the wedding … how would you feel if
gawping at whichever device was in their hands. Do you know,
I … didn’t come?
today, some 93 per cent of teenagers are online? Three-quarters
M Didn’t come? What do you mean? What would you do?
own an MP3 player, 60 per cent have their own computer and
J Well, do you think you could consider letting me stay here?
71 per cent a cell phone. That’s frightening. Admittedly, I should
D By yourself?!
have put limits and rules in place, but to be honest with you, I
J Listen, bear in mind that if I come to the wedding that weekend,
was guilty of this behaviour myself. I was just as addicted to my
I’ll miss the graduation ball, which I really don’t want to do. In
gadgets as they were.
a couple of months, everyone is going to be off to uni and work,
P I think we can all recognize this description! So, how did you
and I’ve worked so hard this year. Don’t you think I deserve a bit
break the news to them?
of time to chill out?
N It was one Sunday morning. Everyone was lounging around in
M Yes! That’s why we were looking forward to a weekend away!
different parts of the house, devices in hand, not talking, not
J And look at it this way. If you’re gone for a few days, I’ll be here to
even making eye contact and I just thought, ‘That’s it! It has to
look after the house. I know you don’t like leaving it empty.
be now!’ So I called them all in to the dining room and told them
D Oh, I don’t know, Jenny. I don’t like the idea of leaving you here by
that, starting the next morning, we would be unplugging for six
yourself and if you stay here, then your brother is going to want
months.
to stay too. It’s not fair.
P How did they react?
J Well, he can’t, can her? He’s only 13. I’m 18. Strictly speaking, I’m
N Not well! I don’t think they believed me at first. My son
an adult and you know that I’m trustworthy.
threatened to walk out. He accused me of ruining his life! My
M No, Jenny. It’s just out of the question. I’m really not happy about
daughters were less dramatic about it. But actually, once they
it.
realized I wasn’t joking and accepted the idea, they adapted
J But Mum!
remarkably well; far better than I’d imagined.
M No, Jenny. I would just worry too much.
P How did they adapt? It can’t have been easy for them.
D OK, listen. Let’s be reasonable about this. She has worked really
N It was very simple … they sought their own entertainment. If
hard this year and as she says, she is 18, so … I’m willing to
you’re constantly online, constantly connected to other people
seriously consider it, but you’ll have to meet us halfway here.
and online activity, then you’re never really bored. You’re always
J Halfway? How do you mean?
being stimulated in some way. Taking this away from them
D Obviously Mum isn’t willing to leave you by yourself, so we’ll
meant that they had to seek out ways to ease the boredom. They
need to find some common ground.
went out to meet friends, they read, they baked and they actually
J OK, would you go for it if Anna came to stay with me while you’re
played board games. They talked to each other and to me. We
away?
went on outings. We really did rediscover each other as a family.
M Two teenage girls alone in the house? I’m not going to get into a
P It would seem that they actually enjoyed it!
discussion about that!
N Yes, they did! My middle daughter even took up tennis again
D What if Grandma came to stay with you for the weekend?
years after giving up. She’s trained a lot and, you know what,
M That sounds like a fair suggestion.
she’s actually really good now and plays in local tournaments.
J Grandma? The point is that you’re trusting me to be by myself.
That just wouldn’t have happened before I unplugged them.
D Like I said, Jenny, there has to be some give and take here.
P Were there any effects that you hadn’t expected?
J Right, I’m happy to go along with the grandma thing, but not for
N There were, actually. The main one was that we all slept so much
the whole weekend. How would you feel if she just popped in on
better; a much better quality of sleep. The kids weren’t up half of
me once or twice over the weekend? She probably wouldn’t want
the night chatting online, and I believe that not having a bright
to spend three days here anyway.
188
D You’ve got a point there, I suppose. What do you think? Focus page 60
M OK, I’m ready to agree to this, but only on the condition that
Grandma comes to check up on you regularly and you phone us 1&2 Student's own answers (Possible answer: the text is about divorced
every day. parents who decide to live in the same building).
J OK, I can’t see a problem with that. 3 1 because living apart was making the children unhappy
D Good … . We’re letting you do this because we want to give you 2 this is the hallway which leads to either Monica’s or Kent’s part
some responsibility. We expect you to be reliable and to respect of the house – it’s called this because it’s the gateway to the two
this house and our decision. different ‘worlds'.
J Of course. Thank you. You won’t regret it. I promise. 3 advantages: the children are happy, the lower cost of living,
M And absolutely no parties! Let’s be clear on that. it's cheaper to maintain the property as cost are shared
J Of course not! What do you take me for? Thank you so much! disadvantages: Monica and Kent don’t get along very well – the
emotional side of the arrangement is difficult for them
4 1 share custody 2 uproot children 3 live under the same roof
4 set boundaries 5 put children first
5 1 uproot children 2 Living under the same roof 3 share custody
4 puts the children first 5 set boundaries
Vocabulary page 61
6 1 adoptive 2 single-parent 3 close-knit 4 foster 5 blended
7 Possible answers:
1 where the legal parents are not the biological parents
2 where only the mother or father brings up the children
3 where the family are very close and have strong relationships
with each other
4 to bring up a child (often temporarily) that is not your own
5 a family with children from previous and current relationships
8 1 birth parents 2 long-lost relative 3 in-laws
4 estranged wife
9 1 adulthood 2 likelihood 3 livelihood 4 neighbourhood
5 parenthood 6 girlhood
10 1 tied 2 off 3 thicker 4 eye
12 1 family tree 2 family business 3 family values
4 family name
Grammar page 62
1 1 transitive, separable 2 transitive, inseparable
3 intransitive, inseparable 4 transitive, separable
5 intransitive, inseparable 6 intransitive, inseparable
7 transitive, inseparable 8 transitive, inseparable
3 1 take after 2 look up to 3 look up 4 look forward to
5 go back 6 give up
4 1 taking off 2 look after 3 found out 4 bring up 5 hurry up
6 fill in 7 put out 8 passed away
5 1 to stand up to 2 handed down through 3 die out
4 work out
Listening page 63
1 1 deploy 2 contemplate 3 trial and error 4 a luddite
5 rack up 6 keep a tight rein or sb/sth 7 monotony
3 1 D 2 C 3 A 4 B
4 1 Speaker 1 and 2 2 Speaker 3 3 Speaker 2 4 Speaker 4
5 1 nine 2 seeing his children while he is deployed to a war zone
3 ‘I want to see daddy on the computer.’ 4 what you do and
don’t want to see on each other’s social media pages 5 play video
games all day 6 watching films online
189
Reading pages 64–65 3 I’m sorry but it’s out of the question. We have an important match
on Friday.
1 1 clocks 2 musical instruments 3 recipes 4 letters 4 How would you feel about me organizing some extra study
5 jewellery sessions at my house at the weekend?
2 1 B 2 A 3 C 4 D 5 E 5 I can’t see a problem with that. Thank you.
3 1 musical instruments and clocks 2 recipes 3 letters 6 Student's own answers
4 jewellery 5 clocks
4 Student's own answers Writing page 69
5 Student's own answers 1 1 G 2 F 3 A 4 C 5 E 6 H 7 B 8 D
6 ambiguous, vague, confusing, inconclusive 2 1 With regard to 2 In other words 3 Likewise 4 Naturally
7 1 valued 2 priceless 3 invaluable 4 irreplaceable 5 Nevertheless 6 What is more 7 especially 8 Overall
8 Student's own answers 3 1 Nowadays, the mother of the family also works.
2 More couples are getting divorced.
3 S pending time online has taken on more importance than
Grammar page 66
spending time with families.
1 1 B 2 D 3 A 4 C 4 Student's own answers
2 1 A 2 A 3 B 4 C 5 B 6 C
3 1 should have bought 2 must have had 3 must have run out
4 could have used
Webquest page 66
1 as of June 2015, 17 children
2 a boy who was referred to as ‘the infant’ and described without
gendered pronouns
3 Serena and Venus Williams
4 about 40,000
5 66 years old
6 It comes from the Latin word familia, meaning ‘household’ or
‘household servants'. In 1667 the term started being used specifically
to refer to parents and their children.
Interaction page 67
1 1 W
ould it be possible …? / How would you feel about …? / Do you
think you could consider …? / Would you be willing to …? / Look at
it this way …
2 I’m happy to go along with this, provided that / as long as … / Meet
us halfway. / Let’s try to find some common ground here. / There
has to be some give and take. / What you need to do / I expect you
to … / Only on the condition that …
3 That’s a fair suggestion. / I can’t see a problem with that. / That
sounds reasonable. / I’m willing to consider it.
4 It’s out of the question. / I’m not going to get into a discussion
about …
2 1 would 2 feel 3 reasonable 4 condition 5 possible
6 out 7 question 8 Look 9 into 10 discussion
3 1 would you be willing to discuss the trip to Manchester again
2 I’m not willing to consider letting
3 I was hoping we could find some common ground
4 do you think you could consider coming with us
5 Look at it this way
6 I’m happy to go along with this
7 That’s a fair suggestion.
4 1 H
e doesn’t want him to travel to Manchester by himself and he
doesn’t trust Joel’s driving.
2 That his father comes with them and drives them there in his car.
3 That the father drives and they all contribute towards the cost of
the petrol.
5 Possible answers:
1 Would it be possible to postpone the test because our class
doesn’t feel prepared for it?
2 That sounds reasonable to me.
190
1.18 Workbook page 63, exercises 3–4 1.20 Workbook page 68, exercise 2
Speaker 1: I’ve got nine grandchildren and it’s not easy to keep in F = Fraser, D = Dad
touch! My family rarely use the phone, so if it weren't for social
media, I wouldn’t talk to my grandchildren. Now, I see pictures of F: Dad, all the guys are going to the big game in Manchester on
them and get updates on what they’re doing. Saturday. Would it be possible for me to go?
I think technology is a wonderful way to sustain relationships. If D: Manchester? How are you planning to get there?
we’re in different countries, we don't have to wait weeks for letters F: Joel is driving us.
or rack up gigantic phone bills – you just connect online. D: No, it’s out of the question. It’s too far and Joel’s just passed his
As a former Luddite, it means I’ve had to learn to engage with test.
technology. I’ve expanded my own interests and do a lot of things F: Oh, Dad, please! Look at it this way ...
online now. I wouldn't have done that without the motivation to D: Absolutely not. I’m not going to get into a discussion about it.
keep in touch with my family.
Speaker 2: Technology is changing what it means to be deployed
to a war zone in that we have daily access to our families. Children
grow quickly and with instant messaging and social networking, I 1.21 Workbook page 68, exercise 6
see them every day when I’m deployed. They tell me about school
and I feel like I’m with them. Speaker A: Do you think you could let me copy some of your
It breaks the monotony and stress of being in a war zone and makes homework? I haven’t had time to do mine…
the return home easier. I’m still part of my children’s lives, not a Speaker B: We don’t want you to have any parties while we’re away
stranger in uniform. It's funny – my daughters are so used to it that this weekend.
they still say ‘I want daddy on the computer’ even when I’m in the Speaker A: If I let you borrow the car tonight, would it be possible
room! for you to babysit for me on Friday?
Speaker 3: I don’t agree that we need to keep a tighter rein on young Speaker B: Well, you don’t want to come on holiday with us and we
people and technology. We should allow them to develop their don’t want to leave you at home alone, so what can we do?
own judgement through trial and error. Being taught to manage
risks is a useful life skill. So, get the kids to show you the websites
and apps they use and vice versa. Let them see your social media
profiles. Establish guidelines for each other regarding what you
do and don’t want to see on each other's pages. This collaborative
approach allows for better communication. It helps your child (and
you!) learn to use social media responsibly. It's also an interesting
trust-building exercise.
Speaker 4: I love playing video games and left to my own devices,
I’d spend the whole day doing it, but my parents won’t allow that.
However, they do play games with me sometimes! I feel like my
parents are making the effort to hang out with me and do what I
like. We have fun and I think it makes me more cooperative.
It also puts me in charge. We pick a game I like and I show them the
tricks and ways to cheat! As well as gaming, we have a family film
night. I pick a film and we watch it online. It’s something we all do
together and we get into interesting discussions about the films.
L = Lauren, M = Mum
L: Mum, can I ask you something, please?

M: Yes, what is it?
L: Well, you know how my curfew is still 11 o’clock? How would you
feel about extending it to midnight?
M: I’ve been thinking about that too and that sounds reasonable to
me.
L: Great!
M: But only on the condition that we know where you are and you
are always home by midnight.
191
192
Units 4–6 REVIEW
Warmer
Write the word Crime on the board. In small groups, get students
to brainstorm as many words as they can related to the word.
Give students a time limit. The group with the most words
wins. Write all the words on the board. If they don’t include the
following words try to elicit them, as they appear in the reading
text: criminal (noun and adjective), arrest, robbery, robber, steal,
prison, detective, inmate, life sentence.
1 Explain to students that The Sun is a British tabloid newspaper. Give

students time to discuss the questions in pairs, then ask them to
join with another pair and compare their guesses.
2 Encourage students to read quickly to get the gist. Discourage them

from looking up unknown words.
3 Tell students to carefully study the text immediately before and

after the gaps to help them decide what the missing sentences are.
Answers
1 D 2 B 3 F 4 A 5 C 6 E
4 When students have finished, you could ask them to write two
more incorrect sentences about the article. In pairs, get them to
exchange sentences, and then correct their partner’s sentences. As
a follow-up activity, discuss with the class whether they think Jack
Straw was right to release Biggs.
Answers
1 Biggs came back to the UK at the age of 71.
2 It was Biggs’ role to arrange another driver to help move the train.
3 Biggs was not released from prison, he escaped.
4 He went to France to get plastic surgery.
5 Jack Straw decided Biggs could leave prison in 2009.
Teaching tip
Encourage students to record any new words they find in
reading texts in a vocabulary notebook. When recording verbs,
suggest they write down the infinitive form, and also any
irregular forms of the verb, e.g. steal, stolen.
Extra activity
Ask students to write down five questions to ask Ronnie Biggs,
based on the information in the article, e.g. Where did you spend
your childhood? In pairs, get students to carry out a role-play. One
student acts out the part of a journalist and asks his / her five
questions. The other student acts out the role of Ronnie Biggs,
and tries to answer the questions. Then they can swap roles.
193
194
Warmer Warmer
Write Voluntary work on the board. Ask: What types of voluntary If possible bring in some pictures by famous artists, some by
work can you do in your area? What do you think are the benefits traditional artists and a couple by street artists. Ask students to
of doing voluntary work? Try to elicit that it can help you gain look at the pictures. Ask: Which do you / don’t you like? Have you
experience, which might be useful for getting a job. You can every seen any street art? Why do you think street art might be
help make a difference in your local community, which can give controversial? Ask students to discuss in pairs. Then discuss with
you a sense of satisfaction. You can make friends. Some types the class.
of voluntary work are good exercise. Get students to discuss in
pairs. Invite them to share their ideas with the class.
1 Ask students to look at the picture and ask them if they have seen it
before. Ask: Have you heard of Banksy? What do you know about him?
5 Ask students what they think the people in the photos are doing. Give students a few minutes to discuss the questions in pairs,
Encourage them to guess if they’re not sure (They could be … Maybe then open up into a class discussion. Ask students if they know the
they are … ). Then get students to discuss the questions in the names of any famous street artists.
Student’s Book in pairs.
2 Play the video. Ask students to watch and say whether the
6 2.24 Transcripts page 196 Before students listen, get them sentences are true or false. Get them to correct the false sentences.
to say what information is missing in each sentence, e.g. date,
number, verb. Answers
1 True
Answers
2 False (You can only see it outside in public places in the street or on
1 1963 2 neglected 3 Make a Difference 4 one million people the walls of buildings.)
5 knitting 3 True
4 True
7 2.25 Transcripts page 196 Pause the audio after each speaker 5 False (They find it in a bar.)
to allow students to note down the answers. Play it twice, if
necessary. 3 Before students do the matching activity, read through what the
people said, and see if students remember who said it. Then play
Answers the video again for students to check.
1 It has helped develop his computer literacy skills and his time
Answers
management skills.
2 It makes her feel that she is still of use and part of her community. 1 B 2 D 3 A 4 C
3 It has given her the chance to live independently.
4 Jim finds the work very fulfilling. 4 After students have discussed the questions in pairs, ask how many
of them are in favour of street art and think it should be legal. Ask
8 If possible, try to bring in some examples of charity adverts for the them to put up their hands if they are in favour, and take a class vote.
class to look at or ask students to bring some in.
9 Play the audio from exercise 6 again to give students ideas, or Find out
you could give them a copy of the transcript. Encourage them to Students can do this for homework.
include: background information about what the charity does and
how long it has existed; what volunteers can do to help and what
the benefits of volunteering might be; where to find out more about
the charity.
10 You could stick the adverts on the wall and get students to vote for
the best one. Encourage students to give reasons for their choices.
195
2.24 Student’s Book page 71, exercise 6 Video Student’s Book page 71, exercises 2–3
▼
P = Presenter, T = Tom, A = Alex, W = Woman, C = Cyclist
Since 1963, volunteers at CSV have been quietly working to make
P = Pedestrian, W = William, S = Schoolboy, T = Taxi driver
a difference one life and one community at a time. We know that
communities are about making connections and volunteers are a P: Banksy is one of Britain’s most famous artists and his work sells
vital link. That’s why we want to help more people to get involved for thousands of pounds. You won’t find a Banksy painting in an
and take an active role where they live. Volunteering with CSV art gallery, though. That’s because Banksy is a street artist who
gives people of all ages and backgrounds the opportunity to give paints on buildings, on bridges and in public places. Some people
something back. believe his work is just graffiti, other people think it’s art.
Our programme helps disabled people lead independent lives. So what do our presenters think of this controversial artist? Let’s
We offer security to families and children at risk of neglect. We see what happened when we sent them to London to find a
help young people find their direction in life and enable older Banksy.
people to share their knowledge across generations. T: Here we go, the next one …
This October why not get involved and volunteer in your A: Let’s see.
neighbourhood? Make a Difference Day is held on the last T: Ok, so … so, we have to find a Banksy!
Saturday in October every year. An annual day of volunteering, A: Ok, who is Banksy?
giving you the chance to make a difference in your community T: Oh, Banksy … oh right, sorry! Banksy is an artist. He’s a street
by organizing a project with your school, work, friends, family, artist and no one really knows who he is, so we’ve got to go and
university, charity or community group. Since 1996, one million find one.
people have given their time to help others through this event. A: Ok.
Activities can be anything from creating a bus stop garden to T: So, left or right?
teaching IT skills, renovating a homeless shelter or knitting A: So, he paints on walls?
blankets for animal shelters. T: He paints on walls.
So, visit our website where you can find resources and A: Great.
information about how to start your own volunteer project. Also T: There’s lots of walls!
watch clips and read our volunteers’ stories to get inspired. We’ll A: Shall we go that way?
match your skills and passions to a local organization. Be a vital T: Alright … let’s have a look for a Banksy.
link. Make a difference. A: Let’s find a Banksy.
…
A: I see walls!
T: Ok, good start!
2.25 Student’s Book page 71, exercise 7 A: I don’t …
T: That’s art …?
A: I think he’s probably more … more elaborate than that!
M = Mark, D = Dorothy, L = Lucy, J = Jim …
M My name is Mark. Working with Community Service Volunteers, T: This is very similar … I have no idea … this might be a Banksy. I
or CSV, has turned my life around. My computer literacy skills don’t know.
have developed, my time management skills have improved and A: It’s quite nice, don’t you think?
all these things help make me a better person. T: Er … it’s ok.
D I am Dorothy and I am 87. I find it very worthwhile giving your A: It’s colourful … it’s colourful.
time to others. It makes you feel you are still of use and part of T: Yeah, it’s very colourful.
the community. A: I like it, I like it. I quite like it.
L Hello, my name is Lucy. Without all the help of the volunteers T: It’s got this thing here: ‘for the love of dog’. For the love of dog …
who have lived with me, I would have never been able to live for the love of … it’s from the expression ‘for the love of God’.
independently and bring my children up. CSV have given me the A: Yeah, I think it could be controversial for some people, I suppose.
chance to be normal. T: Yeah … it could … for some people, it could be. Banksy? No.
J I’m Jim. I feel proud to be a Community Service Volunteer. The …
fulfillment it gives you is just unreal. When a child walks out T: Hello!
of here with a bike and a big smile on their face, it makes it all W: Hi!
worthwhile. W: This one was original Banksy that was on the wall here, and
unfortunately, erm … it got painted over by the city council,
which was such a shame. So what we done [sic] was we actually
photographed it and placed it back on the wall so that people
could see a piece of art.
T: Do you like it?
A: It’s ok, I guess. I mean, it’s very simple, isn’t it?
T: Well, I think the idea is absolutely brilliant because it would
almost look from a … if you were walking towards it, it would look
like it was real.
…
T: We are just looking for a Banksy around here.
A: Banksy.
T: Do you know … where any are?
P: No, I don’t.
C Banksy? Erm … no I don’t, to be honest.
…
T: You haven’t seen him walking around today?
196
P: No, sorry. T: … we’ve got two. So William, thank you very very much for your
T: Alright. help!
… W: You’re very welcome!
T: I’ve found one, I’ve found one, I think I’ve found one! Look look T: It’s fantastic.
look! That’s a … that’s a Banksy …? A: Thank you.
… T: Now, for the final time, let’s go for a drink!
T: We’re looking for a graffiti artist ‘round here called Banksy. Do A: Drink!
you know any round here that there are? T: Yep. Bye bye!
S: Erm, yeah! Ah, but they painted over it!
…
A: Trying to find a Banks y… can we walk from here?
T: Not ‘round here, no.
… Vocabulary page 70
T: We can always look on our phone. Don’t look! We know that’s
cheating a little bit, but … ! 1 1 arsonist 2 criminal 3 campaigner 4 child 5 murderer
A: Let’s have a look … Shoreditch, no? 2 1 B 2 E 3 D 4 A 5 F 6 G 7 C
T: Shoreditch … yeah.
A: So …
3 1 migrant workers 2 family heirloom 3 aid workers
4 family feud 5 co-workers 6 family values
T: It said Shoreditch? Well, that’s just round the corner.
…
T: Again we’ve been too late, unfortunately, because last year there Grammar
was a Banksy up there and the local council painted it black. 4 1 It’s a good idea to get your car serviced at least once a year.
A: Now it’s painted black. 2 Under no circumstances should you go out without telling
… someone where you are going.
T: I mean, it’s massive, isn’t it … ? 3 My cousin is said to be one of the best young musicians in the
A: Yeah … country.
T: … maybe it’s a little bit over the top? 4 You can buy tickets online in advance or alternatively you can buy
A: I think so. them when you arrive.
T: And I think that’s the idea. 5 This is the latest attempt by the police to clamp down on illegal
… parking in the city.
T: Well, er, sorry to say we’ve failed. 6 To enter the competition you have to simply fill in this application
A: Miserably. form.
T: Not miserably, but we have failed on our quest to find a Banksy. I
wouldn’t say it was miserable, I think we tried hard … 5 1 have been 2 must be shown 3 could 4 sooner 5 needn’t
A: Yeah, I think we got probably near. 6 1 S erious delays have been reported on the roads due to the bad
T: Found two places where there were, but we didn’t find an actual weather.
Banksy. But I think we deserve a drink. 2 Alan is in hospital – he’s having his appendix taken out.
A: I think we do. 3 Drive slowly – this road is very dangerous at night.
T: So, c’mon, I’ll buy you a drink. Follow me. 4 You must be really looking forward to seeing Michelle again.
A: Let’s go. 5 At no point did you mention taking a holiday today!
…
T: Absolute … Review page 71
A: Is that a Banksy?
T: Oh … 7 1 A 2 A 3 A 4 A 5 B 6 A 7 B 8 B 9 A 10 C
A: That is a Banksy!
… Video
T: So, we found William, he works in the bar here. William, that is a
Banksy, isn’t it?
W: It is a Banksy, indeed. 2 1 could 2 might 3 would 4 could 5 should
T: It is … and how long has it been there? 3 4: a choice; 1 and 2: a possibility; 5: a suggestion; 3: an unreal
W: Erm, that one’s been there for about ten years. situation
T: Ten years … 4 Student's own answers
A: Wow!
W: … back when the bar first opened.
T: We finally found one. We finally found a Banksy, and now Alex I
think we should go and get a drink. Video Workbook page 71, exercises 2–3
▼
A: Let’s get a drink.

W: Did you actually know there’s more than one at The Gull? Refer to Student’s Book video transcript on page 196.
…
A: Ah, I see it now … Mr. Jack Russell.
T: It’s amazing! And that’s been there … that’s been there for ten
years as well?
W: That was one of the original Banksy pieces.
T: Brilliant!
A: It’s quite interesting, yeah.
T: It’s two for one! Five minutes ago we’d only seen one, now we’ve
seen two, so …
A: We did it. Yeah, yeah …
197
7 Into the unknown Unit overview

● Talking about the future: anticipate, forecast, foresee, ● To learn vocabulary related to the future (page 73)
imagine, omen, predict, premonition, prophecy, speculate ● To learn and use ways of expressing certainty and
● Connections: careers adviser, clairvoyant, financial uncertainty when making predictions (page 74), even and
adviser, football scout, fortune teller, market analyst, palm more contrasting structures (page 78)
reader, town planner, weather forecaster ● To use tips for writing a short story (page 81)
● Idioms: a good omen, a sign of things to come, in the not-
too-distant future, looks a bit bleak, saving something for a
rainy day, years ahead of (its) time
● Technologies: digital photography, elevated motorways, Skills objectives
high-speed transport, mobile phone technology, natural
● To discuss the future (page 73)
sources of energy, satellite TV, space travel
● To listen to and interpret information in a topical
● Face 2 Face: Are you seriously suggesting ... ? Let’s be
discussion (page 75)
serious for a moment. You cannot be serious!
● To read and understand a text about the novel 1984
● Similar words: glanced, glared, gazed, glimpsed
(pages 76–77)
● To prepare a sales pitch for a futuristic holiday (page 79)
● To speculate about the future (page 80)
Grammar ● To write a short story (page 81)
● Predictions: expressing certainty & uncertainty

● Even; More contrasting structures
Assessment criteria
● Students can correctly use structures to express certainty
Recycled language and uncertainty when making predictions and can
correctly use even and other contrasting structures.
● Future will ● Students can recognize and use vocabulary for talking
● Passive about the future correctly.
● Modals ● Students can read and understand a text about the novel
1984.
● Students can listen to and interpret information in a
topical discussion.
● Students can prepare a sales pitch for a futuristic holiday.
● Students can speculate about the future.
● Students can write a short story.
198
activities.
Listening
Writing

practice
Grammar
presentation
199
200
Unit 7 FOCUS
Warmer
Put students in pairs or small groups and ask them to try to
predict what new technologies will be available to the public in
fifty years’ time. Tell them to think of a list of five ways in which
our lives will be different in terms of the home, school, news and
entertainment, socializing, food and drink preparation, clothes,
travel and transport. Have a whole-class feedback session, and
see whether any students share the same ideas.
1 Write the expression horse-drawn carriage on the board, and ask

what other nouns and adjectives could be used to describe the
scenes in the photos, e.g. less crowded, more elegant.
2 Encourage students to speculate on why some of the predictions

did not come true.
Teaching tip
Create a greater awareness of the way in which language has
changed. Point out that the English used in newspaper articles
in 1900 was more formal than now. Mention that some items
of vocabulary may now be considered to be old-fashioned,
e.g. boudoir. Point out as well that the use of some verbs have
also changed; for example, we don’t use the preposition to
after the verb telephone, and that to telegraph now means to
communicate a feeling, e.g. She telegraphed her intentions.
3 When checking answers, ask what clues in the relevant paragraphs

helped them to decide on the correct answer.
Answers
mobile phone technology (3)
digital photography (1)
elevated motorways (5)
high-speed transport (6)
satellite TV (4)
4 Read the example. Point out that the sentence beginning When ...
refers to a way in which the prediction was not fully accurate (he
could have also predicted ...). Refer students to exercise 2 and advise
them to include some of the observations they made there.
201
202
Unit 7 VOCABULARY
7 Point out that the verbs forecast, foresee and imagine could also
Warmer be used. Mention that we don’t introduce our own speculations or
Ask Have you ever been to a fortune-teller? Do you know anyone predictions by saying I speculate that ... .
who has? Do you think they are a bit of fun or a waste of money?
Do you think there are genuinely people who can see into a Answers Students’ own answers
person’s future? Elicit a range of responses.
Connections
1 Refer students to the cartoon and establish that the man is having 8 Have students translate these words into their own language
his fortune told. Make it clear that the man’s question comes after before writing definitions.
the fortune teller’s statement. Ask students to make plausible
guesses for the question that he might ask in that situation.
Answers
Answers Students’ own answers Suggested answers
A careers adviser anticipates what jobs students will eventually do.
A clairvoyant claims to have premonitions of what will happen in the
2 Ask students to try to do this exercise without using their future.
dictionaries, and then have them check. A financial adviser speculates on the best ways money can be saved
and spent.
Answers A football scout anticipates future footballing talent.
A fortune teller foresees the future.
anticipation, forecast, foresight, imagination, prediction, speculation A market analyst predicts changes in the economy.
A palm reader predicts people’s futures by studying the lines on their
3 Draw attention to the photos and make sure that students palms.
understand who the people are. Pre-teach or elicit inevitable A town planner imagines how changes to infrastructure could improve
(cannot be avoided) and mastered (acquired full knowledge or towns.
experience of). Get students to work individually, and tell them to A weather forecaster forecasts the weather.
decide firstly whether a verb or noun is required in each gap.
Idioms
Read the words in the box and ask students to give a synonym
where possible, e.g. very advanced for years ahead of his time or
4 2.26 Transcripts page 220 Before playing the audio, have
soon for in the not-too-distant future.
students compare their answers with a partner. For item 2, point
out that the word prophecy is used in a general sense to mean ‘the Answers
art of predicting the future’.
1 financial adviser 2 football scout 3 market analyst
4 weather forecaster 5 palm reader
Answers
1 foresee
2 prophecy … predict
3 imagine … imagine Continuous assessment
4 forecast
5 premonitions Teacher’s Resource Book
5 Tell students to discuss the meaning of the quotations before Vocabulary Consolidation Worksheet: page 25
rewriting them.
Teaching tip
Students may need some help with paraphrasing. Focus on the
first prediction in exercise 3 and point out the large number of
nouns. Mention that when paraphrasing, we often use verb
forms to explain ideas, e.g. disasters are always likely to occur
rather than catastrophes may be inevitable. Tell them that using
verb forms often gives a less formal impression.
6 Read through the statements and draw attention to the different

ways of introducing a prediction (I predict / anticipate that ... ,
I gather there was a prophecy that ... , There’s speculation that ... ).
Point out that it is good style to vary the structures used.
203
204
Unit 7 GRAMMAR
GRAMMAR OPTIONS Extra activity

● The grammar box gives a summary of the grammar areas that Extend the exercise 5 activity by getting students to prolong
students will practise on this page. the conversation, taking it in turns to be the careers advisor. Tell
● The grammar is presented in a complete grammar reference them they can use their imaginations regarding the suggested
on page 119. career options, including using words from exercise 8 on page 73.
● Visual grammar presentation. Encourage them to give reasons for their suggestions.
6 When making their choices, tell students to consider whether

Warmer the action is active or passive, whether it will be completed by a
certain time in the future or be in progress, and how certain or
Write the following sayings on the board: uncertain it is.
You cannot escape the responsibility of tomorrow by evading it
today. (Abraham Lincoln) Answers
It is not in the stars to hold our destiny but in ourselves. (William
1 be
Shakespeare)
2 will have been invented
Memories are the key not to the past, but to the future. (Corrie Ten 3 will be using
Bloom) 4 might
Discuss each of these sayings as a class. Elicit their meaning and 5 will be coated
find out if students agree with them. 6 be seeing
7 be watched
8 could be walking
1 Point out that there is sometimes not a strong difference between
the future passive (will be done) and the future perfect passive (will 7 Suggest that students use a range of future tenses, and express
have been done), but that the perfect form emphasizes the fact that their ideas with differing degrees of certainty.
the action will have been completed by a certain point in the future.
Answers
1 will have been built
2 will have been established Continuous assessment
3 will be discovered / have been discovered Teacher’s Resource Book
4 will be flown Grammar Support Worksheet: page 48, exercises 1, 2 and 3
5 will be cleaned
6 will be using
2 Have students look through the list of verbs and to give a synonym
for eradicate (get rid of). If they can’t think of any ideas, tell them to
think about the kind of technology popular in science fiction.
3 Encourage students to agree or disagree on the time span for these

predictions, not just whether they think they will happen at all. Tell
them to use verbs from exercise 2 on page 73, if they wish.
4 Point out that they should use the modal verbs in the grammar
box appropriately, according to how certain or uncertain they are.
Tell them that they can choose to be certain about some aspects of
their future and less definite about others.
5 Once students have acted out their interviews, get them to swap
roles.
205
206
Unit 7 LISTENING

Warmer English, They are highlighted in the audio script on page 220. Ask
Tell students to think of a holiday they went on. In pairs, have students which one means:
them describe where they were and what they did, without let’s not talk lightly any more, but get to the important information /
mentioning the location specifically. Their partner has to guess discussion. (Let’s be serious for a moment.)
where the place is. This can become a mingle activity. you cannot think that what you’re saying is true or correct or would
work. (You cannot be serious!)
1 Check students understand the meaning of orbit (to move on a do you really mean to suggest that …? (Are you seriously suggesting ... ?)
curved path above and around a planet).
Answers Students’ own answers the interview, but that items 4–6 are new contexts which they are
to complete with the Face 2 Face expressions.
2 2.27 Transcripts page 220 Accept students’ suggested
definitions of space elevator, but don’t confirm or deny any at this Answers
stage. Elicit that the British English word for elevator is lift. 1 You cannot be serious!
2 Let’s be serious for a moment.
3 Are you seriously suggesting
WORDS TO KNOW 4 You cannot be serious!
5 let’s be serious for a moment
Check that students know the following words: mass, 6 are you seriously suggesting
foundations, supplies and stages. Ask them to give a synonym (on
a large scale, base for a building or structure, things needed on a 9 Ask students to think back to their discussion in exercise 6 about
regular basis such as food and fuel, and sections). the reality of a space holiday, and to incorporate this into their
advice and suggestions.
Answers 10 If there is time, have students swap roles.

The listening text explains that a ‘space elevator’ is an elevator which
has its foundations on Earth and extends like a giant cable into space.
Fast finishers
3 2.27 Transcripts page 220 Read the questions and elicit that
facilitate means to make easier. Point out that in item 2, devise is Ask fast finishers to write a paragraph on the negative aspects
similar in meaning to invent or design. of space tourism, from a comfort, cost and environmental
perspective.
Answers
1 True 2 False 3 False 4 True 5 True
4 2.28 Transcripts page 220 Refer students to so and like

in items 1C and 2B, and point out that both structures express
similarity.
Answers
1 A 2 C 3 C 4 C
5 2.29 Transcripts page 220 Get students to read through

sentences 1–4 out loud before listening to Part 3 of the audio. Ask
them to explain the verb harness (to use something’s strength or
force in order to achieve something).
Answers
1 be useful for 2 frictionless 3 harm 4 develop
6 Tell students to discuss which aspects they would find least

appealing about a space holiday, and see if there is a longer list of
positive or negative ideas.
207
208
Unit 7 READING
Warmer
Write Big Brother on the board. Find out what students associate
with this expression. Elicit that it is related to surveillance and
control. Ask: Do you feel that we are watched and monitored
too much in society? Do you feel reassured by the use of CCTV
in the street or inside buildings? What are the advantages and
disadvantages?
1 With books closed, write 1984 on the board and ask students what
they know about the novel. Write Utopia underneath, and elicit
ideas about the meaning of the word (an imaginary place in which
everything is perfect).

