Spectrum Teacher’s Guide

4
Paul Kelly
3
4852548 Spectrum TG4_PRESS.indb 1 10/06/2016 10:40

1 tunnel with high speed/FredFroese), 86 (Sony Corp. Makes Announcement About ‘Project Morpheus’ VR Headset At The 2015
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isbn: 978 0 19 485254 8 Teacher’s Guide
isbn: 978 0 19 485248 7 Tests and Resources Disc
isbn: 978 0 19 482043 1 Teacher’s Guide and TRD Pack
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acknowledgements
The publishers would like to thank all the teachers who have contributed to the development of this course, in particular: Sonia Blaya
Albert, IES 8 de Marzo, Alicante; Mª Ángeles Cabrera Hernández, IES Vecindario, Vecindario; Jose Manuel Cano Franco, IES
Paco Molla, Petrer, Alicante; Beatriz Carcelén Guiu, IES Ángel Sanz Briz, Zaragoza; Enrique Castillo Almira, IES El Bohío,
Cartagena; Maria José Estrada Arasa, Institut Deltebre, Deltebre; Ana María Fernández Gómez, IES Pérez Galdós, Las Palmas
de Gran Canaria; María Consuelo González de Castro, CPI A Cañiza (Pontevedra); Marisa Juan García, IES Pare Vitoria, Alcoy;
Carmen Macarena Osuna Rodríguez, IES FLorencio Pintado, Peñarroya – Pueblonuevo (Córdoba); Jaime Tomás Pons Abad, IES
Dr Pedro Guillén, Archena; Ana María Ruiz Herrera, IES Margarita Salas, Seseña (Toledo); Rosa Isabel Vera Saura, IES Santa
Pola, Santa Pola.
The publishers would also like to thank all teachers who were interviewed, took part in Focus groups, or who answered questionnaires during
the development of this course.
The publishers would like to thank the following for the permission to reproduce photographs: Alamy Images pp.7 (sports shop/Alan King),
10 (colourful social media icons/Leigh Prather), 10 (teen girl being bullied by text message/Ian Allenden), 19 (notebook image/
paper spiral/Storylife), 20 (Dog walker on the Upper West Side, New York City/© Alex Segre/Alamy Stock Photo), (23 (TV
advert/© f8 archive/Alamy Stock Photo), 43 (notebook image/paper spiral/Storylife), 54 (man using running machine/
imtmphoto), 56 (young woman holding rake/Hero Images Inc.), 57 (notebook image/paper spiral/Storylife), 64 Katherine
Mansfield, pen name of Katherine Mansfield Beauchamp (1888-1923) short story writer born in Wellington, New Zealand./
World History Archive), 69 (notebook image/paper spiral/Storylife), 71 (Waterstone’s book display/Chris Harris), 77 (palace
room/NiKreative), 80 (teen boy on bed with dogs/Image Source), 81 (notebook image/paper spiral/Storylife), 82 (people
holding blank board/YAY Media AS), 82 (Old Trafford football stadium/David Goddard), 88 (snow roller/© Tom Uhlman/Alamy
Stock Photo), 95 (notebook image/paper spiral/Storylife), 100 (tiger shark/Nature Picture Library), 100 (dog with mouth open/
Brook Fabian), 107 (notebook image/paper spiral/Storylife), 112 (professor giving a lecture/moodboard), 117 (first aid kit/
Jochen Tack), 119 (notebook image/paper spiral/Storylife), 135 (group of friends cycling/Jesse Wild), 135 (Personal Rapid
Transport cars at Institute of Science and Technology in Abu Dhabi/Lain Masterton), 149 (portrait girl in corridor/Hero Images
Inc.), 133 (Exam results day for students - © Jim Holden/Alamy Stock Photo); Bridgeman Images pp.22 (Advert for The “Hart”
Patent Safety Cycling Skirt, c.1897/Private Collection/Bridgeman Images),147 (The Scream, 1893), 147 (The Starry Night, June
1889 Gogh), 147 (Composition Number 8, 1923 Kandinsky); Corbis Images pp.8 (Student consoling despaired friend on
hallway of university library © Milton Brown/Westend61/Corbis), 9 (Friends in photo booth wearing moustaches/© 13/
Compassionate Eye Foundation/Chris Windsor/Ocean/Corbis), 12 (Easton LaChapelle/© Aude Guerrucci/Pool/Corbis),
16 (Rwandan village well/Chris Noble/Aurora Photos), 16 (polar bear mother and cubs/Theo Allofs), 20 (Teenage boy planting
flowers © Ed Bock/Corbis), 24 (floating market, Indonesia/Keren Su), 28 (teenager working in office/Uwe Umstätter/
Masterfile), 39 (close up of Masai Mara women/Jonathan & Angela Scott/JAI), 46 (Teenager with cell phone and headphones on
skateboard/Hero Images), 50 (Lower back pain/© B. Boissonnet/BSIP/Corbis), 70 (Friends talking at a party/© Blend Images/
Corbis), 92 (students watching stars in planetarium/Hill Street), 96 (Close up of camel’s mouth/© Jami Tarris/Corbis),
100 (elephants/ZSSD/Minden Picture), 102 (rock engravings, Sahara desert/Alberto Arzoz//Design), 102 (interior corridor of
Newgrange/Gianni Dagli Orti), 102 (rock art, Australia/Steven David Miller/Nature Picture), 106 (electricity exhibit/Sean
Gallagher/National Geographic), 108 (Barista using cell phone/© JGI/Jamie Grill/Blend Images/Corbis), 112 (model wearing
Pringle clothing, London Fashion), 114 (control room/Mars Orbiter Mission/Jagadeesh NV/epa), 114 (rocket/India’s moon
mission/Pallava Bagla/Pallava Bagla), 129 (1960s weight reducing machine/ClassicStock), 139 (jogging frog/Chris Collins);
Empower Orphans: p.12 (Neha Gupta/Empower Orphans) Getty Images pp.5 (Child reading book with his imagination
coming to life/Gandee Vasan/Iconica), 6 (Steven Bradbury winning medal/Timothy A. Clary), 6 (Mireia Belmonte/Kazuhiro
Nogi), 8 (Selfie of a group of teenagers/Leonardo Patrizi, 14 (wolf in snow/Len Tillim), 14 (bull elk/Carol Polich Photo
Workshops), 14 (silhouette of wolf at sunset/Norbert Rosing), 17 (Scientists tag a sedated polar bear/Richard Olsenius/
National Geographic), 18 (group of students studying together/kristian sekulic), 21 (auction crowd/Rich Legg), 21 (Woman
Painting fence/Hill Street Studios), 20(British currency/Alan Crawford), 23 (neon lights background, Times Square/Travelif),
26 (1940s grocer pointing out ration points on canned goods/Charles Phelps Cushing/ClassicStock/Getty Images), 26 (Full
shopping cart in supermarket aisle/Dave and Les Jacobs), 29 (teen girl with crossed arms/Peter Nicholson), 31 (Mother
consoling unhappy daughter/Jamie Grill), 30 (Close up of Women with games console/TheBiggles), 34 (Neon lit disco
dancefloor/Jill Tindall), 35 (Electric guitar with amplifier/Scott Quinn Photography), 36 (portrait of a teenage boy holding
brussel sprouts on a fork/Stockbyte), 37 (Girl (14-15) sleeping in bed/Lena Katarina Johansson), 39 (Masai warriors dance/​
Nico Tondini), 42 (solar power station/Karl-Friedrich Hohl), 46 (Sulking moody blonde woman pouts defiantly/Rapid Eye),
46 (Teenage boy (16-18) stretching, yawning in bed, elevated view/lasius Erlinger), 46 (Teen Girl Dancing in Confetti/
wundervisuals), 51 (Rafael Nadal/Maddie Meyer/Getty Images Sport), 51 (paralysed Claire Lomas finishes the London),
58 (Return to Zip Wire/s0ulsurfing Jason Swain) 68 (indoor climbing/Blend Images - Jade), 70 (Two teenage girls sitting on a
bus, having a conversation/Valentine/Fuse), 70 (Having fun with digital tablet/mediaphotos), 70 (blurred neon lights/
Terraxplorer), 74 (cinema audience/Nick White), 77 (Grand Harbour, Valletta, Malta/Terry Why), 81 (Large group of students
cheering at college sporting event/HeroImages), 84 (sailing-boat on stormy sea/John Lund) 84 (Portrait of three young female
4852548 Spectrum TG4_PRESS.indb 2
cyclists at velodrome/Dark Horse/Cultura), 86 (businesspeople reading newspapers on crowded train/Image source), 86 (Real
Game Developers Conference/Bloomberg), 90 (Kabaddi match/Ed Jones), 91 (game of road bowling/Patrick Horton), 91 (road
bowling ball/Patrick Horton), 93 (people watching a 3D movie/andresr), 98 (Couple in market at cheese stall/Michael
Heffernan/Taxi), 100 (baboon covering eyes/Tom Brakefield), 100 (chimpanzee pulling a face/Andrew Plumptre),
104 (Participants play their cajones/AFP), 105 (whisking eggs in a bowl/JGI/Jamie Grill/blend images), 112 (nurse assisting
patient/Steve Debenport), 112 (personal trainer at gym/Hero Images), 113 (television reporter/Nano Calvo), 114 (Starship
Enterprise/BS Photo Archive), 116 (turtles on beach/Jeff Rotman), 118 (waitress in Mexican restaurant/Todd Warnock),
118 (waitress in Mexican restaurant holding picture/Todd), 119 (Coach with diverse team of young children playing soccer/
kali9/E+), 120 (Teenage friends with skateboards/Image source), 120 (Students bowing in play/Hill Street Studios/Blend
Images), 121 (Victorious Soccer Team with Trophy/Moodboard/Cultura), 120 (school trip/Friends have fun togetherness/
franckreporter/E+), 141 (Truman, Churchill and Stalin at the Potsdam),144 (Scott Fitzgerald/American Stock Archiv),
145 (bomb disposal/Kommersant Photo), 145 (robotic hand/Gently does it/Colin Anderson/Photograhper’s choice), 146 (‘Love
Conquered Fear’ print, 1840/Print Collector), 146 (the slums of London engraving/DEA/J. E. Bulloz), 146 (railway illustrations,
1831/Print Collector), 123 (A volunteer with students at Sulaimanya Muslim School/Margie Politzer/Lonely Planet Images),
129 (woman twirling hula hoops/A Hudson), 129 (women doing aerobic exercise/Dennis Hallinan), 131 (emperor penguin
chick/Martin Ruegner); Isaac Allotey and the Dance Warriors of Africa: p.38 (Dance Warriors of Africa/email: info@
dancewarriors.com); istock pp.26 (Ration book/chrisdorney), 32 (Modern House with Solar panels/ctor), 106 (Blindfolded
young woman tasting ice cream/PJPhoto69), 129 (girl rollerskating/RyersonClark), 133 (girl reading e-book/Svetlana Braun);
Rex pp.23 (display of bathroom on elevated billboard advertising Ikea/SEVGI/SIPA/REX Shutterstock), 28 (Honest Jon’s record
shop/Ming Tang-Evans), 72 (Diggerland/Nick Cunard), 77 (Troy film set, Malta/Andrew Murray), 82 (Heaton, Park Manchester/
Simon Buckley), 96 (A Chinese young woman poses to touch a giant panda’s nose/ImagineChina), 118 (group of high school
students/Kelly Redinger/Design Pics); Oxford University Press Images: pp.5 (smartphone/Umberto Shtanzman), 5 (laptop/You
can more), 9 (Student study group/Juice Images), 13 (Desktop calendar/billdayone/Shutterstock), 13 (Teen Girl playing guitar/
Dm_Cherry/Shutterstock), 16 (Earth from Space/NASA), 17 (Student boy/ZouZou/Shutterstock), 17 (Student girl/Monkey
Business Images/Shutterstock), 17 (man looking up/CREATISTA), 22 (tropical beach/leoks), 26 (Cheddar cheese/Brent
Hofacker), 26 (eggs/Kovalchuk Oleksandr), 28 (Headphones/Alexander Demyanenko), 50 (broken leg/AID/Corbis), 55 (teen boy
smiling/Edyta Pawlowska/Shutterstock), 55 (headshot lady/mike stone), 60 (Chinese teen girl/Mark Bassett), 60 (portrait teen
boy smiling/Photodisc), 73 (Safari Helmet/Photodisc), 80 (drum kit/Dario Sabljak), 82 (Fish and chips/stocksolutions/
Shutterstock), 84 (space shuttle/Vadim Sadovski/shutterstock), 92 (teen girl/Rob Marmion), 93 (Student with glasses/Vitchanan
Photography), 93 (high school student by lockers in purple top/Monkey Business Images), 94 (DICTIONARIES/Oleksiy Mark),
105 (Student on Campus/Joana Lopes), 108 (Mount Fuji/Sean Pavone), 108 (Teacher helping Student/Goodluz), 108 (Travelling
Business man/NicoElNino), 120 (Girl portrait/Chris King), 145 (microprocessor/R-studio), 123 (Picking Up rubbish/Lifesize);
Shutterstock pp.4 (Young woman photographing with digital gadget old buildings in Dubrovnik old city center. Back view
with tablet screen/RossHelen.) 4 (a Pteranodon flying isolated on white background/Valentyna Chukhlyebova) 4 (T Rex/
Isolated Dinosaurs on white background/metha1819) 4 (The Camarasaurus dinosaur lived in North America during the late
Jurassic Period - 3D render/Linda Bucklin.), 4 (Big Ben, London/Tangman Photography), 4 (Woman wearing glasses for
augmented reality at Smau/Stefano Tinti5 (Rss glossy vibrant web button/Vjom), 7 (sports shop/pio3), 9 (Senior woman eats
lunch at retirement home/Alexander Raths), 8 (Climbing team on the summit of a challenging rock mountain/Greg
Epperson), 11 (library/Mikael Damkie), 11 (lovely puppy/Miroslav Hlavko), 12 (Sphere of plastic bricks/Magicvector),
14 (Yellowstone National Park entrance sign/Dgrilla), 15 (Yellowstone National Park/Bertl123), 18 (abstract blue background),
20 (judge’s gavel/Nata-Lia), 24 (vending-machine-for-the-sale-of-soft-drinks/Constantine Pankin), 24 (Men’s jeans (front, back
views). Photo-realistic vector illustration/ivelly), 25 (viking helmet/koya979), 28 (Vintage Record player/kldy), 28 (Seven inch
singles/Stuart Fuidge), 29 (brunette teen girl/Tracy Whiteside), 29 (Smiling Young African American Male/Flashon Studio),
30 (typing on laptop/imtmphoto), 30 (Pine wood texture with grunge yellow white color/Jan Faulkner), 30 (crumpled paper
effect/Kjpargeter), 32 (Windmill Farm/Mimadeo), 32 (public electric car recharging a parking spot/Paulo Bona), 32 (3D cut of
working car motor on the engineering drawing/Nikonaft), 32 (Reset of water at hydroelectric power station on the river/
Aleksandr Kurganov), 33 (White Smart watch/Koksharov Dmitry), 32 (Car battery isolated on white background/Ensuper),
33 (Some bicycles of the bike rental service in Madrid, Spain/Isa Fernandez Fernandez), 34 (Group Of High School Students
Running In Corridor/Monkey Business Images), 34 (multicolour squares background/Essl), 35 (farm of solar cell panels/
Stockphoto Mania), 35 (Apple iPad/r.nagy), 36 (brain model/vasabii), 36 (cardiogram background/Allies Interactive), 37 (young
basketball players playing with energy/FCSCAFEINE), 37 (cartoon bicyle/notkoo), 40 (teen boy in front of graffiti/Max Topchii),
40 (recycling symbols/Vitezslav Valka), 41 (Students Leaving/auremar), 42 (crumpled paper effect/Kjpargeter) 43 (wind farm/
majeczka), 43 (electric car/Artens), 45 (High School Students Taking Part In Group Discussion/Monkey Business Images),
44 (Men and women avatar profile picture set/Liubou Yasiukovich), 44(Speech and thought watercolor bubble shape/itVega),
44(Debate concept illustration with crowd people silhouettes/madpixblue), 45 (White square graph paper/sommthink),
46 (Closeup portrait of nerdy young woman with black glasses biting her nails./PathDoc), 46 (young man with guitar/Zurijeta),
46 (yellow smiley face/zentilia), 46 (sky at sunset/Grisha Bruev), 48 (watercolour circles/KsushaArt), 48 (watercolour painting/
Rudchenko Liliia), 48 (Tammy vector avatars/Jesus Sanz), 48 (Cool Guy people icons/FJstudio), 48 (Maria cartoon faces/
dedMazay), 48 (Rainbow Harry cartoon boy/Ralf Juergen Kraft), 48 (excited woman/Ariwasabi), 49 (woman painting wall/
iofoto), 50 (Female High School Basketball Team Playing Game/Monkey Business Images), 50 (Ankle brace/Tewan
Banditrukkanka), 50 (Young woman scratching herself/Piotr Marcinski), 51 (Sport vector illustration/zeber), 52 (winter
landscape/RHIMAGE), 52 (people in snow/Andrew Park), 53 (grey owl/Critterbiz), 52 (ice over water/Rumo), 54 (walnuts/
Dionisvera), 54 (cooked fish fillets/HLPhoto), 54 (woman with glass of water/Sheftsoff), 54 (man asleep in bed/Monkey
Business Images), 54 (couple dancing in kitchen/Wallenrock), 54 (blurred light background/Kesu), 56 (sheep in Canary Wharf/
IR Stone),56 (set of various gardening items/Jovanovic Dejan), 56 (Funny cow/Dudarev Mikhail), 58 (Abstract business science
or technology background/DrHitch), 58 (woman holding modern mobile smartphone with login/Bloomua), 58 (chat template/
PiXXart), 60 (cake covered in sweets/ThreeRivers11), 60 (global online communities graphic/Cienpies Design) 61 (motor bike
race/Ahmad Faizal Yahya), 62 (smiley icons flat design/rendix_alextian), 63 (Confident young man talking on mobile phone in
cinema, spectators looking angry./Stocklite), 64 (open book/Be good), 65 (Beautiful purple fields/PonomarenkoNataly),
65 (Afternoon tea/c.byatt-norman), 64 (big lawn/schab), 66 (music dance background/Redshinestudio), 66 (St Leonards Festival/
David Fowler), 66 (dancer/ayakovlevcom), 67 (teen boy in red/Djomas), 67 (teenage boy blue top/Nolte Lourens), 67 (Smiling
female teen/hturner), 67 (Colourful music background/Spectrum Studio), 68 (hiking bag and boots/Alexander Raths),
68 (climbing equipment/swinner), 68 (climbing rope/Dr. Cloud), 68 (hiking boots/ultimathule), 68 (ice axe/Krasowit), 70 (Night
view with people enjoy on rollercoaster at Siam park amusement in Bangkok/SIHASAKPRACHUM/Shutterstock.com),
70 (Music band performing/Nejron Photo), 70 (two young students talking/Helder Almeida), 70 (Night street view of Leicester
Square/BikeWorldTravel), 72 (alligator leather/andersphoto), 74 (Stage with Red curtains/Serafima82), 74 (theatre masks/
Elnur), 75 (pressing hotel bell/Andrey Burmakin), 76 (blue lagoon/Tyler Olson), 78 (wood background/Nightman1965),
78 (blank digital tablet/patrisyu), 78 (row of coloured books/gfdunt), 78 (Mysterious medieval castle in a misty full moon/
Zacarias Pereira da Mata), 78 (Portrait of a young woman/Tatiana Koshutina), 78 (Young woman stand near the car and look on
map/NatUlrich), 79 (Group of Young people/ProStockStudio), 80 (equaliser/Sonya illustration), 81 (Drumsticks on drums black
isolated/Pupes), 82 (White square graph paper/sommthink), 83 (Couple rowing boat/AVAVA), 832 (icecream cone/the Bakery),
82 (plate, camera, bus and map icon/Travel horizontal banner set with summer holidays sightseeing elements/Macrovector),
82 (suitcase icon/Colourful set of summer icons/mayrum), 84 (high speed train/Oleksiy Mark), 85 (surfers walk along the beach
in Burleigh Heads/Pawel Papis), 86 (Barclays Cycle Hire station opposite Battersea power station/Dutourdumonde
Photography), 91 (cricket ball/Robyn Mackenzie), 93 (ice hockey player/Andrey Yurlov), 87 (Summer fun at aqua park/
Deviant), 94 (aeroplane flight paths/freesoulproduction), 94 (flag illustrations/Jason Winter), 94 (abstract blue background/
Toria), 95 (Students trying to guess the English word/Dragon Images), 96 (woman relaxing floating/Antonio Guillem),
96 (headphones on music background abstract/Sandratsky Dmitriy), 96 (Woman with cake/Pavel Sazonov), 96 (underwater
blue background/ririro), 98 (Rope pomegranates/Valentyn Volkov), 98 (potato crisps/Yalcin Sonat), 98 (A young man looks at
an empty board/LuckyImages), 99 (cheeseburger/ProKasia), 98 (Vegetables and pastas on brown wood background/
yonibunga), 99 (vector colour food icons/bioraven), 100 (grey kitten/robert_s), 102 (planet Earth/leonello calvetti), 104 (Guitar
and Cajon/Candy Halls), 107 (Vector human iris with some highlights and reflections/Argus), 108 (young, male researcher/
chemistry student carrying out scientific research in a lab/lightpoet), 110 (Set of vector cute character avatar icons in flat
design/irinaflora), 113 (education concept/Vladgrin), 114 (background/deepsky astrophoto/Standret), 115 (full moon/
pockygallery), 116 (Toronto CN Tower at night/Andy Tam), 116 (llama at Machu Picchu/Tokelau), 116 (sunset with giraffes
silhouette/SW_Stock), 117 (Headshot of woman/Pablo Calvog), 117 (Headshot of boy/SLP_London), 117 (GPS navigator/Oleksiy
Mark), 117 (DSLR camera/Marcio Jose Bastos Silva), 118 (basketball ball/Aaron Amat), 120 (students jumping/Group Student
with notebooks summer outdoors/Poznyakov), 120 (Back to school sketches/Elina Li), 120 (White square graph paper/
sommthink), 125 portrait two young women/lightwavemedia, 130 (maple wood grain texture/Nightman1965) (140 (fiery
background/nikkytok), 142 (River Duero and Aldeadavila dam/Lled, 148 (satellite dish antennas/gui jun peng), 123 (lion cub at
conservation centre/niall dunne), 126 (blank corkboard/koosen) (127 (round flag icons/Luca_Luppi), 133 (frog in rain/Anneka),
137 (heart fighting brain/Fabio Berti), 137 (young man/Edyta Pawlowska); Stop !T Foundation: p.10 (Todd Schobel, the founder
of the STOP!T and logo); Transport Systems Catapult: p.86 (urban transport pod); Zip.2000: p.73 (zipwire images/zip.2000)
p.112, photos courtesy of Jose Tuduri and Tim Friers
Oxford University Press culture video stills: pp.15, 27, 39, 53, 65, 77, 91, 103, 115,
Oxford University Press design: 28 (store logo), 58 (on screen mock ups) 62 (screen design), 42 (paper), 77 (poster), 88 (simple
weather icons), 89 (simple weather icons), 114 (planets), 124 (icons), 130 (icons) 136 (fork and knife icon) 144 (paper texture
(145 (ipad background)
Cover images by: Getty Images (snowboarding/yulkapopkova), (Radcliffe Camera/Joe Daniel Price); Shutterstock (friends/Africa
Studio).
Illustrations by: Martin Garlick/Beehive: 140 (volcano), 148 (satellite orbit); Alberto Hoyos: 88, 89, (newspaper illustration)
110, 111; Anna Hymas pp.14 (map), 26 (map), 52 (map) 38 (map), 64 (map), 76 (map), 90 (map); Rob Knipe: p.22 (cough
medicine poster); Andrew Lyons/Handsome Frank pp.40, 41, 88 (activity 2), 104, Sean Longcroft: pp.90 (footballers),
100 (monkeys); Martin Sanders/Beehive Illustration: pp.32 (infographic); Roger Stewart: 105 (keyboard) 142 (power station
and detail), 143 (arms)
The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright
material: p.xxxix Adapted extract from “Table 2: Common Reference Levels: self-assessment grid” on pp.26–27 of Common
European Framework of Reference for Languages: Learning, Teaching, Assessment by the Council of Europe. © Council of Europe.
Reproduced by permission.
10/06/2016 10:40
 Contents
Introduction Teaching notes
Course overview iv Starter unit 4

Spectrum methodology v Unit 1 Making a difference 8

Course components vii Unit 2 A consumer’s world 20

Guide to Student’s Book 4 ix Unit 3 The energy of tomorrow 32

Guide to Workbook 4 xiv Project 1 A class debate 44

Guide to the iPack xvii Unit 4 Live well 46

Teaching tips xviii Unit 5 Community spirit 58

Mixed ability xx Unit 6 Good times 70

Special Educational Needs xxii Project 2 A day trip in your area 82

Using technology xxiii Unit 7 In the news 84

Video in the ELT classroom xxiv Unit 8 The senses 96

CLIL xxv Unit 9 Next steps 108

Key competences xxvi Project 3 Our yearbook 120

Examples of Key Competences Review and Skills practice 122

in Spectrum 4 xxvii
Focus on CLIL 140
Evaluation and testing xxxi
Pronunciation practice 149
Student self-assessment checklists xxxiii
Irregular verb list 153
Evaluation record sheet xxxviii
Audio script T152
End-of-year self-assessment xxxix
Workbook Audio scriptsT163
Workbook answer key T168

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 Introduction
Course overview
Spectrum course description and aims
Spectrum offers students and teachers an engaging and lively
approach to learning English. The course supports students in
their language learning through carefully graded and structured
tasks and activities and through opportunities in every lesson
for personal response and activation of the language learned.
Vocabulary and grammar are presented through attractive
photos and illustrations and a variety of appealing topics.
The four skills of reading, listening, speaking and writing are
practised in context.
The development of Spectrum has been based on thorough
research with teachers in Spain through surveys and focus
groups, and responds to three main requirements:
1 To motivate students so they become more engaged with
their learning.
Spectrum presents new language through a range of
authentic topics selected to engage students and keep them
interested. The digital products (including video, animation,
games and VocApps) contextualize learning and are
appealing to students in the 21st century classroom.
2 To foster effective communication and activate students’
language.
Spectrum includes regular Your turn tasks to get students
talking and to enable and encourage them to give a personal
response. In level 4, Make it big! and Vlogsters are interactive
videos in which students play an active role.
3 To accommodate all students through providing material at
a range of levels.
The mixed-ability solutions included in the iPack, the
Workbook and on the Tests and Resources Disc meet the
needs of all students.
The material in Spectrum implements the latest research in
L1 and L2, addressing the identified needs and expectations of
both teachers and students. Spectrum also strictly aligns with
current educational requirements and ensures recommended
progress and learning outcomes are covered throughout.
Course aims
Meaningful learning is at the heart of Spectrum.
  To develop effective communication
• Practical English pages focus on real-life communicative
situations stimulating students’ engagement.
• Your turn at the end of most double-page spreads offers
regular short production tasks to encourage collaboration.
• Speaking tasks are carefully scaffolded, starting with simply
building students’ confidence and then developing and
extending gradually to encourage more independence.
• Writing pages offer a step-by-step approach to develop
students’ writing.
iv Introduction
4852548 Spectrum TG4_PRESS.indb 4
  To make learning more meaningful and transferable
• The double-page spreads at the beginning of each unit
invite students into the topic through interesting images,
personalization questions and video.
• Broad umbrella topics focus on a different facet of the subject
area on each spread, which builds on and enriches students’
overall knowledge.
• Texts about real people, places and events in the course give
students the opportunity to research them online to reinforce
their understanding and extend their knowledge.
• Spectrum revises and extends language in fresh contexts
and situations. Cumulative and consolidation work built in
throughout the course means teachers can keep track of
students’ understanding and retention of the language.
  To develop a deeper understanding of English usage
• Spectrum contextualizes all new language to give clear
examples of how the target structures and vocabulary can
be used.
• The Grammar animation on the iPack and the Digital
Student’s Book provides a fun cartoon, which presents
situational grammar and offers clear visual examples of
the structures.
• Grammar presentations on the page give students a clear
understanding of the language structures, supported by
carefully graded exercises in the Student’s Book, Workbook,
on the iPack and on the Resources Disc.
  To provide suitable material for a range of abilities
• Preparation tasks on the iPack and on the Tests and Resources
Disc offer students additional support to prepare them for
the skills tasks in the Student’s Book.
• One- to three-star Extra Practice tasks for grammar and
vocabulary on the iPack and on the Tests and Resources Disc
enable the teacher to choose appropriate tasks according to
students’ levels.
• One- to three-star tasks in the Workbook and on the Tests
and Resources Disc make managing mixed-ability classes
efficient.
  To teach natural, everyday English
• Students are more likely to improve in fluency if they are
encouraged to pick up ‘chunks’ of functional language and
use them in communicative contexts.
• The Practical English double-page spread in each unit
offers carefully staged dialogue practice. Students hear
the language being modelled first and then practise the
language themselves. Then they can practise the target
language in the interactive video Your turn task.
• Functional language is practised in the Workbook and
Resource material and included in the Speaking tests.
10/06/2016 10:40
   To focus on developing students as active and
successful participants in 21st century communities
• The seven Key competences are developed in Spectrum
through the wide range of tasks included in the course from
the core language presentation and practice pages to the
Projects, Pronunciation and CLIL material.
• Key features in Spectrum also cover some of the competences
including:
ūū Say it! (Linguistic communication competence)
ūū Your turn (Digital, and Cultural awareness and expression
competences)
ūū Projects (Social and Civic, and Sense of initiative and
entrepreneurship competences)
ūū Research it! (Learning to learn, Digital, and Sense of
initiative and entrepreneurship competences)
ūū For a more detailed description of the competences and
cross referencing to the coverage in Spectrum, please see
pages xxvi–xxx.
  To encourage the use of technology in the classroom
• The iPack is more than just a digital presentation tool. It
allows for different ways of engaging with students, creating
variety and a more dynamic classroom environment.
Spectrum methodology
An integrated approach
During the research stage for this project, it became clear
that teachers were looking for course material that engages
and supports students and builds their confidence in English
language learning. Teachers also asked for the language to be
contextualized in varied and unusual topics to keep students
interested and motivated. At the same time, teachers asked for
material that’s more natural, more intuitive and closer to how
we typically deal with language and that places students at the
centre of their learning. This motivated our overall approach
to developing the course with a focus on meaning-centred
learning. In practical terms, this means that the language
systems, grammar, vocabulary and pronunciation, aren’t taught
and practised in isolation but through the four skills. This
methodology is typically known as the integrated approach.
This section offers an overview of the distinct elements of the
language systems with the integration in the four skills in order
to explain the methodology and pedagogy behind each one.
Vocabulary
Each unit has two core vocabulary sets, which are generally
topic based. In the earlier levels, the lexical sets in some units
are also of the same word class (e.g. verbs, nouns, adjectives) for
ease of processing and classification. In addition, Spectrum offers
carefully planned and sourced functional language phrases that
appear on the Practical English page. These elements make up
the ‘core vocabulary’ for all students to access and learn.
4852548 Spectrum TG4_PRESS.indb 5
• Video is visually appealing and captures students’
imaginations. Spectrum includes three videos per unit: a
warm-up video to introduce the topic and present the target
language in context, a culture video to extend students’
knowledge of the world, and an exciting interactive video
(Vlogsters or Make it big!) in which students interact with the
presenters and guests.
• Students love cartoons, so what better way to present target
grammar than through an animation to grab their attention.
• The iPack also contains additional interactive tasks and a
digital class game at the end of each unit to recycle the
language of the unit.
• Digital versions of Spectrum Student’s Book and Workbook
are available through the code printed inside the front cover
of the print book.
• Students can also download the course-specific VocApp
on their smartphones for free to practise course vocabulary
through quizzes or can go online to the Oxford Online
Learning Zone for additional material.
For stronger students who can cope with a more extensive
vocabulary list, there is a third vocabulary set in each unit. These
short sets of five or six words appear on the Culture or Practical
English lessons of each unit.
The Word builder on the Culture pages enhances students’
awareness of language patterns in which vocabulary and
grammar interact, such as phrasal verbs and compound nouns.
This feature is supported by interactive exercises on the iPack,
also available in the Extra Practice worksheets on the Tests and
Resources Disc.
Finally, Learn it! vocabulary focuses on words and phrases
that often cause difficulty for the target learners. The third
vocabulary set and the Learn it! language are practised and
tested in two- and three-star tasks and tests only.
The two core vocabulary sets are presented on the page and
supported by practice tasks in the Student’s Book and on the
iPack. The graded practice tasks can also be printed from the
Tests and Resources Disc.
New target vocabulary appears in reading and listening
texts and in the grammar tasks, ensuring further exposure to
familiarize students with the language before they use it in the
more productive tasks in the Your turn sections.
Recycling is carefully planned and systematically integrated in
Spectrum. Target vocabulary appears in texts and tasks in the
Unit Review, throughout the Student’s Book and in the iPack
additional material.
Spectrum methodology v
10/06/2016 10:40
 The Workbook provides additional graded vocabulary
practice in each unit, and the target language also appears in
the Cumulative review tasks. At the back of the Workbook,
students can compile their own ‘dictionary’ on the vocabulary
reference pages and can find additional vocabulary practice.
The Tests and Resources Multi-ROM includes additional
vocabulary worksheets at three levels. Vocabulary is assessed in
the Unit tests, End-of-term and End-of-year tests.
Grammar
Each unit of Spectrum covers two main grammar points. New
structures appear in context in the reading or listening texts. After
the exploitation of these texts, teachers can present the new
structure through the grammar table on the page and reinforce
it by watching the fun cartoon Grammar animation on the
iPack. The animation features the main character ‘Pip’ along with
his friends. Each episode tells a short story which contextualizes
the grammar point, followed by visual representation of how the
structures are formed.
Clearly signposted grammar rules encourage students to derive
the form and complete the rule through analysis and reflection,
thereby developing more independent learning. The Grammar
reference at the back of the Workbook provides further detail
and explanation. Additional graded tasks have been included
on the iPack, which can also be printed from the Tests and
Resources Disc. Students are given the opportunity to produce
the language more freely in the Your turn sections.
As with vocabulary, recycling grammar is a priority in Spectrum
and the target structures appear in texts and tasks in the
Unit Review and in the iPack additional material, as well as
throughout the rest of the level as appropriate.
Grammar is also recycled and developed across the four levels of
the course. Additional information is added each time to build
on students’ knowledge of English usage from the previous
levels of Spectrum.
The Workbook provides additional graded grammar practice
in each unit, and the target language also appears in the
Cumulative review tasks. At the back of the Workbook, students
can find additional practice. The Grammar reference pages
have also been translated into four languages: Basque, Catalan,
Galician and Spanish. These are available to download and print
from the iPack.
The Tests and Resources Disc includes additional grammar
worksheets graded at three levels. Grammar also forms part of
the Unit tests, End-of-term and End-of-year tests.
Skills practice
 Reading plays an important part in language learning.
Spectrum includes a wide range of text types, including articles,
web pages, stories, blogs, emails, questionnaires and interviews.
All texts are carefully graded and aim to provide interesting
information in a realistic way. The two main reading texts in
each unit and the Focus on CLIL texts are recorded on the
Class audio CD or can be played directly from the iPack.
vi Spectrum methodology
4852548 Spectrum TG4_PRESS.indb 6
Reading texts are used in different ways throughout the book:
To preview and recycle grammar and vocabulary: the main
text in each unit is used to practise the first vocabulary set and
to preview new grammar points.
For reading comprehension: The first exercise typically
develops subskills like skimming and scanning to ensure that
students gain a global understanding of the text. Subsequent
exercises ask students to read for specific information.
Shorter texts appear throughout the course to recycle and
practise grammar and vocabulary, to provide a writing sample
and to set the context for listening or speaking tasks.
The texts on the Focus on CLIL pages focus on cross-curricular
subjects such as History, Literature and Science. Each topic area
has been carefully selected to tie in with the topic of the unit
as
well as the curriculum for that subject area in ESO4. The texts
introduce subject-specific vocabulary.
The background information notes in the Teacher’s Guide
will help you prepare to pre-teach vocabulary if necessary, and
pre‑empt any difficulties. Reading preparation tasks are included
on the iPack. The Workbook offers further reading practice.
 Listening forms an important part of language development
and can help improve oral production. With this in mind,
Spectrum offers many opportunities for listening:
• a main listening focus in each unit
• two interactive videos and a Culture documentary per unit
• dictations and Say it! (pronunciation) tasks
• additional listening practice on the Practical English page.
The listening texts provide a range of speakers in different
situations, including radio programmes, interviews,
conversations and announcements.
The main listening comprehension texts in Spectrum practise
the second vocabulary set and grammar point in context.
Listening preparation tasks on the iPack help students prepare
for the listening exercise. The Student’s Book exercises give
support in listening to gain a general understanding of the text
and develop the skill of listening for gist as well as listening for
specific information.
Dictation also features in every unit. It is important for students
to be able to recognize the language they have learnt in both
written and oral form. This intensive listening practice helps to
fine tune the ear and creates a deeper association with the aural
and written form of the language.
 Speaking plays an important role in Spectrum with many
opportunities for students to participate in speaking activities
practising both accuracy and fluency.
The Unit opener presents the unit topic and encourages
students to activate language connected to the topic.
Throughout the course, personalization tasks appear either
in the Student’s Book or as Optional activities in the Teacher’s
Guide in which students are asked to give their opinion or relate
a personal experience.
Each ‘lesson’ culminates in Your turn tasks which offer
opportunities for students to practise the language they have
been learning in a freer and often more personalized way.
10/06/2016 10:40
 The Practical English spread presents and practises useful
functional language from everyday contexts. Realia is used
to establish the situation and the functional language is then
presented in context through a listening. Students are then guided
through a range of tasks, which culminate in a freer dialogue.
There are two interactive videos running throughout Spectrum.
Students can either watch a fun and exciting reality show (Make
it big!) where contestants present their ideas to a panel of judges,
or a Vlogster video where students watch a teen vlog and
choose from various options that are presented to them. The
functional language has been woven into each episode and
‘YOUR TURN’ offers students the opportunity to interact.
The nine Pairwork worksheets on the Tests and Resources Disc
offer additional speaking practice with practical outcomes.
Pronunciation also features in every unit. Say it! tasks target
specific sounds, word stress, sentence stress and intonation. The
syllabus has been developed especially for Spanish speakers.
Each unit provides intensive practice on a particular point with
additional practice at the back of the Student’s Book. All the
pronunciation tasks include audio examples on the class CD
and on the iPack.
  Spectrum 4 devotes a spread in every unit to guided Writing
activities. The final writing tasks cover a variety of different text
types, such as emails, blogs and essays. 
The Model text shows
clear paragraph structure and uses target language from the unit
in simple sentence patterns. The model text also exemplifies a
language point, such as time expressions, sequencing words or
register. There is practice of this language point in the Look at
language section before students move on
to the Writing task.
The Writing preparation on the iPack offers help in planning the
writing task. The paragraph plan shows students how to structure
their notes into paragraphs and how to begin each paragraph.
The Workbook offers a similar writing task to consolidate the
points focused on in the Student’s Book.
Other writing opportunities include: some of the Your turn tasks,
and the Projects offer more extensive and freer writing practice.
New in Spectrum level 4, are additional skills practice pages at
the end of the Student’s Book. The skills are paired up: Listening /
Speaking and Reading / ​Writing, and provide extra practice with
a variety of exercise types.
Also new at Spectrum level 4, are Listening practice pages and
Writing reference pages in the end section of the Workbook.
The Listening practice activities give students the opportunity
to do extra work at home or in their own time, the audio is
available on the Spectrum 4 VocApp or through the Oxford
Online Learning Zone. The Writing reference pages give
structured guidance to support students’ own writing across a
variety of different text types.

Course components
Student’s components
The Student’s Book
• Starter unit plus nine 12-page units.
• Each unit begins with an opening double-page spread to introduce the topic and present the first
vocabulary set through photos and a range of exercises.
• The two main vocabulary sets and grammar points are practised through a reading text on spread
2 of the unit and a listening text on spread 3.
• The next pages in each unit are devoted to a Culture text and Speaking (Practical English).
• Each unit ends with a spread devoted to developing writing.
• Three projects are included to help students consolidate the language they have learned in a
practical context.
• Nine Review pages at the back of the Student’s Book recycle the grammar, vocabulary and
Practical English from each unit.
• NEW IN LEVEL 4: Nine Skills practice pages at the back of the Student’s Book offer extra support for
listening / speaking and reading/writing in alternate units.
• Nine Focus on CLIL pages at the back of the Student’s Book cover a range of ESO4 subjects.
• Pronunciation practice complete with audio offers extra practice of the Say it! points.
• Irregular verb list
The Workbook
• Eight pages of additional practice for each of the Student’s Book units. This includes graded
vocabulary and grammar practice and graded reading and writing practice.
• Each unit ends with a Cumulative review page.
• NEW IN LEVEL 4: nine pages of extra listening practice, with audio available on the Spectrum
VocApp or via www.oxfordpremium.es
• 40-page Vocabulary and Grammar reference with practice tasks for each grammar point and the
unit vocabulary.
• Irregular verbs list.

Course components vii

4852548 Spectrum TG4_PRESS.indb 7 10/06/2016 10:40

 The VocApp
• Students practise the vocabulary from the Student’s
12:33
www.oup.com
Compose Search

Books on their smart phones at their own pace. To

• Translations into four languages (Basque, Catalan,

Can I help you?

Compose email

Galician and Spanish). Oxford’s website for students using Oxford courses
offers regularly updated extra online practice
• Audio for each item in the word list.
! ? , : ;

Q W E R T Y U I O P

A S D F G H J K L including:
• Two types of quizzes. Z X C V B N M

• articles, podcasts, videos, and other features.

• Personal top scores for students to track their
, English
3

• tasks which are automatically marked and students’

progress over time.
scores are recorded in the Gradebook.
• NEW IN LEVEL 4: Audio files for the listening practice material in the • access via www.oxfordplus.es
Workbook.

Teacher’s components
The Teacher’s Guide contains:
• a wealth of information about the
methodology of the course, key
competences, mixed-ability classes and
other areas of interest.
• photocopiable Students’ Self-
Assessment Checklists.
• teaching notes and answer keys for The iPack contains:
all the Student’s Book material. • the Student’s Book and Workbook on screen with
• background notes, cultural pop-up answers to all the exercises.
information, and language notes. • integrated audio clearly signposted with icons.
• audio transcripts. • two interactive videos and one culture video with
• the Workbook answer key. worksheets per unit.
The Tests and Resources Disc contains:
• Make it big! and Vlogsters video scripts as PDFs.
• printable and photocopiable worksheets and tests in pdf and editable • grammar animations in each unit.
Word formats. • preparation tasks for grammar, vocabulary and skills.
• 30 graded grammar and vocabulary worksheets (1–3 star). • grammar reference in Basque, Catalan, Galician
and Spanish, grammar practice and vocabulary
• nine Curriculum extra worksheets for each of the Focus on CLIL topics.
reference and practice.
• nine video scripts.
• nine interactive team games.
• nine communicative pairwork worksheets to offer extra speaking
practice in the classroom. OXFORDPREMIUM
• ten extra practice worksheets, which are also available on the iPack.
• nine skills preparation worksheets to prepare for the skills tasks. • access at www.oxfordpremium.es
They are also available on the iPack.
• cultural extras and extra practice worksheets
• a diagnostic test and 27 graded unit tests including listening,
vocabulary, grammar, reading and writing activities (1–3 star).
• online training opportunities plus educational news
and updates
• three end-of-term tests and an end-of-year test at three levels.
• speaking tests for the diagnostic test and for each unit, end-of-term • Log onto Oxford Premium to download the course
and end-of-year tests. Programaciones. An extensive and comprehensive
• NEW IN LEVEL 4: Exam practice material. programación didáctica has been developed by OUP
for each level. The document includes overviews of
• audio for the listening tests.
the content and educational objectives, as well as
The Teacher’s edition of the Workbook guides on how to develop each lesson following the
contains: course methodology and within the framework of the
• Workbook with answers included. latest educational legislation. It proposes ways to best
The five Class audio CDs contain: exploit the wide array of course components within
the structure of each lesson. Each programación details
• all the listening material for the Student’s learning outcomes and key competences at lesson
Book, including Pronunciation and CLIL.
and activity levels and provides rubrics for evaluating
• the listening material for the tests. language acquisition alongside key competences.

viii Course components

4852548 Spectrum TG4_PRESS.indb 8 10/06/2016 10:40

 Guide to Student’s Book 4
4.1 Vocabulary
2
3 6
1 Unit aims for key vocabulary, grammar and Practical English
are clearly summarized.
2 These pages use striking images, discussion ideas and a video
to engage students with the unit topic and to present the
first vocabulary set.
3 Stimulating activities help activate useful language
structures and new vocabulary.
4.2 Reading and Grammar
1 The reading text integrates the first vocabulary set and
grammar point in a topic-related context.
2 Grammar is presented with the support of a grammar
animation and additional practice exercises on the iPack.
4852548 Spectrum TG4_PRESS.indb 9
4
5
4 Vocabulary work in the Student’s Book is supported by
additional practice exercises on the iPack.
5 NEW IN LEVEL 4 21st Century Skills feature gives
students opportunities to develop skills of collaboration,
communication, creativity and critical thinking.
6 Your views videos motivate students to explore the topic
further and allow students to express their opinion on a
topic-related question.
3 NEW IN LEVEL 4 The Recycle feature revises language and
structures featured in previous levels of Spectrum.
4 The Your turn feature gives students freer communication
practice using both vocabulary and grammar, and helps
students express their own ideas.
Guide to Student’s Book 4 ix
10/06/2016 10:40
 4.3 Listening, Vocabulary and Grammar
4

1
5
2

3
6

1 Vocabulary presentation and practice in the Student’s Book
is supported by additional practice exercises on the iPack.
2 The Listening preparation activity on the iPack gives
additional pre-listening support.
3 The listening task and comprehension exercises present the
second vocabulary set and grammar point in context.
4 Grammar is presented with the support of a grammar
animation and additional practice exercises on the iPack.
5 The online search icon indicates authentic topics and real
people, places and events that students can research further
online.
6 Your turn gives students freer communication practice using
vocabulary and grammar, and helps students express their
own ideas.

4.4 Culture
1 4

6
3

1 The Culture lesson focuses on countries where English is
spoken. Students expand their cultural awareness through
reading comprehension, often integrated with listening work.
2 The reading text presents the third vocabulary set.
3 Learn it! tips focus on common errors, confusing words and
other vocabulary items.
4 The Word builder feature systematically enhances students’
awareness of lexico-grammatical patterns in English, such as
modifying adverbs, affixes, phrasal verbs and compound nouns.
5 The Culture videos offer extension material on a closely
related topic.
6 The short quiz introduces the unit’s Focus on CLIL topic.
This is explored in more detail in the Focus on CLIL pages at
the back of the Student’s Book, with support material in the
Tests and Resources Disc.

x Guide to Student’s Book 4

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 4.5 Practical English
1
1 The Practical English page introduces a real-life
communicative situation. Through vocabulary work, listening,
speaking and occasional writing tasks, students learn and
activate the target functional language.
2 The Speaking preparation activity on the iPack gives
additional support.
3 Carefully structured speaking actvities and a clear model
help students create a meaningful dialogue.
4 NEW IN LEVEL 4 The Speaking strategy feature suggests
ways students can increase their confidence in a variety of
speaking contexts.
4.6 Writing
1 4
3
1 The writing lesson gives step-by-step help to enable students
to write a wide variety of texts more fluently and accurately.
2 Analysing a model text encourages students to recognize
key textual features and language appropriate to each genre.
3 NEW IN LEVEL 4 Research it! suggests areas of the topic that
students can research further.
4852548 Spectrum TG4_PRESS.indb 11
2
3
5
5 Say it! gives students practice in pronouncing
easily confused sounds, stress and intonation.
6 Functional language and associated grammatical structures
are clearly marked for students to study and memorize.
7 Students can watch either an episode of Make it big!, a
fun and exciting interactive reality show where contestants
present their ideas to a panel of judges, or a Vlogster video
where students watch a teen vlog and choose from various
options that are presented to them. Both videos showcase
the functional language being used in context.
5
4 Look at language highlights and tests key words and
structures which students can use in their own writing.
5 The writing task gives students a clear reason for writing.
Preparation work on the iPack and a simple guide helps them
to produce appropriate written work.
Guide to Student’s Book 4 xi
10/06/2016 10:40
 Projects
3
1

4
2

1 Three exciting, creative projects offer students an 2 Analysis of a model project provides guidance and
opportunity for extensive independent or collaborative inspiration.
group work. They include a class debate, organizing a day trip 3 Useful language is suggested, with key structures
and preparing a class yearbook. Projects can be completed highlighted.
after every three units or as appropriate for the class. 4 Step-by-step tasks help students to prepare and plan their
work.

Review and Skills practice

1 2

1 The Review page recycles the grammar and vocabulary 3 A reference to the Workbook for review material, including a
points from each unit through skills practice. This prepares cumulative focus covering previous units.
students for the Unit tests.
2 The Skills practice page offers extra practice of listening / ​
speaking and reading / writing in alternate units. This
provides extra support for students as they reach the end of
ESO4 stage.

xii Guide to Student’s Book 4

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 Focus on CLIL
1

1 The nine Focus on CLIL pages are linked to

the curriculum for other subjects studied in
2 the third year of ESO. These are supported by
additional practice material on the Tests and
Resources Multi-ROM.
2 Students can use English in the context of a
wide range of school subjects, including
Geology, History, Science, PE, Literature,
Technology and Art.

Pronunciation practice 1

1 The Pronunciation practice includes a 2

phonetic alphabet guide and activities to
practise the Say it! pronunciation focus from
each unit.
2 Students can listen to and repeat words
which demonstrate each sound.

Irregular verb list

Irregular verb list

Infinitive Past simple Past participle

be /bi/ was / were /wɒz / wɜː(r)/ been /bɪːn/
become /bɪˈkʌm/ became /bɪˈkeɪm/ become /bɪˈkʌm/
begin /bɪˈɡɪn/ began /bɪˈɡæn/ begun /bɪˈɡʌn/
bid /bɪd/ bid /bɪdˈ/ bid /bɪd/
break /breɪk/ broke /brəʊk/ broken /ˈbrəʊkən/
bring /brɪŋ/ brought /brɔːt/ brought /brɔːtˈ/
broadcast /brɔːdkɑːst/ broadcast /brɔːdkɑːst/ broadcast /brɔːdkɑːstˈ/
build /bɪld/ built /bɪlt/ built /bɪlt/
burn /bɜːn/ burnt / burned /bɜːnt / bɜːnd/ burnt / burned /bɜːnt / bɜːnd/
buy /baɪ/ bought /bɔːt/ bought /bɔːt/
catch /kætʃ/ caught /kɔːt/ caught /kɔːt/
come /kʌm/ came /keɪm/ come /kʌm/
cost /kɒst/ cost /kɒst/ cost /kɒst/
do /duː/ did /dɪd/ done /dʌn/
drink /drɪŋk/ drank /dræŋk/ drunk /drʌŋk/
drive /draɪv/ drove /drəʊv/ driven /drɪvn/
eat /iːt/ ate /eɪt/ eaten /ˈiːtn/
fall /fɔːl/ fell /fel/ fallen /ˈfɔːlən/
feel /fiːl/ felt /felt/ felt /felt/
find /faɪnd/ found /faʊnd/ found /faʊnd/

The Irregular verb list provides a quick reference to

fly /flaɪ/ flew /fluː/ flown /fləʊn/
get /ɡet/ got /ɡɒt/ got /ɡɒt/
give /ɡɪv/ gave /ɡeɪv/ given /ˈɡɪvn/
go /ɡəʊ/ went /went/ gone / been /ɡɒn / biːn/
hang /hæŋ/ hung /hʌŋ/ hung /hʌŋ/
have
hide
hit
know
/hæv/
/haɪd/
/hɪt/
/nəʊ/
had
hid
hit
knew
/hæd/
/hɪd/
/hɪt/
/njuː/
had
hidden
hit
known
/hæd/
/ˈhɪdn/
/hɪt/
/nəʊn/
the past simple and past participles of irregular verbs
used in the Student’s Book.
learn /lɜːn/ learnt / learned /lɜːnt / lɜːnd/ learnt / learned /lɜːnt / lɜːnd/
leave /liːv/ left /left/ left /left/
lend /lend/ lent /lent/ lent /lent/
lose /luːz/ lost /lɒst/ lost /lɒst
make /meɪk/ made /meɪd/ made /meɪd/
meet /miːt/ met /met/ met /met/
put /pʊt/ put pʊt/ put /pʊt/
read /riːd/ read /red/ read /red/
ride /raɪd/ rode /rəʊd/ ridden /ˈrɪdn/
run /rʌn/ ran /ræn/ run /rʌn/
say /seɪ/ said /sed/ said /sed/
see /siː/ saw /sɔː/ seen /siːn/
sell /sel/ sold /səʊld/ sold /səʊld/
send /send/ sent /sent/ sent /sent/
set /set/ set /set/ set /set/
shake /ʃeɪk/ shook /ʃʊk/ shaken /ʃeɪkn/
sit /sɪt/ sat /sæt/ sat /sæt/
sleep /sliːp/ slept /slept/ slept /slept/
speak /spiːk/ spoke /spəʊk/ spoken /ˈspəʊkən/
speed /spiːd/ sped / speeded /sped / spiːdɪd/ sped / speeded /sped / spiːdɪd/
split /splːt/ split /splːt/ split /splːt/
swim /swɪm/ swam /swæm/ swum /swʌm/
take /teɪk/ took /tʊk/ taken /ˈteɪkən/
teach /tiːtʃ/ taught /tɔːt/ taught /tɔːt/
tell /tel/ told /təʊld/ told /təʊld/
think /θɪŋk/ thought /θɔːt/ thought /θɔːt/
throw /θrəʊ/ threw /θrʊː/ thrown /θrəʊn/
wear /weə(r)/ wore /wɔː(r)/ worn /wɔːn/
write /raɪt/ wrote /rəʊt/ written /rɪtn/

4852531 Spectrum SB4 IFC and IBC.indd 2 15/01/2016 09:22

Guide to Student’s Book 4 xiii

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 Digital Student’s Book
The Digital Student’s Book includes all the
pages of the Student’s Book, with exercises in
an interactive format, as well as the grammar
animations. Students and teachers can use all
the content very easily on desktop, laptop or
tablet computers.

The Digital Student’s

Book features automatic
scoring of most exercises.
In addition, the teacher
version of the Digital
Student’s Book includes
extra functionality that
gives teachers the option
of revealing answers in
the exercises.

The Gradebook allows teachers to monitor

students’ progress in the Digital Student’s Book
and send feedback on their work. Teachers can
choose to filter the data in a variety of different
ways, and they can generate reports.

Guide to Workbook 4
Vocabulary and Grammar
1 The Workbook offers further
practice of the unit’s key
vocabulary and grammar points. 1

2 Exercises are clearly marked as 1*,

2** or 3*** level, to offer material
appropriate for mixed-ability 2
classes.

xiv Guide to Workbook 4

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 Vocabulary, Practical English
and Reading 1 2

1 The Practical English exercises give further practice of

the functional language from the Student’s Book.

2 The reading text focuses on a topic linked to

the unit and offers students further reading and
comprehension practice at 1*, 2** and 3*** levels
of difficulty.

Writing and Cumulative Review 1 2 4 5

1 The writing page has staged activities leading to

a final writing task.
2 Look at language gives students further practice of
language points highlighted in the Student’s Book
writing lesson.
3 Students work on practical tasks to complete a 3
model text.
4 The writing guide helps students to structure their
own writing.
5 The Cumulative review page tests vocabulary and
structures from the current and preceding units.

Listening practice Writing reference

1 NEW IN LEVEL 4: Additional Listening practice for 1 NEW IN LEVEL 4 Writing reference to support the text types in
each unit at the back of the Workbook. Student’s Book 4.
2 A dictation focuses students’ attention on 2 Think and Plan sections give advice on how to generate and
understanding language in context and improving organize ideas for each text type.
their listening and writing accuracy. 3 The model text is
annotated to highlight
language and structures
1 1 which students can
replicate in their own
2 work.
4 Useful language feature
introduces transferable
phrases which can be
2 3
used in a particular
text type whatever the
subject.

Guide to Workbook 4 xv

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 Vocabulary reference and practice pages

1 3

2 1 The Vocabulary reference page lists the core

vocabulary from the Student’s Book, Learn it!
words, and the Functional language.
2 Phonetics are included to help with
pronunciation, and there is space for students
to write in their own translations.
3 Vocabulary practice pages offer further
practice through games and puzzles.

Grammar reference and practice pages

1 2

1 The Grammar reference page contains

tables with example sentences, explanations
of how each structure is used, and notes
about common errors.
2 The Grammar practice page has fun
activities for grammar consolidation.

Digital Workbook
The Digital Workbook includes all the pages of the Workbook,
with exercises in an interactive format. Students and teachers
can use all the content very easily on desktop, laptop or tablet
computers.
The Digital Workbook features automatic scoring of most
exercises. In addition, the teacher version of the Digital
Workbook includes extra functionality that gives teachers the
option of revealing answers in the exercises.

The Gradebook allows teachers to monitor students’ progress

in the Digital Workbook and send feedback on their work.
Teachers can choose to filter the data in a variety of different
ways, and they can generate reports.

xvi Guide to Workbook 4

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 Guide to the iPack
Spectrum iPacks offer the complete Student’s Book and
Workbook contents with an interactive answer key and audio,
plus all of the following extras:

Grammar animations provide a fun way to present grammar

to students through cartoon characters followed by animated
presentations of the structures.

Each unit contains three videos:

One Your views video, which introduces the topic through
voxpop interviews.
One Culture video documentary on the Around the world
page offering topic-related extension material.
One Interactive video on the Practical English page: either an
episode of the Make it big! reality show, or Vlogsters teen vlog.

Extra practice worksheets offer graded practice for

vocabulary and grammar.
Skills preparation tasks enable teachers to select material to
support the skills work.
Grammar reference from the workbook translated into Basque,
Catalan, Galician and Spanish.

A fun way to revise the unit content with your class is through
the Interactive Team Games included on the Review pages.
These include Lucky Wheel, Make a Path and Walk the Plank.

Guide to the iPack xvii

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 Teaching tips
Teaching vocabulary
Modelling and drilling  Students need to hear and say new
words. Model the new vocabulary yourself and play the class
audio, and be positive about students’ efforts to repeat words.
Vary the way in which you drill new words: as a whisper, only
boys, only girls, half the class and all together.
Autonomy  Help students to direct their vocabulary learning
independently and collaboratively in these ways:
• Brainstorm to see what words students already know before
presenting a new vocabulary set. Allow them to list in their
own language the words they think should be in the set.
After the presentation, ask students to find more words for
the set, including any they have already listed.
• Encourage students to record new words in meaningful
sets in the Workbook Vocabulary reference or in a notebook.
Support students to use a variety of ways to record the
meanings, e.g. definitions, translations, example sentences,
and to say which methods they find most useful.
• Ask students to work collaboratively to make their own
simple exercises, which you can compile and copy. Use
activities from the Workbook as models, for example: word
search puzzles and simple quiz clues, such as This is the
opposite of … / You can swim here. / French is the language
here.
• Appoint a student vocabulary monitor in each lesson, to
write new words onto slips of paper and put them into a
class vocabulary box. The words can later be drawn from this
at random for revision and games.
• Start or end lessons by asking students to test each other on
recent vocabulary items.
• Incorporate games such as Vocabulary Bingo or Hangman
into classes regularly. Model these games, then get students
to play them together in groups.
• Set the vocabulary revision games and activities in the
Workbook as homework, and ask students to give you
feedback about how well they have remembered new words.
Teaching grammar
Modelling and drilling  Use the grammar animation on the
iPack, or give a clear spoken model of the structures and have
the students repeat after you. This increases their confidence
when they are asked to produce it themselves.
Autonomy  Help students to direct their grammar learning
independently and collaboratively in these ways:
• Elicit  When presenting structures, ask students to deduce
the rules as far as possible.
• Personalized reference  For new structures, ask students
to note down examples with information about themselves,
their family and friends, and their home or home town.
When you want to revise a structure, start by asking several
students for their personalized examples.
xviii Teaching tips
4852548 Spectrum TG4_PRESS.indb 18
• ‘Open-book’ tests and self-correction  For variety,
give students a test in which they can use the grammar
explanations and Workbook grammar reference in their
books. When you mark tests or written work, underline
errors, but get students to work together to correct them
themselves.
• Substitution  Write a sentence on the board and underline
one or two words which you want students to change. Let
them work in pairs together. Repeat the process, and when
you have five sentences on the board, erase some of the
words and ask students to write down the missing words.
• Grammar dictation  Say sentences with the target structure
in them at a natural speed. Ask students to listen and make
notes, then work in groups to reconstruct the sentence.
Students will need to discuss the necessary grammar to
rebuild the sentence.
• Grammar Bingo  Use items such as prepositions of place,
superlative adjectives, interrogative pronouns, etc.
• Sentence sale  Give groups of students an imaginary credit
of €100. Write sentences on the board, some with grammar
mistakes, and each with a price. Offer the sentences for ‘sale’.
Look at each sentence in turn, and ask students if they want
to ‘buy’ it. If they buy a correct sentence, they score its value,
but if it’s incorrect, they lose the money. Correct the errors in
groups.
Teaching listening
Prediction and preparation  This is important for confidence
building. You can help students by using the iPack Listening
preparation activities and these techniques:
• Engage interest by looking at the pictures and headings, to
predict listening text content. Ask students what they already
know about the topic, and brainstorm vocabulary. Pre-teach
and model new words, so the pronunciation is not a surprise.
• Make sure that students read and understand the listening
task before listening.
• Tell students the number, gender and age of speakers, and
the topic.
Playing the recording  Play the recording as many times as
necessary. Encourage students to say if they need to listen
again. The first time, tell them just to listen, without writing.
Using the transcript  As a follow-up activity, you can give them
a copy of the transcript to read (on the iPack or at the back of
this Teacher’s Guide) while listening. Less able students may be
supported by having the transcript at an earlier stage.
Teaching reading
Preparing and prediction  There is support for reading
preparation on the iPack. As with listening, discussing visuals
and headings, brainstorming vocabulary and checking students’
prior knowledge of the topic will build confidence.
10/06/2016 10:40
 Autonomy  Help students to direct their learning and work
independently and collaboratively in these ways:
• Encourage students to use a dictionary to check new words
and update their vocabulary notebooks.
• Jigsaw reading  Students work in pairs, splitting the text in
two, and then telling their partner about their half of the text
and working on comprehension questions together.
• True and False  Groups write sentences about the text,
some true and some false. They then challenge other groups
to identify the true sentences and correct the false ones.
• Find the questions  Write the answers to text
comprehension work on the board. Students work in groups
to make the questions.
• Memory game  Read parts of the text aloud. Stop at various
points, and ask students to say the next word or phrase.
Teaching writing
Use the iPack preparation activities to help students to build
up a systematic approach to writing. Working on strategies
and subskills as a class can improve students’ abilities to write
independently:
• Analyze the model text  Work as a class to highlight
features of the model text such as layout, paragraphing, titles
and headings, structures and vocabulary.
• Write together  Go through the stages of collecting
ideas, brainstorming language, and planning, to produce a
collaborative piece of writing on the board together. Then set
group or pairwork writing tasks, so students can discuss the
stages of successful writing, and you can circulate around the
class, giving individual help.
• Correction and feedback  Always mark students’ writing,
as this increases motivation. Make it clear to students that
writing is assessed on both accuracy and content. Use a
coded marking system to identify types of mistakes, so
students can self-correct, such as:
sp = spelling, √ = missing word, gr = grammar, v = vocabulary,
wo = incorrect word order
Increase students’ motivation by making positive comments,
and keeping displays of written work on the classroom walls.
Teaching speaking
It takes time to develop confidence and fluency in speaking.
There is preparation work on the iPack, and speaking tasks
in Spectrum are simple and structured, to make the speaking
experience successful. You can build students’ confidence in
speaking in these ways:
• Give plenty of time to prepare, including vocabulary
support and planning what to say.
• Use models. These are provided throughout Spectrum: with
speaking tasks, in Functional language boxes on Practical
English pages, on the class audio CDs and in the interactive
video on the iPack. You can also model simple exchanges
with a stronger student in class, or get two students to ask
and answer, before the rest of the class try the task.
4852548 Spectrum TG4_PRESS.indb 19
• Add variety to dialogues to help reinforce the language by:
introducing another person, introducing another condition
(i.e. you’ve just woken up, you feel really excited, or asking for
ideas to change the ending).
• Invite students to express their opinions. Spectrum
frequently asks students to personalize their speaking, and
this makes their learning more motivating and memorable.
• Encourage students to keep a section of their notebooks for
‘Everyday Phrases’ or ‘Conversation’, where they can record
useful functional language and simple exchanges.
• Save correction of speaking errors until after the task
is complete. Then put them on the board and work
collaboratively to correct them.
Teaching pronunciation
Integrate pronunciation into lessons  Spectrum has short but
frequent opportunities to practise pronunciation via the Say
it! feature. Extension work can be found in the Pronunciation
practice (pp. 149–151) of the Student’s Book. Dictation work
offers further listening practice to associate sounds with their
written form.
Autonomy  Encourage a self-directed approach to
pronunciation with these techniques:
• Encourage students to learn and identify the sounds they
commonly confuse, using the Phonetic alphabet (p. 149).
• Revise problematic sounds regularly to reinforce them.
• Demonstrate the sound ‘silently’ showing the movement
required by the mouth / tongue and ask students to copy it
(without sound) before vocalizing it.
• Support students in learning to identify word stress patterns
or examples of particular sounds.
• When doing speaking exercises (supported by class audio or
video), encourage students to mimic intonation of speakers
(and for video, also the body language and gestures). This
will add an element of fun into speaking tasks, and increase
students’ confidence in conversational English.
• Read aloud short passages in class regularly, and ask
students to read aloud as part of their homework, to give
them plenty of practice in maintaining rhythmic speech.
Don’t read aloud all of the reading texts, as this is more
an exercise in pronunciation practice than a reading
comprehension one!
• Use videos  The interactive videos and the culture videos in
Spectrum all help to demonstrate pronunciation. In addition,
students can watch videos of non-native English speakers,
for example Fernando Alonso, Penelope Cruz or Pau Gasol, to
see realistic and admirable goals.
• Correction  Pronunciation errors are best corrected quickly.
This could be done collectively at the end of the speaking
session, which also avoids embarrassing individual students.
Errors can be corrected by ‘echoing’ mispronounced sounds;
in other words, say the word as they did, but with a rising
intonation so that they self-correct. Or simply say the sound
or word correctly and ask them to repeat it again. Avoid
focusing on individual students; ask all the class to repeat the
word together or just boys / just girls to say the word.
Teaching tips xix
10/06/2016 10:40
 Mixed ability
Introduction
Teaching mixed-ability classes is a challenge most teachers
face at one time or another. In fact, to a certain extent, all
classes are mixed ability. Students learn at different speeds, in
different ways, and they are individuals with different learning
preferences and interests. We normally use the term ‘mixed
ability’ when these natural differences are wider than usual. But
it is a simplification to think that in a mixed-ability class some of
the students are weak and others strong; in practice, some of
the ‘weak’ students may just take longer to understand what is
being taught. In addition, students who seem weak in language
skills are often strong in other academic areas and cognitive
abilities, so it is important to provide ways for those strengths
to be used. The most important concern for the teacher is how
to engage all the students so that each one has a sense of
challenge, progress, and achievement.
When students are engaged, their motivation and confidence
increase. Providing opportunities for students to work at their
own level or to work cooperatively gives them all achievable
challenges, and means that they are less likely to become
frustrated because they can’t keep up, or bored because they
finish too fast. Planning for different ways of engaging a mixed-
ability group may take a little time, but the results are well
worth the effort.
Mixed ability in Spectrum
Spectrum offers graded and structured exercises to support all
students’ language learning. In particular, Spectrum caters for
mixed-ability students in a number of different ways:
• The iPack (see Teacher’s Guide Introduction p. xvii) and the
Tests and Resources Disc contain preparation activities for all
skills work and for students who need additional support to
manage the Student’s Book lesson material.
• The iPack and the Tests and Resources Disc offer extra
practice material for all grammar and vocabulary sections,
and the Workbook has language and skills exercises. All
activities are offered at three levels, ranging from mostly
passive and highly structured work at one-star level, through
to personalized and more open-ended tasks at three-
star level, which will foster independence and autonomy
amongst your strongest students.
• For students who need more revision of ESO-level grammar,
the Workbook also offers clear explanations and further
practice exercises in the Grammar reference and Grammar
practice sections (Workbook pp. 102–135).
• The Teacher’s Guide contains optional extra activities.
• The Tests and Resources Disc, which accompanies this
Teacher’s Guide, contains Grammar and Vocabulary
worksheets and Tests all at three levels.
The different star-level tests are differentiated in the following
ways: the one-star tests assess vocabulary sets one and two
of the unit; the two- and three-star tests in addition assess the
third vocabulary set; and the three-star tests also include a
xx Mixed ability
4852548 Spectrum TG4_PRESS.indb 20
short Cumulative review section which assesses grammar and
vocabulary selected from previous units.
Ten tips for teaching mixed-ability classes
1 Use pairs
Pairwork is a useful way of involving all your students in an
activity. Depending on the activity, you might decide to use
same-ability pairs, for instance when working on fluency.
This way, weaker students aren’t overshadowed by stronger
students, and stronger ones don’t feel held back. You could
also try mixing abilities, and see how weaker students can learn
from the stronger ones. To save time in class, decide before the
lesson who you want to work together in pairs.
2 Use groups
This is another way of making sure all your students are actively
engaged with the lesson topic. It gives them time to work with
their friends and at their own pace, rather than having to work
at the teacher’s pace and keep up with the rest of the class. This
approach can work well with the Practical English activities in
Spectrum.
3 Encourage cooperation
Use activities that make students work together, rather than
against each other, to achieve the outcome. Such tasks promote
interdependent and supportive relationships in the group
rather than competitive ones.
4 Assign roles
Assign roles to your students when doing activities, for example,
timekeeper, materials distributor/gatherer, group leader, note-
taker, or spokesperson. This allows you to give everyone in the
class a chance to contribute. It is a simple way of involving even
those students who rarely take part. Such students are generally
very happy to be given responsibility, and the confidence it
gives them can spill over into their learning.
5 Make strong students the ‘teachers’
Students who are always the first to give an answer or speak out
are often keen to be stretched with bigger challenges, and can
otherwise become disruptive or bored. One approach is to give
them the role of teacher for specific activities. This allows them
to show the class what they can do, and helps them develop a
sense of responsibility.
6 Get students learning actively
If you have enough space in your classroom, some kind of
physical activity or movement around the class is a great way
to get students mixing and working together, regardless of
ability. Activities that get students out of their seats mingling
and working together are also very good from the point of view
of variety and stimulation. Many of the Your turn activities in
Spectrum lend themselves to this approach.
10/06/2016 10:40
 7 Recycle previous learning
Weaker students often find it difficult to recall work that has
taken place in previous lessons, so it is useful to start lessons
with short activities that recycle previous learning, such as
memory games or quick quizzes.
8 Adapt activities
Adapt activities so that you can address the needs of faster
and slower students. Have an easier version ready for weaker
students or a harder version for stronger ones. You can also set
up activities in which students have more or less challenging
roles. Adapted activities require a little preparation, but the
advantage is that everybody can do the same activity with the
challenge adjusted to meet their needs.
9 Use extension activities
Have an extension activity as a backup for fast finishers.
There are many three-star extension activities available in the
Spectrum Workbook and in the Tests and Resources Disc.
10 Use double standards when correcting
With a mixed-ability class it’s reasonable to have different
expectations of different students. Some stronger students
might benefit from heavier correction (although this might not
apply to all of them). On the other hand, be selective about
how much or what you correct with weaker students. Think
of correction as a tool for comparing students to their own
previous achievements, rather than to others in the class, or to
your own fixed standard.
Four activities for mixed-ability classes
1 Ways of adapting activities
There are many ways to adapt activities to suit different
language abilities. For example, you can make a gap-fill activity
into a less challenging version by narrowing the choices down
like this:
Spectrum Student’s Book 4 page 50 exercise 2:
‘You’ve got a (...) shoulder. You won’t be able to play volleyball for
a few weeks.’
Easier version: ‘You’ve got a dislocated / ​itchy shoulder. You won’t
be able to play volleyball for a few weeks.’
Alternatively, you could provide the weaker students with a
word pool to use when selecting the right words for each gap. It
is also a good idea to give different students different homework
based on their level. For example, in Spectrum Student’s Book 4
page 11 exercise 9, weaker students could write the story in their
own words, based closely on the original, and stronger students
could write a longer story with more details.
2 Creating a unit poster
This activity is a mini-project which involves the use of groups
and encourages cooperation. It makes use of a variety of skills
and allows students to take different roles in the completion of
the task, as well as encouraging creativity. It is a useful way to
end a unit and revise or recycle previously learned language.
1 Work as a whole class and elicit the language you have recently
practised. Put it on the board, e.g. technology, the passive.
4852548 Spectrum TG4_PRESS.indb 21
2 Divide students into several same-ability groups.
3 Explain that each group is going to produce a different poster.
4 Let each group choose one area they want to make a poster
about. Weaker groups can make vocabulary posters, stronger
groups can focus on grammar.
5 Give out large sheets of paper and colour pens or markers.
6 Students work together and think of how to present new
vocabulary or grammar in a way that helps to explain them.
They can use rules, examples, pictures, etc.
7 Students present their posters to the class.
8 Display the posters around the classroom. This gives students
a sense of achievement and helps them remember what
they have learned.
3 Keeping an English diary
This is an ongoing extension activity that your students can do
whenever they have time, such as at the end of a lesson, when
they have finished the class work. Students can keep a digital
diary or use a small notebook.
1 Students can write about whatever they want, and as much
or as little as they want – the focus should be on increasing
fluency. They can include drawings or pictures to make it
more like a scrapbook.
2 With your students’ permission, you can occasionally
collect and read their diaries, and give them feedback
and suggestions that refer more to the content than to
the language. If you give language feedback, it should be
appropriate to the ability of the individual students.
4 Mind maps for writing
Mind maps are an excellent way of preparing mixed-ability
classes for a writing activity. They require different kinds of skills
– imagination, seeing connections between different ideas,
seeing the whole picture, visual mapping skills, and language –
so the activity engages students with a wide range of abilities.
1 Put your students in mixed-ability groups of four or five
students each and give them three or four large pieces of
paper and the topic for the mind map.
2 Tell the groups that they will make a rough plan of their mind
map first and then produce a fair copy.
3 Get them to write the topic in the centre of the paper and to
think of the main sub-topics. These should be evenly spaced
around the main topic and joined to it with lines.
4 Now ask them to think of additional ideas for each of the
sub-topics and again link them with lines. They should also
link ideas across the mind map, where appropriate. This stage
generates a lot of discussion, drafting, and redrafting and
students should normally have as much time as they need.
5 Each group should now create their fair copy, and then
practise how they are going to present their mind map to
the others.
6 Each group presents their mind map to the rest of the class.
All students will now have not only their own ideas for the
writing task, but also all the other groups’ ideas. If possible,
they should have photocopies of each group’s mind map to
work from when they do their writing task.
Mixed ability xxi
10/06/2016 10:40
 Special Educational Needs in the ELT classroom:
focus on dyslexia
Special Educational Needs (SEN) is the term we use to refer to
the requirements of a child who has a difficulty or disability
which makes learning harder for them than for other children
their age. Note that gifted and talented children are also
considered to have special needs as they require specialized,
more challenging materials.
Of course, children make progress at different rates and vary
widely in how they learn most effectively. It is important to
recognize that although students with special needs may have
difficulties in some areas, there will also be areas of strength.
Recognizing and utilizing these strengths is important to the
students’ academic development as well as their self-esteem.
Your daily contact with these students will help you understand
what works best for each individual and determine your choice
of the most appropriate techniques.
SEN covers a broad range of difficulty or disability, including
difficulty with numbers, attention deficit and autism. Here
we’ll focus on dyslexia as it affects approximately 10% of
the population, so each classroom may have two or three
students with this learning difficulty. Dyslexia is a neurological
condition that causes the brain to process and interpret
information differently, which in turn makes language learning
challenging. It is not a sign of low intelligence or laziness, or
the result of impaired hearing or vision. Dyslexia can manifest
itself in a variety of ways: through linguistic problems such
as slow reading speed, difficulties with word recognition and
spelling, or a smaller range of vocabulary in L1; and through
non-linguistic problems such as a more limited memory span,
difficulties with handwriting and with gross and fine motor
skills, difficulties with time management and organization of
work, and slowness in automizing new skills. It is important
to recognize that these difficulties will vary in their severity
or seriousness in different individuals, and some people will
experience some, not all, of the problems.
Students with dyslexia can become competent and skilled
second language users. Students can become frustrated by
their inability to work in the same way as their classmates,
so a supportive school with a warm and positive classroom
environment can increase the confidence of a student with
dyslexia and can help to reduce the negative effect of the
condition on their future life. Even small steps, such as ensuring
that a student is sitting comfortably at their desk with a well-
positioned writing surface, can have a positive impact.
Some areas of difficulty
• Students with dyslexia may struggle with the spelling of words
in English since the spelling rules and conventions can appear
unpredictable, specific sounds are spelt in many different ways,
and certain letters can be pronounced differently.
• Students with dyslexia may find it more difficult to learn
abstract words than concrete nouns, and may find it easier to
learn nouns than verbs and adjectives. They may find it hard
to distinguish between words with similar sounds or that are
close in meaning.
xxii SEN in the ELT classroom
4852548 Spectrum TG4_PRESS.indb 22
• Speaking and listening skills seem to be affected less than the
literacy-based skills of reading and writing.
• Questions which require open-ended answers and
pronunciation activities may be difficult for students with
dyslexia or other special educational needs.
• Students with dyslexia may struggle with the organization
of their work and their classroom equipment, and this may
impact on their learning.
Some effective strategies
• Give students short instructions, perhaps one step at a time,
with realistic targets – so they get a sense of accomplishment.
• Students with dyslexia do not need an entirely different set of
materials from the rest of the class. Focus their attention on
particular sections, or select from the Extra practice activities
on the Spectrum iPack, from the Spectrum Workbook, or from
the 1-, 2- or 3-star worksheets on the Tests and Resources Disc.
• Students with dyslexia may benefit from a more structured
approach to learning, with controlled oral practice, plenty
of examples, and opportunities to plan their work. The
structured approach to lessons in Spectrum and the models
and examples in the Practical English pages, for example, will
support dyslexic students’ communication skills.
• Allow students who need longer to process information to
do what they can in class, and encourage them to finish at
home if possible.
• Students with learning difficulties tend to respond
positively to extensive repetition and practice and to
explicit explanation. The Spectrum Workbook Grammar
reference pages follow this approach. You may find that
doing language drills in class, focussing on a small set of
core vocabulary or one grammatical feature at a time,
will be helpful for students with SEN. Remember that
similar-sounding words or words with a similar meaning may
cause confusion, so present them separately.
• Students with dyslexia learn better if vocabulary is taught
in context, or anchored to an image. The presentation of
vocabulary in Spectrum through strong visual images will
help with this.
• Encourage students to create mind maps or visual
representation of vocabulary in vocabulary notebooks so
that they can review new language regularly.
• Students with dyslexia often engage well with electronic or
interactive devices, so the games on the Spectrum iPack and
on the VocApp will help them with learning and reviewing
vocabulary at their own pace.
• Multi-sensory and multi-channel formats such as reading
with audio in the Student’s Books, grammar animations as an
alternative way to present grammar and games on the iPack,
as well as the interactive activities on the Digital Book, are
well suited to students with dyslexia.
10/06/2016 10:40
 Using technology
Introduction
Spectrum and Oxford’s online resources give teachers an
exciting opportunity to successfully integrate new and different
teaching methods into lessons. Below is a list of how these
technologies might be used in the English class.
Classroom Presentation Tool
Use the Spectrum iPack with all its additional extras including
interactive tasks, videos and games to engage students and
motivate them to actively participate in the class. For more
details about the Spectrum iPack, see Teacher’s Guide p. xvii.
The tool also connects to the internet (see the next section for
ideas). Any interesting links can be saved on the iPack, so you
can revisit them next time you teach the lesson.
The internet
• The online search icon indicates authentic topics that can be
researched further. Enrich your students’ learning experience
by encouraging them to find out further information about
the topics, watch videos, take virtual tours of places and
engage with interactive maps and images.
• Download images, diagrams and infographics to engage
students in the lesson topic, and for presenting the target
language of the lesson.
• Get students to consult given websites to research different
topics and to use the web as a resource to find the answers
to their own questions.
• Encourage students to download the lyrics to their favourite
English songs online, or to search out English films with
English subtitles to watch.
• Download software for making digital presentations, projects
and voiceovers.
Blogs and social media
• Create a class blog to keep in touch with students via their
home computers. Ask one student to write up their notes after
each lesson and post them online. Post useful documents
such as homework tasks, or language reference material.
• Use your blog as a discussion forum. Post topical statements,
and encourage students to leave their own comments.
• Try to find other English classes from other parts of the world
via social media, and use your blog to connect with each other.
• Discuss how to use social media safely in your classes.
This will improve students’ digital competence, as well as
equipping them with the necessary awareness and language
to use social media successfully and appropriately in English.
• Encourage students to do peer correction by reading each
other’s work on the blog and suggesting changes.
• Set up a task for students to practise functional language,
e.g. suggestions. Ask students to organize an end-of-term
event and get them to make suggestions on the blog. The
event could be held during the last class of term.
4852548 Spectrum TG4_PRESS.indb 23
Podcasts
• Download the podcasts of radio programmes or a TV series
to support the theme of the lesson.
• Record students interviewing each other in different
situations and save it on the computer as a podcast. The class
then listens to the podcasts and votes on the best one.
• Get students to prepare a presentation of a topic that
interests them and make a podcast of it. The class then listens
to the podcasts and prepares questions to ask the speakers.
Oxford Online resources
For students
Oxford Online Learning Zone offers students a wide range
of regularly updated resources to support and extend their
learning in class. All activities and texts are supported by
comprehension checks.
• access via www.oxfordplus.es
• a monthly online e-magazine with seasonal topics
• three cultural videos on a variety of topics
• three webquests, thematically linked to the culture videos,
where students explore carefully selected websites to answer
a topical quiz
• downloadable podcasts to practise their listening
• step-by-step conversational practice, including listening
models, guided dialogues, and an interactive listen-and-
record video conversation
• a quiz game covering a variety of topics in an English-
speaking culture
• an online gradebook, with records of activities completed
and progress made
For teachers
Oxford Premium offers teachers invaluable news and features to
help with your classes.
• access via www.oxfordpremium.es
• downloadable support materials (such as tests, portfolios and
programmes, teaching tips, cultural extras and extra practice
activities) for your Oxford course
• access to a wide range of online tools and resources, to
create your own classroom materials
• Oxford Community – a forum for teachers to share teaching
tips and classroom experience together
• a searchable database of up-to-the-minute news articles
concerning English and education, collected from specialist
global media
• webinars from experts on current pedagogical topics, such as
CLIL, teaching teenagers and different learning styles
• invitations to training workshops and opportunities to meet
course authors
Using technology xxiii
10/06/2016 10:40
 Video in the ELT classroom
The use of video as a teaching tool is widely recognized as a
method of motivating and engaging students. This is especially
true in today’s world, when young people can access video at
any time of the day or night on their smart phones, laptops or
tablets. For teenagers, video is more than just a passive form of
entertainment: they enjoy using it – it is their medium of choice
for the delivery of information, and they interact with it actively
and regularly. When a video features an engaging, authentic
topic such as those used in the Spectrum culture videos, the
effectiveness of the medium as a learning tool is maximized:
students’ eagerness to comprehend a stimulating video has
the dual effect of improving their language retention as well as
increasing their general knowledge and awareness of the world
at large.
So how exactly can video be used to enhance learning in the
classroom? Firstly, teachers can use it as a visual aid to reinforce
language that has been learnt: seeing and hearing people
use language in a meaningful context acts as a powerful aid
to memory. Also significant is that in watching video, learners
activate prior knowledge of specific contexts and build the
cognitive skills required to understand, process, and interact
with language in a way that they cannot do by using reading
materials alone. An example would be a functional context such
as ordering a meal in a restaurant. Reading a dialogue about this
is difficult for students to conceptualize and relate to. On the
other hand, viewing a visually stimulating clip, and then actively
participating in ordering a meal in the Spectrum interactive
Videos in Spectrum 4
Spectrum has four videos per unit to engage and entertain
students and to promote their learning.
1 Each unit starts with a
Your views warm-up
video to raise students’
interest for the unit
ahead. It introduces
the unit topic and
exposes students to
some of the language
from the unit. Students
answer a comprehension question and get instant feedback
from the show presenter.
2 The grammar presentations in Spectrum are brought to life
with grammar animation videos in each unit. These use
humorous characters and storylines to introduce and revise
the main grammar points quickly and effectively.
xxiv Video in the ELT classroom
4852548 Spectrum TG4_PRESS.indb 24
video, is considerably more effective as a learning mechanism.
Another excellent way to exploit the medium is for students to
use it as a model for their own work, which they can produce
on any video-capable device such as a smart phone or tablet.
Active participation in creating a video is a task which students
are typically enthusiastic about doing, and further reinforces
language taught. In the example given above, students can use
the interactive video as a model to act out their own scenario
in a restaurant. There are many other opportunities throughout
Spectrum, for example in the Practical English lessons or in the
Projects, for students to use video to present their work.
Finally, video work can be very usefully deployed as a reference
point for nurturing 21st century skills. The extension activities
in the Spectrum culture video worksheets are a good way of
promoting cultural awareness and building empathy. The tasks
help to personalize issues and allow students to collaborate,
express their opinions, and do research.
The wide range of different types of video available to Spectrum
users ensures that the benefits of using the medium in the
classroom are felt to the full. Whether viewing motivating
Grammar animations which bring language structures to life,
learning about the world in the videos on the opening spreads
and the culture videos, or participating in real-life situations
in the interactive videos, the students’ learning experience is
enriched and their language acquisition and understanding is
consequently increased.
3 The interactive video is either Make it big!: an engaging
and stimulating reality show where contestants present their
ideas to a panel of judges, or a Vlogster video where students
watch a teen vlog and choose from various options.
4 Each Spectrum unit has a culture video linked to the unit
topic. These videos add to students’ global awareness and
help to foster attitudes of respect and tolerance for the
diversity of cultural expression.
10/06/2016 10:40
 CLIL
What is CLIL?
CLIL is Content and Language Integrated Learning. It involves
lessons in a second language on content subjects of the school
curriculum (e.g. Science, Geography, Music, Art).
Why use CLIL?
CLIL is an efficient means of learning a language. It engages
students with widely different interests, and provides
opportunities for using English in motivating contexts.
CLIL also exploits students’ different learning styles, making the
most of their abilities, background knowledge and skills from
other disciplines.
CLIL is an efficient way of introducing an international aspect
into the teaching of content subjects. Secondary students who
become accustomed to conducting their studies in English
will be at a definite advantage in their future education. Since
English is the common language of the internet and many
journals and academic papers, a confident command of English
is often indispensable for future studies and careers.
Tips for using CLIL
Teaching another subject in a foreign language can be
daunting. A good way to ensure your lessons are successful is
to be well prepared. Take time to research and understand the
content of each lesson in advance. Learning another subject
in a foreign language can also be a challenge. If there is a lot of
new vocabulary in a lesson, you can help students by asking
them to use a dictionary or the internet to find out how to say
a set number of key words in English. You can also encourage
students to review the topic in their own language, if they have
studied it previously in another school class.
Before setting internet research, check the website carefully,
to make sure that the information is accurate and the website
is reliable. Make sure the preparation you ask students to do is
achievable in terms of cognitive and linguistic level.
Don’t be afraid to say you don’t know
If you are primarily an English teacher, students may ask you
questions relating to another subject which you cannot answer
immediately. It is better to say that you are unsure. You can then
opt to tell the students you’ll find out for the next class, or ask
a teacher of the other subject to come into the next class to
answer the question.
When teaching another subject in English for the first time, you
may believe that the teaching techniques are very different for
teaching that subject in English. Be reassured that there are also
a lot of similarities between English and other subject classes.
Use the teaching techniques you are familiar with as well as
learning from your colleagues.
4852548 Spectrum TG4_PRESS.indb 25
Exploit students’ background knowledge
Be sure to make the initial stage of a CLIL lesson fun and
motivating, challenging the students to solve puzzles,
suggesting solutions to problems or guessing the answers to
general knowledge questions in a quiz.
Give plenty of visual support
In the CLIL classroom, students may need additional support to
grasp the concept of the lesson. Visual aids such as illustrations,
photos, realia, DVD film, PowerPoint presentations, miming and
gesture are all useful.
Focus primarily on the content
The principal aim of the CLIL lesson is to impart knowledge
of the subject area. As long as students understand the key
concepts of a lesson, they do not need to understand every
single word of the material in English. A passive understanding
of some areas of language is sufficient.
Build students’ confidence
Increase your students’ confidence in CLIL lessons by:
• Making aims clear
Outlining the objectives of CLIL lessons at the outset will
motivate students and help them to put the new material into
the context of what they already know.
• Finding opportunities for recycling
It can be hard for students to retain a lot of new information,
especially in a different language. For this reason, reviewing key
concepts and language whenever they come up naturally in
other classes will be helpful.
• Making tasks achievable
Students will manage productive language tasks much better if
they have a clear model to work from. It is more important that
they participate in the lesson than participate only in English, so
they may sometimes need to use their first language. You can
help them to use English more by making your own language
straightforward. As well as asking questions which require
phrases as a response, you can also use questions that they can
answer simply with a ‘Yes’ or a ‘No’.
• Providing other forms of support where necessary
Students may sometimes need some support in their first
language. Many teachers adopt the successful strategy of
switching briefly and naturally from one language to another in
order to explain a difficult concept.
CLIL and Spectrum
Each unit in Spectrum has a Focus on CLIL page at the end of
the Student’s Book, with additional support material in the
Teacher’s Guide. These sections are linked to the curricula of
other subject areas studied in ESO4. These topics are taken
further in the Curriculum extra worksheets on the Tests and
Resources Disc.
CLIL xxv
10/06/2016 10:40
 Key competences
The Key competences for lifelong learning combine knowledge,
skills, attitudes and values that help students become active
participants in 21st century communities. They are essential for
personal development, social inclusion, active citizenship and
successful employment. They also nurture motivation, flexibility,
self-awareness, confidence and respect for others. The emphasis
on advancing key competences during the formative and
school years is gaining strong support from teachers, educators
and governments throughout the world. This in turn is reflected
in curriculum design and planning, material development,
teaching and assessment.
A brief explanation of the main characteristics of the Key
competences within the framework of learning a foreign
language is set out below.
7 Linguistic communication
Learning a foreign language contributes to progress in this
competence by developing students’ communication skills
(listening, speaking, reading and writing). Their receptive
and productive skills are enriched by understanding the way
language is structured. Students are motivated to use language
systems creatively and appropriately, to adapt discourse to
suit different contexts. Intercultural appreciation enriches
the linguistic experience and highlights relevant aspects of
plurilingualism.
2 Learning to learn
The development of learning strategies and skills is at the
heart of this competence. Students learn to identify methods,
resources and opportunities for furthering their learning.
Building transferable skills enables them to accurately evaluate
their own performance and acquire effective study skills both in
and out of the foreign language classroom.
5 Social and civic competences
Active participation in society and successful working life is
integral to social competence. Developing an awareness of and
respect for oneself as well as the different customs and ways of
thinking of others is an essential part of this. Civic competence
refers to the awareness of social and political concepts such
as democracy, equality and justice which allow individuals to
actively participate in democratic societies. The nature of many
activities that form a core part of foreign language teaching
requires students to interact with other students in the class in a
cooperative manner. Tasks which personalize learning by asking
students to answer questions about themselves or express
their opinions are also relevant for the acquisition of social
competence.
1 Digital competence
Digital competence is the ability to confidently use diverse
information and communication technology as well as the skill
to critically evaluate the information acquired. Knowledge of a
foreign language enables students to access a broader range
xxvi Key competences
4852548 Spectrum TG4_PRESS.indb 26
of information and also to communicate with a wider range of
people. Language courses give students the tools they need
to communicate appropriately in different contexts, including
online communication.
When learning a foreign language, it is important to be exposed
to a range of resources and genres of speech and writing. The
regular use of digital learning resources, including websites
and interactive whiteboard materials, directly adds to the
development of this competence. Web-based activities used
in foreign-language classrooms aid the development of critical
evaluation.
3 Cultural awareness and expression
The study of a foreign language requires an understanding of
the culture of the countries in which it is spoken. In addition
to promoting an understanding of the contribution of others
to the cultural and artistic heritage of a country, learning a
foreign language gives students the means to express their own
creativity in an appropriate way. Tasks which require students
to express their opinions or give an emotional response or
create a piece of original spoken or written work contribute to
this competence. Examples of such tasks could be narratives,
Tweets, projects or dialogues.
4 Sense of initiative and entrepreneurship
The learning of a foreign language contributes to the
achievement of this competence because it encourages
teamwork in the classroom, the management of personal
resources, and social skills such as cooperation and negotiation.
Students are encouraged to adopt procedures which allow
them to use their own initiative and decision-making skills
during the planning, organization and management of their
work. This experience amounts to a transferable skill that can
be used in both social and commercial contexts. Tasks which
require students to work in pairs or small groups, or carry
out short projects, require cooperation, flexibility and time
management.
6M
 athematical competence and basic competences
in science and technology
Though this does not have an obvious link to foreign language
learning, it can feature in the language class in a number of
different ways. Most notably, students are exposed to content-
integrated learning through a variety of topics which focus
on science and technology. They also come into contact
with the use of numbers, their basic operations and their
application to everyday life. Tasks which require students to
interpret numerical data, e.g. tables, or reflect on scientific and
technological advances contribute to this competence.
10/06/2016 10:40
 Examples of Key Competences in Spectrum 4
7  1  Linguistic communication
Since Spectrum is a language course, linguistic communication The interactive video and the associated Practical English
is by definition at its heart. The primary focus of all the pages support students in initiating, sustaining and concluding
exercises, activities and projects and of all the resources is conversations, and offer functional language practice in a range
to contribute to the development of students’ linguistic of social and cultural contexts.
competence in the English language. In particular, the
Spectrum’s step-by-step approach to writing develops
following features will help students activate their linguistic
supported transferable skills and gives them strategies to
knowledge, communicate accurately and express themselves
produce texts to become successful writers in a wide variety
effectively within a range of contexts:
of media and text types, including narratives, opinion essays,
The Say it! feature throughout the units gives students reports, announcements, blogs, questionnaires and formal
an immediate opportunity to focus on new sounds and letters.
establish patterns.
The Look at language feature enables students to
The unit-by-unit pronunciation practice (pp. 149–151) helps systematically deduce rules and build their knowledge about
students to hear and reproduce words accurately and make how English operates, and use these appropriately in the
relevant connections. production of accurate writing.
The unit dictations help students develop more accurate
listening strategies by focussing their attention on understanding
language in context and improving their listening and
writing accuracy.

2 2  Learning to learn

Students are encouraged to monitor and assess their own Unit 5 (p. 58) Students use images to create a visual link to
learning throughout the Spectrum course. Giving students memorize a new vocabulary set.
opportunities to see their own progress along with teaching
Unit 6 (p. 75) Students deduce the rules for using a grammar
strategies for effective learning helps to build their confidence
structure.
and increase motivation. This approach is fostered both in
the Student’s Book and in tasks throughout the whole course Unit 7 (p. 91) Students study the context in which idiomatic
package. expressions are used in order to work out their meanings.
The main vocabulary, grammar and practical English covered Unit 8 (p. 102) Students identify pairs of synonyms in order to
in each unit is summarized in a box on the opening page of clarify their meaning and aid recall.
each unit. Teachers can use this to focus students’ attention on
Unit 9 (p. 111) Students define a situation where they need to
the learning outcomes for that unit.
revise for an exam and use the models to give advice.
iPack preparation activities for the Student’s Book reading,
The Learn it! feature throughout the units alerts students
listening, speaking and writing activities help raise students’
to patterns in language to help them develop successful
awareness of strategies to successfully accomplish the tasks.
strategies to use in their language learning.
The following activities support students to use new skills and
The regular Research it! feature encourages students to develop
knowledge to facilitate their learning.
effective autonomous information research skills. It covers a
Unit 1 (pp. 10–11) Students interact with a grammar table to wide variety of topics, such as science, technology, language
identify patterns and infer rules for the use of the past simple, and history.
past continuous and used to.
Student’s Book unit reviews and the self-evaluation
Unit 2 (p. 22) Students scan a text in order to complete it with features in the Workbook encourage students to assess
missing information. their progress constructively. The Workbook also contains a
cumulative review section, so students continually revisit and
Unit 3 (p. 34) Students use context to identify the meanings of
review language from earlier units.
highlighted words in a text.
Unit 4 (p. 56) Students identify the main subject of each
paragraph of a text in order to understand their general
meaning, by matching titles with subjects.

Key Competences xxvii

4852548 Spectrum TG4_PRESS.indb 27 10/06/2016 10:40

 5 3  Social and civic competence
Spectrum encourages students to develop the social skills of
co-operation and mutual understanding through its extensive
use of discussion and awareness-raising activities. Real-world
tasks enable students to improve constructive communication
strategies within a variety of situations.
The Practical English pages, Your turn feature and the
Projects help students to develop the awareness, skills and
knowledge to communicate appropriately in a wide variety of
social contexts.
Many of the lesson topics and reading texts in Spectrum
encourage students’ self-awareness within a social and
historical context, and promote a sense of ethical responsibility
and community spirit.
The following page spreads are some examples of where the
competence is developed in Spectrum’s Student’s Book 4:
Unit 1 (unit opener, 1.2) Students develop their understanding
of behaviour that can have a positive and negative affect on
the people in their social circles by discussing and reading
about friendship and companionship. (1.5) Students learn
about charity organizations and how to request and give
information about them.
Unit 2 (2.2) Students expand their awareness of advertising
and publicity while reflecting on the influence that it has on
them and others.
Unit 3 (3.5) Students learn about personal responsibility to
protect the environment and are encouraged to support
sustainable development by discussing ways of reducing
waste.
Project 1 (pp. 44–45) Students develop their assertiveness
and tolerance for others’ points of view while working
collaboratively to choose the topic for a class debate, prepare
their point of view and exchange opinions during the debate.
1 4  Digital competence
Students are given opportunities to develop this competence
in Spectrum by using a wealth of digital components and by
interacting with technology in a variety of ways.
The iPack material features presentations, exercises, dialogue
practice, videos and games to encourage digital learning.
The Digital Student’s Book features Grammar animations
which help to foster learner autonomy as students manage
their learning via a digital tool. The Digital Workbook also
features digital interactive tasks which link to the Gradebook.
xxviii Key Competences
4852548 Spectrum TG4_PRESS.indb 28
Unit 4 (unit opener, 4.2) Students develop their appreciation of
the power of positive action and discuss and learn about how
their environment can affect them.
Unit 5 (unit opener, 5.2) Students develop their awareness of
the impact of digital tools, social media and online communities
on their lives. (5.3) Students learn about the importance of good
manners in both the on- and offline worlds.
Unit 6 (6.5) Students build on their ability to understand and
express different points of view while discussing different forms
of entertainment in order to reach an agreement.
Project 2 (pp. 82–83) Students develop their assertiveness,
tolerance for others’ points of view and their ability to
communicate constructively, negotiate and compromise while
working collaboratively on the tasks leading to a presentation
of activities in their local area.
Unit 7 (7.5) Students build on their ability to understand and
express different points of view, to compare, negotiate and
compromise while discussing different events and making
choices in order to reach an agreement.
Unit 8 (unit opener, 8.2) Students learn to expand their
appreciation of the world around them, are encouraged to
share their experiences with others and to give advice and
make recommendations.
Unit 9 (9.2) Students expand their appreciation of the basic
concept of solidarity for the wider community by considering
how social networking can support members of a community.
Project 3 (pp. 120–121) Students develop their assertiveness,
tolerance for others’ points of view and their ability to
communicate constructively, negotiate and compromise while
working collaboratively on the tasks leading to the production
of a yearbook: assessing each other’s work, distributing tasks
within the group, planning the structure and design of the
yearbook, resourcing the necessary equipment, etc.
Both digital components support students as they understand
how to navigate around and interact with the digital contents.
The Spectrum VocApp (available FREE for students with
smartphones) and the Oxford Online Learning Zone
(accessible via the promo code in the books) promote
learner autonomy and encourage students’ initiative.
The interactive Your views video offers students informative
documentary-style video material to consolidate their learning
throughout the course, and requires them to use digital skills to
select from options, or to find information.
10/06/2016 10:40
 The online search icon alongside various texts in the
Student’s Book, encourages students to develop their
interests by searching online for further relevant information.
Students will use their critical judgement to evaluate the
relevance of information and to distinguish between reliable
and unreliable sources, and to distinguish between fact and
opinion.
The Research it! boxes throughout the Student’s Book
challenge students to expand their research skills using
electronic reference sources. These are a valuable tool to
motivate students to do further research on a given topic, and
will require students to understand the need to evaluate and
check information found online. For example, in unit 3 page 34,
students can look online for information on how energy can be
created by people walking on special floor tiles, but will need to
use their critical judgement and multiple sources to ensure they
are finding facts, not science fiction.
3 5  Cultural awareness and expression
With its global perspective, emphasis on cross-cultural
comparison and focus on contemporary artistic expression,
Spectrum offers ample opportunity to develop this competence.
Reading and listening texts about the real world provide
exposure to English-speaking cultures throughout the world.
Reading is extensively supported with Culture videos to
stimulate students’ interest, enrich their knowledge, and to
foster their understanding of and respect for other cultures.
Unit 1 (pp. 14–15) This text helps students understand and
appreciate the importance of national parks in the preservation
of nature. Students also learn about the careful management
of natural spaces so that the needs of both wildlife and local
populations are met.
Unit 2 (pp. 26–27) This text introduces students to the
development of supermarkets and the consequences that they
have had for society. It also encourages them to think about the
elements that make one shopping experience more attractive
than another.
Unit 3 (pp. 38–39) This text is about the cultural importance
of dance in different communities and helps students develop
cultural awareness about traditions that exist in their own
cultures.
Unit 4 (pp. 52–53) This text about extreme winter conditions in
Canada broadens students’ awareness of how people are able
to adapt to harsh climates and helps students understand how
our environment affects the way we live.
4852548 Spectrum TG4_PRESS.indb 29
The projects after units 3, 6 and 9 provide additional
opportunities for students to use the internet to do research
and to use a variety of computer applications to process and
present information. Students can share information and
communicate electronically whilst developing an awareness of
the risks associated with collaborative networking and being
aware of keeping safe online.
Project 1 (pp. 44–45) Students collaborate to prepare and hold
a class debate. They use digital tools to search for good sources
and collect information to support the point of view that they
are supporting.
Project 2 (pp. 82–83) Students are encouraged to use digital
tools to collaboratively collect, organize and record information
about activities in their local area and share it with the class
through a video or a multimedia presentation.
Project 3 (pp. 120–121) Students collaborate to produce a
yearbook while using digital tools to search for ideas, design
the pages, write and edit the articles, include photos, etc.
Unit 5 (pp. 64–65) This text exposes students to social class
differences in New Zealand at the beginning of the last century.
It encourages students to reflect on class in their own culture
and to think about the different rules that exist for formal and
informal social events.
Unit 6 (pp. 76–77) This text explains how the Mediterranean
island of Malta has broadened its economic base by attracting
filmmakers to work on the island and describes the way that the
local environment and buildings have been adapted for use by
the film industry.
Unit 7 (pp. 90–91) This text about the history and rules of some
lesser-known sports helps students broaden their awareness of
how cultural diversity often contributes to national identity.
Unit 8 (pp. 102–103) This text about ancient rock art fosters
students’ appreciation for the history and importance of art
in all cultures while also encouraging them to enrich their
understanding of other examples of ancient works of art.
Unit 9 (pp. 114–115) This text about space exploration exposes
students to some of the reasons that countries like India have
for getting involved in the development of space craft. It also
encourages students to consider the possible applications of
technology in improving people’s lives.
The Your turn feature and speaking and writing activities
invite students to show awareness of cultural and historical
differences and express their ideas about these topics in a
creative way.
Key Competences xxix
10/06/2016 10:40
 4  6  Sense of initiative and entrepreneurship
Spectrum emphasizes productive lesson outcomes which
challenge students to work autonomously, take risks and
express themselves creatively. Numerous opportunities to
contribute their own ideas keep tasks fresh and engaging, and
help students develop planning and task management skills to
achieve communicative objectives and to turn ideas into action.
Unit 1 (pp. 11, 13, 15) Students work independently to analyse
past events or the local environment, organize their ideas, record
notes and deliver short talks.
Unit 2 (p. 25) Students work autonomously and collaboratively to
express their opinions on shopping and consumerism.
Unit 3 (p. 33) Students demonstrate their sense of initiative and
pro-activity while planning and creating an infographic to illustrate
the green energy sources that are available in their countries.
Unit 4 (pp. 49) Students demonstrate their sense of initiative and
risk-taking skills by planning the action they would take in different
situations.
Unit 5 (p. 59, 61) Students develop ethical awareness while
discussing social media.
Unit 6 (p. 79) Students work autonomously while planning,
organizing notes and preparing for a meeting.
Unit 7 (p. 87) Students demonstrate their sense of initiative and
pro-activity while planning improvements to public transport.
Unit 8 (p. 105) Students build on their planning, organization
and management skills while preparing detailed instructions.
6  7  Mathematical competence and basic competences in science and technology
Students are exposed to aspects of the competence in many
of the lessons in Spectrum. A number of real-world tasks
incorporate mathematical expressions and processing.
Unit 3 (pp. 32–33) Students take part in scientific inquiry and
assess statistical information in the form of percentages. .
Project 1 (pp. 44–45) Students apply basic mathematical
principles to organize and control a debate, allocating an equal
amount of time to each participant, before analysing and
interpreting the results of the vote at the end of the debate.
Unit 5 (pp. 58–59, 60) Students consider the importance of
digital tools in everyday situations and communities.
Project 2 (pp. 82–83) Students apply their knowledge of
technological tools to collaborate in the production of a
multimedia presentation or a video.
Unit 7 (pp. 86–87) Students consider scientific advances in
transport and discuss the impact this will have on public
transport in their area in the future.
xxx Key Competences
4852548 Spectrum TG4_PRESS.indb 30
Unit 9 (p. 113) Students assess their own career aspirations
and discuss what would be challenging and motivating about
achieving them.
The Practical English sections in each unit offer numerous
scenarios for collaborative group or pairwork and role plays,
during which students have opportunities to develop their
transferable skills of planning, negotiation and pro-activity.
The writing, group and speaking projects after Units 3, 6
and 9 challenge students to work collaboratively to extend their
knowledge beyond the classroom and organize and present
their ideas. The projects allow them to develop negotiation,
planning, decision-making and time management skills.
Project 1 (pp. 44–45) ‘A class debate’: Students work
collaboratively to choose the topic of the debate, choose roles,
research the topic, present and respond to arguments, formulate
and respond to questions during the debate, take part in a vote
and evaluate their own learning.
Project 2 (pp. 82–83) ‘A day trip in your area’: Students
collaborate to collect ideas, research, write notes, assess each
other’s work, prepare and give a presentation or make a video on
activities to do in their local area.
Project 3 (pp. 120–121) ‘Our yearbook’: Students demonstrate
initiative by identifying a number of sources from which to
collect ideas, writing profiles, designing, planning, organizing
and managing different tasks, assessing each other’s work and
publishing the final product.
Unit 8 (pp. 104–105) Students practise their numeracy skills
by following instructions and by preparing and giving detailed
instructions for each stage of an activity
Unit 9 (pp. 116–117) Students apply basic mathematical
principles by interpreting travel information and calculating
travel times.
Project 3 (pp. 120–121) Students work cooperatively and
handle technological tools to produce a yearbook.
A number of CLIL topics improve students’ understanding of
mathematical, scientific and geographical topics.
Unit 3 (Focus on Science, p. 142) Students study how
hydropower is produced and interpret a diagram on the
different components of a hydroelectric power plant.
Unit 6 (Focus on Technology, p. 145) Students build on their
knowledge of robotics and future applications of robots.
Unit 9 (Focus on Technology, p. 148) Students develop their
understanding of satellites and their uses and discover the basic
scientific principles behind their orbits.
10/06/2016 10:40
 Evaluation and testing
Spectrum provides a wide range of ways for you to check your
students’ progress. The term ‘assessment’ covers a series of
procedures and tests, including informal assessment, self-
assessment and formal assessment.
• Informal assessment is where the teacher checks how
well the students are learning using informal methods like
observation, questioning and correction, generally during
lesson time.
• Self-assessment encourages the student to reflect upon
and evaluate his or her own learning and learning strategies
with a view to future improvement. It should be noted
that the teacher, using this system of assessment will also
be evaluating not only the students’ learning, but also the
process of learning. In other words, not simply awarding
marks or deciding if something is correct or incorrect, but
also giving the students credit for positive learning strategies
and motivating them to learn further.
• Formal assessment is achieved through structured tests
and exams, which take place at set intervals during the year
and with different purposes in mind. These also include
diagnostic entry tests at the start of the course or end-of-
term and end-of-year tests. On the one hand, test results
must give an accurate picture of the students’ current level of
knowledge and skills, but on the other should also encourage
the students by concentrating on what they can do, and not
only on what they can’t. One of the main aims of testing is
diagnostic: in other words, to identify the need for revision,
consolidation or extension.
Self-assessment
Self-assessment plays an important role in the process of
learning. It involves the language student in a process of
reflection and appraisal of their own competences and skills,
while at the same time training them in how to consolidate
these competences. Spectrum deals with this important area in
the following ways:
• Student’s Book: students may be referred back to the
learning objectives of the unit when they have completed it,
and asked which items they are confident of being able to
use.
• Student’s Book Grammar sections: students can look back
at the presentation material to check their understanding of
the form and usage of the new grammar.
• Student’s Book Review: suggest that students go back over
the unit and complete any work or worksheets they haven’t
done to help them revise before doing the exercises on the
Review pages.
• Workbook Grammar and Vocabulary Reference: students
are encouraged to reflect on the grammar and vocabulary
of the unit, and do the exercises to check their grasp of the
language.
4852548 Spectrum TG4_PRESS.indb 31
• Workbook Cumulative Review: a chance for students
and teachers to check progress. The score system will show
where more work, if any, needs to be done. These may be set
as homework, or done in class.
Formal assessment: Tests
A wide range of tests is available on the Tests and Resources
Disc. This contains all the tests as editable Word files and as
PDFs, the answer key and the accompanying audio files.
The tests contain a wide range of material to evaluate students
including: a diagnostic test, nine unit tests, three end-of-term
tests, an end-of-year test and fourteen speaking tests. The unit
tests, end-of-term tests and end-of-year tests are at three levels
to allow teachers to choose which best matches the students’
abilities. All the tests have the same format and include
listening, vocabulary, grammar, reading and writing sections.
A marking scheme is provided, with a final mark out of 100
for each test. There is also a speaking test for each unit. The
diagnostic test covers language that students will have learnt
previously and is a useful tool for measuring the students’ level
of English. The unit tests cover all the language covered in each
unit. The three end-of-term tests cover material from units 1–3,
4–6 and 7–9 respectively. Each one tests language and skills
work from those Student’s Book units. There is also an end-of-
year test.
The different star-level tests in Spectrum are differentiated in
the following ways: the one-star tests assess vocabulary sets
one and two; the two-star tests in addition assess the third
vocabulary set; and the three-star tests also include a short
Cumulative review section which assesses grammar and
vocabulary selected from previous units.
Continuous assessment
In addition to using the test material provided, teachers may
also wish to assess students’ progress on a more regular basis.
This can be done by giving marks for students’ homework and
for their performance in class. There are various opportunities
to assess students’ progress as you are working through a unit.
The Practical English and Writing pages all require students to
produce a dialogue or text that could be used for assessment
purposes. Make sure that students know that you are marking
their work, as they will respond more enthusiastically to
productive tasks if they know that it will influence their
final grade.
There is a photocopiable Evaluation Record Sheet on
page xxxviii of this Teacher’s Guide, which can be used to
keep a record of students’ progress during the year. The sheet
includes sections for continuous assessment and for the test
results. The sheet can be used by both the teacher and the
student to see which areas the student is good at and could
do extension work in, and which areas of language need
to be revised. Use the appropriate level of worksheets from
the Tests and Resources Disc to provide extra practice at the
students’ level.
Evaluation and testing xxxi
10/06/2016 10:40
 Assessing Speaking and Writing
Speaking
The speaking tests in Spectrum are in three parts:
1 About you (suggested weighting: 20%)
Students respond to personal questions about themselves, their
experiences, their likes and dislikes, etc. The questions recycle
vocabulary from the units and use a variety of tenses.
2 Role play (suggested weighting: 40%)
This part of the test assesses students’ ability to use the
communicative expressions taught in the speaking section
of each unit. Students complete a dialogue with the target
expressions, and then practise the dialogue. There is an
extension section, which provides an alternative format for
students of higher ability.
3 Photo description (suggested weighting: 40%)
Students are given one of two photographs and asked to
describe general and detailed aspects of them and also to give
their opinions on issues arising from the photo. There is an
extension section, which includes some more general opinion-
based questions, or questions comparing the two photos.
The following criteria can be used to assess students’
performance in the speaking tests:
• Content: How well did students complete each task? Did
they answer the questions and add relevant opinions?
• Fluency: How natural did the students sound? Did they
manage to speak without hesitating too much?
• Interaction: How well did students interact with you or their
partner? To what extent did they have a real conversation?
• Language: Did students use appropriate vocabulary and
grammar? For the unit tests, did they use new vocabulary
and grammar taught in the unit? How rich / varied was their
language?
• Accuracy: How many errors were there, especially basic
errors?
xxxii Evaluation and testing
4852548 Spectrum TG4_PRESS.indb 32
Writing
The Writing section of each test in Spectrum asks students to
produce a written text of a similar type as the corresponding
unit of the Student’s Book. The following criteria can be used to
assess each piece of writing:
• Content: Have students completed the task successfully?
Have they included all the information specified in the
instructions?
• Appropriacy: Have students used language appropriate to
the task type, for example informal expressions in an email to
a friend?
• Organization: Is the writing appropriately organized into
paragraphs and appropriately laid out?
• Language: Have students used appropriate vocabulary and
grammar? How rich / varied is the language used?
• Linking: Are linking words and expressions used
appropriately to give the text cohesion?
• Accuracy: How many errors are there in lexis and grammar,
especially basic errors?
The Common European Framework
The Common European Framework of Reference for Languages
(CEFR), developed by the Council of Europe (Language
Policy Unit), includes reference level descriptions to promote
transparency and coherence in language learning, teaching and
assessment. The CEFR describes foreign language proficiency
at six levels: A1 and A2, B1 and B2, C1 and C2. The ‘can do’
statements corresponding to each level of the CEFR are
designed to be used by everyone involved in foreign language
education. These include teachers, teacher trainers, ministries
and education bodies which set foreign language curricula,
publishers developing new materials, and of course students
who wish to evaluate their own progress. The CEFR levels that
most closely correspond to Spectrum level 4 are B1 to B2.
The level descriptors for A2, B1 and B2 are included in the
End-of-year self-assessment chart on page xxxix.
10/06/2016 10:40
 Student self-assessment checklist Student self-assessment checklist
Name: _____________________________   Class: __________________ Name: _____________________________   Class: __________________

Unit 1 Unit 2
1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

4852548 Spectrum TG4_PRESS.indb 33

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. !! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! ! * ** !! ! * **
Speaking Speaking I can talk about what my friends and I do to make a
I can talk about when I made a new friend. difference to our local community.
Page 11:9 Page 21:7

Photocopiable © Oxford University Press 2016

Speaking I can talk about what I have been doing in the Speaking I can talk about the influence of advertising on what
Page 13:9 recent past. Page 23:8 I have bought.
Reading I can read and match names to information about Reading I can recognize where missing sentences belong in
Page 10:2 a text. Page 22:2 a text.
Reading Listening
I can read and match headings to content of a text. I can listen for specific information to answer questions.
Page 14:1 Page 24:4/5
Listening I can listen for detailed factual information to Practical English I can describe my personal qualities in the context of
Page 12:5 complete factfiles. Page 29:8 a job interview.
Practical English I can give information about a cause I support and Writing I can write a formal letter to complain about
Page 17:8 request information from others. Page 31:5 something that has gone wrong.
Writing
I can write an informal email to a friend. 2 Complete the form.
Page 19:4
What I remember: What did you do in English outside class?
2 Complete the form. A useful question   Do homework
What I remember: What did you do in English outside class?   Learn new words
A useful question   Do homework A useful expression   Revise before a test
  Learn new words   Listen to music
A useful expression   Revise before a test Some useful words
  Read a reader
  Listen to music   Watch a TV programme, video or DVD
Some useful words
  Read a reader Objectives:   Write an email or chat
  Watch a TV programme, video or DVD One thing which I need to improve
  Look at web pages
Objectives:   Write an email or chat
One thing which I need to improve   Write a letter
  Look at web pages How can I improve?
  Read a magazine
  Write a letter   Other activities:
How can I improve?
  Read a magazine Study strategy:
Do you use different vocabulary and
  Other activities: structures in informal and formal contexts?
Study strategy:
Do you find evidence in a reading text to Yes / No
support your answers?