Suggested answers
Dystopian describes an imaginary society that is as dehumanizing and
as unpleasant as possible. The Hunger Games, Sliders, Brave New World
and The Handmaid’s Tale are examples of film, television programmes
and books which imagine dystopian societies.

Tell students that they will find the information in the first three
paragraphs, but they should read to the end of the whole extract.
Don’t answer any questions about vocabulary at this stage.
Answers
1 13:00
2 Victory Mansions
3 39
4 the telescreen
5 BIG BROTHER IS WATCHING YOU
3 Once students have decided on a paragraph, give them three

minutes to read it and to note down words or expressions. Tell them
to say why they chose those particular vocabulary items, and, if
the items are unfamiliar, make sure that all members of the group
agree on a plausible meaning from the context.
Teaching tip
Point out to students that it is good practice to actively reflect
on language choices when reading texts, as they did in exercise
3, in order to improve their awareness of the effect that different
words, expressions and phrases can create.
209
210
Unit 7 READING
4 When checking answers, ask students to justify their choices by

referring to evidence in the extract. Invite the rest of the class to
comment on whether they think the answer is correct or not. Point
out that information from the extract may appear in sentences A–D,
but emphasize that students need to decide whether the statement
and ending together reflect the relevant part of the extract.
Answers
1 D 2 C 3 B 4 A 5 B
Extra activity
Write Dystopia on the board, with Utopia next to it. With books
closed, elicit positive and negative nouns, adjectives, verbs
and other vocabulary items that could be listed under the two
headings.
5 Tell students to refer back to the discussions they had in exercise 3,

particularly regarding the images and interesting vocabulary.
Answers
Suggested answers
1 a bright cold day; his chin nuzzled into his breast; the vile wind; a
swirl of gritty dust; smelt of boiled cabbage and old rag mats
2 totalitarian, controlling
3 sad, disempowered, apathetic, disinterested
4 dull, uninteresting, irrelevant
5 Thought Police – policing / monitoring / controlling what people
think; Hate Week – a time to vent hatred towards enemies (Hate
Week is in fact an event designed to increase the hatred of the
current enemy of the Party.)
Similar words
words by asking students to translate into their own language.
Answers
1 glared
2 glanced
3 gazing
Students then write their own sentence using the word glimpse.
211
212
Unit 7 GRAMMAR
5 Get students to read through sentences A–H on page 151, and ask
GRAMMAR OPTIONS which sentence should come first (H). When checking answers, ask
● The grammar box gives a summary of the grammar areas that them to explain the logic behind their choices.
on page 119.
H, C, A, D, F, B, E, G
6 Point out that the story contains contrasting structures from both
grammar boxes on page 78. After completing the activity, draw
their attention to In spite of the possible danger. Remind them that
Warmer
despite and in spite of are the only two of these conjunctions that
Play a word association game. Say the word technology, and can be followed by a noun phrase on its own. Write on the board:
ask individual students to give a noun that is connected with ... despite / in spite of the heavy rain.
it. Encourage the class to challenge any words that they think
... though / although the rain was very heavy.
are not connected with the theme, and ask the student who
nominated the word to explain its association. The class as a
whole agrees whether the word is valid. Answers
Suggested answers
Pierce had flown hundreds of times, but even so, he still hated landings.
1 Point out that students need to be sure which part of the original Even though In spite of the fact that she was small and slim, the
statement is to be emphasized. Read the example and elicit that woman pulled down a heavy-looking bag with ease.
Even the weather was good represents which we weren’t expecting In spite of Despite the possible danger, Pierce decided to ask her how
from the original statement. she knew his name.
Answers 7 Tell students to try to include at least two contrasting structures,

one from each grammar box.
2 No one replied to my email. Even Sara who always replies to emails.
3 This smartphone is so simple. Even small children can use it.
4 In the future, invisibility cloaks will be common. Even animals will Answers Students’ own answers
have them.
2 Refer students to the grammar box, and have them read the Continuous assessment
examples using even if and even though.
Grammar Support Worksheet: page 48, exercises 4, 5 and 6
Answers Grammar Consolidation Worksheet: page 49, exercises 4, 5 and 6
1 even if
2 Even if
3 even though
4 Even if
5 Even though
3 Draw attention to the use of a comma after even so. Tell students
that this is because the expression refers back to what was said in
the previous statement (= even though that is true).
4 Emphasize that although the three conjunctions all mean the

same, they are each followed by a different structure. Write on the
board:
I stayed up until midnight, although I was tired.
I stayed up until midnight despite the fact that I was tired / despite
being tired.
I stayed up until midnight, in spite of the fact that I was tired / in spite
of being tired.
213
214
Unit 7 CHALLENGE
In this lesson, students prepare a sales pitch for a futuristic

4 When discussing the class’s preference, write Space hotel and
Rainforest Tower on the board. As students give their reasons, list
holiday.
these under each heading. At the end of the discussion, find out if
any students have changed their minds about futuristic holidays. If
so, ask which arguments or ideas they found most persuasive.
Warmer
Divide the class into small groups, and tell them that they are 5 Tell students that the account of their holiday can be a positive or
going to play a spelling game. Give each team in turn a word a negative one, or can be mixed. Suggest that they contrast their
from the word pools on page 73. The chosen team (Team A) can experience with what was promised by the company that arranged
decide whether they want to try to spell it, or pass it on, e.g. the holiday.
to Team B. If they spell it correctly, they get the point. If they
get it wrong, they get no points. If Team B gets it right, they
win a point, but if Team B gives an incorrect answer, Team A
Fast finishers
wins the point instead. This continues until all the words have Ask students to write a summary of how successful their sales
been spelled. pitch was. Include any indications of things they would do
differently if doing the pitch again.
1 When giving their reactions, encourage students to describe the

scenes using any of the vocabulary they learnt when discussing the
listening activities on page 75. Elicit a range of vocabulary items
and write the best examples on the board.
2 Read the example and elicit that you is used in a general sense.
Tell them to write full sentences, rather than a list, using you in the
same way.
Answers
Suggested answers
In the space hotel you get to spend time in zero-gravity, view the Earth
turning from the special observation windows, and watch 16 sunsets
and 16 sunrises each day.
In the Rainforest Tower you get to see the Amazon rainforest from
above, visit the laboratories and learn more about the delicate
ecosystems of the Amazon.
Teaching tip
When reading the two texts, focus students’ attention on
language choices by asking them what they notice about the
style (it refers to holidaymakers in the third person rather than
addressing them directly). Ask what impression this gives
the reader, and elicit ways in which this could be made into a
stronger marketing text (addressing the reader directly, more
emphatic and persuasive language).

Advise students to agree on the holiday that they feel offers more
of an experience, rather than the one that they prefer. Draw their
attention to the Express yourself phrases. Point out that these
must be expressed using a warm and enthusiastic intonation that
matches the content. Tell them that each person in the team must
take a turn in speaking at the sales pitch. Once their pitches are
complete, get the groups to practise them and monitor to check
that the delivery is appropriate.
215
216
Unit 7 INTERACTION
4 Encourage students to use any suitable expressions from exercise 3.

Warmer Point out that we can say best-case scenario to talk about the ideal
Refer students to the photos on page 80. Ask: Where are the people outcome of a situation. Acknowledge that not all students at this
in the photos? What are they doing? What kind of lifestyle do you stage of their lives have a burning ambition, and say that they can
think they have? How do you think they are feeling? Are you more imagine a job that they think sounds attractive and plan a career
attracted to one photo rather than another? Why / Why not? strategy that they would need to follow to achieve it. Refer them to
Elicit a range of responses. the Express yourself box.
5 If time only allows for one interview per pair, ask students to decide
3.4 Express yourself contains a variety of useful phrases for the between themselves whose ambition is the more unusual, in order
situations in the dialogue. Some of them (but not all of them) are to give more scope for the rest of the class to comment.
1 Read the bullet points and explain that see myself / yourself, etc is a
common way of speculating about a person’s future.
2 3.3 Transcripts page 221 Advise students to listen to all the

interviews, even though they are to make notes only on one. Point
out that they can challenge another student if they feel they have
omitted or misunderstood any information from the paragraph
they are reporting on.
Teaching tip
Advise students that they should be careful when taking notes
not to try to take down every word. Point out that they need to
process what they are hearing so that they can pick out the most
important and relevant points.
3 Mention that of all the expressions in italics, only those in

sentences 3 and 4 are specifically related to jobs. Say that someone
talks about adding a few more strings to their bow (sentence 2)
when referring to skills in general, and to have your work cut out
can relate to any situation that presents a challenge. Point out that
odd in sentence 4 means occasional.
Answers
Suggested answers
1 the worst that can happen
2 learn more skills
3 a job that won’t provide a career
4 casual, temporary work
5 I’ve got a lot of hard work to do
6 to hope that nothing will happen to bring bad luck
217
218
Unit 7 WRITING

Warmer stories:
Refer students to the picture and ask what kind of story they ● Have you followed the structure of the story in exercise 1?
think will follow (science fiction). Have them describe the scene. ● Does your story continue where the previous part left off?
● Have you included a climax and falling action?
1 Ask students to feed back in a whole-class discussion. ● Does your story end on a cliffhanger?
● Or, if you have included an ending, does this contain the resolution?
Answers ● Have you included plenty of descriptive language?
Location: the text mentions that Norton was ‘in this remote part of
the planet’, ‘the journey from the base’ and the ‘dark barren landscape’, Answers Students’ own answers
suggesting somewhere not on Earth
The three characters: Valentine is described as ‘moody, taciturn’; Norton 6 When students check each other’s work, encourage them to give
looks at the screen ‘in frustration’ and is ‘becoming more and more
irritated’, suggesting that he is quite intolerant; we know little of Lee,
apart from the fact that he is panicking due to being in a risky situation,
and that Norton speculates about how well he is ‘coping’ with Valentine Answers Students’ own answers
The technology: we are told that there are ‘communication problems’
on the craft, and that ‘his computer screen flickered’, suggesting that
this is not the most up-do-date equipment Fast finishers
The Rock: the fact that Norton speculates about Valentine being
‘nervous about travelling so close to The Rock’ indicates that The Rock is Tell students to imagine that they are approaching a publisher
a dangerous place. with their story. Ask them to write a paragraph describing the
story, saying who the target reader is and why the story will
2 Ask students to say specifically which elements of the story match appeal to the publisher.
the points they choose from items 1–6.
Answers
1, 2 and 3
3 Mention that people often use a comma to separate two or more

adjectives in a list, and that some regard it is incorrect not to do so.
Answers
small white domed structure, moody taciturn companion
Teaching tip
This would be a good opportunity to practise the general order
of adjectives. Write the following on the board:
1 origin (American) 2 material (stone) 3 age (modern) 4 size (tall)
5 colour (dark grey) 6 opinion (wonderful) 7 other qualities (quiet,
famous).
Explain that they would never actually put seven adjectives
before a noun, but that these are just the rules. Have students
write phrases using two or three adjectives and a noun.
Answers
6, 7, 4, 3, 5, 1, 2
4 Tell students to work individually, and that they should think about
what would be the most interesting situation. Point out that they
can make notes on the next part of the story, or can include an
ending.
219
Unit 7 TRANSCRIPTS
2.26 Student’s Book page 73, exercise 4 R That’s a good question. Give or take a bit, it’s about a hundred
kilometres.
I A hundred kilometres? I can hardly go up ten floors in an elevator.
1 ‘Science fiction writers foresee the inevitable and, although
You will never catch me travelling up a hundred kilometres in an
problems and catastrophes may be inevitable, solutions are not.
elevator.
Isaac Asimov, science-fiction writer, 1919 to 1992
R You won’t do it all at once. You’ll do it in stages.
2 ‘Science has not yet mastered prophecy. We predict too much for
I No, you’re quite wrong. I won’t do it at all.
the next year and yet far too little for the next ten.’
R Fine. But I’m sure there are a lot of people in the audience who
Neil Armstrong, astronaut, 1930 to 2012
would like to try. Would anyone like to try the space elevator?
3 ‘If you want to imagine the future, imagine a boy and his dog and
his friends. And a summer that never ends.’
Neil Gaiman, author, born 1960
4 ‘The most reliable way to forecast the future is to try to
understand the present.’
John Naisbitt, future analyst, born 1929
5 ‘Sometimes I have these premonitions and I don't forget them, I = Interviewer, R = Rupal
so I will be prepared when they happen.’ I OK, let’s be serious for a moment. I imagine it will be quite
Isabel Allende, author, born 1942 complicated to build.
R Indeed. But they said the same about skyscrapers a hundred
years ago.
I Hmm … yes. In your magazine this week, you make some
2.27 Student’s Book page 75, exercises 2 and 3 astonishing predictions about moon tourism.
R Yes, we estimate that a million people will have visited the moon
I = Interviewer, R = Rupal by the year 2050.
I But presumably they won’t travel there by the space elevator.
I Thank you. My name is Tom Simpson and this is The Future Show.
R No, they won’t. Moon travel will involve more conventional
With me in the studio tonight is Rupal Haria, one of the people
means of space travel, in more sophisticated spaceships. But we
behind a new online magazine called Gospace, which every week
already have the technology for that too. The first space tourism
has lots of fascinating and mind-boggling predictions about
vehicles have already been built. They’ll be in regular service
future technology and space travel. Ladies and gentlemen,
soon.
please welcome Rupal Haria.
I And you also talk about orbiting space hotels.
R Thank you. Great to be here.
R Oh yes! That’s a very exciting development. We predict that
I There’s a lot of information on your website about space tourism.
there will be a series of hotels orbiting the Earth. I mean, can you
R That’s right.
imagine how exciting it will be? Waking up in the morning and
I You’ve made some quite astonishing predictions about the kind
seeing an earthrise?
of space holidays we might take in the future. Tell us about them.
I Yes … will be there be much room to move around? I mean,
R We think the most interesting kind of tourism in the future will
the space stations that are up there now – they don’t look very
involve travelling in space. It’s just a matter of time before the
spacious.
technology is ready.
R Space hotels will be much more spacious – and luxurious – than
I What kind of technology are we talking about?
space stations currently are. And by the way, by the time this
R The first requirement for mass space tourism will be the
happens, space stations will have developed into something
construction of a space elevator.
much bigger. They will be like small cities.
I A space elevator. What exactly is that?
I Well, the future does sound pretty amazing if you look at it from
R It’s an elevator which has its foundations on Earth and extends
this point of view. Let’s take a break there. Back in a moment.
like a giant cable into space.
I All the way into space?
R Yes.
I An elevator?
R Yes!
I You cannot be serious. You mean like an elevator in a tall building?
R That’s right. But this one will extend into space. I = Interviewer, R = Rupal
I That sounds completely mad. And scary! I mean, how will they I Welcome back. I’m with Rupal Haria from the online magazine
build it? How can you possibly build an elevator that goes all the Gospace. Rupal, I do have to ask the question – won’t space
way into space?? tourism use up a lot of natural resources? I mean, the world is
R Well, it isn’t as difficult as it sounds. running out of oil and other natural resources, how will it be
I Is it technically possible? possible to provide fuel and materials for these developments?
R Oh yes! The technology has already been devised. We predict R That’s a very good question and of course it’s part of a much
that at least one will have been built by the year 2050. bigger question about future energy provision. And that’s already
I What will it actually do? being dealt with.
R It will enable both people and supplies to be transported into I Already being dealt with? What do you mean?
space without the need for rocket-propelled spacecraft. R There are two aspects to this. First, the space vehicles themselves
I I cannot believe that you are seriously suggesting that in 30 and secondly, the power required to get them into space. Once
years’ time, we will be able to get into an elevator and travel all they are in space and orbiting, of course, they use very little
the way to space. energy.
R Well, you’re right. It isn’t quite as simple as that. You will travel I I see.
up in sections. R As for the space vehicles themselves, new friction-free vehicles
I Count me out – I won’t be doing it at all! are being designed.
R I’m sure you will change your mind eventually. I Friction-free? Are you seriously suggesting that’s possible?
I How far is it before you’re actually in space?
220
Unit 7 TRANSCRIPTS
R To be honest, I don’t really understand friction-free technology, I New Zealand! Why there?
but there are already trains which use it. Around 2030, the first B I went travelling a year ago and spent a few months there. I got
friction-free no-moving-parts flying vehicles will be in use which the odd job working on farms, picking fruit … that kind of thing.
will transform traditional aerodynamics. But I just loved the people and the laid-back nature of life there.
I Right. Well, I will have to take your word for that. I I see. And what would you do for a living?
R And as for energy, new sources are being developed all the time. B Hmm, I’m not sure yet. I haven’t done much research. It’s just a
Wind power and wave power are already being used, and finally dream at the moment!
we’re starting to find ways to harness the power of the oceans. I And supposing you weren’t happy there after you’d emigrated?
I I imagine that will be quite difficult. B Ha! That’s not a very positive attitude! I suppose there’s a small
R Difficult is the wrong word – it’s challenging! But really, I’m very chance I’d miss home, and obviously I’d miss my family, so I can
optimistic about new energy sources – there’s an article in the see where you’re coming from, but I’m sure I’d be fine!
magazine this week about developments in this area. I Well, good luck with your dream! I hope it all works out for you.
I I can’t wait to read it! OK, Rupal Haria, thank you very much for B Thanks a lot! I hope it does too!
this very interesting information.
R You’re most welcome. INTERVIEW 3
I Ladies and gentlemen, Rupal Haria. I Excuse me?
C Yes?
I I’m doing a survey about people’s future plans. Can I ask you a
few questions?
3.9 Student’s Book page 80, exercise 2 C Sure.
I What do you do?
I = Interviewer, A = Interviewee, B = Interviewee, C = Interviewee C I’m in my final year of high school at the moment.
I Great! And what are your plans for next year?
INTERVIEW 1 C Well, I’ve applied to a few universities. I’d like to study to be a vet.
I Excuse me, can I ask you a few questions? I A vet?! That’s great. Do you think you’ll get the grades you need?
A Sure. C Well, I’ve got my work cut out, but I’m doing my best, so I like to
I What do you do for a living at the moment? think I’ll pass the exams with the results I need.
A I’m a web designer. I design websites. I Good for you! And where do you see yourself in ten years’ time?
I How long have you been doing that kind of work? C So, if I get in to university, and if I get my degree (that’s a lot of
A Not long. I left art school about a year ago and I’ve been working ifs!), I’d love to work in an animal rescue centre or sanctuary,
as a freelancer since then. looking after neglected or abandoned animals – the ones who
I I see. Who do you design websites for? really need help.
A All sorts of people, businesses, individuals. I do a lot for websites I What a great ambition.
for fans of particular bands and singers. C Yes! So, fingers crossed! But, in the event that I don’t get in to
I Oh, that sounds like fun. university, I’d look for some work experience at a local farm or an
A Yes, it is. More fun than doing one for a bank, that’s for sure! animal rescue centre … something like that, then work my way
I How’s business at the moment? up that way.
A Not great, but I’m hanging in there. I could do with attracting a I You’ve really thought this through – you even have a plan B!
few more customers. Though it certainly sounds like you’ll be heading off to university
I And what about the future? How do you think you’ll be doing in next year! Good luck!
ten years’ time? C Thanks, I’ll need it!
A I think you’d better come back and ask me that in ten years’ time.
The worst-case scenario for me is the work drying up altogether.
I Do you think that might happen?
A Well, there’s a small chance it could happen. But there’s no doubt
it’s going to get harder. There are more and more people offering
the same kind of service that I do. Some really big organizations
who can afford to advertise on TV and can still do it more cheaply
than me.
I So will you be able to survive?
A Not without diversifying. I’m going to have to add a few more
strings to my bow.
I So what advice would you give to someone who wants to do the
same kind of thing as you?
A Well, as they say, always follow your dream. But always have a
plan B.
I Thanks very much for your time.
A You’re welcome.
INTERVIEW 2
I Excuse me, can I ask you a few questions?
B Um … what about?
I I’m carrying out some research on people’s future ambitions.
B Oh, right.
I Can I ask where you see yourself in ten years’ time?
B Well, right now I’m in a dead-end job that I really don’t like, so I
hope I’ll have moved on by then!
I What could you imagine yourself doing?
B Well, to tell you the truth, I’d love to emigrate to New Zealand!
221
Focus page 72 2 1 C 2 A 3 B 4 E 5 D
3 1 B 2 E 3 D 4 A and C 5 E 6 B, C and E 7 E8 A
1&2 Student’s own answers (they are all set in the future and related to
law enforcement). 4 1 giving it their best shot 2 crack shot (at) 3 already out there
4 been around for years 5 spot on 6 thing of the past
3 1 He terminates clones when they outlive their usefulness.
2 They predict crimes before they happen. 5 Student’s own answers
3 Simon Phoenix (a crime boss) was arrested by John Spartan 6 gazed, glanced, glimpsed, glared
(a police officer). 7 1 lonely 2 unique 3 only 4 alone
4 Student’s own answers 8 Student's own answers
5 futuristic
6 1 chaotic 2 historic 3 photographic 4 ironic 5 optimistic Grammar page 78
1 1 A even if B even though 2 A even though B even if
Vocabulary page 73 3 A even though B even if 4 A even if B even though
7 anticipation – anticipate, forecast – forecast, foresight – foresee, 2 1 even though 2 even so 3 Even if 4 even if 5 even
imagination – imagine, omen – [no verb form], prediction – predict, 6 even if 7 Even so 8 even
premonition – [no verb form], prophesy – prophesize, speculation – 3 1 even her shoes 2 Even though she had slept
speculate 3 he hadn't even left 4 Even though the sun appeared,
8 1 careers advisor 2 weather forecaster 3 market analyst 5 even if / though you are making short
4 town planner 5 clairvoyant 6 football scout 7 fortune 4 1 B 2 A 3 C 4 F 5 D 6 E
teller
5 Possible answers:
9 1 years ahead of her time 2 took as a good omen
1 Although the holiday was expensive, they decided to book it.
3 looks a bit bleak 4 in the not-too-distant future
2 Despite hurting his big toe, he still won the race.
5 save some for a rainy day
3 I n spite of her mother forbidding her from leaving the house, she
10 1 C 2 B 3 A 4 F 5 D 6 E still went out.
11 1 I guess 2 took an educated guess 3 You’ll never guess 4 Even though he studied hard, he still failed the exam.
4 it's pure guesswork 5 Your guess is as good as mine
6 take a wild guess Webquest page 79
Grammar page 74 1 Philip K. Dick

2 Eric Arthur Blair
1 1 should have returned 2 have gone out 3 might be living
4 will have finished 5 will have been living 6 have finished
3 Czech
7 have been travelling 8 be able 4 sinking of the Titanic
2 1 A and B 2 A and B 3 A 4 A 5 A and B 6 B 5 2003
3 1 ’ll have been working 2 will have achieved 3 ’ll have built 6 Biff Tannen
4 will have been tested 5 ’ll have made 6 ’ll be using
7 ’ll be sold 8 ’ll be producing 9 will be talking Interaction page 80
10 ’ll have become
4 1 have become 2 be using 3 have found 4 be taking
1 1 I 'm absolutely sure that … / I may be wrong, but I think … / I have a
feeling that … / I suppose there's a small chance that …
5 have made 6 be living 7 have disappeared 8 be buying
2 Supposing you (lost your job) … / I imagine I would have to … / In
9 have been implanted 10 be driving 11 have been replaced
that case, I will / would have to … / In the event of my (losing my
12 be complaining
job) …
3 You may be right, but … / That may be true, but … / On the contrary,
Listening page 75 I think … / I can see where you're coming from, but …
1 1 A 2 D 3 E 4 B 5 C 2 1 have 2 sure 3 be 4 supposing 5 imagine
2 1 They all show forms of surveillance. 3 1 on a different planet or maybe on the moon
2 We will be increasingly under surveillance. 2 He/She doesn’t think 2050 is very far away to make such a
prediction.
3 3
3 It’s too expensive.
4 1 B 2 C 3 B 4 C 5 B 6 C 4 He/She is scared of flying.
5 1 Metropolis 4 Possible answers:
2 Victims are afraid that nobody will believe them. 1 I'll do my best.
3 Less money will have to be spent on large police forces. 2 I may be wrong, but I think that we'll have robots to do all our
4 It could expose hygiene and safety risks and enable medicines housework for us.
to be distributed to the right places, also it could rapidly identify 3 You may be right, but we already have lots of machines helping us
people who are infected and treat them, which would help in our daily lives, so it's likely that we will have even more in the
prevent the spread of disease. future.
5 We wouldn’t have to queue up to pay. 4 I imagine I would have a lot more time for fun things, and would
6 Because these pessimistic views are entertaining. have to spend less time cleaning and ironing!
6 Student’s own answers 5 I suppose there's a small chance that I'm wrong, but I think that
everybody would benefit from having robots in the home, so I
Reading pages 76–77 think it is very probable that it will happen.
1 1 transport 2 free-time activities 3 gaming and entertainment
4 fashion and beauty 5 waste disposal and recycling
222
Writing page 81 1.23 Workbook page 80, exercise 2

1 Possible answers: barren landscape, catastrophic accident, faint
noise, muddy field, thrilling adventure I = Interviewer, A = Alan
2 1 faint 2 muddy 3 thrilling 4 catastrophic 5 barren I: Excuse me, do you mind if I ask you a few questions?
3 2 A: Er, I’m in a bit of a hurry to be honest …
4 1 F 2 T 3 T 4 F 5 T I: OK, I’ll be very quick. I’m carrying out a survey to find out what
people think are going to be some of the major changes to the
5 Student’s own answers way we live by the year 2050. Can you suggest one way in which
our everyday lives will have changed by then?
A: Well, I have a feeling that we won’t need money any more. I
mean, I’m absolutely sure that we will still need to buy things,
1.22 Workbook page 75, exercises 3–4 but there will be no need to carry cash around. I may be wrong
but I think everything will be paid for in another way – perhaps
P = Presenter, DH = Dr Hamilton using microchips...
I: So supposing you just wanted to buy a coffee or something like
P: Welcome to Look Ahead, where today we’re looking ahead to a that – what would you do?
future under surveillance. Joining me is surveillance expert Dr A: I imagine I would wave a card at a machine and it would
Samuel Hamilton. Dr Hamilton, what is it about being watched’ automatically take the money from my bank account.
that makes us so fearful? I: That’s not very different from what we have now, really, is it?
DH:Well, look at the many films set in futures in which everyone A: True, but we still need to carry cash – you can't pay by card
is under surveillance – it’s never really portrayed as a positive everywhere!
thing, is it? In the early twentieth century, Fritz Lang’s landmark I: OK, thank you very much.
film ‘Metropolis’ imagined a future in which workers were under
scrutiny at all times. And in more recent films like ‘Demolition
Man’, ‘Minority Report’ and ‘1984’, somebody somewhere can track
everyone else’s actions and even their thoughts. Where does the 1.24 Workbook page 80, exercise 5
fear come from? I don’t really think it’s a fear of being watched,
more a fear of being found out – of breaking the rules and being Speaker A: Do you think our everyday lives will be very different by
caught red-handed! Surveillance is seen as part of this kind of the year 2050?
future society, and so has become something we fear as well. Speaker B: What do you think will be the most dramatic change?
P: I see. But you are actually a surveillance ‘fan’, isn't that right? Speaker A: How would your life be affected if you lost your job in the
DH:I believe we don’t appreciate the potential advantages of future?
surveillance for law-abiding people. Evidence shows that Speaker B: I think the most important changes will be in medicine.
security cameras significantly reduce property crime, so What do you think?
burglaries and thefts may simply disappear in the future – why
commit such crimes when you know the police are watching?
And remember that lots of crimes aren’t reported because
victims are afraid nobody will believe them – if everything’s on
film, this fear will evaporate. We won’t need large police forces
to investigate crimes because all the evidence will be recorded,
meaning extra money to spend on education or health care.
High-tech surveillance systems have already replaced soldiers
in many countries – imagine a future in which countries don’t
need an army at all! But the biggest benefits are likely to be in
other areas. Global pandemics genuinely threaten life on Earth.
Surveillance could help expose hygiene and safety risks and
enable medicines to be distributed to the right places, while
people who are infected could be rapidly identified and treated,
helping to prevent the spread of disease.
P: And presumably there are risks and dangers which we’re simply
not aware of.
DH:Of course. Disaster response times would be massively improved.
Knowing where everyone was when an earthquake struck
would aid rescue services. But there’d be enormous day-to-day
benefits as well. Surveillance systems could track where we are
and give us access to our computers and money without the
need for passwords. We wouldn’t have to queue up to pay for
our shopping. All human interaction would be changed, actually.
Lying would be almost impossible – imagine the effect of that on
our political systems!
P: Dr Hamilton, how realistic do you think your vision of an
idealised society actually is?
DH:Well, films tend to show pessimistic visions of the future because
drama, fear and paranoia are entertaining. My aim is simply to
offer a more optimistic alternative. As with everything, the reality
is likely to be somewhere in the middle!
P: Dr Hamilton, thanks for sharing your ideas with us today.
223
8 In the news Unit overview

● The news: breaking news, catch up on the news, grab the ● To learn vocabulary related to the news (page 83)
headlines, leak the news, libel, newsflash, newsworthy, ● To learn and use ways of writing news headlines (page 84),
press conference, press release, scan the headlines, scoop reported speech: advanced points (page 88)
the story, slander, spread all over the front page, to break
● Ways to end an application letter in writing (page 91)
the news, to censor, to edit
● Connections: by the news, in the news, news about, news
of, news on, with the news
● Idioms: don’t shoot the messenger, news spreads like Skills objectives
wildfire, no news is good news, that’s news to me
● Vocabulary used in headlines: back, blow, clash, fury, ● To take part in a debate (page 85)
plea, slammed ● To listen to and interpret four different opinions (page 85)
● Face 2 Face: it stands to reason, quite frankly, to be ● To read and understand a text about the news (pages
perfectly honest 86–87)
● Similar words: eccentric, foreigner, outsider, stranger ● To discuss and decide on a budget (page 89)
● To give and respond to good and bad news (page 90)
● To write an application letter (page 91)
Grammar
● News headlines
Assessment criteria
● Reported speech: advanced points
● Students can correctly use structures to write news
headlines and the advanced points of reported speech.
Recycled language ● Students can recognize and use vocabulary about the
news.
● First conditional ● Students can read and understand a text about the news.
● Passive ● Students can listen to and interpret four different
opinions.
● Students can discuss and decide on a budget.
● Students can give and respond to good and bad news.
● Students can write an application letter.
224
Resources Go digital!
activities.
Listening
Writing

practice
Grammar
presentation
225
226
Unit 8 FOCUS

Refer students to the pictures of the newspapers. Ask them Ask students if they can find an example of a pun in the
which of the newspapers they think sells most copies, The newspapers. Refer them to the small headline Rolling in the
Guardian or The Sun. Tell them that The Sun in 2014 sold around dough. Using a dictionary, get them to work out why this is a
2,000,000 copies whereas The Guardian sold around 180,000. pun. The pun plays on the double meanings of both dough and
Ask students: Why do you think The Sun sells more copies? Do roll. Dough is the slang word for money, but it is also the word
you think price is a factor? (The Sun costs about 40p whereas the for the thick sticky mixture of flour and water used for making
Guardian costs about £1.60.) Which of the newspapers would you dough. To make bread you have to roll out the dough. The
buy? Why? phrasal verb roll in means to be received in large amounts.
=
1 Discuss the literal meaning of broadsheet (wide sheet of paper) and 4 Check whether students’ also noticed the use of capitals in the
tabloid (newspaper in small format / half the size of a broadsheet). tabloid headlines, another common feature.
Explain that, while this is the literal meaning, the terms are used in
the UK as follows: A broadsheet is a newspaper with a large format, Answers Students’ own answers
regarded as more serious and less sensationalist than tabloids. Ask
students if broadsheet and / or tabloid newspapers exist in their
5 Get students to join with another pair to compare their ideas. Then
country.
open up to a whole-class discussion.
Answers
● The story refers to the discovery of horsemeat in processed beef in
products sold by a number of UK supermarket chains. It led to many
products being taken off the shelves.
6 Encourage students to try and guess the meanings of the bold
● The Guardian is the broadsheet and the tabloid is The Sun. You can tell words from the context. Tell them to work out first of all what type
because of their size. The Guardian is a wider format. of word it is (noun, adverb, verb, adjective). This will help them.

Teaching tip
In the UK small format newspapers (tabloids) have become
synonymous with sensationalist press coverage, although The Teaching tip
Independent, formerly a serious broadsheet newspaper, changed When guessing the meaning of unknown words, tell students
to a tabloid format a few years ago, and has retained it’s ‘serious’ that it sometimes helps to cover up the word and try and replace
content. The Guardian has also changed its format to a smaller it with a word they know which makes sense in the context. This
format (called the ‘Berliner’ format), but has also retained its is likely to have a similar meaning to the original word.
‘serious’ content.
7 Ask students which of the words they guessed correctly.

2 Get students to discuss this in pairs. Point out the use of the word
dough in small headline in The Sun, which is a slang word for money. Answers
1 blow
2 back
3 slammed
3 Discuss the features in the box and check students know what they 4 plea
mean. Explain the word pun (a joke exploiting the different possible 5 clash
meanings of a word or the fact that there are words which sound 6 fury
alike but have different meanings).
Extra activity
Answers
Get students to write their own sentences using the words in
Tabloid newspapers Broadsheet newspapers Word Zone. They could gap the sentences and test their partner.
informal language formal language
short sentences complex sentences
colourful, bold layout plain, simple layout
dramatic factual
dramatic images subtle images
shorter articles longer articles
sensationalist puns / jokes in serious headlines
headlines
focus on human interest stories, focus on politics
celebrity gossip news, ‘high’ culture
227
228
Unit 8 VOCABULARY
7 Get students to compare their answers with a partner.