Self-assessment checklist
Yes / No

xxxiii

10/06/2016 10:40
 xxxiv
Student self-assessment checklist Student self-assessment checklist
Name: _____________________________   Class: __________________ Name: _____________________________   Class: __________________

Unit 3 Unit 4

4852548 Spectrum TG4_PRESS.indb 34

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. !! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! ! * ** !! ! * **
Speaking I can make future predictions about technology and Speaking I can talk about what makes me happy and what I do
Page 35:9 what type of energy it will use. Page 47:3/6 when I am stressed.

Self-assessment checklist
Speaking Reading I can extract information from a text to complete
I can give a short talk about how to be more energetic. sentences.
Page 37:10 Page 48:2
Reading Reading I can read an article and correct errors in sentences
I can scan a text for information.
Page 34.2 Page 52:2 about it.
Reading I can extract new vocabulary from a reading text and Listening I can recognize the sequence in which specified
Page 38.3 use it accurately in a new context. Page 50:4 information appears in an interview.
Listening I can extract information from a listening text to Practical English
complete sentences. I can ask for and give advice in a variety of contexts.
Page 36:5 Page 55:7
Practical English I can express interest, satisfaction and hope when Writing I can write a blog about an activity I do, using
Page 41:8 discussing ways of saving energy. Page 57:7 informal English.
Writing I can write an opinion essay about an environmental
Page 43:6 problem. 2 Complete the form.
What I remember: What did you do in English outside class?
2 Complete the form. A useful question   Do homework
What I remember: What did you do in English outside class?   Learn new words
A useful question   Do homework A useful expression   Revise before a test
  Learn new words   Listen to music
A useful expression   Revise before a test Some useful words
  Read a reader
  Listen to music   Watch a TV programme, video or DVD
Some useful words
  Read a reader Objectives:   Write an email or chat
  Watch a TV programme, video or DVD One thing which I need to improve
  Look at web pages
Objectives:   Write an email or chat
One thing which I need to improve   Write a letter
  Look at web pages How can I improve?
  Read a magazine
  Write a letter   Other activities:
How can I improve?
  Read a magazine Study strategy:
Do you use phrases for paraphrasing if you
  Other activities: can’t remember the exact word to use?
Study strategy:
Do you organize your ideas into a paragraph Yes / No
plan before you start a writing task?
Yes / No

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 Student self-assessment checklist Student self-assessment checklist
Name: _____________________________   Class: __________________ Name: _____________________________   Class: __________________

Unit 5 Unit 6

4852548 Spectrum TG4_PRESS.indb 35

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. !! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! ! * ** !! ! * **

Speaking I can use a variety of question forms to ask other Speaking

people questions about their experiences of online I can talk about better time management.
Page 71:5

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Page 61:9 communities.
Speaking I can interview classmates about an interesting trip
Speaking I can discuss my opinion of correct etiquette for Page 73:8 and then report back on what they said.
Page 63:9 mobile phone and other technology use.
Reading
Reading I can identify the main point of an article and I can read a text and find specific information.
Page 72:2
Page 60:2 complete summary sentences about the text.
Reading
Reading I can identify sentences within a text which confirm I can complete a gapped text with sentences.
Page 76:2
Page 64:2 specified information.
Listening I can listen to a radio interview and correct errors in
Listening I can listen carefully to match speakers to paraphrased Page 74:5 sentences about it.
Page 62:4 ideas from a listening text.
Practical English I can ask for opinions and give my own point of view
Practical English I can express certainty, doubt and make suggestions Page 79:9 in a group discussion.
Page 67:7 when talking about local community projects.
Writing
Writing I can write clear announcements for a club that I can write a story.
Page 81:5
Page 69:5 provide different types of information.
2 Complete the form.
2 Complete the form.
What I remember: What did you do in English outside class?
What I remember: What did you do in English outside class? A useful question
A useful question   Do homework
  Do homework
  Learn new words
  Learn new words A useful expression
A useful expression   Revise before a test
  Revise before a test
  Listen to music
  Listen to music Some useful words
Some useful words   Read a reader
  Read a reader
  Watch a TV programme, video or DVD
  Watch a TV programme, video or DVD Objectives:
Objectives:   Write an email or chat
  Write an email or chat One thing which I need to improve
One thing which I need to improve   Look at web pages
  Look at web pages
  Write a letter
  Write a letter How can I improve?
How can I improve?   Read a magazine
  Read a magazine
  Other activities:
  Other activities: Study strategy:
Study strategy: Do you write down synonyms as well as
Do you identify the key words on questions
new words to help you remember their

Self-assessment checklist
before you answer them? meanings?
Yes / No Yes / No

xxxv

10/06/2016 10:40
 xxxvi
Student self-assessment checklist Student self-assessment checklist
Name: _____________________________   Class: __________________ Name: _____________________________   Class: __________________

Unit 7 Unit 8

4852548 Spectrum TG4_PRESS.indb 36

1 Complete the self-evaluation by ticking the boxes that best refer to your ability. 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. !! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! ! * ** !! ! * **
Speaking I can give my predictions about changes to public Speaking
I can talk about a restaurant or café I like.
Page 87:8 transport in my area in the future. Page 99:9

Self-assessment checklist
Speaking Speaking I can talk about animals I like and dislike, and explain
I can describe a memorable sporting event I have seen.
Page 91:7 Page 101:11 why.
Reading I can identify which information is covered in, or Reading
Page 90:2 omitted from, an article. Page 98:2 and I can read a text and find specific information.
Listening 102:2
I can identify different extracts and then complete
Page 88:5/6 sentences about them. Listening I can listen to instructions and identify the picture
Page 100:4 which depicts the language I hear.
Practical English I can interpret how a speaker is feeling by identifying
Page 93:7 the tone of voice they use. Practical English I can give detailed instructions and make myself clear
Page 105:9 if needed.
Practical English
I can compare and contrast different options.
Page 93:8 Writing I can complete a questionnaire and include opinions,
Page 107:6 reasons and recommendations in my responses.
Writing I can write a report outlining the benefits of
Page 95:6 something.
2 Complete the form.
2 Complete the form. What I remember: What did you do in English outside class?
What I remember: What did you do in English outside class? A useful question   Do homework
A useful question   Do homework   Learn new words
A useful expression   Revise before a test
  Learn new words
A useful expression   Revise before a test   Listen to music
Some useful words
  Listen to music   Read a reader
Some useful words   Watch a TV programme, video or DVD
  Read a reader
  Watch a TV programme, video or DVD Objectives:   Write an email or chat
Objectives: One thing which I need to improve
  Write an email or chat   Look at web pages
One thing which I need to improve
  Look at web pages   Write a letter
How can I improve?
  Write a letter   Read a magazine
How can I improve?
  Read a magazine   Other activities:
Learning strategy:
  Other activities: Do you remember to react to what your
Learning strategy: partner said and sound interested when you
Do you try to use the context to work out
and he/she are speaking to each other?
the meaning of words before you check in
a dictionary? Yes / No
Yes / No

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 Student self-assessment checklist
Name: _____________________________   Class: __________________

Unit 9

4852548 Spectrum TG4_PRESS.indb 37

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.
!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! ! * **
Speaking
I can talk about my dream job.
Page 113:8

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Speaking I can talk about how technology can help us have a
Page 115:6 better future.
Reading I can read a forum and match information to each
Page 110:3 participant.
Reading I can extract new vocabulary from a reading text and
Page 114:4 use it accurately in a new context.
Listening I can listen to a radio programme and match jobs to
Page 112:3 different people.
Practical English I can give warnings and tips to people in different
Page 117:9 situations.
Writing
I can write and edit a CV to reply to a job advert.
Page 119:5

2 Complete the form.

What I remember: What did you do in English outside class?
A useful question   Do homework
  Learn new words
A useful expression   Revise before a test
  Listen to music
Some useful words
  Read a reader
  Watch a TV programme, video or DVD
Objectives:   Write an email or chat
One thing which I need to improve
  Look at web pages
  Write a letter
How can I improve?
  Read a magazine
  Other activities:
Learning strategy:
Do you check that you have used cognates
and false friends correctly when editing

Self-assessment checklist
your work?
Yes / No

xxxvii

10/06/2016 10:40
 xxxviii
Evaluation record sheet Name of student  Class
1 Classwork (Continuous assessment)
Date Vocabulary Grammar Speaking Listening Reading Writing Comments
Unit 1

4852548 Spectrum TG4_PRESS.indb 38

Unit 2
Unit 3
Unit 4

Evaluation record sheet

Unit 5
Unit 6
Unit 7
Unit 8
Unit 9

2 Test results
Listening Vocabulary Grammar Reading Writing Total / 100 Speaking
Diagnostic
Unit 1
Unit 2
Unit 3
End-of-term 1 test
Unit 4
Unit 5
Unit 6
End-of-term 2 test
Unit 7
Unit 8
Unit 9
End-of-term 3 test
End-of-year test

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 End-of-year self-assessment
Name:  Date:
Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A2, B1 or B2.
Then put ticks (✓) or crosses (✗) in the table.
A2 B1 B2
Listening
Reading
Conversation
Speaking
Writing
A2
Listening I can understand phrases and the
highest frequency vocabulary related
to areas of most immediate personal
relevance (e.g. very basic personal and
family information, shopping, local area,
employment). I can catch the main point
in short, clear, simple messages and
announcements.
Reading I can read very short, simple texts. I can
find specific, predictable information
in simple everyday material such as
advertisements, prospectuses, menus
and timetables and I can understand
short simple personal letters.
Conversation I can communicate in simple and routine
(Oral tasks requiring a simple and direct
interaction) exchange of information on familiar
topics and activities. I can handle very
short social exchanges, even though I
can’t usually understand enough to keep
the conversation going myself.
Speaking I can use a series of phrases and
(Oral sentences to describe in simple
production) terms my family and other people,
living conditions and my educational
background.
Writing I can write short, simple notes and
messages relating to matters in areas
of immediate need. I can write a very
simple personal letter, for example
thanking someone for something.
Adapted extract (A1 & A2) from “Table 2 – Common Reference Levels: self-assessment grid” on pp.26–27 of Common European Framework of Reference for Languages:
Learning, Teaching, Assessment by the Council of Europe. © Council of Europe. Reproduced by permission.
Photocopiable © Oxford University Press 2016
4852548 Spectrum TG4_PRESS.indb 39
B1
I can understand the main points
of clear standard speech on familiar
matters regularly encountered in work,
school, leisure, etc. I can understand
the main point of many radio or TV
programmes on current affairs or topics
of personal or professional interest when
the delivery is relatively slow and clear.
I can understand texts that consist
mainly of high frequency everyday or
job related language. I can understand
the description of events, feelings and
wishes in personal letters.
I can deal with most situations likely to
arise while travelling in an area where
the language is spoken. I can enter
unprepared into conversation on topics
that are familiar, of personal interest or
pertinent to everyday life (eg. family,
hobbies, work, travel and current events).
I can connect phrases in a simple
way in order to describe experiences
and events, my dreams, hopes and
ambitions. I can briefly give reasons and
explanations for opinions and plans. I
can narrate a story or relate the plot of a
book or film and describe my reactions.
I can write simple connected text on
topics which are familiar or of personal
interest. I can write personal letters
describing experiences and impressions.
B2
I can understand extended speech
and lectures and follow even complex
lines of argument provided the topic is
reasonably familiar. I can understand most
TV news and current affairs programmes.
I can understand the majority of films in
standard dialect.
I can read articles and reports concerned
with contemporary problems in which
the writers adopt particular stances
or viewpoints. I can understand
contemporary literary prose.
I can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers
quite possible. I can take an active
part in discussion in familiar contexts,
accounting for and sustaining my views.
I can present clear, detailed descriptions
on a wide range of subjects related to my
field of interest. I can explain a viewpoint
on a topical issue giving the advantages
and disadvantages of various options.
I can write clear, detailed text on a wide
range of subjects related to my interests.
I can write an essay or report, passing on
information or giving reasons in support
of or against a particular point of view.
End-of-year self-assessment xxxix
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 S Starter unit
Unit summary Culture note
Augmented Reality (AR) is the use of computer technology to
Vocabulary
‘enhance’ or ‘augment’ the real world through visual or audio
Technology: browse, press, scroll, swipe, switch on, tap, text, update effects. Users wear special AR glasses to transfer information
Sports: catch up, miss out, pick up, take up, try out from a computer to the real world. An example of Augmented
Money: afford, be worth it, borrow, lend, save up, waste Reality in computer games might be that users see the game
characters in the real world, moving around next to them. In
Grammar an educational context, it could be transferring historical or
Modals scientific information into the real world, as described in the
Past simple and present perfect article, to bring subjects to life for students.
Present simple and present continuous
Exercise 2  $ 1.02
Functional language • Read through the instruction with the class.
Expressing time • Give students time to read through the pieces of information
at, during, from … to, in, until (1–5) and make sure that they understand everything.
• Play the recording for students to read and listen and answer
the questions in their notebooks. Ask them to note down the
Unit opener line numbers for where they found the answer.
• You might want to do question 1 as an example and refer
Reading and Vocabulary students to the relevant lines in the article to read where the
information is stated.
Aims • Check answers with the class.
• Read and listen to an article about the future use of ANSWERS
Augmented Reality in education. 1 Information given (in lines 13–15).
• Answer questions about the article. 2 Information not given.
• Practise using technology vocabulary. 3 Information not given.
7 Develop linguistic communication. 4 Information given (in lines 16 –20).
5 Information not given.
1 Develop digital competence.
VOC APP Exercise 3
• Read through the instruction with the class. Ask students to
For individual practice, students who have a smartphone can
read through the instruction text quickly, ignoring the gaps, to
download the free Spectrum VOC APP, which includes wordlists
get the gist. Ask: What device is mentioned that you can connect
of the key vocabulary complete with audio, example sentences,
the glasses to? (your smartphone)
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations. • Ask students to read the instructions again and write the
missing words in their notebooks. Students can use their
Warm-up dictionaries to check the meaning of the words in the box.
• Focus students’ attention on the photos on page 4. Ask: What • Check answers with the class, and make sure that students
do the photos show? Elicit a few ideas, and then teach the term understand all the vocabulary.
Augmented Reality (see Culture note). ANSWERS
• Ask students if they have any computer games or apps which 1  switch on   ​2  press  ​3  browse  ​4  update  ​5  tap  ​
use Augmented Reality. Ask: How do you think Augmented 6  scroll  ​7  swipe  8  text
Reality could be used in the classroom? Elicit a few ideas.
v Vocabulary practice
Exercise 1 • 1–3 star tasks to practise the vocabulary. Also available on the
• Read through the question and ask students to look at the Tests and Resources Multi-ROM.
photo of Big Ben and the photo of Big Ben on the tablet.
• Elicit a range of answers, and encourage as many students as
possible to join in and share their experiences.

Starter T4

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 Modals
Aims
• Revise how to use modals.
• Practise using modals in sentences and in controlled and
personalized practice.
7 Develop linguistic communication.
Exercise 4
• Ask students to read the example sentences. Discuss the
meaning of each sentence. You could ask students to
translate some of the sentences into their language to check
understanding.
• Read through the table with the class and check that students
understand obligation, prohibition, necessity, advice, ability and
permission. Ask students to copy the table in their notebooks
and complete it with the correct words.
• Check answers with the class.
• Alternatively, read through the table with the class and elicit
the correct answers, and then ask students to copy the
completed table in their notebooks.
• Elicit the rules for the use of modals (they don’t add -s in the
he / ​she / ​it form, they are followed by an infinitive without to
and they don’t have different tense forms).
ANSWERS
1  have to   ​2  need to   ​3  ought to   ​4  be able to   ​
5  are allowed to
Optional activity
To reinforce the difference between must / ​have to, mustn’t
and don’t have to, write on the board the three gapped
sentences:
1 You … do your homework.
2 Your homework … be late.
3 You … do extra work, but it’s a good idea.
Focus on the three sentences and ask: Which one expresses an
obligation? (1) Which one expresses a prohibition? (2) Which one
expresses no obligation? (3)
Elicit the missing verbs, eliciting both possible verbs for
sentence 1. Point out that must / ​have to have a similar
meaning in the affirmative form, but different meanings in
the negative form. Encourage students to note down the
sentences, or similar sentences, to make clear the distinction
between must / ​have to, mustn’t and don’t have to.
ANSWERS
1  must  ​2  mustn’t  ​3  don’t have to
T5 Starter
4852548 Spectrum TG4_PRESS.indb 5
Exercise 5
• Read through the first sentence with the class and elicit the
correct modal to replace the words in italics (have to / ​must).
• Ask students to read the remaining sentences and write the
correct modals in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  have to/must   2​   should/ought to   ​3  don’t have to   ​
4  can’t/mustn’t  ​5  will be allowed to   6​   had to
Optional activity
Ask students to write three rules for their ideal school. Elicit a
few examples first, e.g. Teachers must always be kind to students.
Students don’t have to do homework.
Divide the class into groups to compare their rules and choose
the four they like best. Have a class vote on the best ones.
v Grammar practice
• 1–3 star tasks to practise modals. Also available on the Tests
and Resources Multi-ROM.
Speaking
Aims
• Talk about rules for using electronic devices at school.
5 Develop social and civic competences.
7 Develop linguistic communication.
Exercise 6
• Focus students’ attention on the photos and elicit the
devices / ​symbol (laptop, mobile phone, Wi-fi). Brainstorm other
devices that might be used in class, e.g. desktop computer,
tablet, calculator, interactive whiteboard.
• Invite a student to read the instruction aloud. Divide the class
into pairs or groups and ask them to write five rules for using
electronic devices in class. Ask students to think about the
three points raised in the question. Encourage them to use
the language in the Useful language box.
• Invite some students to tell the class about their group’s / ​
pair’s rules or organize the class into new groups / ​pairs and
have them explain their rules to each other.
• Ask students to decide which are the most practical or
realistic rules.
Further practice
Grammar, Workbook page 5
Vocabulary, Workbook page 4
Grammar and vocabulary reference, Workbook pages 96–99
Grammar and vocabulary worksheets, Tests and Resources Multi-ROM
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 S.2 Sport
Vocabulary and Listening
Aims
• Revise and learn vocabulary for sports.
• Listen to a podcast about a memorable sporting moment.
• Complete information from the podcast.
7 Develop linguistic communication.
5 Develop social and civic competences.
Warm-up
• With books closed, ask: What’s your favourite sport? Elicit a few
answers, and then give students two minutes to write as many
sports words as they can, using their dictionaries to help.
• Bring students’ ideas together on the board and check
understanding. See which pair wrote the most correct words.
Make sure skating is included in the list.
Exercise 1
• Read through the instruction and the first question with the
class. Elicit the missing word (out). Elicit that try out is a phrasal
verb, with the meaning try something for the first time.
• Ask students to copy and complete the questions in their
notebooks. They can use their dictionaries if necessary.
• Check answers with the class.
• Give students time to prepare their own answers to the
questions. Have them ask and answer them with a partner.
Suggest that they use them to talk about the sports that they
mentioned in the warm-up.
ANSWERS
1  out  ​2  up  ​3  up  ​4  up  ​5  out
Optional activity
Give a description of some of the rules of a sport, using
modals from page 5, e.g. You can play this game inside or
outside. You have to hit a ball over a net with a racket. The ball is
allowed to bounce once, but it mustn’t bounce twice, and it must
land inside the court. (tennis)
Divide the class into pairs to prepare a similar description.
Go round monitoring and encourage them to use a range of
modals and semi-modals.
Invite pairs to read their descriptions aloud for other students
to guess the sports.
Exercise 2  $ 1.03  Audio script pT152
• Tell students that they are now going to listen to an extract
from the Sporting Moments podcast. Invite a student to read
the instruction aloud.
• Play the recording for students to listen and answer.
• Check answers with the class.
ANSWER
Steven Bradbury is from Australia. He hasn’t participated in
other competitions since his success.
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Exercise 3  $ 1.03 Audio script pT152
• Give students time to read through the gapped information
about Steven Bradbury.
• Play the recording again for students to listen and complete
the information. Pause the recording as necessary to allow
students time to write.
• Alternatively, students could complete the information from
memory, and then listen again and check answers with the class.
ANSWERS
1  Ice skating   ​2  Winter Olympics   ​3  fell  ​4  second  ​
5  Four  ​6  gold  ​7  Doing
Past simple and present perfect
Aims
• Revise how to use the past simple and present perfect.
7 Develop linguistic communication.
Exercise 4
• Invite different students to read the sentences in the box
aloud, and answer question 1.
• Read through the questions and elicit the answers. Elicit a
rule for questions 2–5, e.g. We use the present perfect to talk
about unfinished periods of time. Ask students to write the rules
and some of the examples from the table in their notebooks,
or they could modify the example sentences to make them
more personal to help them remember the grammar.
ANSWERS
1 Past simple: 1, 3, 5; Present perfect: 2, 4, 6
2 2, 4, 6
3 1, 3, 5
4 2, 4, 6
5 1, 3
v Grammar practice
• 1–3 star tasks to practise past simple and present perfect. Also
available on the Tests and Resources Multi-ROM.
Exercise 5
• Ask students to read the report quickly, ignoring the gaps, to
get the gist. Ask: What is Mireia’s sport? (swimming) When does
she train? (early in the morning)
• Ask students to read the report again and write the correct
verb forms in their notebooks.
• Check answers with the class. Remind students that there
is an Irregular verbs list on the inside back cover, and they
should aim to learn all the irregular forms on the list.
ANSWERS
1  did you do   ​2  didn’t jump   ​3  ’s had   ​4  started  ​
5  hasn’t been  ​6  won  ​7  broke  ​8  hasn’t achieved
Further practice
Vocabulary, Workbook page 5
Grammar, Workbook page 6
Grammar and vocabulary reference, Workbook pages 96–99
Grammar and vocabulary worksheets, Tests and resources Multi-ROM
Starter T6
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 Vocabulary and Listening
Aims
• Learn verbs to talk about money.
• Listen to a conversation about shopping.
7 Develop linguistic communication.
Warm-up
• Ask: Who enjoys/hates shopping? Why? Ask: When did you last
go shopping? What did you buy? Were you happy with it?
Exercise 1
• Ask students to check the verbs in the box in their dictionaries.
• Read through the first situation and elicit the correct verb
(borrow). Then ask students to complete the exercise.
• Check answers, inviting students to give a relevant sentence
using the correct verb, e.g. Can I borrow your jacket, please?
ANSWERS
1  borrow  ​2  afford  ​3  save up   ​4  be worth it   ​5  lend  ​
6  waste
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 2  $ 1.04  Audio script pT152
• Read through the question with the class. If necessary, pre-
teach discount and a bargain.
• Play the recording for students to listen and answer the
questions. Check the answer with the class.
ANSWER
a Tottenham Hotspur football shirt from last year; £30
Exercise 3  $ 1.04 Audio script pT152
• Play the recording again for students to listen and answer the
questions. Check answers with the class.
ANSWERS
1  Her brother, Guillermo.   ​2  Learning English.   ​
3  In a clothes shop.   ​4  Extra large.   ​5  £50.  ​6  Spanish.
Present simple and present continuous
Aims
• Revise the present simple and the present continuous.
• Do a dictation based on the conversation.
• Learn functional language for expressing time.
7 Develop linguistic communication.
Exercise 4
• Read through the questions in exercise 3 and elicit whether
they are in the present simple or present continuous.
• Ask them to work in pairs to write the sentences.
• Invite students to read out their answers.
ANSWERS
Present simple: 1, 3, 4, 5 / Present continuous: 2, 6
T7 Starter
4852548 Spectrum TG4_PRESS.indb 7
1 Marta wants to buy the item for her brother, Guillermo.
2 She is learning English at a language school in London.
3 She works in a clothes shop at weekends.
4 Marta’s brother takes extra large.
5 This season’s shirt costs £50.
6 The shop assistant is studying Spanish.
Exercise 5
• Ask students which sentence in the box refers to a habit
(I support Tottenham Hotspur) and which refers to an activity
that is happening now (We’re offering a discount).
• Ask students to choose the correct tenses to complete the rule.
ANSWERS
simple; continuous
v Grammar practice
• 1–3 star tasks to practise present simple / present continuous.
Also available on the Tests and Resources Multi-ROM.
Exercise 6  $ 1.05  Audio script pT152
• DICTATION Give students time to read the gapped sentences.
• Play the recording for students to listen and write the
completed sentences in their notebooks. Pause the recording
as necessary to give students time to write.
ANSWERS
1  in  2  at; during   3  from; to   4  until
Exercise 7
• Read through the time words in the Functional language box
and then ask students to read the example sentences.
• Ask students to use the time words to write sentences about
themselves, then share these sentences with the class.
Exercise 8
• Read through the instruction and the information in the box.
• Give students time to prepare their questions. Divide the class
into pairs to ask and answer their questions.
Your turn
Aims
• Talk about shopping.
5 Develop social and civic competences.
7 Develop linguistic communication.
Exercise 9
• Give students time to prepare their ideas, and then divide the
class into small groups to talk about shopping. Encourage
students to use the phrases in the Speaking strategy box.
Further practice
Vocabulary, Workbook page 6
Grammar, Workbook page 7
Vocabulary reference, Workbook pages 96–97
Vocabulary worksheets, Tests and Resources Multi-ROM
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 1 Making a difference
Unit summary
Vocabulary
Personality adjectives: dedicated, dependable, enthusiastic,
kind, optimistic, outgoing, sensible, supportive, sympathetic,
truthful
Collocations: get and make: get better, get involved,
get permission, get the feeling, get things done, get used to,
make a difference to, make an effort, make an impression,
make the most of
Natural environments: the wild, pack, bank, dam, shade
Word builder: (bring) change, (cause) damage, (make) the
decision, (record) information
Learn it!: sympathetic, sensible, sensitive
Grammar
Past simple, past continuous and used to
Present perfect continuous with for and since
Present perfect simple and continuous
Present perfect simple with already, still, just and yet
Functional language
Requesting information
I’d like some information about … .
Can you explain which / ​how / ​what … ?
Could you tell us about … ?
Where can we find out more (about …)?
Giving information
Let me explain how it works.
What you do is … .
Have a look on our website to see … .
We’ve already … .
Unit opener
Vocabulary
Aims
• Learn personality adjectives.
• Describe what makes a good friend.
7 Develop linguistic communication.
5 Develop social and civic competences.
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VOC APP
For individual practice, students who have a smartphone can
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.
Exercise 1
• Focus students’ attention on the photos. Ask them to describe
the situations in each of the photos and say what the
relationship between the people is.
Optional activity
Before students do exercise 2, read out the adjectives in
the box aloud. Ask students to repeat them, drawing their
attention to the syllable on which the stress falls on each
adjective. Read them out aloud again and ask students to
mark the stress on the correct syllable of each adjective.
1st syllable: dedicated  sensible  truthful
2nd syllable: dependable supportive outgoing
3rd syllable: optimistic sympathetic
4th syllable: enthusiastic
Exercise 2
• Invite a student to read the instruction aloud.
• Read through the definitions with the class and check
students understand them.
• Ask students to copy and complete the definitions in their
notebooks with the adjectives in the box.
• Check answers with the class.
ANSWERS
1  kind  ​2  supportive  ​3  sympathetic  ​4  enthusiastic  ​
5  outgoing  ​6  truthful  ​7  sensible  ​8  dedicated  ​
9  optimistic  ​10  dependable
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Unit 1 T8
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 Exercise 3 Learn it!
• Focus student’s attention on the expression false friends in the
Learn it! box and elicit its meaning. Ask students if they can
think of any examples.
• Read the three bold adjectives aloud and model their
pronunciation. Ask students to use them to complete
the sentences.
• Ask three students to read out their sentences, telling them to
pay close attention to pronunciation.
ANSWERS
1  sensitive  ​2  sympathetic  ​3  sensible

Exercise 4
• Ask students to read the internet forum.
• Divide the class into pairs to discuss the forum and choose
three comments that they both agree with.
• Then ask students to discuss in pairs the comments that they
agree with the least.
• Invite some students to share their comments with the class.

Exercise 5
• Encourage students to work individually to complete the
sentence with their own ideas. Conduct class feedback,
inviting some students to share their sentences with the class,
and others to say if they agree or disagree with the ideas
expressed.

Exercise 6 21st Century Skills: Making choices

• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Ask a student to read the situation aloud. Read through the
questions and check students understand what they have
to do.
• Tell students to work in pairs or small groups.
• Invite some pairs or small groups to share their decisions with
the class, and ask others to say if they agree or disagree with
the solutions presented.

Exercise 7
• Play the video for students to watch.
v Your Views: Friendship
• Duration: 2.10 minutes
• Topic: What do you think is important in a good friend?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 8
Vocabulary reference, Workbook pages 100–101
Vocabulary worksheets, Tests and Resources Multi-ROM

T9 Unit 1

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 1.2 Positive action Past simple, past continuous and used to
Aims
Reading
• Compare and contrast the use of the past simple, past
Aims continuous and used to.
• Read and listen to an article about cyber bullying. • Complete sentences and a text with the past simple, past
• Answer questions on the article. continuous and used to.
5 Develop social and civic competences. 7 Develop linguistic communication.
1 Develop digital competence. v Grammar animation
v Reading preparation • Presentation of past simple, past continuous and used to in
context.
• Interactive task to pre-teach vocabulary from the article and
introduce students to the topic.

Warm-up
• Focus students’ attention on the photos and the title of the
article. Ask: What is bullying? Elicit a general description,
e.g. being unkind to someone, especially someone who is
younger or weaker than you.
• Ask: What do you think cyber bullying is? Elicit that cyber
bullying is using computers or mobile phones to bully others.
Ask: How can people bully others online? How can we prevent
people from bullying others online? Elicit a range of answers.

Exercise 1  $ 1.06
• Read through the question with the class and then play the
recording for students to read and listen to the article.
• Elicit answers to the question.
SUGGESTED ANSWERS
@westhighbros: @westhighbros was immediately successful
and enthusiastic students shared thousands of supportive
tweets.
STOPit!: And news agency CNN has just voted STOPit! one of
the top five apps to change the world.

Exercise 2
• Read through the instruction with the class. Ask students to
write Jeremiah, Todd or Both in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• Check answers with the class. Ask students which idea
(Jeremiah’s or Todd’s) they like best and why. Elicit a range of
answers, and encourage as many students as possible to join
in and express their opinions.
ANSWERS
1  Both  ​2  Todd  ​3  Jeremiah  ​4  Todd  ​5  Both  ​
6  Jeremiah

Optional activity
Elicit other situations when someone might send a supportive
tweet to a friend. Ask students to write their own supportive
tweet to a friend or classmate. If necessary, point out that a
tweet can have a maximum of 140 characters, including spaces.
Encourage students to compare their tweets in pairs. Invite
some students to read their tweets to the class.

Unit 1 T10

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 Exercise 3
• Invite different students to read the example sentences in the
table on page 10 aloud. Ask them to translate the sentences
into their own language to check understanding.
• Invite a student to read the instruction aloud and check
students understand what they have to do. Tell students to
work in pairs. Ask them to copy the rules in their notebooks
and to complete them with the words in the box.
• Check answers with the class. Point out that we usually use
the past continuous + past simple in the same sentence for
an action in progress (past continuous) that was interrupted
by another action (past simple). Point out that we can also
use the two tenses together with just when to indicate actions
that happened immediately after one another.
• Encourage students to copy some of the examples from the
table in their notebooks, or they could modify the example
sentences to make them more personal to help them
remember the grammar.
ANSWERS
1  used to   ​2  the past simple   ​3  the past continuous   ​
4  the past simple   ​5  the past continuous   ​6  the past simple
v Grammar practice
• 1–3 star tasks to practise past simple, past continuous and
used to. Also available on the Tests and Resources Multi-ROM.
Exercise 4
• Read the first sentence aloud and elicit the correct word.
Then ask students to read the remaining sentences and
choose the correct answers.
• Check answers with the class, referring back to the
explanations in exercise 3 as necessary to explain the answers.
ANSWERS
1  when  ​2  While  ​3  Just when   ​4  when
Exercise 5
• Invite a student to read the instruction aloud.
• Elicit which tense is used for longer actions and which for
shorter actions. Refer students to the example sentences in
the table on page 10 or to exercise 4 if necessary.
• Ask students to copy and complete the sentences in their
notebooks with the correct past simple and past continuous
form of the verbs in brackets.
• Check answers with the class.
ANSWERS
1 While Matthew was having a walk, he met an old
school friend.
2 Katie and Lauren were playing video games when I arrived
at the house.
3 Just when I was starting to fall asleep, my phone rang.
4 We had the idea for the blog while we were watching a
documentary on YouTube.
T11 Unit 1
4852548 Spectrum TG4_PRESS.indb 11
Exercise 6
• Remind students that use to is a regular verb when it is used
in the past simple, adding -d in affirmative, but not in negative
sentences or questions.
• Ask students to copy and complete the sentences in their
notebooks with the correct form of used to.
• Check answers with the class.
ANSWERS
1  used to wear   2​   use to like   ​3  use to feel   ​4  use to live
Exercise 7
• Ask students to read through the text quickly, ignoring the
gaps, to get the gist. Ask: What did Clare help with? (the writer’s
Maths homework)
• Ask students to read the text again and write the correct
options in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  While  ​2  sat  ​3  use to   ​4  weren’t  ​5  was having   ​
6  when  ​7  offered  ​8  understood
Your turn
Aims
• Practise using the past simple and past continuous.
• Write about making a new friend.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 8
• Invite a student to read the instruction and questions aloud.
Tell students that if they can’t remember a real incident, they
can use their imagination and invent one.
• Give students time to write their answers.
Exercise 9
• When students have finished their answers to exercise 8, read
through the instruction and the notes for the example story.
To make it more interesting, you could personalize the story
and talk about one of your own experiences of meeting a
friend for the first time.
• Ask students to look at the phrases in the Useful language box
and think about how they can use them to talk about their
own experiences.
• Divide the class into pairs or small groups and encourage
them to tell each other about their experiences.
• Conduct class feedback, inviting some students to read their
descriptions to the class. Correct any mistakes and praise
students’ use of the past tenses.
Further practice
Grammar, Workbook page 9
Grammar reference, Workbook pages 102–103
Grammar worksheets, Tests and Resources Multi-ROM
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 1.3 Special people
Vocabulary and Listening
Aims
• Learn collocations with get and make.
• Read fact files about two teenagers who have achieved
something special.
• Listen to a conversation about the fact files.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
Warm-up
• Ask students to look at the photos and then read the title of
the lesson, Special people, aloud. Ask: Why do you think the
young people in the photos might be special? Elicit a range of
ideas, e.g. volunteering to help people, organizing events
to help a local school, inventing a device, etc. Encourage
students to reflect and say how these activities make
someone special. Elicit a range of answers.
Exercise 1
• Read through the instruction with the class and invite a
student to read expressions 1–10 aloud. Read through
the words and expressions A–J and check that students
understand them.
• Ask students to work in pairs to match the expressions
with get and make (1–10) to the definitions (A–J) in their
notebooks.
• Check the answers with the class. Make sure students
understand all the underlined phrases.
ANSWERS
1  J  ​2  A  ​3  F  ​4  G  ​5  C  ​6  H  ​7  B  ​8  D  ​9  I  ​10  E
Exercise 2
• Read through the instruction with the class and ask different
students to read each question aloud.
• Ask students to replace the underlined words in each
sentence with expressions with get and make in their
notebooks.
• Check answers with the class.
ANSWERS
1  get involved   2​   get the feeling   3​   get better   ​
4  make the most of   5​   get used to   ​6  get things done   ​
7  make an impression   ​8  make a difference to
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 3
• Focus students’ attention on the two fact files and ask the
students to read them and answer the questions.
• Check answers with the class.
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ANSWERS
1 Easton used Lego pieces and a 3D printer.
2 Neha’s charity helps children receive an education.
v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Exercise 4  $ 1.07  Audio script pT152
• Read through the questions with the class and check students
understand what they have to listen for.
• Play the recording for students to listen and answer the
questions in their notebooks.
• Check answers with the class.
ANSWERS
1 Easton LaChappelle was inspired after meeting another
young person.
2 Neha Gupta returned to her parents’ country.
Exercise 5  $ 1.07  Audio script pT152
• Play the recording again for students to listen and write the
missing words from the fact files in their notebooks.
• Play the recording again for students to check and complete
their answers.
• Alternatively, students could complete the fact files from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.
ANSWERS
1  trip / holiday / visit   ​2  school  ​3  $1 million   ​4  100  ​
5  hand  ​6  cheaper  ​7  $80,000
Optional activity
Say: Imagine the two teenagers in the fact files have the chance of
winning a prize for their work in the community. Which teenager
do you think should win the prize? Why? Give students time to
read the fact files again and think about their answer to the
question before they discuss it in small groups.
Invite groups in turn to tell the class which teenager they
have chosen and why. Have a brief class discussion. You could
end with a vote to see which teenager most students think
should win.
Further practice
Vocabulary, Workbook page 10
Vocabulary reference, Workbook pages 100–101
Vocabulary worksheets, Tests and Resources Multi-ROM
Unit 1 T12
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 Present perfect continuous
Aims
• Learn how to use the present perfect continuous.
• Complete sentences and ask questions using the present
perfect continuous.
7 Develop linguistic communication.
v Grammar animation
• Presentation of present perfect simple and present perfect
continuous in context.
Recycle
• Read through the information in the Recycle box with the
class. Write for and since on the board and elicit some time
phrases that are used with each one, e.g. for: two weeks, a few
months, a long time; since: last week, 2012, June, two o’clock.
Exercise 6
• Focus attention on the grammar table. Invite students to
identify the affirmative, negative and question forms.
• Remind students that some verbs are not used in continuous
forms, and so are not used in the present perfect continuous:
I have known Tom for ten years. NOT I have been knowing Tom
for ten years.
• Ask students to complete the sentences. Check answers with
the class.
ANSWERS
1 Rebecca has been working as a volunteer for two years.
2 I’ve been doing my homework since I got home at five o’clock.
3 We’ve been revising for three hours. I need a rest.
4 They’ve been chatting online for hours.
5 My brother has been working at the charity for six months.
6 Susana has been designing apps since she was at school.
Exercise 7
• Read through the instruction and the example question with
the class. Point out that we use How long in questions about
the duration of an action or event.
• Ask students to write the remaining questions in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 How long has Rebecca been working as a volunteer?
2 How long have you been doing your homework?
3 How long have you been revising?
4 How long have they been chatting online?
5 How long has your brother been working at the charity?
6 How long has Susana been designing apps?
Present perfect simple
Aims
• Learn the difference between the present perfect simple and
present perfect continuous.
• Complete sentences using the present perfect simple and
continuous.
7 Develop linguistic communication.
T13 Unit 1
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Exercise 8
• Ask students to read through the rule for the present perfect
simple and the example sentence at the top of the page.
• Write some sentences on the board to highlight the difference
between the present perfect simple and the present perfect
continuous: Amy has been doing her homework since 6pm. She’s
finished Maths and now she’s doing English. Tom has been reading
that book for three hours and he’s read two chapters.
• Ask students to say what Amy and Tom have done and what
they haven’t done.
• Ask students to complete the sentences with the correct
forms of the verbs in brackets in their notebooks.
• Check answers with the class.
ANSWERS
1 I’ve been saving money to buy a new phone. So far, I’ve
saved over £100.
2 Katie has been learning to play the guitar since she was 11,
and she’s played in several concerts at my school.
3 Andy hasn’t finished that book yet, and he’s been reading it
for weeks.
4 They’ve played that same song ten times today, and they’ve
been listening to music for hours!
5 Rebecca has been writing her novel for a year. She’s written
150 pages so far.
v Grammar practice
• 1–3 star tasks to practise present perfect continuous and
present perfect simple. Also available on the Tests and
Resources Multi-ROM.
Your turn
Aims
• Discuss things you have done and have been doing this year.
• Practise using the present perfect simple and present perfect
continuous.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 9
• Invite a student to read the instruction and the examples
aloud. Ask: What things have you done or have you been doing
this year? Encourage students to add a few ideas to the ones
in the box, e.g. learning a musical instrument, doing a new
sport, learning a language.
• Give students a few minutes to think of their ideas, then divide
them into small groups to discuss them. Encourage them to
use the language in the Useful language box.
• Conduct class feedback, inviting some students to tell the
class something they learned about their partner. Praise good
use of the target language and correct any mistakes.
Further practice
Grammar, Workbook page 11
Grammar reference, Workbook pages 102–103
Grammar worksheets, Tests and Resources Multi-ROM
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 1.4 Culture
Reading and Vocabulary
Aims
• Read and listen to a blog about wolves in Yellowstone
National Park.
• Answer questions on the blog.
• Understand new vocabulary in context.
• Learn and practise using verb and noun collocations.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Warm-up
• Focus students’ attention on the map of the USA. Point out
the arrow to Yellowstone National Park. Ask: What do you know
about Yellowstone National Park? What animals do you think you
can see there? Elicit a range of ideas.
• Point to the photos of the animals and elicit their names
(wolf / wolves and elk). Ask: What do you know about wolves?
What effect do you think wolves can have in a national park?
Encourage students to speculate and share their ideas with
the class.
Culture note
Wyoming and the Yellowstone National Park
Wyoming is a state in the central part of the USA. It is the 10th
largest state by area, but is the least populated, as much of the
land is uninhabited mountains.
Yellowstone National Park was established in 1872, and
was one of the first national parks in the world. It covers
nearly 9,000 km2 and includes lakes, rivers, forests and
mountain ranges. Animals that live in the park include grizzly
bears, mountain lions, bison and elk.
Wolves were reintroduced to the park in 1995 and, by
controlling the previously uncontrolled population of elk,
have brought considerable benefits to the plant and animal
life of the park.
Exercise 2
• Ask students to read the sentences in exercise 2. Then ask
them to read the blog again and decide if the sentences are
true or false, correcting any false sentences in their notebooks.
• Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the key, as long as the meaning is the same.
SUGGESTED ANSWERS
1 False. She walked in the direction of the sound.
2 False. She is one of a team of people who have got involved
in a project to reintroduce wolves to the park.
3 True.
4 True.
5 False. The wolves have helped the local economy. Tourists
stay in local hotels and eat in restaurants.
6 False. The writer believes the wolves will continue to be the
good guy in this story for years to come.
Exercise 3
• Focus students’ attention on the highlighted words in the
blog. Encourage them to guess their meaning from context.
• Ask students to match each word to one of the definitions
(1–5) in their notebooks.
• Check answers with the class.
ANSWERS
1  shade  ​2  dam  ​3  packs  ​4  the wild   ​5  banks

Exercise 1  $ 1.08
• Read through headings 1–4 with the class and make sure
students understand them all.
• Elicit the meaning of reintroduce.
• Play the recording for students to read and listen to the blog,
and match the headings to paragraphs A–D.
• Check answers with the class.
ANSWERS
1  D  ​2  C  ​3  A  ​4  B

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 Exercise 4
• Focus students’ attention on paragraphs B and C. Ask the
students to find the names of five animals other than wolf (elk,
beavers, ducks, otters, trout). You could point out that the plural
form of elk can be elk or elks.
• Tell students to use the context to decide what type of
animals they are and match them to the definitions. Tell
students that there is more than one answer for question 4.
• Check answers with the class.
ANSWERS
1  beavers; otters   ​2  duck  ​3  trout  ​4  wolf / elk
Exercise 5  $ 1.09  Say it!
• Focus students’ attention on the two different sounds in the
Say it! box. Model the two sounds in isolation. Then play the
recording for students to listen and repeat the words.
• Write the sounds /æ/ and /ʌ/ at the head of two columns on
the board and ask students to copy it in their notebooks. Play
the recording again and have them write the words in the
correct column according to the sound they contain.
• Check answers with the class, then play the recording again.
• There are follow-up exercises for further practice on page 149.
ANSWERS
/æ/: dam, pack, banks
/ʌ/: hunt, ducks, suddenly
Word builder: Verb and noun collocations
Exercise 6
• Elicit or explain that certain verbs collocate with nouns. Give
one or two examples, e.g. make a mistake, do your homework.
Remind students that it is a good idea to learn verb and noun
collocations together.
• Focus students’ attention on the nouns in the box and ask
students to find these nouns in the blog and complete the
collocations in their notebooks.
• To help students, you could tell them which paragraphs to
look in (change – paragraph D, damage – paragraph B, the
decision – paragraph B, information – paragraph A).
• Check answers with the class.
ANSWERS
bring change, cause damage, make the decision,
record information
Exercise 7
• Ask students to complete the sentences with the correct
collocations and write them in their notebooks.
• Check answers with the class.
ANSWERS
1  caused; damage   ​2  made the decision   ​3  bring; change   ​
4  record / recorded information
v Vocabulary practice
• Interactive task to practise verb and noun collocations.
T15 Unit 1
4852548 Spectrum TG4_PRESS.indb 15
Research it!
• Read the Research it! box with the class.
• Students could do the research online in class, using their
phones or tablets. You could do the activity as a race, to
motivate students.
• Alternatively, give them the research task to do for homework.
Encourage them to use the internet and other resources.
Your turn
Aims
• Give a talk about a national park or area of natural beauty.
3 Develop cultural awareness and expression.
4 Develop sense of initiative and entrepreneurship.
7 Develop linguistic communication.
Exercise 8
• Read through the instruction with the class and brainstorm
some national parks and areas of natural beauty.
• Give time for students to research and prepare their talks.
Encourage students to write some notes in their notebooks,
but not to write down the whole talk. They could work
individually or in pairs.
• Invite individuals or pairs in turn to give their talks to the class.
Encourage other students to listen carefully and ask questions
at the end of each talk.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes.
Exercise 9
• Students watch the video.
v Culture video: Marwell wildlife
• Duration: 4.37 minutes
• Topic: Marwell Wildlife: a zoological park and conservation
centre.
• Video worksheets are available in the iPack Resources tab.
Focus on … Geology
• Ask students to read the question about Yellowstone National
Park and discuss the answer in pairs before they look at
page 140 to find out if they are right.
• Students can now do the Focus on CLIL activities on page 140.
ANSWER
Yellowstone National Park was created by a giant
supervolcano.​
Further practice
Pronunciation, Student’s Book page 149
Vocabulary, Workbook page 12
Reading, Workbook page 13
Word builder, Vocabulary reference, Workbook pages 100–101
Focus on Geology, Student’s Book page 140
Curriculum extra worksheet Unit 1, Tests and Resources Multi-ROM
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 1.5 Practical English: giving
information
Listening and Reading
Aims
• Read a poster for the Global Impact Fair.
• Listen to a conversation and answer questions about the
Global Impact Fair.
• Do a dictation based on the conversation.
• Discuss the impact of different projects.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
6 Develop mathematical competence and basic science and
technology competences.
Warm-up
• With books closed, ask: What are the main problems in the
world today? Elicit a few ideas, making sure to elicit the ideas
of climate change and poverty.
• Ask: What can individuals do to make a difference to these
problems? Try to elicit ideas such as volunteering, giving
money to charity and holding fundraising events.
Exercise 1
• Focus students’ attention on the title of the poster and read
the instruction aloud. Check students understand the nouns
impact (an effect) and fair (in this case, a place where people
can go to find information, buy things or get involved in
projects). Use the photo to teach the meaning of well (n.).
• Ask students to read the poster and decide which project they
would choose. Explain that they should be ready to explain
why they have chosen this project.
• Students can discuss their choices and reasons in pairs.
ANSWERS
1 I’d
2 Could you tell us
3 Let me explain
4 What you do is
5 Can you explain
Exercise 4  $ 1.12  Audio script pT153
• Invite a student to read the information in the Speaking
strategy box aloud. To make the strategy clear, you could give
students some examples from their own language.
• Ask students to read the sentences and question in pairs.
Tell them to try and eliminate words from the sentences and
questions in their notebooks without affecting the meaning.
Invite different pairs to read out their sentences and tell them
if they have been successful or not.
• Play the recording for students to listen and write the
shortened sentences and question in their notebooks. Pause
the recording as necessary to allow students time to write.
• Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.
ANSWERS
1 Hey Theo, over here.
2 Sorry, late as usual.
3 Where to next?

Exercise 2  $ 1.10  Audio script pT153

• Tell students they are going to listen to a conversation at the
Global Impact Fair. Invite a student to read the question aloud.
• Play the recording for students to listen and answer the question.
• Check the answer with the class.
ANSWER
2: They are requesting information about a project.

Exercise 3  $ 1.11  Audio script pT153

• DICTATION Give students time to read through the gapped
sentences.
• Play the recording for students to listen and write the
completed sentences in their notebooks. Pause the recording
as necessary to give students time to write.
• Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.

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 Speaking
Aims
• Create an advert for a cause.
• Practise requesting and giving information.
• Learn functional language for requesting and giving information.
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 5  $ 1.13
• Read through the information and the two questions with
the class.
• Tell students to read and listen and answer the questions in
their notebooks. Alternatively, you could ask three confident
students to play the roles of Stacy, Theo and the volunteer
and role-play the conversation.
• Check answers with the class.
ANSWERS
1 The money will keep the polar bears’ natural habitat clean
and help people do research to stop them from suffering
health problems due to pollution.
2 People can help by adopting a polar bear.
Exercise 6 Recycle
• Invite a student to read the examples in the Recycle box
aloud. Point out the different positions of the three words in
a present perfect sentence. Elicit that yet always comes at the
end of a sentence (I haven’t finished yet); still comes before
the verb (I still haven’t raised) and already comes between the
auxiliary and the main verb (I have already got it).
• Invite two confident students to read through the dialogue,
ignoring the gaps, to get the gist.
• Ask students to write the dialogue in their notebooks,
completing the gaps. Explain that there may be more than
one possible answer.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  just / already   ​2  still  ​3  already  ​4  yet
• Read through the expressions in the Functional language box
and make sure students understand them all.
• Have them take turns to request information about the other
students’ project.
• When they have finished, encourage students to repeat the
activity with students from other groups.
• Monitor while they are working and note down any mistakes
to deal with in a feedback session at the end.
• In the feedback session, ask some students which projects
they found most interesting, and which they think will have
the biggest impact.
Your turn
Exercise 9
• Play the video for students to watch and interact with.
v Interactive video
Make it big! Inventor: Unit 1
• Duration: 6.33 minutes
• Topic: Contestant Walter Evans presents his invention to
the judges.
• Task: Answer the interactive question at the end of the video.
• Video scripts are available on the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Practical English, Workbook page 12
Functional language, Vocabulary reference, Workbook page 100
Make it big! scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM

Exercise 7
• Read through the instruction with the class. Focus students’
attention on the causes in the box and brainstorm some
other causes that students might be interested in supporting,
e.g. save giant pandas, help build a school, teach children in
Bangladesh, etc.
• Ask students to prepare their adverts, and also to think about
more details about their project. Go round monitoring and
assisting as necessary.

Exercise 8
• Read through the instruction with the class and divide the
students into pairs or small groups.

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 1.6 Writing an informal email Look at language: linking expressions
Aims Exercise 2
• Read a model informal email. • Focus students’ attention on the highlighted words and
• Learn to use informal linking expressions. expressions in the email. Ask students to match them to
functions 1–3.
• Write an informal email.
• Check answers with the class, and make sure that students
7 Develop linguistic communication.
understand how the words and expressions are used.
4 Develop sense of initiative and entrepreneurship.
ANSWERS
Writing preparation 1  Basically  ​2  Anyway  ​3  so

Warm-up
• Ask: Do you write emails? Who do you write to? What kinds of
things do you write about? Do you usually write in a formal or
an informal style? Elicit a range of answers, and encourage as
many students as possible to join in and share their ideas.

Culture note
Youth councils are popular in the UK as a way of encouraging
young people to become involved with their local
community. They can be based in youth clubs, schools or local
government offices. They may organize community-based
projects such as helping the elderly or cleaning up the local
environment, or they may be involved in making decisions
about the provision of facilities that interest young people,
such as skateparks. For those who want to become more
involved on a national level, there are national campaigns run
by the British Youth Council, such as a campaign to get the
voting age reduced from 18 to 16. There is also a UK Youth
Parliament for young people, aged 11 to 18, who are more
interested in national issues.

Exercise 1
• Ask students to read the model email. Read through the
instruction with the class and give students time to read
questions 1–5. Check that they understand the questions.
• Ask students to write full answers to the questions in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Kirsty has been getting involved in the youth club council
since she last saw George.
2 They do things like shopping for people who are ill, or
reading to young children.
3 She used to think it was a waste of time.
4 Now she thinks it’s fantastic.
5 She feels much more outgoing and confident now.

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 Exercise 3
• Ask students to read the sentences and write the correct
linking expressions in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  so  ​2  Anyway  ​3  Basically  ​4  so
Optional activity
Ask students to read the email again and find useful phrases
to use at the beginning and end of an informal email.
Bring the phrases together on the board and brainstorm other
similar phrases that can be used. Encourage students to use a
range of informal phrases when they write their own emails.
SUGGESTED ANSWERS
Hi, Hello, Hey
How are you? How are things? How’s life?
What have you been doing? What have you been up to?
I’ve got to go now. Must go now.
Keep in touch. Write soon. See you soon. Give me a call
some time.
Take care. Bye for now.
Writing task
v Writing preparation
• Interactive task to help students write about experiences.
c Draft
• Ask students to write the first draft of their emails. Explain that
a ‘draft’ means an early version of a piece of work, which will
then be checked and corrected before it is finalized.
• If they do this in class, go round giving help and
encouragement.
• Remind them to use informal linking expressions, the present
perfect simple and the present perfect continuous.
• Remind them to check their grammar and spelling carefully.
d Check
• Explain that the next stage in the writing process involves
checking their work. They could check their own work
themselves, but it is often helpful to do this with a partner.
• Ask students to exchange their first drafts with their partners
and to read their partner’s email.
• Students should go through their partner’s email and answer
the questions.
• Students then report back to each other about their work.
e Write
• Students write the second and final draft of their emails.
• Tell them to correct any mistakes their partners found.
• Invite some students to read their emails to the class.
• Alternatively, upload the students’ emails to the class, English
department or school blog and ask students to read them
and vote for the best.

Exercise 4 Further practice

• Explain to students that they are going to write an informal Writing, Workbook page 14
email. Invite a student to read the task aloud. Writing reference, Workbook page 89
Unit 1 Review and Skills practice, Student’s Book pages 122–123
• Focus students’ attention on the bullet points and brainstorm
some other ideas that students might have.

a Think of ideas
• Read through the instruction with the class.
• Brainstorm some ideas for actions that could make a
difference to their lives, e.g. deciding to volunteer at a local
old people’s home, joining a gym, taking up a new hobby or
study course.
• Invite a student to read the information in the diagram aloud.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with information about their own experiences.

b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their email in
this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.

T19 Unit 1

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 2 A consumer’s world
Unit summary
Vocabulary
Advertising: advertise, appeal, appear, broadcast, claim,
convince, exaggerate, inform, promote, recommend
Shopping: bargain (n, v), bid (n, v), browse (v), browser (n),
charge (n, v), consume (v), consumer (n), purchase (n, v), refund
(n, v), select (v), selection (n), supplier (n), supply (v)
Shops and supermarkets: aisle, checkout, counter, goods,
packaging
Word builder: labour-saving, long-term, low-priced, ready-
made, self-service, wide-ranging
Learn it!: little, a little, few, a few
Grammar
Past simple and past perfect simple
enough, (a) few, (a) little, lots of, plenty of, too much, too many
Exercise 1
• Ask a confident student to read the dictionary definitions
aloud. Ask them how they would translate auction and bid
into their own language.
• Ask students to say which photo on the page is related to the
two words.
Exercise 2
• Ask students to read the guide and tips. Discuss as a class
what happens at a fundraising auction. Ask students if they
have heard of any similar events in their area.
SUGGESTED ANSWER
At a fundraising auction people raise money for charity
by selling objects or services to the person who bids the
most money.

Functional language
Describing your personal qualities
I do / ​did a lot of (+ -ing / ​noun).
I consider myself to be (+ adjective).
I’m a dedicated (+ noun), and I love (+ noun).
I really enjoy / ​like …, so … really appeals to me.
I’m good with (+ noun), so (+ noun / ​+ gerund) shouldn’t be a
problem for me.

Unit opener
Vocabulary
Aims
• Learn advertising vocabulary.
• Read about a fundraising auction.
• Discuss how you could participate in a fundraising auction.
7 Develop linguistic communication.
5 Develop social and civic competences.
VOC APP

For individual practice, students who have a smartphone can

download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.

Unit 2 T20

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 Teaching notes for exercises 1 and 2 can be found on page T20
Exercise 3
• Read through the instruction with the class. Ask students to
read the questions and check that they understand them.
• Divide the class into pairs. Ask students to read the fundraising
guide again and answer the questions in their notebooks.
Go round monitoring and assisting as necessary.
• Invite some students to read out their answers to the class.
• As a class, discuss which good causes students would most
like to raise money for. Then check answers with the class.
ANSWERS
1 You can publicize objects and services at an auction.
2 You should persuade your friends to participate because
more volunteers means more money.
3 It’s good to volunteer in small groups because it’s much
more fun.
4 You should tell all your friends and family about the auction.
5 Your appearance is important because some auctions are
broadcast on the local news so you could appear on TV.
Exercise 4
• Focus students’ attention on the highlighted words in the
fundraising guide. Encourage them to guess their meaning
from context.
• Ask students to match each word to one of the definitions
(1–4) in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  appeal  ​2  claim  ​3  broadcast  ​4  advertise; promote
Exercise 5
• Ask students to look at the bold words in the sentences
and then find them in the text. Allow them to use their
dictionaries to check the meaning if necessary. Make sure
students understand all the words.
• Ask students to read the sentences and change the words so
that they are in the correct sentences. Remind them to write
their answers in their notebooks.
• Invite some students to read their sentences aloud to check
them with the class.
ANSWERS
1 They claim that they are excellent musicians, but I think
they exaggerate.
2 I offer a personal shopping service. It will appeal to people
who don’t have much time.
3 We want to convince a local celebrity to appear at our
auction.
4 An important TV channel is going to broadcast a report
about the auction on tonight’s news.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
T21 Unit 2
4852548 Spectrum TG4_PRESS.indb 21
Exercise 6
• Ask a confident student to read the instruction and the
questions aloud.
• Divide the class into pairs or small groups to ask and answer
the questions. Go round monitoring and assisting as
necessary.
• Invite some students to give their answers to the class.
Optional activity
Hold a class fundraising auction (just for fun, not for real
money!). Ask all students to think of a service they could offer
their classmates. Brainstorm some examples first, e.g. doing
someone’s Maths homework for them, tidying their bedroom,
carrying their bag to school for a week..
Elicit all the services on offer and write them on the board.
You could offer a service yourself, to add to the fun, e.g. setting
no homework for a week.
Tell students they must now bid for the services. They each
have a total budget of 20 euros. Explain that they can either
use all their money to bid for just one service, or they can bid
less for several different services.
Call out each service in turn and elicit bids. (You could ask a
confident student to be the auctioneer.) Award each service
to the highest bidder. If a student bids the maximum 20 euros
for a service, they automatically get it.
At the end, emphasize that the auction was just for fun, and
students do not have to provide the services they offered. Ask
students if they are happy with the services they ‘bought’. Ask:
Do you think a real fundraising auction would be fun? Would it be
a good way of raising money? Why? / ​Why not?
Exercise 7 21st Century Skills: Getting involved
• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Ask students to answer the questions in their notebooks.
Go round monitoring and assisting as necessary.
• Invite some students to read out their answers to the class.
Exercise 8
• Play the video for students to watch.
v Your Views: Volunteering
• Duration: 2.53 minutes
• Topic: What sort of person do you think makes a good
volunteer?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 16
Vocabulary reference, Workbook pages 104–105
Vocabulary worksheets, Tests and Resources Multi-ROM
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 2.2 Sell, sell, sell …
Reading
Aims
• Discuss adverts.
• Read and listen to a timeline of the history of advertising.
• Answer questions on the timeline.
7 Develop linguistic communication.
5 Develop social and civic competences.
v Reading preparation
• Interactive task to pre-teach vocabulary from the timeline and
introduce students to the topic.
Warm-up
• With books closed, ask: Do you notice a lot of advertising around
you every day? Do you like watching TV commercials, or do you
find them annoying? Why? Do you think there are too many
commercials on TV?
• Elicit a few ideas, then ask: What are your favourite commercials
at the moment? Why? Which ones don’t you like? Why? Discuss
the questions as a class and encourage as many students as
possible to join in and express their opinions.
Exercise 1
• Read through the questions with the class and check that
students understand them all. Divide the class into small
groups and set a time limit for them to look at the adverts and
discuss the questions.
• Elicit answers to the questions. Ask: Which adverts do you think
would be effective? Why?
ANSWERS
1  a skirt for cycling   ​2  cough medicine   3​   a colour TV   ​
4  a bathroom  ​5  holidays
Exercise 2  $ 1.14
• Focus students’ attention on the gaps A–E in the timeline and
read the instruction aloud.
• Play the recording for students to read, listen and complete
the gaps with sentences 1–5. Remind them to write their
answers in their notebooks.
• Check answers with the class.
ANSWERS
A  4  ​B  3  ​C  5  ​D  1  ​E  2
Optional activities
Ask: What makes a good advert? Elicit a few ideas and write
them in a list on the board, e.g. a good slogan, a catchy tune,
humour. Divide the class into small groups. Ask them to discuss
which three characteristics from the board are the most
important in a good advert. Invite groups in turn to tell the class
their ideas. Discuss the ideas as a class and see if you can agree
on the top three characteristics overall.
4852548 Spectrum TG4_PRESS.indb 22
Tell students they are going to think of a new snack product
and decide how to advertise it. Brainstorm some ideas for
products first, e.g. a new flavour of crisps or a new kind
of pizza. Divide the class into groups. Ask them to write a
description of their product and a slogan for it. Then have
them plan their TV commercial. Invite groups to present their
ideas to the class in turn. If students enjoy acting, they could
act out their commercials. As a class, discuss which adverts are
effective, and which products students would like to try.
Past simple and past perfect simple
Aims
• Compare and contrast the past simple and past perfect simple.
• Complete sentences and a text using the past simple and past
perfect simple.
7 Develop linguistic communication.
v Grammar animation
• Presentation of past simple and past perfect simple in context.
Exercise 3
• Invite two students to read the example sentences aloud, and
ask students to identify the bold tenses in each sentence. Focus
students’ attention on the Recycle box and point out that we
form the past perfect simple with had and the past participle.
ANSWERS
past simple: claimed; chatted
past perfect simple: had recommended; had bought 
Exercise 4
• Ask students to copy the rules into their notebooks, choosing
the correct options. Alternatively, read out the rules and elicit
the correct options, and then ask students to copy the rules
into their notebooks.
• Check answers, and make sure that students understand
everything. Ask them to find more examples of the past
simple and past perfect simple in the timeline and exercise 2.
• Point out that a lot of very common verbs have irregular past
participles and students need to learn these. Remind them
to refer to the Irregular verb list on the inside back cover
when necessary.
ANSWERS
1  before  ​2  past perfect simple   ​3  past simple
v Grammar practice
• 1–3 star tasks to practise past simple and past perfect simple.
Also available on the Tests and Resources Multi-ROM.
Unit 2 T22
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 Exercise 5
• Read out the first gapped sentence and elicit which action
from the box completes it (The auction / ​already / ​start).
Elicit which tense is needed in the gap (past perfect simple). Go
through the other sentences and repeat the process.
• Ask students to copy and complete the sentences in their
notebooks.
• Conduct class feedback. Elicit why each tense is correct,
referring back to the rules in exercise 4 as necessary.
ANSWERS
1 The auction had already started
2 I got up
3 I hadn’t been
4 Marta read the book
Exercise 6
• Read through the instruction and the sentences with the class.
• Ask students to read the sentences again and write the
correct verb forms in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 By the 19th century, advertising had become very common.
2 I bought this shampoo because I’d seen a very convincing
TV commercial.
3 We arrived at the auction at five o’clock. By that time they’d
sold everything.
4 Tom didn’t go to the restaurant because he’d already eaten.
5 I didn’t watch the film on TV because I’d already seen it at
the cinema.
Exercise 7
• Ask students to read the texts quickly, ignoring the gaps, to
get the gist. Ask: Which product did the writer buy in the first
text? (a new energy drink) Which product did he / ​she buy in the
second text? (a hamburger)
• Ask students to read the texts again and write the correct verb
forms in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  bought  ​2  ’d seen   ​3  hadn’t tried   ​4  saw  ​5  appeared  ​
6  ordered  ​7  claimed / had claimed   ​8  was
T23 Unit 2
4852548 Spectrum TG4_PRESS.indb 23
Your turn
Aims
• Practise using the past simple and past perfect simple.
• Talk about how advertising has influenced you.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 8
• Read through the instruction with the class. Point out that
students will need to use the past simple to talk about
when and where they bought the product, and the past
perfect simple to talk about when and where they had seen
the advert. Tell students that if they can’t remember a real
incident, they can invent one.
• Give students time to make notes of their ideas, but
encourage them not to write complete sentences.
• Divide the class into small groups to tell each other about their
experiences. Go round monitoring and assisting as necessary.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes. Invite some students
to tell the class about their experience.
Culture note
Advertising
Advertising on TV is very expensive for companies. The most
expensive slots are during very popular shows such as the
final of the British TV talent show The X Factor, where a 
30-second slot can cost as much as £200,000. Companies are
increasingly turning to alternative methods of advertising,
such as videos on internet sites like YouTube. If a clever
commercial ‘goes viral’, it can be seen by millions of people all
over the world for a fraction of the cost of a TV commercial.
Further practice
Grammar, Workbook page 17
Grammar reference, Workbook pages 106–107
Grammar worksheets, Tests and Resources Multi-ROM
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 2.3 Shopping and you
Vocabulary and Listening
Aims
• Learn vocabulary for shopping.
• Complete a questionnaire about shopping.
• Listen to some interviews about shopping experiences
around the world.
• Learn about word stress.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
Warm-up
• Ask: Do you enjoy going out shopping? Why? / ​Why not? What
are your favourite shops? What do you usually buy when you
have money? Elicit a range of answers.
• Ask students to think about the last two things they bought,
where they bought them and why they chose them. Divide
the class into pairs to compare answers. Invite some students
to tell the class something they learned about their partner.
Exercise 1
• Read through the instruction with the class and ask students
to copy the verbs into their notebooks, then put a tick or cross
next to each one. Ask them to check the meaning of any
words with a cross in their dictionaries.
• Allow students to compare their notes in pairs before
checking the meaning of the verbs with the class.
Exercise 2
• Read through the instruction with the class and focus
students’ attention on the nouns in the box. Ask students to
copy the nouns into their notebooks and allow them to use
their dictionaries if necessary.
• Ask them to decide if the nouns relate to people, things,
or both. Allow students to compare their answers in pairs
before checking them with the class.
ANSWERS
people: browser; consumer; supplier
things: bargain; bid; browser; charge; purchase; refund; selection
A browser can be both a person and a thing.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 3
• Ask students to read the questionnaire and complete it with
the correct form of the verbs and nouns from exercises 1
and 2. Remind them to write their answers in their notebooks.
• Read through the questionnaire with the class to check
answers, and make sure students understand everything.
• Ask students to read the questionnaire again and answer it for
themselves, then read the conclusions after each set of questions.
4852548 Spectrum TG4_PRESS.indb 24
• Invite some students to tell the class what the questionnaire
said about them, and if they agree.
ANSWERS
1  consumer  ​2  bargains  ​3  refund  ​4  browse  ​5  charge  ​
6  selection  ​7  purchase  ​8  supply
v Listening preparation
• Interactive task to pre-teach vocabulary in the audio and
introduce students to the topic.
Exercise 4  $ 1.15  Audio script pT153
• Tell students they are going to listen to two radio interviews
about shopping experiences. Read the question aloud and ask
students to look at the pictures.
• Play the recording for students to listen and write the names
of the two countries in their notebooks.
• Check answers with the class and ask: Which country can you
see in the photo? (Indonesia)
ANSWERS
The photo of the vending machine was taken in Florence, Italy.
The photo of the floating market was taken in Indonesia.
Exercise 5  $ 1.15  Audio script pT153
• Give students time to read the questions.
• Play the recording again for students to listen and answer the
questions. With a weaker group, it might be necessary to play
it more than once.
• Check answers with the class.
ANSWERS
1 The woman bought some jeans because she realized she
hadn’t brought enough warm clothes.
2 She didn’t buy them from a shop because it was late and
very few shops were open.
3 She is happy with her purchase because they fit really well.
4 Things are sold on boats at the market.
5 There was too much food and he couldn’t see it all.
6 He bought lots of fruit.
Exercise 6  $ 1.16  Say it!
• Explain that some verbs and nouns are written the same in
English, but they sound different because of the word stress.
• Focus students’ attention on the three pairs of words in the
Say it! box. Play the recording for students to listen and repeat.
• Elicit which syllable is stressed in each word. Play the
recording again if necessary.
• There are follow-up exercises for further practice on page 149.
ANSWERS
refund (v)  refund (n)   discount (v)  discount (n) 
increase (v)  increase (n)
Unit 2 T24
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 enough, (a) few, (a) little, lots of, plenty of,
too much, too many
Aims
• Learn the difference between enough, (a) few, (a) little, lots of,
plenty of, too much and too many.
• Complete sentences and a text using the different words.
7 Develop linguistic communication.
v Grammar animation
• Presentation of enough, (a) few, (a) little, lots of, plenty of,
too much and too many in context.
Exercise 7
• Read through the example sentences in the box with the
class. You could ask students to translate the sentences into
their own language to check understanding.
• Focus students’ attention on the nouns that follow the
underlined words. Ask students if the nouns are countable or
uncountable.
• Read through the rules and elicit the correct answers from the
class. Elicit the corresponding example sentence(s) each time.
Then ask students to copy the rules into their notebooks.
• Encourage students to copy some of the examples in their
notebooks, or they could modify the example sentences
to make them more personal to help them remember
the grammar.
ANSWERS
1  little; a little   ​2  few; a few   ​3  lots of; plenty of
Exercise 8 Learn it!
• Read the Learn it! text to the class and check understanding.
• To reinforce the difference between little and a little and few
and a few, write a pair of contrasting sentences on the board,
e.g. We had a little money, so we had a drink in a café. We had
little money, so we couldn’t buy anything. There are a few good
shops in the town centre. There are few good shops in the town
centre. Elicit or point out that the first sentence in each pair
has a positive meaning, and the second sentences has a
negative meaning. You could ask students to translate the
sentences into their own language to check understanding.
• Ask students to translate and write the sentences in their
notebooks.
• Check answers with the class, referring back to the rules in
exercise 7 to explain the answers.
Exercise 9
• Read out the first sentence prompt. Ask: Is the noun following
the gap countable or uncountable? (countable) Is the meaning
positive or negative? (negative) Elicit the correct word to
complete the sentence (Few).
• Ask students to choose the correct options and copy and
complete the sentences in their notebooks.
• Check answers with the class, referring back to the rules in
exercise 7 to explain the answers.
T25 Unit 2
4852548 Spectrum TG4_PRESS.indb 25
ANSWERS
1  Few  ​2  lots of   3​   a little   ​4  plenty of   ​5  little
v Grammar practice
• 1–3 star tasks to practise enough, (a) few, (a) little, lots of, plenty
of, too much and too many. Also available on the Tests and
Resources Multi-ROM.
Exercise 10 Recycle
• Read the information in the Recycle box with the class.
• Elicit some further examples, e.g. I didn’t have enough time to
finish my homework. He isn’t old enough to watch that film. Point
out the position of enough in each sentence and elicit the
reason.
• Focus students’ attention on the photos and elicit or teach
Viking and helmet.
• Ask students to read through the text quickly, ignoring the
gaps, to get the gist. Ask: What did the writer buy in the Viking
Store? (nothing)
• Ask students to read the text again and write the missing
words in their notebooks.
• Check answers with the class.
ANSWERS
1  little  ​2  a few / ​lots of /​plenty of   ​3  lots of /​plenty of   ​
4  enough  ​5  a little   6​   lots of / too much   ​
7  lots of / too many   8​   a few /​lots of /​plenty of   ​9  Few
Your turn
Aims
• Describe a recent shopping experience.
• Practise using enough, (a) few, (a) little, lots of, plenty of, too
much and too many.
5 Develop social and civic competences.
Exercise 11
• Read through the instruction with the class, and then give
students a few minutes to prepare their ideas. Encourage
them to use some of the grammar words from this page in
their answers and the expressions in the Useful language box.
Go round monitoring and assisting as necessary.
• Divide the class into small groups to share their experiences.
Further practice
Pronunciation, Student’s Book page 149
Vocabulary, Workbook page 18
Vocabulary reference, Workbook pages 104–105
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 19
Grammar reference, Workbook pages 106–107
Grammar worksheets, Tests and Resources Multi-ROM
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 2.4 Culture Exercise 2  $ 1.17
• Read through the instruction with the class. Use the photos to
Reading and Vocabulary pre-teach or check that students understand rationing.
• Play the recording for students to read and listen to the article.
Aims • As a class, discuss the reasons that are given for the popularity
• Read and listen to an article about supermarkets in the UK. of supermarkets. Comment on whether the students had
• Answer questions on the article. mentioned any of these reasons in exercise 1. If they are
• Understand new vocabulary in context. particularly interested in the topic, they could discuss their
• Learn about compound adjectives and practise using them. opinions in groups.
7 Develop linguistic communication. Exercise 3
3 Develop cultural awareness and expression. • Read through the instruction with the class. Focus students’
attention on the paragraphs (A–E) Explain that they need to
Warm-up
read the article again and choose the correct idea (1–5) for
• Focus students’ attention on the map. Elicit the names of the each paragraph.
countries that make up the United Kingdom (England, Wales,
• Work through the first item with the class as an example. Ask
Scotland and Northern Ireland), and elicit where they are on the
them which paragraph talks about the future. Discuss the
map. Focus on the labelled places (London, Cardiff, Belfast and
answer with the class, encouraging students to justify their
Edinburgh) and elicit what students know about these places.
answers.
Exercise 1  • Ask students to read the remaining paragraphs and write the
• Point to the photos of the shops in the text and ask students correct answers in their notebooks.
to talk about the differences between the two pictures. Ask: • Check answers with the class, encouraging students to justify
When do you think the pictures were taken? What type of shops their answers.
do the pictures show? ANSWERS
• Divide the class into pairs and ask them to answer the 1  E  ​2  B  ​3  C  ​4  A  ​5  D
question in exercise 1. Invite some students to tell the class
their answers and ask the class if they agree or disagree with Exercise 4
the answers they hear. • Focus students’ attention to the words in the box. Ask them to
find the words in the article.
Culture note • Ask students to read the definitions and match the words
The history of supermarkets to them. You could also ask them if they can find any of the
Supermarkets started to become popular at the beginning words in the pictures.
of the 20th century. Until then, the majority of food shops • Allow students to compare their answers in pairs before
specialized in selling one type of product. Grocers sold what checking them with the class.
was known as ‘dry grocery’ products, which were products
that came in tins and packets and lasted a long time. Butchers ANSWERS
and greengrocers were completely separate independent 1  checkout  ​2  counter  ​3  goods  ​4  packaging  ​5  aisle
businesses.
In the USA in the 1920s, chain food stores began to appear
across the country. However, these stores usually offered only
dry products and they didn’t sell meat, or fruit and vegetables.
It was the motorcar that inspired the first markets that had a
butcher’s, greengrocer’s, grocer’s and baker’s all in the same
place. Big car parks were built in Los Angeles and the different
shops were placed around them. Shoppers often thought
of these markets as being a single business, although the
different shops were in fact owned by different people. Most
experts agree that the first true supermarket was opened in
Queens, New York in 1930. A man called Michael J. Cullen
bought an old garage and installed separate departments
that sold different types of food. Cullen sold lots of food at low
prices and added a car park to the building. At first, other food
chains ignored Cullen’s ideas, but when the country suffered
a recession and people had less money to spend on food,
supermarkets began to appear all over the USA.

Unit 2 T26

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 Word builder: compound adjectives
Exercise 5
• Elicit or explain that a compound adjective is an adjective
made up of more than one word. Elicit or give one or two
examples of compound adjectives, e.g. long-haired, middle-
aged.
• Ask students to read the rules and copy them in their
notebooks.
• Ask students to find two examples of each type of compound
adjectives and to say what they think these adjectives mean.
Elicit their ideas, but don’t confirm them at this point.
• Check answers with the class.
ANSWERS
1 wide-ranging; labour-saving
2 low-priced; ready-made
3 self-service; long-term
Exercise 6
• Read through the instruction with the class and ask students
to read the sentences quickly to get the gist. Check they
understand range and the false friend career.
• Ask students to read the sentences again and write them with
the correct compound adjectives in their notebooks. Remind
them also that compound adjectives are placed before nouns.
• Check answers with the class by inviting different students to
each read a sentence aloud.
SUGGESTED ANSWERS
1 This is a labour-saving machine.
2 What are your long-term career plans?
3 The restaurant’s menu offers wide-ranging dishes.
4 This shop sells low-priced mobile phones.
5 I bought a ready-made lasagne.
Optional activity
Write the following gapped words and phrases on the board.
1 c o rs
2 c s Further practice
3 c c Vocabulary, Workbook page 20
4 s
5 p p Word builder, Vocabulary reference, Workbook pages 104–105
Ask students to read the article again to find the gapped
words and phrases and complete them. You could do this as
a race, to motivate students. Check answers and check that
students understand all the words. Point out that they can
use some of these words when they write an advert for a
supermarket in exercise 7.
ANSWERS
1  customers  ​2  products  ​3  choice  ​4  cost  ​5  popular
v Vocabulary practice
• Interactive task to practise compound adjectives.
T27 Unit 2
4852548 Spectrum TG4_PRESS.indb 27
Your turn
Aims
• Write an advert for a local supermarket.
• Practise using compound adjectives.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 7
• Invite a student to read the task aloud and make sure students
understand what they have to do. Point out that they can
think about a local supermarket or invent one if they prefer.
• Divide the class into pairs or small groups to prepare the
adverts. Give students time to prepare their ideas by writing
a list of features in their notebooks. Encourage students to
use compound adjectives and the language from the Useful
language box.
• Encourage the pairs / ​small groups to read out or act out their
adverts to the class.
• Ask the class to vote for the best one.
Exercise 8
• Students watch the video.
v Culture video: Supermarkets
• Duration: 3:46 minutes
• Topic: Shopping
• Video worksheets are available in the iPack Resources tab.
Focus on … History
• Ask students to read the question about World War II and
discuss the answer in pairs before they look at page 141 to
find out if they are right.
• Students can now do the Focus on CLIL activities on page 141.
ANSWER
It was called ‘The Cold War’. It was called The Cold War because
there was no direct military action.
Reading, Workbook page 21
Focus on History, Student’s Book page 141
Curriculum extra worksheet Unit 2, Tests and Resources Multi-ROM
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 2.5 Practical English: describing
personal qualities
Listening
Aims
• Read a job application form.
• Listen to a job interview and answer questions.
• Do a dictation based on a conversation.
7 Develop linguistic communication.
Warm-up
• With books closed, ask: Do you have a part-time job? Would you
like a job? Why? / ​Why not? Elicit a few ideas.
• Then ask: What part-time jobs can teenagers do? Elicit a
range of possible jobs, e.g. working as a waiter, working in a
supermarket, walking dogs, babysitting. Write a list of jobs on
the board.
• As a class, discuss the advantages and disadvantages of each
one. Encourage as many students as possible to join in and
express their opinions.
Exercise 1
• Ask students if they have ever filled in a job application form.
Ask them what kind of information these usually ask for.
• Focus students’ attention on Trevor’s application form and ask
them to read it and answer the questions in their notebooks.
• Check answers with the class.
ANSWERS
1 Trevor is applying for the job of Saturday sales assistant.
2 He is working at Wholefoods Supermarket at the moment.
Culture note
Many young people in Britain have part-time jobs, especially
during their last two years at school. The most common jobs
are babysitting, working in a shop and working as a waiter.
Exercise 3  $ 1.18  Audio script pT153
• Read through the instruction with the class and play the
recording again for students to listen and write the answer
in their notebooks. Point out that Trevor has more than one
reason for wanting to change his job. Pause the recording as
necessary to allow students time to write.
• Check the answer with the class.
ANSWER
Trevor has applied for the job for two reasons: the hours are
much better for him and he really likes music.
Exercise 4  $ 1.19  Audio script pT154
• DICTATION Ask a confident student to read the instruction
aloud. Ask another student to read through the sentences,
ignoring the gaps.
• Encourage students to see if they can complete the sentences
before they hear them.
• Play the recording for students to listen and write the
completed sentences in their notebooks. Pause the recording
as necessary to give students time to write.
• Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
• Check answers with the class, and ask students if they had
guessed any of Trevor’s words correctly.
ANSWERS
1  musician  ​
2  I really like; working   ​
3  talking; sociable   ​
4  an honest person   ​
5  numbers; working   ​
6  reliable

Exercise 2  $ 1.18 Audio script pT153

• Tell students they are going to listen to Trevor’s interview as
part of the job application process. Read the question aloud.
• Play the recording for students to listen and write the answers
in their notebooks.
• Check answers with the class.
ANSWERS
Trevor talks about his work experience, personal qualities
and interests.

Unit 2 T28

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 Speaking
Aims
• Practise using character adjectives.
• Describe qualities needed to do different jobs.
• Read tips about using body language.
• Learn functional language for describing your personal qualities.
7 Develop linguistic communication.
5 Develop social and civic competences.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 5
• Read through the jobs and character adjectives with the class
and make sure that students understand them all. Model
pronunciation of any difficult words, e.g. efficient, punctual,
reliable, sociable.
• Invite a student to read the example answer aloud and elicit
one or two more sentences describing qualities that would
help for being a waiter.
• With a weaker group, elicit one or two examples for each job.
• Give students time to choose a job and write sentences
about themselves. Remind them to use phrases from the
Functional language box. Go round monitoring and assisting
as necessary.
• When they have finished, ask students to share and compare
their sentences with one or two classmates.
• Conduct class feedback and invite some students to read their
sentences aloud to the class. Ask other students if they agree
that these qualities would be useful.
Exercise 6  $ 1.20
• Invite a student to read the instruction aloud. Give students
time to read the dialogue.
• Play the recording and ask students to answer the question.
• Alternatively, ask two confident students to play the roles of
Mr Owen and Emily and to read the dialogue aloud.
• Check the answer with the class.
ANSWER
Emily has applied for a job as a hotel receptionist.
Exercise 7
• Invite a student to read the information in the Speaking
strategy box aloud. Ask students to read through the tips, and
make sure that they understand everything.
• Ask students to decide which are good tips and which are bad
tips. Ask them to rewrite the bad ones so that they are good
in their notebooks.
• Check answers with the class.
• As a class, elicit and discuss other tips that students know
about body language. Ask: Do you ever think about your body
language? In what kind of situation?
T29 Unit 2
4852548 Spectrum TG4_PRESS.indb 29
ANSWERS
1 ✓
2 ✗ Don’t cross your arms in front of your chest.
3 ✓
4 ✓
5 ✗ Don’t play with your hair. This shows you’re nervous.
6 ✗ Stand up straight when you enter and leave the room.
Exercise 8
• Read through the expressions in the Functional language box
and make sure students understand them all.
• Ask students to read the dialogue in exercise 6 again and
remind themselves of the questions that Mr Owen asked.
• Give students time to choose their job and prepare their
answers to the questions. Remind them to write notes to help
them answer the questions, not full sentences.
• Divide the class into pairs to role-play their interviews. If possible,
arrange the desks so that pairs are facing each other. Ask the
‘interviewers’ to note down how well the ‘candidates’ answer
questions, and what their body language says about them.
• When students have finished one interview, they should swap
roles and do the role-play again.
• Conduct class feedback, praising good use of target language
and correcting mistakes. Invite some students to say how well
their candidate performed, and if they would offer them the job.
• Encourage some pairs to perform their interviews for the class.
Optional activity
Ask students to think about their ideal job and prepare a short
script for a ‘CV video’, where they will try to persuade their
dream employer to give them a job. If students have their
phones with them, they could use their phones to record their
videos. Alternatively, students can present themselves to their
classmates in small groups. Groups can discuss whether they
think each person is suitable for the job they would like, and
they could suggest alternative jobs for their classmates. Finish
with a brief class discussion on what makes a good CV video.
Your turn
Exercise 9
• Play the video for students to watch and interact with.
v Interactive video
Make it big! Pop star: Unit 2
• Duration: 6.03 minutes
• Topic: Contestant Sammy Chiles tries to impress the judges.
• Task: Answer the interactive question at the end of the video.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Practial English, Workbook page 20
Functional language, Vocabulary reference, Workbook page 104
Make it big! scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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 2.6 Writing a formal letter
Aims
• Read a model formal letter.
• Learn about formal written English.
• Write a formal letter.
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
Writing preparation
Warm-up
• Ask: Do you ever write letters? Who do you write to? What kinds
of things do you write about? Elicit a range of answers from
the class.
• Ask: Why might you write a letter to a company? Elicit the idea
of writing a letter of complaint. Ask: Have you ever wanted to
complain about something you bought? What was it? What was
the problem? What happened? Encourage as many students as
possible to join in the discussion.
Exercise 1
• Read through the instruction with the class. Ask students to
read the model letter and make a note of the answers to the
questions in their notebooks.
• As a class, discuss the answers, eliciting different opinions on
what the result may be.
ANSWERS
The person is complaining about a new video game. It is
inappropriate for children.
Exercise 4
• Ask students to rewrite the sentences in formal English in their
notebooks. You could ask students to work in pairs. Remind
students to refer to the model letter.
• Check answers with the class.
SUGGESTED ANSWERS
1 I would be grateful if you could give me a full refund.
2 Yours faithfully,
3 The advertisement was broadcast on children’s television.
4 This situation is disappointing, as I had previously
associated your shop with quality products.
Culture note
All video games are rated according to their suitability for
children of different ages. There are five age bands in the
UK. The two lower bands, 3 and 7, are advisory only and not
required by law. They give a general idea of the suitability of
games for very young children, especially in relation to the
amount of violence. The three higher bands, 12, 16 and 18, are
legal requirements. Although all games are labelled in this way
and young people may not buy games that are beyond their
age range, many teenagers in fact illegally play games that are
too old for them.

Exercise 2
• Ask students to read through points A–E. Then ask them to
read the letter again and, in their notebooks, write the order in
which the information appears in the letter.
• Allow students to compare their answers in pairs before
checking them with the class. Ask students to provide
evidence from the letter for their answers.
ANSWERS
C, E, B, D, A

Look at language: formal letters and emails

Exercise 3
• Ask students to read sentences 1–7 and check they
understand the vocabulary. Ask them to decide which
sentences apply to both formal and informal emails.
• Conduct class feedback. Ask students to refer back to the
letter to justify their answers. Point out that if you know the
name of the person you are writing to, you should write
Dear + the name, e.g. Dear Mr Watson; you should also end
the letter Yours sincerely, rather than Yours faithfully.
ANSWERS
Tips 3, 4, 5, 6, and 7 apply to both.

Unit 2 T30

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 Writing task e Write
v Writing preparation
• Students write the second and final draft of their letters. Tell
them to correct any mistakes their partners found.
• Interactive task to help students with formal language for
complaining.
• If they do this in class, go round giving help and
encouragement. Remind them to use formal language.
Exercise 5 • Invite some students to read their letters to the class.
• Explain to students that they are going to write a formal letter. Encourage their classmates to listen for examples of formal
Invite a student to read the task aloud. language.
• Focus the students’ attention on the situations and brainstorm • Alternatively, upload the students’ letters to the class, English
some ideas about experiences that students might have in department or school blog and ask students to read them
these situations. and vote for the best.

a Think of ideas
Further practice
Writing, Workbook page 22
• Read through the instruction with the class. Writing reference, Workbook page 90
• Go through each blue section of the diagram and check that Unit 2 Review and Skills practice, Student’s Book pages 124–125
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with information for one of the situations in
exercise 5. Tell students that they can write about a real
incident or invent one.

b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their letter in
this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.

Optional activity
Ask students to read the letter again and find formal
phrases with the following meanings:
1 I’m sending you the receipt.
2 Please write back soon.
Check answers. Point out to students that these are both
useful phrases they can use in formal letters.
SUGGESTED ANSWERS
1 Please find the receipt attached.
2 I look forward to your reply and hope that this matter
can be resolved quickly.

c Draft
• Ask students to write the first draft of their letters. If they do
this in class, go round giving help and encouragement.
• Remind them to use expressions for formal letters and past
tenses to explain what happened.
• Remind them to check their grammar and spelling carefully.

d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s formal letter.
• Students should go through their partner’s formal letter and
answer the questions.
• Students then report back to each other about their work.

T31 Unit 2

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 3 The energy of tomorrow
Unit summary
Vocabulary
Technology adjectives: alternative, chemical, electronic,
energy-saving, green, high-tech, hydroelectric, innovative,
mechanical, smart, solar, sustainable, wind-powered, wireless
Function verbs: absorb, boost, burn, crash, perform, process,
release, repair, rest, transport
Word builder: dancer (n), dance (n), performer (n), performance
(n), participant (n), participation (n), supporter (n), support (n)
Learn it!: smart
Grammar
The passive: past, present and future (will)
Reflexive pronouns, emphatic pronouns, each other and
one another
Functional language
Expressing interest and disinterest
I’m quite / (not) really / not at all interested in … (+ -ing / noun)
… doesn’t appeal to me.
… seems like a waste of time to me.
Expressing satisfaction and disappointment
I’m really / not very pleased with …
I could(n’t) do better …
I’m a bit disappointed with …
Expressing hope
It’d be great if … you could / would …
I really hope …
Unit opener
Vocabulary
Aims
• Talk about devices that you use regularly.
• Learn adjectives to describe technology.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
VOC APP
For individual practice, students who have a smartphone can
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.
Exercise 1
• Focus students’ attention on the photos. Point to each one in
turn and elicit its name. Tell them that they can use the words
in the box, but there is one word that does not have a picture.
ANSWERS
Page 32, top from left to right: petrol engine, (wind) turbine,
smart watch, power station; bottom of page: battery
Page 33, clockwise from top: electric motor (bicycle), electric
motor (car), eco-house, turbine (dam)
The thing which isn’t shown is a light bulb.
Exercise 2
• Read through the instruction with the class.
• Draw three columns on the board with the headings devices,
energy and both. Elicit an example from exercise 1 for each
category, and then ask students to copy and complete the table.
• Check answers with the class. If different answers are
suggested, use this as a way in to a discussion about the
different types of energy.
• Elicit other words that could be added to each category.
SUGGESTED ANSWERS
1 The electric motor, battery, smart watch, eco-house,
electric car and electric bike are all devices.
2 The wind turbines, electricity pylons, hydroelectric power
station, petrol engine, battery, electric car, electric bike,
solar panels, and energy diagram all show types of energy.
3 The photos of the eco-house with solar panels, electric
motor, battery, electric bike and electric car show both.
Exercise 3
• Read through the instruction with the class.
• Read through the adjectives in the box, modelling their
pronunciation and intonation.
• Ask students to copy the adjectives into their notebooks and
mark them with a tick or cross. They can then use a dictionary
in pairs to check the words that they don’t understand.
• Conduct class feedback and invite pairs in turn to tell the class
the definitions that they have found.
Exercise 4
• Invite a student to read the instruction and the example
sentence aloud.
• Have students work in pairs. Ask them to decide which adjectives
and nouns go well together. Give students time to write their
sentences. Go round monitoring and assisting as necessary.
• Allow students to compare their answers in pairs before
checking them with the class.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

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 Exercise 5 Learn it!
• Focus student’s attention on the words in the Learn it! box.
• Ask students to translate the sentences and to discuss the
different meanings of smart.
• Ask students to create sentences of their own with the
different meanings of smart.

Exercise 6
• Focus students’ attention on the infographic and read out
the different types of energy on it. Check that students
understand the vocabulary.
• Ask individual students to read the sentences in exercise 6.
Then ask them to read the infographic again and decide if
the sentences are true or false. Remind them to write their
answers in their notebooks.
• Check answers with the class.
ANSWERS
1  True  ​2  False  ​3  False  ​4  True  ​5  False

Exercise 7 21st Century Skills: Say it with images

• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Divide the class into small groups and ask them to think of a
green energy source that is used in their country or region.
• Ask them to find out information about the green energy
source and to look for images that they can use in their
infographic. Students could do the research online in class,
using their phones or tablets. Alternatively, students could do
the research for homework and create the infographics in the
next class.
• Ask groups in turn to present their infographics to the class.
The class could vote for the most informative or the most
imaginative.

Exercise 8
• Play the video for students to watch.
v Your Views: Favourite inventions
• Duration: 2.45 minutes
• Topic: What’s your favourite invention? Why do you like it?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 24
Vocabulary reference, Workbook pages 108–109
Vocabulary worksheets, Tests and Resources Multi-ROM

T33 Unit 3

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 3.2 High energy
Reading
Aims
• Read and listen to an article on using power from kinetic energy.
• Answer questions on the article.
• Understand new vocabulary in context.
6 Develop mathematical competence and basic science and
technology competences.
7 Develop linguistic communication.
v Reading preparation
• Interactive task to pre-teach vocabulary from the article and
introduce students to the topic.
Warm-up
• Focus students’ attention on the pictures and elicit
descriptions of them, e.g. The top picture shows young people
running along a corridor. The bottom picture shows people
stepping on the floor. Ask: What do the pictures have in common?
(the people are moving their legs quickly). Ask: How might
these people create energy by moving? Teach the term kinetic
energy. Ask: Do you think it is possible to use this energy? What
could it be used for? Elicit a range of ideas.
Exercise 3
• Focus students’ attention on the highlighted verbs in the article.
• Ask students to match each verb to one of the definitions
(1–4) in their notebooks.
• Check answers with the class.
ANSWERS
1  stored  ​2  charges  ​3  plugged in   ​4  make use of
Research it!
• Read the Research it! box with the class.
• Students could do the research online in class, using their
phones or tablets. You could do the activity as a race, to
motivate students.
• Alternatively, students could do the research task for
homework and report back in the next class.
• Remember to have a follow-up discussion in class when they
have done the research. Ask: Do you think it would be a good
idea to have these tiles in your school? Why? / Why not?

Exercise 1  $ 1.21
• Pre-teach tiles and charge (your phone). Read through the
question with the class, and play the recording for students to
read and listen to the article.
• Elicit and discuss the forms of movement that are mentioned
in the article.
ANSWERS
running; walking; dancing

Culture note
Kinetic energy is the energy created when a person or object
moves. As well as the devices mentioned in the article,
companies are also developing other products that use kinetic
energy to produce small amounts of electricity, e.g. a child’s
skipping rope, a football and a pair of shoes. These devices
produce clean, sustainable energy, and could also bring health
benefits by encouraging people to be more active.

Exercise 2
• Ask students to read the article again and decide which
pieces of information are given.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  ✓  ​2  ✗  ​3  ✓  ​4  ✓  ​5  ✓