Warmer
Play a word association game, starting with the word Answers
newspaper. Ask individual students to give a noun that is
1 in 2 about 3 with 4 on 5 of 6 by
connected with the previous one, e.g. journalist > news story >
headline. Write the words on the board.
Idioms
1 Remind students they need to put the verbs in the correct tense. Read the words in the box and ask students to give a synonym
Point out that scoop can also be a noun, meaning an exclusive where possible.
piece of news reported by one newspaper before others, e.g. The
newspaper managed to secure a major scoop and broke the scandal Answers
to the world. 1
A iv
Answers B iii
1 leaked 2 catch up on 3 scanned 4 grab C i
5 scoop 6 spread D ii
2
2 Encourage students to write sentences in a variety of tenses. A 2
B 1
Answers Students’ own answers C 3
D 4
3 Go through the example with the class. Ask students to think of a
sentence containing each of the example phrases to check they
have grasped the meaning. Continuous assessment
4 Before students check their dictionaries, get them to compare their
definitions with a partner.
Answers
2 to censor – to ban or cut sections of a publication; to edit – to prepare
text for publication by checking and improving its accuracy and
clarity
3 press conference – interview for press and television reporters
given by sports person, politician or film star; press release – official
announcement of piece of news circulated to the press
4 newsworthy – interesting enough to be reported in the news;
newsflash – a brief item of important news often interrupting a radio
or TV programme
5 slander – false spoken statement which is damaging to someone’s
reputation; libel – published false information which is damaging to
someone’s reputation
5 Encourage students to use expressions for giving opinions and for

agreeing / disagreeing, e.g. In my opinion / view, I think that, I agree /
don’t agree, I totally disagree.
Connections
6 Ask students to correct sentence 1 (I’ve had a surprising piece of
news), and to explain why sentence 2 is correct. Explain that we say
Have you heard the news? NOT Have you heard news?
Answers
Sentence 1.
229
230
Unit 8 GRAMMAR
5 Ask students to write out the two different meanings of the

GRAMMAR OPTIONS headline in their own words.
The picture does not reflect the true story. The headline can also mean
on page 120. the painting was found next to the tree.
● Visual grammar presentation
6 Tell students that sometimes there are two different meanings for
one of the words in the sentence, and sometimes it is the syntax
which makes the meaning ambiguous.
Warmer
In pairs, ask students to invent headlines for the school Answers
newspaper. Tell them to think about things which have 1 1) the kids ‘produce’ nutritious snacks 2) kids can be eaten as
happened at school recently, students’ achievements or events, nutritious snacks
e.g. Year 11 pupil offered place in top football academy. Students 2 1) the miners refuse to work after they have died (after their death)
nervous on opening night of ‘Julius Caesar’. Encourage them to 2) they refuse to work after a death
include some humorous headlines, e.g Geography teacher loses 3 1) an angry cow injures a farmer by using an axe on him 2) an angry
glasses. Get students to read out their headlines, and vote for the cow injures a farmer who was carrying an axe
best one. 4 1) drivers who are drunk are paid $1,000 2) drivers who are drunk
have to pay $1,000 (as a fine)
5 1) a march in the street is planned for next August 2) the month of
1 Get students to discuss the headlines in pairs, then invite some March is planned for next August
students to tell the class what they think happened.
Answers
1 Optical illusions transforming streets
2 Motorized suitcase invented by Chinese farmer
3 Elephant takes selfie Grammar Consolidation Worksheet: page 51, exercises 1, 2 and 3
4 Diner disgusted at rubber glove in soup
2 Get students to explain the grammatical differences in each pair

of sentences. Discuss how these small differences change the
meaning of the headlines completely.
3 3.5 Transcripts page 246 Pause the audio after each story so
students can find the matching headline. Play the audio twice, if
necessary.
Answers
1 A 2 B 3 A
4 Before students start the activity, refer them back to the headlines
on page 82 again and the headlines in exercise 2 on page 84. Ask
them to use the grammar notes in the grammar box to help them.
Point out that the definite / indefinite article in particular is rarely
used in headlines.
Answers
Suggested answers
UN to meet over Syria crisis
Lohan avoids jail again
Copenhagen – world’s happiest city
Young people more and more dependent on social media
231
232
Unit 8 LISTENING

Warmer English. They are highlighted in the audio script on page 246. Ask
Write Women’s suffrage movement on the board. Ask students students which one means:
what they know about this. Mention that in Britain in the 19th To be honest (Quite frankly)
century, women could not stand as candidates for Parliament It makes sense (it stands to reason)
and they were not allowed to vote. A woman’s place was said to
To tell you the truth (to be perfectly honest)
be in the home. In Britain, the full right to vote for women over
21 was not gained until 1928 after a long hard campaign from
two movements, the Suffragists (the peaceful campaigners)
and the Suffragettes (the more active / militant campaigners).
the interview, but that items 4–6 are new contexts which they are
Ask students if they know when women could vote in their
country. Discuss with students whether they think people today
take their right to vote for granted, with many not showing
up to vote. Mention that voting in Belgium and Australia is Answers
compulsory – people are fined if they do not vote and sometimes 1 it stands to reason
lose their right to vote. Ask students: Do you think this is a good 2 Quite frankly
idea? Why / Why not? 3 to be perfectly honest
4 It stands to reason
5 To be perfectly honest
1 Give students time to discuss the questions in groups before 6 Quite frankly
opening up to a class discussion.
8 Ask students if they remember any of the phrases the speakers
Answers Students’ own answers in exercise 4 used to put forward their argument. Try to elicit the
following: I strongly agree that… , In my opinion …, Firstly …, I think
that …, Another point is …, My final point is …, This is why I believe …,
2 Discuss the information on the map with the class. Ask students if
There are various reasons why I believe…, I firmly believe that …, For
they can identify the countries on the map where people have no
these reasons, I think that …, I’m strongly in favour of ... . Write them
votes.
on the board for students to refer to. Encourage them to use them
in their debates.
3 Ask students if they think 16-year-olds would vote in their country if Fast finishers
they had the opportunity. Everyone should be able to vote at 16. Ask students to write
four sentences in favour of this argument, and four sentences
Answers Students’ own answers against. Then discuss in pairs or as a class.
4 3.11 Transcripts page 246 Before you play the audio for the
first time, encourage students to listen for gist by asking them
which of the speakers is in favour and which is against. Play the
audio again and get students to make notes.
WORDS TO KNOW
Check that students know the following words and phrases:
rights, consensus, have a right to, exercise the right to and
entitled to.
Answers
Students’ own answers.
5 3.11 Transcripts page 246 Before doing the exercise, get

students to read questions 1–8 carefully, and see if they can do
the exercise from memory. Tell them that one question has two
answers. Then play the audio for them to check.
Answers
1 B 2 D 3 C 4 B 5 A 6 C 7 A/D 8 A
233
234
Unit 8 READING
Warmer
Ask students what celebrity magazines there are in their
country. If possible, bring one in for the class to look at. Ask them
what type of celebrity appears in the magazine / newspaper. Get
students to write down as many as they can. Brainstorm a few
ideas to start students off, e.g. film star, footballer, tennis player,
reality TV star, member of royal family. Get students to read out
the lists and write all the categories on the board. In pairs, ask
them if they can give the name of a celebrity for each category.
1 Discuss the meaning of satirical with the class. Tell students that
Private Eye is a British satirical and current affairs’ magazine. Ask
them if they have a similar publication in their country.
2 Get students to discuss the questions in pairs and note down their
ideas.

Get students to refer to the notes they made in exercise 2.
4 When checking the correct answers, get students to explain why

the other options are incorrect.
Answers
1 A 2 C 3 B 4 B 5 A 6 C
Extra activity
Ask students to write five detailed comprehension questions
about the text, each from a different paragraph, with a separate
answer key. Get them to swap questions with a partner and try
to answer their partner’s questions.
235
236
Unit 8 READING
5 Monitor round the class and check students are not reverting to
their first language. If they need help with vocabulary, they should
ask you in English How do you say …. ?
Extra activity
Write the following words and expressions on the board, and ask
students to find words with similar meanings in the text:
1 generally established
2 link
3 area of shared interests
4 banal
5 make stupid
6 fame
Answers
1 mainstream
2 bond
3 common ground
4 mundane
5 dumb down
6 notoriety
Similar words
words by asking students to translate into their own language.
Answers
1 outsider
2 eccentric
3 foreigner
Students then write their own sentence using the word stranger.
237
238
Unit 8 GRAMMAR
2 With books closed, do the example with the class on the board.
GRAMMAR OPTIONS Elicit what the errors are and get students to correct them.
2 I saw Jo yesterday and she told me that she was going to pop by and
on page 120. visit you last night.
● Visual grammar presentation. 3 School rules state that we have to leave our mobile phones in our
lockers.
4 In class this morning, Greta told everyone she was leaving the next
day.
Warmer 5 On the news this morning, they said that the police hoped the
Play Chinese Whispers. Think of something interesting that neglected animals would be rehoused soon.
happened to you yesterday, e.g. Yesterday morning I saw a police 3 3.9 Transcripts page 247 Get students to listen to the
car stopped outside my neighbour’s house. Get ten students to message first without making notes, so they can concentrate on
stand in a line. Whisper the sentence to the first student, and get what is being said. Play the audio again for them to make notes.
them to report what you said to the next person in the line. He / Point out that as they are listening to the messages now in the
She said that yesterday morning he had seen a police car stopped present, they should use the present tense for the reporting verb.
outside his neighbour’s house. In turn, students continue to
whisper the sentence to the next person in the line. When they
Answers
get to the end of the line, ask the last student to tell you what the
sentence was, and write it on the board. Tell students what your 1 Grandma says she’s been having trouble with the car this morning
original sentence was and see how much it has changed. Get and she needs one of us to go around to have a look at it this
students to make up sentences themselves and play the game in afternoon.
2 Takashi says she didn’t make it to English last night as her train was
groups of seven or eight.
late. She asks if we got any homework and she says she’ll ring again
tonight.
3 Carla wants to know if we can babysit for her tomorrow night. She
1 Ask students what the second boy could have said to avoid has to go into work as someone is ill. She says, if we can, she’ll need
confusion, e.g., naming a specific place, rather than simply saying to know by tomorrow morning. She says to let her know as soon as
here. possible.
Answers 4 Elicit one or two sentences as examples and write them on the
board, e.g. I didn’t learn to swim until I was nine.
When the friends said ‘here’ they both meant ‘here’ from their own
point of view, i.e. the place that they were in at the time.
Extra activity 5 An alternative way of doing this activity would be for students to
It might be a good idea to quickly revise the basic rules for whisper their sentences to one of the other group members, who in
reporting speech. turn reports what they said to the class.
Write on the board:
I’m learning Spanish at evening school. Continuous assessment
They went to the theatre last night.
She’s going to study Geography at university. Grammar Support Worksheet: page 50, exercises 4, 5 and 6
She can’t come to the party on Wednesday night. Grammar Consolidation Worksheet: page 51, exercises 4, 5 and 6
We’ve booked our holiday this morning.
Elicit the reported speech for each of the sentences:

She said she was learning Spanish at evening school.
They said they had been to the theatre last night.
She said she was going to study Geography at university.
She said she couldn’t come to the party on Wednesday night.
They said they had booked their holiday that morning.
239
240
Unit 8 CHALLENGE
In this lesson, students discuss and decide on a budget.

5 Ask students if they agree with the government’s priorities. To
stimulate ideas, ask: Do you think teachers / doctors should be paid
more? Do you think the government should build more schools /
community sports facilities / hospitals / housing?
Warmer
Ask students: Are you good at budgeting? Do you manage to save Answers Students’ own answers
any money or do you always spend it all? Do you ever borrow
money from friends? Do you ever lend money to your friends? Tell
students to imagine they get £50 pocket money a month. In Fast finishers
pairs, tell them to try and agree how they will spend the money, Ask students to write a paragraph outlining what they would
e.g. £10 cinema, £5 magazine. spend more money on if they were Minister of Finance in their
country’s government.
1 Discuss the different categories in the pie chart and make sure
students understand what they are. Explain what debt interest
is (the amount of money the government pays in interest on its
debts).

Refer students to the phrases in the Express yourself box.
Put students in groups of four or five. Tell them to imagine they are
in a finance meeting. Get students to nominate someone to chair
the meeting. Encourage them to use the phrases in Express yourself.
Monitor round the class and make sure all students in the group are
participating. Before they begin allocating money to each area, tell
students they need to agree on which areas to prioritise. It might be
useful to try and rank them in order of importance.
Extra activity
Before students ‘hold their meetings’ in exercise 2, you could get
students to write an agenda to make the meeting more official.
3 Tell students to discuss this in groups (it might be better if they kept
the same groups as they were in for exercise 2). Tell them to imagine
they are in a finance meeting as in exercise 2. They can allocate a
different member of the group to chair the meeting this time.
Tell students to listen carefully to the other groups’ presentations,
as they will have to ask questions about them later.
4 Encourage students to ask questions using conditional sentences, if

appropriate, e.g. If you cut the education budget by £10m, how would
you afford to buy computers for schools?
Teaching tip
It’s important that all students participate in class discussions,
and to avoid them being dominated by the most able students.
To encourage less confident students to participate, give them
plenty of time to prepare and make notes on the topic before
you begin the discussion, e.g. in exercise 4 give students time to
prepare a question and write it down.
241
242
Unit 8 INTERACTION

Ask students what types of situation make them angry / sad Drill some of the expressions in Express yourself, particularly
/ happy. Get them to discuss in pairs. Try and elicit a whole those which depend on specific intonation. Point out that the
range of situations in each of the three categories. You could intonation in I can’t believe it when you are responding to good
tell the class about situations which make you angry / sad news is different from when you are responding to bad news.
/ happy to give them some ideas, e.g It makes me very happy Get students to listen closely to the audio and practise the
when all my students do their homework! Get students to share expressions.
their ideas with the class, and ask other students if the same
situation would make them angry / sad / happy or whether
they would react differently. 5 Invite any students who have had a similar experience to describe it
to the class. Encourage other students to ask questions.

students to hear how they are pronounced. 6 Ask students if they have ever been in any of these situations. Have
students take it in turns to be the ‘giver’ and ‘receiver’ of news, so
1 Ask students how the people are feeling in the photos. Encourage they practise both types of expressions. Refer them to the Express
them to use a wide range of different adjectives (happy, delighted, yourself expressions and play the audio.
pleased, ecstatic, sad, upset, concerned, unhappy, angry, cross, furious,
annoyed). Use this as an opportunity to revise adjectives to describe Answers Students’ own answers
feelings.
7 Encourage students to use as many of the expressions in Express
Answers Students’ own answers yourself as they can.
2 3.11 Transcripts page 247 Encourage students to listen to the Answers Students’ own answers
three dialogues for gist first by asking them to match each dialogue
with one of the photos. Play the audio again so students can note 8 Brainstorm a few examples together with the class, e.g. your sister
down the main piece of news in each one. has had a baby; you have won the lottery. Ask students if they can
think of a scenario for photo c.
Answers
1 The girl has passed her driving test. Answers Students’ own answers
2 Sofia has not been offered the original job, but she has been offered a
similar job in the Edinburgh branch.
3 The flight to Las Palmas has been cancelled due to bad weather.
3 3.11 Transcripts page 247 Ask students: What are the people’s
reactions to the pieces of news? How did they respond? Ask students
to listen again and make a note of the expressions from Express
yourself that they hear.
Answers
1 The girl passed with no mistakes.
2 Sofia was offered a job in another office.
3 The passengers will have their travel costs reimbursed if they go
home, or a hotel room and vouchers for refreshments if they stay.
4 Ask students what the idioms mean (they are all ways of saying
ecstatic or delighted). Ask them what the equivalent expressions are
in their own language.
Answers
1 C 2 B 3 A
243
244
Unit 8 WRITING
6 Give students the following checklist to help them write their

Warmer application letters:
Write on the board: What personal qualities and skills do ● Have you included a salutation and signed off the letter correctly?
employers commonly look for in job candidates? Get students ● Have you avoided using any colloquial or informal expressions?
to brainstorm in groups. Invite students to share their ideas
● Is the main body of text divided into paragraphs?
with the class and make a list on the board. Personal qualities
● Have you included details of relevant experience?
students might come up with include: reliability, punctuality,
flexibility, professional attitude, good presentation, honesty. Try to ● Have you listed your personal qualities?
elicit some of the following skills: good organisational / computer
/ leadership / communication skills. You could also discuss the Answers Students’ own answers
importance of working well in a team.
Bring in some English job adverts to stimulate ideas, especially if 7 When students check each other’s work, encourage them to give
they list qualities / skills required by the applicant. positive feedback as well as pointing out errors.

1 Ask students who have done voluntary work to tell the class how
they got the work. Ask: Did you write an application letter? Did you
attend an interview?
Fast finishers
Answers Students’ own answers Ask students to write an advert for their ideal job. Then they
could write a job application for it.
2 Discuss with students what tasks you might expect to do as a
volunteer in a hospital, e.g. help feed the patients, and what
personal qualities you might need to do this job, e.g. empathy,
patience.
Answers
1 D 2 B 3 A 4 E 5 C
3 Ask students: What relevant experience does she have? (Obviously

the experience of looking after her grandfather is directly relevant,
but discuss also with students in what ways the work experience in
the library might be useful.)
4 Discuss the meaning of the phrases at your earliest convenience (as

soon as you are able) and give my application serious consideration
(give the application proper time and attention). Ask students what
the equivalent expressions would be in their own language.
Answers
1 B 2 C 3 D 4 A
5 Tell students that if they don’t have any actual work experience,
they should try to think of other experiences they have which
might be useful for the job, e.g. hobbies they have or school clubs
they belong to. Tell them to try and link any experience or personal
qualities they have with the skills required to do the job, e.g. good
computer skills – useful for doing research.
245
Unit 8 TRANSCRIPTS
to influence decisions on issues that directly affect us on a daily

basis. This is why I believe the voting age should be lowered to 16.
1 … Individuals were tested for psychological problems, general B There are various reasons why I believe the voting age must
health, social relationships and cognitive functioning. The study remain at 18. The general consensus is 16-year-olds should have
found that those who were tormented by peers in childhood a right to vote given the fact that they have many other rights
were more likely to have poorer physical and mental health and and responsibilities at this age. However, the law states that
cognitive functioning. we can’t leave education or training until 18, the legal age for
They were also more likely to be depressed. Social and economic buying alcohol in this country is 18, the smoking age has been
consequences were also found. Victims were more likely to be raised to 18 and the driving age is 17. Bearing this in mind, why
less educated, with men being more likely to be unemployed and should the voting age be reduced? How many young people are
earn less. knowledgeable about politics? If the voting age were reduced to
Social relationships were also affected, with those who suffered 16, education in citizenship would still be needed. I firmly believe
in their youth less likely to be in a relationship and to have good that giving politically unaware young people a vote that could
support from friends and family in later life … . be exploited by extremist parties could be dangerous. Finally,
campaigners say that under-18s want the vote, but in reality
2 … These digital versions can be updated by teachers, customized
what proportion of 16-year-olds really want this? If only a select
to specific classes and connected to the latest events. These
few are trying to change things, this is not representative of the
instant updates will be immediately live on the pupils’ iPads.
whole population. For these reasons, I think the voting age must
The school is keenly aware that pupils are now living in a digital
remain at 18.
world – whether it’s social networking or getting information
from Google – and that technology cannot be kept outside the C Quite frankly, reducing the voting age to 16 would not be helpful
school gate. A school has to accept this is the world we live in. The at all. People ask me why I feel so strongly about it and, to be
challenge is to give young people the skills to navigate it. perfectly honest, the real issue here is making sure people
It still requires excellent teachers – to make them and to make who are 18 and above and already have the right to vote are
sense of them – but you can see the far-reaching possibilities motivated to do so. At the last election, the number of 18 to
of creating the exam course equivalent of a box set of a TV 24-year-olds who actually voted was only a third of those who
series. Education should be a mixed economy, there should be were entitled to do so. This is a terribly worrying statistic because
technology, but it is only there to support what a living, breathing if people are starting to give up their basic right to vote, then this
teacher is doing. could amount to the death of democracy. Rather than reducing
In the future, it should be possible for students in one city to play the voting age we need to do so much more to encourage
an active part in lessons taking place in another … . the people who can vote to exercise their right. We have to
remember that people have fought and died for this throughout
3 … But there is not sufficient evidence to know if making your
history, and around the world there are still people who don’t
room darker would make any difference to your weight. There
have this freedom that we simply take for granted.
might be other explanations for the association, but the findings
are intriguing enough to warrant further scientific investigation. D Yes, I’m strongly in favour of votes at 16, actually. I spend a lot of
One possible explanation is that the light is disrupting the body time talking to young campaigners about this and I think in years
clock, which stems from our evolutionary past when we were to come people will have to eat their words. If you look back at
active when it was light in the day and resting when it was dark the debate in previous generations about giving women the vote,
at night. Light alters mood, physical strength and even the way I think we could draw a comparison between the voices which
we process food in a 24-hour cycle. Artificial light is known to were raised in protest back then about women’s right to vote and
disrupt the body clock by delaying the production of the sleep the opinions we hear expressed now with regard to the voting
hormone melatonin. age. At the time, people said women couldn’t possibly be given
Dr Matthew Lam, from the charity Breakthrough Breast Cancer, the vote as it would be the end of civilization as they knew it! Is
said there would be no harm in trying to make bedrooms darker. it not a very similar argument now? Now, people are saying that
It’s too early to suggest that sleeping in the dark will help prevent we can’t give these young people the vote because they are not
obesity, a known risk factor for breast cancer, but the association mature and responsible enough. Well, I say that if, at the age of
is certainly interesting. 16, you are mature and responsible enough to put on a uniform
and fight for your country, get married and become a mother or
father, then, of course, it stands to reason that you are mature
enough to vote and decide who gets to represent you and your
3.6 Student’s Book page 85, exercises 4 and 5 country!
A I strongly agree that the voting age should be reduced to 16

for several reasons. Firstly, young people already have many
rights at 16. They are able to join the army, leave home – even
get married with their parents’ consent. Therefore, if we already
have these rights, why shouldn’t we have the right to vote at 16?
In my opinion, this would bridge the gap between adults and
teenagers because we would share equal responsibilities and
have equal amounts of power in this area. I think that this would
make us better able to work together and understand each other.
Another point is that it could start to reverse the negative image
that young people have in the media these days, as politicians
would not want to distance themselves from young voters and
would have to think very carefully about stereotyping young
people. My final point, and the one I want to stress, is that it
would give young people a voice. It could give us the opportunity
246
Unit 8 TRANSCRIPTS
I1 Well done, Sofia. Work out your notice period with your current
employer and we will be in touch regarding contracts and the
induction period. We have been really impressed with you and
G = Grandma, T = Takashi, C = Carla we’re very much looking forward to having you on board.
You have three new messages. S Thank you so much! I can’t wait to get started.
1 Message received today at 7.33am … I2 Great, well, we’ll see you again very soon.
G Hi there. It’s Grandma. Sorry to ring so early, but just wanted S Yes, you will. Thanks.
to let you know that I’m having trouble starting the car this
morning. I need one of you to come around and have a look at it 3
this afternoon. Thanks. Gs Hello, everyone, if I could just get you all to gather around so you
2 Message received today at 12.07pm … can hear me.
T Hi, It’s Takashi. I didn’t make it to English class last night as I P1 What’s going on? Any idea how long the delay is going to be?
work on Tuesdays and then my train was late. Did we get any Gs OK, I’m very sorry to have to tell you this, but I’m afraid the
homework? I’ll ring you again tonight. flight to Las Palmas has been cancelled due to adverse weather
3 Message received today at 2.40pm … conditions.
C Hello, it’s Carla. I was wondering whether you could babysit P2 You’ve got to be kidding! We’ve been sitting here through a six-
for me tomorrow night. I have to go into work as someone is ill. hour delay and now you tell us the flight’s been cancelled? This is
If you can do it, I’ll need to know by tomorrow morning. Let me ridiculous.
know as soon as you can, please! Gs All I can do is apologize. This is the only information I have. I’m
terribly sorry.
P3 Great, well, what are we supposed to do now, then?
Gs OK, well, if it’s convenient for you to return home this evening,
3.11 Student’s Book page 90, exercises 2 and 3 we advise you do that and we will reimburse you for your travel
costs. If that’s not possible, the airline will pay for your rooms
at the airport hotel and offer you vouchers so you can buy
G = Girl, E = Examiner, C = Carla, I1 = Interviewer 1,
refreshments.
I2 = Interviewer 2, S = Sofia, Gs = Ground staff, P1 = Passenger 1, P1 OK. What is the likelihood of there being a flight tomorrow
P2 = Passenger 2 morning?
Gs I’m sincerely sorry, sir, but I’m afraid I just don’t know. We’ll have
1
to wait and see. It’s rather out of our hands. If you would all like
G So, how did I do?
to go over to the customer service desk, they will organize your
E I’m very pleased to tell you that you have passed your test.
transport and hotels for you.
Congratulations!
P2 Hang on a minute. What about our luggage? We haven’t got
G Wow! Really? That’s brilliant!
anything with us.
E And … you’re not going to believe this, not only have you passed,
Gs Oh yes, the luggage … . Well, you’re not going to like this, but
but you’ve done it without a single fault – a totally clean sheet.
because of the cancellations and confusion … the luggage for
I don’t mind telling you that this is only the second test I’ve had
that flight seems to have somehow been loaded onto a flight to
like this in ten years!
Ibiza and … .
G You’re joking! I can’t believe it! Thank you so much!
P2 Well, this is just the last straw!
E No need to thank me. You’ve done yourself proud! You’ve done
really well.
G I’m just over the moon! Can I hug you?
2
I1 Come in. Please have a seat, Sofia.
S Thank you.
I1 Thank you for giving us time to deliberate. I know this whole
interview process has been pretty gruelling for everyone and we
want to thank you for all of your time and hard work.
I2 Well, we won’t keep you in suspense any longer, Sofia. We’ve had
some very strong candidates for this position. Everyone has put
in one hundred per cent and I won’t lie to you, it’s been a very
difficult decision for us.
S OK, I see.
I2 There’s no easy way to say this, but I’m afraid we aren’t able to
offer you the position right now.
S OK, well I won’t say I’m not really disappointed.
I2 Of course. However, you really stood out for us, Sofia, and in
the end our decision was unanimous. We do have some good
news for you. We aren’t able to offer you the position in our
Manchester branch, but there is a very similar position coming
up in our Edinburgh office and if you were open to it, we would
be delighted to offer you this position.
S Oh, wow! That’s fantastic! Really brilliant news. Thank you.
I1 Obviously it would involve relocating, but we really feel that
you’d be an asset to the company. How does Edinburgh sound to
you?
S I’m completely open to the opportunity. I love Edinburgh. I’d be
more than happy to relocate.
247
Focus page 82 5 blogs, forums 6 different perspective 7 miss / ignore

8 professional training, objective 9 commented on, criticized
1 Student’s own answers 5 1 It involves communicating information of one type or another to
2 A 2, T B 4, T C 5, T D 1, T E 4, B F 3, T G 5, B H 1, B I 3, B J 2, B the general public.
3 Student’s own answers 2 They can’t cover every story.
3 That they need to keep the story balanced and represent both
4 1 axed 2 call for 3 snubs 4 talks 5 boom 6 battles sides of a story.
7 slash 4 the risks of presenting inaccurate information
5 Possible answer: They make the news story sound dramatic. 5 You need to develop a thick skin and your work will often be
6 Student’s own answers commented on and criticized.
6 You don’t need special qualifications or equipment.
Vocabulary page 83 6 Student’s own answers
7 1 catch up on 2 scan 3 spread 4 leaked 5 scooped 6 grab

8 1 press conference 2 edited 3 breaking news 4 newsworthy
9 1 about / by 2 with 3 in 4 on / about 5 with 6 about / of
10 1 Don’t shoot the messenger. 2 No news is good news.

2 A4 B 5 C 1 D 2 E 3
3 News spreads like wild fire. 4 That’s news to me! 3 1 D 2 C 3 F 4 E 5 A 6 B
A 3 B4 C1 D2 4 Student’s own answers
11 Student’s own answers 5 strangers, foreigner, outsider, eccentric
12 1 newsfeed 2 (go) vial 3 buzzworthy 4 crowdsourcing 6 1 audiences 2 spectators 3 listeners 4 onlookers
5 blogosphere 7 Student’s own answers
Grammar page 84 Grammar page 87

1 1 Sky Swing passengers stuck for forty minutes 1 1 used to go, every night of the week 2 here
2 Japanese travel agency offers ‘solo weddings’ 3 is 4 doesn't know, is, hasn’t heard 5 shouldn’t, are
3 Kazakh villagers use wolves to guard land 6 might be 7 would help 8 can't remember
4 Featherless baby penguin abandoned by parents
5 Teenage girl, 16, to advise government on problems 2 1 is 2 was 3 has 4 had 5 can 6 could 7 says 8 said
2 1 B 2 A 3 B 4 B 3 1 C 2 E 3 B 4F 5 A 6 D
3 1 Students are fighting for their right to education. 4 1 t he Las Vegas strip is the most-visited tourist destination in the
2 A beauty contest (has) turned into a row. world
3 The world’s energy supply is heading for a crisis. 2 he thinks we should break up. He doesn’t think I understand him
4 China is going to spend more (money) on railways. 3 they’d got VIP tickets for the Kings of Leon that Saturday night
5 Dozens have been hurt in a concert stampede. 4 there is no such thing as a black hole
6 Kids were thrilled by the President’s visit. 5 he/she has reason to believe that you have been cheating in your
exams
4 1 People who drink milk are becoming powder. 6 the dishes are / were mouth-watering and the staff deliver /
People who drink milk are starting to use powdered milk instead. delivered outstanding service
2 Person accused of a shooting to be tried in a juvenile court.
A juvenile court is going to attempt to shoot a defendant. Webquest page 89
3 People are starting to make abusive complaints about the NBA
referees. 1 September 1851
People are complaining that the NBA referees are starting to look 2 a fortnightly satirical and current affairs magazine in the UK
ugly.
4 Two sisters who were standing in a checkout queue are reunited 3 broadsheets
after being separated for 18 years. 4 27
Two sisters are reunited after spending 18 years in a checkout 5 21
queue.
6 an award for an achievement in American journalism, literature or
5 A ma§n who was struck by lightning has now been charged with
music
assault.
A man who was struck by lightening needs to have his battery
charged. Interaction page 90
6 The witness to an assault has provided the names of the 1 1 I ’ve got some wonderful news! / Guess what! / You’re not going to
attackers. believe this! / I'm really pleased to tell you …
By beating the witness, the police were able to get him/her to 2 You’ve done yourself proud. / What fantastic / good / brilliant
provide names. news! / Congratulations! / I can’t / don’t believe it!
3 I'm afraid I've got some bad news for you. / There’s no easy way to
Listening page 85 say this. / You’re not going to like this. / I’m sorry to be the one to
1 Student's own answers tell you …
4 I can’t believe it. / I won’t say I’m not disappointed / upset. / Poor
2 1 guerrilla 2 emergence 3 incorporate 4 controversial
you! / What a nightmare / pity. / You’ve got to be kidding / joking!
5 mainstream 6 objective
2 1 Guess 2 going 3 believe 4 What 5 news 6 proud
3 3
7 believe 8 this 9 got 10 kidding 11 don’t 12 it
4 1 democratic, street 2 communicating information
3 1 some 2 What 3 someone 4 nightmare
3 smartphones 4 media companies, news agencies
4 1 F 2 T 3 T 4 F
248
5 Possible answers: rarely get the criticism you do on public forums, and professional
1 I'm really pleased to tell you that I’m going to offer you a role in news sites are usually moderated. For the aspiring citizen journalist,
the school play. developing a thick skin is highly recommended!
2 You’re not going to like this but it’s not the role you wanted. I think So why do it? It’s an ideal way to use the privilege of living in today’s
someone else is better suited to that role. digital age. Endless possibilities are available to us. Therefore, every
3 In fact, I’ve got some wonderful news! Your audition was so good, citizen can share information and possibly make news. Current
you're actually going to play the lead role! affairs around the world have shown that it is often ordinary people
4 Congratulations, Valeria. You’ve done yourself proud! who capture key moments. Being a citizen journalist doesn’t require
6 Student's own answers special qualifications or equipment, just basic skills and good
timing. That’s how historical changes and events have happened.
Writing page 91 Citizen journalists are leaving their mark on modern history.
1 1 consideration 2 earliest 3 further 4 in

2 1 D 2 A 3 B 4 C
3 Please feel free to contact me should you require any further
information.
F = Fiona, M = Mum
4 1 He’s been the editor of his school newspaper for the past year.
He has an active interest in citizen journalism and regularly F: Mum! Guess what!
contributes to local news sites. M: What is it?
He was ‘Youth Reporter’ during the Olympic Games, where he was F: Remember that poetry competition my English teacher
reporting live on sporting events. encouraged me to enter?
His enjoys photography and he has completed a beginner’s M: Yes, of course.
course in documentary photography. F: Well, you’re not going to believe this. I can hardly believe it
2 He is passionate about journalism, and wants to work on stories myself, but I won! I won first prize!
that other journalists might not write about. M: Oh sweetheart! What brilliant news! What an achievement!
3 He has an enquiring mind, excellent English, the ability to work F: My poem is going to be published and I’ve been invited to the
well under pressure and is good at relating to all kinds of people. Radio Primetime studios to read it out live on air!
5 Student's own answers M: Oh wow! You’ve really done yourself proud Fiona.

1.25 Workbook page 85, exercises 3–4
Speaker A: I can’t play on the hockey team tonight as I’ve hurt my
The world revolves around news, with headlines breaking every ankle.
minute. But these days, anyone with a smartphone has the power of Speaker B: So, where is your essay? You're handing it in today, aren't
the media in their hands. you?
Sometimes known as "democratic", "guerrilla" or "street" Speaker A: I won the scholarship, so I can go to the university I
journalism, citizen journalism is when private individuals do what wanted!
professional reporters do. This takes many forms, and can include Speaker B: The company didn't offer me the job, even though I did
text, pictures, audio and video, but fundamentally it involves well in the interview.
communicating information of one type or another to the general
public.
One principal feature of citizen journalism is that it usually involves
the internet. The emergence of the internet is what has made citizen
journalism possible, as it gave the average person the ability to
transmit information globally. This was a power once reserved for
large media corporations and news agencies. There is such a huge
volume of information available to us now because of the internet,
and given that professional journalists simply can’t cover every
story, members of the public get involved. Citizen journalism can
take many forms such as contributing to professional news sites,
blogs and forums, using social media or publishing the content on
privately run websites.
What about the pros and cons? Firstly, citizen journalism provides
the community with a different perspective, often from someone
who is directly involved with the story. It helps to get local citizens
more engaged in the issues affecting their lives. It makes it possible
to cover events that the mainstream media might otherwise miss.
On the downside, people without professional training publish their
opinion, which makes this type of journalism controversial. Citizen
journalists may also be activists within the communities they write
about. Therefore, they can’t be objective. Professional journalists,
on the other hand, are trained to keep their reports balanced and
represent both sides of a story. There are also risks to consider, such
as factual inaccuracies.
For citizen journalists themselves – anything they write can be
corrected or commented on. When you write for newspapers, you
249
9 You couldn’t Unit overview
make it up!

● Emotions: amusement, anger, confusion, courage, delight, ● To learn vocabulary related to emotions (page 93)
embarrassment, fear, jealousy, patience, relief, respect, ● To learn and use gerunds and infinitives (pages 94 and 98)
sadness, shock, surprise
● To use tips for writing a letter to a newspaper (page 101)
● Connections: afraid, amused, angry, confused, courageous,
delighted, embarrassed, frightened, jealous, patient,
relieved, respected, sad, shocked, surprised
● Idioms: couldn’t believe our eyes, over the moon, the earth Skills objectives
to swallow me up, weight off my mind
● Intensifying adverbs: a bit, absolutely, profoundly ● To discuss unusual stories (page 95)
● Face 2 Face: Good for them (you / him / her), I do feel sorry ● To listen to and interpret information in a radio item
for him, You’re winding me up! (page 95)
● Similar words: decline, deny, refuse, reject ● To read and understand a text about a food phobia
(pages 96–97)
● To give a presentation about an unusual festival or
tradition (page 99)
Grammar ● To decide if something is true or false (page 100)
● To write a letter to a newspaper (page 101)
● Gerunds and infinitives (1): verb + verb
● Gerunds and infinitives (2)
Assessment criteria
Recycled language ● Students can correctly use gerunds and infinitives.
● Students can recognize and use vocabulary about
● Prepositions
emotions.
● Students can read and understand a text about a food
phobia.
item.
● Students can give a presentation about an unusual
festival or tradition.
● Students can decide if something is true or false.
● Students can write a letter to a newspaper.
250
Resources Go digital!
activities.
Listening
Writing

practice
Grammar
presentation
251
252
Unit 9 FOCUS
6 Go through the expressions in Word Zone and check students

Warmer understand what they mean. Ask students to think of other
Ask students what they think the definition of a fan is. Ask: intensifying adverbs with the same meaning as those in Word
Are you a fan of a pop star / music band or a sports team / Zone, e.g. absolutely – completely, profoundly – deeply, a bit –
sportsperson or a film star? How important are these people in a little / rather.
your life? How often do you see them live or on TV? How often do
you read about them? How far would you travel to see them? Have Answers Students’ own answers
you ever met them?
1 Ask: Where do you think the people are? (in a sports stadium, at
home). Encourage students to guess why the people are dressed up,
but don’t deny or confirm their guesses at this stage.
2 Brainstorm some structures to help students report the

information to their partner: The text says …, Apparently …, etc.
3 Appoint a spokesperson for each group, and get them to feed back
to the class on their discussion.
4 Ask students what they know about Michael Jackson. Elicit that
he was an American singer-songwriter born in 1958. As a child,
he performed as the lead singer of the Jackson family’s popular
Motown group, The Jackson Five. Ask students to look at the photo
and the headline, and guess what the article is about. Explain that
late as in the late musician is a formal expression meaning deceased
or dead. Discuss also the meaning of to sue (to institute legal
proceedings against someone).
5 3.13 Transcripts page 272 Before they listen, discuss with the
class their own reaction to the article.
Answers
1 No
2 Speaker 1 thinks it’s ridiculous that the case went to course, and that
people can suffer emotional damage from the death of a pop star.
Speaker 2 is more sympathetic and empathizes with the fans, but is
surprised that they sued for damages.
Speaker 3 thinks that this is indicative of the special relationships
that fans have with their idols these days. He thinks it is becoming
a serious problem.
Extra activity
Ask students to skim the text and find words related to the legal
profession. Ask them to try and guess the meanings from the
context, then check them in a dictionary and write definitions.
Ask them to find the equivalent words in their own language.
Answers
damages, court, case, to sue, be jailed, to rule, to prove, lawyer, plaintiff,
witness, statement, serve … years, sentence, victim
253
254
Unit 9 VOCABULARY
Warmer Teaching tip

Tell students about something embarrassing which has Remind students that there are two forms of adjectives in
happened to you or someone you know. Ask: How do you think I / English; the adjective which describes how people feel (usually
this person felt? What is the most embarrassing thing which has ending in -ed), and the adjective describing what something
ever happened to you? Get students to discuss in pairs. is like (usually ending in -ing), Get students to compare the
following sentences. It was an embarrassing situation. I was very
embarrassed.
1 Ask students to try and think of definitions like 1–5 for some of the
other emotions.
5 Point out that in some cases, more than one adjective may be
Answers possible.
1 relief
2 confusion Answers
3 embarrassment 1 sad / angry / shocked
4 courage 2 jealous
5 respect 3 courageous
4 confused
2 Ask students if they have ever been in any of these situations, and 5 patient
how they felt.
Answers Idioms
1 embarrassment 1 Tell students to read the sentences and think about how
2 surprise / confusion these situations would make them feel to help them guess
3 relief
the meanings of the idioms. Ask them what the equivalent
4 surprise / shock / delight
5 anger idioms are in their own language.
3 Point out that Jack goes through a lot of different emotions, and Answers
they should list them all. Ask students how they think the other 1 relief 2 embarrassment 3 delight 4 surprise / shock
housemates felt? Do they think they felt guilty at all?
2 Ask students to look carefully at the way the idioms are used
Answers grammatically in the sentences in exercise 1 to help them.
Suggested answers Point out that often you can only use idioms in a very specific
way, e.g It was a weight off my mind. Not I got the weight off
tired, relieved to get home, surprised that it was quiet, shocked when
my mind or The weight came off my mind. Point out that we
he saw his bedroom, frightened when he heard the noise, courageous
when he tiptoed downstairs, confused when he heard giggling, angry can also say It was a big weight off my mind. Monitor round
when he realized what had happened, amused at the joke that had the class and give help where needed.
been played on him
Extra activity
Ask students: Have you ever played a practical joke on anyone?
How did the person react? How did you feel afterwards? Guilty or Continuous assessment
amused? In groups, get students to discuss. Invite some students Teacher’s Resource Book
to tell the class about the jokes they have played. Vocabulary Support Worksheet: page 28
Connections
4 Get students to work individually. Then check their answers in pairs.
Answers
amused, angry, confused, courageous, delighted, embarrassed, afraid,
jealous, patient, relieved, respectful, sad, shocked, surprised
255
256
Unit 9 GRAMMAR
4 Get students to read through the story quickly first to get the gist,
GRAMMAR OPTIONS ignoring the gaps. Then they can re-read it and work out which
● The grammar box gives a summary of the grammar areas that verbs go in the gaps.
on page 121.
1 enjoyed eating and drinking
● Visual grammar presentation. 2 decided to do
3 stopped working
4 started talking
5 went on to discover
Warmer 6 intend to make
Write the following sentences on the board: 7 regret to inform
I remember [falling in the swimming pool when I was on holiday].
5 Ask each group to give their most credible answer in group
I stopped [playing the piano when I was five]. feedback.
I started [swimming when I was three].
I enjoy [playing tennis]. Answers Students’ own answers
Ask students to rewrite the sentences changing the text in
brackets so that it is true for them. Tell them to read out their
sentences to their partner. Ask some students to report back to Continuous assessment
the class on their partner’s sentences, e.g. Paula stopped eating
cheese when she was eight.
1 Elicit some answers to the first one as an example, e.g. eating a pizza.
Teaching tip
Before doing exercise 1, it might be a good idea to revise the
spelling rules for gerunds:
Verbs ending in -e: we take off the -e before adding -ing: dance >
dancing, make > making
(exceptions be > being, see > seeing, and agree > agreeing).
Verbs ending in a consonant: we sometimes double the final
consonant: hit > hitting, begin > beginning.
Elicit other common gerunds and write a list on the board.
2 Explain that students can complete the second sentence any way
they like as long as it makes sense. It doesn’t need to have a verb +
infinitive. Refer students to the example.
Answers
2 mean to do + students’ own answer
3 choose to come + students’ own answer
4 expecting you to be / see + students’ own answer
5 refused to tell me + students’ own answer
3 Do the first one with the class as an example.
Answers
1 to look
2 eating
3 to learn
4 to pack
5 to stop
6 going
257
258
Unit 9 LISTENING
Warmer 7 3.16 Transcripts page 272 Go through the words and phrases
in the box, then ask students to try and guess what they refer to using
Ask students: Have you ever found any money? Where did you find picture no 1.
it? What happened? What did you do? Did you keep the money?
Answers
1 Discuss the meaning of to make something up. Elicit that it means to Suggested answers
invent a story or pretend that something is true when it is not. Three friends bought a lumpy sofa from a charity shop.
They opened the zips on the arms of the sofa and found a lot of money.
Answers Students’ own answers They also found a deposit slip with a woman’s name on it.
They decided to contact the woman otherwise they’d feel too guilty and
couldn’t live with themselves.
2 Ask students what they can see in the pictures. Ask: What is stuffed The sofa contained the woman’s life savings.
in the sofa? (money) What type of fish are these? (goldfish) What type
of animal is this? (moose) 8 Get students to discuss this in pairs.
3 3.14 Transcripts page 272 Ask students which picture the 9 These expressions are all common idiomatic expressions in spoken
questions relate to (the one with the goldfish). English. They are highlighted in the audio script on pages 272 and
273. Ask students which one means:
WORDS TO KNOW You’re teasing me. (You’re winding me up!)
I sympathise with him. (I do feel sorry for him.)
Check that students know the expressions to fancy doing
I don’t blame them! (Good for them!)
something, to bump into and to knock over. Ask them to give a
definition of each. Ask students if there’s an equivalent in their own language.
Answers the interview, but that items 4–6 are new contexts which they are
1 The aquarium sits on four wheels and is attached with four cameras.
The cameras detect which direction the fish are swimming in, and
communicate the information to the motor. The motor moves the Answers
aquarium in the direction the fish are swimming in. 1 You’re winding me up!
2 The aquarium might bump into something or knock something over. 2 I do feel sorry for him
3 It will lead to a new age of freedom for fish. 3 good for them
4 You’re winding me up
4 Ask students if they remember who said each of the four lines from 5 I do feel sorry for him
the audio, Kevin or Angela. 6 Good for you
11 Elicit appropriate phrases from the audio for expressing disbelief,

Answers sympathy or simply to move the story on.
1 B 2 B 3 A 4 A
5 3.15 Transcripts page 272 Before playing the audio, check
students know what to dislocate means (to displace a bone in the
body from its normal position). Fast finishers
Ask students to think about an occasion when they injured
Answers
themselves. Tell them to write a short paragraph explaining
The first one dropped a jar of salad cream on his toe. what happened.
The second one dislocated his jaw by shouting too loudly.
The third one collided with a moose when jogging.
6 Allow students to use a dictionary, if necessary. Get them to check

their answers with a partner. Point out that a raft of is a slang
expression.
Answers
1 They have a natural inclination to get injuries. / They are apt to get
injuries.
2 He didn’t have anything on his feet.
3 He couldn’t play football for two months. He had to sit and watch by
the side of the pitch.
4 It caused him to be unconscious and he got a lot of injuries.
259
260
Unit 9 READING
Warmer
Ask students: Do you consider yourself to be a fussy eater? Ask
them to write down a list of foods they hate and never eat. Get
them to compare their lists in pairs. Ask students: Do you think
your partner is a fussy eater?
1 Ask students what they know about hypnosis. Discuss what

happens when someone is hypnotized. Ask them if they think
it works.

Tell students to read the article quickly, ignoring unknown
vocabulary at this stage.
3 Point out that we can also say eat in. Ask students to guess what it
means (eating at home rather than going to a restaurant to eat).
Answers
1 F 2 D 3 A 4 C 5 B 6 E
Extra activity
Ask students to write their own sentences using the multi-part
verbs. Tell them to leave a gap where the multi-part verbs go and
test their partner.
Teaching tip
When recording multi-part verbs in their vocabulary notebooks,
it is a good idea to get students to list them in groups according
to the particles that they go with.
261
262
Unit 9 READING
4 Get students to do this individually, then check their answers with a

partner.
Extra activity
Ask students to write their own sentences containing the verbs
Answers from the Similar words box. Get students to check each other’s
sentences in pairs.
1 G 2 B 3 C 4 H 5 E 6 F 7 D
Teaching tip
Students (and even native speakers) often confuse effect and
affect. Elicit that effect is the noun and affect is the verb. Ask
students to write two sentences about the text, one with effect
and one with affect, e.g. SED had a terrible effect on Hannah’s life.
SED affected many aspects of her every day life. You might also
want to mention the adjective form effective.
5 Read through the extracts with the class. Then do the first one
together, as an example.
Answers
1 B 2 E 3 A 4 D 5 C
6 Tell students to read through all the questions before they read
the article again. Encourage them to write complete sentences.
After checking answers with the class, discuss the meaning of any
unfamiliar words in the text.
1 She started refusing to eat when she was a baby.
2 The idea of different flavours mixing together made her most
anxious.
3 She said she was allergic to tomato sauce.
4 He thought it was caused by a trauma associated with food.
5 The success rate of hypnosis for curing this problem is 90 per cent.
6 She feels much healthier and she is happier.
7 Brainstorm a few common phobias with the class, e.g fear of the
dark, spiders, flying, heights, enclosed spaces. When students have
discussed the questions in groups, invite them to share their ideas
with the class and open up to a whole-class discussion.
Similar words
language. Point out that refuse and decline are both followed by
to + infinitive, but deny is always followed by a gerund. Reject
can only be used with a noun. It is often used by newspaper
reporters, e.g. He rejected the claim/s that … .
Answers
1 decline
2 refuse
3 reject
Students then write their own sentence using the word deny.
263
264
Unit 9 GRAMMAR
3 Ask students what the purpose of similes is. Elicit that it is good to
GRAMMAR OPTIONS use them in written descriptions to help make the description more
● The grammar box gives a summary of the grammar areas that vivid to the reader. Ask them if they know any common similes in
students will practise on this page. their own language.
● Visual grammar presentation. Suggested answers
1 Once you’ve learned how to do it, you don’t forget.
2 Watching golf is boring.
3 Being in love makes everything seem different.
Warmer
Write on the board the following questions: 4 Before students do the activity, brainstorm verbs they can use with
What things make you nervous? What things make you feel each of the nouns, e.g. going to school, doing sport, making / keeping
relaxed? Tell students what makes you feel nervous / relaxed friends, finding free time, visiting / seeing family. Get students to
using a gerund in each case, e.g. Swimming makes me feel read out some of their similes to the class.
relaxed. Travelling by plane makes me nervous. Ask students to
write down sentences which are true for them. Get them to Answers Students’ own answers
compare their sentences in pairs.
5 Check students know the meanings of the adjectives in the box.
Refer them to the end of the grammar box and the note about
Teaching tip adjectives. Get them to compare their sentences with a partner
when they have finished.
Students often confuse get used to / be used to + gerund with the
past tense used to + infinitive. Write the following sentences on
Answers
the board to illustrate the difference, and get students to explain
what they mean: Suggested answers
I am used to working in an office now, but I didn’t like it at first. 1 delighted to join
I used to work in an office, but now I work in a school. 2 reluctant to go on
3 determined to win
4 shocked to learn
1 Do the first one together with the class as an example. Check 5 certain to win
students know the meaning of have a break / need a break (to stop
doing something for a while). Point out that in no 4 it is also correct 6 Refer students back to the grammar box and the note about
to use about. abstract nouns. Elicit a few examples from the class first before
students do the activity individually.
Answers
2 about meeting
3 to sunbathing
4 of training / about training Continuous assessment
5 with knowing
6 after watching Teacher’s Resource Book
2 Go through the example with the class. Remind students to remove Grammar Consolidation Worksheet: page 53, exercises 4, 5 and 6
the -e before adding -ing to ride (riding).
Answers
2 Spending too long in front of a computer could damage your eyesight /
make your eyesight suffer.
3 Reading a book is easy now that I have a tablet.
4 Seeing animals in the wild was the best thing about going on safari.
5 Cooking for myself will be the biggest problem about going to
college.
6 Riding my bicycle everywhere keeps me fit.
265
266
Unit 9 CHALLENGE
In this lesson, students learn to give a presentation about an

6 Ask students to compare the stories on page 152 with their own
stories. Ask them what details of their story (if any) were correct.
unusual festival or tradition.
Warmer 7 Brainstorm some ideas with the class. They could write about a
Ask students to look at the photos and describe what they think national festival celebrated in their country if they can’t think of a
is happening in each of them. Ask them what they all have in local one. If setting this for homework, you could get students to
common (they are some kind of festival). Ask students if they research a festival on the internet.
have heard of any of these festivals, and elicit what they know
about them. Answers Students’ own answers
1 Invite students to share their ideas with the rest of the class and
open up to a whole-class discussion. Fast finishers
Have students write a short paragraph about an unusual
Answers Students’ own answers celebration or party they have been to, e.g. a wedding,
christening or a birthday party.
2 To help them, ask students to look at the structure of the text about
San Fermín, which is divided into the following sections: where
the festival takes place; what happens at the festival; if it happens
anywhere else in the world; and finally the reasons / origins for it.
3 Make sure that the groups don’t all choose the same photo! Try to
encourage half of them to choose photo 3 and half to choose photo 4.

Refer students to the Express yourself box, and encourage them to
use expressions from it in their presentations. When giving their
presentations, they can either elect a spokesperson to speak on
behalf of the whole group or each take turns to give a small part of
the presentation.
5 Ask students which of the presentations they found most

convincing, and is most likely to be true.
Extra activity
In groups, ask students to invent their own festival. They need
to think about where it will take place, what will happen at
the festival, how often it will take place and a reason why it is
celebrated. They should also invent a name for the festival. Get
them to write a short paragraph about it, and display them on
the walls of the classroom. Get students to say which of the
festivals they would most like to go to.
267
268
Unit 9 INTERACTION
4 Monitor round the class while students carry out their interviews
Warmer and give help where necessary.
Play Call my Bluff. Write the word jirble on the board. Then read
out the following definitions: 1) a noun meaning a small furry pet Answers Students’ own answers
animal which lives in a cage, 2) a verb meaning to make a noise in
the back of the throat while drinking, 3) a verb meaning to pour
5 Write on the board: Reasons why story might be true and Reasons
a liquid carelessly causing it to spill. Get students to vote on the
why story can’t be true in two columns. Elicit students’ views on
correct definition. Tell them that the third one is correct. Ask
each story and write them in the correct column. Then get them to
students to get into groups of three and find an obscure word in
vote for the story they think is correct.
the dictionary. Tell them to write three definitions, one true and
two false. Then they should get together with another group and
play Call My Bluff. They can move round the class playing the Answers Students’ own answers
game with all the different groups. If the group guesses correctly,
they get a point. The group with the most points wins. 6 Ask students if they were surprised to learn which story is false.
Elicit reasons.

students to hear how they are pronounced. 7 Tell students to think of two stories, one true and one false. Get
students to tell both their stories, and the other group has to say
1 Encourage students to ask questions to clarify the story if they don’t which one of them is the true one.
understand. When they have finished re-telling their stories, ask
students if they think the stories are true or false, and get them to Answers Students’ own answers
say why.
Answers Students’ own answers Fast finishers

Get students to write up one of the stories they heard in
2 3.20 Transcripts page 273 Before playing the audio, go exercise 7.
through the expressions with the class and discuss what they
mean.
Answers
1 I find it very hard to believe that there was only one journalist at a
World Cup match.
2 I don’t think an American newspaper could get it so wrong.
4 My first thought was that they didn’t have computer software in
those days.
5 After some consideration, I decided that it was probably true.
Extra activity
Get students to write mini-dialogues using as many of the
expressions in Express yourself as possible.
3 Encourage students to use the expressions in exercise 2 in their

interviews and some of the other expressions in Express yourself.
Remind them to give reasons for their opinions. Get students to
swap roles and take turns being the TV show host. Ask them if they
remember how the TV show host winds up the interview on the
audio (What’s your conclusion – is the story true or false? So, to sum
up, what do you think?).
269
270
Unit 9 WRITING
6 Give students the following checklist to help them write their letters:
Warmer ● Have you said who you are and why you are writing?
Try to bring in some examples of letter pages from English ● Have you stated the story you are responding to and why?
newspapers. Ask students: Have you ever written to a newspaper
●
Have you given reasons for your opinion and what can be done to
or called a radio station in response to something you have read
address the issue?
or listened to? Do you listen to phone-in radio shows? Do you
●
Have you summarized your point of view in your closing paragraph?
find readers’ / listeners’ opinions interesting? Do you think it is a
good idea to give readers / listeners the opportunity to give their
opinions? Get students to discuss in pairs. Answers Students’ own answers

1 Refer students back to the Michael Jackson article on page 92. positive feedback as well as pointing out errors.
Ask students if they think most reactions will be sympathetic or
disbelieving.

Fast finishers
2 Get students to check their answers in pairs.
Have students write their own letter in response to the Michael
Jackson article.
Answers
1 A 2 A 3 B 4 B 5 B
3 Draw students’ attention to the use of the rhetorical question How on

earth …? in letter 1. Elicit that it means How is it possible that …? Point
out that rhetorical questions are very effective devices for getting
your point across. Ask them if they can find any other rhetorical
questions in the letters (letter 2: Can we expect to see…, etc).
Discuss the tone of letter 5. Elicit that it is very sarcastic.
Answers
1 Letters 3 and 4 offer support. Letters 1, 2 and 5 criticize the fans.
Teaching tip
It is often difficult for students to identify the tone of a piece
of writing in a foreign language. Try and encourage them to
think about this when they are reading, and pick out language
features which affect the tone, e.g. point out that some of the
letters to the newspaper are very formal. Ask them to find words
and phrases which make them sound formal, e.g. nothing short
of, astonished, I’d like to express …, intense, untimely, genuine.
4 Ask students if they read newspapers, and, if so, which ones. Ask
them if there is a letter page in them. They are more likely to find
these in a local newspaper. If they can’t find a letter in English, they
could use one in their own language, if necessary. They can still
check whether it has the features listed in the Writing Skill section.
5 Remind students to keep their letters quite formal.
271
Unit 9 TRANSCRIPTS
3.13 Student’s Book Page 92, exercise 5 3.15 Student’s Book Page 95, exercise 5
A Honestly, can you believe it? It’s a joke, isn’t it? Is it April Fool’s A = Angela, M = Martin
Day? It’s absolutely ridiculous that this case was heard in court!
I mean, emotional damage because a pop singer has died? Do A And what do you have for us, Martin?
me a favour! What next? Will everyone start claiming emotional M Well, as usual, my story involves sport, and in this case
damage every time someone famous dies? Where will it all end? football and a story about a goalkeeper. Now, being a top-
B I must say I was profoundly shocked when I heard about the class goalkeeper is quite a dangerous business and they are
death of Michael Jackson. I mean, he seemed so young and full of particularly prone to injury … .
energy. I can completely understand how these fans felt. I must A That’s true.
say, though, that I was a bit surprised to hear that they asked for M … but my story is about an injury that, well, let’s say that could
damages. I wouldn’t have the nerve to apply for damages! have been avoided. The goalkeeper is English and his name is
C I think this is an important development in our understanding of Dave Beasant, and he’s most famous for saving a penalty in a
the very special relationship between celebrities and their fans. Cup Final at Wembley Stadium.
There’s no question that people become emotionally involved A I remember him!
with pop stars and when they die, especially when they die M Well, he once missed two months at the start of a football season
suddenly like Michael Jackson, it can be a traumatic experience. because of … can you guess?
Add to that the fact that celebrities seem so much more A He was injured?
accessible these days, we feel we know them, they’re almost M Right. Do you want to guess which part of his body was injured?
family. I think this case highlights a very serious problem in the A Hmm … well, I imagine goalkeepers get a lot of shoulder injuries.
modern world. Was it his shoulder?
M No, it was his toe.
A I see.
M The thing is, he didn’t get the injury on the football field, he got it
3.14 Student’s Book Page 95, exercise 3 in the kitchen.
A In the kitchen?
A = Angela, M = Martin M Yes, he picked up a full jar of salad cream and he dropped it. He’s
a very quick-thinking boy and he decided to try to prevent it from
A Hello and welcome to You Really Couldn’t Make It Up, with Kevin smashing on the kitchen floor by catching it on his foot. He was
Starr and me, Angela Martin. barefoot at the time, so the heavy jar landed on his foot and, in
M Yes, welcome to the show. The show where we bring you true the process, severed the tendon in his big toe.
stories that are so bizarre you really couldn’t make them up. A Ouch.
A And for our first story, we go to the Netherlands. Tell me, Martin, M Ouch, indeed. Two months on the sidelines because of that.
do you have any fish? A Goalkeepers do seem to be a strange breed. I remember reading a
M Fish? You mean to eat? story about a goalkeeper who played for Manchester United who
A No, as pets. was always shouting at his players. One day, he shouted so loudly
M Oh! Yes, I do. I have two goldfish. Why do you ask? that he dislocated his jaw!
A Because my first story is about a new invention that might be M Amazing. And then there was a Norwegian player called Svein
right up your street. Some designers in the Netherlands have Grøndalen who got injured when he was jogging.
come up with a plan for a smart motorized aquarium that will A What happened to him?
allow your goldfish to move around the house. M He collided with a moose.
M This is a joke, right? You’re winding me up. A OUCH!
A No, it’s the truth. The aquarium sits on four wheels and there are M He was knocked out and suffered a whole raft of injuries.
four cameras attached to it. The cameras work out which way A Oh, the poor man, I do feel sorry for him.
the fish is swimming, and then the smart technology kicks in. The M As a result, he missed his chance to play in an international game
cameras somehow communicate with a motor which moves the for Norway. You really couldn’t make it up.
aquarium in the direction that the fish is swimming in. If the fish
fancies heading towards the kitchen, that’s where it goes.
M And what if the kitchen door is closed?
A Well, I guess the aquarium bumps into the door! 3.16 Student’s Book Page 95, exercise 7
M Or indeed, falls down the stairs, knocks over a priceless vase … .
There’s no end to the mayhem it could cause. A = Angela, M = Martin
A Well, I guess you just have to be careful where you put your
aquarium. A Well, we’ll finish today with a really nice story. It’s the story of
M Right, but come on, who would want to shell out for something three friends who share an apartment in a place called New
like that? Paltz in upstate New York. In March, they were looking around
A I have no idea. The company is called Kickstarter and one of the a Salvation Army shop and they bought a sofa. When they took
people involved, a guy named Thomas de Wolf, says this will lead it home, they noticed that the arms of the sofa were lumpy. Not
to a new age of freedom for our aquatic friends. only that, but there were zips on the arms.
M Well, I’m going right out to buy one now. M Unusual.
A Yes. When they opened the zips, they found … 40 thousand
dollars in cash!
M Incredible! Lucky people!
A Right, but they also found a deposit slip with a woman’s name
on it. They talked about it and decided they couldn’t live with
themselves if they didn’t contact the woman and tell her what
they had found.
M So what happened?
272
Unit 9 TRANSCRIPTS
A Well, the town they live in is quite small so it wasn’t difficult to B Yes, I suppose it’s possible. But anyway, I thought, if they did have
get in touch with her. It turned out that the woman was 91 years computers, it’s perfectly possible that it would make a mistake
old, the sofa contained her life savings and that her family had like that.
donated the sofa to the Salvation Army without telling her. I I see.
M Oh no! So what did they do? B And then I thought, no – it’s just too ridiculous.
A They went to see her and gave her the money back. I So, to sum up, what do you think? True or false?
M Well, good for them! That was a VERY honest thing to do. B Well, after some consideration, I decided that it was probably …
A Yes, but it’s always good to finish with some good news, isn’t it? true.
M It sure is – even if you couldn’t make it up. I You think it’s true. OK, we’ll have to wait and see!
A That’s all for today. Don’t forget to keep sending us any unusual I Now, where’s Celia? Hi there, you’d like to talk about the third
news stories that you find. story … .
M Especially if they make you say ‘You really couldn’t make that up’
when you read them. Until next week, goodbye from Angela and
from me.
A Goodbye!
3.20 Student’s Book Page 100, exercise 2
I = Interviewer, A = Anita
I So, now you’ve all seen these three amusing stories. Let’s see
whether you think they’re true or false. We’ve got Anita in the
audience. Anita, where are you? Ah, yes, there you are! A round of
applause for Anita, ladies and gentlemen!
A Hi, Jason.
I Hi, Anita. So, you’ve got something to say about the story about
the 1950 World Cup.
A Yes, I have.
I The story says that an American newspaper accidentally
published the wrong score after a World Cup game between
England and the USA in 1950. Not only that, but they suggested
that England had beaten the US 10–0.
A That’s right.
I So what do you think?
A Well, first of all, I find it very hard to believe that there was only
one journalist at a World Cup match.
I Only one American journalist, Anita … .
A Yes, but at the World Cup, there are always hundreds of
journalists.
I Well, this was nearly 70 years ago. Things were different then.
A Yes, but even so, I don’t think an American newspaper could get it
so wrong.
I So, what’s your conclusion – is the story true or false?
A I think it’s false.
I OK, let’s wait and see if you’re right. Thank you, Anita. Now, Bob,
just over there, would like to tell us what he thinks about one of
the stories.
I Hello, Bob!
B Hello, Jason.
I You’d like to give us your opinion on the third story – the one
about the first computer translation software.
B That’s right.
I They programmed the computer with the English expression
‘Out of sight, out of mind’. Now, just remind us what that actually
means?
B It means, if someone isn’t there, you don’t think about them.
I Right, and so the story goes that the computer translation
programme translated this into Japanese as ‘Invisible idiot’!
B Uh-huh.
I What do you think?
B Well, when I heard the story, my first thought was that they
didn’t have computer software in those days, in the 1960s, I
mean.
I I think they did, Bob.
273
Focus page 92 Grammar page 98

1 1 'There are no facts, only interpretations.' 1 1 of 2 from 3 by 4 about 5 with 6 like
2 'If the facts don't fit the theory, change the facts.' 2 1 walking 2 to stay 3 to pass 4 to hear 5 Lying
3 'The aim of education is the knowledge not of facts, but of values.' 6 to study 7 leaving 8 fulfilling
4 'Everyone is entitled to his own opinion but not his own facts.'
5 'The truth is more important than the facts.'
3 1 seeing 2 go 3 breaking 4 go 5 be 6 working
7 to meet 8 winning
4 1 C 2 A 3 D 4 B
3 A 4 B 1 C 3 D 8 E 10 F 7
4 Student’s own answers (Answers: 4, 7 and 10 are not true).
5 1 amazing 2 incredible 3 unbelievable 4 absurd Webquest page 99
5 ridiculous 6 ludicrous
6 Student’s own answers 1 Not currently engaged in Employment, Education, or Training
2 1955
Vocabulary page 93 3 Venezuela
7 1 embarrassment 2 surprise 3 anger 4 fear 5 sadness

4 glutious maximus
6 amusement 7 relief 5 Paul Allen
8 1 took a lot of courage 2 to have in this job is patience 6 Nevada
3 Joanna cried out with shock / surprise / delight
4 my first reaction was one of sadness / shock / surprise Writing page 101
5 children to have feelings of jealousy
9 1 delighted, relieved 2 surprised, fear 3 shock, confused
1 1 I find it very hard to believe that … / No way can that be true! / Do
you seriously believe that …? / I think it’s highly unlikely that …
4 respect, angry 5 amused, embarrassing
2 I’m not so sure, but maybe … / I assume (that the details are
10 1 over the moon 2 couldn’t believe their eyes 3 was a weight correct). / Am I right in thinking that …? / It could well be that …
off her mind 4 wanted the earth to swallow him up 3 To sum up, … / All in all, … / In short, … / Now that we’ve heard all
11 1 embarrassment 2 anger 3 respect 4 confusion 5 delight the information, …
12 Student’s own answers 2 1 It could well be that 2 Am I right 3 I assume 4 I find it
5 it’s highly unlikely 6 In short
Grammar page 94 3 1 French 2 his / her grandmother 3 the parrot story
1 1 stop worrying 2 can’t stand missing 3 avoided speaking

4 Possible answers:
1 No way can either story be true! What year did your grandfather
4 missed going
win a medal at the Olympics?
2 1 planning to do 2 decide to go 3 expect to win 2 I think it’s highly unlikely that he won a gold or silver medal. I
4 refused to pay assume he it was a bronze medal.
3 1 making 2 to fight 3 living 4 to use 5 doing 6 to gain 3 Now number two. Where was the camping holiday?
7 to give 8 buying 4 I find it very hard to believe that a famous singer was on a
4 1 A 2 B 3 A 4 B 5 B 6 A 7 B 8 A 9 B 10 A camping holiday in Portugal. Am I right in thinking that you were
a child at the time?
5 OK, to sum up, your grandfather won a silver medal at the
Montreal Olympics, and you were on a camping holiday in
Listening page 95 Portugal with someone who is now a famous singer. In short, I
think your second story is true.
1 1 D 2 C 3 E 4 A 5 F 6 B
2 Student's own answer
3 1 C 2 E 3 B 4 A 5D
Writing page 101
4 1 people we don’t know very well 2 false
5 1 C 2 A 3 B 4 B 5 C 6 A 1 1 I 'm writing in response to Amelia Harding’s review of The Lantern
Bistro, from October’s Bath Life magazine…
6 1 a few years ago, in the USA 2 he’d run out of 2 Having eaten there myself recently, I am confident in claiming I
petrol 3 computers / IT 4 $500 5 they contain some kind of can offer a very different opinion.
meaningful message or moral 6 folk tales 3 I must conclude that very different adjectives would be more
7 Student’s own answers appropriate!
4 from: ‘I can tolerate poor service …’ to ‘decided to go to a nearby
Reading pages 96–97 café for coffee and ice cream.’
5 In the light of the above, I can only imagine the restaurant
1 Student’s own answers recognized Ms Harding and made a special effort to impress.
2 2 Based on my experience, unless you are a famous restaurant
critic I suggest you should eat somewhere else!
3 1 B 2 E 3 A 4 D 5 C
4 1 C 2 B 3 A 4 D 5 B
2 Amelia Harding
Service: relaxed yet attentive, impressive
5 Student’s own answers Food: steak was juicy and cooked to perfection, generous portions
6 refused, rejected, declined, denied Adam Carling
7 1 straightforward 2 trivial 3 insignificant 4 easy Service: poor service, staff had no record of their reservation, rude,
hurried them through their meal, starters were served fifteen
8 Student's own answers minutes apart
274
Food: wasn’t good, steak was overcooked and dry, microwaved The man said he also worked in computing and maybe they could
vegetables, inedible fish – burnt on the outside but almost raw in do business together. Did he have a business card with his contact
the middle, excellent desserts, tiny portions details? So he gave the man his card, and when they arrived at the
3 1 I must conclude 2 I have to say 3 I really do feel next town the man thanked him for helping him out and that was
4 I can only imagine 5 I suggest that. Until three weeks later, when he was back in the UK and a letter
arrived … inside was a note saying 'Thanks again for your help. Best
wishes, Bill Gates', with a cheque for $500!
Amazing story, right? And the weird thing is, when my cousin told it
to me it sounded familiar. Except maybe it was someone's boyfriend's
brother? Or the uncle of my boss’s neighbour? In other words, it’s a
1.28 Workbook page 95, exercises 3 classic example of an urban legend. These are funny or strange stories
passed on to friends or colleagues as being true, but which always
First up today, a story about something that happened to the seem to be about distant relatives or acquaintances and can never
husband of my cousin’s friend when he was in the US on business actually be proven. In fact, they’re likely to be completely false!
a few years ago. He’d hired a car and was driving to a conference
So why do we like to share urban legends, even though we know
somewhere. He saw a car parked by the roadside and the driver was
they’re probably not true? Well, the fact is that urban legends are
waving at him. He thought maybe the man’s car had a flat tyre or
an important part of popular culture, often telling us a lot about the
something so he stopped, and it turned out that it had run out of
state of society. For example, many contain some kind of meaningful
petrol and the man needed a lift to a gas station. In the car the man
message or 'moral’, often related to people’s fears or insecurities.
asked the husband of my cousin’s friend where he was going and he
Sharing our fears with others somehow helps us to keep them under
explained he was a computer engineer on his way to a conference.
control, allowing us to carry on with our lives.
The man said he also worked in computing and maybe they could
do business together. Did he have a business card with his contact But urban legends aren't always serious, of course – in fact,
details? So he gave the man his card, and when they arrived at the they’re often quite amusing and we enjoy telling them because
next town the man thanked him for helping him out and that was they’re entertaining. We just seem to like the fact that life is full of
that. Until three weeks later, when he was back in the UK and a letter inexplicable curiosities and strange coincidences. Every culture in
arrived … inside was a note saying 'Thanks again for your help. Best history has had its traditions of folk tales and storytelling -– urban
wishes, Bill Gates', with a cheque for $500! legends are our modern equivalent. And the beauty of them, of
course, is that there is always a chance, however small, that they may
even be true!