Unit 3 T34

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 The passive: past, present and future (will)
Aims
• Revise the form and use of the passive in past, present and
future tenses.
• Complete sentences and a text using the passive.
7 Develop linguistic communication.
v Grammar animation
• Presentation of past, present and future passives in context.
Exercise 4
• Focus students’ attention on the sentences in the table, and
have them match these to the different passive forms (1–3).
• Check answers. You could ask students to translate the
sentences into their own language to check understanding.
ANSWERS
1 A small electric generator is worn on the knee.
2 Kinetic floor tiles were installed in the corridors.
3 Electronic devices will never be plugged in again.; How will
it be used?; Scientists hope that these kinetic devices will
be sold in shops.
Exercise 5
• Write the last three sentences from the table on the board.
Point out how they relate to each other.
• Ask students to copy the rules into their notebooks and to
complete them with the words in the box. Check answers.
ANSWERS
passive; verb be; past participle; main verb
Exercise 6
• Read through the instruction and the first sentence with the
class. Ask students which verb should go between kinetic
devices and sell. Ask students for the past participle of sell.
Write the complete sentence on the board.
• Ask students to write the correct sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 Kinetic devices will be sold in shops soon.
2 Will a new power station be built in this area?
3 Petrol won’t be used as much in the future.
4 Electric lights in the city streets won’t be replaced by solar-
powered lights until next year.
5 Will mobile phones be powered by mini solar panels?
6 The use of alternative energy sources will be increased in
the next decade.
Recycle
• Read the information in the Recycle box with the class.
• Elicit a similar passive sentence about something in the
classroom, e.g. This device was developed in Sweden. Point out
that the sentence doesn’t tell us who developed the device.
Elicit some possible ideas for who developed it, e.g. a Swedish
scientist, an American student. Elicit a passive sentence with by,
e.g. The device was developed by a Swedish scientist.
T35 Unit 3
4852548 Spectrum TG4_PRESS.indb 35
Exercise 7
• Read the first active sentence aloud and ask students whether
they will need to use the present or past simple passive form
in their answer (past). Elicit the correct passive sentence. Tell
them to begin the passive sentence with the word in brackets.
• Ask students to write the sentences in their notebooks. Check
answers with the class.
ANSWERS
1 The model of a high-tech engine was made by students.
2 Electricity isn’t generated by these machines.
3 Is salt water converted into drinking water by this device?
4 The files weren’t stored correctly by Jack.
5 The library computers are switched off at 10 p.m.
Exercise 8
• Ask students to read the text quickly to get the gist. Ask:
Which form of energy is older than we think? (solar energy)
• Ask students to read the text again and write the correct
passive verb forms in their notebooks. Check answers.
ANSWERS
1  will be used   ​2  is produced   ​3  was awarded   ​4  are used  ​
5  will be installed   ​6  will be seen
v Grammar practice
• 1–3 star tasks to practise the past, present and future passives.
Also available on the Tests and Resources Multi-ROM.
Your turn
Aims
• Practise using passive forms.
• Discuss your ideas about future energy sources.
6 Develop mathematical competence and basic science and
technology competences.
5 Develop social and civic competences.
7 Develop linguistic communication.
Exercise 9
• Focus’ attention on the photos. Invite a student to read the
questions and example sentences aloud. Elicit more examples.
• Ask students to write passive sentences with their own ideas.
Go round monitoring and assisting as necessary.
Exercise 10
• Read through the expressions in the Useful language box and
make sure students understand them all.
• Divide the class into small groups to compare and discuss their
ideas. Encourage students to think of two or three devices.
Remind them to use the phrases from the Useful language box.
• Conduct class feedback and invite groups in turn to tell the
class which devices they talked about.
Further practice
Grammar, Workbook page 25
Grammar reference, Workbook pages 110–111
Grammar worksheets, Tests and Resources Multi-ROM
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 3.3 Brain power
Vocabulary and Listening
Aims
• Learn verbs that describe functions.
• Listen to a presentation on the brain and answer questions.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
Warm-up
• With books closed, ask: How does your body get energy? (from
food) When do you need the most energy? Which parts of your
body do you think need the most energy? Elicit a few ideas, and
use the opportunity to revise some body parts, e.g. muscles,
heart, brain.
• Ask students to open their books. Focus on the title of the
presentation: The hungriest part of our body, and elicit that this
is the brain. Ask: Are you surprised by this? Why? / Why not? Does
studying make you hungry?
Exercise 1
• Explain that the three fact boxes, A, B and C, talk about the
brain and three different things: exercise, sleep and food.
Ask students to read the presentation quickly, ignoring the
gaps, and match the titles with the fact boxes.
• Check answers with the class.
ANSWERS
1  B  ​2  C  ​3  A
Exercise 2
• Read through the instruction with the students. Focus
students’ attention on the highlighted words in the fact
boxes. Ask them to match a highlighted word with the first
definition. Check the answer with the class.
• Ask students to match each word to the remaining definitions
in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  rest  ​2  repair  ​3  perform  ​4  boosts  ​5  absorb  ​6  burn  ​
7  crash  ​8  process  ​9  releases  ​10  transports
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 3
• Read through the instruction with the students. Ask students
to copy and complete the sentences in their notebooks with
the correct form of the highlighted words from the fact boxes.
• Allow students to compare their answers in pairs before
checking them with the class.
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ANSWERS
1  rest  ​2  repair  ​3  performs  ​4  boosts  ​5  absorbed  ​
6  burns  ​7  crash  ​8  process  ​9  release  ​10  transports
v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Exercise 4  $ 1.22  Audio script pT154
• Invite a student to read the question aloud. Play the recording
for students to listen and answer the question.
• Check the answer with the class.
ANSWER
2: a computer
Exercise 5   $ 1.22  Audio script pT154
• Give students time to read the gapped sentences in the
presentation. Play the recording again for students to listen
and write the missing words in their notebooks. Pause the
recording as necessary to give students time to write.
• Play the recording again if necessary, for students to check
and complete their answers.
• Alternatively, students could guess the missing words, and
then listen again to check and complete their answers.
• Check answers with the class.
ANSWERS
1  20  ​2  thoughts  ​3  sugar  ​4  benefits  ​5  blood  ​6  good  ​
7  organize  ​8  accidents  ​9  Siestas / A siesta
Reflexive pronouns, each other and one another
Aims
• Compare and contrast reflexive pronouns, each other and
one another.
• Identify reflexive pronouns in context.
• Complete sentences and a dialogue with the correct
pronouns or each other / one another.
7 Develop linguistic communication.
v Grammar animation
• Presentation of reflexive pronouns, each other and one another
in context.
Exercise 6
• Read through the example sentences with the class. Make
sure students understand them. Then read through the rules
and discuss the answers.
• Encourage students to copy the sentences into their
notebooks, and add the correct explanation for each one.
ANSWERS
1  C  ​2  A; B   ​3  D; E
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 Exercise 7
• Read out the first sentence beginning and elicit the correct
ending from A–F.
• Ask students to match the remaining beginnings to the
endings in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Make sure students understand
all the sentences.
ANSWERS
1  D  ​2 A   ​3 F    ​4 C   ​5 B   ​6 E
Exercise 8
• Read through the instruction with the class. Read out the first
sentence and elicit the correct reflexive pronoun.
• Ask students to read the remaining sentences and write the
correct reflexive pronouns in their notebooks. Students could
work in pairs to do this if they prefer.
• Check answers with the class, making sure that students
understand all the sentences.
ANSWERS
1  herself  ​2  themselves  ​3  myself  ​4  itself  ​5  yourself
Exercise 9
• Ask students to read the dialogue quickly, ignoring the gaps,
to get the gist. Ask: What activity do they mention is good for the
brain? (telling jokes)
• Read through the instruction with the class. Ask students to
read the dialogue again and write the correct words in their
notebooks. Remind them that there may be more than one
correct option.
• Check answers with the class. You could point out that each
other is more common than one another, especially in informal
language.
ANSWERS
1  ourselves  ​2  myself  ​3  each other / one another   ​
4  ourselves  ​5  each other / one another
v Grammar practice
• 1–3 star tasks to practise reflexive pronouns, each other and one
another. Also available on the Tests and Resources Multi-ROM.
Your turn
Aims
• Discuss ways to make yourself feel more energetic.
• Give a presentation of your ideas.
5 Develop social and civic competences.
7 Develop linguistic communication.
T37 Unit 3
4852548 Spectrum TG4_PRESS.indb 37
Exercise 10
• Read through the instruction with the class and invite a
student to read the example sentences aloud. Elicit a few
more examples, e.g. I could get more sleep so I don’t feel tired.
I could do more exercise so my brain gets more oxygen.
• Ask students to write their ideas in their notebook. Go round
monitoring and assisting as necessary.
• Divide the class into small groups to discuss all their ideas and
choose the best ones. Point out to students that they should
have good reasons for their choices, as they are going to
present them to the class.
Exercise 11
• Ask students to work in their groups to prepare a short
presentation. Encourage them to use the language in the
Useful language box. Go round monitoring and assisting as
necessary while they are preparing their presentation.
• Invite groups in turn to give their presentations to the class.
Ask other students to listen and note down the ideas they
suggest.
• When all the groups have given their presentations, ask
students which ideas overall they think would be most useful
for them.
Optional activity
Ask students: Are you happy with your general energy levels?
Would you like to feel more energetic? What would you do if you
felt more energetic?
Challenge any students who are interested to follow some of
the advice from exercises 9 and 10 for a couple of weeks. Set a
date for them to report back to the class.
Ask: Do you feel any different now? What do you think has made
the difference? Do you think you will continue to do the same
things? Why? / Why not?
Further practice
Vocabulary, Workbook page 26
Vocabulary reference, Workbook pages 108–109
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 27
Grammar reference, Workbook pages 110–111
Grammar worksheets, Tests and Resources Multi-ROM
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 3.4 Culture
Reading and Vocabulary
Aims
• Read and listen to two texts about dance performances from
Ghana and Kenya.
• Answer questions on the texts.
• Understand new vocabulary in context.
• Learn about the sounds /ɔ:/ and /ɒ/.
• Learn about noun formation and practise forming nouns from
verbs.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Warm-up
• Focus students’ attention on the map of Africa and the
labelled countries, Ghana and Kenya. Elicit what students
know about these countries, e.g. their history, geography,
natural resources, famous people from there, etc.
• Focus students’ attention on the photos, and read out the
titles of the two texts. Make sure students understand warriors.
Ask: Have you ever seen dancing like this? Do you think it would
be difficult to do? Would it be exciting to watch? Why? Why do
you think warriors traditionally perform dances? Encourage
students to speculate and share their ideas.
Culture note
Ghana is a coastal country in West Africa, with a population
of 27 million people. The capital is Accra, and the official
language is English, although most people also speak one
or more African languages. Parts of Ghana were controlled
by Great Britain until the country achieved independence
in 1957. The country now has a successful economy,
exporting oil, gold, diamonds and cocoa.
Kenya lies on the equator in east Africa. The capital is Nairobi,
and the country has a population of around 44 million. Kenya
is one of the most stable and prosperous countries in central
Africa. Kenya was under British control from 1888 until 1963.
The official languages are English and Swahili. The country
exports tea and coffee, and has also recently become a
successful exporter of cut flowers to Europe.
The Maasai are a semi-nomadic people who live in Kenya and
northern Tanzania. They are known for their striking forms of dress
and traditional customs. The Tanzanian and Kenyan governments
have tried in recent years to persuade the Maasai people to
abandon their nomadic life and live in fixed settlements, but
their efforts have met with considerable resistance.
Exercise 1  $ 1.23
• Read out the three text types. Play the recording for students
to read and listen, and ask them to note down the text type
for each text in their notebooks.
• Check answers with the class, asking students to give reasons
for their answers.
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ANSWERS
Text A: a review (it describes the ‘performance’ and gives an
opinion about it)
Text B: a travel guide (it gives information about a ‘visit to
Kenya’ and includes phrases such as ‘trip to a traditional
village’ and ‘visitors’) 
Exercise 2
• Check students understand choreography and practise its
pronunciation. Ask students to read the texts again and answer
the questions in their notebooks. Encourage them to use their
own words where possible, rather than copying from the texts.
• Check answers with the class.
SUGGESTED ANSWERS
1 extraordinary, energetic, electric, powerful
2 Isaac Allotey is the grand dance master and founder of the
Dance Warriors.
3 The group helps train street children in drumming and
dancing.
4 Young Maasai men take part in the jumping dance. They do
this to celebrate significant stages in their lives.
5 Adumu is also named ‘the jumping dance’ because it
involves jumping as high as you can in the air.
6 Other members of the tribe watch the performance to see
who can jump the highest.
Exercise 3
• Focus students’ attention on the highlighted verbs in the
texts. Ask students to use the correct forms of these verbs to
complete the sentences in their notebooks.
• Check answers with the class.
ANSWERS
1  participate  ​2  support  ​3  develop  ​4  celebrates  ​5  train
Exercise 4  $ 1.24  Say it!
• Focus students’ attention on the two different sounds in the
Say it! box. Model the two sounds in isolation. Then play the
recording for students to listen and repeat the words.
• Write the sounds /ɔː/ and /ɒ/ at the head of two columns on
the board and ask students to copy it in their notebooks. Play
the recording again and have them write the words in the
correct column according to the sound they contain.
• Check answers, playing the recording again for students to
hear the sounds.
• There are follow-up exercises for further practice on page 150.
• There is a follow-up optional activity to practise the
pronunciation point on the following Teacher’s Book page.
ANSWERS
/ɔː/ authentic; perform; support; transported
/ɒ/ strong
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 Optional activity
Write the following words on the board and ask students to
decide which vowel sound they include: warrior, taught, not.
Check answers with the class, and remind students that the
same vowel sound can be represented by different spellings.
Divide the class into pairs and ask them to write a sentence
using as many of the words from exercise 4 and from the
board as they can. Encourage them to use their imagination
and be creative. If necessary, give them an example, e.g. It is
not impossible to do the authentic warrior dance, but you need to
be strong to perform this dance!
Invite pairs in turn to read their sentences to the class. See
which pair managed to use the most words correctly!
Word builder: noun formation
Exercise 5
• Read through the instruction with the class, and draw
attention to the two example answers. Elicit the meaning of
the two nouns. You could ask students to translate them into
their own language to check understanding.
• Ask students to copy the table in their notebooks and complete
it with the correct nouns. Students could use their dictionaries
to help, and you could do this as a race, to motivate students.
• Allow students to compare their answers in pairs before
checking them with the class by writing the nouns on the
board. Make sure that students understand them all.
ANSWERS
Verbs Noun (person) Noun (activity, situation)
dance dancer dance
perform performer performance
participate participator/ participation
participant
support supporter support
Exercise 6
• Read through the instruction with the class. Read the first
sentence aloud and elicit the correct noun. Remind students
to use the nouns from exercise 5 and point out that in some
cases they will have to use the plural form.
• Ask students to read the sentences and write the correct
nouns in their notebooks. Then check answers with the class.
ANSWERS
1  performance  ​2  Participation  ​3  supporters  ​4  dance
v Vocabulary practice
• Interactive task to practise noun formation.
Optional activity
Focus on the nouns in exercise 5. Write on the board the
suffixes -er, -ant, -tion, -ance. Point out that -or is a variant of -er.
Give students two or three minutes to think of more nouns that
can be formed from verbs by adding these suffixes. Give them
one or two examples to start off if necessary.
T39 Unit 3
4852548 Spectrum TG4_PRESS.indb 39
Elicit the nouns and write them on the board. Elicit which
verbs the nouns are formed from. Remind students that it is a
good idea to learn related nouns when they learn a new verb.
SUGGESTED ANSWERS
-or / er: actor, editor, reporter, singer, teacher
-tion: application, education, indication, recommendation
-ment: advertisement, excitement, entertainment,
investment
-ance: appearance, assistance, disappearance, entrance
Your turn
Aims
• Discuss traditional customs in your country.
• Practise using nouns formed from verbs.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
Exercise 7
• Invite a student to read the task aloud. Make sure students
understand everything. Brainstorm some traditional customs
with the class and make notes on the board.
• Give students time to write their descriptions individually.
Remind them to use the expressions in the Useful language
box. Go round monitoring and assisting as necessary.
• Invite some students to read their descriptions to the class.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes. Ask: Do you think it is
important to keep traditional customs alive? Why?
Exercise 8
• Students watch the video.
v Culture video: Diwali
• Duration: 3.27 minutes
• Topic: Celebrating Diwali: a Hindu festival.
• Video worksheets are available in the iPack Resources tab.
Focus on … Science
• Ask students to read the sentence and discuss the answer in
pairs before they look at page 142 to find out if they are right.
• Students can now do the Focus on CLIL activities on page 142.
ANSWER
Water is used to generate hydroelectric energy.
Further practice
Pronunciation, Student’s Book page 150
Reading, Workbook page 29
Word builder, Vocabulary reference, Workbook page 108
Vocabulary, Workbook page 28
Focus on Science, Student’s Book page 142
Curriculum extra worksheet Unit 3, Tests and Resources Multi-ROM
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 3.5 Practical English: interest,
satisfaction and hope
Listening
Aims
• Read a profile of a green dieter.
• Listen to a conversation about green issues.
• Answer questions on the conversation.
• Do a dictation based on the conversation.
5 Develop social and civic competences.
Warm-up
• With books closed, ask: How green are you? Elicit or explain
that the question refers to how much you try to look after the
environment. Elicit some ways in which individuals can help
the environment, e.g. saving energy at home, recycling, using
public transport, etc.
• Ask students to think about how green they are, and give
themselves a score from 1 (not green at all) to 10 (very green).
• As a class, discuss what scores students gave themselves
and why.
Culture note
Britons are among the worst energy wasters in Europe.
Common ways in which people waste energy are leaving
mobile phone chargers plugged in, leaving appliances such
as computers and TVs on standby and not switching lights off
when leaving a room. Countries where people are generally
better at saving energy include Germany and Spain. Overall,
the USA remains the biggest consumer of energy worldwide,
and the largest producer of greenhouse gases.
Exercise 1
• Focus students’ attention on the title of the profile and check
that students understand diet.
• Read through the questions with the class, and then ask
students to read the profile and answer the questions in their
notebooks.
• Check answers with the class.
ANSWERS
1 The objective of the Green Diet is to consume less energy
and protect the planet.
2 He’s going to ask his mum and dad for help because there
are three of them in their house and they need to take part
as well.
Exercise 2  $ 1.25  Audio script pT154
• Tell students they are going to listen to a conversation
between Rafi and his mum. Invite a student to read the
question aloud.
• Play the recording for students to listen and answer the
question.
4852548 Spectrum TG4_PRESS.indb 40
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
They talk about ‘getting around’, ‘shopping habits’ and
‘at home’.
Exercise 3  $ 1.25  Audio script pT154
• Ask students to read the questions. Tell students they are
going to listen to the conversation again and ask them to
answer the questions.
• Play the recording for students to listen and answer the
questions in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Because he goes to football practice in the car with his dad.
2 Rafi has stopped buying things he doesn’t need and only
uses local shops.
3 His mum says it’s a waste of time because they don’t have
enough money to make big changes.
Exercise 4  $ 1.26  Audio script pT154
• DICTATION Give students time to read through the gapped
sentences.
• Play the recording for students to listen and write the
completed sentences in their notebooks. Pause the recording
as necessary to give students time to write.
• Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.
ANSWERS
1  know I can do  
​2  really pleased with   ​
3  It’d be great if   ​
4  not really interested   ​
5  seems  ​
6  really hope
Exercise 5
• Read through the Speaking strategy box with the class.
• Invite two confident students to read out the first dialogue.
Elicit some possible continuations of the dialogue, using
phrases from the Speaking strategy box.
• Divide the class into pairs to think of ways to complete the
dialogue and practise the dialogues with their own ideas.
• Invite some pairs to perform their dialogues for the class.
Unit 3 T40
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 Speaking
Aims
• Read a dialogue about a Green Diet profile.
• Discuss the profile and your reaction to it.
• Learn functional language for expressing interest and
disinterest, satisfaction and disappointment, and hope.
7 Develop linguistic communication.
5 Develop social and civic competences.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 6  $ 1.27
• Invite a student to read the instruction aloud. Give students
time to read the dialogue.
• Play the recording and ask students to answer the question.
• Alternatively, ask three confident students to play the roles of
David, Andrea and Alex and to read the dialogue aloud.
• Check the answer with the class.
ANSWER
They are talking about shopping habits.
Exercise 7  $ 1.27
• Read through the instruction and the questions with the class.
• Play the recording again and ask students to answer the
questions in their notebooks.
• Check answers with the class.
ANSWERS
1 Alex shows the least interest in the Green Diet. David shows
the most interest.
2 David is the least satisfied with their progress.
Exercise 8
• Read through the instruction with the class and make sure
that students understand what they have to do.
• Focus students’ attention on the first idea for saving energy
and ask them to say which area of the Green Diet it belongs to.
• Divide the class into small groups and ask them to categorize
the other ideas for saving energy and to add their own ideas.
Monitor and help while students are working.
• Conduct class feedback, inviting some students to tell
the class about the ways of saving energy that they have
discussed.
ANSWERS
turn off electrical appliances when not in use: at home
recycle all glass, paper and aluminium: rubbish disposal
have showers not baths: at home
repair old clothes: rubbish disposal
T41 Unit 3
4852548 Spectrum TG4_PRESS.indb 41
Optional activity
If students are interested in this topic, they could set
themselves some class targets for reducing their impact
on the environment. In class or for homework, students
could look for websites where they can calculate their own
‘carbon footprint’ (the amount of CO2 that they are personally
responsible for creating each year).
As a class, students could compare notes and discuss what
activities or lifestyle choices have the biggest impact on the
environment. Brainstorm ideas for changes that students
could make in their lives, e.g. walking or cycling to school,
recycling more, etc. Ask individual students what changes
they could make.
A week later, invite students to report back on what changes
they have made in their lives. Make notes on the board,
and discuss how significant the total changes have been.
Encourage students to see that if a lot of individuals make
small changes, the overall impact can be quite significant.
Exercise 9
• Focus students’ attention on the Green Diet profile and check
that students understand the figures. Ask questions about the
scores, e.g. Do you think 65% at home is a good score? Is 50%
good for getting around? Which scores could you improve? How?
• Read through the expressions in the Functional language
box and make sure students understand them all. Model the
pronunciation and intonation.
• Give students time to study the profile in detail and think
about their reactions to it.
• Divide the class into pairs to talk about their interest in the
diet, their progress with the diet and their hopes. Go round
monitoring and assisting as necessary. Remind them to use
phrases from the Functional language box.
• Conduct class feedback and invite some students to tell the
class their ideas. Ask other students if they agree or disagree,
and why.
Your turn
Exercise 10
• Play the video for students to watch and interact with.
v Interactive video: New from old!
Vlogsters: Unit 3
• Duration: 3:16 minutes
• Topic: Zac shows how to make a new T-shirt from old.
• Task: Make a choice from the options offered at the end of
the vlog.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Practical English, Workbook page 28
Functional language, Vocabulary reference, Workbook page 108
Vlogsters scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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 3.6 Writing an opinion essay
Aims
• Read a model opinion essay.
• Learn to use both and neither.
• Write an opinion essay.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
4 Develop sense of initiative and entrepreneurship.
Writing preparation
Warm-up
• With books closed, ask: What are the main forms of energy that
we use today? (oil and gas) What will happen to these energy
sources in the future? (they will run out)
• Ask: What alternative forms of energy will we be able to use in
the future? Elicit some possible alternative forms of energy,
e.g. solar power, and ask: What are the advantages and
disadvantages of these energy sources?
Culture note
The UK produces around 10% of its electricity from wind power.
Although it is a clean way of generating power, there have
been protests about the development of large wind farms
because people find them unattractive and noisy. With offshore
wind farms, there are concerns that the turbines may be
responsible for the death of large numbers of sea birds.
The largest solar power plants in the world are in the USA
and Spain. Solar energy is not as controversial as wind energy,
although some environmentalists have concluded that the solar
panels require as much energy to produce as they can generate
during their active lifetime. Solar technology is improving all
the time, however, and is seen as the ‘clean’ energy of the future,
especially in countries which have a lot of sunshine.
The first experimental wave farm was opened in Portugal in 2008.
The sea has the potential to generate large amounts of energy,
although environmentalists worry that large turbines in the sea
could be a danger to fish and marine mammals.
Electric cars are generally seen as the form of transport of
the future. Although they are still expensive to buy, prices are
coming down and the infrastructure of charging points is
gradually being installed in cities such as London. Some cities,
such as Paris and Madrid, are also encouraging the use of
electric vehicles via rental systems.
Exercise 1
• Read through the instruction with the class. Focus students’
attention on the photos and elicit answers to the questions.
• Ask: Have you seen any of these energy sources around this
area? If they don’t know of any in their own area, encourage
students to describe any they have seen in other places, e.g.
on a trip, or on the TV. (Try to do some prior research about
local alternative energy sources in order to prompt the class.)
4852548 Spectrum TG4_PRESS.indb 42
ANSWERS
wind power; electricity; solar power
Exercise 2
• Read through the question with the class.
• Give students time to read the essay and list the advantages
and disadvantages of wind power.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
Advantages: It is sustainable, clean, cheap, reliable and
adaptable.
Disadvantages: Wind turbines are noisy and ugly. They
transform the landscape.
Exercise 3
• Explain that the questions in this exercise relate to the
structure and paragraph plan of the essay.
• Ask students to read through the questions and then refer
back to the relevant sections of the essay to choose the
correct options.
• Discuss the answers with the class, encouraging students to
provide evidence for their answers.
• Point out that this is a good structure and paragraph plan to
use for any opinion essay.
ANSWERS
1  B  ​2  A  ​3  A  ​4  B
Look at language: both and neither
Exercise 4
• Read the example sentences aloud, modelling the intonation
for students to repeat. Elicit the conjunction that goes with
both words (neither … nor; both … and).
• Read through the rules with the class. Give students time to
work the answers out for themselves before you elicit them
from the class.
• Ask students to copy the completed rules into their notebooks.
• Students can copy the examples into their notebooks, or they
could modify the example sentences to make them more
personal to help them remember the structure.
ANSWERS
1  both; and   ​2  neither; nor   ​3  adjectives
Exercise 5
• Ask students to read and match the sentence halves in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Invite different students to read
the completed sentences aloud and make sure they are using
suitable intonation, pausing where appropriate.
ANSWERS
1  B  ​2  A  ​3  D  ​4  C
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 Writing task e Write
v Writing preparation
• Students write the second and final draft of their opinion
essays.
• Interactive task to help students with useful expressions for
opinion essays.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
Exercise 6 encouragement. Remind them to use passive forms.
• Explain to students that they are going to write an opinion • Conduct class feedback, inviting some students to read their
essay about an environmental topic. essay to the class.
• Focus the students’ attention on the three topics and ask them to • Alternatively, upload the students’ essays to the class, English
brainstorm some advantages and disadvantages for each one. department or school blog and ask students to read them
• Conduct class feedback and invite some students to tell the and vote for the best.
class their advantages and disadvantages. Further practice
Writing, Workbook page 30
a Think of ideas
Writing reference, Workbook page 91
• Read through the instruction with the class. Unit 3 Review and Skills practice, Student’s Book pages 126–127
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic from exercise 6 that they are going
to write about and three advantages and disadvantages. Give
them some time to research this.
• Tell students to decide which two advantages and which two
disadvantages are the most important and to include them in
their essays.

b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their essay in
this way.
• Ask students to write the writing plan in their notebooks,
including relevant ideas from their answers to section a.

c Draft
• Ask students to write the first draft of their opinion
essays. If they do this in class, go round giving help and
encouragement. Remind them to use passive forms, the
conjunctions both and neither and to include both advantages
and disadvantages.
• Remind them to check their grammar and spelling carefully.

d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s opinion essay.
• Students should go through their partner’s opinion essay and
answer the questions.
• Students then report back to each other about their work.

T43 Unit 3

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 Group speaking project: a class • Read the third instruction. Focus students’ attention on
the Useful language box again and ask them to put the
debate expressions into the four categories.
Aims
• Check answers with the class.
• Listen to part of a debate. ANSWERS
• Learn phrases for starting, ending and taking part in a debate. 1 A clear example of this is …
2 Research has shown that …; There is evidence that …
• Research and prepare arguments for a debate. 3 Another reason why we (dis)agree with the statement is
• Take part in a debate and vote on the motion. that …
4 Develop sense of initiative and entrepreneurship. 4 To conclude, we have said that …; To sum up, we feel
7 Develop linguistic communication. that …
2 Develop learning to learn competence.
Step 1
5 Develop social and civic competences.
• Read through the instruction with the class. Then read
Useful materials through the three statements at the top of the page again as
– computers or other devices with internet access examples of what students should produce.
– a timer, e.g. on a phone • Put students into small groups. Give students time to think of
a topic to debate. Then invite a student from each group to
– paper
tell the class the statement they have chosen.
– pens
• Ask for a show of hands from the students to decide which
Warm-up two statements the class would like to debate.
• Explain to students they are going to have a class debate. Step 2 
Ask: What is a debate? What happens in a debate? Elicit that
• Read through the instruction with the class and divide
a debate is a formal discussion in which arguments for and
students into four groups, A–D. Ask groups to agree on the
against an idea are put forward, and people vote.
roles they will have.
• Ask: Do you ever watch debates on TV? What about?
• Ask the two groups that are taking part in each debate if they
Before you start  $ 1.28  Audio script pT154 want to speak for or against the statement.
• Read through the first instruction with the class and ask a
student to read the statements aloud. Make sure the students
understand the statements.
• Explain that they are going to hear students taking part in
a debate about one of the statements. Ask them to listen
carefully and decide which statement they are debating.
• Play the recording through once.
• Check the answer with the class.
ANSWER
They are debating statement A: ‘Modern technology has
made people’s lives much better.’  They are arguing for the
statement.
• Read the second instruction. Ask a student to read the
expressions in the Useful language box aloud. Explain to
students that they are going to hear the recording again and
they have to write down in their notebooks the expressions
from the Useful language box they hear.
• Play the recording again, pausing for students to write down
the phrases.
• Check answers with the class.
ANSWERS
B: Another reason why we agree with the statement is that …;
E: Research has shown that …; F: There is evidence that …;
G: To conclude, we have said that …; H: To sum up, we feel
that …

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 Step 3 Step 6
• Read through all the instructions with the class and make sure • Ask students which arguments worked best in the debate
students are clear about what they have to do. and why. As a class, discuss what went well in the debate, and
• Ask each team to work together to research their ideas and what could be improved.
prepare their arguments. Tell them that each member should • Ask students to make their own personal notes to help them
try to each take a different angle on the subject, so they each next time they take part in a debate.
make different points to try and persuade the audience. Refer • Ask students what they have learned from the project.
them to the Useful language box and ask them to think of
other good phrases they can use to put their points across
and persuade the audience, e.g. It is clear that … , Most people
would agree that … , No one can deny that … .
• Ask the teams to also think about what arguments the other
team might put forward, and plan good questions they
can ask, or points that they can make to challenge their
opponents’ arguments and show the audience that they are
wrong. Refer them to the phrases in the Useful language box.
• Tell students to make sure they use good sources to get
accurate information to support their arguments.
• Go round monitoring and assisting all groups while they
are working. Set a time limit of about ten minutes for this
preparation stage. Tell students to make sure they have
enough material for the time that they have and that they
present their arguments in a clear and logical manner.
• Ask students to copy the table in their notebooks and make
notes of their arguments, evidence and examples.

Step 4
• Encourage students to nominate members of their groups to
present their arguments and summarize them.
• Invite both teams to tell the class who they have chosen for
the key roles.
• Ask the teams to practise presenting their arguments to each
other. You could ask them to work in pairs to do this, with one
student presenting and the other providing feedback.
• Tell students that they can refer to the notes that they
have made, but encourage them to speak naturally and to
use the expressions from the Useful language box in their
presentations.

Step 5
• Organize the classroom for the debate so that the speakers
are at the front.
• Introduce the debate and the main speakers. Refer them
to the agenda to remind them of how the debate should
proceed. Tell students to keep an eye on the time and signal
when speakers should stop.
• Only intervene if there is a problem.
• Allow time for questions from the audience before the groups
summarize their positions.
• At the end of the debate, ask for a show of hands from the
students to see if they are for or against the statement.
• Repeat the process for the second debate.

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 4 Live well
Unit summary Exercise 1
• Focus students’ attention on the people in the photos and ask
Vocabulary them to use adjectives to describe how the people feel.
Phrasal verbs: calm (sb) down, cheer (sb) up, chill out, cut • Invite different students to read aloud the different responses
down on, face up to, open up to, slow (sth) down, wake (sb) up, to the question. Ask the class to read and listen and see if
work out the adjectives that they used to describe the photos are
Aches and pains: broken, bruised, dislocated, itchy, sore, mentioned. Tell them to write the adjectives that are in each
sprained, swollen text in their notebooks.
Phrasal verbs: carry on, end up with, keep in, lie around, wrap up • Ask students to find three pairs of opposite adjectives.
Word builder: accessible, advisable, cautious, national, snowy Tell students that there might be more than one possible
antonym for some adjectives.
Learn it!: break (n), break (v)
• Allow students to compare their answers in pairs before
Grammar checking them with the class.
The first and second conditional SUGGESTED ANSWERS
if and unless calm / ​stressed (angry/anxious/busy); grumpy / ​cheerful;
sleepy / ​dynamic
The third conditional

Functional language
Asking for advice
What should I do?
What would you do if you were me?
Would you suggest … (+ing)?
Giving advice
If you …, you will … (+ infinitive)
If I were you, I’d … (+ infinitive)
My advice would be to … (+ infinitive)
Make sure you … (+ infinitive)
Have you thought about …? (+ing)
You could … (+ infinitive)
You should / ​shouldn’t … / ​You ought to (+ infinitive)

Unit opener
Vocabulary
Aims
• Learn phrasal verbs for actions and feelings that make you happy.
• Learn adjectives for feelings.
• Talk about what makes you happy.
7 Develop linguistic communication.
5 Develop social and civic competences.
VOC APP
For individual practice, students who have a smartphone can
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.

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 Exercise 2
• Ask a confident student to read the instruction and the
definitions aloud.
• Tell students to find adjectives in the speech bubbles that
match the definitions. Point out that more than one adjective
might match some of the definitions.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  anxious  ​2  cheerful  ​3  dynamic  ​4  grumpy; angry   ​
5  sleepy  ​6  calm
Exercise 3
• Read through the instruction with the class. Tell students to
use the list of adjectives from exercise 2.
• Choose an adjective and ask and answer the question with a
strong student.
• Divide the class into pairs to ask and answer the questions.
Exercise 4
• Ask individual students to read the sentences in exercise 4.
Then ask them to read the speech bubbles again and decide if
the sentences are true or false, correcting any false sentences.
Remind them to write their answers in their notebooks.
• Check answers with the class and elicit corrections for the
false sentences. Accept variations on the sentences given in
the answer key, as long as the meaning is the same.
ANSWERS
1 True.
2 False. Beth doesn’t cut down on things she does.
3 False. Thomas listens to music when he has a problem.
4 False. Abigail opens up to friends when she feels anxious.
5 True.
Exercise 5
• Focus on the phrasal verbs in bold in the speech bubbles and
elicit the meanings.
• Ask students to choose the correct options and copy and
complete the sentences in their notebooks. Do the first one as
an example if necessary.
• Check answers with the class.
ANSWERS
1  slow down   ​2  face up to   ​3  cheer up   ​4  cut down
T47 Unit 4
4852548 Spectrum TG4_PRESS.indb 47
Optional activity
Write the following questions on the board:
1 What problems do you find it difficult to face up to? Why?
2 Do you know anyone who should slow down? Why?
3 What do you do when you want to chill out?
4 What should you cut down on? Why?
Ask students to write one more question to ask a partner,
using the phrasal verbs in the speech bubbles.
Divide the class into pairs or small groups to ask and answer the
questions on the board and their own question.
Invite some students to share one of their own answers with
the class.
Exercise 6
• Read through the instruction with the class. Ask students to
read the questions quickly, ignoring the gaps, to get the gist.
• Divide the class into pairs and ask them to complete the
questions in their notebooks.
• Check answers with the class.
• Tell the pairs to ask and answer the questions.
• Invite some students to share their own answers with the class.
ANSWERS
1  cheer  ​2  work  ​3  open  ​4  calm  ​5  chill
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 7 21st Century skills: Supporting others
• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Divide the class into small groups and ask them to think of
ways of cheering someone up. Ask students to think about
what they do when they want to cheer themselves up.
• Tell each group to choose a representative to write their
sentences.
• Ask groups in turn to present their advice to the class. The
class could vote for the best.
Exercise 8
• Play the video for students to watch.
v Your Views: Cheer up!
• Duration: 2.22 minutes
• Topic: What cheers you up when you’re sad?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 32
Vocabulary reference, Workbook pages 112–113
Vocabulary worksheets, Tests and Resources Multi-ROM
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 4.2 The power of positive action Exercise 2
• Explain that 1–6 are comments people have left on the blog.
Reading Ask students to read the blog again and, in their notebooks,
complete the comments with the correct colour.
Aims • Allow students to compare their answers in pairs before
• Read and listen to a blog about how colours affect our mood. checking them with the class.
• Answer questions on the blog. ANSWERS
3 Develop cultural awareness and expression. 1  yellow  ​2  green  ​3  blue  ​4  red  ​5  Red  ​6  green; pink
5 Develop social and civic competences.
Optional activity
7 Develop linguistic communication.
Ask students to read the blog posts again and then write their
v Reading preparation own comment in response to one of the posts.
• Interactive task to introduce students to the topic. Invite students in turn to read out their comments to the
rest of the class, who should say which blog post it relates
Warm-up
to. Elicit whether they agree or disagree with the comments.
• With books closed, point to some colours around the Encourage as many students as possible to join in and express
classroom and ask: What colour is this? Include some unusual their opinions.
colours such as beige if possible, and check students
understand light and dark to describe colours.
• Give students two minutes to write as many colour words as
they can. They can use their dictionaries to help.
• Invite the students who wrote the most words to make a
list on the board. Ask the rest of the class to suggest further
colours. Make sure that students understand all the colours.
• Ask: What’s your favourite colour? Which colours do you like
wearing? Why? Which colours don’t you like? Why? Do some
colours make you feel more cheerful? Elicit a range of ideas.

Exercise 1  $ 2.02
• Read through the question with the class and draw students’
attention to the colours of the blog entries. Play the recording
for students to read and listen.
• Check answers with the class, and elicit any related
experiences that students have had with colours.
SUGGESTED ANSWERS
Blue makes people less hungry. Light blue helps you to study
and relax.
Green calms people down.
Pink slows people down and makes them sleepy.
Red creates a more dynamic mood and makes people win
more games.
Yellow helps people to open up and cheer up.

Culture note
According to psychologists, yellow is associated with sunshine
and energy and is therefore a good colour to use in a kitchen
or dining room. Green is associated with nature, and is a
calm, restful colour. It is often used in bedrooms. Blue is also
believed to be a calm, soothing colour, associated also with
intellectual activity, making it suitable for bedrooms and
studies. Pink is a restful colour, associated with love, so is
most suitable for bedrooms. Red is associated with danger,
adventure and warmth. It is often recommended as a colour
for dining rooms, but not for bedrooms.

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 The first and second conditional
Aims
• Revise the form and use of the first and second conditional.
• Complete sentences and a dialogue using the first and
second conditional.
7 Develop linguistic communication.
v Grammar animation
• Presentation of the first and second conditional in context.
Exercise 3
• Read through the example sentences in the table with the
class and make sure students understand them. You could ask
students to translate the sentences into their own language
to check understanding.
• Ask students to answer the questions in their notebooks. With
a weaker group, work through the questions with the class,
eliciting and discussing the answers.
• Check answers with the class.
• Students can copy the examples into their notebooks, or they
could modify the example sentences to make them more
personal to help them remember the grammar.
ANSWERS
1 first conditional: sentences 1 and 2
second conditional: sentences 3 and 4
2 first conditional
3 second conditional
Exercise 4
• Read through the instruction with the class.
• If necessary, read the first gapped sentence aloud and elicit
the correct first conditional.
• Ask students to copy and complete the sentences in their
notebooks with the first conditional form of the verbs in
the box.
• Check answers with the class.
ANSWERS
1  ‘ll be late   ​2  won’t be hungry   ​3  passes the exam   ​
4  ‘ll feel less anxious   ​5  ‘ll feel more dynamic   ​
6  doesn’t cut down
v Grammar practice
• 1–3 star tasks to practise the first and second conditional. Also
available on the Tests and Resources Multi-ROM.
Recycle
• Read through the information in the Recycle box with the class.
• Write a first conditional sentence with If + not on the board
e.g. If I don’t go running, I feel stressed out. Underline If I don’t
and point out that we can replace if not with unless and an
affirmative verb.
• Write a second conditional sentence with he or she on the
board, e.g. He would go to bed if he were sleepy. Underline were
and reinforce the point that we can use were with I and he / ​
she in second conditional sentences.
T49 Unit 4
4852548 Spectrum TG4_PRESS.indb 49
• You could point out that If I were you, I’d … is often used to
give advice.
Exercise 5
• Read the first gapped sentence aloud and give students
time to write the answer in their notebooks. Elicit the correct
second conditional sentence.
• Ask students to complete the remaining sentences and
questions in their notebooks.
• Check answers with the class.
ANSWERS
1 Amy would help us if she were here.
2 If they went to bed earlier, they wouldn’t feel so sleepy (at
school).
3 Would I feel more relaxed if I painted my bedroom green?
4 If I were you, I’d slow down. You look stressed out.
5 Would I have more energy if I worked out at the gym
before school?
Exercise 6
• Ask students to read the dialogue quickly, ignoring the gaps,
to get the gist. Ask: Why does Harry want to paint his bedroom?
(the colours are too dark)
• Ask students to read the dialogue again and write the correct
verb forms in their notebooks.
• Check answers with the class by inviting two confident
students to read the completed dialogue to the class.
ANSWERS
1  had  ​2  paint  ​3  were  ​4  look  ​5  wouldn’t choose   ​
6  ‘ll feel
Your turn
Aims
• Practise using the second conditional.
• Discuss ideas about colours for a bedroom, trainers, the school
building, hair and a car.
5 Develop social and civic competences.
4 Develop sense of initiative and entrepreneurship.
Exercise 7
• Read through the instruction with the class and invite a
student to read the questions aloud.
• Ask students to add more questions with their own ideas
in their notebooks. Go round monitoring and assisting as
necessary.
• Divide the class into small groups to ask and answer the
questions. Remind students to use the second conditional in
their answers.
• Conduct class feedback and invite groups in turn to tell the
class what their answers were and why.
Further practice
Grammar, Workbook page 33
Grammar reference, Workbook pages 114–115
Grammar worksheets, Tests and Resources Multi-ROM
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 4.3 Sporting injuries v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Vocabulary and Listening Exercise 3  $ 2.03  Audio script pT155
Aims • Read through the instruction with the class and give students
• Learn vocabulary for aches and pains. time to copy the table in their notebooks.
• Listen to a podcast about sports injuries. • Play the recording for students to listen and complete the
table. Pause the recording as necessary to give students time
• Answer questions on the podcast.
to write.
7 Develop linguistic communication.
• Play the recording again if necessary, for students to check
2 Develop learning to learn competence. and complete their answers.
Warm-up • Alternatively, students could answer the questions from
• With books closed, ask: What sports do you do? Elicit some memory, and then listen again to check and complete their
answers and write the sports on the board. answers.
• Point to the sports on the board and, as a class, brainstorm • Check answers with the class.
more sports. Add these to the board and check that students ANSWERS
understand them all.
Sport Injury How Event
• Ask: Have you ever suffered a sports injury? Elicit a few answers, missed
then ask: Which sports do you think are the most dangerous?
Why? Elicit a range of answers. Maria tennis bursitis/ playing US
Sharapova injured tennis Open
Exercise 1 her
• Ask students to read through the web page and look at the shoulder
photos. You could ask them to match the problems shown in
the photos with the tips. Steve football broken celebrating a party
• Ask: Have you ever suffered with any of these problems? Elicit a Morrow arm
range of answers from individual students.
• Divide the class into small groups to discuss the tips. Ask them to Exercise 4  $ 2.03  Audio script pT155
choose the three most useful tips. Explain that there isn’t a right • Read through the instruction with the class. Invite individual
or wrong answer, but they should try to justify their choice. students to read the sentences aloud.
• Invite groups in turn to tell the class their top tips and why • Play the recording again for students to listen and put the
they have chosen them. sentences in the correct order in their notebooks.
• Allow students to compare their answers in pairs before
Exercise 2  checking them with the class.
• Read through the instruction with the class.
ANSWERS
• Read through the adjectives in the box, modelling their C, E, B, F, A, D
pronunciation and intonation. Make sure students understand
all the adjectives.
• Read through the sentences with the class, ignoring the gaps,
so students get the gist.
• Ask students to copy and complete the sentences in their
notebooks with the correct words.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  dislocated  ​2  bruised  ​3  itchy  ​4  swollen; sprained;
broken  ​5  sore
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

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 The third conditional
Aims
• Learn the form and use of the third conditional.
• Complete sentences and a text using the third conditional.
7 Develop linguistic communication.
v Grammar animation
• Presentation of the third conditional in context.
Exercise 5
• Read through the example sentences in the table with the
class and make sure that students understand them. Students
could translate the sentences into their own language.
• Ask students to read the rules, choose the correct options and
copy the complete rules in their notebooks.
• Encourage students to copy some of the examples from the
table in their notebooks, or modify the example sentences to
make them more personal to help them remember.
• Reinforce the point that we use the past perfect, not would,
in the if clause: If they had known, they would have done things
differently. NOT If they would have known, … .
ANSWERS
1  past  ​2  past perfect simple   ​3  would have   4​   first
Exercise 6
• Read through the instruction and the sentences and make
sure the students understand them.
• Ask them to match the beginnings 1–5 to endings A–E in
their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  E  ​2  D  ​3  A  ​4  C  ​5  B
Exercise 7
• Focus students’ attention on the picture and ask students
what they know about the sports stars Rafael Nadal, Serena
Williams and Michael Jordan.
• Read through the sentences aloud, ignoring the verbs in
brackets. Ask students if they already knew the information
about the three sports stars.
• Ask students to write the completed third conditional
sentences in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in
exercise 5, as necessary, to explain the answers.
ANSWERS
1  hadn’t started  ​2  had listened  ​3  Would ... have become
Culture note
Michael Jordan was not initially accepted into his university
basketball team because, at 1.80 m, he was considered too
short. The following year, he trained hard and also grew 10
cm, so was finally accepted into the team.
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4852548 Spectrum TG4_PRESS.indb 51
Rafael Nadal wanted to follow his uncle Miquel Àngel Nadal
and become a professional footballer. However, his uncle
Toni realized he was going to be a better tennis player and
persuaded him to leave school and dedicate himself to tennis
when he was 15.
Serena Williams started playing tennis with her sister Venus
when she was very young, and soon started winning junior
tournaments, going on to become the World Number One.
Exercise 8
• Focus students’ attention on the photo of Claire Lomas, and
ask them to read the text quickly, ignoring the gaps, to get
the gist. Ask: Which sports event did she participate in after her
injury? (the London marathon)
• Ask students to read the text again and write the correct verb
forms in their notebooks.
• Check answers with the class.
ANSWERS
1  hadn’t had   ​2  wouldn’t have lost   ​3  ‘d used   ​
4  would’ve been  ​5  wouldn’t have raised   ​6  hadn’t done
v Grammar practice
• 1–3 star tasks to practise the third conditional. Also available
on the Tests and Resources Multi-ROM.
Your turn
Aims
• Write sentences about a sports person.
• Practise using the third conditional.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Exercise 9
• Elicit information about sports people that students admire.
Write notes on the board as students offer information.
• Focus on the notes on the board and elicit one or two third
conditional sentences about the sports people.
• Ask students to write their sentences in their notebooks, using
the notes on the board or their own ideas. Remind them to
include at least one third conditional sentence. Encourage
them to use the language in the Useful language box.
Go round monitoring and assisting as necessary.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes.
Further practice
Vocabulary, Workbook page 34
Vocabulary reference, Workbook pages 112–113
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 35
Grammar reference, Workbook pages 114–115
Grammar worksheets, Tests and Resources Multi-ROM
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 4.4 Culture
Reading and Vocabulary
Aims
• Read and listen to an article about the Canadian winter.
• Answer questions on the article.
• Understand phrasal verbs in context.
• Learn about adjective suffixes and practise using them.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Warm-up
• Focus students’ attention on the map and elicit what students
know about Canada, e.g. its geography, weather, sports,
famous Canadians, etc.
• Read the title of the article aloud. Ask: How cold do you think it
is in the winter in Canada? What dangers are there when it is very
cold? How do you think people stay healthy?
• Encourage students to speculate and share their ideas with
the class.
Culture note
Canada
Canada is the world’s fourth-largest country by total land area,
and one of the richest countries in the world. Its capital is Ottawa.
The native people of Canada include the Inuit, who live in
the far northern parts of the country. European colonization
of Canada, mainly by Britain and France, began in the 16th
century, and the country gradually gained full independence
during the 19th and 20th centuries.
Canada has two official languages, English and French, and
prides itself on being ethnically and culturally diverse.
Winnipeg is in the south of Canada, about half way between
the eastern and western shores. It is Canada’s seventh largest
city. The climate is warm in the summer and very cold and
dry in the winter, with snow sometimes lasting for up to six
months. Temperatures can fall as low as -50 degrees.
Spongee is a game similar to ice hockey that is played only
in Winnipeg. The game is played with a soft ‘spongy’ puck
instead of the traditional hard puck used in ice hockey, and
players wear ordinary shoes instead of ice skates.
Exercise 1  $ 2.04
• Read through the topics in the box with the class. Encourage
students to guess which of the topics the article will discuss
and what it might say about each one.
• Play the recording for students to read and listen for the
topics that are mentioned and make a note of them in their
notebooks.
• Check answers with the class and ask who guessed correctly.
ANSWERS
houses and transport aren’t mentioned
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Exercise 2
• Give students time to read the sentences. Check that students
understand everything, e.g. freezing.
• Ask them to read the article again and decide if the sentences
are true, false or not in the text. Ask them to write the
evidence for each answer from the text and correct any false
sentences.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 True: ‘freezing winters with temperatures of -50ºC – lower
than they sometimes are on Mars!’
2 Not in the text.
3 True. ‘Most Winnipeg schools cancel outdoor breaks
at -25 ºC.’
4 Not in the text.
5 True: ‘Winnipeggers also play a variation of ice hockey
called spongee.’
6 False: ‘The skywalk is a network of heated walkways and
tunnels.’
Exercise 3
• Focus students’ attention on the highlighted phrasal verbs
in the article. Encourage them to guess their meaning from
context.
• Ask students to match each phrasal verb to one of the
definitions (1–5) in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  keep in   ​2  end up with   ​3  lie around   ​4  carry on   ​
5  wrap up
Optional activities
Divide the class into groups to discuss these questions: What
do you think you would enjoy about life in Winnipeg? What do
you think you would find difficult? Then invite different groups
to share their ideas with the class.
As a class, discuss the advantages and disadvantages of living
in a cold climate.
Divide the class into pairs and ask them to design a poster for
a school in Winnipeg, advising students on how to stay safe
and healthy during the winter. Encourage them to use zero
conditional sentences. Go round monitoring and assisting as
necessary. Students can present their posters to the class, and
the class could vote for the best.
Exercise 4 Learn it!
• Focus students’ attention on the two words in the Learn it!
box. Point out the pronunciation is the same.
• Ask students to make one sentence with break as a noun and
one with break as a verb.
• Ask students to read out their sentences.
Unit 4 T52
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 Word builder: adjective suffixes
Exercise 5
• Read through the instruction and the words in the box
with the class. Then ask students to find the corresponding
adjective forms in the article. You could do this as a race, to
motivate students.
• Check answers with the class, and write the adjectives on the
board. Each time, invite a student to read aloud the relevant
line from the article. Make sure that students understand all
the adjectives.
• Give students time to read the sentences. Then ask them to
complete them with the correct adjectives.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
access – accessible (lines 46–47: ‘first aid kits are accessible’)
advise – advisable (line 13: ‘it’s advisable to wrap up’)
caution – cautious (lines 11–12: ‘the people of Winnipeg have
to be cautious’)
nation – national (line 31: ‘the national sport of ice hockey’)
snow – snowy (line 27: ‘even in extremely snowy or foggy
weather conditions.’)
1  cautious  ​2  national  ​3  snowy  ​4  advisable  ​
5  accessible
v Vocabulary practice
• Interactive task to practise adjective suffixes.
Optional activity
Focus on the adjectives in exercise 5. Elicit the adjective
suffixes and write them on the board (-ible, -able, -ous, -al, -y).
Point out that -able is used as a variant of -ible. Divide the class
into small groups and ask them to think of more adjectives
which have these suffixes.
Elicit the adjectives and write them on the board. Remind
students that it is a good idea to learn word families, and learn
how to form new words from words they already know.
SUGGESTED ANSWERS
-ible / ​able: enjoyable, comfortable, visible, edible
-ous: dangerous, famous, mysterious
-al: logical, professional, traditional
-y: windy, rainy, sunny
Exercise 6
• Invite a student to read the instruction aloud. Make sure
students understand everything.
• Read through the questions with the class and elicit some
example answers.
• Give students time to prepare their ideas individually. Point
out that if any students don’t go on this kind of holiday, they
should imagine what they would do if they did. Encourage
them to use the language from the Useful language box.
• Go round monitoring and assisting as necessary.
• Divide the class into small groups to share their ideas, or
discuss the ideas as a class.
• Conduct class feedback, inviting some students to tell the
class what they take with them and what they do on their
holiday. Praise good use of the target language and correct
any mistakes as necessary.
Exercise 7
• Students watch the video.
v Culture video: Vancouver
• Duration: 4.14 minutes
• Topic: Vancouver: a city in the south of Canada.
• Video worksheets are available in the iPack Resources tab.
Focus on … PE
• Ask students to read the sentences and discuss the answers in
pairs before they look at page 143 to find out if they are right.
• Students can now do the Focus on CLIL activities on page 143.
ANSWERS
1  False. Cardiac muscles are in our hearts.   2  True  3  True
Further practice
Reading, Workbook page 37
Word builder, Vocabulary reference, Workbook page 112
Focus on PE, Student’s Book page 143
Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM

Your turn
Aims
• Discuss things that you take with you on a winter holiday.
• Practise using conditionals and giving reasons.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.

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 4.5 Practical English: asking for and
giving advice
Listening
Aims
• Read a guide to staying healthy at exam times.
• Discuss the tips and add further ideas.
• Listen to a conversation about tips for staying healthy at
exam times.
• Do a dictation based on the conversation.
7 Develop linguistic communication.
2 Develop competence in learning to learn.
Warm-up
• With books closed, ask: How often do you have exams?
How much time do you spend revising for exams? Elicit a range
of answers.
• Then ask: Why do you think it’s important to be healthy when
you’re revising for exams? How could you stay healthier during
exam times? Encourage as many students as possible to join in
and share their ideas.
Exercise 1
• Read the instruction and the title of the guide aloud, then
focus students’ attention on the photos. Ask: What tips do you
think the guide includes? Encourage students to speculate and
share their ideas.
• Ask students to read the guide and make a note, in their
notebooks, of the tips they use themselves. Then encourage
them to reflect on the situation and add one more tip.
• Invite students in turn to read their tips to the class. Write
them on the board.
• Conduct class feedback. Ask students which tips they consider
to be the most useful.
Exercise 3  $ 2.06  Audio script pT155
• DICTATION Give students time to read through the gapped
sentences.
• Play the recording again for students to listen and write the
missing words in their notebooks. Pause the recording as
necessary to give students time to write.
• Alternatively, students could complete the sentences from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.
ANSWERS
1 would be to stop
2 Have you thought about
3 could
4 were; ‘d
5 drink too much; won’t sleep well
Optional activity
Ask students to use the sentence beginnings in exercise 3
to write two more pieces of advice about reducing stress at
exam times. Divide the class into pairs to compare their ideas
and choose two pieces of advice they both agree with. Then
invite some pairs to tell the class the two pieces of advice they
chose and why.

Exercise 2  $ 2.05  Audio script pT155

• Tell students they are going to listen to a teacher giving
advice about exam revision. Read the question aloud.
• Play the recording for students to listen and make a note, in
their notebooks, of the tip that is discussed.
• Allow students to compare their answer in pairs before
checking them with the class.
ANSWER
Get enough sleep

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 Speaking
Aims
• Learn about sentence stress.
• Learn about and practise paraphrasing as a speaking strategy.
• Learn functional language for asking for and giving advice.
7 Develop linguistic communication.
2 Develop competence in learning to learn.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 4  $ 2.07
• Invite a student to read the instruction aloud. Give students
time to read the dialogue.
• Play the recording and ask students to answer the question.
• Alternatively, ask two confident students to play the roles of
Leo and Ms Collins and to read the dialogue aloud.
• Check the answer with the class.
ANSWERS
They are talking about taking breaks whilst studying (tip 4).
Exercise 5
• Read through the Speaking strategy box with the class.
• Focus on the words in the box and elicit some possible
paraphrases for brain, e.g. It’s something that controls our bodies.
• Divide the class into small groups to think of paraphrases for
the remaining words.
• Invite groups in turn to tell the class their paraphrases. As a
class, discuss which paraphrases work best for each word.
EXAMPLE ANSWERS
It’s the thing inside your head that thinks. (brain)
It’s something that you do when you move your body to
music. (dance)
It’s similar to a meal but it’s smaller. (snack)
It’s what somebody does after sport to cool down their
muscles. (stretch)
Optional activity
Ask students to look back at the text on pages 52–53 and
choose three more words to paraphrase, e.g. trapped, breaks,
sensible. Give them time to think of ways to paraphrase them.
Divide students into pairs to read their paraphrases to each
other, without saying the words. Their partner must guess
the words.
Conduct class feedback eliciting how easy or difficult they
found the task, and how many words they guessed correctly.
Exercise 6  $ 2.08  Say it!
• Read through the instruction with the class and explain that in
English some syllables are stressed more than others.
• Write the first question from the Say it! box on the board. Play
the recording for this question and elicit which syllables are
stressed. Underline these syllables on the board.
T55 Unit 4
4852548 Spectrum TG4_PRESS.indb 55
• Ask students to copy the remaining sentences into their
notebooks.
• Play the rest of the recording, pausing after each sentence or
question so that students can underline the stressed syllables.
• Check answers, playing the recording again so that students
can hear which syllables are stressed.
• Play the recording again for students to listen and repeat.
• There is a follow-up exercise for further practice on page 150.
ANSWERS
What should I do to get fit?
If I were you, I’d get some sleep.
What would you do if you were me?
My advice would be to eat lots of fish and vegetables.
Exercise 7
• Read the instruction with the class, and then focus students’
attention on the phrases for asking for advice in the Functional
language box. Make sure they understand everything.
• Invite two different students to read the two situations aloud.
Then divide the class into small groups and ask them each to
choose one of the situations.
• Explain that they should prepare and practise a dialogue
asking for and giving advice. Tell them to use the dialogue in
exercise 4 as an example.
• Go round monitoring and assisting as necessary. When
students finish, they can swap roles and practise again.
• Invite some students to perform their dialogues for the class.
Optional activity
Ask students to work individually and think of another
situation that they would like advice about.
Divide the class into pairs and ask them to take turns to explain
their situations to their partner and ask for and give advice.
Ask students to tell the class if their partner gave useful advice.
Your turn
Exercise 8
• Play the video for students to watch and interact with.
v Interactive video: New friends
Vlogsters: Unit 4
• Duration: 3:54 minutes
• Topic: Tips on how to make friends if you’re shy.
• Task: Make a choice from the options offered at the end of
the vlog.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Pronunciation, Student’s Book page 150
Practical English, Workbook page 36
Functional language, Vocabulary reference, Workbook page 112
Vlogsters scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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 4.6 Writing a blog
Aims
• Read a model blog.
• Learn some differences between formal and informal English.
• Write a blog.
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
3 Develop cultural awareness and expression.
Writing preparation
Warm-up
• Ask: Do you write a blog? If not, would you like to? Do you read
other people’s blogs? What do you enjoy reading about? Elicit a
range of answers.
• Focus students’ attention on the photos and ask: What do
you think an inner-city farm is? Why do you think this girl enjoys
working on the farm? What do you think she writes about in her
blog? Elicit a range of answers.
Research it!
• Read the Research it! box with the class.
• Students could do the research online in class, using their
phones or tablets. You could do the activity as a race, to
motivate students.
• Students will probably find the answer that blog is short for
weblog (web log), a list of items on a web page.
Exercise 2
• Ask students to read the blog again and match topics 1–5 to
Week 1, Week 2 or Week 3 in their notebooks.
• Give students time to compare their answers in pairs before
checking them with the class. Encourage students to provide
evidence from the blog for their answers.
ANSWERS
1  Week 3  ​2  Week 1  ​3  Week 3  ​4  Week 2  ​5  Week 2
Exercise 3
• Read the question aloud and discuss it with the class.
Encourage as many students as possible to join in, express
their opinions and give reasons for their opinions.
Optional activity
Ask students if they know of any urban farms in their area,
town or city. Elicit any information they have, or encourage
students to do some research to report back at a future class.
Ask students: If you’d had an urban farm near your home when
you were younger, what would you have done? If you had one near
your home now, would you like to work there? Why? / ​Why not?
Elicit ideas as a class or, if students are very interested in the
topic, give them time to discuss the questions in groups.
Then invite them to share their thoughts with the class.

Exercise 1
• Read through the list of benefits with the class and make sure
students understand them all.
• Ask them to read the model text and make a note of the
benefits that the blogger mentions in their notebooks.
• Check answers with the class.
ANSWERS
1 and 3

Culture note
There has been a growing movement to create more urban
or inner-city farms over the last twenty years, and they can
now be found in cities around the world. The aims of urban
farming are: to produce fresh food locally in a way that
reduces the carbon footprint from agriculture; to provide
fresher food which contains fewer chemicals; to encourage
people to spend more time outdoors doing physical activity;
to help to connect people living in cities with country life.
Some larger scale urban farms have also been established,
such as the world’s first rooftop farm, which was opened in
New York City in 2010.