Amazing story, right? And the weird thing is, when my cousin told it
to me it sounded familiar. Except maybe it was someone's boyfriend's
brother? Or the uncle of my boss’s neighbour? In other words, it’s a C1: OK, so I'll tell you two ‘true lies’. You can ask me questions about
classic example of an urban legend. These are funny or strange stories each one and then you have to decide which one is true and which
passed on to friends or colleagues as being true, but which always is a lie. So, my first is that I was in an Oscar-winning film. And the
seem to be about distant relatives or acquaintances and can never second – my best friend at school was from the Royal Family.
actually be proven. In fact, they’re likely to be completely false! C2: Hmmm, so, the first one… It could well be that you didn’t have a
big role in the film. Am I right in thinking you were an extra?
So why do we like to share urban legends, even though we know
C1: Yes, that’s right.
they’re probably not true? Well, the fact is that urban legends are
C2: Right, and did you meet any famous actors?
an important part of popular culture, often telling us a lot about the
C1: I met the actor Colin Firth.
state of society. For example, many contain some kind of meaningful
C2: OK, now the second one. The Royal Family is big, so I assume
message or 'moral’, often related to people’s fears or insecurities.
your friend was a cousin of one of them or something. Is that
Sharing our fears with others somehow helps us to keep them under
right?
control, allowing us to carry on with our lives.
C1: No, he was actually an important prince.
But urban legends aren't always serious, of course – in fact, C2: Really? I find it very hard to believe that you went to school with
they’re often quite amusing and we enjoy telling them because a prince! So are you still friends now?
they’re entertaining. We just seem to like the fact that life is full of C1: No! Princes are very busy, you know …
inexplicable curiosities and strange coincidences. Every culture in C2: Right, I understand! And finally, I bet you can’t answer this one …
history has had its traditions of folk tales and storytelling -– urban what was his name?
legends are our modern equivalent. And the beauty of them, of C1: His name? Prince Joachim of … Denmark!
course, is that there is always a chance, however small, that they C2: Really? No, I think it's highly unlikely that your best friend was a
may even be true! prince! But I know a few people who have been extras in films.
In short, I think your first story is true.
C1: Aagh, yes, you’re right!
First up today, a story about something that happened to the 1.32 Workbook page 100, exercise 5
husband of my cousin’s friend when he was in the US on business
a few years ago. He’d hired a car and was driving to a conference Speaker A: My mother went to university when she was only
somewhere. He saw a car parked by the roadside and the driver was 15 years old!
waving at him. He thought maybe the man’s car had a flat tyre or Speaker B: Which country do you think drinks the most tea in the
something so he stopped, and it turned out that it had run out of world?
petrol and the man needed a lift to a gas station. In the car the man Speaker A: Where is the hottest place on earth, do you think?
asked the husband of my cousin’s friend where he was going and he Speaker B: My cousin has a pet kangaroo!
explained he was a computer engineer on his way to a conference.
275
276
Units 7–9 REVIEW
Warmer
Write the names of the following novels on the board: Around
the World in Eighty Days, Twenty Thousand Leagues Under the Sea
and Journey to the Centre of the Earth. Ask students: Have you
read these books or seen the films? What are they about? Do you
know any other books by Jules Verne or films based on his books?
If Jules Verne were alive today, what do you think he would write
about?
1 Ask students what they can see in the photos. Elicit the words:
submarine, newsreader, rocket and / or space shuttle, helicopter.
2 Encourage students to read quickly to get the gist. Discourage them

from looking up unknown words.
3 Give students time to read through sentences 1–5 and check they
understand them. Suggest that students re-read each paragraph in
the text, one by one, then try to find the sentence which matches.
Answers
1 C 2 D 3 A 4 E 5 B
4 When students have discussed the questions in pairs, get them to

join with another pair and compare ideas.
Teaching tip
When faced with reading longer articles or texts, it’s important
for students to get an overview of the text before reading in
depth. One way to do this, after students have read the title and
looked at the photos, is to read the first and last paragraphs, and
then the first sentence of each of the other paragraphs. Students
can then skim the text to pick up more information. Remind
them that, when skimming, they need to make their eyes move
quickly along each line of type, picking up only a few key words
in each line. This is a useful tool when they need to read quickly.
It will give them a pretty good idea of what is in the text without
having to read every word.
Extra activity
Ask students to write down six new words from the text. Get
them to look up the words in a dictionary and write down the
definitions. Then get students to exchange their definitions with
a partner, and try to find their partners’ words in the text.
277
278
Warmer Warmer
Write on the board: Top ten inventions in the last 100 years. Ask students to look at the photo. Ask: What is happening in the
Brainstorm ideas with the class. In groups, get students to rank photo? How do you think the man is feeling? Would you like to do
their top ten inventions in order of importance. this? Why / Why not? Discuss with the class.
5 To prompt ideas, ask students: What is the boy doing? (reading). Does 1 When students have discussed the questions in pairs, get them to
he look comfortable? When students have discussed the questions feed back their ideas to the rest of the class.
in pairs, discuss ideas as a class.
2 Play the video and get students to check their answers to exercise 1.
6 3.22 Transcripts page 280 Discuss with the class what a Highlight the use of the word queasy in the video meaning a little
curator is (someone who oversees and is responsible for the exhibits bit sick.
in a museum). Before students listen, get them to guess why the Stop the video before Tom and Alex say whether their stories are
inventions in the table were created. Then play the audio for true or false, and get students to guess which story is true.
students to check.
Answers
Answers
1 The Andes are the largest mountain range in South America,
Gas-proof pram: created to allow mums to take their babies out for a forming a continuous chain stretching along the western coast of
walk during the Second World War without fear of being gassed South America from Venezuela to Chile. The mountains extend over
Glasses: to read while lying in bed Argentina, Bolivia, Chile, Colombia, Ecuador, Peru and Venezuela.
Cone-shaped face mask: to protect women’s faces against the snow 2 Stingrays are flat marine fish with a poisonous sting. They are found
in warmer waters in tropical and subtropical areas.
7 3.22 Transcripts page 280 Give students time to read through 3 Students’ own answers
the sentences carefully before they listen. Suggest that they
underline key words so they know what to listen out for in the audio. 3 In pairs, first get students to answer the questions from memory.
Then play the video so they can check.
Answers
Answers
1 True
2 True 1 Tom 2 Alex 3 Alex 4 Tom 5 Alex
3 False. (It’s the clip-on skate.)
4 True 4 Ask students what clues in the stories led them to believe they were
5 False (They were created in Canada.) true / false.
8 Elicit expressions for expressing disbelief, sympathy and approval / Answers

disapproval and write them on the board for students to refer
1 False 2 False 3 True 4 True
to, e.g. That’s awful / terrible. That’s incredible. No, really? I see. I
understand. That’s not fair / right.
5 As a follow-up, ask students: Was it easy to understand your
partner’s story? Did they explain it well? Why / Why not?
9 Remind students to report the stories as if they are TV presenters
reporting the story on a news programme.
Find out
Students can do this for homework.
279
3.22 Student’s Book page 103, exercises 6 and 7 Video Student’s Book page 103, exercises 2–4
▼
A = Alexis, D = David P = Presenter, T = Tom, A = Alex
A They say that necessity is the mother of invention. Perhaps that P: What’s the most exciting or dangerous situation you’ve ever been
should be necessity is the mother of good invention. Boredom in? Our presenters, Tom and Alessandra, have some interesting
and laziness are the parents of many others. Thomas Edison stories to share. Today, they’re going to tell each other two stories
and Nikola Tesla are famous inventors whose ideas transformed about things that happened to them in the past. However, only
society into what we know today. However, there have been one of the stories is true. Which one is it?
many inventors throughout history whose inventions never T: Ok, I’m going to tell you two stories.
came to be. A: Ok.
David Green is the curator of a new exhibition at the London T: They’re both about times I could have died. The first one was I
Museum, which is showcasing many of these weird, wonderful came off the back of a motorbike when I was in the Andes.
and sometimes just bizarre inventions of the past. David, A: Ok.
welcome to the show. T: The second one is I was attacked by a very dangerous animal.
D It’s great to be here. A: Really? Where?
A Can you tell us more about the inventions you have at the T: Which one?
exhibition? A: Where were you attacked?
D Yes, well, many of these creations are from the early 20th century. T: Erm, I was attacked in … on the beach in Colombia.
They do include forerunners to some of today’s inventions, like A: Ok, and the first one?
the scrolling car map that possibly could have been an early GPS T: I was in the mountains on a motorbike.
system, but mostly they’re quite absurd. For example, creations A: Ok.
like the wooden swimming costume, a radio straw hat and a T: I wasn’t riding the motorbike, I was on the back of the motorbike.
specially-designed piano that can be played by people who are My friend was riding it.
confined to their bed. You can understand why these inventions A: And then you … what happened?
never caught on, but there are others, which, although quite T: Well, like I said, I was the passenger.
bizarre and unnecessary today, could have been quite useful at A: Ok.
the time. The gas-proof pram, invented so mothers could still T: … and we were going round a mountain road and there … we
take their babies out for a walk without fear of being gassed in an rounded a corner and straight in front of us … we hadn’t been
air raid, was invented during the Second World War. paying attention …we came round a corner and there was a lorry
A What are your favourite inventions at the exhibition? … a truck coming towards us and he pulled very dramatically and
D I would have to say the clip-on skate, which you could attach to we went over the side of the mountain, but fortunately there was
any size shoe so you could skate on ice whenever you wanted. a tree there.
Also the glasses you could use to read while lying down in bed. A: Ok.
They had a special mirror attached like a periscope, so you could T: And we sort of got caught on the tree.
see the pages even if you were lying flat. A: Ok, that’s a very dramatic story.
A Both sound quite useful; I wonder why they never caught on. T: It was … I wasn’ t… I broke a rib, but it could have been a lot
D Most probably because people just didn’t see the need to use worse.
them. Good inventions, ones that have stood the test of time, A: Ok, and the one about the animal?
have made an activity far easier than doing it without. T: Yeah, it was a stingray … you know the flat fish with the tails and
A So to end, tell us the most peculiar invention you have at the the poison?
exhibition. A: Yes.
D That’s difficult because there are so many strange inventions, T: That attacked me on my foot. There’s a … I’ve got a scar there.
but if I had to narrow it down, it would probably be the cone- And I had been just in the sea and when I was coming out I felt
shaped face mask. In 1939, women in Montreal, Canada, wore something, and I looked in and there was a hole in my foot and
these plastic masks to protect themselves against the snow. Why there was blood coming out, and I could feel poison was climbing
they weren’t flat I have no idea, but it’s pretty easy to see why we my leg.
didn’t all rush out and buy one! A: Ok, so, they’re both very dramatic, but I would say maybe that
A Indeed! Well, thanks for joining us today, David. the stingray is wrong … is a lie.
T: Really, why?
A: I don’t know, because the motorbike one …
T: You don’t believe that story?
A: No, it’s very believable, both of them, but I have to try and guess
which one is wrong.
T: Ok, do you want me to tell you?
A: Tell me.
T: You’re wrong. I’ve never been on a motorbike in my life. I’ve been
to the Andes, but I’ve never been on a motorbike, but I was … I’ve
got a scar on my foot.
A: Really?
T: Yes, I’ve got a scar on the corner of my foot from when a stingray
attacked me, and I could have died, apparently, if I hadn’t got to
the hospital in time.
A: Well, you’re a good liar!
T: Your turn.
A: I slept at the bus station in Rome for two days when I was in my
twenties, and I threw up in the air when I was parachuting once.
T: While you were parachuting? Not before?
A: No, while.
280
T: Ok, where were you? Vocabulary page 102

A: In the air.
T: Where were you flying from? 1 1 advisor 2 conference 3 educated 4 messenger
A: Erm, we were somewhere in England and I don’t remember the 2 Across:
name right now, but erm, you know, I was a little bit nervous and 3 foresight 4 respectful 5 slander 6 amusement 7 censor
I get motion sickness sometimes. Down:
T: Ok, can you just describe … tell me about the moments before 1 newsfeed 2 press release
that. When you jumped out the plane, what happened? 3 1 Speculation 2 leaked 3 viral 4 courage 5 tweeted
A: Well, you know, you get all the … all the scheme of being attached 6 news 7 moon 8 not-too-distant
‘cause it was a tandem parachuting. So, you know, I got to attach
to the guy and, you know, it was a bit hot, so we just jumped and
we had thirty seconds free …
Grammar
T: I don’t believe this one. Tell me … tell me the other one! 4 Possible answers:
A: Ok. 1 CHAMPION BOXER HOPING TO RETAIN TITLE
T: So two days … why were you in a bus station? 2 PM ANNOUNCES BIG TAX CUTS
A: Yes, because I went with my friend at the time who lived in 3 PRINCE TO OPEN NEW UNIVERSITY
Prague and I needed a visa to go back to Prague. I didn’t have the 4 HUNDREDS HURT IN AVALANCHE DRAMA
visa, it was a Friday, erm so I had to stay in Rome until Monday. 5 E
SCAPED BABY KANGAROO FOUND SLEEPING IN KIDS’
But Monday when I got to the embassy it was a, erm, bank PLAYGROUND
holiday, so on Tuesday when I got to … erm … to the embassy, got 6 BRITAIN'S DRIVERS WORST IN EUROPE
my visa, went to the bus station to buy the ticket and they only 7 HONEYMOON HURRICANE HORROR
had a ticket for Thursday, so I was stuck there basically for two 8 RAIN LIKELY TO RUIN BANK HOLIDAY WEEKEND
days, erm, that I had checked out from the hotel and, erm …
T: I think this one’s true.
5 1 has 2 be 3 have 4 losing 5 should
A: Ok. Actually, the one that I threw up in the air is the true one. 6 Possible answers:
T: Is the true one? 1 Chris decided to go out even though he was tired.
A: Yeah. 2 They bought tickets in advance to avoid having to queue up at the
T: Ok. stadium.
A: I really did. 3 The sun was shining when I left the house this morning. Even so, it
T: Really? Because you couldn’t give me any information, that’s was quite cold.
why I thought you were lying. I love your technique! 4 By November, we’ll have been living here for six months.
A: No, but it’s true, it’s true. Actually, I … the guy said … I said “I’m 5 By leaving very early in the morning, we avoided the rush hour.
feeling a bit queasy” and he said that if you need the thing …
T: Like the sick bag … Review page 103
A: … you’ll have to ask me before I land and I said “Ok, give me …” It
was very embarrassing, but it’s true! 7 1 B 2 A 3 C 4 B 5 C 6 C 7 B 8 C 9 B 10 A
T: We’re good liars.
A: He is a good liar! Video
1&2 1 D 2 E 3 A 4 C 5 B
3 1 was, wasn’t riding, was riding
2 were going, rounded, hadn't been paying, came
3 had just been, came, felt, looked, was
4 threw up, was parachuting 5 was, checked
Video Workbook page 103, exercises 2–3

▼
Refer to Student’s Book video transcript on page 280.
281
Review 1
VOCABULARY GRAMMAR
1 5
6
2
DICTATION
9
282
Review Unit 1 ANSWERS and WORKBOOK ANSWERS
Student’s Book page 104 Workbook page 104

1 1 booming Crossword
2 profitable Across
3 slipping 4 flourishing
4 flourishing 6 laugh
5 struggling 8 let
6 ineffective 9 weather
7 thriving 10 spurred
8 disappointing
9 triumphant Down
10 hanging on 1 boat
11 in decline 2 trivialize
12 in demand 3 willpower
4 fringe
2 Positive 5 sympathy
booming 7 mark
flourishing 11 down
hanging on
in demand Error correction
profitable 1 According to the latest figures, the company is presently
thriving currently worth five million dollars.
triumphant 2 The tennis player apologized for swearing at the umpire.
Negative 3 The competition was such so exhausting that I had to stop.
disappointing 4 For many years, construction companies made lots of money, but
in decline then the bottom fell out of the housing market.
ineffective 5 ‘How did you become CEO of the company?’ ‘Well, I started at the
slipping bottom of the stairs ladder and worked my way up.’
struggling 6 She lost her job because of she was ill.
3 1 c 2 a 3 d 4 e 5 b 7 The manager held our meeting in a private office, so as not to
criticize me in front of my colleagues.
4 1 has the world at his feet 8 The little boy admitted to broke breaking the window.
2 missed the boat
3 weather the storm
4 rags-to-riches
5 brought the house down
5 1 for arriving
2 visiting
3 on paying/to pay
4 of cheating
6 1 My friend advised me not to take the job.
2 The security guard warned us not to take photos in the art gallery.
3 The woman insisted on the man telling the police what he had
seen today.
4 The police officer threatened to arrest the boy if he came/is
caught near the shop again.
5 The man pointed out that his son had left the door unlocked.
7 1 his injury, Robert wasn’t able to complete the marathon.
2 set up my own website, I learnt how to use HTML.
3 his parents could find better jobs, Mark had to move to a different
city.
4 the tornado, they closed all the shops and businesses in the town.
5 the bad reviews on the website, they decided not to stay at the
hotel.
8 1 meaning that
2 so that
3 due to
4 to
5 in order to
9 3.23 Play the track once through without stopping. Tell
students to write what they remember. Then play the track again
and pause for a short time after each sentence.
Our boss explained that our recent sales figures had been very
disappointing, and within just six months the company had gone
from flourishing to struggling. He warned us that we might lose our
jobs if things carried on the way they were.
283
Review 2
VOCABULARY GRAMMAR
1 5
DICTATION
9
284

1 1 pixel Crossword
2 emoticons Across
3 motel 1 lad
4 smog 3 sitcoms
5 fortnight 4 bit
6 breathalysed 6 breathalyzed
7 slang 8 donna
8 telethon 9 shoes
9 chocoholic
Down
2 1 chocoholic 2 apathetic
2 smog 3 staycation
3 telethon 5 retain
4 emoticons 6 bloke
5 fortnight 7 double
3 1 spork
Error correction
2 sitcom
3 Frankenfood 1 He could sell ice to Eskimos; he really has the gift of the gap gab!
4 moped 2 It seems that his problem is a serious lack of concentration.
5 docudrama 3 Stop tapping your fingers! You know it really winds me on up.
4 What I love about that film it is the soundtrack.
4 1 edgeways 5 My uncle spends all his time in his office because he’s a real
2 gab workalcolic workaholic.
3 tongue 6 It is considers considered that Russian is more difficult to learn
4 Dutch than German.
5 1 It’s considered that … 7 Can we do something else? I’m disinterested with bored of
2 According to… computer games.
3 …thought to die out… 8 It is thought that texting has contributed to dumbing over down
4 …tend to speak… written communication.
5 It could well be…
6 1 thought that if you can speak English then Dutch is easy to learn.
2 be apparent/seem that she speaks more than six languages.
3 the newspaper, the public library will be closed permanently from
October.
4 may become fluent in all three languages by the time he starts
school.
5 to have been forged on the document.
7 1 is
2 It
3 is
4 did
5 What
8 1 What isn’t a good idea is to rely on online translation websites.
2 It was an email that I received, I didn’t speak to him.
3 What you should do is write a letter of complaint.
4 What makes/made me really angry is/was the things he said
about me. OR What I’m really angry about is the things he said to
me.
5 It’s not her I’m talking about.
What I find easy about learning English is the pronunciation. It’s not
as difficult as, say, French. Accents, however, are difficult to grasp.
A classmate of mine is from Sweden and she speaks English really
well, but I think Scandinavians tend to speak excellent English.
285
Review 3
VOCABULARY GRAMMAR
1 5
8
4
DICTATION
9
286

1 1 secretive Crossword
2 gregarious Across
3 modest 3 pushover
4 introspective 5 effect
5 affable 6 avoid
2 1 withdrawn 7 figure
2 generous 8 trumpet
3 communicative 9 shakes
4 solitary 11 horns
5 demonstrative Down
3 1 restraint 1 avert
2 secretiveness / secrecy 2 gregarious
3 shyness 3 player
4 reserve 4 scatterbrain
5 generosity 10 shy
4 1 beat about the bush
Error correction
2 follow the crowd
3 bull by the horns 1 He passed all of his exams with top marks – what a clever boots
4 spade a spade clogs!
2 If we had bought tickets, we could have gone go to the music
5 1 Where her ancestors came from isn’t clear. festival tomorrow.
2 When the organizers will hold the event hasn’t been decided. 3 Why can’t people be honest and direct? I hate all that polite
3 What I wanted to know is why they had had an argument. beating on about the bush!
4 How I ended up in this job is entirely by chance. 4 I got that my mum to drove drive me to the party last night.
5 What we spoke about in the meeting is confidential and I can’t 5 Police officers have to show restrainment restraint, even when
speak about it. provoked by protesters.
6 1 persuaded me to 6 Where was I was last night is none of your business!
2 asked me to 7 If I would had started my new job, I would have met my
3 begged / not to colleagues.
4 forced / to 8 We got the whole house painting painted by professionals.
5 encourages us to
7 1 If David had been paid, he could have bought his brother the
birthday present he wanted to.
2 If I’d had the car, I could have bought a lot at the supermarket.
3 Had Melissa been able to get tickets, she would have gone to the
football match.
4 If we’d had a map, we would have found the way.
5 Had I known who he was, I would/might have accepted his friend
request.
8 1 we could have visited your aunt
2 could have done it myself
3 would have been born in New York
4 wouldn’t have allowed the dog on the grass
5 would have given you a lift
If my great-great-grandfather hadn’t moved to America, I probably

wouldn’t be speaking English today. You see, my family were
Norwegian and emigrated to the U.S in the 19th century. He spoke
no English. Our surname came from the family farm in Norway
where he was born.
287
Review 4
VOCABULARY GRAMMAR
1 5
3 7
8
4
DICTATION
9
288

1 1 a philanthropist Crossword
2 an activist Across
3 a visionary 2 over
4 a pioneer 4 philanthropist
5 a radical 6 boycotted
2 1 champion 8 unskilled
2 militant 10 trail
3 aid worker Down
4 revolutionary 1 crest
5 freedom fighter 3 up
3 1 migrant workers 5 lobbying
2 non-workers 7 threats
3 co-workers 9 back
4 social workers
5 unskilled workers
Error correction
1 ‘Are you going to prepare the food for the party yourself?’ ‘Oh no,
4 1 nothing ventured, nothing gained I’ll have it delivered it by a catering company.’
2 to blaze a trail 2 I believe that people should take action and stand by up to
3 to break new ground antisocial behavior.
4 to pave the way for something 3 No sooner had she left the house when than it started raining.
5 1 having/getting 4 I simply refuse to get have my neighbourhood turned into a war
2 want zone.
3 need 5 ‘I’d like to go to the audition, but I’m too nervous.’ ‘Just do it,
4 would like/wants/needs remember, nothing ventured, nothing won gained!’
5 have/get 6 Please be careful. I don’t want my furniture to damaged.
6 1 trophy awarded 7 The government plans to clamp down on illegal militant groups.
2 name engraved 8 Under any no circumstances must you touch that button.
3 apartment cleaned
4 prison sentence revoked
5 proposal / accepted
7 1 H
ad I known the protest was going to cause so much trouble, I
wouldn’t have gone.
2 Not only is she an aid worker, but she’s a Nobel peace prize
winner, too!
3 Under no circumstances must these doors be left open.
4 Rarely have I seen you so happy!
5 No sooner had the concert tickets gone on sale, than they had
sold out.
8 1 Rarely have I felt so scared as I did when I was skydiving.
2 At no time did I say you could borrow my car.
3 No sooner had I set out the picnic, than it started to rain!
4 Little did I know he was an activist.
5 Not only did she donate her time, she donated her money.
9 3.26 Play the track once through without stopping. Tell students
to write what they remember. Then play the track again and pause
for a short time after each sentence.
Malala Yousafzai from Pakistan received the International

Children’s Peace prize at the age of 15 for her courageous struggles
to stand up for every child’s right to an education. Three million
people across the world signed a petition by the UN for global
education, calling out for girls to be allowed to go to school in
Pakistan and elsewhere.
289
Review 5
VOCABULARY GRAMMAR
1 5
7
3
DICTATION
9
290

1 1 judge Crossword
2 barrister Across
3 solicitor 3 prosecutor
4 lawyer 6 lower
5 prosecutor 8 plead
6 jury 9 fine
7 witness 10 smuggling
8 defence 12 crooks
2 1 hijacking Down
2 extortion 1 appeal
3 kidnapping 2 cops
4 conspiracy 4 shoplifting
5 fraud 5 thieves
6 vandalism 7 verify
3 1 arsonist 9 forgery
2 blackmailer 11 grass
3 fraudster
4 hijacker
Error correction
5 kidnapper 1 The boss praised him for working so hardly hard.
6 pirate 2 Many criminals reoffend because they feel confident they can get
7 robber away from with it.
8 shoplifter 3 The old man looked at the teenagers unfriendly in an unfriendly
9 smuggler manner.
10 vandal 4 The kidnappers hijackers forced the pilot to make an emergency
landing in the desert.
4 1 daylight robbery 5 ‘You’re asking for 800 euros for that old chair? There’s no way I’m
2 thick as thieves buying that, that’s daylight stealing robbery!
3 caught him red-handed 6 At the moment the suspect is questioning being questioned by
4 partner in crime the police.
5 get away with murder 7 I think that comedian is totally really / extremely / quite / very
5 1 was cross-examined funny.
2 has been caught 8 I can’t understand how she fell in for that scam; everybody knows
3 is being sentenced that you should never give your bank details over the phone.
4 had been seen/were seen
5 will be released
6 1 7 5% of the prison inmates are estimated to have committed
crimes like burglary, shoplifting or robbery.
2 Putting prisoners on life skill courses is considered the best form
of rehabilitation.
3 Two prisons are expected to close by 2025.
4 The disease is feared to be spreading to other parts of the world.
5 No matter the truth, people often believe what they want to
believe is often said.
7 (Possible Answers)
1 Mark was utterly devastated when he heard the news about his
grandfather.
2 Martha was absolutely terrified that she would slip on the ice.
3 It was extremely difficult for George to find a job.
4 She fell and hurt her leg rather badly.
5 The woman was perfectly satisfied with her exam results.
8 1 late
2 freely
3 wide
4 shortly
5 highly
A government official was arrested yesterday for conspiracy and

fraud. Police were given a tip off by an anonymous source and
entered government offices in central London where the arrest
was made. The official, whose name must not be revealed for legal
reasons, left without fuss and was taken in for questioning. Little is
known about the claims yet and the investigation is ongoing.
291
Review 6
VOCABULARY GRAMMAR
1 5
DICTATION
9
292

1 1 stay-at-home mum / mom Crossword
2 sibling rivalry Across
3 estranged 2 custody
4 breadwinner 5 siblings
5 single-parent family 8 parenthood
2 1 upbringing 9 feud
2 close-knit 10 feat
3 birth parents 12 irreplaceable
4 single-parent family Down
5 distant relatives 1 boundaries
3 1 neighbourhood 3 stigma
2 likelihood 4 vague
3 girlhood 6 breadwinner
4 livelihood 7 foster
5 parenthood 11 apron
6 adulthood
Error correction
4 1 apron 1 You didn’t need to walk needn’t have walked; I would have given
2 block you a lift.
3 water 2 Parents are responsible for their children, so they need to bring up
4 apple them up properly.
5 1 away 3 Friends can have a strong influence on teenagers. Moreover
2 up However, it’s their parents who really help build young people’s
3 after personality and character.
4 by 4 Even though my brothers can be really annoying, I’ll always stand
5 in by them. After all, blood is thinner thicker than water!
6 1 She never gave up hope of finding her birth parents. 5 After years of not speaking to each other, she finally made off up
2 I really look up to my grandmother who raised my sister and I by with her sister.
herself. 6 He was risen brought up in a single-parent family.
3 The plane with my aunt on took off five minutes ago. 7 You mustn’t shouldn’t have taken your father’s car without
4 He’s always going out with his friends and is never at home. asking for permission.
5 She set off on her journey to see her distant relatives in New York. 8 I don’t earn a lot of money, but it’s enough to get on by.
7 1 must have decided
2 needn’t have waited
3 could have caught
4 should have told
5 might have passed
8 1 They could have got caught in traffic.
2 They must have emigrated from Australia. She has an Australian
accent.
3 You needn’t have driven me to the station. I could have walked.
4 You can’t have forgotten your mobile phone. You sent me a text
from the bus just before we met.
5 I shouldn’t have worn a jumper on such a hot day.
I was raised in a close-knit family in Ireland. Until two years ago, I

didn’t know I’d been adopted at the age of one. My birth mother had
passed away from a terminal illness and my birth father wasn’t able
to bring me up on his own. Although I feel sad that I’m not able to
meet my birth parents, I’ve had such a wonderful upbringing with
my family and I don’t feel I have missed out.
293
Review 7
VOCABULARY GRAMMAR
1 5
DICTATION
9
294

1 1 foresee Crossword
2 imagine Across
3 predict 2 scout
4 speculate 4 glimpse
2 1 forecast 8 dead-end
2 premonition 9 clairvoyant
3 omen 10 coming
4 prophecies 11 guesswork
5 anticipate Down
3 1 clairvoyant 1 omen
2 weather forecaster 3 chaotic
3 analyst 5 lonely
4 football scout 6 ahead
5 palm reader 7 forecast
4 1 rainy 12 odd
2 time Error correction
3 omen 1 By the year 2050, a cure may be have been found for many life-
4 bleak threatening diseases.
5 distant 2 My financial advisor suggested that I save something for a stormy
6 sign rainy day.
5 (Possible Answers) 3 With five small children to look after, she really has her work cut
1 will be/will have been produced up out for her.
2 will be / will have been eradicated 4 Even though if I had the money, I would never go on a space
3 will be found holiday!
4 will be cleaned 5 In the near future, cars will be driving driven by robots.
5 will have been invented 6 The teacher gazed glared at me when I couldn’t answer the
6 1 will have been living question.
2 will end 7 Despite of the fact that he had trained very hard, he was unable to
3 will take finish the marathon.
4 might 8 Supposed Supposing you moved to France, would you learn
5 be able to French?
7 (Possible Answers)
1 Everyone went on the river rapids ride at the theme park, even my
grandma!
2 No one ate the chicken. Even Robert didn’t eat it.
3 This restaurant welcomes everyone. There’s even a playground for
children and a place to leave your dogs.
4 The building was empty. Even the security guard who’s always
patrolling in the lobby wasn’t there.
5 There wasn’t much media coverage about the concert. There
wasn’t even an article in the newspaper or a radio advert.
8 1 Although
2 despite
3 in spite of
4 Although
5 despite
Do you ever wonder what life will be like in a hundred years? Will
a cure for most illnesses have been discovered or will we be able to
take a holiday to the moon? I predict that cars will be driven and
our houses will be cleaned by robots. I imagine that it will be easy to
travel anywhere we want because teleportation devices will have
been invented. Even though most predictions about the future are
totally wrong, some of these might turn out to be true.
295
Review 8
VOCABULARY GRAMMAR
1 5
DICTATION
9
296

1 a story Crossword
plaster Across
put a spin on 1 eccentric
scoop 3 newsworthy
news 4 slander
catch up on 8 onlooker
leak 10 scoop
spread 12 nine
a / the headline(s) Down
grab 2 crowdsourcing
run 5 leaked
scan 6 shoot
2 1 scoop 7 slashed
2 leaked 9 over
3 put a / spin 11 plea
4 plastered Error correction
5 scanned 1 It sits stands to reason that newspapers want to attract more
3 1 with readers.
2 about 2 I read an some interesting news about the Royal Family. / I read
3 in an interesting news article about the Royal Family.
4 on 3 It is vital that young people take advantage from of all the
5 of opportunities that are available to them.
4 1 messenger 4 The story of their engagement spread like a house on fire wildfire.
2 good 5 The teacher told me that I wouldn’t shouldn’t worry about the
3 to exam.
4 wildfire 6 Make sure you have a valid passport when you’re travelling to a
strange foreign country.
5 1 South Australia battered by storms
7 He told us that he would be leaving the next day before.
2 Italian banks hit by stress test
8 I look forward to hearing from you.
3 Motor racing team in administration
4 Scientists warn about damage to oceans
5 Prison sentence call for ferry captain
6 1 c 2 e 3 a 4 d 5 b
7 1 Online harassment affects 40% of adults
2 Ebola tracking system offered to Sierra Leone by IBM
3 Facebook can get you a pay rise
4 Moving clocks forward permanently makes children more active
8 n the bus this morning, Emma told me that she has/had an
1 O
exam the next day.
2 Rob asked me why I don’t like reading newspapers.
3 Museum rules state that visitors have to turn the flash off on their
cameras.
4 In the news this morning, they said that the royal couple will/
would marry in a lavish ceremony in the capital next year.
At least ten people are dead and hundreds are missing following a
landslide in central Sri Lanka. The landslide, which came after heavy
monsoon rains, engulfed about 140 houses. Mudslide warnings
were issued after much of Sri Lanka was lashed by heavy rain in
the past few weeks. The mudslide hit a tea plantation about 200
km east of the capital Colombo on Wednesday. Ten people have
been confirmed dead and more than 300 are missing, a Disaster
Management Centre spokesman told news reporters.
297
Review 9
VOCABULARY GRAMMAR
1 5
4 8
DICTATION
9
298

1 1 embarrassment Crossword
2 confusion Across
3 sadness 3 wrong
4 relief 5 winding
5 courage 7 courageous
6 fear 9 foot
7 respect 10 anger
8 jealousy 11 weight
9 shock
10 patience Down
1 trivial
2 1 fear 2 relief
2 courage 4 declined
3 relief 6 gobsmacked
4 sadness 8 shocked
5 shock
3 1 amusing
Error correction
2 angry 1 My biggest wish is playing to play football for the national team.
3 confused 2 I was so embarrassed when my boss caught me lying. I wanted
4 courageous the earth to chew swallow me up.
5 delighted 3 On April Fool’s Day, my friends decided to do play a joke on me
6 embarrassing and they hid all my books.
7 fearful 4 When I first came to Spain, I found it difficult to get used to eat
8 jealous eating so late at night.
9 patient 5 First, the police officer talked about the increase in burglaries and
10 relieved then he went on talking to talk about ways to protect our homes.
11 respectful 6 Before to leave leaving the building, please check that you have
12 sad all your belongings with you.
13 shocked 7 When questioned by the police, he rejected denied having
14 surprised anything to do with the robbery.
8 My sister always passes away out at the sight of blood.
4 1 weight off my mind
2 over the moon
3 couldn’t believe our eyes
4 the earth to swallow me up
5 1 to discuss
2 chatting
3 to pick up
4 to take
5 studying
6 1 regret to inform
2 went on to become
3 managed to start
4 planning to travel
5 remember seeing
7 1 of breaking
2 for writing
3 with being
4 from working
5 in designing
8 1 Studying all night will make you very tired in the morning.
2 Eating fruit and vegetables keeps me healthy.
3 Building of the new sports centre started last year.
4 Continuing smoking could make your asthma worse.
5 Being on my own a lot of the time is my biggest worry about
backpacking across India.
An Italian mayor has invited every family in his town to join him for
breakfast at the town hall. The mayor wants to listen to people's
problems, concerns and ideas, so he's sending out official invitations
to have a different family join him each morning at his office. In order
to avoid criticism, he will pay for the breakfast himself. Families from
the town of 800 will be able to choose what they fancy to eat and drink
from the town's main bar. He says he will welcome his fellow citizens
and listen to their ideas to improve the livability of their town.
299
Grammar Reference 1
Reporting verbs Expressing purpose
She insisted that the company would weather the storm. We closed our Manchester office to reduce costs.
They pay their employees a sales commission in order to incentivize
productivity.
You’ll need to act quickly so as not to miss the boat.
He accepted the business wasn’t profitable.
He accepted that the business wasn’t profitable.
You need to recognize employees’ achievements so that / in order

that they feel
He admitted the company was struggling.
He’s currently studying for an MBA so that / in order that he can
He threatened that he would resign.
Expressing reason
They promised to publicize our product.
Business is booming because of the warm weather.

The bottom fell out of the housing market owing to the economic
crisis.
He warned me not to
D’Aloisio became rich as a result of inventing an app.
We missed our sales targets due to consumers having spent less

He denied owning money on the high street.
They suggested centralizing
Expressing result
The recession gave rise to mass unemployment.

The advent of the internet led to new jobs being created.
They accused me of trivializing the issue.
Our sales results are disappointing, meaning that there will be some
He congratulated us on having created a thriving business. redundancies.
The talk was so inspiring that he brought the house down.

It was such an inspiring talk that he brought the house down.
301
Grammar Reference 2
Distancing Cleft sentences (1)
I find English spelling difficult.

It’s English spelling that I find difficult.
emphasized that /
It + be + + clause
He appears to be speak good German. information who
Language seems to be evolving more and more quickly.
It was Shakespeare who invented

It seems the emoticon is here to stay.
It would appear that reading is in decline among younger people. It’s the sound of Italian that I like most.
It’s the word ‘chillax’

It’s mainly in southern Belgium that
It was in the late 1990s that
Babies are believed to begin learning language before they’re even It’s older people who / that
born.
It is thought that ‘LOL’ was first used in the 1980s.