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 Look at language: formal and informal English
Exercise 4
• Read the question through with the class and elicit the
answer. Point out or elicit that blogs are written in informal
English in order to address the reader directly and have the
feeling of being a conversation.
ANSWER
The blog is written in informal English. Examples of informal
English include phrases like ‘chill out’ and ‘kids’ as well as use
of contractions.
Exercise 5
• Read through the features with the class. Check that students
understand colloquial (= very informal).
• Ask students to find examples of the features in the blog.
• Conduct class feedback. Ask students to provide examples of
the features they found.
SUGGESTED ANSWERS
1 join; volunteer; spend (etc.)
2 I’ve just joined; I volunteered; I spent; I worked
3 kids
4 chill out
5 I’ve; they’ll; I’m; couldn’t
6 but; and; also
Exercise 6
• Focus students’ attention on the blog and point out that the
underlined words are more formal than usual for a blog. Ask
students to rewrite the underlined words in their notebooks.
• Check answers with the class.
ANSWERS
1  I’ve  ​2  wasn’t  ​3  wouldn’t  ​4  Also  ​5  I’ve  ​6  kids  ​
7  cheers me up
Optional activity
Ask students to read the final sentence of each blog post. Ask:
What do you notice? (They all end with an exclamation mark.)
Elicit or point out that it is important to end a blog post
strongly, for example with a humorous comment or an opinion.
Writing task
v Writing preparation
• Interactive task to practise useful expressions to use in a blog.
Exercise 7
• Explain to students that they are going to write a blog about a
free-time activity. Invite a student to read the task aloud.
• Brainstorm some ideas for free-time activities that students
could write about, e.g. joining a sports club or a gym, joining a
drama group, working as a volunteer, etc.
• Invite some students to read out their ideas for blogs to
the class.
T57 Unit 4
4852548 Spectrum TG4_PRESS.indb 57
a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic from exercise 7 that they are going
to write their blog about.
b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their blog in
this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
c Draft
• Ask students to write the first draft of their blogs. If they
do this in class, go round giving help and encouragement.
Remind them to use informal language and phrasal verbs and
to make the blog reflect their personalities and interests.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s blog.
• Students should go through their partner’s blog and answer
the questions.
• Students then report back to each other about their work.
e Write
• Students write the second and final drafts of their blogs.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement. Remind them to use informal language.
• Invite some students to read their blog to the class. Their
classmates can listen for examples of informal English.
• Alternatively, students could work in pairs to read their
partner’s blog to check that it follows the blog plan, uses
informal language and includes phrasal verbs.
Further practice
Writing, Workbook page 38
Writing reference, Workbook page 92
Unit 4 Review and Skills Practice, Student’s Book pages 128–129
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 5 Community spirit
Unit summary Exercise 1
• Read through the instruction with the class and focus
Vocabulary students’ attention on the pictures.
Digital technology: bookmark, blog, comment, edit, like, log • Allow students to compare their answers in pairs before
in, respond, share, sign up, subscribe, update, upload checking them with the class.
Manners: appreciation, behaviour, consideration, etiquette, ANSWERS
interaction, misunderstanding, netiquette, politeness, rudeness, A  video channel   ​B  social network   ​C  social network   ​
tradition D  wiki  ​E  instant messaging   ​F  blog  ​G  music streaming
Society: manners (n), mate (n), poverty (n), respectful (adj),
wealthy (adj) Exercise 2
Word builder: bring up, cheer up, make up, own up, put up • Start by explaining that the four quotes (1–4) talk about
Learn it!: actually, currently different forms of social media. Ask students to read the
quotes quickly, ignoring the gaps, and check that they
Grammar understand them.
Question forms • Ask them to read the quotes again and match them to four of
the pictures in their notebooks.
Verbs with -ing and to
• Check answers with the class.
Modals of deduction and possibility
ANSWERS
Functional language 1  A  ​2  B  ​3  F  ​4  D
Making suggestions
It’d be great if we could … (+ infinitive)
Why don’t we … (+ infinitive)?
We’d better (not) … (+ infinitive)
How / ​What about … (+ -ing / ​noun)?
Expressing certainty
It’s / ​There is / ​are sure + to … (+ infinitive)
That’s definitely … (+ noun / ​adjective)
Expressing doubt
I’m not (really) sure / ​It’s unlikely … (+ that clause)

Unit opener
Vocabulary
Aims
• Learn digital technology verbs.
• Talk about how digital you are.
7 Develop linguistic communication.
1 Develop digital competence.
VOC APP

For individual practice, students who have a smartphone can

download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.

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 Exercise 3 Exercise 7
• Read through the instruction with the class and ask students • Play the video for students to watch.
to check the meaning of any words that they don’t know in
v Your Views: Technology
a dictionary.
• Duration: 2.48 minutes
• Allow students to compare their answers in pairs before
checking them with the class. • Topic: How important do you think it is to keep up with
technology?
ANSWERS
• Task: Discuss your views on the topic.
1  subscribe  ​2  upload  ​3  sign up   ​4  log in   ​5  share  ​
6  blog  ​7  comment  ​8  respond  ​9  bookmark  ​10  edit Further practice
Vocabulary, Workbook page 40
v Vocabulary practice Vocabulary reference, Workbook pages 116–117
• 1–3 star tasks to practise the vocabulary. Also available on the Vocabulary worksheets, Tests and Resources Multi-ROM
Tests and Resources Multi-ROM.

Exercise 4
• Ask students to read the questionnaire.
• Divide the class into pairs and give them time to ask and
answer the questions. Remind them to make a note of their
partners’ answers.

Exercise 5
• Invite students to share some of their partners’ answers with
the class. Encourage them to use the examples as a model.
You could find out which students are the most digital by
asking students to give their partners one point for each
yes answer to the questionnaire. See who has the highest
score overall.

Optional activity
Give a description of how to do one of the activities in the
questionnaire, e.g. You go to the website and add your name and
a password too. Ask: What am I describing? (logging in to a site)
Ask students to choose two more of the activities in the
questionnaire and write similar descriptions of how you
do them. Invite students in turn to read out one of their
descriptions for the rest of the class to guess the activity. You
could do this as a game, awarding a point to the first student to
guess each activity correctly. With a stronger group, you could
ask students to close their books once they have written their
descriptions, to make the activity more challenging.

Exercise 6 21st Century skills: Safe social media

• Focus students’ attention on the 21st Century Skills box and
read through the advice.
• Divide the class into small groups and ask them to research
online safety and think of three more pieces of advice. Tell
students to refer to their own experience of using the internet.
• Invite a representative from each group to read out their
advice and ask the class to decide which is the most useful.

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 5.2 Online communities
Reading
Aims
• Read and listen to an article about online communities.
• Answer questions on the text.
• Understand new vocabulary in context.
• Learn about the false friend actually.
7 Develop linguistic communication.
5 Develop social and civic competences.
Warm-up
• With books closed, ask: What is a community? Elicit that a
community is a group of people who live in the same place or
have something in common.
• Ask: Do you think there are also online communities? What kinds
of communities are there online? Elicit a range of ideas, e.g.
communities of people who play games together or share
an interest.
• Ask: What online communities do you belong to? Do you have
any online friends? Is there a difference between real-life friends
and online friends? Why? / ​Why not? Elicit a range of answers.
v Reading preparation
• Interactive task to pre-teach vocabulary from the article and
introduce students to the topic.
Exercise 1  $ 2.09
• Read through the question with the class. Suggest that
students make notes in their notebooks as they read and listen.
• Play the recording for students to read and listen to the
interviews.
• Allow students to compare their answers in pairs before
checking them with the class.
SUGGESTED ANSWER
Yes, Jessie and Alfie do think Craftsy and WriteHere are
communities. Jessie says it feels real to her and Alfie says
members of WriteHere are part of a large community.
Culture note
It is estimated that some teenagers in the UK now spend
more time on digital media of various kinds than they
do sleeping (around 8 hours a day). The most popular
devices are smartphones, and websites such as YouTube,
Instagram, What’sApp and Snapchat are the most
frequently used. Over the last few years, concerns have
grown over the safety of young people online. Schools
now include lessons on how to stay safe online, for
example by not giving out personal details, not uploading
photos to people you don’t know and not arranging to
meet online friends without an adult present.
4852548 Spectrum TG4_PRESS.indb 60
Exercise 2
• Ask students to read the interviews again and, in their
notebooks, complete the sentences.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 people moved to cities and had more free time
2 are creative and love making things
3 original ideas
4 have an opinion and want to express it in writing
5 members are part of a large community and everyone can
comment on each other’s work
6 are about exchanging ideas and helping others
Optional activity
Ask: Which website, ‘Craftsy’ or ‘WriteHere’, appeals to you the
most? Why? Elicit a few ideas.
Then ask: What other hobbies can you share with people
online? What are the advantages of online communities? What
are the disadvantages? Discuss the questions with the class.
Encourage as many students as possible to join in and express
their opinions.
Exercise 3 Learn it!
• Read through the information in the Learn it! box with the
class. Point out that actually is a false friend in English because
it looks like the Spanish word actualmente. Ask students to
translate the sentences into their own language.
• Discuss the translations as a class. Then refer students back to
the reading text to find another sentence with actually.
• Ask students to note down the two words in the Learn it! box
with examples in their notebooks.
Research it!
• Invite a student to read the question in the Research it! box
aloud. Students could do the research online in class, using
their phones or tablets. You could do the activity as a race, to
motivate students.
• Alternatively, students could do the research task for
homework and report back in the next class.
• Remember to have a follow-up discussion in class when they
have done the research.
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 Question forms ANSWERS
1 Who uploaded that video?
Aims 2 When did you join Craftsy?
• Revise question forms in a range of question types. 3 Which bus goes to the city centre?
• Write complete questions. 4 What does this machine do?
5 What happened / happens at the end of the film?
• Transform statements into questions. Subject questions: 1; 3; 5
• Complete a dialogue using a range of question forms. Object questions: 2; 4
7 Develop linguistic communication.
Exercise 7
v Grammar animation
• Read through the instruction with the class. Then go through
• Presentation of question forms in context. the example sentence and question with the class.
Exercise 4 • Ask students to write the remaining questions in their
• Read the examples in the table aloud and model the notebooks. Check answers with the class.
intonation for students to repeat. Make sure students ANSWERS
understand them. You could ask students to translate 1 What does Andy blog about?
the example questions into their own language, to check 2 Who does Lily share her posts with?
understanding and to highlight differences between question 3 Who is Craftsy for?
formation in English and their own language. 4 What are you afraid of?
• Ask students to look at the examples again and answer the 5 Who was Jessica speaking to?
questions. If students have problems identifying the subject
and object questions, ask them to identify the subject of Exercise 8
the verb in each case (C site, B who) and explain that B is the • Ask students to read the dialogue quickly, ignoring the gaps,
subject question because Who is the subject of the verb. to get the gist. Ask: Who does Jade enjoy networking with? (bike
• You could go through the Recycle box with the class at this lovers) What has she commented on? (the MotoGP Grand Prix)
point (see below). • Ask students to read the dialogue again and write the correct
• Check answers with the class. options in their notebooks.
• Encourage students to write further example questions, or • Check answers by inviting two confident students to read the
they could modify the examples here to make them more completed dialogue to the class.
personal, to help them remember the grammar. ANSWERS
ANSWERS 1  have  ​2  do you   3​   What do   ​4  are you   ​5  Have you ever
1  D  ​2  A  ​3  B  ​4  C v Grammar practice
Recycle • 1–3 star tasks to practise question forms. Also available on the
Tests and Resources Multi-ROM.
• Read through the information in the Recycle box with the class.
• Ask students to translate the sentences into their own Your turn
language, and discuss some possible answers to each
question, e.g. Matt phoned me. Aims
Exercise 5
• Practise using a range of question types.
• Read the first question aloud and elicit the correct question • Ask and answer questions about experiences with online
communities.
tag. If necessary, remind students of the rules for the
formation of question tags. 5 Develop social and civic competences.
• Ask students to write the correct question tags in their 7 Develop linguistic communication.
notebooks. Check answers with the class.
Exercise 9
ANSWERS • Ask students to prepare some questions to ask their
1  don’t they   ​2  is she   ​3  did they   ​4  hasn’t she   ​ classmates. Encourage them to use the expressions in the
5  could he Useful language box.
Exercise 6 • Divide the class into pairs and give them time to ask and
answer the questions. Invite some students to tell the class
• Read through the instruction with the class. Then go through something they learned about their classmates.
the first question as an example with the class.
• Ask students to write the remaining questions and decide Further practice
which are subject and which are object questions. Grammar, Workbook page 41
• Check answers with the class. Grammar reference, Workbook pages 118–119
Grammar worksheets, Tests and Resources Multi-ROM

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 5.3 Be polite!
Vocabulary and Listening
Aims
• Learn vocabulary for manners.
• Listen to a report about manners.
• Answer questions on the report.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
7 Develop linguistic communication.
Warm-up
• With books closed, say: Imagine you are having dinner with
some important people. How should you behave? What things
should you do or not do? Elicit that you should behave in a
polite way, and elicit a few examples of polite behaviour, e.g.
you should say please and thank you.
• Divide the class into pairs and give them two minutes to make
a list of things you should and shouldn’t do in this situation.
• Bring students’ ideas together on the board, and ask: Do you
think good manners are important? Why? / ​Why not? Elicit a few
answers, then ask: Do you think that manners are the same all
over the world? What things do you think are different? Elicit a
range of answers.
Exercise 1
• Read through the instruction with the class, and have
students read the encyclopaedia entry. Ask: What were
manners based on in the past? (tradition) What has caused
changes in table manners? (fast food)
• Focus students’ attention on the highlighted words in the
encyclopedia. Encourage them to guess their meaning
from context.
• Ask students to match each word to one of the definitions
(1–10) in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  behaviour  ​2  rudeness  ​3  etiquette  ​4  politeness  ​
5  appreciation  ​6  tradition  ​7  netiquette  ​
8  misunderstandings  ​9  consideration  ​10  interaction
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
4852548 Spectrum TG4_PRESS.indb 62
Optional activity
Write the following questions on the board:
1 What examples of politeness are the most important? Why?
2 What kinds of rudeness annoy you the most? Why?
3 How do you show your appreciation of a good meal?
4 Do you think you should behave differently towards people
who have a high rank in society? Why? / ​Why not?
Discuss the questions as a class, or divide the class into groups to
discuss them and then invite students to report back to the class
Exercise 2
• Read through the instruction with the class.
• Divide the class into pairs and give them a few minutes to
decide if they agree or disagree with the statements. Ask them
to give reasons for their opinions.
• Invite some students to tell the class their opinions and ask
the class to decide which they agree with the most.
v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Exercise 3  $ 2.10  Audio script pT155
• Tell students they are going to listen to a radio report about
good manners throughout the world.
• Read through the instruction with the class and then invite
different students to read the points on the list aloud. As a
class, briefly discuss which things are examples of good or
bad manners.
• Play the recording for students to listen and note down in
their notebooks which things are mentioned.
• Check answers with the class.
• Ask: Which countries are Huan and Haruko from? (China and Japan)
ANSWERS
Eating very quickly and blowing your nose in public are
mentioned.
Exercise 4  $ 2.10  Audio script pT155
• Give students time to read the information and make sure
they understand everything, e.g. gesture.
• Play the recording again for students to listen and write the
name of the person who mentions each piece of information
in their notebooks. Pause the recording as necessary to give
students time to write.
• Alternatively, students could write the names first from memory,
and then listen again to check and complete their answers.
• Check answers with the class.
ANSWERS
1  Haruki  ​2  Huan  ​3  Professor Morrison   ​4  Anne Simmons  ​
5  Haruki  ​6  Huan
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 Verbs with -ing and to
Aims
• Learn about verbs that are followed by -ing or to with a
change in meaning.
• Complete questions using the correct verb forms.
7 Develop linguistic communication.
v Grammar animation
• Presentation of verbs with -ing and to in context.
Exercise 5
• Read through the instruction with the class. Explain that there
is an example sentence in the table that matches each of the
meanings A–G. Remind them that there are two examples
sentences for meaning G.
• Ask students to find examples in the table that match the
meanings A–G and to write them in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. You could ask students to
translate the sentences into their own language to check
understanding.
• Encourage students to copy some of the examples from the
table in their notebooks, or they could modify the example
sentences to make them more personal to help them
remember the grammar.
ANSWERS
1  F  ​2  B  ​3  D  ​4  A  ​5  C  ​6  G  ​7  G  ​8  E
Exercise 6
• Read through the instruction with the students. Read the
first sentence aloud and refer students back to the meanings
A–G and the table. Ask: What kind of word is ‘important’? What
comes after an adjective: an -ing form or an infinitive with ‘to’?
• Ask students to copy and complete the sentences in their
notebooks with the correct form of the verbs.
• Check answers with the class, referring back to the table and
exercise 5, as necessary, to explain the answers.
ANSWERS
1  to respect   ​2  reading  ​3  use  ​4  eating  ​5  to cook   ​
6  Respecting  ​7  Blowing  ​8  to look
v Grammar practice
• 1–3 star tasks to practise verbs with -ing and to. Also available
on the Tests and Resources Multi-ROM.
Exercise 7 Learn it!
• Read through the information in the Learn it! box with the
class. Then read sentences 1 and 2 and ask: Which sentence
refers to stopping an activity for a short time and then continuing
it again? (sentence 1) Which sentence refers to stopping an
activity for ever? (sentence 2).
• Ask students to look at sentences 3 and 4 and to find the
difference between the meaning of ‘try’ in each one. Suggest
that they translate the sentences into their own languages.
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• Conduct class feedback, praising good explanations of the
differences.
Optional activity
• Write the following verbs on the board: forget, remember,
stop, go on and regret. Explain that these verbs can be
followed by both to + infinitive and -ing, but with a change
of meaning.
• Divide the class into pairs and ask them to use their
dictionaries. Tell them to write example sentences with the
verbs that show the differences in meaning.
• Ask pairs in turn to read their sentences to the class. Write
the best examples on the board for students to copy in
their notebooks.
Exercise 8
• Read through the instruction with the class and ask students
to read the sentences, ignoring the gaps, and check that they
understand them.
• Ask students to complete the questions with the correct
forms of the verbs in the box in their notebooks.
• Check answers with the class.
ANSWERS
1  Checking  ​2  receiving; to respond   ​3  to correct; sending  ​
4  switch off
Your turn
Aims
• Practise using verbs followed by -ing or to.
• Answer and discuss questions about behaviour.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
Exercise 9
• Divide students into small groups to ask and answer the
questions in exercise 8. Encourage them to use the language
in the Useful language box.
• Alternatively, ask the pairs to write two more questions before
they answer them. Go round monitoring and assisting as
necessary.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes. Invite some students
to tell the class about experiences to do with manners that
they have had.
Further practice
Vocabulary, Workbook page 42
Vocabulary reference, Workbook pages 116–117
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 43
Grammar reference, Workbook pages 118–119
Grammar worksheets, Tests and Resources Multi-ROM
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 5.4 Culture
Reading and Vocabulary
Aims
• Read some background information on a short story about
the class system in New Zealand.
• Read and listen to an extract from the story.
• Understand new vocabulary in context.
• Learn phrasal verbs with up.
• Learn about stress with phrasal verbs.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
Warm-up
• Focus students’ attention on the New Zealand map. Elicit
what students know about New Zealand, e.g. its geography,
weather, sports, famous people, etc.
• Focus on the photo of Katherine Mansfield. Point to the
photo and ask: What do you think Katherine Mansfield wrote
about? Elicit a few answers, and then ask students to read the
information in the In context box.
Culture notes
Katherine Mansfield
Katherine Mansfield was born in Wellington, New Zealand
in 1888. Her father was a wealthy banker, so she moved in
high-ranking circles and was able to observe the manners and
behaviour of the people there. Katherine left her home at the
age of 19 to live in London. She moved back to New Zealand
three years later, and it was at this stage of her life that she
began to write. She is known especially for her short stories
about New Zealand high society.
New Zealand
New Zealand is an island nation in the Pacific Ocean, to the
south east of Australia. Because of its isolation, it has many
unusual plants and animals that are unique to New Zealand.
The native inhabitants of New Zealand are the Maori people.
The country was colonized by Britain in the 18th and 19th
centuries and gained its full independence in 1947. It is still a
member of the British Commonwealth, which means that the
British monarch is also the head of state of New Zealand.
As well as Katherine Mansfield, famous New Zealanders
include the mountaineer Sir Edmund Hillary, who was the first
person to reach the summit of Everest, and film director Peter
Jackson, who directed the Lord of the Rings trilogy.
Exercise 1  $ 2.11
• Read through the instruction with the class. Then play the
recording for students to read and listen to the extract and
write down why Laura was responsible for the marquee.
• Check the answer with the class.
ANSWER
Laura was responsible for the marquee because she was artistic.
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Exercise 2
• Give students time to read the sentences.
• Ask students to read the story again and write the lines in
which they find evidence in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Lines 1–2: It was a warm, windless day and the garden was
looking its very best. Perfect for a garden party.
2 Lines 11–12: ‘Good morning,’ she said, copying her mother’s
voice. But that sounded so silly that she was embarrassed.
3 Lines 20–21: ‘Well, shall we put it on the lawn over there?’
she asked. ‘I don’t like it,’ the man said.
4 Lines 36–38: He bent down to touch the lavender next to
him. Laura didn’t know many men who cared about the
perfume of flowers.
5 Lines 39–41: She wished she could have them for friends
instead of the silly boys who came to Sunday night supper.
Exercise 3
• Focus students’ attention on the highlighted words in the story.
Ask students to read the words in context and try to work out
the meaning, but do not confirm their ideas at this point.
• Read the first definition aloud and ask students to find the
highlighted word in the story that matches it.
• Ask students to match each word to one of the definitions
(1–5) in their notebooks. Check answers with the class..
ANSWERS
1  poverty  ​2  mate  ​3  manners  ​4  wealthy  ​5  respectful
Word builder: phrasal verbs with up
Exercise 4
• Refer students back to the first half of the story on page 64
and ask them to quickly find the phrasal verbs in the story.
• Then ask them to match the phrasal verbs to the meanings
(1–3) in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  put up (line 3)   ​2  bring up (line 24)   ​3  cheer up (line 18)
Exercise 5
• Read through the verbs in the box with the class.
• Read the first sentence aloud and elicit the sentence with the
correct phrasal verb.
• Ask students to copy and complete the sentences with the
correct phrasal verb. They can use their dictionaries to help.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  Cheer  ​2  bring  ​3  put  ​4  make  ​5  catch
v Vocabulary practice
• Interactive task to practise phrasal verbs with up.
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 Exercise 6  $ 2.12  Say it! Focus on … Literature
• Read through the instruction with the class and explain that in • Ask students to read the question about The Great Gatsby and
phrasal verbs some parts of the phrase are stressed more than discuss the answer in pairs before they look at page 144 to
others. find out if they are right.
• Focus students’ attention on the phrasal verbs in the Say it! • Students can now do the Focus on CLIL activities on page 144.
box. Play the recording for students to listen and repeat the
ANSWER
phrasal verbs.
The film The Great Gatsby is based on a novel by F. Scott
• Play the recording again for students to listen to the phrasal Fitzgerald.
verbs. Elicit the answer to the question.
• There is a follow-up exercise for further practice on page 150. Further practice
Pronunciation, Student’s Book page 150
ANSWER Reading, Workbook page 45
3: The stress is on the preposition. Word builder, Vocabulary reference, Workbook page 116
Focus on Literature, Student’s Book page 144
Optional activity Curriculum extra worksheet Unit 5, Tests and Resources Multi-ROM
Divide the class into pairs and ask them to write a sentence
with as many phrasal verbs from exercises 5 and 6 as possible,
e.g. When you feel stressed, try to calm down and chill out, then
you’ll start to cheer up! Encourage them to be creative and use
their imagination.
Ask pairs in turn to read their sentences to the class, with the
correct stress on the phrasal verbs. See which pair managed
to include the most phrasal verbs, and whose sentence was
the most creative.

Your turn
Aims
• Discuss the ‘rules’ for social events.
7 Develop linguistic communication.
5 Develop social and civic competences.

Exercise 7
• Read through the instruction with the class and check
students understand everything.
• Ask students to write the ‘rules’ for the three situations in their
notebooks. Go round monitoring and assisting as necessary.
• Elicit other rules, e.g. for a wedding you must arrive on time,
you should buy a gift, etc. Ask students to add two more rules
to their list.

Exercise 8
• Divide the class into small groups to discuss their ideas and
see if they agree or disagree.
• Invite some students to tell the class some of the rules that
they agree or disagree about in their group. Discuss the rules
as a class and see if you can reach agreement.

Exercise 9
• Students watch the video.
v Culture video: Charles Dickens
• Duration: 3.55 minutes
• Topic: The life of the English writer Charles Dickens
• Video worksheets are available in the iPack Resources tab.

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 5.5 Practical English: suggestions,
certainty and doubt
Listening
Aims
• Read a flyer for a festival.
• Listen to a community group meeting about a festival.
• Answer questions on the listening.
• Do a dictation based on the conversation.
5 Develop social and civic competences.
7 Develop linguistic communication.
Warm-up
• With books closed, ask: Have you ever been to a music festival? If
some students have been to festivals, ask more questions, e.g.
Where was it? What kind of music did you listen to? Did you enjoy
the experience? Why? / ​Why not?
• If students have not been to any festivals, ask: What festivals
are there in your country or region? What kinds of music can you
hear at the festivals? Which one would you like to go to? Why?
Elicit a range of answers.
Culture note
There are a large number of festivals across the UK in the
summer months. Most of the major cities have their own
festival, such as Leeds and Reading, but the biggest and most
famous is still Glastonbury Festival, which is held on farmland
in the south west of England. The festival started in the 1970s
and has continued to grow each year, now attracting
over 120,000 festival-goers each year.
There are also a large number of smaller specialist festivals,
e.g. folk music or country music festivals, and, on a smaller
scale, a lot of small towns also have an annual festival where
local artists perform.
Exercise 2  $ 2.13  Audio script pT156
• Tell students they are going to listen to a meeting of the
organizers of a community festival. Focus students’ attention
on the numbered gaps in the flyer, and give students time to
read through the flyer again.
• Play the recording for students to listen and write the missing
information in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  Arts  ​2  Students  ​3  dancing  ​4  13.30  ​5  11.00
Exercise 3  $ 2.14  Audio script pT156
• DICTATION Ask a confident student to read the instruction
aloud. Ask another student to read through the sentences,
ignoring the gaps. Tell students that you are going to play a
recording and they should write down exactly what they hear
and complete the sentences in their notebooks.
• Play the recording for students to listen. Pause the recording
as necessary to give students time to write. You may need to
play it more than once.
• Check answers by writing the sentences on the board. Make
sure that students understand all the sentences.
ANSWERS
1  better  ​
2  be great   ​
3  sure  ​
4  sure  ​
5  we could   ​
6  How about  ​
7  offering  ​
8  Why don’t   ​
9  unlikely  ​
10  Perhaps we could

Exercise 1
• Read through the questions with the class and focus students’
attention on the flyer.
• Elicit the answers to the questions.
ANSWERS
1 It is an art and culture festival.
2 The aim of the festival is to raise money for a new
community centre.
3 You can enjoy music, dance and theatre at the festival.

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 Speaking Exercise 7
• Read through the instruction with the class. Divide the class
Aims into groups to discuss a programme for a one-day festival.
• Discuss performances at a festival and agree which to attend. Remind them to use phrases from the Functional language
• Revise modals of deduction and possibility. box. Go round monitoring and assisting as necessary.
• Learn how to express certainty and uncertainty. • Invite some groups to tell the class what their programme is.
• Learn functional language for making suggestions, expressing
certainty and doubt. Your turn
7 Develop linguistic communication. Exercise 8
4 Develop sense of initiative and entrepreneurship. • Play the video for students to watch and interact with.
v Speaking preparation
v Interactive video
• Interactive task to activate the functional language.
Make it big! Magical moments: Unit 5
Exercise 4  $ 2.15 • Duration: 6.40 minutes
• Invite a student to read the instruction aloud. Give students • Topic: Contestant Lorna Ferryman wants to ‘make it big’ as
time to read the dialogue. a magician.
• Play the recording and ask students to answer the question. • Task: Answer the interactive question at the end of the video.
• Alternatively, ask three confident students to play the roles of • Video scripts are available on the iPack Resources tab and on
James, Sophie and Matt and to read the dialogue aloud. the Tests and Resources Multi-ROM.
• Check the answer with the class.
Further practice
ANSWERS Practical English pages, Workbook page 44
They agree to include more dance acts, get a rapper and get Functional language, Vocabulary reference, Workbook page 116
an indie band for the festival. Make it big! scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
Exercise 5 Recycle
• Read through the instruction with the class. Ask students to
read the information on modals of deduction and possibility.
• Ask students to read the sentences quickly, ignoring the gaps,
and check they understand them.
• Ask students to copy and complete the sentences in their
notebooks with the correct modal verb.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 must; can’t
2 may/might/could; may/might/could
3 may/might/could

Exercise 6  $ 2.15
• Read through the Speaking strategy box with the class. Ask
students if they can remember any examples of the strategy
from the conversation in exercise 2.
• Play the recording, pausing after each sentence to elicit which
strategy the speaker is using. Discuss how certain or uncertain
each speaker sounds.
ANSWERS
using fillers: Sophie, James
emphasizing certain words: James
pausing before or after phrases: Sophie
changing the speed we speak at: Sophie

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 5.6 Writing an announcement Exercise 2
• Read through the list with the class. Make sure students
Aims understand purpose.
• Read some model announcements. • Ask students to read the announcements again and decide
• Learn about common spelling mistakes and practise which things on the list are essential information.
correcting them. • Check answers with the class.
• Write four announcements. ANSWERS
7 Develop linguistic communication. The time, the date, the place, the purpose of the event, who is
4 Develop sense of initiative and entrepreneurship. invited are all essential to include in an announcement about
an event.
Writing preparation
Warm-up
Look at language: spelling
• Ask: Do you belong to any clubs outside school? Elicit a range Exercise 3
of answers and ask more questions to encourage students to • Read through the instruction and the sentences with the
talk about their hobbies and interests. class. Then read through the types of mistakes (1–3).
• Focus students’ attention on the photos and ask: Have you ever • Focus students’ attention on the mistake in the first sentence
been climbing? Would you like to try it? Why? / ​Why not? Elicit a and elicit what kind of mistake it is. Then ask students to look
range of answers. at the remaining mistakes.
Culture notes • Ask students to correct the spelling mistakes and copy and
complete the sentences in their notebooks. They should then
Climbing
make a note of whether the mistake relates to rule 1, 2 or 3.
Climbing is a popular adventure sport in the UK. There are
• Allow students to compare their answers in pairs before
mountains in Scotland, Wales and the north of England
checking them with the class.
which provide excellent opportunities for climbers of a
range of different ability levels, from beginners to advanced. ANSWERS
The highest mountains in the UK are Ben Nevis in 1 receive; 1
Scotland (1344 m), Snowdon in Wales (1085 m) and Scafell 2 there; 3
Pike in the north of England (978 m). A popular extreme 3 know; 2
sport known as ‘The Three Peaks Challenge’ is to climb all 4 by; 3
three mountains within a 24-hour period. 5 experienced; 1
6 climbers; 2
Indoor climbing centres, with practice climbing walls
such as the one shown on page 68, are also becoming
increasingly popular with climbers of all ages.
Clubs
Clubs are seen in the UK as a great way for young people
to learn new skills, socialize, keep fit and have fun. Most
schools run a variety of after-school clubs, which take
place immediately after the school day. The most popular
activities are sports of various kinds, drama, dance and
music. These extra-curricular activities are an important part
of school life, and young people are encouraged to join in.

Exercise 1
• Invite a student to read the instruction aloud.
• Ask students to read the announcements and to make a note
of what each event is and when and where it is taking place.
• Check answers with the class.
ANSWERS
Training sessions: Tuesday and Thursday evenings in the gym
at 6 p.m.
Social events: Wednesday at 7 p.m. in the school hall.
Talk by Jason Hadderly: Next Friday, Room H303 from 5.30 p.m.
New club website: Next weekend, online.

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 Exercise 4
• Ask students to read the announcement and correct the five
mistakes in their notebooks.
• Check answers with the class. Point out the spelling of
‘friendship’ and remind students of the rule: i before e except
after c. Elicit a few more examples of the rule, e.g. (ie) believe,
achieve, thief; (ei) ceiling, receipt.
• Ask: What spelling mistakes do you usually make? Elicit a few
answers, and point out to students that they should keep a
record of mistakes that they typically make, so that they can
learn to check their writing for them.
ANSWERS
1  friendship  ​2  achieve  ​3  pleasant  ​4  here  ​5  exciting
Optional activity
Dictate the following sentences to the class:
1 The Scottish mountains provide an excellent environment
for climbing.
2 We need to receive your suggestions before the committee
meeting.
3 The head teacher made a few surprising announcements.
Divide the class into pairs to compare their sentences and
spot and correct any spelling mistakes. They can use their
dictionaries to help.
Writing task
v Writing preparation
• Interactive task to help present useful expressions.
Exercise 5
• Explain to students they are going to write four
announcements for a club newsletter. Invite a student to read
the task aloud.
• Students choose a club. Brainstorm some ideas for
information to go in the announcements.
b Plan
• Go through the writing plan and make sure students understand
they should structure their announcements in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.
c Draft
• Ask students to write the first draft of their announcements.
If they do this in class, go round giving help and
encouragement. Remind them to make sure the
announcements include all the relevant information.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s announcements.
• Students should go through their partner’s announcements
and answer the questions.
• Students then report back to each other about their work.
e Write
• Students write the second and final drafts of their
announcements.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement.
• Invite some students to read their announcements to the
class. Their classmates can listen for the main points of the
announcement.
• Alternatively, students could work in pairs to read their
partner’s announcements to check that it follows the plan,
and that the spelling and grammar is correct.
Further practice
Writing, Workbook page 46
Writing reference, Workbook pages 89–95
Unit 5 Review and Skills Practice, Student’s Book pages 130–131

a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic from exercise 5 that they are going
to write their blog about.
• Ask a student to read the second bullet point aloud.
• Ask students to copy the table in their notebooks and add
details about the events.
• Brainstorm some ideas for how a club could communicate
with its members. Write the ideas on the board, e.g. text
messages, emails, letters etc. Ask students what types
of messages they would send with each method of
communication.

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 6 Good times
Unit summary
Vocabulary
Reporting verbs: add, ask, agree, complain, confirm, deny,
mention, recommend, reply, say, suggest, tell
Entertainment nouns: act, amateur, microphone,
monologue, newcomer, professional, script, scriptwriter, sketch,
spotlight, stage, venue
Film: blockbuster, film buff, set, shoot, zoom in
Word builder: in a film, in a scene, in the background, in the
studio, on location, on screen, on set, on stage
Learn it!: ask
Exercise 1
• Focus students’ attention on the photos and ask: What can you
see? Elicit a description of each set of photos and ask students
to predict what the conversations are about.
• Ask students to read conversations 1–4 quietly and check
their predictions. Go through any unknown vocabulary.
• Ask students if they agree with the final opinions expressed by
Tim and Amy in conversations 1 and 2.
• Read exercise 1 and questions 1–4 aloud and answer the first
question as an example. Ask the students to work in pairs to
answer the questions. When they have finished, elicit a few
answers from the class.

Exercise 2
Grammar
• Focus students’ attention on the reporting verbs in bold in
Reported speech
the conversations. You could ask students to translate the
Reported questions, requests and commands verbs that they know into their own language to check
Reported suggestions and offers understanding.
• Read through the definitions and ask students to match the
Functional language verbs to them.
Asking for points of view • Check answers with the class.
What did you (all) think about … ?
ANSWERS
What’s your opinion? 1  G  ​2  D  ​3  F  ​4  H  ​5  A  ​6  C  ​7  B  ​8  E
Giving points of view
v Vocabulary practice
My view is that …
• 1–3 star tasks to practise the vocabulary. Also available on the
To my mind, …
Tests and Resources Multi-ROM.
In my opinion …
From my point of view, …
Agreeing with others
I couldn’t agree more.
I agree with you entirely / ​mostly / ​up to a point.

Unit opener
Vocabulary
Aims
• Learn reporting verbs.
• Discuss how you manage your time.
7 Develop linguistic communication.
VOC APP

For individual practice, students who have a smartphone can

download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.

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 Exercise 3
• Ask students to choose the correct options and copy and
complete the sentences in their notebooks. Do the first one as
an example if necessary.
• Check answers with the class.
ANSWERS
1 told
2 complained; added
3 suggested
​4 recommended
5 said; confirmed
6 asked

Exercise 4
• Read the question aloud and elicit a few answers from
individual students. Encourage them to use a range of
reporting verbs. Give an answer yourself first if necessary, e.g.
A friend told me that the new Avatar film is coming out soon.
I said it would probably be boring, but she mentioned that I really
enjoyed the first film.
• Divide the class into small groups to talk about
recommendations they have been given recently.
• Go round monitoring and assisting as necessary.
• Invite some students to share their experiences with the class.

Exercise 5 21st Century Skills: Time management

• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Elicit some vocabulary that students will need to complete
the task: the names of school subjects and free-time activities.
• Ask students to make a timetable in their notebooks and
complete it with times when they do school work and when
they do free-time activities.
• Divide the class into small groups to compare their tables.
• Finish the activity by asking students if they think they have a
good balance between school work and free-time activities,
or if they think they should make changes to their plans.

Exercise 6
• Play the video for students to watch.
v Your Views: Entertainment
• Duration: 2.38 minutes
• Topic: What do you do for fun with your friends?
• Task: Discuss your views on the topic.
Further practice
Vocabulary, Workbook page 48
Vocabulary reference, Workbook pages 120–121
Vocabulary worksheets, Tests and Resources Multi-ROM

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 6.2 A great day out!
Reading
Aims
• Identify topics and speakers in reviews.
• Answer questions on the reviews.
• Practise recognizing and saying the sounds /θ/ and /ð/.
7 Develop linguistic communication.
5 Develop social and civic competences.
v Reading preparation
• Interactive task to pre-teach vocabulary from the reviews and
introduce students to the topic.
Warm-up
• With books closed, ask: Do you ever go on days out with your
family or friends? Where do you go? What do you enjoy doing?
Elicit a range of answers, and make a note of popular places
on the board.
• Point to the places on the board and ask: Which place would
you recommend the most? Why? Elicit a few answers and then,
as a class, discuss what makes a good day out.
Culture notes
Zip 2000 is 2 km long and the average speed achieved
is around 120 km per hour, with maximum speeds of
around 160 km per hour. The minimum age for the ride
is 12, and there is no maximum age. According to the
Zip 2000 website, the oldest person to go on the ride so far
is an 84-year-old woman from Scotland. As well as providing
fun for families, the ride has also set the scene for marriage
proposals.
There are four Diggerland theme parks in the UK, and they are
very popular with both children and adults. Visitors can have
a go at driving large construction vehicles, racing in dumper
trucks, or driving tractors and mini Land Rovers. There are also
some rides involving construction machinery, e.g. being spun
around in the bucket of a large digger!
Jacksonville Zoo is a popular zoo in Florida, which
offers visitors the chance to be a zookeeper for a day. The
experience involves working with the professional zookeepers
to help look after the animals and see what goes on behind
the scenes at a busy zoo. Participants have to be prepared
to roll up their sleeves and work hard, and not worry about
getting a bit wet or dirty!

Exercise 1  $ 2.16 Exercise 3  $ 2.17  Say it!

• Invite a student to read the instruction and the information • Focus students’ attention on the two different sounds in the
about the three people aloud. Play the recording for students Say it! box. Model the two sounds in isolation. Then play the
to read and listen and decide which trip would be best for recording for students to listen and repeat the words.
each person. • Write the sounds /ð/ and /θ/ at the head of two columns on
• Allow students to compare their answers in pairs before the board and ask students to copy it in their notebooks. Play
checking them with the class. the recording again and have them write the words in the
correct column according to the sound they contain.
ANSWERS
1 Jacksonville Zoo and Gardens
• Check answers with the class.
2 Zip 2000 at Sun City • There are follow-up exercises for further practice on page 151.
3 Diggerland ANSWERS
Exercise 2 /θ/: theme; thing; think
/ð/: the; there; this
• Read through the instruction and the options with the class.
Ask students to write the correct places in their notebooks. Research it!
• Check answers with the class. • Read the Research it! box with the class.
ANSWERS • Students could do the research online in class, using their
1 Zip 2000 at Sun City phones or tablets. You could do the activity as a race, to
2 Jacksonville Zoo and Gardens motivate students.
3 Diggerland • Alternatively, give them the research task to do for homework.
4 Jacksonville Zoo and Gardens Encourage them to use the internet and other resources.
5 Diggerland • Students may find the answer that alligators are native to
6 Zip 2000 at Sun City China and America. Crocodiles are found in other countries.

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 Reported speech Exercise 7
• Ask students to read through the note quickly to get the gist.
Aims Ask: What job does the person have to do?
• Revise the rules for changing direct speech to reported speech. • Read the beginning of the reported speech aloud and elicit
• Practise changing sentences and a note from direct speech to the first missing verb form. Have students write the remaining
reported speech. missing words in their notebooks.
7 Develop linguistic communication. • Check answers with the class.
v Grammar animation • Invite a student to read the completed reported speech to
• Presentation of reported speech in context. the class.
ANSWERS
Exercise 4 1  had been   ​2  the month before   ​3  my  ​4  hated  ​5  had
• Invite two students to read the sentences in the table aloud. just spent   ​6  my
• Check they know the rules for the tense changes. v Grammar practice
• Ask students to copy sentences 1–3 in their notebooks and • 1–3 star tasks to practise reported speech. Also available on
complete them, referring to the table to help them.
the Tests and Resources Multi-ROM.
• Check answers with the class.
ANSWERS Your turn
1  past simple   ​2  past perfect simple   ​3  past perfect simple
Aims
Exercise 5 • Practise using reported speech.
• Ask students to copy and complete the sentences in • Ask and answer questions about your last day trip.
their notebooks with the correct form of the verbs in
reported speech.
7 Develop linguistic communication.

• Check answers with the class.

5 Develop social and civic competences.

ANSWERS Exercise 8
1 Nathan said that his present was great. • Ask students to think about an interesting day trip, real or
2 Rebecca complained that she had forgotten her ticket. imaginary. Read the questions aloud and give students time
3 Andy mentioned that Tom had been on a day trip. to think about their answers.
4 Ella agreed that the Zip 2000 felt like flying. • Divide the class into pairs to ask and answer the questions.
5 He told Richard that he had bought a book about alligators. Ask students to note down what their partner says in their
notebooks.
Exercise 6 Recycle • Give students time to change their partner’s direct speech
• Ask students to read the Recycle box. Elicit the things that into reported speech. Encourage them to use the language in
students have to change when transforming direct speech the Useful language box. Then invite students in turn to tell the
into reported speech and write them on the board: the tenses, class about the other students’ experiences.
subject and object pronouns, possessive adjectives, expressions of
• Encourage students to self-correct any mistakes with the
time, expressions of place.
reported speech.
• Ask students to look at the example sentences and to identify
• Ask: Which day out sounds the most fun? Why?
the changes.
• Ask them to read the sentences in the exercise and to identify Further practice
the words that they will have to change. Pronunciation, Student’s Book page 151
Grammar, Workbook page 49
• Ask them to write the correct sentences in their notebooks.
Grammar reference, Workbook pages 122–123
• Check answers with the class. Grammar worksheets, Tests and Resources Multi-ROM
ANSWERS
1 Lucia said (that) she wanted to go to the cinema the next
day.
2 Jade replied (that) they still hadn’t finished their dinner.
3 Mark mentioned (that) he had seen an interview with that
author the week before.
4 Sam told me (that) Oliver had won first prize in a writing
competition the year before.
5 Oscar complained (that) their teacher had given them loads
of homework for the following week.

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 6.3 A funny night out ANSWERS

people material / ​ performances

Vocabulary and Listening places / ​
equipment
Aims
professionals venue act
• Learn vocabulary about entertainment.
scriptwriter stage monologues
• Listen to a radio interview about stand-up comedians.
• Answer questions about the radio interview. amateur microphone sketches

7 Develop linguistic communication. newcomers scripts

Warm-up
• With books closed, ask: What kinds of things make you laugh?
Elicit a few ideas, and then ask students to write the names
of five films, TV programmes or comedians that make them
laugh in their notebooks.
• Divide the class into small groups to discuss and agree
on three films, TV programmes or comedians that they all
find funny.
• Invite groups in turn to tell the class their three choices and
why they have chosen them.
Exercise 1
• Ask students to read the posters.
• Ask: What are they advertising? Elicit the answer and check
students understand stand-up comedy and open mic night.
• Ask: Who are the events for? Elicit the answer and check
students understand amateur and newcomer.
• Ask: Where do they take place? Elicit the answers.
• Ask if students would like to participate in one of the events,
explaining why / ​why not.
ANSWERS
1 The posters are advertising Stand-up comedy classes and
an Open Mic night (a chance for anybody to try doing some
stand-up comedy).
2 The events are for amateurs and newcomers.
3 The events take place at the Weston Comedy Club and the
Broadway Comedy Club.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 2
• Focus students’ attention on the highlighted words in the
posters. Ask students to copy the table in their notebooks and
complete it with the highlighted words. Encourage them to
try and work out the meaning of the words from the context,
but allow them to use their dictionaries if necessary to check
the meanings.
• Check answers with the class, and make sure students
understand all the words.
spotlights
Exercise 3
• Ask students to copy and complete the questions in their
notebooks with the correct highlighted words from the posters.
• Put students into small groups to discuss the questions, then
invite them to report back to the class.
ANSWERS
1  act  ​2  venue  ​3  spotlights; stage   ​4  script
v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Exercise 4  $ 2.18  Audio script pT1156
• Tell students they are going to listen to a radio interview with
a stand-up comedian. Read through the instructions and the
list of tips with the class.
• Ask students to write the tips (A–C) in their notebooks. Play
the recording for students to listen and write the letters of the
tips in the order they are mentioned.
• Check answers with the class.
ANSWERS
A, C, B
Exercise 5  $ 2.18  Audio script pT156
• Give students time to read the sentences and copy them in
their notebooks.
• Play the recording again for students to listen and correct the
mistakes in their notebooks. Pause the recording as necessary,
to allow students time to write.
• Alternatively, students could correct the mistakes first from
memory, then listen again to check and complete their answers.
• Check answers with the class.
ANSWERS
1  an open mic night   ​2  newcomers  ​
3  the audience like you  ​4  world  ​5  never
Optional activity
If students are interested in comedy and jokes, you could ask
them to prepare a joke in English to tell the class in the next
lesson. Students could either translate a joke from their own
language, or they could search for an English joke online.

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 Reported questions, requests and commands
Aims
• Learn how to report questions, requests and commands.
• Practise reporting questions, requests and commands.
7 Develop linguistic communication.
v Grammar animation
• Presentation of reported questions, requests and commands
in context.
Exercise 6
• Invite a student to read aloud the direct questions and
reported questions from the table.
• Ask: What differences do you notice between the direct questions
and reported questions? Elicit a few answers, and then ask them
to copy and complete the rules with the three options.
• Check answers with the class, and make sure students
understand everything. Encourage students to copy the
example questions from the table in their notebooks.
ANSWERS
1  do  ​2  whether  ​3  question
Exercise 7
• Elicit the rules for reported speech from page 73. Tell students
that they have to make the same changes to reported
questions as they do to reported statements.
• Do the first question with the class. Focus students’ attention
on the fact that the word order in reported questions is the
same as in reported statements.
• Ask students to rewrite the questions in their notebooks.
• Check answers with the class.
ANSWERS
1 She asked me if/whether I was a professional comedian or
an amateur.
2 I asked him if/whether he had watched Comedy Club on TV
the night before.
3 We asked her where the venue for the open mic night was.
4 They asked the teacher what time the comedy class started.
5 He asked me who had written the script.
Exercise 8
• Read the direct and reported requests and commands in the
table aloud. Ask: What differences do you notice between the
direct requests and commands, and the reported requests and
commands? Elicit a few answers, and write the rules on the
board. Then ask students to copy the rules in their notebooks.
• Ask students to answer the questions in their notebooks.
• Check answers with the class.
ANSWERS
1 C is a request and A and B are commands.
2 No, it doesn’t.
3 We use the reporting verb ask in reported requests.
4 We use the reporting verb tell in reported commands.
5 An object pronoun comes after the reporting verb.
T75 Unit 6
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Exercise 9 Learn it!
• Invite a student to read the question, the Learn it! box and the
sentences aloud.
• Ask them to discuss the question in pairs.
• Check answers with the class.
ANSWERS
Request: Mum asked me to buy some tickets.
Question: He asked me if I liked comedy.
Exercise 10
• Invite a student to read the strange requests aloud. Ask: Which
one do you find most unbelievable?
• Go through the example with the class. Have students write
the remaining requests and commands in their notebooks.
• Check answers with the class.
ANSWERS
2 A guest asked the hotel to do their son’s Maths homework.
3 A guest told the hotel to stop the sea from making a noise.
4 A guest told the hotel not to let the birds sing in the morning.
5 A guest asked the hotel to close the curtains in their room.
6 A guest told the hotel not to allow people to walk on
the beach.
v Grammar practice
• 1–3 star tasks to practise reported questions, requests and
commands. Also available on the Tests and Resources Multi-ROM.
Your turn
Aims
• Practise using reported questions, requests and commands.
• Talk about your own experiences of performing in public.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 11
• Read through the instruction with the class and ask students to
make notes in their notebooks. Point out that if they can’t think
of a real experience that they have had, they can invent one.
• Go round monitoring and assisting as necessary.
Exercise 12
• Read through the instruction with the class. As an example,
explain an experience of yours by answering the questions
from exercise 11. Students then look at their notes and decide
which reporting verbs they can use to explain their experiences.
Encourage them to use language in the Useful language box.
• Divide the class into small groups to talk about their experiences.
Further practice
Vocabulary, Workbook page 50
Vocabulary reference, Workbook pages 120–121
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 51
Grammar reference, Workbook pages 122–123
Grammar worksheets, Tests and Resources Multi-ROM
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 6.4 Culture
Reading and Vocabulary
Aims
• Read and listen to a travelogue about Malta.
• Answer questions on the travelogue.
• Understand vocabulary to do with film.
• Learn about prepositional phrases.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Warm-up
• Focus students’ attention on the photos and the map of
Malta. Elicit what students know about Malta, e.g. its location,
weather, history, language, etc.
• Ask: Would you like to visit this island? What do you think you
can see and do there? Elicit a range of answers, and encourage
students to speculate based on the photos.
Culture note
Malta
Malta is one of the smallest countries in the world, covering
around 316 square kilometres. The capital is Valetta.
Malta’s location, in the middle of the Mediterranean, has made
it strategically important for trade and defence throughout
history. The island has therefore had a succession of rulers,
from the Phoenicians and Romans in ancient times to the
French and British in more modern times. The island became
a member of the EU in 2004. Its two official languages are
English and Maltese.
Tourism is an important part of Malta’s economy. Film
production has also become an important source of income
for the island in recent years.
Exercise 1  $ 2.19
• Read through the instruction with the class and have students
read the three titles. Point out that there are some gaps in
the travelogue, A–D, but students should ignore these at this
stage.
• Play the recording for students to read and listen to the
travelogue. Ask them to choose and write the best title in
their notebooks.
• Check answers, asking students to justify their choice.
SUGGESTED ANSWER
3: The movie star of the Mediterranean.
The travelogue describes different places which have been
used in film shoots. It doesn’t focus on one particular film
or location.
Exercise 2
• Give students time to read sentences 1–4. Ask them to read
the travelogue again and write the number of the sentence
for each gap in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
A  3  ​B  2  ​C  1  ​D  4
Exercise 3
• Focus students’ attention on the highlighted words in the
travelogue. Ask students to read the words in context and
complete the definitions.
• Check answers with the class, and make sure students
understand all the words.
ANSWERS
1  A  ​2  B  ​3  B  ​4  A  ​5  C
Word builder: prepositional phrases
Exercise 4
• Invite a student to read the instruction aloud. Go through
the completed parts of the table with the class and point out
that sometimes the choice of prepositions is not predictable,
so students need to learn fixed prepositional phrases such as
on stage and in a film.
• Ask students to copy the table in their notebooks. Then have
them find the words in the travelogue and add these to
the table.
• Check answers with the class, making sure that students
understand all the prepositional phrases.
ANSWERS
1  location  ​2  set  ​3  the background
Exercise 5
• Ask students to read the text and complete it with the correct
prepositional phrases in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  on location   ​2  In; scenes   ​3  in; films   ​4  on location/on set
v Vocabulary practice
• Interactive task to practise prepositional phrases.
Optional activity
Ask the following questions and discuss the answers with
the class. Encourage as many students as possible to join
in and express their opinions.
1 What are the advantages and disadvantages of filming
on location and in a studio?
2 Would you rather see your favourite story on stage or
on screen? Why?
3 If you had the chance to appear in one film, which film
would it be? Why?

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 Your turn
Aims
• Have a conversation about a favourite film and its location.
• Give reasons for choosing something.
5 Develop social and civic competences.
3 Develop cultural awareness and expression.

Exercise 6
• Read through the instruction with the class.
• Put students into small groups to think about different
films they have seen that were filmed in interesting places.
Encourage them to draw up a list of possible films in their
groups. Each student then chooses one film location they
would like to visit.
• Give students time to think individually about their answers to
the three questions.
• Read through the language in the Useful language box with
the class. Encourage students to use this language in their
discussions.
• Divide the class into pairs to have their conversations.
Go round monitoring the discussions and giving help
where needed.
• At the end of the activity, you could ask a few students to
report to the class what their partner told them. Make sure
they use reported speech correctly.

Exercise 7
• Students watch the video.
v Culture video: Iconic film locations
• Duration: 4.05 minutes
• Topic: New York: an iconic film location.
• Video worksheets are available in the iPack Resources tab.