What emphasized
+ clause + be +
The thing (that) information
Multilingual people could be less susceptible to dementia.
The thing that I like about text-speak is that it’s creative.

It might well be a good idea to learn Mandarin. What annoyed me about the book was the ending.
According to the Oxford English Dictionary, the word ‘selfie’ was first
used in 2002.
What L.L. Zamenhof wanted to do was (to) invent an international
second language.
What he did was (to) devise an artificial language called Esperanto.
Apparently, there are now three times more non-native speakers of

English than native speakers.
What I don’t like is that people never write proper letters any more.
People who read a lot tend to have a good vocabulary.
302
Grammar Reference 3
Cleft sentences (2) Conditionals
If Mum had stayed in India, my parents wouldn’t have met.

I wouldn’t have become the person I am today if I hadn’t had those
indirect question experiences.
Question word + + be comment
(subject + verb)
If he’d been more cautious, he might have evaded capture.

What he really thought was We could have had a closer relationship if she hadn’t been so
uncommunicative.
Why he’s so gregarious is

Had we arrived sooner, we would have averted disaster.
If we’d arrived …
Had I not been so inhibited, I would have spoken to him.
Why some people are If I hadn’t been …
Why are some people …
get someone to do something
If you weren’t so modest, you'd have got the job.
If he hadn’t been so secretive, I wouldn’t be angry.

get + someone + to + infinitive
He got me to ask for her number because he was too shy.

She’s very uninhibited. It’s difficult to get her to shut up!
If she’d been more sociable, she'd be going to the party.
Don’t force him to go out if he doesn’t want to.

I persuaded her to take the bull by the horns.
If he’d always followed the crowd, his fans might not respect him so
much now.
I couldn’t get a US passport if I hadn’t been born there.
I hate getting my hair cut. The hairdresser always wants to chat to

me!
We need to get these party invitations sent out today.
303
Grammar Reference 4
have / get something done
Hardly
Scarcely past when
Barely + had + subject + +
participle
have
+ object + past participle No sooner than
get
Hardly had they formed the company when they were breaking
We’d just got the window repaired when some vandals broke it
new ground.
Scarcely had I had time to react when the culprits ran away.
She phoned the police and had the criminals arrested.
Barely had Zuckerberg graduated from university when he became
a billionaire.
No sooner had he returned from Africa than he started planning his
next trip.
We won’t have our neighbourhood ruined by thugs!
auxiliary
noun main
We won’t have customers intimidating our staff. preposition + no + + or modal + subject +
(phrase) verb
verb
At no other time in history had the world changed so dramatically.

I need this graffiti removed immediately. In no way did she back down on the promises she had made.
I’d prefer the walls painted white.
We want more public money spent on regenerating run-down areas.
I’d like this issue escalated to the highest authorities. Not only did he help to end apartheid but he also became the first
black President of South Africa.
Adding emphasis with inversion Not only did she win the International Children’s Peace Prize but she
was also invited to meet the governor of Rio de Janeiro.
Never have I been so disappointed!

I have never been
Never
auxiliary / main
Rarely + + subject +
modal verb verb
Seldom
Rarely had she felt more frightened.
Never must you go near my property again!
Seldom has anyone made such a valuable contribution to their local

community.
304
Grammar Reference 5
Passives Adjectives & adverbs: advanced points
The shoplifter had been caught red-handed.

He’s currently being tried
Residents should be warned that the arsonist could strike again.

The house must have been burgled at around 1am. Last week, the post office was robbed.
Unfortunately
Nevertheless
He’s terrified of being robbed. The jury has just delivered its verdict.
The suspect agreed to be questioned. They were soon thick as thieves.
They finally arrested the fraudsters in Paris.
He denied having been investigated by the police. The individual was acting suspiciously.
The motive doesn’t appear to have been identified. The crime was reported in graphic detail.
He’s been accused

He’s an extremely dangerous criminal.
The hijackers were sentenced to 20 years in prison.
He was seen fleeing from the bank holding a gun.

You can’t do that! It’s completely illegal.
My parents would be utterly devastated if I went to prison.
Vandalism is plaguing the village. People think it is being carried out

by a gang of local youths.
It was a cowardly act.
He behaved
A substantial reduction in crime has been observed since the policy
was introduced.
He got a short prison sentence.
He stopped short
It is believed that around one in four criminals will reoffend within a

year of leaving prison.
Your solicitor will be here shortly
The victim is thought to have known his attacker.
305
Grammar Reference 6
Multi-part verbs
It can’t / couldn’t have been easy to raise triplets.
I got on with
My mother brought up His birth parents could / may / might have emigrated to the USA in
the 1930s.
I had to grow up quickly after my parents split up.
They took the boy in and treated him as their own son. I could have gone back to work, but I decided to be a stay-at-home
They took in the boy and treated him as their own son.
They took him in and treated him as their own son. They might not / may not have had enough money to support a
They took in him …
He always He always stood by her. I should have made an effort to get on with my in-laws.
He always stood his sister by …
They shouldn’t have waited so long to start a family.
My father’s parents looked down on my mother’s family.
I ought to have helped look after my younger siblings.

I should have helped …
look something up
You needn’t have told me he was your father. You’re a chip off the old
What are you looking for?

For what are you looking?
My dad is the person who I take after. I didn’t need to search for my birth mother because she found me
My dad is the person after who I take. I needn’t
have searched ..
Modal perfects I was very nervous about meeting her, but I didn’t need to worry
because we got on really well.
I needn’t have worried
As an only child, you must have felt lonely.
306
Grammar Reference 7
Predictions: expressing certainty & uncertainty even
I think 2D TV will be a thing of the past by 2020. Even Orwell hadn’t predicted the impact of the internet.
Even in the early 1990s, we couldn’t imagine how our lives were
about to change.
Humans will almost certainly colonize Mars in the next few
decades.
He had even anticipated the way language might evolve.
Huxley’s dystopian vision was even bleaker than Orwell’s.

I’m sure we’ll all be getting around in driverless cars in ten years’
time. Most people won’t be driving any more.
Even though I’m not a big fan of science-fiction, I really enjoyed this
book.
I reckon scientists will have discovered a way to make humans
immortal by 2050.
By 2020, we’ll have been using email for 25 years.
Even if I had the chance to live on Mars, I wouldn't go.
I bet the NASA scientists will be feeling nervous today.

Nostradamus’s prophecies may have been mistranslated. Even so,
The satellite will have landed by now.
they’re fascinating to read.
More contrasting structures
A decade from now, we might have eradicated the disease.

People may well be living to the age of 120 or beyond.
Although the film made some accurate predictions, it was wrong

about flying cars.
I don’t believe in horoscopes, though I read them anyway.
This exciting new technology should have been developed by the end
of the decade.
The scientists should be publishing their findings soon.
In spite of this bad omen, everything was fine in the end.
The novel was set in the late twentieth century despite having been
written in 1948.
Sustainable sources of energy will probably have been found.

Despite the fact that I’m terrified of heights, I’d love to go into space.
Space tourism may well be made available to ordinary people in the
People are becoming more isolated in spite of the fact that we can
not-too-distant future.
communicate more easily than ever before.
307
Grammar Reference 8
News headlines Reported speech: advanced points
‘I write for a tabloid newspaper,’ he said.

COSMONAUT MARRIES FIANCEE FROM INTERNATIONAL SPACE STATION
He said he wrote for a tabloid newspaper.
A COSMONAUT MARRIES HIS FIANCEE FROM THE INTERNATIONAL
SPACE STATION
GIANT TSUNAMI HITS JAPAN

GIANT TSUNAMI HAS HIT JAPAN He says the story is all over the front pages.
The Prime Minister is asking who leaked the story.

TRANSPORT UNIONS ANGRY OVER PAY DEAL
TRANSPORT UNIONS ARE ANGRY …
He’s announced that he’s suing the paper for libel.
YOUTH UNEMPLOYMENT FALLING

YOUTH UNEMPLOYMENT IS FALLING
He revealed that he still feels like an outsider in LA.
MAN QUESTIONED OVER BANK ROBBERY
He revealed that he still felt …
She warned me that news always spreads like wildfire in a small
village.
She warned me that news always spread like wildfire in a small
village.
OPPOSITION LEADER TO STEP DOWN
AIR POLLUTION TO REACH DANGEROUS LEVELS BY 2025
‘You shouldn’t compare yourself to celebrities,’ she told me.
She told me that I shouldn’t compare myself to celebrities.
ROWLING TO WRITE NEW POTTER BOOK?
‘I would often buy celebrity magazines,’ she admitted.

OBESITY BECOMING EPIDEMIC SAY DOCTORS
She admitted that she would often buy celebrity magazines.
WORLD TO END IN 2500 CLAIMS PSYCHIC
‘I didn’t use to find politics interesting,’ she told us.
She told us that she didn’t use to find politics interesting.
He said that if he were famous, he’d hate all the media attention.
MINISTER ‘MISLED’ PUBLIC OVER REFORMS
She said that if they hadn’t shared an interest in celebrity gossip,
‘LION’ SIGHTED IN LONDON PARK
they wouldn’t have had anything in common.
PRISONERS IN FAILED ESCAPE BID

BRIT ACTORS IN OSCARS TRIUMPH
‘There’ll be a press conference later.’
HOLIDAY GETAWAY TRAVEL CHAOS They said there’d be a press conference that evening.
‘The Beckhams got married here!’
He said the Beckhams had got married in that castle.
308
Grammar Reference 9
Gerunds & infinitives (1): verb + verb Gerunds & infinitives (2): verb + verb
By meditating for ten minutes a day, you will become more in tune
with your emotions.
After thinking I’d lost my keys, it was a huge weight off my mind
when they turned up.
He admitted being jealous of his best friend.
It isn’t important, so there’s no point getting upset.
I’m looking forward to seeing you at the weekend.

He wasn’t used to being the centre of attention.
She managed not to show her amusement.
I expected to feel angry, but I didn’t. He ended up being given a medal for his courage.
I was delighted to be home after having slept in a tent for two

The teacher encouraged us to face our fears. weeks.
Life has taught me not to worry what people think of me. He was worried about not having made his feelings clear.
Imagine my surprise when he started to laugh. Meditating for ten minutes a day will help you become more aware
Imagine my surprise when he started laughing of your emotions.
Losing the match must have been a huge shock.
Not being selected for the team was disappointing.
I tried to fight the instinct to run away.

I’ve stopped feeling nervous about speaking in public .
It was the perfect opportunity to tell him how I felt.
I stopped to drink some water before going on stage.
Were you disappointed not to get an invitation?
I was over the moon to be told that I’d won the competition.
I tried to hide my embarrassment, but I couldn’t.
I tried taking up yoga to feel calmer.
We were sad not to have seen you at the weekend.

Did you remember to call your mum?
It was exciting to have been offered a part in a film.
I remember feeling delighted when I learnt to ride a bike.
You’ll go on feeling angry unless you talk to him.
He overcame his shyness and went on to become an actor.
I regret playing a joke on my little brother.
I regret to say that you’ve failed the exam.
309
310
Unit 1 PREPARE FOR CAMBRIDGE EXAMS
This lesson focuses on Part 1 of the Listening Paper from the Cambridge 3 Put students in pairs to compare their answers to exercise 2.
English: Advanced exam. Encourage them to discuss the questions in the bullet points.
Finally, elicit the answers for the Task.
Warmer
Answers
Divide the classroom into two sides: the left is ‘disagree’ and
the right is ‘agree’. Explain that you are going to read out a list Accents will be slight and shouldn’t cause any problem. The language in
of statements and depending on their opinion, students should terms of grammar and vocabulary will all be standard English.
Students should develop strategies to deal with unknown vocabulary.
move to the left or right side of the room. They discuss their
It is very difficult to read and listen at the same time – it is better not to
opinion of the statement with the other students in their group read the questions and options too closely during the first listening.
for a few minutes, then you read out the next statement.
Possible statements:
● People who live in flats shouldn’t be allowed to keep dogs.
● Best friends shouldn’t have any secrets from one another.
● Politicians should be paid an average salary.
● Company directors should earn no more than ten times the
amount of the lowest salary paid in the company.
● You should be flattered if someone copies your style.
● You shouldn’t be embarrassed about people in your family
behaving badly.
ABOUT THE EXAM

Read through the exam information box with the class and check
students’ understanding. Ask: How many texts will you listen to?
How many questions are there on each text? How many times will
you hear the texts?
1 Check students understand which parts of the Task they need to

read (the instructions below each extract heading and questions
1–6). Also check students’ understanding of options A–C in exercise
1 and highlight that they are matching them to questions 1–3 only
in the Task.
Answers
1 B 2 A 3 C
Teaching tip
After completing exercise 1, ask students which word or words
in the questions helped them to work out the correct answer
(1 = feel, 2 = disagree, 3 = what / doing). This will help them
to skim read the questions and listen out for the correct
information in future tasks.
2 TIP
Read the Tip with the class and check students’ understanding. Ask:
What should you do before the listening begins? What should you try to
work out? What two things are you advised NOT to do?
4.1 Transcripts page 346 Ask students to read through the

questions in the Task again before they listen. Play the recording
twice.
Answers
1 A 2 C 3 B 4 C 5 B 6 B
311
312
Unit 1 PREPARE FOR THE TOEFL IBT® TEST
Warmer 3 4.3 Transcripts page 346 As in the test, remind students

to take notes as they listen to the recording. Give them time
Write the following metaphors referring to body parts and
afterwards to answer the questions. Point out they should not
sentences 1–6 on the board:
answer the questions as they listen. Play the recording once only.
broken heart chip on your shoulder cold feet stiff upper lip
keep your nose out of it twist your arm
1 In my opinion, he should mind his own business and … . Teaching tip
(keep his nose out of it) In the TOEFL iBT, students hear the recording once only and
2 My daughter is suffering from a … . Her boyfriend ended their take notes before they see the questions. It would be useful to
relationship. (broken heart) practise this in class. Ask students to close their books when they
3 Can I … and get you to change your mind? (twist your arm) listen, so that they are not distracted by looking at the questions.
4 It is often said that English people have a … because they
don’t express their emotions very much. (stiff upper lip)
5 Tom’s got a real … just because he didn’t make it onto the Answers
football team last year. (chip on his shoulder)
6 I was about to invite her out on a date, but then I got … . 1 C 2 B and C 3 B 4 A 5 B 6 C
(cold feet)
Put students in pairs to complete the sentences with the
metaphors (making any changes necessary). Then ask them to
agree on a definition for the metaphors.
1 ABOUT THE TEST & TIP

Read through the test information box and the Tip with the class
and check students’ understanding. Ask: What is the difference
between a conversation and a lecture? What should you do while you
are listening? When do you answer the questions? When would you
hear a short extract again?
4.2 Transcripts page 346 Ask students to read the question

and the four possible answers before they listen to the recording.
Play the extract once. If necessary, play the extract again.
Answers
C
2 Put students in pairs to check their answers. If necessary, supply

students with a copy of the transcript to help them decide why the
other options are incorrect.
Answers
A The teacher clearly states ‘advice about your work’ and ‘let me take a
look at your abstract’, so the conversation is clearly about work and
not about ‘getting lost’. The word ‘track’ is metaphorical.
B The student isn’t on a journey to work, but is in the middle of doing a
piece of work. The word ‘track’ is metaphorical.
D The teacher begins the conversation with ‘So you’d like some advice
about your work?’ It seems as if the student would like some advice,
but it isn’t what the phrase ‘on the right track’ means.
313
314
This lesson focuses on Part 1 of the Reading and Use of English Paper from 3 TIP
the Cambridge English: Advanced exam.
What should you do first: read the text or look at the options? Why
Warmer should you look at the options closely? How do the words sometimes
test your grammar?
Revise collocations by drawing a noughts and crosses grid on the
board and writing three words in each of the nine squares. Put Students read the text again and do the Task on their own.
students in two teams to play. Teams take turns to select a set of
words and think of the word that collocates with all three words Answers
to ‘win’ the square. The winning team is the first team to get a 1 B 2 D 3 C 4 A 5 A 6 B 7 D 8 C
row of three.
1 a hurry, a mess, trouble (in) 4 Put students in pairs to compare their answers to exercise 3.
2 dinner, the bed, a sound (make) Encourage them to discuss the questions in the bullet points.
3 reliable, regarded, praised (highly) Finally, elicit the answers for the Task.
4 change your, on your, make up your (mind)
5 make, give, grow (up) Answers
6 dressed, away, together (get)
shades of meaning between similar words: 3, 4, 5, 6, 7
7 roast, jacket, sweet (potato)
phrasal verbs: 1, 8
8 country, curricular, roads (cross) collocation: 2, 6, 7
9 sleep, excited, priced (over) words that fit with a certain preposition: 6
Option: To simplify this game, give the answers jumbled up in a
word pool with two or three additional words.
ABOUT THE EXAM

students’ understanding. Ask: What do you have to do in this task?
What does this task test? Check students understand the word
‘collocation’ (words which go together).
1 Ask students for their ideas on what the title of the text means. Take
all suggestions as possibilities and don’t confirm the correct answer
at this stage. Then ask students to read the text through once
quickly to check their answer.
2 Tell students to complete this task fairly quickly. If they can’t think
of a word to complete a gap, they should continue reading. Then
ask students for their ideas. Don’t confirm answers at this stage,
but do say if it is the wrong part of speech. Ask: What type of word is
required for this gap? A verb? A noun? An adjective?
Warmer
It is important that students understand how sentences are
formed and the grammar of each part of the sentence. Revise
this with your students by giving them a basic sentence, e.g.
James saw a rabbit.
First, ask students to identify the parts of speech: James = subject
noun, saw = verb, a rabbit = object noun.
Gradually build the sentence up by asking students to add in
additional words. Prompt them by suggesting various parts of
speech, e.g.
an adjective: James saw a huge rabbit.
an adverb: Unbelievably, James saw a huge rabbit.
a clause: Unbelievably, James saw the man who shot a huge
rabbit.
315
316
Warmer 4 4.6 Transcripts page 347 Remind students to take notes as

they listen. They should listen out for the problem and the two
Write the following problems on the board:
possible solutions mentioned. Play the recording once only.
1 It’s 8.00 p.m. You have a test tomorrow that you haven’t
revised for.
Answers
2 You left your bag on the bus. It has your money and your
phone in it. Problem: She’s struggling with all the essays she has to write and her
3 Your teacher uses words that you don’t understand. grades are slipping.
Solutions: 1) practise, practise, practise 2) get a tutor
Put students in pairs to brainstorm solutions to these problems.
After a few minutes, ask each pair to join with another pair. They
should share their answers and select their best solution for Teaching tip
each problem. Students then feed back to the whole class and
everyone votes on the best solution to each problem. Students can find note-taking a little tricky at first. They may
either try to write too many words, NOT write quickly enough or
find it difficult to listen while they are writing. It’s a useful skill
1 ABOUT THE TEST & TIP to learn, so ask your students to practise in their first language
Read through the test information box and the Tip with the class by listening to the radio and taking notes. Tell students to only
and check students’ understanding. Ask: What should you do while write the most important words (a, the, in, etc. aren’t needed)
you are listening? How long do you have to prepare your answer? and to use layout (e.g. columns or spidergrams) or symbols to
What should you listen out for in the campus situation? What should make things easier.
your answer consist of?
4.4 Transcripts page 347 Give students time to look through

the notes. Then play the conversation once and elicit the answers.
Answers
1 English
2 understand what she says (in German) / chat with her
3 (incredibly) guilty
4 lonely
5 a phrase book
6 (find and) point
7 you actually want to say
2 4.5 Transcripts page 347 Highlight to students that this is a

sample answer (not the recording they would hear as an input).
Students listen and read and find the five mistakes.
Answers
The five mistakes are:
Line 2 – the roommate is from Portugal NOT Poland.
Line 4 – the roommate doesn’t understand Stacey (as far as we know
she hasn’t met John)
Line 7 – John think that there ARE some rooms available
Line 10 – Stacey thinks her roommate must feel ‘lonely’ NOT ‘happy’
Line 14 – Stacey doesn’t say that phrase books include most topics, she
says that they ‘don’t always have the things you actually want to say to
someone’.
3 Put students in pairs to compare their answers to exercise 2, then

answer questions 1–4. After students have discussed in pairs, check
the answers with the whole class.
Answers
1 The response begins by summarizing the situation and the problem.
2 One solution to the problem would be to …, Another solution
mentioned is to …, In my opinion …
3 After each possible solution, a potential problem with that solution is
introduced with However …
4 The response ends with the speaker’s opinion and the reason for that
opinion.
317
318
This lesson focuses on Part 4 of the Reading and Use of English Paper from 2 Students work on their own to complete the Task. Encourage them
the Cambridge English: Advanced exam. to check their answers comply with the four sentences they wrote
in exercise 1. Remind them that it is possible to gain one mark
if they get some of the answer correct, so they should attempt
Warmer
each question.
Write the following phrases on the board. Put students in pairs
to match the phrases with similar meanings (Answers: 1e, 2c, 3a, Answers
4d, 5b).
1 was arrested on SUSPICION of
1 not nearly as much
2 REASONS for/behind the reduction/fall/drop in
2 they are demolishing it 3 didn’t (did not) get to the BOTTOM
3 even though 4 be CALLED off
4 it’s possible that he didn’t 5 have/need to take my WORD for
5 they regretted doing it 6 WISHED he hadn’t (had not) stolen
a in spite of 7 MIGHT have been taken out
b they wished they hadn’t done it 8 sure/confident he’ll (he will) GET away with
c it is being pulled down
d he might not have 3 Remind students that it is a useful learning experience to look for
e far less than and correct mistakes in their own and in other people’s work. They
should try to remember the mistakes to avoid them happening
again. Put students in pairs to discuss the mistakes in exercise 3,
1 ABOUT THE EXAM & TIP then go back over their answers to the Task to check for any similar
Ask students to read through the exam information box and the mistakes. Check answers with the class.
Tip carefully. Tell them you will be asking some questions on the
details. With their books closed, write the following sentences on Answers
the board:
1 spelling mistake
1 You can make spelling mistakes as long as you spell the key word 2 too few words
correctly. (False, you must spell everything correctly.) 3 too many words
2 The second sentence can only be three to six words long in total. 4 meaning does not match lead-in sentence
(False, you complete the sentence with between three and six 5 wrong expression, does not match meaning of lead-in sentence
6 grammatical error
words.)
7 wrong time frame – does not match meaning of lead-in sentence
3 You cannot use contractions. (False, you can use contractions but 8 cannot change the key word in any way
they count as two words.)
4 You cannot change the key word. (True)
Put students in pairs to decide if the sentences are true or false. Tell
students to correct the false ones, so they write four true sentences
in their notebooks.
Ask students to open their books and look at the example. Focus
on how many words have been used (in spite of getting = four) and
which words they replace in the first sentence (even though he got).
Elicit that the example is completely correct and is therefore worth
two marks.
Teaching tip
Point out to students that each answer is worth two marks and
that they can score one mark if part of their answer is correct.
Encourage students always to complete the sentence even if
they are not sure if it is entirely correct.
319
320
4 If students find this task difficult, tell them to look for lexical clues
Warmer at the beginning of each paragraph, such as To conclude, In my
Write the following statements on the board: opinion, First, However. As well as helping them to complete this
1 Birth order can affect a person’s personality. task, it will also help to remind them to use these cohesive devices
2 Some aspects of personality can change over time. in their own essays.
3 Your personality can influence your taste in music.
Put students in pairs to say if they think each statement is a fact Answers
or opinion. Then they should decide if they agree or disagree Paragraph 1: In my opinion, genetics has a bigger influence on …
with the statement and give examples to support their opinion. Paragraph 2: First, if we consider physical traits, …
Ask each pair to join another pair to compare their opinions. Paragraph 3: More abstract traits, such as intelligence and talent …
Paragraph 4: However, behavior is slightly different from …
Paragraph 5: To conclude, if genetics didn’t play any part in …
Read through the test information box and the Tip with the class Once students have put the paragraph in the correct order, it would
and check students’ understanding. Ask: What will you be asked to be useful to spend some time exploiting the sample answer. Refer
do in the opinion essay? What should your essay include? How long do students back to exercise 2 and ask them to find each element
you have to complete the task? mentioned in the outline for the sample essay.
Put students in pairs to look at the sample exam question and
answer questions 1–3. Avoid discussing the question on genetics 5 Students work on their own to complete the Task. If you feel your
together as this is exploited in the Task. students would benefit from some extra support with their writing,
spend time in class making sure they understand the statement
Answers first, then brainstorm ideas in support of agreeing or disagreeing
with the statement.
1 You have to decide whether you agree or disagree with the
statement.
2 The statement means C. Answers Students’ own answers
3 Students should give reasons and examples to support their opinion
to write a successful essay.
2 Read through the instructions with the class. Highlight that each
of the paragraphs 2–4 should contain a different reason explaining
their opinion. Here we suggest three reasons, but point out to
students that two reasons explained in more detail may suffice.
Teaching tip
It may be useful to highlight to students that it doesn’t matter
which stance they take (agree or disagree), but they should
make a decision quickly. If they don’t have a strong opinion they
should pick the one they can think of the most reasons for.
3 Remind students that although it is useful to share ideas, there isn’t

a single correct way to answer this type of question. However, it is
important to have logical reasons and examples supporting their
answer.
321
322
This lesson focuses on Part 3 of the Listening Paper from the Cambridge
English: Advanced exam.
Warmer
To help students develop their note-taking skills, read aloud a
paragraph and ask students just to listen this time. Read it again
and ask them to write down key phrases as the listen. Read it
once more, and this time ask students to write sentences as they
listen. Then put students in pairs or small groups to try to write
the whole text working together.
1 ABOUT THE EXAM

Read through the exam information box with the class and
check students’ understanding. Ask: How long is the extended
conversation? How many multiple-choice questions will you have
to answer?
Give students 70 seconds to read through the instructions and
questions 1–6.
Teaching tip
With stronger classes, ask students to close their books and
write questions 1–6 on the board without the optional answers.
Ask students to complete the questions while listening. Play
the recording twice, then ask students to look at the options to
check their answers. How close were they to the correct option?
2 TIP
Why is it important to read the questions before listening? Why is it
important to focus on the questions (not the options) while listening?
4.7 Transcripts page 347 Before playing the recording, remind

students to focus on the six questions (not the options) as they
listen for the first time. The second time they listen, they should
select their answers. Play the recording twice.
3 Put students in pairs to compare their answers. It may be useful

to give students access to the transcript to help them work out the
reason for any mistakes they made. Then check answers with the
class.
Answers
1 D 2 B 3 C 4 B 5 A 6 D
4 Put students in pairs to read the Tip again and consider why they
shouldn’t focus on the options too closely on the first listen. Discuss
the answer with the whole class.
Answers
There may be something about all the options in the text – the stem is
crucial because without relating the options to the stem you cannot get
the right answer. Also reading too closely will impair students’ ability to
listen well.
323
324
Warmer
Write the words below on separate pieces of paper and give
each student a word. Tell students to walk around the classroom
showing each other their word until they find someone whose
word has a similar meaning. Then they sit down and write two
sentences, one with each word.
admit / confess anyway / besides
applicable / relevant brave / courageous
clever / intelligent concord / harmony
contrary / opposite demonstrate / protest
disagreeable / unpleasant eager / keen
evaluate / assess grab / seize
impartial / neutral impolite / rude
informal / casual knowingly / deliberately
lucid / clear

and check students’ understanding. Ask: How many texts will you
have to read in this section of the test? Do you have to answer the
questions in order? What technique is suggested to help position a
missing sentence?
It may be useful to do exercise 1 together as a class. First, ask
students to read through paragraph 1 to themselves, then to look
at the missing sentence. Now read the first paragraph out loud and
stop at each option, asking if the sentence fits there.
2 Put students in pairs to compare their answers and to discuss why

the missing sentence fits and doesn’t fit for each gap.
Answers
B is the correct place for the missing sentence.
3 Students work on their own to complete the Task. After answering

the questions individually, students could check their answers in
pairs. Encourage them to work out why any incorrect answers are
wrong.
Answers
1 B 2 C 3 D 4 C
Extra activity
To exploit the text further, put students in pairs and ask them to
write one more multiple-choice question with four options. One
or more of the options could be taken from the text to make a
distractor. Then join pairs with another pair to ask and answer
their questions.
325
326
This lesson focuses on Part 3 of the Speaking Paper from the Cambridge 2 Put students in pairs for this Task. Before students begin, check their
English: Advanced exam. understanding of the information in the white box.
estate agent: a person who helps people to buy and/or sell houses

Warmer and land.
Play an adjective memory game with the class. Either elicit software developer: a person who makes the programs used to

between 12 and 16 adjectives of personality or prepare a list or operate a computer.
word cloud (see below) before the lesson and write them on the social worker: a person who helps and advises people with their

board. Give students 60 seconds to look at the words and try to lives and finances.
remember them. Take the list away. Then put students in pairs to interpreter: a person who can listen to someone speaking in one

try to remember as many of the words as possible. language and explain what they are saying in another language.
actor: a person who acts in dramas, soap operas, plays, etc. on TV, in

films or at the theatre.
caring Then read through the instructions with the class so that students
innovative understand what they have to do. If students don’t all have a
enthusiastic practical
watch or phone in class, you could bring a clock into the classroom.
patient imaginative inventive Remind students how important it is to listen to their partner as
mathematical
organized energetic he or she is talking. Monitor carefully and note down any common
dedicated inspiring mistakes to focus on afterwards with the whole class.
attentive
creative sociable Answers Students’ own answers
flexible
3 After students have taken turns to ask and answer the questions,
1 ABOUT THE EXAM & TIP ask for feedback from the whole class on each question.
Read through the exam information box and Tip with the class and
check students’ understanding. Ask students if these sentences are Answers Students’ own answers
true or false:
1 In the first part, you must discuss all the prompts you are given
within four minutes. (false)
2 Although you need to reach a joint decision, you don’t need to
agree with everything your partner says (true)
3 In the second part, you should interrupt your partner if you don’t
agree with their opinion. (false)
Give students 30 seconds to read through the phrases in 1–5 and
match them to the strategies in the box.
Answers
1 buying time
2 justifying an opinion
3 disagreeing
4 supporting someone’s point
5 interrupting
Extra activity
Write the following sentences and questions on the board
and ask students to decide if they can be used to buy time or
to interrupt. Encourage students to use these phrases in the
next task.
Let me think about that one. (buy time)
That’s an interesting question. (buy time)
How did that make you feel? (interrupt)
Have you ever thought about it from another point of view?
(interrupt)
I’d like to add something to your comment. (interrupt)
Well, I haven’t ever thought about that before. (buy time)
327
328
Warmer Teaching tip

Brainstorm five types of criminals with the class; try to have When students work together in pairs and are asked to give
a mixture ranging from serious crimes to less serious crimes. feedback to their partner, it is sometimes useful to give students
Explain to the students that you are going to recommend one something to focus on. This may be something that you have
criminal is released early from prison and that they have to noticed students need to improve or something you have been
decide which one it should be. Put students in pairs or small focusing on in class. For example, you may ask students to listen
groups to debate which student should be released and why. out for their partner giving reasons for their opinions or using
Finally, ask for their opinions and try to reach a class decision. the suggested outline for their answer.
1 ABOUT THE TEST & TIP 1 7 4.10 Transcripts page 348 To reflect the test, play the
Read through the test information box and Tip 1 with the class and recording once only, so students can listen to and read the
check students’ understanding. Ask: What are the two questions you instructions. Once the recording has finished, allow Student A 15
will be asked in this part of the test? What two things are you advised seconds to prepare their answer. Then put them in pairs, and give
to do before giving your answer? them 45 seconds each to answer (Student A gives their answer
first and Student B listens, then Student B gives their answer and
4.8 Transcripts page 348 Play the recording for students to Student A listens). When they listen to each other, encourage them
listen to and read Task 1. Advise students to spend no more than to listen to make sure that their partner has given reasons for their
five seconds in underlining. They will have a total of 15 seconds to opinion, and used the language from exercise 6. They can then give
prepare. each other feedback about this.
Possible answers Answers Students’ own answers

school rules / which / agree or disagree with? / reasons
8 4.11 Transcripts page 348 As with exercise 7, play the
2 Students work on their own to take notes. Then put students in recording audio once only. Follow the same procedure as for Task
pairs to share their work. Remind them that in the test they will 3, but changing the order in which students give their answer (this
have 15 seconds in total to prepare. time Student B gives their answer first and Student A listens, then
Student A gives their answer and Student B listens). Encourage
Answers Students’ own answers them to give each other more feedback when they have both
completed Task 4.
3 In their pairs, students take turns to do Task 1. The student who
is listening should note down any possible changes their partner Answers Students’ own answers
could make to their answer to improve it.
4 TIP 2
Read Tip 2 with the class and check their understanding. Ask: Why
do you think you need to decide on your opinion quickly? How many
reasons to support your opinion should you think of?
4.9 Transcripts page 348 Play the recording once for students
to listen to and read Task 2. Then give students five seconds to
underline the important parts of the task.
Possible answers
children under 16 / not go / prison / even / serious crime / what / you
think? / reasons to support
5 Students work on their own to take notes. Then put students in

pairs to share their work. Remind them that in the test they will
have 15 seconds in total to prepare.
6 In their pairs, students take turns to do Task 2. The student who

is listening should note down any possible changes their partner
329
330
This lesson focuses on Part 3 of the Reading and Use of English Paper from 4 Students work on their own to do the Task. Remind them to read
the Cambridge English: Advanced exam. through the whole text again once they have completed it and not
to leave any gaps.
Warmer
Put students in pairs or small groups to practise word building.
Answers
Give them a word, e.g. home, and ask them to come up with 1 emergence
as many words as possible based on that word (e.g. a home, to 2 undoubtedly / doubtless
home, homely, homeless, homework). 3 communicative
4 occurrence
5 implications
ABOUT THE EXAM 6 necessarily
7 regardless
Read through the exam information box with the class and check 8 enriched
students’ understanding. Ask: What do you have to do with the ‘stem’
word? How do you do that? 5 Put students in pairs to compare their answers and to help each
other in explaining any mistakes they made.
1 Encourage students to use a dictionary to complete this task. Then
put students in pairs to compare their tables, before checking with
the whole class.
Possible answers
Verb(s) Noun(s) Adjective(s) Adverb(s)

INTEGRATE disintegrate integration integral
disintegration integrated
integrity
EMERGE emerge emergence emergent
DOUBT doubt doubt doubting doubtless
undoubted undoubtedly
doubtful
COMMUNICATE communicate communication communicative
communicator uncommunicative
OCCUR occur occurrence
IMPLY imply implication implied
NECESSARY necessitate necessity necessary necessarily
unnecessary unnecessarily
REGARD disregard disregard regardless
RICH enrich richness rich richly
Teaching tip
Encourage students to keep a vocabulary list, and when adding
new words to include other parts of speech of the word. This will
really help to build their vocabulary.
2 TIP
Why should you read the text twice? Do you have to spell the word
correctly? What should you do when you have finished?
Ask students for their ideas about the impact technology has on
family life and write these ideas on the board.
3 After reading the text, ask students which of the ideas on the board
were mentioned.
331
332
Warmer 4 4.13 Transcripts page 348 Remind students that they can
only take notes as they listen. Play the recording once only. Then
Put students into teams. In their teams, ask students quickly to
students answer the questions in order using their notes.
scan the page and choose a word to represent with a picture.
When they answer question 3, they will hear part of the
Teams take turns to come to the front of the class and draw the
conversation again.
word on the board for all the teams to guess. The first team to
guess the word gains a point. This activity practises scanning
and pre-teaches some of the vocabulary. Answers
1 D
2 C
1 ABOUT THE TEST & TIP 3 C
Read through the test information box and the Tip with the class 4 YES NO
and check students’ understanding. Ask: What are you advised to do
Get a letter from his mother’s doctor. ✓
while you listen? Do you have to answer the questions in order? What
should you listen out for when asked to order steps? Get a letter from his mother. ✓
Have a meeting with his professors. ✗
4.12 Transcripts page 348 Play the recording once for Complete a form with his college advisor. ✗
students to listen and take notes. Put students in pairs to compare Give three documents to his advisor. ✓
their notes, then discuss the notes as a class. Take the documents to the dean. ✗
Answers
Suggested answers Extra activity
brain development in toddlers, 75% brain growth in first three years. Ask students to think about a process, e.g. sending an email,
Development – three ways: physically, intellectually and emotionally. making a cup of coffee, doing the washing-up. Ask them to write
Brain needs good nutrition and exercise. Fish and fats – essential for
the stages of the process in a jumbled order without saying what
brain development. Physical exercise – outdoors – other children.
the process is. Then put students in groups of three to exchange
Brain can absorb a lot at this stage. Children learn through play – give
lots of learning experiences. the jumbled stages. Students put the process they are given in
Emotional development – give and receive love. order and work out what it is. Finally, the student explains the
process to the third student in the group. This person listens and
2 Students complete the table on their own using the notes they works out what the process is describing.
made in exercise 1.
3 Put students in pairs to compare their answers, then check answers

with the class. If necessary, play the recording again for students to
hear the lecture a second time.
Answers
YES NO
A balanced diet which includes fish and fats ✓
A lot of information to absorb ✗
Numerous opportunities to learn through play ✓
Important exercises to teach them to play ✗
Digital toys to play with ✗
People to love and be loved by ✓
333
334
This lesson focuses on Part 2 of the Listening Paper from the Cambridge
English: Advanced exam.
Warmer
Do a running dictation with the class. Write a short text of three
or four sentences on a piece of paper and stick it on the wall.
Working in pairs, one person is the runner and the other is the
writer. The runner goes quickly to the piece of paper, reads a
sentence at a time. He or she must remember it exactly and run
back and tell it to the writer, who writes the sentence using the
correct spelling. The winners are the pair that finish first and
who write the exact same text with correct spelling. It may be
wise to set a time limit with this task.
1 ABOUT THE EXAM

students’ understanding. Ask: What is a monologue? What are the
eight sentences about? What should students do with the eight
sentences?
Read the questions in exercise 1 with the class. Accept all students’
answers to the questions, but don’t confirm answers at this stage.
2 TIP
What should you do before the listening begins? Why? Should you
make any changes to words you complete the sentences with? Do
your answers have to be grammatically correct and spelt accurately?
Put students in pairs to look at the Task and discuss the gaps. Ask
students for their ideas about what the missing words may be for
each gap.
Check if their ideas to exercise 1 were accurate.
3 4.14 Transcripts page 349 Play the audio twice and students
work on their own to complete the Task. Remind students to check
their spelling and grammar. The words they write should be just as
they hear them.
4 Put students in pairs to compare and check their answers, using the
bulleted list in exercise 4 as a guide. Then check the answers with
the whole class.
Answers
1 banking
2 three years
3 social media consultant
4 ageing
5 offensive
6 multi-storey car parks
7 planning
8 programming
Teaching tip
When checking answers, it is a good idea to read out the
complete sentences including the missing words for this task
(rather than just eliciting / reading out the individual words and
phrases). This helps students to see that it’s useful to read the
whole text again to see if their answer actually makes sense in
the context.
335
336
Warmer Teaching tip

Do this activity to help students understand the process for Encourage students to practise note-taking outside the
writing a summary. Write the six stages below on separate classroom. They could listen to podcasts from programmes on
pieces of paper. Then ask six students to come to the front of BBC Radio 4 or watch TED Talks on YouTube and take notes as
the class and give each of them a stage in the instructions. they listen. You could set this for homework. Students can then
(Important: make sure they are not in the correct order when use their notes to explain to the rest of the class what they learnt
you give them out.) Ask each student in turn to read out their six in the next lesson.
instruction. The rest of the class should move the six students
into the correct order to create a logical sequence for writing a
summary.
1 Write a list of the main ideas.
2 Underline the most important ideas in your list.
3 Combine any ideas that could go together.
4 Number the ideas in logical order.
5 Write the summary in your own words.
6 Edit the summary. Delete any unnecessary words.

and check students’ understanding. Ask: What should you do as you
read the passage? What should you do as you listen to the lecture?
How do the two texts relate to one another?
Students read the notes in exercise 1. Highlight that the notes are
a short sample of the type of notes students may write based on a
section of a reading passage.
2 4.15 Transcripts page 349 Play the recording once only.