Focus on … Technology

• Ask students to read the question about robots and discuss
the answer in pairs before they look at page 145 to find out if
they are right.
• Students can now do the Focus on CLIL activities on page 145.
ANSWER
Robots are also used in manufacturing, to defuse explosive
devices in dangerous situations, and to detect toxic chemicals
in burning buidings.
Further practice
Vocabulary, Workbook page 52
Reading, Workbook page 53
Word builder, Vocabulary reference, Workbook page 120
Focus on Technology, Student’s Book page 145
Curriculum extra worksheet Unit 6, Tests and Resources Multi-ROM

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 6.5 Practical English: giving and
asking for points of view
Listening
Aims
• Read some book reviews.
• Listen to a conversation at a book club meeting.
7 Develop linguistic communication.
Warm-up
• With books closed, ask: What was the last book you read? Did
you enjoy it? Why? / ​Why not? What kinds of books do you like
reading? Elicit a few answers, then ask: How do you choose
books to read? Do you ever read reviews? What information can
you find in a review? Elicit a range of answers.
• Ask: Do you belong to a book club? Do you know anyone who
belongs to one? What do people do in a book club? Elicit a range
of answers, and elicit or explain that in a book club people
read a book and then discuss it as a group.
Culture note
Book clubs are very popular in the UK. Most groups are informal,
with a small number of people who choose books to read and
then meet to discuss them. Most people who belong to book
clubs enjoy the challenge of reading books that they might not
otherwise choose to read, and the opportunity to discuss their
opinions in a relaxed, friendly atmosphere.
Exercise 1
• Read through the instruction with the class and have students
read the book reviews quickly.
• Ask them to decide which books they would like to read
and why.
• Invite some students to share their ideas with the class.
Exercise 2  $ 2.20  Audio script pT156
• Tell students they are going to listen to members of a school
book club discussing the rating of some books. Give students
time to read the sentences and make sure they understand
everything.
• Play the recording for students to listen and answer the
questions in their notebooks. Pause the recording as necessary.
• Play the recording a second time if necessary.
• Check answers with the class.
ANSWERS
1 They are reviewing Night School Resistance.
2 George liked the book the least.
3 Ms Roth doesn’t express an opinion about the book.
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Exercise 3  $ 2.20  Audio script pT156
• Invite a student to read the instruction aloud. Give students
time to read the sentences.
• Play the recording again for students to listen and decide
if the answers are true or false. Remind them to write their
answers in their notebooks. You could ask students to correct
the false sentences.
• Pause the recording as necessary to give students time
to write.
• Check answers with the class.
ANSWERS
1 True.
2 False. He couldn’t agree more.
3 False. He enjoyed the first three books in the series.
4 False. She agrees with George up to a point.
5 True.
Exercise 4 
• Read through the instruction with the class and give students
time to read sentences 1–5. Tell them that the sentences are
from the recording that they have just heard. Then ask them
to match the underlined words (1–5) to the meanings (A–E) in
their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  C  ​2  A  ​3  D  ​4  E  ​5  B
Optional activity
Encourage students to record all the expressions from
exercise 4 and the recording in their notebooks, with pairs of
expressions with similar meanings together, e.g. My view … / ​
My opinion … .
Ask them to write three sentences with their own opinions
about books they have read, using expressions from
exercise 4. Go round monitoring and assisting as necessary.
With books closed, ask students in turn to read out one of
their sentences to the class, e.g. My view is that the Harry Potter
books are amazing. Ask other students to repeat the sentence,
using a different expression with the same meaning, e.g. To
my mind, the Harry Potter books are amazing. The first student
to give a correct alternative sentence gets a point.
Continue until all the expressions have been practised, and as
many students as possible have participated. See who has the
most points at the end.
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 Reported suggestions and offers
Aims
• Learn how to report suggestions and offers.
• Practise reporting suggestions and offers.
7 Develop linguistic communication.
Exercise 5
• Invite a student to read aloud the examples of direct and
reported suggestions and offers in the table.
• Ask: What differences do you notice between the direct
suggestions and offers and reported suggestions and offers? Elicit
a few answers, and then ask students to copy the rules in their
notebooks.
Exercise 6
• Read through the instruction with the class and ask students
to write the reported suggestions and offers in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
SUGGESTED ANSWERS
1 James offered to help me with my bags.
2 Carrie suggested that we could recommend other books by
that author.
3 Lulu suggested that we/they meet again the week after/the
following week.
4 Henry offered to help me write the report.
5 Fred offered to get me a glass of water.
Speaking
Aims
• Talk about books, TV programmes, films or video games you
have enjoyed recently.
• Practise exchanging points of view.
• Do a dictation based on a dialogue at a book club.
• Learn functional language for asking for and giving points of
view and agreeing with others.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
7 Develop linguistic communication.
Exercise 7  $ 2.21  Audio script pT156
• DICTATION Invite a student to read the instruction aloud. Give
students time to read the dialogue, ignoring the gaps.
• Play the recording and ask students to complete the dialogue
in their notebooks. Pause the recording as necessary to give
students time to write.
• Check answers with the class.
• Alternatively, tell the students that they will be completing
the dialogue with phrases similar to the ones used in
exercise 4. Ask them to predict which phrases they will use
before listening. Then play the recording and students check
their answers.
T79 Unit 6
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ANSWERS
1  In my view   2​   To my mind   ​3  in my opinion   ​
4  From my point of view   ​5  I couldn’t agree more
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 8
• Ask students to read through the Speaking strategy box. Read
through the instruction with the class. Check they understand
what the words are used to refer to.
• Ask students to discuss the answers in pairs. Tell them to
translate the sentences into their own language.
• Check answers with the class.
ANSWERS
1  If I stay  ​2  last year
Exercise 9
• Read through the instruction with the class. Give students
time to think about three things they have enjoyed recently
and why. Then divide the class into small groups.
• Read through the expressions in the Functional language box
and make sure students understand them all.
• Demonstrate the activity by asking a group which of them has
seen a popular film or TV show. If some students have seen
it, ask them for their point of view, using a phrase from the
Functional language box. Encourage them to use one of the
phrases when they reply.
• Ask students to work in their groups. They should take it
in turns to find out which books, TV programmes, films or
video games they want to review. They then ask and answer
questions about them. Go round monitoring and assisting as
necessary.
• Invite some students to tell the class something they learned
about their classmates.
Your turn
Exercise 10
• Play the video for students to watch and interact with.
v Interactive video: Sport
Vlogsters: Unit 6
• Duration: 2:45 minutes
• Topic: Zac and Chloe argue about whether watching sport or
playing sport is better.
• Task: Make a choice from the options offered at the end of
the vlog.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Practical English, Workbook page 52
Functional language, Vocabulary reference, Workbook page 120
Vlogsters scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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 6.6 Writing a story
Aims
• Read a model story.
• Learn to use sequencing words.
• Write a story.
3 Develop cultural awareness and expression.
4 Develop sense of initiative and entrepreneurship.
7 Develop linguistic communication.
Writing preparation
Warm-up
• Ask: What kinds of music do you like listening to? Who are your
favourite bands or singers? Do you play any musical instruments?
What was the last concert that you went to? Elicit a range of
answers, and encourage as many students as possible to join
in and express their opinions.
Exercise 1
• Ask students to read the instruction and the three possible
titles.
• Invite a different student to read each paragraph aloud.
• Allow students to compare their answers in pairs before
checking them with the class.
• Invite students to explain why A and B are not correct.
ANSWERS
A incorrect – Andy’s dream of being like Max, the drummer of
N19, is fulfilled because he replaces Max at the concert.
B incorrect – Andy plays the drums not the guitar.
C correct
Exercise 2
• Read through the questions with the class and make sure
students understand everything. Make sure the students
realize that some of the questions are not answered in the
text. If you want to make the exercise easier, tell the students
that there are two questions that are not answered. Remind
them to write their answers in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 He was the best drummer in the school.
2 Not answered.
3 He was fifteen.
4 Not answered.
5 The people felt excited at first.
6 Because it was the most unforgettable experience of
his life. / ​Because it was his ambition to be like Max, the
drummer in N19.
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Look at language: sequencing words
Exercise 3
• Invite a student to read the instruction aloud. Go through
the different categories of sequencing words and make sure
students understand how we use the words and expressions.
• Focus students’ attention on the highlighted words in the
story and ask students to use them to complete the table.
• Check answers with the class.
ANSWERS
1  first  ​2  When  ​3  soon  ​4  Then  ​5  while  ​6  end
Exercise 4
• Read through the instruction with the class, pointing out that
for some gaps there is more than one possible answer.
• Ask a student to read the text aloud. Check students
understand it.
• Tell students to work in pairs and complete the text in their
notebooks with the sequencing words and expressions.
• Check answers with the class, asking students to say what
function each sequencing word or expression performs, i.e.
as soon as means ‘happening at the same time.’
ANSWERS
1 At first
2 as soon as
3 While
4 Then / ​Next, / ​After that, / ​After a while, / ​(A little) later,
5 Then / ​Next, / ​After that,
6 Finally / ​In the end
Optional activity
Ask students to write three sentences about themselves
using sequencing words and expressions from exercise 3,
e.g. I sometimes listen to music while I’m having a shower.
Go round monitoring and assisting as necessary.
With books closed, invite students in turn to read one of their
sentences to the class, omitting the sequencing word or
expression. See if other students can guess the missing word
or expression. You could do this as a game, awarding a point
to the first student to guess each missing word.
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 Writing task
v Writing preparation
• Interactive task to revise entertainment words.
Exercise 5
• Explain to students that in this lesson they are going to write
a narrative story and that the first line has been given to them.
Ask students to read the instructions and first line of the story.
• Ask students how a stand-up night might be a big success.
Write some ideas on the board: the script was well-written,
the audience laughed at the jokes, the comedian became
a professional.
• Ask students to add their own ideas.
e Write
• Students write the second and final draft of their stories.
• Tell them to correct any mistakes their partners found.
• Invite some students to read their stories to the class.
• Alternatively, upload the students’ stories to the class, English
department or school blog and ask students to read them
and vote for the best.
Further practice
Writing, Workbook page 54
Writing reference, Workbook pages 89–95
Unit 6 Review and Skills practice, Student’s Boook pages 132–133

a Think of ideas
• Read through the instruction with the class.
• Remind students to create a character that they think will be
suitable for the story.
• Ask students to work in pairs and complete the notes in their
notebooks.
• When the students have finished, discuss with the class which
information they think they are unlikely to use in the story.
Ask them to explain why.
• Invite a student to read the information in the plot
diagram aloud.
• Go through the questions that each section of the plan asks
for. Tell students that they have to answer the questions with
their own ideas and create a plot for their main character.

b Plan
• Go through the writing plan with the class and make sure
students understand that they should structure their stories in
this way.
• Ask students to write the writing plan in their notebooks,
including relevant ideas from their answers to section a.

c Draft
• Ask students to write the first draft of their stories. If they do
this in class, go round giving help and encouragement.
• Remind them to use sequencing words and expressions.
• Remind them to check their grammar and spelling carefully.
d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s story.
• Students should go through their partner’s story and answer
the questions.
• Students then report back to each other about their work.

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 Speaking project: a day trip in ANSWERS
1 an hour
your area 2 go to the animal centre, hire a rowing boat on the lake or
just chill out
Aims 3 explore or go shopping at the Arndale Centre
• Listen to a presentation on a day trip. 4 umbrella
• Plan and research activities for a day trip.
• Plan a video or presentation to present your day trip.
• Make your video and show it to the class, or prepare and give
your presentation.
4 Develop sense of initiative and entrepreneurship.
7 Develop linguistic communication.
2 Develop learning to learn competence.
5 Develop social and civic competences.
Useful materials
– computers or other devices with internet access, e.g. phones
or tablets
– cameras, or devices with cameras on them, e.g. phones
or tablets
– paper
– pens

Warm-up
• Ask students: What school trips have you been on? Ask
questions about their experiences, e.g. Where did you go? What
activities did you do? What did you learn? What did you enjoy the
most? Which things were not so enjoyable? Why?

Before you start  $ 2.22  Audio script pT157

• Explain to the class that they are going to listen to two
students making a presentation about a day trip that they
have planned. Invite a student to read the instruction and
questions 1–5 aloud.
• Play the recording and ask students to write the correct
names in their notebooks.
• Check answers with the class.
ANSWERS
1  Alex  ​2  Katie  ​3  Alex  ​4  Katie  ​5  Katie
• Focus students’ attention on the itinerary, and ask students to
read it through quickly.
• Draw students’ attention to gaps 1–4 in the itinerary and tips.
Elicit one or two possible answers for each gap. Then play the
recording again and ask students to write the missing words
in their notebooks.
• Alternatively, students could complete the gaps from memory,
and then listen again to check and complete their answers.
• Check answers with the class. Ask: Which activities would you
enjoy? Why?
• Focus on the Practical tips section of the itinerary and elicit
some more possible tips, e.g. bring money to buy souvenirs,
carry your things in a rucksack, wear a light coat, etc.

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 Step 1
• Explai that students are now going to prepare their own
presentations on a day trip in their area.
• Read through the instruction with the class. As a class,
brainstorm some possible activities that students could do in
their area. You could give students some areas for activities to
think about: sights, shopping, local food, nightlife, etc. Make
notes on the board.
• Divide the class into pairs. Read through the example itinerary
with the class and ask students to choose the most interesting
activities from the brainstorming and plan their own
itineraries. Go round monitoring and assisting as necessary.
Step 2
• Invite different students to read the steps aloud.
• Ask pairs to start by deciding which part of the day each of
them is going to focus on.
• Now ask students to work individually. They can do their
research online in class, using computers or their phones
or tablets. Set a time limit for the online research, to avoid
students becoming distracted.
• Monitor and help while students prepare their itineraries
individually. Remind them to refer to the questions in Step 2
so that they include all the necessary information, as well as
suggestions and tips.
• When students have prepared their itineraries individually,
put them back into their pairs to compare their itineraries and
check that they are happy with everything. Give them time to
make small adjustments if necessary.
Step 3
• Read through the notes carefully with the class, and discuss
the different options: making a video or doing a presentation.
Discuss which options are possible in your circumstances,
how each might work in practice, and what equipment
students would need for each. If students are going to visit
locations to film, this will have to be done for homework, and
the project resumed in the next lesson.
• Have students work in their pairs to agree the details of their
video or presentation. Go round monitoring and assisting as
necessary to make sure that each pair has a clear plan which is
practical and possible with the time and resources available.
• Invite some pairs to share some of their plans with the class.
As a class, discuss any difficulties there might be with the
plans, or any possible improvements.
Step 4
• Read through the phrases in the Useful language box with the
class and make sure students understand them all. If you have
time, you could play the recording from Before you start again,
for students to hear some of the phrases in context.
• Ask students to work individually to make notes for their part of
the presentation. Emphasize that they should just be making
notes, and not writing a full script of what they plan to say.
Suggest that they write bullet points, rather than full sentences.
T83 Unit 6
4852548 Spectrum TG4_PRESS.indb 83
• Go round monitoring and assisting while students are
working. Encourage them to use their dictionaries to help
with new words, or allow them to ask you for help.
Step 5
• Read through the instruction with the class.
• Make sure students all have access to a camera to record
themselves if they are making a video.
• Ask students to work in their pairs to practise giving their
presentation. Go round monitoring and assisting as necessary.
Encourage them to speak in a natural way as far as possible,
rather than reading from a script.
• Remind students that they can use intonation to sound
friendly and enthusiastic and to emphasize the important
information. Encourage them to use gestures, too, to make
their presentation natural and interesting to watch.
• When students are ready, ask them to record or give their
presentation.
• Ask other students to watch the presentations carefully and
make notes on the strong points of each presentation, e.g.
They spoke in a natural way. They used informal phrases to sound
friendly and enthusiastic. The activities sound fun.
• In large classes, students could work in groups of 10–12
students to show or give their presentations to each other.
Their classmates should listen and make notes as above.
• Allow time at the end for questions about the presentations.
Step 6
• Conduct class feedback. Ask students to refer to their notes
and discuss which videos or presentations they enjoyed the
most and why.
• Make a list of positive feedback and ideas on the board as
they come up during the discussion.
• Point to the notes on the board and ask students to make
their own personal notes to help them next time they give a
presentation.
• Ask students to share with the class what they have learned
from the project.
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 7 In the news
Unit summary VOC APP

Vocabulary For individual practice, students who have a smartphone can

Phrasal verbs: travel: come across, get away, get off, get on,
see off, set off, speed up, stop over, take off, turn back
Nouns: weather: blizzard, breeze, drizzle, frost, gale, hailstorm,
hurricane, mist, sleet, tornado
Sporting events half-time (n), finish line (n), opponent (n),
runner-up (n), score (n)
Word builder: be in a league of their own, be neck and neck, be
no match for, fight a losing battle, get off to a good start, put up
a good fight
Learn it! in …’s time
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.
Exercise 1
• Read through the instruction and questions with the class.
• Focus students’ attention on the photos and ask: What can you
see? Elicit a description of each photo.
• Allow students to compare their answers in pairs before
checking them with the class.

Grammar Exercise 2
Future continuous • Focus attention on the headlines and ask: Where might you
Future tenses see headlines like these? Read out each one and check that
students understand deal, mission, charity and sailor.
Comparatives and superlatives
Future expressions
• Ask students to read the headlines again and match them
to photos (1-5) in their notebooks. Ask students to think of
photos to illustrate the other two headings.
Functional language
Comparing and contrasting places
• Invite some students in turn to describe their photos for the
headlines. As a class, discuss and decide which are the best
It might be (+ comparative) … photo suggestions.
… is less / ​more (+ adjective) than …
ANSWERS
There are (not) as many as … 1  C  ​2  E  ​3  G  ​4  B  ​5  A
They are not so (good) as …
There’s never been a (+ comparative) way to … Exercise 3
You’ll not only (+ infinitive), but you’ll also (+ infinitive) … • Focus students’ attention on the highlighted phrasal verbs in
… is the only (+ noun) in town with (+ noun). the headlines A–G. Encourage them to guess their meaning
from context. Point out that the pictures might help them.
It may be (+ adjective), but it won’t be as (+ adjective) as …
• Read the first definition aloud and ask students to match the
phrasal verb in the text to it.
Unit opener • Ask students to match each phrasal verb to one of the
definitions (1–10) in their notebooks.
Vocabulary • Check answers with the class, and make sure that students
understand all the words.
Aims ANSWERS
• Learn phrasal verbs for travel. 1  get on   ​2  come across   ​3  get off   4​   get away   ​
• Read newspaper headlines for travel stories. 5  speed up  ​6  turn back   ​7  see off   ​8  set off   ​9  take off   ​
• Describe your dream holiday. 10  stop over
7 Develop linguistic communication. Optional activity
5 Develop social and civic competences. Ask students to write one more newspaper headline using
one of the phrasal verbs in exercise 3. Elicit a few examples
from the class first, e.g. Walkers come across mysterious animal.
Ask students in turn to read out their headlines, inserting a
‘beep’ sound where the phrasal verb should be. See if other
students can guess the missing phrasal verbs.

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 Exercise 4 Further practice
• Read through the instruction and ask students to read the Vocabulary, Workbook page 56
sentences, ignoring the gaps, and check they understand them. Vocabulary reference, Workbook pages 124–125
• Ask students to complete the sentences with the correct Vocabulary worksheets, Tests and Resources Multi-ROM
verbs or prepositions from exercise 3 in their notebooks.
• Check answers with the class.
ANSWERS
1  set  ​2  take  ​3  on; get   ​4  away  ​5  see
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

Exercise 5
• Invite a student to read the instruction and advert E aloud.
• Tell students that they should get ideas by answering the
questions and ask more questions if necessary to prompt
students, e.g. How long would you get away for? What exciting
things would you like to come across during your holiday?
• Ask students to read the example answer and then to write
their descriptions in their notebooks. Go round monitoring
and assisting while they are working, and encourage them to
use a range of phrasal verbs.
• Divide the class into small groups to read their descriptions
to each other and agree on the best dream holiday in their
group. Invite groups in turn to read their chosen dream
holiday aloud. As a class, discuss and decide which is the best
dream holiday overall.

Exercise 6 21st Century skills: Global awareness

• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Divide the class into pairs. Tell them to agree to watch the
same news programme in the evening and to make notes on
the main news stories.
• In a later class, ask students to choose one of their news
stories and to prepare a short presentation about it. Tell them
to think about how to persuade the class that their news story
is the most important.
• Ask the pairs in turn to present their news stories to the class.
The class could vote for the most persuasive.

Exercise 7
• Play the video for students to watch.
v Your Views: The news
• Duration: 2.22 minutes
• Topic: Do you read the news? Can you remember a news story
that really grabbed your attention?
• Task: Discuss your views of the topic.

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 7.2 Travel news
Reading
Aims
• Read and listen to an article about travel in the future.
• Answer questions on the article.
• Understand new vocabulary in context.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
Warm-up
• With books closed, ask: How do you get to school each day?
What other forms of transport do you use in your town or city?
Elicit a few answers and make a list on the board of the
different forms of transport mentioned.
• Point to the forms of transport on the board and ask: What
are the advantages and disadvantages of each? Elicit a range of
answers and discuss which forms of transport students prefer
and why.
v Reading preparation
• Interactive task to pre-teach vocabulary from the article and
introduce students to the topic.
Exercise 1  $ 3.02
• Focus students’ attention on the numbers in the box and elicit
how to say them.
• Play the recording for students to read and listen to the article
and note down what each number represents.
• Check answers with the class.
ANSWERS
1: It will take 1 hour to travel by ‘vactrain’ from Europe to
New York.
10: In 10 years’ time, ‘travellers’ will be able to ‘visit’ places by
wearing virtual reality face visors.
30: In the future there will be new models of skateboard that
can travel at over 30 km/h.
360: Virtual reality face visors will give you a 360° view of the
scenes on the screen.
4,000: ‘Vactrains’ will be able to travel through tunnels
at 4,000 km/h.
Culture note
Vehicle-to-vehicle (or V2V) communication is being
developed and tested by several large motor manufacturers,
including General Motors, BMW and Audi.
Urban transport pods are seen by many as a cheap, clean
alternative to current ways of getting about towns and cities.
One town in the UK, Milton Keynes, has announced that it
intends to introduce the pods by 2017, as a way for people to
travel between the train station and the town centre.
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Static bikes have been used for several years to generate
power in a range of situations. Some gyms, for example, use
the power generated by static bikes to help power their
lighting and heating. It is possible that in the future people
might ride on static bikes while they are working, to power
their computer, or, as mentioned in the article, use pedal
power for public transport.
Electric skateboards already exist and are becoming a popular
means of transport in congested cities. Batteries are constantly
being improved, and boards that can travel at 20–30 kph
should be available within the next few years.
The proposal for vacuum tube transport was first proposed
in the 1970s, and scientists have been working since then to
develop the ideas further. Removing all air from the tunnels
would remove all air resistance on the trains, allowing them to
travel at very high speeds using very little power.
Optional activity
Ask: What other future forms of transport can you imagine?
Elicit a few ideas, and then divide the class into small groups.
Encourage them to brainstorm ideas and think of another
future form of transport that would be fast and clean, e.g.
electric roller-skates, electric scooters, personal jet-packs. Go
round monitoring and assisting as necessary.
Invite groups in turn to share their ideas with the rest of the class.
As a class, discuss and decide which ideas are best and why.
Exercise 2
• Read through the instruction with the class. Ask students to
read the sentences, ignoring the gaps, and check that they
understand them.
• Ask students to read the article again and copy and complete
the sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 traffic lights; vehicle-to-vehicle communication systems
2 ‘talk’ to other cars; accidents; faster/quicker/sped up
3 pay; pedal (on static bicycles)
4 faster/quicker
5 travel virtually / see 360° around you
Unit 7 T86
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 Future continuous
Aims
• Learn the future continuous.
• Write sentences and complete an article using the future
continuous.
7 Develop linguistic communication.
v Grammar animation
• Presentation of the future continuous in context.
Exercise 3
• Invite some students to make example sentences using the
table and read them aloud.
• Read through the rules with the class, ignoring the gaps.
Ask students to copy the rules into their notebooks and to
complete them with the words in the box.
• Check answers with the class.
• Encourage students to copy some of the examples from the
table in their notebooks, or they could modify the example
sentences to make them more personal to help them
remember the grammar.
ANSWERS
1  will be; -ing  ​2  at a certain time   ​3  in
Exercise 4 Learn it!
• Read through the information in the Learn it! box and the
two sentences with the class. Ask students to translate the
sentences into their own language.
• Discuss the translations as a class.
Exercise 5
• Read through the first sentence with the class and elicit the
correct verb form. Ask students to complete the remaining
sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 This time tomorrow, Luca will be flying to London.
2 Don’t call Tim at five, he’ll be revising for his exams.
3 What time will Steffi be setting off tomorrow?
4 Relax! Our train won’t be leaving until half past six.
5 Will you be stopping over anywhere on your way to Australia?
v Grammar practice
• 1–3 star tasks to practise future continuous. Also available on
the Tests and Resources Multi-ROM.
Exercise 6
• Ask students to read the newspaper article quickly, ignoring
the gaps, to get the gist.
• Read the first sentence aloud and elicit the correct verb form.
Ask students to read the rest of the article and complete it with
the correct forms of the verbs in the box in their notebooks.
• Check answers with the class. Invite a confident student to
read the completed article to the class.
T87 Unit 7
4852548 Spectrum TG4_PRESS.indb 87
ANSWERS
1 will be setting
2 will be finishing
3 will be installing
4 will be selling
5 will not be getting
6 will not be speeding
Exercise 7
• Ask a confident student to read the instruction and the
example sentence aloud. Then read through the time
expressions.
• Ask students to use the expressions and the future continuous
to write sentences in their notebooks about themselves.
• Invite some students to share their sentences with the rest of
the class.
• As a class, discuss and decide which sentences talk about
activities that most people in the class will be doing.
Your turn
Aims
• Practise using the future continuous.
• Write about planned changes to public transport in your area.
7 Develop linguistic communication.
5 Develop social and civic competences.
Exercise 8
• Invite two students to read the instruction and the questions
aloud. As a class, brainstorm some ideas for changes to public
transport in the students’ area.
• Ask students to make notes about the changes, working
individually or in pairs. Go round monitoring and assisting,
and encourage them to use verbs in the future continuous
and the expressions in the Useful language box.
• Divide the class into groups to compare their ideas.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes. Discuss which ideas
are realistic and likely.
Further practice
Grammar, Workbook page 57
Grammar reference, Workbook pages 126–127
Grammar worksheets, Tests and Resources Multi-ROM
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 7.3 And now for the weather Possible additional words: downpour, monsoon, dew, fog,
freezing fog, hail, gust, typhoon, windstorm
Vocabulary and Listening Examples of extreme weather: gale, blizzard, hailstorm,
hurricane, tornado
Aims
v Vocabulary practice
• Learn vocabulary for weather.
• Listen to extracts from different situations. • 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
• Answer questions on the extracts.
v Listening preparation
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and • Interactive task to revise and pre-teach vocabulary in the
technology competences. audio.

Warm-up Exercise 5  $ 3.03  Audio script pT157

• With books closed, ask: What’s the weather like today? What was • Tell students they are going to listen to three different extracts
it like yesterday? What’s it usually like in (January / ​July / ​October)? related to the weather. Read through the situations with the
Write any weather words students mention on the board. class and make sure that students understand them.
• Give students two minutes to write down as many more • Play the recording for students to listen and match the
weather words as they can. They can use their dictionaries to extracts to the situations.
help. Bring students’ ideas together on the board. • Check answers with the class.
ANSWERS
Exercise 1
1  a news report   ​2  an advert for a programme   ​
• Ask students to use their dictionaries to check the words. Tell 3  a weather forecast
them to translate the words into their own language.
• Check answers with the class. Exercise 6  $ 3.03  Audio script pT157
• Ask students to read the sentences, ignoring the gaps, to
Exercise 2 get the gist. Then play the recording again for students to
• Ask students to match the words to the pictures (A–F). listen and complete the sentences. Pause the recording as
• Check answers with the class. necessary, to give students time to write.
ANSWERS • Play the recording again if necessary, for students to check
A  sleet  ​B  frost  ​C  drizzle  ​D  gale  ​E  mist  ​F  breeze and complete their answers.
• Check answers with the class.
Exercise 3
ANSWERS
• Ask students to read the facts about uncontrollable weather 1  stop tornadoes   ​2  300 metres   ​3  it rained   ​4  heavy rain  ​
and complete them with the correct words. They can use their 5  gales
dictionaries to help. Point out that they may need to change
the form of the words. Exercise 7
• Check answers with the class, and make sure students • Read through the speech bubbles next to the picture.
understand all the words. • Write on the board adjective + noun and adverb +
ANSWERS adjective. Ask students to read the sentences again and ask:
1  hailstorm  ​2  tornado  ​3  blizzards  ​4  hurricanes When do we use ‘what’ in an exclamation: before an adjective
and a noun or before an adverb and an adjective? Repeat the
Exercise 4 question, but this time asking about how.
• Ask students to complete the table with the words. Ask them • Complete the rules on the board and ask students to copy the
to think of one more word for each column. Remind them of rules in their notebooks.
the words that you wrote on the board in the warm-up. • Ask students to complete the dialogues in their notebooks.
• Check answers with the class, asking students to say which • Check answers with the class.
words are examples of extreme weather.
ANSWERS
ANSWERS 1  What  ​2  How
water snow / ​ice wind
drizzle blizzard breeze
mist frost gale
sleet sleet blizzard
hailstorm hurricane
tornado

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 Future tenses
Aims
• Revise and practise future tenses.
• Complete sentences using a range of future tenses.
7 Develop linguistic communication.
v Grammar animation
• Presentation of future tenses in context.
Exercise 8
• Invite different students to read example sentences A–G aloud.
• Ask students to read the sentences again and match them to
the tenses in the box. Then check answers with the class.
ANSWERS
A  present continuous   ​B  will  ​C  be going to  ​
D  present simple  ​E  be going to  ​F  will  ​G  will
Exercise 9
• Ask a confident student to read sentences 1–7.
• Ask students to read the sentences again and match them to
sentences A–G in the box.
• Allow students to compare their answers in pairs before
checking them with the class.
• Encourage students to copy the uses of the different tenses,
together with an example sentence for each one in their
notebooks, or they could modify the example sentences to make
them more personal to help them remember the grammar.
ANSWERS
1  E  ​2  A  ​3  G  ​4  D  ​5  F  ​6  C  ​7  B
Recycle
• Read through the Recycle box with the class. Point out that
it is usually impossible to predict the future with complete
certainty, so we often build in a little uncertainty by using the
verbs think and believe, and adverbs perhaps and maybe.
• Elicit one or two more examples using the verbs and adverbs.
Exercise 10
• Read through the instruction and sentences with the class.
• Ask students to read the sentences again and complete them
with the correct form of the verbs in their notebooks.
• Allow students to compare their answers in pairs. Then check
them as a class. Refer back to the rules to explain the answers.
ANSWERS
1  does; leave   ​2  ’m playing   ​3  starts  ​4  ’s  ​5  ’m meeting
Exercise 11
• Ask students to read the sentences quickly, ignoring the verbs
in brackets to get the gist. Ask a number of strong students to
suggest contexts for each of the situations.
• Elicit which situations show spontaneous decisions and which
show future intentions.
• Check answers with the class, referring back to the rules as
necessary to explain any mistakes.
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ANSWERS
1  SD  ​2  FI  ​3  SD  ​4  FI
Optional activity
Ask students to copy and complete the sentences in
exercise 11 iwith the correct form of the verbs in brackets.
ANSWERS
1  ‘ll help   ​2  ‘m going to drive   ​3  ‘ll have   ​
4  ‘m not going to go out
Exercise 12
• Read through the instruction with the class.
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist.
• Ask students to read the sentences again and to complete
them with the correct form of the verbs in the box.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  I’m not going to pass   ​2  I’ll bring   ​3  We’re going to miss   ​
4  won’t tell   5​   you’ll have
v Grammar practice
• 1–3 star tasks to practise future tenses. Also available on the
Tests and Resources Multi-ROM.
Your turn
Aims
• Practise using future tenses.
• Give a weather forecast.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
3 Develop cultural awareness and expression.
Exercise 13
• Read through the instruction with the class. Divide the class
into pairs and ask them to find a weather forecast for their
area for the week ahead. Students could do the research
online in class, using their phones or tablets.
• Give students time to prepare their forecasts individually.
Go round monitoring and assisting as necessary. Encourage
students to use the language from the Useful language box.
• Ask them to present their forecasts to the class. Discuss the
similarities or differences between the forecasts.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes.
Further practice
Vocabulary, Workbook page 58
Vocabulary reference, Workbook pages 124–125
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 59
Grammar reference, Workbook pages 126–127
Grammar worksheets, Tests and Resources Multi-ROM
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 7.4 Culture ANSWERS
1 True. Lines 14-16: ‘There are two teams, each with seven
players on the court at one time and another five as
Reading and Vocabulary substitutes.’
Aims 2 False. Lines 16-18: ‘…players called ‘raiders’ run into the
other team’s half of the court to ‘tag’ opponents.’
• Read and listen to two match reports for Kabaddi and Irish
3 True. Line 4: ‘Sri Lanka were already leading at half-time’
road bowling.
4 Not in the text
• Answer questions on the match reports. 5 False. Lines 27-28: ‘for most of the match they were neck
• Understand new vocabulary in context. and neck’
• Learn about idiomatic expressions. 6 False. Lines 33-34: ‘O’Driscoll was runner-up last year, so he
7 Develop linguistic communication. was disappointed to have to settle for second place again.’
3 Develop cultural awareness and expression.
Exercise 3
Warm-up • Focus students’ attention on the highlighted words in the
• Focus students’ attention on the photos. Ask: What are the people reports. Encourage them to guess their meaning from context.
doing? What sport do you think they are playing? Elicit a few ideas. • Ask students to read the sentences (1–5) and write the
• Ask: What are your favourite sports? Why? What do players missing words in their notebooks.
have to do in the game? Elicit a range of answers. Encourage • Allow students to compare their answers in pairs before
students to talk about sports that they enjoy and describe in checking them with the class. Make sure that students
detail what the players do. Use the photos to teach the terms understand all the highlighted words.
contact sport and ball sport. ANSWERS
1  opponents  ​2  runner-up  ​3  Half-time  ​4  score  ​
Culture note 5  finish line
Kabaddi
The sport of Kabaddi originated in ancient India and is still Exercise 4 Learn it!
played mainly in Asian countries such as India, Pakistan, • Read through the information in the Learn it! box with the
Bangladesh, Sri Lanka and Nepal. It was brought to Britain by class. Ask students to read the sentence in the box and
immigrants from India and Pakistan, and there is now a British translate it into their own language.
national team. • Then read through the two sentences in the exercise and ask
Irish Road Bowling students to rewrite them following the instructions.
The ball, or ‘bullet’, used in Irish Road Bowling is a steel ball ANSWERS
around 18 cm in circumference and weighing around 794 g. 1 I’m about to finish my homework.
Until the 19th century, the sport was played more widely, in 2 It’s about to rain.
parts of Scotland, northern England and the USA. It is now
largely confined to Ireland. Optional activity
Ask students to close their books. Write the following gapped
Exercise 1  sentences on the board:
• Read the task aloud and read through the two possible 1 They qualified the semi-finals.
definitions of the word tag. 2 They played a match Pakistan.
• Ask students to scan the rules of the game for Kabaddi and 3 They are competing a place the final.
decide which definition is correct. You could do the activity as 4 Two players compete each other.
a race, to motivate students. 5 They play a course.
• Check the answer with the class. 6 Carter had better control his ball.
ANSWER 7 Carter finished ahead O’Driscoll.
A Ask students to complete the sentences with the correct
Exercise 2  $ 3.04 prepositions. Students can then open their books and check
their answers in the match reports.
• Ask students to read and listen to the reports.
Reinforce the point that it is important to learn which
• Ask students to read the sentences in exercise 2. Then ask them prepositions to use in common phrases.
to read the reports again and decide if the sentences are true,
false or not in the reports. Ask them to correct any false sentences ANSWERS
and justify their answers with evidence from the reports. 1  for  ​2  against  ​3  for, in   4​   against  ​5  on  ​6  of  ​7  of
• Allow students to compare their answers in pairs before
checking them with the class.

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 Word builder: idiomatic expressions
Exercise 5
• Invite a student to read the instruction aloud. Ask students to find
the idiomatic expressions in the reports and complete them.
• Check answers with the class, discussing what each
expression means. Ask if there are similar expressions in their
own language.
ANSWERS
1  league  (i.e. better than all the rest)  ​
2  fight  (i.e. did their best to win, rather than accepting defeat) ​
3  losing  (i.e. there was no way they could win)  ​
4  match  (i.e. couldn’t come close to winning against ...)  ​
5  good  (i.e. to start off well)  ​
6  neck  (i.e. be equally successful)
v Vocabulary practice
• Interactive task to practise idiomatic expressions.
Exercise 6
• Focus students’ attention on the picture and ask them to
describe the situation (the blue team has just scored a goal and
the defender is extremely frustrated).
• Ask students to read the dialogue and write the correct
idiomatic expressions in their notebooks. Remind them to use
the correct verb forms.
• Check answers with the class.
ANSWERS
1 got off to a
2 were fighting a losing
3 put up a good
4 neck and neck
5 were in a league of
6 no match
Optional activity
Divide the class into pairs and ask them to write a new
dialogue about a successful match, beginning with the
sentence What a great match! Encourage them to use some
of the expressions from exercise 5. Go round monitoring and
assisting as necessary.
Ask pairs to practise their dialogues in pairs. Then invite some
pairs to perform their dialogues for the class.
Your turn
Aims
• Describe a memorable sporting event.
5 Develop social and civic competences.
7 Develop linguistic communication.
T91 Unit 7
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Exercise 7
• Elicit ideas for some memorable sporting events that students
may have watched. Point out that the event could be an
important national or international event, e.g. a football cup
final or a tennis Grand Slam final, or it could be an important
local game involving their school or a team in their town.
• Give students time to prepare their descriptions individually.
Remind them to use words and phrases from exercises 5
and 6 and the expressions from the Useful language box. Go
round monitoring and assisting as necessary.
• Divide the class into small groups to describe their sporting
events to each other. Ask each group to choose one of the
sporting events to tell the class about.
• Invite groups in turn to tell the class about the event they
chose. Ask other students if they remember the events
mentioned, and encourage them to add more details if they do.
Exercise 8
• Students watch the video.
v Culture video: Cricket
• Duration: 3.47 minutes
• Topic: Cricket: a traditional British sport.
• Video worksheets are available in the iPack Resources tab.
Focus on … History
• Ask students to read the question about the Industrial
Revolution and discuss the answer in pairs before they look at
page 146 to find out if they are right.
• Students can now do the Focus on CLIL activities on page 146.
ANSWER
The main changes during the Industrial Revolution were in
mechanization, transport and social class.
Further practice
Vocabulary, Workbook page 60
Reading, Workbook page 61
Word builder, Vocabulary reference, Workbook page 124
Focus on History, Student’s Book page 146
Curriculum extra worksheet Unit 7, Tests and Resources Multi-ROM
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 7.5 Practical English: comparing and
contrasting
Listening
Aims
• Read and listen to some adverts for leisure activities.
• Correct differences in the adverts.
5 Develop social and civic competences.
7 Develop linguistic communication.
Warm-up
• With books closed, ask: What places are there in your area for
young people to visit with their friends? Elicit a few ideas. Build
up a list of places on the board.
• Point to the places on the board and ask: Which places do you go
to regularly? Which would you like to visit? Which do you think are
the most fun? Why? Elicit a range of answers and encourage as
many students as possible to join in and express their opinions.
Exercise 1
• Ask students to read the adverts quickly and decide which
one is the most expensive and the cheapest.
• Ask them to read the adverts again and say which one looks
the most interesting to them. Ask them to say why.
• Elicit answers from individual students, asking them to justify
their choices.
ANSWERS
1 Milton Planetarium is the most expensive activity.
2 Incrediview Cinema is the cheapest.
Exercise 2  $ 3.05  Audio script pT157
• Read through the instruction with the class and ask: What
kinds of differences might there be in the adverts? Elicit that the
differences might be in details such as days, dates, names,
prices and other numbers.
• Tell students they are going to listen to three radio adverts
related to the places in the printed adverts.
• Play the recording for students to listen and correct the
mistakes in their notebooks. Pause the recording as necessary
for students to write their answers.
• Play the recording again for students to check and complete
their answers.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
Planetarium advert: Sunday Saturday 3rd June; Free entrance
for a year for the first four three visitors
Incrediview advert: 4D 3D cinema; 50% 30% off tickets
Hockey Dock advert: ice volleyball ice hockey; opening times:
Monday to Thursday 4 p.m. – 10pm 9 p.m.
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Comparatives and superlatives
Aims
• Revise and learn more about comparatives and superlatives.
• Complete sentences with comparative and superlatives.
7 Develop linguistic communication.
Exercise 3  $ 3.05  Audio script pT157
• Read through the examples and the information about
comparatives and superlatives in the table with the class.
• With a weaker group, briefly revise the rules for forming
comparatives and superlatives with short and long adjectives.
Elicit that good has irregular comparative and superlative forms.
• Read the adjectives in the box in exercise 3 aloud and elicit
which are short adjectives and which are long.
• Give students time to read the gapped sentences.
• Play the recording again and ask students to write the correct
comparatives and superlatives in their notebooks. Pause
the recording as necessary to give students time to write
their answers.
• Alternatively, students could write the correct comparatives
and superlatives from memory, then listen again to check and
complete their answers.
• Check answers with the class.
ANSWERS
1  the most exciting   ​2  the latest   ​3  the most educational   ​
4  more enjoyable   ​5  the best
Speaking
Aims
• Talk about different places to visit.
• Do a dictation based on a dialogue about leisure activities.
• Learn about intonation.
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 4  $ 3.06
• Invite a student to read the task aloud. Give students time to
read the dialogue.
• Play the recording and ask students to answer the questions.
Alternatively, ask three confident students to play the roles of
Megan, Joe and Harry and to read the dialogue aloud.
• Check answers with the class.
ANSWERS
They choose Hockey Dock. Joe is the most enthusiastic and
Harry is the least enthusiastic.
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 Exercise 5  $ 3.07  Audio script pT157 • Conduct class feedback, praising good use of the target
• DICTATION Tell students that you are going to play a recording language and correcting any mistakes.
of the dialogue and they should write down exactly what
they hear. Your turn
• Play the recording, pausing it and repeating as necessary
Exercise 9
to allow the students to write the missing phrases in their
notebooks. You may need to play it more than once. • Play the video for students to watch and interact with.
• Check answers with the class. v Interactive video: Adventure!
ANSWERS Vlogsters: Unit 7
1  the most interesting   ​ • Duration: 3:35 minutes
2  as exciting as   ​ • Topic: Zac considers which adventure sport he might be able
3  less expensive   ​ to do.
4  more exciting  
5  the most active
• Task: Make a choice from the options offered at the end of
the vlog.
Exercise 6  $ 3.08  Say it! • Video scripts are available in the iPack Resources tab and on
• Read through the instruction and the sentences in the box the Tests and Resources Multi-ROM.
with the class. Further practice
• Tell students that you are going to play a recording of the Pronunciation, Student’s Book page 151
four sentences and ask them to add an arrow to show where Practical English, Workbook page 60
the speaker’s voice goes up. Check answers with the class by Functional language, Vocabulary reference, Workbook page 124
writing the sentences on the board. Make sure that students Vlogsters scripts, Tests and Resources Multi-ROM
understand all the sentences. Communication: Pairwork, Tests and Resources Multi-ROM
• There are follow-up exercises for further practice on page 151.
ANSWERS
Line 1: only, cinema, country
Line 2: remember
Line 3: go
Line 4: waiting

Exercise 7  $ 3.09
• Read through the information in the Speaking strategy box
with the class. Then read the question.
• Play the recording once for students to listen.
• Play it again, pausing after each set of sentences to discuss the
answer to the question with the class.
• Play the recording a further time, pausing after each
enthusiastic sentence and asking individual students to
repeat, copying the intonation and tone of voice.
ANSWER
They sound more enthusiastic in both of the second sentences.

Exercise 8
• Invite several students to read the instruction and the two
situations aloud.
• For question 2, brainstorm some ideas for places in the
students’ home town that students might suggest.
• Divide the class into pairs and ask them to prepare their
conversation. Remind them to use the dialogue from
exercise 4, expressions from the Functional language box
and a suitable tone of voice to sound enthusiastic. Go round
monitoring and assisting as necessary.
• Invite some pairs to perform their conversation for the
class. Encourage other students to give feedback on how
enthusiastic they sounded.

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 7.6 Writing a report
Aims
• Read a model report.
• Learn to add new points.
• Write a report.
5 Develop social and civic competences.
7 Develop linguistic communication.
Writing preparation
Warm-up
• Ask: What languages can you learn at your school? Are they
compulsory? Elicit a few answers, then ask: At what age do
children usually start learning a foreign language in your country?
Do you think this is too young or too old to start? Why? Elicit a
range of answers.
Exercise 1
• Invite a student to read the questions aloud, and discuss them
as a class. Encourage as many students as possible to join in
and express their opinions. Prompt them with more questions
if necessary, e.g. How can learning a foreign language help you
with your career? What things are difficult if you can’t speak any
foreign languages? Which are the most important languages to
learn? Why?
Exercise 2
• Ask students to read the report to see if any of their ideas
were included by the writer.
• Invite some students to tell the class which of their ideas are
mentioned.
• Ask: What advantages does the writer mention?
ANSWERS
The report mentions the following advantages: studying a
foreign language can help you when you are travelling; it can
help you meet new people and discover new places; it can
help you perform better in other subjects at school and help
you understand and use your own language better; it can
help improve your memory.
Exercise 3
• Read through the sentences with the class and make sure that
students understand everything.
• Ask students to read the report again and match the sentence
beginnings (1–4) to the endings (A–D) in their notebooks.
• Check answers with the class.
ANSWERS
1  C  ​2  B  ​3  D  ​4  A
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Culture note
School children in England have to learn at least one foreign
language at school from the age of seven until they are 14.
The languages most commonly taught are French, German
and Spanish. Some schools have also begun to teach Mandarin
Chinese in recent years, as this is increasingly seen as an
important world language.
After the age of 14, students can choose to continue studying
a foreign language, but it is not compulsory. Over the last few
years, the number of students studying foreign languages up to
the age of 18 has declined significantly, with students tending
to choose subjects which they perceive to be ‘easier’. There has
also been a decline in the number of British students studying
foreign languages at university. The debate about whether the
government should intervene to reverse this decline is ongoing.
Look at language: adding new points
Exercise 4
• Read through the instruction with the class and ask students
to copy the table in their notebooks.
• Ask students to read the report again and complete the table
with the highlighted expressions.
• Check answers with the class, and make sure that students
understand all the expressions.
ANSWERS
1  addition  ​2  well  ​3  more  ​4  moreover  ​5  only
Exercise 5
• Read through the instruction with the class. Then invite a student
to read the first sentence aloud and choose the answer.
• Ask students to read the remaining sentences and write the
correct expressions in their notebooks.
• Check answers with the class.
ANSWERS
1  In  ​2  Furthermore  ​3  but  ​4  as well as   ​5  what’s more
Optional activity
Ask students to write three sentences about themselves or
their school using expressions from exercise 4, e.g. I am going
to study computer technology when I leave school. What’s more,
I want to set up my own website. Go round monitoring and
assisting as necessary.
Invite students in turn to read out one of their sentences.
Encourage other students to say if the sentences are also true
for them.
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 Writing task Further practice
Writing, Workbook page 62
v Writing preparation
Writing reference, Workbook page 93
• Interactive task to practise useful vocabulary. Unit 7 Review and Skills practice, Student’s Book pages 134–135
Exercise 6
• Explain to students they are going to write a report. They can
choose one of the topics listed or the topic in the diagram
below. Invite a student to read the task aloud.
• Brainstorm some ideas for further possible topics.
• Students can work in pairs to write down some notes for each
of the topics – both those on the page and new ones they
have thought of. Invite some students to read out their ideas
for each topic to the class.
• Ask students to select the topic they are going to write their
report about.

a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks and
complete it with the topic that they are going to write their
report about.

b Plan
• Go through the writing plan and make sure students
understand they should structure their reports in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.

c Draft
• Ask students to write the first draft of their reports. If they
do this in class, go round giving help and encouragement.
Remind them to check their spelling and to make sure the
reports include formal language and linking expressions,
suitable modal verbs and evidence for the benefits that they
write about.

d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s report.
• Students should go through their partner’s report and answer
the questions.
• Students then report back to each other about their work.

e Write
• Students write the second and final drafts of their reports.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement. Remind them to use formal language.
• Invite some students to read their reports to the class. Their
classmates can listen for the main points of the report.
• Alternatively, students could work in pairs to read their
partner’s reports to check that it follows the plan, and that the
spelling and grammar is correct.

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 8 The senses
Unit summary VOC APP

Vocabulary For individual practice, students who have a smartphone can

Idioms: have and take: have a good nose for, have an eye for,
have an open mind, have no idea, take it easy, take it from me / ​
us, take note of, take your mind off, take your breath away, take
your time
Abstract nouns: affection, aggression, anxiety, bravery,
compassion, friendship, happiness, loneliness, sadness, trust
Adjectives: breathtaking, huge, unforgettable, peculiar, vital
Word builder: look around, look back, look down, look into,
look out for
Learn it!: a flock of birds, a herd of elephants, a pack of dogs, a
pride of lions, a school of dolphins, a troop of monkeys
Grammar
Defining and non-defining relative clauses
Articles
Indefinite pronouns
Functional language
Giving instructions: Beginning
Before you begin, … (+ imperative)
Start by … (+ -ing)
Continuing
Then, after that, you should … (+ infinitive)
The next step is to … (+ infinitive)
When / ​Once you’ve done that, … (+ imperative)
While … (+ present continuous) (+ imperative)
Finishing
The last step is to … (+ infinitive)
Finally, you could / ​should … (+ infinitive)
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.
Exercise 1
• Read through the instruction with the class.
• Divide the class into pairs and give them two minutes to
discuss the question.
• Invite some students to tell the class what they think and ask
the other students if they agree or not.
Exercise 2
• Divide the class into small groups to discuss the question and
think of reasons for their answers.
• Invite groups to share their ideas and reasons with the class.
Exercise 3
• Read the instruction with the class and ask different students
to read the adverts aloud.
• Ask students to complete the idioms with the verbs take or
have in their notebooks.
• Check answers with the class.
ANSWERS
1  take  ​2  take  ​3  take  ​4  have  ​5  have  ​6  have  ​7  take  ​
8  take  ​9  take  ​10  have
Exercise 4
• Read the first definition aloud and ask students to match
an idiom from exercise 3 to it. Ask them to match the other
idioms to the definitions in their notebooks.
• Check answers with the class, and make sure that students
understand all the idioms.

Unit opener ANSWERS

A 10 have an open mind
Vocabulary B 5 have a good nose for (something)
C 4 have an eye for (something)
Aims D 1 take your time
• Learn idioms with have and take. E 8 take your mind off (something)
F 6 have no idea
• Read listings from different events guides.
G 9 take note of (something)
• Describe an exhibition or event you have been to. H 2 take your breath away
7 Develop linguistic communication. I 3 take it easy
5 Develop social and civic competences. J 7 take it from (someone)
3 Develop cultural awareness and expression. v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.

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 Exercise 5 Exercise 8
• Ask students to read the sentences, ignoring the gaps, to get • Play the video for students to watch.
the gist.
v Your Views: Performers
• Ask students to copy and complete the sentences in their
• Duration: 2.29 minutes
notebooks with the correct idiom. Remind them to use the
correct form of the verb. • Topic: Who is your favourite performer? Why do you like them?
• Check answers with the class. • Task: Discuss your views of the topic.
ANSWERS Further Practice
1  take your mind off   ​2  take it easy   ​3  has no idea   ​ Vocabulary, Workbook page 64
4  has an eye for   ​5  Take it from Vocabulary reference, Workbook pages 128–129
Vocabulary worksheets, Tests and Resources Multi-ROM
Exercise 6
• Read the instruction with the class and elicit some events or
exhibitions that students have been to.
• Invite a student to read the example aloud. Ask students to
write a description of an event or exhibition they have been
to, using some of the idioms. Go round monitoring and
assisting as necessary.
• Divide the class into small groups to read their descriptions to
each other. Encourage other students to ask questions to find
out more about the events.
• Invite some students to tell the class about an interesting
exhibition or event that one of their classmates went to.

Optional activity
Divide the class into small groups. Ask them to choose one of
the senses and plan their own event or exhibition to explore
this sense. Encourage them to be creative and use their
imaginations! Go round monitoring and assisting as necessary.
Then invite groups in turn to present their ideas to the class.
Ask students which of the events they would like to go to
and why.

Exercise 7 21st Century skills: Check your facts!

• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Divide the class into pairs. Ask them to research the terms
‘science fact’ and science myth’. Students could do the
research online in class, using their phones or tablets. Tell
them to make notes about the information that they find.
• In class, ask students to choose one of the pieces of
information that they have found and to prepare a short
presentation about it.
• Ask the pairs in turn to present their myth or fact to the class.
The class could vote on whether the information is true or not.
• After the vote, ask the pairs to say whether the information
is true or not. Additionally, they could explain any other
information that they have learnt about the subject.
• Encourage students to talk about how they can check how
reliable their source of information is. Elicit that they shouldn’t
rely on just one source of information when doing their
research.

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 8.2 Making sense of food Defining and non-defining relative clauses
Aims
Reading
• Learn about defining and non-defining relative clauses.
Aims • Review relative pronouns.
• Read and listen to an article about food. • Write sentences and complete a review using defining and
• Answer questions on the article. non-defining relative clauses.
3 Develop cultural awareness and expression. 7 Develop linguistic communication.

Warm-up v Grammar animation

• Ask: What did you have for breakfast this morning? What did you
eat? Did you enjoy it? Why? / ​Why not? Elicit a few answers and
encourage students to talk about the food they like.
• Then ask: What makes a meal enjoyable? Is it just the taste? What
other things are important? Elicit ideas and make notes on the
board, e.g. smell, texture, presentation, etc. Point to the ideas
on the board and ask: When you eat a meal, you use your sense
of taste, but what other senses are important for enjoying food?
Why? Elicit a range of answers.
v Reading preparation
• Interactive task to pre-teach vocabulary from the article and
introduce students to the topic.
Exercise 1  $ 3.10
• Read through the instruction with the class. Then play the
recording for students to read and listen to the article and
choose the best title.
• Check the answer with the class.
ANSWER
2 Eating with all your senses
• Presentation of defining and non-defining relative clauses
in context.
Exercise 3
• Invite a student to read out the example sentences in the
table. Then ask students to copy the rules into their notebooks
and to choose the answers to complete them.
• Check answers with the class.
• Encourage students to copy the example sentences from
the table into their notebooks next to the rules, or they could
make them more personal to help them remember the
grammar.
ANSWERS
1  defining  ​2  non-defining
Recycle
• Read through the information in the Recycle box with the
class. Ask students to find examples of the relative pronouns
in the article. Ask students to translate some of the sentences
into their own language to check understanding.

Exercise 2
• Ask students to read the article again and write the answers to
the questions in their notebooks. Encourage them to use their
own words as much as possible in their answers.
• Check answers with the class.
ANSWERS
1 We depend on our eyes when we choose food because we
are bombarded with colour, light and images while we are
shopping.
2 It can be difficult to use all our senses when shopping
because many shops don’t like people to touch their
products, and packaged food is hard to smell.
3 You can often taste food in food markets.
4 Touch is the most important sense for people with no sense
of smell.
5 Take your time when eating and use all five senses so you
can enjoy every aspect of your meal.

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 Exercise 4
• Ask a student to read the instruction aloud, then read through
the sentences and make sure that students understand all
the words.
• Then ask them to match the beginnings (1–5) to the endings
(A–E), joining them with the correct relative pronouns in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• Check answers with the class, making sure they have included
the commas where necessary.
ANSWERS
1 C: We went to the restaurant where we ate last week.
2 E: I have to talk to the chef who I did the cooking classes with.
3 D: That’s the woman whose daughter is going to work as a
waitress at our café.
4 B: This is an exhibition which will appeal to visitors’ sense of
touch and smell.
5 A: At that restaurant they serve dishes which will take your
breath away!
Exercise 5
• Read through the instruction and the first sentence with the
class and elicit the missing word.
• Ask students to read the remaining sentences and write the
correct relative pronouns or adverbs in their notebooks.
• Check answers with the class, making sure they have included
the commas where necessary.
ANSWERS
1 My eldest brother, who is getting married next month,
wants to have some different dishes at his wedding.
2 Buonasera Pizza, which is my favourite pizzeria in town, will
be closing next week.
3 Maria, whose restaurant has been quite successful, has just
written a cookery book.
4 They live in a beautiful town in Galicia, where they own a
small restaurant.
5 My best friend, who lived in Tokyo for ten years, has
opened a Japanese restaurant in Barcelona.
v Grammar practice
• 1–3 star tasks to practise defining and non-defining relative
clauses. Also available on the Tests and Resources Multi-ROM.
Exercise 6
• Read through the instruction and the phrases in the box with
the class. Then read the first sentence and ask students to
decide which phrase from the box completes it. When they
have chosen a phrase, ask them if it needs commas or not.
• Read through the remaining sentences and ask students to
complete them with the other phrases in the box in their
notebooks.
• Check answers with the class.
T99 Unit 8
4852548 Spectrum TG4_PRESS.indb 99
ANSWERS
1 Ethan, who speaks five languages, works for a travel agency.
2 Amy is the girl who has just graduated from catering college.
3 The exhibition, which is on all summer, is all about
the senses.
4 I only like recipes that / which are quick and easy.
5 Is that the man whose son is a footballer?
6 Next summer we’re going to Paris, where my dad was born.
Exercise 7
• Ask students to read the review quickly, ignoring the gaps, to
get the gist.
• Read through the first sentence with the class and elicit the
missing word. Ask: Does this sentence need commas on both
sides of the gap? (no) Ask students to read the rest of the
review again and write the correct words in their notebooks.
• Check answers with the class.
ANSWERS
1  who  ​2  , which   ​3  where  ​4  which / that   ​5  , who   ​
6  which / that
Your turn
Aims
• Practise using defining and non-defining relative clauses.
• Describe a restaurant.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
Exercise 8
• Invite a student to read the instruction and the example
sentences aloud.
• Ask students to make notes about the topics that are listed.
Ask them to suggest other things that are important when
deciding to go to a café or restaurant, e.g. Wi-fi, service,
cleanliness, etc.
Exercise 9
• Divide the class into small groups to talk about their notes
and discuss which restaurants or cafés they would like to try.
Encourage them to use the language in the Useful language box.
• Invite some students to tell the class about some of the
restaurants they discussed.
Further practice
Grammar, Workbook page 65
Grammar reference, Workbook pages 130–131
Grammar worksheets, Tests and Resources Multi-ROM
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 8.3 Animal communication v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Vocabulary and Listening Tests and Resources Multi-ROM.