Students listen to the lecture and take notes. Put students in pairs
to discuss which arguments in the lecture contradicted what they
read in the notes in exercise 1, then elicit the answer.
Answers
The extract from the lecture points out that today’s world is not just like
Orwell’s 1984 because the balance between the ‘powers that be’ and the
people is addressed. People retain some of the power with the ability to
record what is happening to them.
3 Students work on their own to do the Task. Remind students to note

down the main idea and supporting points as they read the text.
Time the three minutes and tell them when to stop reading.
4 4.16 Transcripts page 349 Before they listen, remind students

to take notes and to listen out for any points that are made
differently or in addition to the points made in the reading text.
Play the recording once only. Put students in pairs to discuss which
arguments in the lecture contradicted what they read in the text,
then check answers with the class.

Make sure the following points are included:
The main point made in the lecture is that sometimes discoveries and
inventions can be used in a negative way that make life worse rather
than better.
Two examples given are:
Uranium, discovered in 1789, led eventually to the invention of the
atomic bomb.
Scientists gained a greater understanding of anthrax during the process
of developing a vaccine to defeat it. However this, in turn, led to anthrax
being developed as a chemical weapon.
However, the reading text focuses on the positive elements of scientific
discoveries, highlighting the ways the world changes for the better.
337
338
This lesson focuses on Part 4 of the Listening Paper from the Cambridge 5 After students have discussed the strategies in their pairs, ask
English: Advanced exam. for general feedback from the whole class to see if you have a
consensus.
Warmer
Put students in pairs to take turns to talk for one minute on Teaching tip
a topic of their choice (e.g. last weekend, my family, future
ambitions, favourite person, best holiday). The person listening It’s a good idea to run small experiments like this to encourage
should not take any notes until they have finished speaking. students to try out different exam strategies and make their own
Then they write down the gist of what their partner talked about mind up about what works best for them.
(e.g. Jenny would like to go on to study biology and ultimately
become a marine biologist. / Last weekend, Alex went on a short
break with her friends. They skied every day all day and now Alex
feels very tired, but really happy.) Then go round the class asking
students to summarize what their partner said.
1 Discuss which column the first two or three adjectives in the box
belong in to make sure students understand the task. Put students
in pairs to complete the table. Encourage them to use dictionaries
to check the meaning of any adjectives they are unsure of. Go
through the answers with the class.
Answers
Positive attitude: confident, determined, motivated, overjoyed,
relieved, satisfied
Negative attitude: anxious, disappointed, frustrated, regretful,
resentful, uninspired
Certainty: convinced, persuaded
Uncertainty: doubtful, sceptical, unconvinced
2 In their pairs, students test each other by saying a sentence

describing a feeling or situation for their partner to guess the
adjective from exercise 1.
3 ABOUT THE EXAM & TIP

Read through the exam information box and Tip with the class and
check students’ understanding. Ask: How many monologues will you
hear? What do the questions focus on? Why shouldn’t you be worried
about understanding every word? What kind of words is it useful to
know for this part of the exam?
Explain to students they are going to take part in an experiment.
Working in pairs, they will do the tasks in one of two ways to
compare the strategies. Read the instructions with the class, then
put students in pairs and ask them to decide who is Student A and B.
4 4.17 Transcripts page 349 Give students 45 seconds to read

the questions. Then students work on their own to complete the
Task. Play the recording twice. Remind students to complete the
tasks in the way described in exercise 3.
Answers
1 E 2 B 3 A 4 G 5 D 6 C 7 E 8 G 9 B 10 H
339
340
Warmer
Play a game of consequences to practise story-telling. Give each
student a piece of paper and ask them to write a person’s name
at the top of the paper. Ask them to make a small fold so that the
name can’t be seen and then pass it to the student on their left.
Continue this process with the students writing:
2 what they did (verb / action)
3 how they did it (adverb)
4 where they did it (place)
5 when they did it
6 why they did it
The last person opens the story and reads it. They should then
write a short article about it, as if reporting a news item on social
media. Finally, ask students to read out their articles to the class.

and check students’ understanding. Ask: How many texts do you
have to read in this section? Do you have to answer the questions in
order in the reading section? How many sentences are you given to
select from to make the summary?
Elicit the three pieces of advice given in the Tip.
Answers
Don’t choose sentences that don’t relate to the passage.
Don’t choose sentences that are not true according to the passage.
Don’t choose sentences that refer to minor details.
2 Students work on their own to complete the Task. They should read
the text first before reading the questions and possible answers.
Give students plenty of time to compare their answers with a
partner, before checking the answers with the whole class.
Answers
1 B
2 B
3 Sentences 2, 3 and 5.
Extra activity
Ask students to each write an extra multiple-choice question
based on the exam Task text and then to swap them with a
partner to answer.
341
342
This lesson focuses on Part 2 of the Reading and Use of English Paper from
the Cambridge English: Advanced exam. Teaching tip
Encourage students to read the text aloud with the missing
Warmer words in place. They should learn to trust their gut reaction. If
the word sounds correct, it probably is. Tell students that the
Ask students to write a detailed sentence about an amazing majority of changed answers in the Cambridge exams were
journey they have been on. It shouldn’t be just I’ve been to China, correct before they were changed.
instead Around three years ago, I made a life-changing visit to The
People’s Republic of China.
Once they have written their sentence, ask them to jumble it up:
three China ago, I a Around People’s visit to The Republic of years
life-changing made
Ask students to swap sentences with a partner and put the
sentence in the correct order.
1 Ask students for their ideas about what the text is about based
on the photo and title. Students then read the text to check their
predictions.
2 ABOUT THE EXAM & TIP

Read through the exam information box and the Tip with the class
and check students’ understanding. Ask: What kinds of words are
usually required to complete the eight gaps? How many words are
required for each gap? What should you do before completing the
gaps? What should you do after completing the gaps?
Put students in pairs to look at the text and decide what kind of
word is missing in each gap. Then get feedback from the whole
class.
Answers
1 pronoun
2 phrasal verb / preposition
3 conjunction
4 participle
5 preposition
6 determiner
7 determiner
8 phrasal verb / preposition
3 Allow students eight to ten minutes to complete the Task. Remind

students to read through the whole text after completing the gaps
to make sure it all makes sense.
4 Put students in pairs to compare their answers. Point out that

sometimes there may be more than one possible correct answer to
complete a gap. Check the answers with the class.
Answers
1 it
2 on
3 Although / Though / While / Whilst
4 having
5 of
6 whose
7 few
8 up
343
344
Warmer 5 4.19 Transcripts page 350 To reflect the test, play the
recording once only, so students can hear the directions and then
Explain that students are going to play a game called Truth or read the text. Remind students to take notes as they read.
lie. Ask students to write three sentences about themselves; two
sentences should be true and the other a lie. Put students in
6 4.20 Transcripts page 350 To reflect the test, play the audio
pairs and ask them to guess which of their partner’s sentences is
once only, so students can hear the dialogue. Remind students to
telling a lie.
take notes as they listen.
1 ABOUT THE TEST & TIP 7 Put students in pairs and allow them 30 seconds to prepare their
Read through the test information box and the Tip with the class answer. Students should take turns to do the task. Indicate when
and check students’ understanding. Ask: What should you do they should start and stop speaking. The student who is listening
as you read and listen to the two texts? How long do you have to should note down any possible changes their partner could make to
prepare and to answer the questions? How should you structure your their answer to improve it.
response?
Students work on their own to read the passage and take notes. Answers Students’ own answers
Don’t take any feedback at this stage.
Possible notes Teaching tip

Polygraph – lie detector measures pulse rate, blood pressure, skin If possible, try to record the students’ answers. This will mean
resistance and respiration while answering questions. that both you and they will be able to listen to them again and
Considered most foolproof method. think of ways to improve them.
Two hours: 1) pre-test interview, 2) collection of charts (with polygraph),
3) analysis of charts
Used for civil and criminal cases, during job interviews and for bank
investigations.
2 4.18 Transcripts page 350 Play the recording. Students work

on their own as they listen and take notes. Again, don’t take any
feedback at this stage.
Possible notes
Psychologists – research done to recognize deception:
● Speak slowly at first – working out their story – then speed up
● Not much detail – often repeat the question – time to work out story
● Play with hair, touch face, throat or mouth – don’t look away – move
hands towards themselves
Both methods only as good as the person analyzing the data – both
methods require lots of training
Mistakes – consequences for person being interviewed
3 Students refer to their notes from exercises 1 and 2, then read

the question and put the stages of the outline in order. They can
compare their answers with a partner before you check with the
class.
Answers
1 State the two main methods used to identify lying
2 Describe how a polygraph works
3 Describe how psychologists can tell if a person’s lying
4 Compare the methods, mentioning the limitations
4 Using their notes and the outline, students spent 30 seconds

planning their answer to the question in exercise 3. Put students
in pairs to take turns to answer the question. The student who is
listening should note down any possible changes their partner
345
PREPARE FOR EXAMS TRANSCRIPTS
4.1 Student’s Book Page 122, exercise 2 4.2 Student’s Book Page 123, exercise 1
Extract One T = Teacher, S = Student

M = Man, W = Woman T: So you’d like some advice about your work?
M: Meet your Ancestors is on tonight. Do you watch that show? S: Yes, that’s correct. I’d like to check that I’m on the right track, please.
W: Yes, I love it. I guess we’re all interested in where we came from and T: Of course. That’s always important to check at the start. Let me take
this programme taps into that. They always seem to uncover amazing a look at your abstract. Mmm. What made you decide to write about
stories about people’s ancestors and I like the way they let them your uncle?
unfold at such a leisurely pace over the course of the programme. S: Well, that’s what I wanted to verify …
M: I know. Although that always jars with me a bit. It’s actually a really
exhausting and frantic process – trying to find out about your
ancestors. I spent a bit of time researching my own family so I know all
about it. But on the programme they make it look a piece of cake!
W: Mm, and I think recently it’s been disappointing that they haven’t gone
When we think about our career options for the future, it can seem
back as far as they used to – talking about someone’s great-grandfather
daunting. What I mean by this is that there are so many things to learn
isn’t good enough, is it? After all, they can find out about them just by
about the job market and about yourself that it can be overwhelming
talking to their grandparents. And sometimes they brush over certain
when thinking about possible professions for the first time. Which
incidents, especially ones that don’t reflect well on the person whose
jobs should you apply for? What does the job entail? Do you have the
background they are researching, which always annoys me.
qualifications and experience? And, more importantly, would you enjoy
M: Well, I can understand that – it could be embarrassing if you go into
doing the job?
your local shop after the show and everyone knows you’re related to a
murderer! But I do think you need to go way back, several generations My advice is to take it step by step. The first thing is to make sure that you
at least, otherwise you can’t really say it’s a show about genealogy. have an excellent résumé, accurately listing your contact information,
qualifications, and experience. Be strategic in selling yourself. For each
Extract Two application, you should customize your résumé accordingly. Highlight
M: = Man, W = Woman features that are important for the position you are applying for. What’s
more, don’t just say what you’ve done (for example, worked at a summer
M: Hey, how did your job interview go last week? Did they offer you the camp), but focus on what you achieved (successfully coordinated social
job? activities at a summer camp, pleasing both the organizers and the
W: I haven’t heard back from them yet and I don’t know what to think. attendees). Your punctuation and spelling needs to be accurate. Don’t just
I felt as though the interview went really well. I answered all their run the spell check. Have someone else check it for you. He or she may
questions easily and felt as though I had a real rapport with the pick up on other improvements, to make it stand out above the rest.
interviewer. We even started talking about what I’d be able to bring to
Make sure you have an appropriate email address. It won’t create a good
the role – as if we both knew I’d get the job. The interview went on for
first impression if your email address begins “flopsybunny” or “locoboy.”
ages. It was only supposed to last an hour, but I was in there for nearly
And clean up your social-network sites, so there isn’t any incriminating
two.
information or photos out there on you. You’d be surprised at how many
M: Well, those are all really good signs. It sounds to me as if you made a
employers will do a quick name check on you when your résumé hits
great impression on them. If I were you, I’d leave it another few days
their desk.
and then send a quick email to ask if they’ve made up their minds.
Even if they haven’t picked you, I wouldn’t worry. Just put it down to Next organize your thoughts. If you aren’t sure about which type of job
experience and move on. A rejection doesn’t mean they didn’t like you. you are looking for, think about the qualifications you have, and which
It just means someone else was a better fit for the role. subjects you enjoy and are good at. Make an appointment with a career
W: Thanks. I’m sure you’re right! adviser. The adviser may not come up with your ideal job, but he or she
can give you a sense of direction and some ideas to put in motion.
Extract Three
Hopefully, you can narrow your search down to some particular
M1 = Man 1, M2 = Man 2 professions you may be interested in. Now try to familiarize yourself with
the various types of positions available within that profession, so you can
M1: I remember the first time I met you – I wanted you to star in an
begin to picture a career path. Then try to get some work experience, or
adaptation of one of my books and you agreed to talk to me. We met
even a role as an intern. You should send your resume with a cover letter
for lunch and I was struck by how tall you are. It’s strange because
to as many companies as possible. You may want to apply to companies
usually actors are much shorter that you imagine they are going to
that aren’t advertising vacancies on the off chance that a job is available.
be.
This may or may not be successful, but certainly shows initiative and
M2: Well, of course, I only knew you through your books, which are all
could help the company think of you when a suitable job does come up.
thrillers, so I was looking out for a mysterious-looking guy in a big
And, if you offer yourself as an intern, you get your foot in the door and an
coat and a hat pulled down over his eyes. In fact, you came across as
opportunity to prove yourself to the company.
very gregarious and outgoing. As I remember it, we hit it off straight
away, even though the adaptation never came off. Applying for jobs can be disappointing on account of the fact that you
M1: Actually, I haven’t given up on the dream of collaborating with may send your résumé to fifty plus companies and receive just one
you one day. You know – I’ve worked with a lot of stars – you go to reply – and even that one may be negative. You need to have patience
a restaurant with them and they’ll order something that’s not on and staying power to keep trying. It could take months, so it’s worth
the menu, just because they can. In your case, though, despite your keeping yourself busy with volunteer work or a temporary job. Try to do
success, you’ve retained your humility, and that’s so refreshing. In something that is worthwhile, but that you can drop as soon as you get
fact, there’s a scientist in one of my books that you’d be perfect to something more suitable. Worrying is ineffective, so try to stay relaxed
play. How about it?! during the process.
At some stage, you will get an interview, so while you have some time, it’s
worth getting some advice about being interviewed. First, make sure you
have something suitable to wear. If this is your first job, you may need to
buy something new so you look the part. First impressions are extremely
important. Make sure you have clean shoes and arrive on time. Don’t
chew gum! Turn off your cell phone! Make eye contact and smile!
346
Practice answering questions to get the right level of detail. Try to get to 4.6 Student’s Book Page 125, exercise 4
the point quickly. Avoid too much or too little detail. It wouldn’t be right
to answer with a simple yes or no. However, one question shouldn’t take
M = Marie, B = Ben
five minutes to answer, either. Before you go to an interview, make sure
you’ve done your homework and found out as much as you can about M: Hi, Ben. How are you?
the company and the position. Think of useful questions to ask: most B: Fine, thanks, Marie. How are your studies going?
interviewers will ask if you have any questions for them. It would be a M: Not bad, thanks. At least, I’m finding the lessons really interesting.
shame not to take the opportunity to learn more about the company and I’m struggling a little with all the essays we have to write, though. My
the job, and if you don't ask questions, it could give the impression that grades have slipped a little.
you’re not that interested. B: Oh! What do you think the problem is?
In the next session, we’re going to do some role plays to practice M: Well, back home I used to do all my written work in French. Although
interview techniques. There’s a handout summarizing some of the points I’m bilingual, I’m not used to writing in English. According to the
we’ve mentioned today. Please read it before we meet again. Now then, teacher, my written style is too informal, too chatty. Apparently, there
any questions … are some grammar and spelling errors, too. I have to improve, and
quickly. What can I do?
B: That’s tough. But I’m sure you can make a lot of improvement quickly.
I think it was Tobias that had a similar problem last year. Do you know
4.4 Student’s Book Page 125, exercise 1 what he did? He just practiced, practiced, and practiced some more.
He was a bit of a workaholic, though. He wrote about 20 essays in
S = Stacey, J = John three weeks.
M: Gosh. Did he get any better?
S: Hi. I'm Stacey.
B: Oh, I’m not sure. I suppose he could have just written 20 badly written
J: Hi there! I’m John. We met two weeks ago, on the day we arrived in
essays.
Germany. Remember?
M: Mmm. It would be good if someone could correct them and give
S: Oh, I do now. How are you enjoying your classes?
feedback.
J: Great, thanks! How about you?
B: You could look for a private tutor to help with your writing. You will
S: Well, classes are fine. I love the lectures. I’m finding my roommate a
have to pay for it, though. It’s quite expensive, too.
little difficult though.
M: My parents used to pay for extra math lessons for my big brother, but
J: Oh no! What’s the problem?
they’re already paying for the tuition and my apartment and living
S: Well, she speaks very little English. She’s from Portugal. I know we
expenses. I couldn’t possibly ask them for any more money.
should communicate in German, but she really doesn’t understand
very much of what I say in German, and really struggles to make
herself understood. What I love more than anything is to have a good
chat at the end of the day, but I can’t with her. We spend the late 4.7 Student’s Book Page 128, exercise 2
evening in awkward silence. Then she just gets into bed and goes to
sleep. I = Interviewer, H = Hugh, J = Julia
J: Oh, that’s kind of awkward. Could you change rooms? I think there are
still some rooms available. I: Today in the studio, we have with us Hugh Rayner and Julia Goodge.
S: I suppose I could, but I’d feel so incredibly guilty. How would you feel if They’ve both got books coming out this week that can be described
you were in her situation? I don’t think there are any other Portuguese as style guides – the kind of thing that tries to help us all improve
speakers. She must be lonely all the time! the way we write. And both of them are linguistics professors at top
J: You have a point. It does seem a bit mean. How about getting a phrase universities. Hugh, if I can ask you first, doesn’t the fact that you are
book from the library? You can then find phrases of what you want to a scientist of language, mean that you should confine yourself to
say and point to them. She can do the same, too. describing language and how it is used, rather than advising us on
S: That sounds like a great idea. The only problem is that those phrase what is good and bad style?
books don’t always have the things you actually want to say to H: I think in general the idea that we scientists should avoid passing
someone. judgement is a good one, but in this case I’m not so sure. At present
J: That’s true. You may not need to say: “The plumber’s coming at 2.00 p.m.” we’re leaving the analysis of style to writers who know nothing about
S: You’re funny. linguistics, probably because we, and I mean scientists like myself
and Julia, are over-anxious about not stepping into the area of saying
what’s right or wrong, when actually we’ve got a lot to offer.
I: One thing I found very refreshing about your book was the number of
4.5 Student’s Book Page 125, exercise 2 examples you provide.
H: I’m very glad to hear you say that. I go on at some length about how
The woman, Stacey, went to study in Germany and is sharing a room with you should use concrete examples in your writing, so not to do so
another student, who is from Poland. Her problem is that the roommate myself wouldn’t provide a very good model! I think it works both ways
speaks very little English and can only understand what John says. This though. It’s no good giving lots of examples of poor writing, as so
means that Stacey can't chat with her when they're both in the room in many books do, and then not providing any analysis of why they are
the evening. One solution to the problem would be to change rooms. John so awful – and at the same time you shouldn’t just give advice with
thinks that there aren't any rooms available. However, Stacey says that no examples. I’ve seen that too. In either case, I can’t see how readers
she would feel very guilty and sympathizes with her roommate, who must would be able to go away from a book like that and apply what they’ve
feel very happy. Another solution mentioned is to borrow a phrase book been told in their own writing.
from the library. The two girls could then find phrases they'd like to say and I: Julia, turning to you for a moment. You’re also a professor of linguistics
point to them. However, this solution isn't without problems also. Phrase – how do you think your book differs from other style guides?
books are useless even though they include most topics. In my opinion, she J: Well, you know, there’s this body of wisdom surrounding how to write,
should stay in the room with the student and use a mixture of different that has accumulated over the years, and it just gets rehashed and
ways to communicate together in German, Portuguese, and English. Along trotted out time after time. But the insights that I have from my study
with the phrase book, you could also borrow a dictionary and begin to of grammar and cognition have taught me a huge amount about
write additional phrases for each other to keep a record of useful sentences exactly how understanding comes from language, and I really felt a
you do need to say. You could also post a message looking for people who book like this was needed. I must have been right – as two of us have
speak both Portuguese and English. Someone may be able to help you produced one at exactly the same time!
communicate more freely together, he or she would help your roommate I: So, why do you think it was needed? Why do people write badly?
improve her English, and could even help you learn some Portuguese.
347
J: Well, firstly of course, it’s very difficult to write well. People don’t 4.12 Student’s Book Page 133, exercise 1
deliberately set out to sound pretentious and ponderous – it takes a
huge amount of work to produce something that sounds simple, clear
Now, let’s focus on brain development in toddlers, that’s to say, one-
and natural. But don’t forget that some of the things we call failures
to three- year-olds. Seventy-five per cent of total brain growth and
now are actually consistent with what good writing looked like in the
development takes place during the first three years of life, making it a
past. We just don’t like the same things any more, and that can lead to
critical stage in child development. The brain develops in three key ways:
work being mistakenly branded as ‘bad’.
physically, intellectually, and emotionally. Healthy physical development
I: A question for both of you, then – what style should we all aim for
of the brain requires good nutrition and exercise. Toddlers need a good
when we are writing? Let’s go to you first, Hugh.
balance of fresh fruit and vegetables, wholesome grains, and small
H: Well, for me, the idea that there’s one perfect style suitable for any
portions of protein. Fish and fats are essential for good brain development.
occasion is a real weakness of the existing advice on the subject. I
Also physical exercise is really important, with plenty of outdoor play
guess because most style guides are directed at students, who, let’s
with other children. Intellectual development is important at this stage
face it, are the ones that do the most writing. They all say ‘write in
as everything is new and wonderful to the child, and the brain is able to
a plain style’. That’s great if you are writing prose according to a
absorb and learn a terrific amount of information. Children learn through
template – so, for example, if you’re writing a typical school essay or
play, and so it is important to present the child with as many learning
an instruction manual, or an article for a journal. But to do a more
experiences as possible at this stage. This doesn’t require having the latest
discursive or a more creative piece of writing, it’s not at all appropriate.
digital toys. Children will benefit more from learning to play with a ball or
J: Mmm. Those style guides always say stuff like never use a long word
building blocks; associating sounds with pictures and words; or moving,
when a short one will do, or steer clear of flowery adjectives. In fact
singing, and clapping to music. Finally, emotional development is also
excellent writers infringe these guidelines all the time. That kind of
vital in healthy brain development. Parents, family and friends must show
advice has given style guides a bad name and has given them the
love and care in great quantities, to teach the child to love those around
reputation of being dull and austere.
him or her in return and to love him or herself.
H: Yes, and I’d like to add to that. I get infuriated by the ridiculous analysis
in the media the whole time about digital communication and what
it’s doing to young people and their ability to communicate well in
writing. There’s this idea that because texting and tweeting force you 4.13 Student’s Book Page 133, exercise 4
to be brief, you’re going to lose the ability to express yourself in full
sentences, and won’t be able to write proper paragraphs any more. P = Paula, S = Sam
People as old as I am can remember telegrams – very short messages
that didn’t have any prepositions in them. Using them didn’t lead to P: Hello, Sam. I haven’t seen you recently. How have you been getting
the loss of prepositions though! along this term?
J: Quite. All of us have at our fingertips a variety of registers and styles S: Hello, Paula. Well, actually, I wondered if you could give me some
which we automatically use with different audiences. Any useful style advice on something.
guide needs to address this issue. P: Well, of course. What is it that you’d like to discuss?
I: Well, my thanks to both of you … S: It concerns my family really … but well, it has a lot to do with my
studies, too.
P: OK. Tell me a bit more. Is everything OK with your family?
S: Well, that’s just it. You see, my mom isn’t well. She has a chronic illness
4.8 Student’s Book Page 131, exercise 1 that sometimes flares up, so at times, she’s well and at other times,
she can’t really manage to get out of bed.
Talk about school rules. Which rules do you agree with or disagree with? P: Oh, dear. I’m sorry to hear that. It must be difficult for the family.
Give reasons for your response. S: Yes. And I’m afraid it’s even more complicated now. When I was at
home, if my mom wasn’t well, I took on a lot of the responsibilities
with my younger brothers and sisters.
P: Oh, I see. And now that you’re away at college, who will be taking on
4.9 Student’s Book Page 131, exercise 4 that role?
S: No one really. My mom’s a single parent, and we don’t have family
Some people think that children under 16 should not go to prison even if around. The other children try hard, but they’re all still in elementary
they commit a serious crime. Other people disagree. What do you think? school, so it’s a lot to ask of them. I’d like to ask for permission to take a
Include reasons to support your response. leave of absence. Is that possible?
P: Well, usually you have to submit a medical note if you miss lectures.
However, your case is very different. I can see from your file that you
are progressing really well with your studies and haven’t missed any
4.10 Student’s Book Page 131, exercise 7 classes so far. I can give you permission to take an extended leave of
absence, but there are four steps you need to follow to enable this to
Describe the types of crime that occur in your neighborhood or city. Is it a happen.
dangerous place to live? Give reasons for your opinion. S: That would be great. What do I need to do?
P: Well, first of all, you need to get a letter from the doctor that your mom
sees confirming her illness and current state of health. Also ask your
4.11 Student’s Book Page 131, exercise 8 mom to write a brief note agreeing to your going home and missing
lectures. Then, take those two documents to the Office of Dean of
Some people believe taking a pen from a hotel or business is a crime and Students and ask them to give you the UH-380 Form. You will then
should be punished. Others believe that crimes are much more serious need to complete your section of the form.
than something as trivial as taking a pen. What do you think? Explain why. S: OK, then what do I do?
P: At that point, come to see me again with the three documents. I’ll
take them to the Dean where we’ll discuss your case and agree on the
amount of time you can spend at home.
S: Do you think the Dean will agree to it?
P: I expect he will. You have a good record, and it seems like the situation
at home is complicated. Your family would benefit from you being
there, at least until an alternative solution is found. Thank you for
coming to see me about it.
S: No, no. Thank you for seeing me on such short notice.
348
4.14 Student’s Book Page 134, exercise 3 watch and record each other and the “controllers.” Not only is Big brother
watching us, we’re also watching Big brother and recording "him" in
evidence. So, this is a key difference between today's world and the
Good afternoon, everyone. My name’s Marion Peabody and I’m a
novel “1984.” In my opinion, real life addresses the balance between “Big
futurologist. That means I analyse current trends and technological
brother” and the masses. In the present day, through technology, people
developments and then make predictions about the future. Today, I’m
retain some of the power.
going to talk to you about the job market and how I see that changing
over the next few decades. One thing I’m absolutely sure of is that the
jobs that currently attract the biggest salaries, such as law, stock broking
and banking, won’t do so in the future. You’ll probably be surprised that 4.16 Student’s Book Page 135, exercise 4
I included the latter in my list, but of all of them, I’m most certain that
that’s on its way down in terms of earnings. Over the last few sessions, we’ve been looking at the process of science.
In addition, the recent trend among young workers of changing jobs We’ve looked at how new ideas are developed though testing and
frequently is likely to continue. Going back 20 years or so, many people retesting. They are modified, expanded, and combined into more
had a job for life. But these days, someone just out of university is unlikely confident, solid explanations, which often lead to new applications. For
to stay in their post for longer than three years. In the future it will go example, the discovery of DNA was a combined effort of many scientists
down to just a few months and many people probably won’t have fixed over a hundred years. The subsequent research led to its diverse use in
jobs at all, but will just move from assignment to assignment in different testing for genetic diseases and growing genetically engineered crops.
companies. Most people will think of discovery as positive: we have eradicated
Also, jobs that we haven’t even heard of yet, such as body part maker or fatal diseases and created a more comfortable world to live in. Through
climate controller, will be mainstream in a very few years. After all, only exploring the world, we can learn how things work and use them to our
five years ago there was no such thing as a social media consultant, and advantage. Many discoveries are life changing, usually for the better, but
yet these days we find that completely normal. not always.
Now, one thing I do to help me with my predictions is look at how society Today, I’d like us to explore some of the ways that discoveries have
is changing, and something that Britain has in common with many other been used in negative ways and the consequences of this. For example,
countries is that, as a nation, we are ageing. This will have a profound Klaproth discovered the element uranium in 1789. However, it was
effect on the jobs people do, so for example, we will see the specific almost a century later in 1896, that its radioactive properties were
medical and caring roles connected to those needs starting to emerge. discovered, and that led subsequently to its use as a fuel in nuclear power
Some of the potential jobs in medicine need careful thought though. For and then the invention of the atomic bomb. During the last stages of the
example, if the science carries on developing at the rate it is now, it won’t Second World War, two atomic bombs were dropped in Hiroshima and
be long before we could see the arrival of child designers, people who Nagasaki and killed at least 129,000 people.
would sit down with you and design the perfect baby. I find the whole Another example is anthrax. This is a lethal disease caused by a bacteria
idea offensive, but the possibility is there, so we need to consider it. found in soil, which caused the death of hundreds of thousands of
Another issue we have to consider very carefully is that of food scarcity. animals and humans each year for centuries. Louis Pasteur developed a
It’s likely to become a bigger and bigger problem as time goes by, and I vaccine for it in 1881. The understanding of how the disease originates
can see huge changes coming in farming. The amount of land available and spreads, led to it being developed and used as a biological weapon.
for cultivation will drop drastically, and so vertical farms resembling The use of anthrax in biological warfare remains a threat today.
multi-storey car parks will be built instead, to save space. I think everyone would agree that the world would be a better place
And it won’t just be farms that will look different. Our town centres may without weapons of mass destruction. So, what should this mean to us as
be unrecognisable too. Currently the way a building looks is determined scientists? How do we avoid the negative applications of our discoveries?
by the planning laws that are in place. But in the future, a digital architect It would be interesting to hear your opinions. In the next few sessions, we
might be able to use computer-generated images to create a shop front will examine the ethical and legal side of this subject ...
in cyberspace that looks like a film set, or anything at all that the shop
owner wants. Imagine that!
In fact, I honestly believe that if you want to be a mover and a shaker in
the future, you need to be in programming. Those are the people who will 4.17 Student’s Book Page 136, exercise 4
have real power in shaping our world. However, if that’s not for you, then
to give yourself a chance of being employed, try to think of something Speaker 1
that computers can’t do – such as entertainment or the caring industries. Yeah, the press are really into my story! Basically, I spent the whole
That way there will always be a role for you! summer travelling round Britain without spending one penny of my own
money. I relied on the kindness of strangers for everything – my food, my
accommodation, my bus fares … you name it. And when I asked people to
put me up or buy me a meal, I also asked them to donate to my favourite
4.15 Student’s Book Page 135, exercise 2 charity. I brought in over £80,000 in the end. The journalists found it
incredible that the public could be so generous. I’m really grateful for the
Well, it’s an ongoing debate that people in schools and universities have publicity I’ve had. I’m crossing my fingers that it’ll make even more people
been having for many years. Look online and you can find people of donate and then we’ll get the final figure up even higher.
opposing views battling it out on blogs. Are we living in Orwellian times?
Speaker 2
Is Big brother watching? Have we lost our rights to privacy? Well, of
course, I agree with the comparisons made between “telescreens” and Well, I’m 86, and to be suddenly in the limelight is quite extraordinary.
CCTV. We certainly do live in a world of surveillance. Apparently New York Every time I turn on the telly or open a newspaper, there I am! It’s not as if
was the first city to install CCTV screens as far back as 1968. Since then, I have only just taken up painting either. I’ve been at it all my life; it’s just
CCTV has become commonplace. In the UK, there are estimated to be that no one noticed! But now I’ve scooped the top prize, everyone wants
around 4,200,000 cameras in total. That’s a lot of “telescreens” watching to talk about me. I could have done with it when I was younger – that’s
us get on with our lives. However, the effect these “telescreens” have is when it would have made a difference to me. Now I’m old and settled and
not quite as they were portrayed in the novel “1984.” In George Orwell’s to be honest it’s all a bit much. It won’t last long anyway. I can console
world, the technologies used to watch us enabled Big brother to control myself with that thought.
us. Although there is an invasion of privacy in our lives, the ability to Speaker 3
watch is in everyone’s reach. Many people install their own cameras I can’t get used to it at all. My phone is ringing off the hook with
in their homes and cars. And now that more people own smartphones, journalists trying to talk to me. I’ve no idea why they’ve shortlisted me for
everyone can watch everyone. So, we, the “citizens”, all have the ability to this prize – after all I’m only 22 and feel like I’ve only just started out in the
349
business. But it has certainly catapulted me into celebrity status almost 4.20 Student’s Book Page 139, exercise 6
overnight. I’m struggling a bit with how to deal with it. It’s hard giving
my life story to journalists. The thing is – my life story is my work – that’s
T = Tom, W = Will
what I pour into my lyrics. If I’ve given it all away to the press, then what’s
left for me to write about? T: Hey, Will, Have you seen the ad for the new smart shoes? They look
Speaker 4 absolutely awesome, I want to get a pair.
My dad’s an explorer and adventurer, and has written loads of books, W: Really? Smart shoes. What do they do? What have you found out?
so for him it’s business as usual to be in the press. He just takes it in his T: Well, in some respects, they’re similar to a smartphone. You can listen
stride. But for me it’s a big deal and I’m making the most of it – until the to music or make a phone call. Apparently, if you click your heels
inevitable happens and someone else takes my place on the front pages. together they do things, too.
Not everything they’ve printed is quite right, but that hasn’t bothered me. W: Wow, sounds impressive. I can listen to music and make phone calls
The trip itself was fantastic – skiing across Baffin Island in Canada in just with my phone, though. I wonder what they look like. Are they big and
six weeks. Dad was worried at one point. He thought we might have to clunky?
give up before the end, but we made it! T: They look really cool in the photo – they come in two designs: one
female and one male.
Speaker 5 W: So, there’s not much choice then. Not something that you could wear
How do I feel about it? Well, it’s a nightmare, but it comes with the every day.
territory, doesn’t it? I’m all over the back pages for the sole reason that the T: That depends on your style, Will. I’m going to order some now. Oh no,
owner of the team felt I let him down and now he wants a new face in the guess what!
role. Well, good luck to the new guy, that’s all I can say. I know a lot of the W: What happened? Have they sold out?
journalists personally, so I don’t want to be too hard on them, but it does T: No, I got an instant message when I put them in my “shopping bag” to
amaze me that they can’t get their facts right. Is that really so much to buy them. Do you know what it said?
ask – just check a few details? W: Mmm … Pick a size?
T: No, it said “April Fools!” It’s all a joke. And I fell for it!! I can’t believe it!
W: Well, maybe one day you’ll be able to buy a pair.
Psychologists have carried out research looking for ways to recognize

deception and have found that there are a range of signs that are a fairly
reliable way of telling if someone is telling the truth or not. People who
are being deceptive often speak very slowly at first, while they work out
their story, and then speed up, since they feel it looks suspicious to speak
so slowly. They usually don’t go into too much detail in their answers and
often repeat the question before answering it, which also gives them time
to make up a response. People telling lies will often play with their hair
or touch their face, throat, or mouth. They tend to look away only briefly,
if at all. Instead of moving their hands in an outwards movement, they
will gesture towards themselves. Psychologists have used this way of lie
detecting fairly successfully, but is it a better method than polygraphs?
The answer is that it depends on the person analyzing the data and
carrying out the interview. A considerable amount of training and regular
refresher courses are required in order to learn how to interview and
analyze the results successfully. Similarly, in countries where polygraph
machines are used, results have also shown that these machines are
only as good as the person carrying out the test and interpreting the
data. Whatever the method, the ability to detect lying correctly requires
training, and mistakes can have considerable consequences for the
person being interviewed.
Read the advertisement about a new type of wearable technology. Take

notes. You will have 45 seconds to read the announcement. Begin reading
now.
350
PREPARE FOR EXAMS WORKBOOK ANSWERS
Prepare for Cambridge Exams Unit 1, page 122 Prepare for the TOEFL iBT® Test Unit 6, page 133
1 A 1 C
2 B 2 B
3 A 3 A, C
4 C 4 Yes: A, B, C, D; No: E, F
5 C
6 B Prepare for Cambridge Exams Unit 7, page 134
Prepare for the TOEFL iBT® Test Unit 1, page 123 1 Peru
2 online (content)
1 C 3 guidebook
2 B, D 4 goal
3 A 5 photographs
4 C 6 inspiration
5 A 7 locals / local people
6 D 8 instincts
Prepare for Cambridge Exams Unit 2, page 124 Prepare for the TOEFL iBT® Test Unit 7, page 135
1 A Suggested points to include in response:
2 C These points appear in both the reading text and the lecture:
3 B • Black holes are formed when a gigantic star explodes creating a
4 D supernova. The material left behind becomes smaller and denser,
5 B increasing its gravity to the extent that it pulls in any material
6 A that comes close to it.
7 C • The lifespan of a black hole is mentioned in both texts; scientists
8 D believe that black holes live forever.
In the lecture, the professor mentions the following points that
Prepare for Cambridge Exams Unit 3, page 126 aren’t mentioned in the reading text:
• The professor describes the three sections of a black hole from the
1 EVEN though she was (very) nervous outside in to the center of the black hole.
2 TURNED out to be unexpectedly/surprisingly • The lecture also includes a description of how scientists believe
3 was CALLED off because supermassive black holes are formed, whereas the reading text
4 isn’t / is not to BLAME for damaging simply says we are not sure about this.
5 LED me/us/them to believe (that) meals • The professor discusses the two theories about whether there is a
6 of the BRIGHTEST people I way out of black holes. Some scientists believe black holes have a
7 to get USED to driving passage to another dimension.
8 SHOULD have done better • On discussing lifespan, the lecture also mentions Steven
Hawking’s theory, which shows how black holes may disappear in
Prepare for the TOEFL iBT® Test Unit 3, page 127 time.
Students’ own answers
Prepare for Cambridge Exams Unit 8, page 136
Prepare for Cambridge Exams Unit 4, page 128 Task 1
1 B 1 B 2 G 3 A 4 D 5 H
2 A Task 2
3 D 6 D 7 H 8 A 9 F 10 B
4 C
5 D Prepare for the TOEFL iBT® Test Unit 8, page 137
6 A
1 D
Prepare for the TOEFL iBT® Test Unit 4, page 129 2 C
3 2, 3, 5
1 A
2 B
3 C
Prepare for Cambridge Exams Unit 9, page 138
4 C, D 1 does
2 To
Prepare for Cambridge Exams Unit 6, page 132 3 with
4 such
1 response 5 can / may / will
2 emotional 6 how
3 intentions 7 on / after
4 given 8 time
5 beneficial
6 reduction
7 Additionally
8 effectiveness
351
PREPARE FOR EXAMS WORKBOOK TRANSCRIPTS
2.1 Workbook page 122, Prepare for Cambridge exams, reasoning and logic, does not necessarily lead to success and professional
achievement. Instead, it’s a person’s EQ (emotional intelligence) that
Unit 1
is more influential. Historically, education has placed an emphasis on
IQ scores – requiring students to memorize and learn facts and figures.
M = Man, W = Woman Schools have tended not to focus too much on improving emotional
Extract one intelligence, such as developing relationships and team-building.
W: Did you see that documentary about sugar last night with Dean However, this is beginning to change.
Oliver? In the twenty-first century, it is less important to memorize and retain
M: Yes, I did. It was quite interesting; I like his style of journalism. knowledge. What’s the point? Everything we need to know is a few
W: Yeah, it certainly made me take a good look at my diet. It was a real eye clicks away on the internet. If you need to convert pounds to kilograms
opener. or find out the year that the Mona Lisa was painted, you can look for the
M: I thought the content was quite predictable. I think it’s common sense information through a search engine. It’s much more important to be
that eating too much sugar is bad for you. Everything in moderation, aware of your own feelings, be able to empathize with others, be self-
as my dad used to say. I mean, it was unbelievable the amount of motivated, and build relationships. Studies show that 85% of financial
sugary food and drinks that some of the people on the show were success is due to personality and ability to communicate, negotiate, and
eating on an average day. Don’t get me wrong, I have a sweet tooth lead. Only 15% is due to knowledge. If a colleague gets very upset about
too, but I also have willpower. something at work, you can’t look it up online to see how best to deal
W: Of course it’s about self-discipline to a point, but what about all with it. This is something that you do need to know how to handle when
the hidden sugars in food. That was surprising – the fact you could faced with the situation.
be adding to your sugar intake without realizing it. I think food During this semester, we’re going to work on developing emotional
manufacturers need to lead the way in reducing the sugar we eat. I’m intelligence, and the first step is to become emotionally aware. This is a
not denying that we have personal responsibility, but until we tackle very important stage in this course, as without being emotionally aware,
the invisible source of sugar in our supermarkets, we’re fighting a you can’t begin to control your emotions or those of others. So, I’m going
losing battle. to ask you all to log on to the Learner Platform every day and share your
Extract two physical, spiritual, and vocational emotions. Remember to be truthful. It
M: I’m glad that’s over. So what did you think of the new policy? isn’t an easy thing to do at first, as you may not be used to being honest
W: Mm, I’m not sure yet. Of course, I like the idea of choosing when and about your feelings. Take time to really connect with how you feel. By
how long I’m on holiday – I’ve heard about other companies doing this doing this every day, it will become easier and will really help you to
to attract new recruits. It appeals to the whole work-life balance idea, develop emotional self-awareness. I’d like you to think about your own
doesn’t it? I personally think the company knows it’s going to earn emotions and feelings, think about how you feel mentally, and think
nicely from this policy because people will probably end up taking about how you feel in your relationships with your friends, teachers, and
fewer days off. family. On the webpage you’ll see some prompts and some key words to
M: I think you’re right. It’s an easy sell though as it does sound so help focus your thoughts and give you the language to explain them. I’ll
appealing – I mean who wouldn’t want unlimited holiday? log on now and show you …
W: True, but in reality how will you ever decide how long you should take off,
without feeling guilty or uncertain it will affect your prospects? I mean
our workload has practically doubled over the last five years. There are 2.3 Workbook page 123, exercise 3, Prepare for the
no quiet times during the year when it’s easy to leave your desk. I don’t TOEFL iBT® Test, Unit 1
think there’s any basis in the point raised in the meeting about less hard-
working employees taking too much annual leave, although they may be
In the twenty-first century, it is less important to memorize and retain
tempted when it’s first introduced. Anyway, only time will tell.
knowledge. What’s the point? Everything we need to know is a few clicks
Extract three away on the internet.
M: What did you think of the play last night, White Lines?
W: Surprisingly good, actually. It’s been slated by the critics, hasn’t it?
‘Most unbelievable plot ever’, I think one critic wrote.
2.4 Workbook page 125, exercise 1, Prepare for the
M: Yeah, although I can’t say I share that opinion, and apart from the
male lead, whose acting wasn’t that convincing, the rest of the cast TOEFL iBT® Test, Unit 2
gave inspirational performances. I find it strange that the papers have
criticized it because, before it opened, they couldn’t give it enough J = Jeremy, T = Tina
praise and were all raving about what a success it would be – to the J: Hi there, Tina! It’s good to see you.
extent that tickets were sold out months in advance. T: Hi Jeremy! How are you? … What are you looking at?
W: Well, isn’t that critics all over? I don’t know why they give a play so J: I’m fine, thanks. I’m just looking at the Language webpage. I have to
much attention even before it opens – all that serves to do is either choose which language I want to take by Friday and I still can’t decide.
raise people’s expectations unrealistically high or just put them T: Oh, you guys are so lucky. The architecture students don’t get a
off going entirely. I do think there’s a place for critics, and some are language option. I’d love to go to Europe. I think I’d choose French, so I
a reliable source, but I actually think the comments that ordinary could go to Paris.
theatre-goers post on the internet are an increasingly good indicator J: Mmm … I’m not so sure. I studied French at school. It’s the only foreign
of whether a play is worth paying to see. language I’ve learned so far, but French isn’t that useful as it’s not
spoken that widely.
T: I suppose not. Don’t forget French-speaking Quebec, in Canada. It’s
2.2 Workbook page 123, exercise 1, Prepare for the not a million miles away.
TOEFL iBT® Test, Unit 1 J: That’s true.
T: What other languages are being offered?
Today we’re going to begin thinking about the topic for this semester’s J: We can choose from French, Spanish, German, or Mandarin Chinese.
Self-development course – Success: What it means to us and how to T: Chinese – wow! That’d be difficult. You have to learn to use all those
achieve it. It’s a subject that isn’t focused on much in schools; however, characters they have instead of letters.
it’s very important in the world of work. J: Yes, but it’s the first most widely spoken language in the world. And
So, what does success mean to you? Many people associate success with you get a study period in Beijing! Imagine that.
being intelligent and doing well on exams. Yet it could also mean being T: That would be really cool! You’ll have to study really hard to be able
happy, having a lot of friends, or having a positive impact on others. to communicate though. I’ve heard that some of the tones are quite
In the world of work, you may think a high level of intelligence and difficult to pronounce correctly. Have you considered Spanish? That’s
excellent exam results play a more important role in having a successful really widely spoken, too. And I think you’d be able to pick it up fairly
career. Surprisingly, studies show that a high IQ, which measures quickly as you’ve studied French.
352
J: Well, that’s what I thought, too. The problem is that Spanish is the courses I’m involved in that there’s just not as much interest on the
most popular language option, so the classes are large and most part of female students. Yet interestingly, the problem seems to be
people don’t get their first choice of destination. They have a few restricted to rock and pop. In films, the theatre, and radio there are
placements in Argentina and I’d love to go there. But the majority of dozens of female sound engineers. I don’t know what your take on this
people end up going to Mexico or Spain. is Lara.
T: That reminds me – I know someone who did a placement at La Salle L: In my opinion, there are definitely still social barriers to a woman
in Mexico City and she absolutely loved it. She was the same as you – becoming a record producer, but I do take on board Simon’s view that
she wanted to go to Chile, but she was selected for Mexico. She found perhaps there are fewer female record producers simply because
the people there so warm and friendly, she met lots of locals, and her they’re more inclined to go for other courses. What I do find concerning
Spanish improved so much that she was fluent by the end of her stay. is that certain education facilities have tried to artificially boost the
J: I’d love it if that could happen to me. It’s just which language I go for – number of girls studying music production, but it’s not a practice I
Chinese or Spanish? It’s such a difficult decision. recommend. All it does is make things worse for us. If young women are
not genuinely interested in the profession, they’ll be less dedicated, less
motivated and as a result, less capable of being good producers. This
2.5 Workbook page 128, Prepare for Cambridge exams, will only reinforce the stereotype that women can’t do the job.
Unit 4
I = interviewer, S = Simon, L = Lara 2.6 Workbook page 133, exercise 1, Prepare for the
I: Today we’re looking at careers in music. My guests are Simon Danton TOEFL iBT® Test, Unit 6
and Lara Birch, both well-known record producers in the music
industry. Simon, let’s start with you. Could you tell us a bit about how Welcome to the first lecture of this Gender studies course. Today, I’d
you came to be a record producer? like to give you an overview of the content we will be covering in this
S: Well, it wasn’t through any formal channel, or even a dream of interdisciplinary study, which analyzes the concept of gender.
mine, you could say it was financially motivated! As a musician and Let’s begin with a definition. Gender is the experience of being masculine
songwriter, I was tired of spending money for studio time, so I opened or feminine. So, we are not referring to the biological differences, but the
my own studio. Nowadays, it’s only other musicians who record in social and cultural aspects associated with each gender. Gender affects
the studio, although I do still pick up the guitar now and then when all of us, and studying gender will give you the opportunity to take a fresh
friends come over. I still get a kick out of meeting other musicians and look at familiar topics.
it inspires me to write music. We will discuss questions such as: are only men masculine and women
I: And Lara, you also started your career as a singer yourself? feminine? How does our femininity or masculinity affect how we live and
L: Well, in the loosest sense of the word! I was only 19 and thought I had work? How does society influence our behavior?
huge talent and would become the next pop sensation. As with so During the course, we will be looking at issues such as patriarchy,
many young wannabees the opportunities didn’t arise. I now realize women’s history, and men’s rights. We will also do research into gender
a lot of success boils down to being in the right place at the right time. and the law, gender and culture, and gender theory and politics. The
But for me, it was more than that, it soon became clear that my talents subjects we cover will overlap with other disciplines, such as film studies,
lay elsewhere, skills I hadn’t been aware of in my teens. It was a tough politics, sociology, and psychology.
realization at the time though, I wanted to think I had natural talent! Gender is a really interesting topic when considering child development.
Of course now, I can see it was the best decision I ever made. In the western world, gender stereotypes, which see men as dominant
I: Have either of you ever had any experience of difficult recording and competitive, and women as nurturing and compassionate, have been
artists, maybe bands behaving badly? a large part of cultural beliefs for centuries. But do children have the same
S: In terms of heated arguments and bad-tempered rock stars storming idea of gender? Are we born, or do we become feminine or masculine? I’d
out – you know the ones that usually get reported in the press – I’m like to explore this a little today.
afraid I can’t give you any juicy stories! To be honest, studio time is The very first thing we ask when a child is born is: is it a girl or a boy?
run by the hour so they don’t want to misuse their time once they’re However, the child has no concept of gender at all. In fact, with very
in here. That’s not to say I don’t have negative experiences with some young children, there are no indications of gender awareness before
recording artists. For example, I get really frustrated with the kinds of the age of two. It seems that gender recognition is a process that starts
people who are really not gifted musically – who really shouldn’t be in to develop at the age of about two, when children first recognize
the music business, but want to anyway. I suppose I also kind of feel themselves as girls or boys. At that stage, in many different cultures, they
sorry for them as it’s usually because no one has ever told them that quickly learn to associate appearance, colors, and some games as more
they don’t have what it takes. It makes my job hard when they ask, ‘So appropriate for a particular gender.
how was that?’ and what I really want to say is ‘awful’! That’s when
From the age of three onwards, children will learn more about how their
your skills of diplomacy come into play!
gender is expected to behave, influenced by what they see in the world
L: I quite agree. It always amazes me how people’s desire for fame
around them. Obviously many parents try to protect their children from
can completely blind them to reality. And it’s not always about the
such influences, but some children can have more fixed stereotypes
artist. I work with quite a few children and some of the parents are so
than most adults. One thing that they don’t understand at this age is
determined that their offspring are going to be the next big thing that
that gender is fixed, i.e. that a girl can’t grow up to be a daddy. This is
they’re oblivious to the flat notes and lack of harmony. I find in these
something learned by around the age of six or seven.
cases that it’s often because the adult has unfulfilled dreams, it’s kind
of sad and I think it’s perpetuated by the rise of reality talent shows Once children realize that gender is fixed, they often seek to behave
and the impression they give that anyone can be a pop star. more actively in a way more appropriate to their gender. Of course, many
I: Mmm. Another issue I’d like to discuss with you both is the lack of schools and parents try to avoid gender stereotypes to a certain extent,
female record producers in the industry. Is this changing at all? If we but they’re all still around us in popular culture, in the books that we read,
can start with you first, Lara. and, however hard we try to challenge them, in society as a whole. Now,
L: Well, over the last few years, it certainly seems women have I’d like to take a minute to give you some questions to think about. … If you
dominated the music industry, with quite an increase in female artists, could take a look at the whiteboard and answer them on your own before
however this story is not being replicated on the other side of the we discuss them …
sound desk. There are a lot of quite powerful, high position females in
record companies but far fewer in more technical jobs.
I: Do you see the same picture, Simon? 2.7 Workbook page 133, exercise 2, Prepare for the
S: Well, it’s very much a man’s world still and it’s easy to blame sexism in TOEFL iBT® Test, Unit 6
the industry for the lack of female producers, but I believe the bottom
line is, women aren't interested. I see it on the music engineering Gender affects all of us, and studying gender will give you the opportunity
to take a fresh look at familiar topics.
353
2.8 Workbook page 134, Prepare for Cambridge exams, 2.10 Workbook page 136, Prepare for Cambridge exams,
Unit 7 Unit 8
Good morning, everyone. My name’s Miles Deacon and I’m going to talk to M = Man, W = Woman
you today about my job as a freelance travel writer.
Speaker 1
The first question most people ask me is, ‘How did you get into it?’ Well, M: Well, I was fairly new to the area at the time and I hadn’t established
as with many professions, there are several different paths. In my case it a good circle of friends yet, but I did really hit it off with one of my
was a chance meeting with another travel writer when I was working as a colleagues, Jay. Anyway, Jay kept nagging me to go with him to a karate
teaching assistant in Argentina. He was about to travel to Peru to do a piece club in town. I wasn’t particularly interested to be honest, but since he
on the Inca trail and invited me along. It was on this trip that I realized that I was a nice guy, I agreed. Well, that was five years ago and now you’re
wanted to join his profession and follow in his footsteps. talking to a black belt! My instructor reckons it was in my blood all along.
So how did I get started? Well, some people work their way up in a I find it comical as I’d always fancied myself as the karate kid as a boy,
publication, others start their own travel blog and get spotted by a without knowing I had it in me!
publisher. I started writing online content, a good place to begin as there’s Speaker 2
so much demand. However, as I built up my portfolio over time, I was W: I’d always been sporty; rugby at school, then rowing at uni. Then once
fortunate enough to move into the more lucrative print market. My current I finished studying and started work I found I had very little time left
project is a guidebook on Vietnam, but my initial big break was an article in for sport, and what free time I had was spent socializing! Anyway now
the travel magazine Beyond Dreams. that I have a young family, I’ve experienced a renewed interest and
You might ask what my advice is for being a successful travel writer. Well, I’ve joined the local running club – for my kids really. I want to inspire
I would strongly recommend always having a goal in mind for each trip. It them to take up exercise, and I can’t do that from the sofa, can I? I
could be trying your hand at a local skill or even attending a dance class. must admit I did contemplate giving up in the first few weeks as I was
Having a goal that defines your trip, or at least your day, will propel you so disappointed in how unfit I’d got, but I reminded myself why I was
along and lead to meaningful discoveries on the road. doing it and that pushed me along.
Now, in an ideal world, I would suggest leaving your camera at home as I Speaker 3
think you miss so much going on around you when you’re looking through W: It was my neighbour who suggested I join her cycling club. I had my
the lens of a camera, however you will be expected to produce visuals to reservations, I didn’t think I would be up to the physical challenge, but
support your writing. What I would advise though, is to keep the number I also needed a new direction in my life. Both children had recently left
of photographs you take to a minimum; you don’t want an obsession with home to study and I needed a way to occupy myself. So I went for it … and
photography to distract you from your writing. loved it! I mean the first few weeks were tough – it was often painful to
On a more general note, beware of packing too much! You want to travel sit down the next day, but it never put me off! It was amazing how my
as lightly as possible. Depending on where you’re going, the old trusty stamina built up each week and within a couple of months I was covering
notebook is probably preferable to any electrical equipment, which will distances I would never have imagined possible. It’s been amazing!
need recharging. For some reason, having a pen in hand invites inspiration. Speaker 4
Writing things down is, for me, a way of processing information. M: I started surfing when I was 24. I remember it well, it was Kale Beach and
But don’t just write, make your work full of human conversations. In my it was a wet and windy day and I was wearing a ridiculous wetsuit that
opinion, the best examples of travel writing are about human encounters, was too small for me. My friends said I would be a hopeless surfer and
with locals. This is often how you’ll gain real insight into a place, as opposed sure I wanted to show them they were mistaken, but I knew deep down
to written literature and official guides, however useful these may be. it was really because of Jane Turvey – you see I’d heard she loved surfing.
Well, to cut a long story short, it didn’t work out with her and I never
It’s through such encounters that you may stumble across something that
surfed again. Call me a dreamer, but I still think I have the potential to be
you hadn’t planned for. These unanticipated moments are often the real
a great surfer, never say never!
gems for travel writers. So my message I suppose is to be spontaneous,
Speaker 5
don’t be afraid to burn the itinerary. Even if it means throwing away months
M: I started scuba diving a few years ago. I’d always been uncomfortable
of preparation, have faith in your instincts and follow your curiosity – it’s
around the sea but I was determined to overcome my nerves. You see I
usually worth it.
was also training to be a marine biologist so I knew it would also come in
Now I’d like to show you some slides … handy in my future career! As you can imagine, that first lesson is a day
I’ll never forget, or that I would wish to relive! However, I made it and I’m
not only a fully-qualified diver, but I’m now working as the assistant to
2.9 Workbook page 135, Prepare for the TOEFL iBT® the instructor who helped me learn. I owe so much to her, I really hope
Test, Unit 7 others will follow my example, I can’t recommend it enough.
Today we’re going to discuss the current theories around black holes. First of
all, how are black holes formed? 2.11 Workbook page 139, Prepare for the TOEFL iBT®
Well, it’s believed that supermassive black holes are the result of coalescences Test, Unit 9
in the centers of most galaxies, including our own, while stellar mass black
holes form after a gigantic star dies. It leaves behind the remnant core with a Many of you will use the internet extensively during your studies. It can
force of gravity that overwhelms all other forces and becomes a black hole. be an excellent resource for research. Watch out though! It’s vital that you
Black holes have three parts to them: the singularity, which is at the very choose your sources carefully and check their validity.
heart of the black hole, the inner event horizon, which is the middle section, Most specialized material that you will need for this course is available
and the outer event horizon. Any matter that comes within a certain at the library. Some of these titles can be purchased as ebooks, and most
distance from the outer event horizon is affected by the gravitational force specialized journals are delivered digitally, too. This is the material you
and is pulled into the black hole. should trust – from reputable publishers.
Is there a way out of black holes? There are two theories on this. The first is My motive is not to discourage you from using material delivered online.
that they are infinite – there is no way out. All the matter is taken towards Most often this material will be more up to date. Nor am I saying that people
the singularity – the center. However, there is also a school of thought which deliberately make up information. They simply don’t check the accuracy of
believes the singularity could form a bridge to another universe, similar to a their writing. However, I’m sure all of you are going to be different.
worm hole. However, this remains a theory. Unlike black holes, worm holes If you use “authentic” sources, you can then check the accuracy of other
have never been found. material available on the internet. It’s not enough to just check the
Do black holes live forever? It is thought that since nothing can escape a information you find online against similar websites. Many people repeat
black hole, they must be impossible to destroy. However, in 1974, Stephen what other people have written, often reinforcing an error.
Hawking came up with a theory using the laws of quantum mechanics It’s simple to avoid copying these untruths: make sure you base your
to show that black holes could disappear. This theory hasn’t been proven writing on authentic sources. It may be impossible to clean up the internet
and isn’t possible with the black holes known to exist, as their temperature completely, but let’s not add to the misquotes and inaccurate information
is too low. If much smaller black holes existed, Hawking’s theory may be by copying them in your work.
proved correct …
354
355
Answers page 358
356
357
Answers page 358
358
359
Answers page 359
360
Stories ANSWERS
Student’s Book page 140–141 2 Moby and Carter were different from Marcus’s other friends, and
he found them a breath of fresh air. They had big ambitions.
3 Marcus probably lost his nerve because he was frightened, and
suddenly realized that what he was doing was wrong.
Warmer 4 He only had to serve half his sentence due to his good behaviour
Ask: What is the best surprise you’ve ever received. What was it? during his time at the institution.
Who arranged it for you? Have you ever arranged a surprise for 5 Marcus was surprised that Moby and Carter wanted to speak to
someone else? Was it easy keeping the secret? In pairs, students him again because they had had to spend time in prison because
Marcus had got caught by the police on the night of the planned
discuss the questions, and whether they like surprises or not,
robbery.
and why. Then get them to share their experiences with the
class. Have students vote on who has received and/or arranged 4 1 PC
2 A-levels
the best surprise.
3 estate
4 moors
5 Young Offender Institution
1 Suggested answers: 6 posh
1 If two people are like chalk and cheese, they are completely
different from each other..
2 NB: Sixth form is the name given to the last two years of school in Student’s Book page 144–145
the UK. Pupils are aged between 16 and 18 when they attend.
3 4.21
1 The special occasion is Millie’s sister, Ella’s birthday party. Warmer
2 Suggested answer
Millie’s sisters were surprised because they didn’t know that Ask: What makes a good fairy-tale? In small groups, students
Millie could sing so well, and she is usually very shy. discuss their favourite fairy-tale. They discuss the plot, the
characters, and why they like the story. If there is time, have
4 1 True
2 True students come up with the plot of a new fairy-tale.
3 False. Millie loved listening to music from all genres.
4 False. Ella has breakfast with her family. Millie meets her sisters at
the bar in the evening. 1 Students’ own answers
5 False. Ella arrived at The Purple Hat with her sister, Skye. 2 Students’ own answers
5 Suggested answers 3 4.23
1 To bring the house down means to make an audience laugh or Students’ own answers
applaud very enthusiastically. 4 4.23
2 To live in the shadow of someone means to receive little attention Students’ own answers
because someone else is better known, more skilful, or more
outgoing. 5 1 S he is surprised because, although she has visited the garden
3 Without further ado means without any fuss or delay; many times, she has never seen the carving on the tree, yet it
immediately. seems familiar.
4 To follow in somebody’s footsteps means to do the same thing as 2 Because court protocol prohibited servants from having contact,
someone else, especially someone in your family, previously did. including eye contact, with royalty.
5 To a tee means perfectly or completely. 3 The prince and princess were very different: the prince was spoilt,
and resented the princess’s rebellious character. The princess
dreamt of escaping life as a royal.
Student’s Book page 142–143 4 The relationship began when the princess hid behind a tree,
waiting to steal one of the gardener’s roses. He came up behind
her and held out the rose to her after kissing it.
5 The King ordered that the princess be chaperoned at all times.
Warmer 6 The princess may have suspected that Juan Manuel had been
Put students in small groups. Tell them that they must think imprisoned, or possibly killed, upon the King’s orders.
of a scenario in which one of them has found themselves in a 6 Students’ own answers
situation where they’ve been tempted to do something wrong,
e.g., take an exam from a teacher’s desk before they are due to
sit the exam. Get them to think about how they would react and
how they would feel. Ask them if they would react in the same
way if they knew nobody would ever find out?

2 4.22
Suggested answer
Off the rails means to behave in a rebellious way or in a way that is
not acceptable to society.
3 Suggested answers
1 Dan was more alternative than Marcus.
361
●
●
FACE 2 FACE ●
UNIT 1 Page 11
UNIT 4 Page 43
UNIT 5 Page 53
UNIT 2 Page 21
UNIT 3 Page 31
362
FACE 2 FACE
UNIT 6 Page 63 UNIT 8 Page 85
UNIT 9 Page 95
UNIT 7 Page 75
363
●
S I M I L A R WO R D S ●
UNIT 1 Page 13
UNIT 6 Page 65
UNIT 7 Page 77
UNIT 2 Page 23
UNIT 3 Page 33
UNIT 8 Page 87
UNIT 4 Page 45
UNIT 9 Page 97
UNIT 5 Page 55
364
Communication
UNIT 1 Page 8 exercise 4 UNIT 2 Page 19 exercise 5 STUDENT A
UNIT 2 Page 18 exercise 3 STUDENT A
1
UNIT 2 Page 20 exercise 4
2
365
Communication
UNIT 3 Page 35 exercise 3 STUDENT B
Situation 1 Situation 2 Situation 3
UNIT 4 Page 42 exercise 3 STUDENT B UNIT 5 Page 50 exercise 2
UNIT 4 Page 48 exercise 6 STUDENT A UNIT 5 Page 58 exercise 6 STUDENTS

A and B
●
● UNIT 5 Page 58 exercise 6 STUDENTS
C and D
UNIT 4 Page 48 exercise 6 STUDENT C
UNIT 4 Page 48 exercise 6 STUDENT D
●
●
366
Communication
UNIT 5 Page 59 exercise 5 UNIT 2 Page 18 exercise 3
367
Communication
UNIT 9 Page 92 exercise 2 STUDENT A
UNIT 9 Page 94 exercise 5 D

1
368

Achievers C1 Teacher S Book

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Achievers C1 Teacher S Book

Uploaded by

Copyright:

Available Formats

Teacher’s Book

Achievers prepares students Workbook

For the Teacher

Pat Chappell Eileen Flannigan C1

Introduction and course highlights ................................................... page 2

Student’s Book contents .......................................................................... page 16

supplementary worksheets … savedis

containing all the audio for the course d ar

wing e a strus ict set

on six CDs when ICR

gagrad D set up ci se 3 liv

began in 193 com

for my care sh ip at the new … . bre ath tak ing as

6 nk each I'm very ple know nothin

exercise 3. check your it as someth ember to des FoLLoW uP

Student’s Book – Starter A and B. They give an introduction to the

UNIT WALKTHROUGH 2 Listen to the interviews from a radio programme.

4 According to Chris, what type of cosmetic surgery has

text and visually appealing images. 658117_U0_004_007.indd 4 07/08/2015 11:36

Each Focus lesson contains a

a vocabulary area featured in

1 Look at the pictures. What kind of influence do

Vocabulary conduct business? More

2 The Connections section 3 The Idioms section

● The vocabulary is practised through a variety of activities,

presentation Interpret information Those who know

apparently tend thought to would

with a summary and examples word I’ve said.

Passive structures 4 You’re going to listen to a radio interview with

with. An irregular verb list is also

● The Grammar Reference is also

as Visual grammar presentations

CHINESE GERMAN ● Rewrite them using distancing language.

● The lessons always contain oral PORTUGUESE ARABIC

FRENCH BENGALI Girls do better in single-sex

practise the language in a spoken

● The language is practised in a More

variety of carefully staged activities.

1 A complete 2 Extra interactive 4 Common spoken 5 There is also a

Work in small groups. Discuss the questions.

● The text is always substantial,

and covers a variety of modern,

relevant text types such as online

blogs, websites, newspaper by computer scientist Professor Scott Fahlman in 1982

The majority of the reading texts

● The texts are fully exploited with

activities, and are followed up by a

The Similar Words section picks

● The Interaction lessons feature Express yourself

role-cards to stimulate their

speaking, rather than entire

autonomy that is necessary in 1 You’re going to listen to Oliver, a student on a

the situations are given in

This features language that

students will need to both use

and understand in order to bloke buddy chow grub

interact successfully. friend man food

Challenge Unit Reviews

Save our language! Vocabulary GraMMar

and Follow Up. 5 How many languages are currently

related to the topic

of the unit. Each