Aims Optional activity

• Learn abstract nouns. Write the following questions on the board, or dictate them to
the class. Divide the class into small groups to discuss them,
• Listen to a podcast on animal communication.
then invite some students to share their ideas with the class.
• Answer questions on the podcast. 1 Is friendship possible without trust? Why? / ​Why not?
• Learn about collective nouns. 2 What is the best way to show your friendship to someone
7 Develop linguistic communication. who is upset?
6 Develop mathematical competence and basic science and 3 How should bravery be rewarded in our society?
technology competences. 4 What is the difference between affection and compassion?

Warm-up v Listening preparation

• With books closed, ask: What are your favourite kinds of
animals? Why? Elicit a few ideas, then ask: Can animals
communicate with each other? In what ways? Elicit a few ideas,
e.g. dogs bark to show they are angry or excited.
• Divide the class into pairs and give them two minutes to list
as many different forms of animal communication as they can.
They can use their dictionaries to help.
• Bring students’ ideas together on the board.
Exercise 1
• Read through the instruction and the questions with the class.
• Ask students to read the podcast guide and to answer the
questions in their notebooks.
• Check answers with the class.
SUGGESTED ANSWERS
1 The podcast is about how animals communicate feelings
and have similar emotions to humans.
2 He used to think that animals only used aggression to
express themselves. Now he thinks they have real feelings.
Exercise 2
• Ask a student to read out the instruction aloud.
• Read out the nouns, modelling the pronunciation. You could
ask students to listen and say which nouns are stressed on the
first syllable and which on the second.
• Ask students to find the words in the guide and translate
them into their own language. Ask if any of the nouns are
similar to nouns in the students’ own language.
• Check answers with the class, and make sure that students
understand all the words.
Exercise 3
• Ask students to copy the table into their notebooks and
complete it with the nouns from exercise 1.
• Check answers with the class.
ANSWERS
• Interactive task to pre-teach vocabulary in the audio.
Exercise 4  $ 3.11  Audio script pT157
• Tell students that they are going to listen to a podcast of an
interview about animal communication. Read through the
instruction and the items in the box with the class and make
sure that students understand everything.
• Play the recording for students to listen and match the photos
to what each gesture shows.
• Check answers with the class.
ANSWERS
1  not wanting to communicate   ​2  sensing food   ​
3  friendship  ​4  warning of danger   ​5  happiness
Exercise 5  $ 3.11  Audio script pT157
• Give students time to read the sentences. Play the recording
again for students to listen and write the missing words in
their notebooks. Pause the recording as necessary to give
students time to write.
• Alternatively, students could write the missing words first from
memory, and then listen again to check and complete their
answers.
• Check answers with the class.
ANSWERS
1  body language   ​2  sense of smell   ​3  with their hand   ​
4  120 sounds   ​5  was rescued
Exercise 6 Learn it!
• Invite a student to read the information on collective nouns
aloud. Ask students if their language also has different
collective nouns for different animals. You could discuss
which other animals we can talk about using these collective
nouns, e.g. a herd of cows / ​buffalo / ​reindeer, a flock of sheep / ​
geese, a school of whales, a pack of wolves / ​hyenas, a troop of
chimpanzees / ​gorillas.

Positive feelings and qualities Negative feelings and qualities

affection bravery aggression anxiety
compassion friendship loneliness sadness
happiness trust

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 Articles Your turn
Aims Aims
• Revise articles. • Practise using articles.
• Complete sentences and a text using a range of articles. • Talk about animals that you like.
7 Develop linguistic communication. 7 Develop linguistic communication.
v Grammar animation 5 Develop social and civic competences.
• Presentation of articles in context. Exercise 11
Exercise 7 • Invite a student to read the instruction and the example
sentences aloud. Give students time to prepare their ideas.
• Read through the instruction with the class and invite a
Encourage them to make notes, but not to write full sentences.
student to read the example sentences.
• Ask students to copy the rules into their notebooks and to
• Divide the class into small groups to tell each other about the
animals that they like. Encourage them to use the expressions
complete them with a / ​an, no article or the.
in the Useful language box. Monitor and help while students
• Encourage students to copy the example sentences in their are working, and note down any common mistakes in the use
notebooks, or they could modify the sentences to make them of articles.
more personal to help them remember the grammar.
• Invite some students to tell the class about an animal that
ANSWERS one of their classmates likes and why. Discuss as a class which
1  a / ​an   ​2  the  ​3  no article animals are the most and least popular and why.
Exercise 8 • Conduct class feedback, praising good use of the target
language and correcting any mistakes.
• Ask students to choose the correct options and copy and
complete the sentences in their notebooks. Further practice
• Allow students to compare their answers in pairs. Vocabulary, Workbook page 66
Vocabulary reference, Workbook pages 128–129
ANSWERS Vocabulary worksheets, Tests and Resources Multi-ROM
1  an; no article   ​2  no article   ​3  a; no article   4​   a; no article  ​ Grammar, Workbook page 67
5  no article Grammar reference, Workbook pages 130–131
Grammar worksheets, Tests and Resources Multi-ROM
Exercise 9
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist. Ask them to copy and complete the sentences
in their notebooks with the correct article or X.
• Check answers with the class.
ANSWERS
1  X; the   ​2  the; an   ​3  The; the   ​4  X; X   5​   a; the; the

Exercise 10
• Read through the instruction and the words in the box with
the class.
• Ask students to read the text quickly, ignoring the gaps, to
get the gist. Then ask them to write the missing words in their
notebooks.
• Check answers with the class.
ANSWERS
1  dogs  ​2  affection  ​3  a dog   ​4  Lucky  ​5  the friendliest   ​
6  a walk
v Grammar practice
• 1–3 star tasks to practise articles. Also available on the Tests
and Resources Multi-ROM.

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 8.4 Culture
Reading and Vocabulary
Aims
• Read and listen to some fact files about rock art.
• Answer questions on the fact files.
• Practise recognizing and saying the sound /w/.
• Understand new vocabulary in context.
• Learn phrasal verbs with look.
7 Develop linguistic communication.
3 Develop cultural awareness and expression.
Warm-up
• Focus students’ attention on the photos. Ask: What do they
show? How old do you think these works of art are? Elicit a range
of answers and encourage students to speculate and share
their knowledge.
• Ask: Why do you think that people in the past made works of
art in this way? Why do you think people make works of art
nowadays? Is art still important, now that we have photographs
and films? Why? / ​Why not? Elicit a range of answers and
encourage as many students as possible to join in and express
their opinions.
Exercise 1  $ 3.12
• Play the recording for students to read and listen to the fact
files, and to match the photos to the paragraphs.
• Check answers with the class.
ANSWERS
A  2  ​B  3  ​C  1
Exercise 2  1  look out for   ​2  look down   ​3  look around   ​4  look back   ​
• Ask students to read the fact files again, and then have them
read the sentences and write the missing words in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  surface  ​2  Niger / ​Africa   ​3  monuments  ​4  entrance  ​
5  40,800  ​6  speak
Exercise 3  $ 3.13  Say it!
• Give students time to read through the words in the Say it! box.
Then play the recording for them to listen. Elicit that although
some words begin with the letter w, and some begin with wh,
they are pronounced with the same /w/ sound.
• Play the recording again for students to listen and repeat.
• There are follow-up exercises for further practice on page 151.
Optional activity
Divide the class into pairs and give them two minutes to
brainstorm as many words as they can with the /w/ sound.
Bring students’ ideas together on the board.
4852548 Spectrum TG4_PRESS.indb 102
Ask pairs to write a sentence including at least five /w/ sounds.
Encourage them to use their imagination and make their
sentence amusing if possible.
Have students swap sentences with another pair and practise
saying the sentence they have been given. Then invite some
students to read their sentence to the class. Ask other students
to listen and note down the /w/ sounds that they hear.
Exercise 4
• Focus students’ attention on the highlighted words in the fact
file. Read the first word (essential) and elicit which highlighted
word has a similar meaning (vital).
• Ask students to match the rest of the adjectives in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Make sure students understand
all the highlighted words.
ANSWERS
vital – essential; huge – enormous; breathtaking – magnificent;
unforgettable – memorable; peculiar – strange
Word builder: phrasal verbs with look
Exercise 5
• Ask students to read the fact files again to find phrasal verbs
with look. You could ask different students to read different
fact files, to save time.
• Ask students to match the phrasal verbs to their meanings.
• Check answers with the class, and make sure that students
understand all the phrasal verbs.
ANSWERS
5  look into
Research it!
• Read the Research it! box with the class. Brainstorm some
examples of rock art in the students’ own country. If students
cannot think of any examples, ask them to do a quick online
search to identify some.
• Divide the class into pairs and allocate different examples of
rock art to different pairs, to make sure they don’t all research
the same one. Give them time to do the research in class,
using computers or their phones or tablets. Encourage them
to make notes on the rock art they are researching. Go round
monitoring and assisting as necessary.
• Students might find information about the large group of
late prehistoric cave paintings on the eastern coast of Spain.
There has been some debate about how old they are, but it is
thought that they date from c. 8000–3500 BC. The paintings
are mainly in red and show scenes of hunting, gathering,
fights and daily life.
Unit 8 T102
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 Exercise 6 Exercise 8
• Invite a student to read the instruction aloud, and have • Students watch the video.
students read through the sentences quickly to make sure
v Culture video: Stonehenge
they understand everything.
• Duration: 3.13 minutes
• Ask students to read the sentences carefully and write the
correct phrasal verbs in their notebooks. Point out that they • Topic: Stonehenge: an ancient British site
will need to change the form of some of the verbs. • Video worksheets are available in the iPack Resources tab.
• Allow students to compare their answers in pairs before
checking them with the class. Focus on … Art
ANSWERS
• Ask students to read the question and discuss the answer in
pairs before they look at page 147 to find out if they are right.
1  looking out for   ​2  looking into   ​3  look down   ​
4  look back  ​5  look around • Students can now do the Focus on CLIL extension on page 147.
ANSWER
v Vocabulary practice
Portraits, landscapes and still lifes are all types of painting.
• Interactive task to practise phrasal verbs with look.
Further practice
Optional activity Pronunciation, Student’s Book page 151
Ask students to close their books. Write the following gapped Vocabulary, Workbook page 68
sentences on the board: Reading, Workbook page 69
1 Many petroglyphs date tens of thousands of years. Word builder, Vocabulary reference, Workbook page 128
2 The giraffes were carved ancient sandstone. Focus on Art, Student’s Book page 147
3 It aligns perfectly the sunrise. Curriculum extra worksheet Unit 8, Tests and Resources Multi-ROM
4 The roof box allows the light  .
Divide the class into pairs to complete the sentences with
the correct preposition or adverb. When they have finished,
students can open their books and check their answers in the
fact files.
Check answers with the class. Elicit the difference in meaning
between carving something onto stone (= onto the surface)
and carving it into stone (= cutting the stone more deeply).
Point out that small words like prepositions are important
grammatically, and for conveying meaning.
ANSWERS
1  back  ​2  on  ​3  with  ​4  in

Your turn
Aims
• Talk about a place that you find interesting for historical or
artistic reasons.
• Write a fact file on the place you talked about.
5 Develop social and civic competences.
3 Develop cultural awareness and expression.
Exercise 7
• Invite a student to read the instruction aloud.
• Divide the class into small groups and ask them to read the
questions and think of a place.
• Ask students to write their fact files in their notebooks.
Encourage them to use the expressions in the Useful language
box. Go round monitoring and assisting as necessary, and
encourage them to use a range of vocabulary.
• Invite some students to read their fact files to the class.

T103 Unit 8

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 8.5 Practical English: giving
instructions
Listening
Aims
• Read and listen to some instructions for assembling a
cajon drum.
• Do a dictation based on some instructions.
• Learn about indefinite pronouns.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.
Warm-up
• Point to the diagrams in the instructions and ask: Have you
ever bought something that you needed to put together yourself?
What was it? Was it easy or difficult to assemble? Why? Elicit a
few answers and encourage students to talk about their own
experiences.
• Read out the heading Cajon assembly kit and ask: Do you know
what type of instrument a cajon is? Can you guess? Elicit a few
ideas but don’t confirm them at this stage as they will find this
out in exercise 2.
Exercise 1
• Ask students to look at the instruction manual and use their
dictionaries to check the meaning of the words. They should
then identify the items in the pictures. Students could work in
pairs for this activity.
• Check items with the class and check that students
understand all the vocabulary. You could also use the pictures
to teach drill (picture 5) and brush (picture 6). Model the
pronunciation of any difficult words.
ANSWER
The DVD with assembly instructions is not in the pictures.
Exercise 2  $ 3.14
• Tell students that they are going to listen to the instructions
for the cajon assembly kit. Read the instruction aloud. Ask
students to write the numbers 1–6 in a list in their notebooks.
• Play the first part of the recording and elicit the answer to the
question (3–A).
• Ask students to look at picture 1 carefully. Play the rest of the
recording and ask students to listen for the instruction which
matches picture 1 and write the corresponding letter in their
notebooks (B).
• Ask students to look carefully at the remaining pictures. Play
the recording again and ask students to write the letter of the
relevant instruction for each picture in their notebooks.
• Play the recording again if necessary, for students to check
and complete their answers. Don’t confirm answers at this
stage as they will have a chance to do this in exercise 3.
ANSWERS
1  B  ​2  C  ​3  A  ​4  F  ​5  E  ​6  D
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Exercise 3  $ 3.15  Audio script pT158
• Tell students that they are going to hear the instructions in
the correct order.
• Ask them to listen and check their answers.
Culture note
A cajon drum is a box-like wooden drum, originally from Peru.
It is made from thin plywood, and has five solid sides and a
sixth side, at the rear, with a sound hole cut in it. The player
sits astride the drum and plays on the front face of the box
using hands, sticks or brushes. Some modern cajons may also
have several stretched cords, guitar strings or a drum snare
inside, to give a greater range of possible sounds. The cajon is
most widely used in traditional Peruvian music, to accompany
the acoustic guitar. It is also becoming more popular in blues,
rock, pop and jazz music, and folk music from other countries
such as Ireland.
Exercise 4  $ 3.16  Audio script pT158
• DICTATION Read through the instruction and the sentences
with the class. Make sure that students understand all the
sentences.
• Tell students that you are going to play a recording of the six
sentences and they should write down exactly what they hear
and complete the sentences in their notebooks.
• Play the recording, pausing where necessary. You may need to
play it more than once.
• Check answers by writing the sentences on the board. Check
students’ understanding of the sentences again.
ANSWERS
1  Before you start   ​2  The first thing   ​3  The next step   ​
4  Then  ​5  The last step   ​6  Finally, perhaps
Recycle
• Read through the information in the Recycle box with the
class. Make sure students understand everything and elicit a
few example sentences with a range of indefinite pronouns.
Exercise 5  $ 3.17  Audio script pT158
• Invite a student to read the instruction aloud. Then give
students time to read the sentences and write the correct
indefinite pronouns in their notebooks.
• Play the recording for them to listen and check their answers.
ANSWERS
1  everyone  ​2  anything  ​3  Nobody  ​4  something
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 Speaking
Aims
• Learn how to make yourself clear when giving instructions.
• Describe how to clean a computer keyboard.
• Give some step-by-step instructions.
• Learn functional language for giving instructions.
7 Develop linguistic communication.
Exercise 6  $ 3.18
• Invite a student to read the instruction aloud. Give students
time to read the dialogue.
• Play the recording and ask students to answer the question.
• Alternatively, ask a confident student to read the instructions
aloud.
• Check the answer with the class.
ANSWER
The final product is a Spanish omelette.
Exercise 7  phrases their classmates used to give their instructions and
• Read through the information in the Speaking strategy box
with the class. Then read the question.
• Divide the class into pairs and ask them to think of other
strategies for making yourself clear.
• Invite some pairs to inform the class of their strategies and
demonstrate them if appropriate.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 8
• Read through the instruction and ask students to look
at the pictures. Ask: What is the person doing? (cleaning
their keyboard). Ask students what they use to clean their
keyboards. Elicit the names of the materials, tools, etc. that
students can see in the picture and write them on the board:
alcohol, cotton wool, dirt, brush.
• Divide the class into pairs and ask them to write instructions
for pictures 2–3 in their notebooks.
• Invite some pairs to read out their instructions to the class.
SUGGESTED ANSWER
Start by shutting down your computer and unplugging the
keyboard. After that, turn the keyboard upside down and
shake out any bits of food or dust. The next step is to take
some gentle alcohol and rub it between the keys with a
cotton bud or small cloth. Finally, remove any remaining dust
with a small paintbrush.
T105 Unit 8
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Exercise 9
• Read through the instruction and the three activities with
the class.
• Elicit some example instructions for each activity, encouraging
students to use phrases from the Functional language box, e.g.
Before you begin, check that you have all the ingredients for your
meal. / ​Start by choosing your character for the game. / ​The first
thing you should do is make sure you have all the parts.
• Give students time to prepare their instructions individually.
They can use their dictionaries to help them. Encourage
students to use the language from the Functional language
box and to make notes or draw pictures for the different
stages of their activity, but not to write full sentences.
• Divide the class into groups to give their instructions. Remind
them of the points in the Speaking strategy, and encourage
them to use a range of ways to make themselves clear.
• Ask other students in the group to listen to the instructions
and make notes of the important points.
• Ask some students to tell the class which strategies and
make themselves clear.
Your turn
Exercise 10
• Play the video for students to watch and interact with.
v Interactive video
Make it big! A fitness fan
• Duration: 5.17 minutes
• Topic: Contestant Sally Long presents her product to the judges.
• Task: Answer the interactive question at the end of the video.
• Video scripts are available on the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Practical English, Workbook page 68
Functional language, Vocabulary reference, Workbook page 128
Make it big! scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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 8.6 Writing questionnaire responses
Aims
• Read a model completed questionnaire.
• Learn to give reasons in writing.
• Complete a questionnaire with feedback on an event.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
5 Develop social and civic competences.
Writing preparation
Warm-up
• Focus students’ attention on the questionnaire and ask:
Do you ever complete questionnaires? When was the last time
you did this? What was the questionnaire about? Elicit a range
of answers and encourage students to talk about their
own experiences.
• Ask: Why do companies sometimes ask people to complete
questionnaires? What kind of information do they want?
Encourage as many students as possible to join in and express
their ideas.
Exercise 1
• Invite a student to read the instruction aloud. If necessary,
brainstorm two or three exhibitions students may have seen.
• Divide the class into groups to talk about exhibitions they
have seen. Encourage their classmates to ask questions to find
out more about the exhibitions.
• Invite some students to tell the class what they learned about
an exhibition that one of their classmates went to.
Exercise 2
• Ask students to read the questionnaire and answer the
question.
• Discuss the answer with the class, encouraging students to
give reasons to support their answer.
ANSWERS
The reviewer’s feedback is positive.
Exercise 3
• Read through the sentences with the class and make sure that
students understand everything.
• Ask students to read the questionnaire again and decide if the
sentences are true or false, correcting any false sentences.
• Allow students to compare their answers in pairs before
checking them with the class.
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ANSWERS
1 False. She only decided to go because of her interest in
the subject.
2 False. She liked the museum staff because they were
entertaining. She also enjoyed doing the experiments and
testing her senses.
3 False. She doesn’t mention this.
4 True.
5 False. Her final comment is that she had such a good time
that she has recommended it to lots of her friends.
Look at language: giving reasons
Exercise 4
• Focus students’ attention on the blue sentences in the
questionnaire. Invite a student to read out the sentences.
In each sentence, elicit the reason given (as a result of a report
in the news; because of my interest in the subject; due to the
long queues).
• Read through the rules with the class, and ask students to
copy them into their notebooks, choosing the correct options
to complete them.
• Check answers with the class and make sure that students
understand everything.
• Point out that because can also be used to give reasons
followed by a clause, but because of must be followed by a
noun. Write these sentences on the board to illustrate the
difference: We had to wait a long time because there was a
queue. We had to wait a long time because of the queue.
ANSWERS
1  a noun phrase   ​2  the same
Exercise 5
• Invite a student to read out the first sentence and the
example answer.
• Ask students to rewrite the remaining sentences in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 The bus was late due to heavy traffic.
2 Jack was disappointed because of his bad exam results.
3 Amy won a medal as a result of her bravery.
4 We forgave him because of our good friendship.
5 The museum has been busier due to an increase in
school visits.
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 Writing task • Alternatively, students could work in pairs to read their
partner’s questionnaire answers to check that it answers all
v Writing preparation the questions, includes reasons and uses because of …, as a
• Interactive task to help students talk about an event. result of …, and due to … .
Exercise 6 Further practice
• Invite a student to read the task aloud. Explain to students Writing, Workbook page 70
that they are going to complete a questionnaire to give Writing reference, Workbook page 94
feedback about an event they have been to. Have them copy Unit 8 Review and skills practice, Student’s Book pages 136–137
the blank questionnaire into their notebooks.
• Brainstorm some ideas for the topic of the questionnaire. Tell
students that they can replace the word exhibition with one
of these ideas. Ask students what events they have been to
recently. If any students have not been to any events recently,
brainstorm some ideas for imaginary events, e.g. a music
concert or a sports event.
• Write students’ ideas on the board.

a Think of ideas
• Read through the instruction. Students choose one of the
ideas on the board and write it at the top of the questionnaire.
• Ask students to think of three positive and three things that
could be improved.
• Ask some students to read out their ideas.

b Plan
• Go through the writing plan and make sure students
understand they should structure their answers to the
questionnaire in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.

c Draft
• Ask students to write the first draft of their questionnaire
answers. If they do this in class, go round giving help and
encouragement. Remind them to check their spelling and to
make sure to use expressions for giving opinions and to use
linkers to give reasons for their opinions.

d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s questionnaire answers.
• Students should go through their partner’s questionnaire
answers and answer the questions.
• Students then report back to each other about their work.

e Write
• Students write the second and final drafts of their
questionnaire answers.
• Tell them to correct any mistakes their partners found.
• If they do this in class, go round giving help and
encouragement. Remind them use expressions for giving
opinions and to use linkers to give reasons for their opinions.
• Invite some students to read their questionnaire answers to
the class. Encourage their classmates to listen for reasons and
examples of because of …, as a result of …, and due to … .

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 9 Next steps
Unit summary
Practised and tested in 1–3 star tasks and tests
Vocabulary
Verbs and prepositions: education: apply for, believe in,
benefit from, comment on, concentrate on, graduate from,
participate in, prepare for, search for, specialize in, succeed in
Adjectives: careers: academic, badly-paid, challenging,
motivating, repetitive, rewarding, skilled, unskilled, unsociable,
varied, vocational, well-paid
Space missions: atmosphere (n), launch (n), mission (n),
spacecraft (n), surface (n)
Word builder: effectively, eventually, intend, prove, ultimate
Grammar
Revision 1: Present simple, Present continuous, Past simple,
Past continuous, used to, Present perfect simple, Present
perfect continuous, Past perfect, will future, be going to
future, Future continuous
Revision 2: Reported statements, Reported requests,
Third conditional, Articles, Defining and non-defining relative
clauses, Questions ending in a preposition, Question tags,
Second conditional, Subject and object questions, Verb +
-ing / ​to
Plural nouns
Functional language
Giving warnings and tips
Remember to take …
Always … (+ infinitive)
Never … (+ infinitive)
(Book) soon, otherwise you might … (+ infinitive)
Don’t panic. / ​Don’t worry.
(Give) this … or you might … (+ infinitive)
He / ​She / ​You / ​We / ​They should … (+ infinitive) otherwise (he)
might … (+ infinitive)
Hurry.
It’s essential to … (+ infinitive) / ​that you … (+ infinitive)
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
5 Develop social and civic competences.
VOC APP
For individual practice, students who have a smartphone can
download the free Spectrum VOC APP, which includes wordlists
of the key vocabulary complete with audio, example sentences,
quizzes and a choice of Basque, Catalan, Galician or Spanish
translations.
Exercise 1
• Read through the instruction with the class.
• Divide the class into pairs and give them two minutes to
discuss the questions.
• Invite some students to tell the class what they think and ask
the other students if they agree or not.
ANSWER
1 A
Exercise 2
• Ask students to read through the quiz questions quickly.
Focus students’ attention on the bold verbs and prepositions,
and ask them to use their dictionaries to check the meanings.
Make sure students understand them all, and explain any
other difficult vocabulary.
• Ask students to read the quiz again and choose the correct
answers for them.
• Have students read the Results section to see what it says
about them. Ask them to decide whether they agree or
disagree with the results, and why.
Exercise 3
• Invite a student to read the instruction aloud. Divide the class
into small groups to compare their answers and scores and
say why they agree or disagree with the results. Allow a few
minutes for this, and then invite individual students in turn to
tell the class who in their group agrees and disagrees with the
results, and why.

Unit opener
Vocabulary
Aims
• Learn verbs and prepositions related to education.
• Read and complete a quiz on you and your future.
• Describe your future plans.

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 Exercise 4
• Read through the instruction with the class and ask the
students to copy the verbs into their notebooks. Ask students
to write the correct prepositions next to each verb.
• Ask the students to translate the verbs into their own language.
Ask them to decide if they are used with a preposition, and if
they are, if they are the same prepositions as in English.
• Check answers with the class.
ANSWERS
1  for  ​2  in  ​3  from  ​4  on  ​5  on  ​6  from  ​7  in  ​8  for  ​
9  for  ​10  in  ​11  in
Exercise 7
• Play the video for students to watch.
v Your Views: Plans for the future
• Duration: 2.27 minutes
• Topic: What are your plans for the future?
• Task: Discuss your views of the topic.
Further practice
Vocabulary, Workbook page 72
Vocabulary reference, Workbook pages 132–133
Vocabulary worksheets, Tests and Resources Multi-ROM

Exercise 5
• Ask students to read the sentences, ignoring the gaps, to get
the gist.
• Tell students to complete each sentence in their notebooks
with a verb from exercise 4.
• Check answers with the class.
ANSWERS
1  concentrate; prepare   ​2  specialize; graduate   3​   apply  ​
4  participate  ​5  believe

Optional activity
Ask students to close their books. Divide the class into teams
of three or four students and make sure they have a pen and
paper ready. Write the bold verbs (but not the prepositions)
on the board.
Call out the verbs one at a time in random order. Each time,
teams race to write a sentence using the verb and the correct
preposition. The first team to bring you a correct sentence
gets a point.
Continue until all the verbs have been practised. See which
team has the most points.

v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 6 21st Century skills: Life plans
• Focus students’ attention on the 21st Century Skills box and
read through the task.
• Ask students to answer the questions by writing notes on a
small piece of paper. Tell students to fold up their papers and
collect them in a bag.
• Ask each student to take out a paper, read the notes and
guess whose future they have chosen.
• Ask the person who wrote the notes to reveal themselves so
the students can see if their guesses were correct or not.

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 9.2 Studying for success
Reading
Aims
• Read an internet forum on revision skills.
• Answer questions on the forum.
• Understand new vocabulary in context.
• Practise saying the sounds /ð/ and /d/.
7 Develop linguistic communication.
2 Develop learning to learn competence.
Warm-up
• Ask: How often do you have exams? Do you think you have too
many exams or not enough? Why? Elicit a range of answers and
encourage students to express their opinions.
• Ask: Are exams the best way of measuring students’ progress?
Why? / ​Why not? What are the advantages and disadvantages
of exams? What other ways could be used to assess students?
Discuss the questions with the class.
v Reading preparation
• Interactive task to pre-teach vocabulary from the article and
introduce students to the topic.
Exercise 1  $ 3.19
• Elicit what an internet forum is (an online discussion site or
message board where people have conversations about a topic
that interests them). Focus students’ attention on the forum
and make sure that students understand what it is and its
different features. Ask: Do you go on forums like this?
• Read through the words in the box with the class and check
that students understand everything.
• Play the recording for students to read and listen to the forum
and decide which thing is not mentioned.
• Check the answer with the class.
ANSWERS
‘do extra classes’ is not mentioned.
Exercise 2
• Invite a student to read the questions aloud.
• Ask some students for their answers to question 1. Ask how
successful they think these tips are.
• Ask students to make notes for two other tips in their
notebooks. Invite some students to read out their tips to the
class and ask the other students if they think the tips are good
or not.
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Exercise 3
• Ask students to read through the questions and make sure
that they understand everything.
• Ask students to read the forum again and answer the
questions in their notebooks.
• Check answers with the class, asking students to provide
evidence from the text to support their answers.
ANSWERS
1  Lazy342  ​2  ACEstudent  ​3  Georgie99  ​4  Dude87  ​
5  Princess
Culture note
Students in Britain have important exams at the ages of 16
and 18. At 16, they take GCSE exams in between seven and
twelve subjects. Most schools will insist that students achieve
a satisfactory grade in a particular subject if they wish to
continue studying it for the following two years. Students
who choose to take up an apprenticeship in a more practical
subject have to reach a minimum standard of five passes at
GCSE in core subjects such as English, Maths and Science.
At 18, most students take A level exams in three or four
subjects. Students who wish to go to university usually apply
before they do these final exams. They will often receive a
‘conditional’ offer from a university, stating what grades they
need to achieve in their exams in order to be accepted onto
the course. Prestigious universities will usually ask for three
A grades. Results day is therefore traditionally a day of huge
celebration or disappointment for students, depending on
whether they achieve or fail to achieve the grades that they
need to take up their preferred university place.
Optional activity
Ask students individually to write their top five tips for exam
preparation. Go round monitoring and assisting as necessary.
Put students into groups of four to compare their lists and
agree on a top five. Invite groups in turn to present their top
tips to the class and explain why they chose them. Find out
which tips occur the most often, and see if the class can agree
on a top five overall.
Exercise 4  $ 3.20  Say it!
• Model the /ð/ and /d/ sounds individually and point out that
the distinction between these two sounds is often difficult for
Spanish speakers, especially after the letters l and n.
• Play the recording once for students to identify which words
in the Say it! box contain a /ð/ sound (this, the). Play the
recording again and ask students to repeat, paying particular
attention to the /ð/ sounds.
• Ask students whether any words contain the /d/ sound (end).
• There are follow-up exercises for further practice on page 151.
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 Revision 1
Aims
• Revise grammar tenses.
• Complete sentences with the correct verb tenses.
• Complete a forum post with the correct verb tenses.
7 Develop linguistic communication.
Exercise 5
• Divide the class into pairs and ask them to match the different
tenses in exercise 5 with the sentences from the forum in
the table. You could do this as a race to motivate students.
Remind them to write their answers in their notebooks.
• Check answers with the class and discuss how each tense
is used.
ANSWERS
A  be going to future   ​B  will future   ​
C  present perfect continuous  ​D  present simple   ​
E  past simple  ​F  past continuous   ​G  past perfect simple   ​
H  used to  ​I  present continuous   ​J  present perfect simple   ​
K  future continuous
Exercise 6
• Read through the instruction and question 1 with the class.
Write the answer to question 1 on the board as an example:
We use the present simple to talk about present habits.
• Ask students to use the same sentence structure to complete
the rules about the other tenses in their notebooks.
• Allow students to compare their answers in pairs and discuss
any differences before checking them with the class.
ANSWERS
1  present simple   ​2  present continuous   ​3  used to  ​
4  past simple  ​5  past continuous   ​6  present perfect simple  ​
7  present perfect continuous   ​8  past perfect simple   ​
9  be going to  ​10  will future   ​11  future continuous
Exercise 7
• Ask students to read the sentences and write the correct verb
forms in their notebooks.
• Allow students to compare their answers in pairs and discuss
any differences before checking them with the class.
ANSWERS
1 I have been revising for hours now but I still haven’t
finished.
2 Alice lost her mobile phone while she was working in the
library yesterday.
3 Raj usually studies in his bedroom but at the moment he’s
working in the sitting room.
4 This time next week I’ll be doing my Maths exam. I think
I’ll need a break after it.
5 Mark commented on the forum regularly last year, but he
hadn’t posted anything on it before then.
T111 Unit 9
4852548 Spectrum TG4_PRESS.indb 111
Exercise 8
• Ask students to read the forum post quickly, ignoring the
gaps, to get the gist. Ask: Which of Kate’s ideas do you agree
with? Why? Elicit a few answers.
• Ask students to read the forum post again and write the
correct words in their notebooks.
• Check answers with the class. Invite a student to read the
completed forum post to the class.
ANSWERS
1  since  ​2  used to   ​3  had  ​4  ‘m  ​5  were studying   ​
6  had  ​7  ‘re going   ​8  ‘ll be sitting   9​   ‘ll pass
v Grammar practice
• 1–3 star tasks to revise tenses. Also available on the Tests and
Resources Multi-ROM.
Your turn
Aims
• Practise using a range of different tenses.
• Write a forum post.
7 Develop linguistic communication.
4 Develop sense of initiative and entrepreneurship.
Exercise 9
• Read through the instruction and the example sentences with
the class. Students then write their forum posts individually.
Go round monitoring and assisting as necessary, and
encourage them to use the expressions in the Useful language
box and some of the more difficult tenses from exercise 5.
Exercise 10
• Divide the class into small groups to read their posts to each
other and vote for the ideas they like best.
• Invite some students to tell the class about the ideas they chose.
Further practice
Pronunciation, Student’s Book page 151
Grammar, Workbook page 73
Grammar reference, Workbook pages 134–135
Grammar worksheets, Tests and Resources Multi-ROM
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 9.3 The world of work
Vocabulary and Listening
Aims
• Learn adjectives for jobs.
• Listen to a radio programme about jobs.
• Answer questions on the radio programme.
7 Develop linguistic communication.
Warm-up
• With books closed, ask: How many different jobs can you name?
Elicit a few ideas, and then divide the class into pairs and give
them two minutes to write as many jobs as they can. They can
use their dictionaries to help.
• Bring students’ ideas together on the board and make sure
that students understand all the jobs. See which pair wrote
the most jobs correctly.
Exercise 1
• Ask a student to read the instruction aloud.
• Read out the adjectives, modelling the pronunciation. You
could ask students to listen and say which adjectives are
stressed on the first syllable, which on the second and which
on the third.
• Ask students to use their dictionaries to check the meaning
of the adjectives and translate them into their own language.
Ask if any of the adjectives are similar to words in the students’
own language.
• Check answers with the class, and make sure that students
understand all the words.
v Vocabulary practice
• 1–3 star tasks to practise the vocabulary. Also available on the
Tests and Resources Multi-ROM.
Exercise 2
• Focus students’ attention on the photos and elicit the names
of the four jobs A–D (nurse, university lecturer / ​teacher, fitness
instructor, journalist / ​reporter).
• Invite a student to read the instruction aloud. Go through
the words in the three white boxes and model their
pronunciation.
• Ask students to read the job descriptions and write the correct
adjectives in their notebooks. They can use their dictionaries
to help.
• Check answers with the class, and make sure that students
understand all the adjectives. Ask students to match the jobs
to the photos.
ANSWERS
1 1 varied  2  motivating  3  challenging (News reporter
Photo D)
2 1 academic  2  repetitive  3  rewarding (Lecturer Photo B)
3 1 unsociable  2  badly paid   3  vocational (Doctor Photo A)
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Optional activity
Write the following questions on the board:
1 What jobs do you think are the most challenging? Why?
2 What jobs do you think should be better paid? Why?
3 Would you be happy to do a job with unsociable hours?
Why? / ​Why not?
4 What jobs would be too repetitive for you? Why?
5 What jobs do you think would be the most rewarding? Why?
Ask students to prepare their answers individually. Encourage
them to think about all kinds of jobs, not just the ones on
page 112.
Divide the class into groups to compare their ideas. Then
discuss the answers as a class. Encourage as many students as
possible to join in and express their opinions.
v Listening preparation
• Interactive task to pre-teach vocabulary in the audio.
Exercise 3  $ 3.21  Audio script pT158
• Tell students that they are going to listen to a radio
programme about three people who do some very different
jobs. Point out their photos on the page.
• Read through the instruction and the jobs in the box with the
class and make sure that students understand them.
• Play the recording for students to listen and write the correct
jobs for each person in their notebooks.
• Check answers with the class.
ANSWERS
Lyndsey Scott is a model and a computer programmer.
José Tuduri is a bank manager and a DJ.
Tim Friers is a designer and a singer-songwriter.
Culture note
A recent survey of British teenagers’ attitudes to careers
showed some interesting trends. Only 19% of modern
teenagers expect to have the same job for life, whereas for
their parents and grandparents this percentage would have
been much higher. Modern teenagers are interested in more
than just making a living, with 17% saying that they aspire
to doing a job that will make a difference to society. Young
people in Britain today are also more entrepreneurial than
their parents and grandparents, with around 10% saying that
they would like to start their own business.
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 Exercise 4  $ 3.21  Audio script pT158
• Give students time to read the sentences, and point out that
all the underlined words are incorrect.
• Play the recording again for students to listen and write the
correct information in their notebooks.
• Alternatively, students could write the corrected sentences
first from memory, and then listen again to check and
complete their answers.
• Check answers with the class.
ANSWERS
1 Lyndsey is from New York and is a top model.
2 She has worked for some of the world’s most famous
fashion houses.
3 Lyndsey plans to continue developing apps in the future.
4 José’s night job starts when the long summer nights arrive.
5 He thinks working with people is very rewarding.
6 José leads the crowd in enormous group dances.
7 Both Tim’s jobs are creative.
8 Tim and his band are busy promoting their new album.
Revision 2
Aims
• Revise a range of grammar topics.
• Complete sentences and a text using a range of grammatical
structures.
7 Develop linguistic communication.
Exercise 5
• Ask students to read the sentences and write the correct
options in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  doesn’t  ​2  had  ​3  to rest   ​4  switched  ​5  ’d  ​6  I could   ​
7  , which   ​8  this  ​9  for  ​10  hadn’t
Your turn
Aims
• Practise using a range of grammar structures.
• Write and talk about your dream job.
5 Develop social and civic competences.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Exercise 7
• Invite a student to read the instruction aloud.
• Give students time to write some notes. They could draw
a chart in their notebooks with the words challenging and
motivating at the top of two columns, then write downnotes
for each one.
• Go round monitoring and assisting as necessary.
Exercise 8
• Read through the instruction and the example sentences with
the class.
• Divide the class into small groups to tell each other about their
dream jobs. Encourage them to ask questions to find out more,
and to give their opinions on their classmates’ dream jobs.
• Invite students to tell the class about their dream job.
Further practice
Vocabulary, Workbook page 74
Vocabulary reference, Workbook pages 132–133
Vocabulary worksheets, Tests and Resources Multi-ROM
Grammar, Workbook page 75
Grammar reference, Workbook pages 134–135
Grammar worksheets, Tests and Resources Multi-ROM

Exercise 6
• Ask students to read the text quickly, ignoring the gaps, to
get the gist. Ask: What is the writer’s conclusion? (that modern
teenagers aren’t afraid of hard work)
• Ask students to read the text again and write the correct
words in their notebooks.
• Check answers with the class, and revise any grammar items
that a lot of students found difficult.
ANSWERS
1  had  ​2  to do   ​3  asked  ​4  the  ​5  which  ​6  These  ​
7  which  ​8  would
v Grammar practice
• 1–3 star tasks to revise tenses. Also available on the Tests and
Resources Multi-ROM.

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 9.4 Culture
Reading and Vocabulary
Aims
• Read an FAQ page on space research in India.
• Answer questions on the FAQ page.
• Understand new vocabulary in context.
• Learn about cognates and false friends.
6 Develop mathematical competence and basic science and
technology competences.
7 Develop linguistic communication.
Warm-up
• With books closed, ask: What do you know about space
technology? Which planets have people and spacecraft been to?
Which countries have sent rockets into space? Elicit a range of
answers and encourage students to share their knowledge.
• Ask: Which countries are interested in space exploration now?
Elicit that China and India are both developing space
programmes. Ask: Why do you think more countries are getting
involved in space travel? Is it worth all the money it costs? Why? / ​
Why not? Elicit a range of answers, and encourage students to
join in and express their opinions.
Culture note
As stated in the FAQs, India’s space research programme
began in the 1960s, with the first satellite launch in 1969.
A successful mission to the Moon in 2008 was followed by the
equally successful mission to orbit Mars in 2013. ISRO is also
known to be interested in launching a mission to Venus.
Opinion is divided in India over the benefits of space research.
Some argue that it raises the profile of the country and will
help it to develop into a modern, industrialized country.
They also argue there are many spin-off benefits for the
economy from the new technologies and new materials
that are developed. Others believe that spending such large
amounts of money on space exploration (the Mars mission
cost around $72 million) is not appropriate for a country such
as India, where large numbers of people live in poverty.
Exercise 1  $ 3.22
• Read through the instruction and the question with the class.
Elicit or explain that FAQ stands for frequently asked questions.
Play the recording for students to read and listen to the FAQ
page, in order to answer the question.
• Check the answer with the class.
SUGGESTED ANSWER
Weather and climate change can be monitored more easily
with space exploration.
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Exercise 2
• Ask students to read the FAQ page again and answer the
questions in their notebooks.
• Check answers with the class.
SUGGESTED ANSWERS
1 The ISRO was set up in 1969.
2 He believed that space exploration would transform the
lives of people on Earth – specifically, in India.
3 More accurate weather forecasts could help people prepare
for the monsoon season more effectively, saving not only
crops but also lives.
4 The ISRO’s data collection system will deliver more accurate
weather data, and will improve communication and
television broadcasting.
5 The ISRO launched its first mission to another planet on 
5th November 2013.
6 The goal of the Mars Orbiter Mission was to orbit Mars and
to study the physical features and atmosphere.
Exercise 3
• Focus students’ attention on the highlighted words in the FAQ
page.
• Ask students to match each word to one of the definitions
(1–5) in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Make sure students understand
all the highlighted words.
ANSWERS
1  launch  ​2  spacecraft  ​3  mission  ​4  surface  ​
5  atmosphere
Word builder: false friends
Exercise 4
• Check students understand the meaning of false friend. Elicit
that a false friend is a word in English that looks similar to a
word in their language, but has a different meaning.
• Read through the words in the box with the class and ask
students to check their meaning in their dictionaries.
• Ask students to read the sentences, ignoring the gaps to get
the gist. Tell them to complete the sentences with the words
in the box in their notebooks.
• Check answers with the class.
ANSWERS
1  eventually  ​2  ultimate  ​3  intend  ​4  prove  ​
5  effectively
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 Exercise 5
• Divide the class into pairs to write a new sentence for the
false friends in exercise 4. Go round monitoring and assisting
as necessary.
• Invite pairs to share their sentences with the class.
v Vocabulary practice
• Interactive task to practise false friends.

Your turn
Aims
• Discuss different topics.
• Practise using technology vocabulary.
7 Develop linguistic communication.
6 Develop mathematical competence and basic science and
technology competences.

Exercise 6
• Invite a student to read the instruction aloud and focus
students’ attention on the list of topics.
• Give students time to make notes about their ideas, and then
divide the class into pairs to talk about the topics. Encourage
them to use expressions in the Useful language box. Go round
monitoring and assisting as necessary, and note down any
common mistakes.
• Then, as a class, invite students to present some of the ideas
that they have discussed. Praise good use of the target
language and correct any mistakes.

Exercise 7
• Students watch the video.
v Culture video: Visiting Mars
• Duration: 3.44 minutes
• Topic: Advancements in NASA’s exploration of Mars.
• Video worksheets are available in the iPack Resources tab.

Focus on … Technology

• Ask students to read the question and discuss the answer in
pairs before they look at page 148 to find out if they are right.
• Students can now do the Focus on CLIL activities on page 148.
ANSWER
GPS receivers receive signals from four satellites.
Further practice
Vocabulary, Workbook page 76
Reading, Workbook page 77
Word builder, Vocabulary reference, Workbook page 132
Focus on Technology, Student’s Book page 148
Curriculum extra worksheet Unit 9, Tests and Resources Multi-ROM

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 9.5 Practical English: giving
warnings and tips
Listening and Vocabulary
Aims
• Read a web page about taking a summer trip.
• Listen to two phone conversations about gap years.
7 Develop linguistic communication.
5 Develop social and civic competences.
Warm-up
• Ask: What are you planning to do when you leave school? Will
you go to university or college, start a training course, or find a
job? Elicit a range of ideas.
• Ask: Would you like to take a summer trip? Elicit answers from
a range of students. Encourage students to give reasons for
their answers. Discuss the advantages and disadvantages of
taking a summer trip.
Exercise 1
• Focus students’ attention on the web page and ask students
to look at the four summer trip options. Check that students
understand volunteer and conservation.
• Read through the questions with the class and ask students to
read the web page quickly to answer the questions.
• Allow students to compare their answers in pairs or small
groups before discussing them with the class.
Exercise 4  $ 3.23  Audio script pT159
• Read through the instruction with the class and give students
time to read through the sentences quickly.
• Play the recording again for students to listen and match
sentence beginnings 1–5 to endings A–E in their notebooks.
Pause the recording as necessary to give them time to write.
Remind them also to write down who says each sentence.
• Alternatively, students could complete the notes from memory,
and then listen again to check and complete their answers.
• Check answers with the class.
ANSWERS
1  D (said by expert)   ​2  C (said by expert)   ​3  E (said by expert)  ​
4  B (said by expert)   ​5  A (said by expert)
Optional activity
Divide the class into small groups and ask them to plan their
own summer trip. Explain that they should think about where
the trip is to, what kinds of work or travel it would involve, and
how much it would cost. Tell them to plan as many details as
they can. Go round monitoring and assisting as necessary.
Invite groups in turn to present their summer trip to the class.
Encourage other students to ask questions to find out more
information.
Students could vote for the best idea (they are not allowed to
vote for their own idea).

Exercise 2
• Read through the list of words and phrases with the class and
model the pronunciation of any difficult words.
• Refer students back to the web page and ask them to match
the highlighted words to the meanings in their notebooks.
• Check answers with the class.
ANSWERS
1  accommodation  ​2  destination  ​3  expert  ​4  timetables  ​
5  support  ​6  itineraries

Exercise 3  $ 3.23  Audio script pT159

• Tell students that they are going to listen to phone
conversations between a travel agent and two callers who
want to find out more about summer trips. Read through the
instruction with the class and make sure students understand
where the links on the web page are.
• Play the recording for students to listen and answer the
question.
• Check answers with the class.
ANSWERS
Caller 1 will click on the ‘do paid work abroad’ link.
Caller 2 will click on the ‘Volunteer work in East Africa’ link.

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 Speaking
Aims
• Discuss important things to prepare for a summer trip.
• Practise giving warnings and tips.
• Understand new vocabulary in context.
• Learn about using synonyms and antonyms to make our
language more interesting.
• Do a dictation based on a conversation.
• Learn functional language for giving warnings and tips.
7 Develop linguistic communication.
5 Develop social and civic competences.
v Speaking preparation
• Interactive task to activate the functional language.
Exercise 5  $ 3.24
• Invite a student to read the instruction aloud. Give students
time to read the dialogue.
• Play the recording and ask students to answer the question.
Alternatively, ask two confident students to play the roles of
Maggie and Raj and to read the dialogue aloud.
• Check the answers with the class.
ANSWERS
Raj will click on ‘backpack around the world’, ‘travel insurance’,
‘local society and culture’ and ‘travel planner tool’.
Exercise 6  $ 3.25  Audio script pT159
• DICTATION Tell students that you are going to play the recording
of the dialogue again and they should write down exactly
what they hear to complete the gaps in their notebooks.
• Play the recording, pausing where necessary. You may need to
play it more than once.
• Check answers with the class.
ANSWERS
1  never leave   ​2  it’s essential   ​3  You should   4​   always  ​
5  Never
Exercise 7
• Read through the instruction with the class. Ask students to
look at the phrases in the Functional language box. Give or
elicit one or two examples of warnings or tips, e.g. It’s essential
to take a first-aid kit because it could save your life. Remember to
take a phrase book so you can communicate with people.
• Focus students’ attention on the photos and encourage them
to use the functional language to make up phrases about
these items.
• Give students time to prepare their ideas, and then put them
into groups to compare and discuss which warnings and tips
they agree with.
• Invite some students to share some of the warnings and tips
they agreed on with the class.
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4852548 Spectrum TG4_PRESS.indb 117
Exercise 8
• Read through the Speaking strategy box with the class and
make sure students understand everything.
• Refer students to the four sentences and ask them to find two
synonyms and two antonyms
ANSWERS
Synonyms: Don’t worry/Don’t panic
Antonyms: Always/Never
Exercise 9
• Read through the instruction with the class, and invite a
student to read the three situations aloud.
• Elicit some example warnings for each situation, encouraging
students to use phrases from the Functional language box,
e.g. Book soon, otherwise the tickets might be more expensive.
It’s essential to plan your route carefully. Write useful vocabulary
on the board.
• Give students time to prepare their ideas individually. Go
round monitoring and assisting as necessary.
• Divide the class into groups to practise giving their warnings.
Remind them to use synonyms and antonyms to vary their
language where possible.
• Encourage other students in the group to listen to the
warnings and note down the phrases their classmates use,
and examples of synonyms and antonyms they use.
• Conduct class feedback, praising good use of the target
language and correcting any mistakes. Ask students how easy
or difficult they found it to avoid using the same words and
phrases more than once.
Your turn
Exercise 10
• Play the video for students to watch and interact with.
v Interactive video: Holidays
Vlogsters: Unit 9
• Duration: 3:36 minutes
• Topic: Chloe gives advice about how to make a holiday with
friends go well.
• Task: Make a choice from the options offered at the end of
the vlog.
• Video scripts are available in the iPack Resources tab and on
the Tests and Resources Multi-ROM.
Further practice
Practical English, Workbook page 76
Functional language, Vocabulary reference, Workbook page 132
Vlogsters scripts, Tests and Resources Multi-ROM
Communication: Pairwork, Tests and Resources Multi-ROM
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 9.6 Writing a CV
Aims
• Read a model CV.
• Learn to use plural nouns.
• Write a CV.
7 Develop linguistic communication.
5 Develop social and civic competences.
4 Develop sense of initiative and entrepreneurship.
Writing preparation
Warm-up
• Focus students’ attention on the CV and teach the word CV.
Ask: Have you ever written a CV? When? What job was it for?
What kind of information would you put on your CV? Elicit a
range of answers.
• Ask: What do you think makes a good CV? What do you think
employers are looking for on a CV? Encourage as many students
as possible to join in the discussion and express their opinions.
Culture note
In Britain, as in many other countries, it has become difficult
to find a job in recent years. This is especially true for young
people who may have very little real work experience. Having
a good CV (curriculum vitae) is recognized as being extremely
important, and many schools now offer students help with
putting together their CV. Many schools also organize a range
of activities, such as challenging expeditions or voluntary
work, to enable students to gain experiences that they can
write about on their CVs.
Exercise 3
• Invite different students to read the questions aloud, and
make sure that students understand everything.
• Ask students to read the CV again and answer the questions
in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 Profile
2 Additional information
3 Education and qualifications
4 Profile
5 Interests
Optional activity
Ask students to imagine that they are going to have an
interview in order to take part in the exchange programme.
Ask: What questions do you think the interviewer might ask?
Brainstorm some questions as a class and write them on the
board, e.g. Why do you want to participate in this programme?
What educational qualifications have you got? What work
experience do you have? What strengths do you have? Why do
you think you are suitable for this programme?
Divide the class into pairs to role-play an interview. Go round
monitoring and assisting as necessary. Students can swap
roles and practise again.
Ask students what they found easy and difficult about
answering the interview questions.

Exercise 1
• Ask students to read the advert quickly to get the gist. Ask:
What is the British Language Institute offering? (three summer
course vacancies to students who want to study in Britain)
• Ask students to read the advert again, more carefully, and
decide what kinds of information (1–6) they would include on
a CV in response to the advert.
• Encourage students to share their ideas with the class, asking
them to explain their reasons where appropriate.

Exercise 2
• Ask students to read the CV and answer the question.
• Discuss the answer with the class, encouraging students to
give evidence to support their answers.
ANSWERS
Adriana has included her experience of using language and
her personal qualities.

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 Look at language: plural nouns e Write
• Students write the second and final drafts of their CVs.
Exercise 4 • Tell them to correct any mistakes their partners found.
• Read through the information on plural nouns with the class. • If they do this in class, go round giving help and
• Ask students to copy the table in their notebooks and encouragement. Remind them to use formal language.
complete it with the highlighted words in the CV.
• Invite some students to read their CVs to the class.
• Check answers with the class.
• Alternatively, students could work in pairs to read their
ANSWERS partner’s CVs to check that it follows the plan, and that the
1  activity  ​2  activities  ​3  life  ​4  lives  ​5  coach  ​ spelling and grammar is correct.
6  coaches  ​7  child  ​8  children
Further practice
Writing, Workbook page 78
Writing task Writing reference, Workbook page 95
v Writing preparation Unit 9 Review and Skills practice, Student’s Book pages 138–139
• Interactive task to help students with prepositions.
Exercise 5
• Explain to students they are going to write a CV and apply
for a job in an advertisement. Invite a student to read the
advertisement aloud.
• Check that students understand the vocabulary.

a Think of ideas
• Read through the instruction with the class.
• Go through each section of the diagram and check that
students understand what each part asks for.
• Ask students to copy the diagram in their notebooks
and complete it with further notes about their own skills,
experiences and personal qualities that are relevant for the job
in exercise 5.

b Plan
• Go through the writing plan and make sure students
understand they should structure their CVs in this way.
• Ask students to write the writing plan in their notebooks and
to match their ideas from section a to the writing plan.

c Draft
• Ask students to write the first draft of their CVs. If they do this
in class, go round giving help and encouragement. Remind
them to check their spelling and to make sure the CVs include
positive verbs and adjectives about themselves, a list of
achievements and clear sections.

d Check
• Ask students to exchange their first drafts with their partners
and to read their partner’s CVs.
• Students should go through their partner’s CVs and answer
the questions.
• Students then report back to each other about their work.

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 Group writing project: our yearbook
Aims
• Plan a class yearbook.
• Write personal profiles for the yearbook.
• Edit the profiles and publish the yearbook.
4 Develop sense of initiative and entrepreneurship.
7 Develop linguistic communication.
2 Develop learning to learn competence.
5 Develop social and civic competences.
Useful materials
– computers or other devices with internet access, e.g. phones
or tablets
– cameras, or devices with cameras on them, e.g. phones or tablets
– paper
– pens
Step 1
• Read through the instruction with the class.
• Ask students to read the questions in Maria’s profile page and
then elicit other questions that could be included in a student
profile, e.g. What do you do in your free time? What’s your
greatest achievement this year? Refer students to the examples
at the bottom of the page and ask for some original or funny
suggestions.
• Now ask students to look for ideas. They can do their research
online in class, using computers or their phones or tablets.
Set a time limit for the online research, to avoid students
becoming distracted.
• Allow students to compare their ideas in pairs before
discussing them with the class.
• Then ask students to decide which ideas are the most
interesting and best reflect their personalities.

Warm-up
• Ask: Do students at your school produce a yearbook at the end of
the year? If the answer to this question is yes, ask: What kinds of
things are included in the yearbook? Who writes the articles? Who
is the yearbook for?
• If students are not familiar with the idea of a yearbook,
explain that it is a collection of profiles of individuals, which
is something that students can keep to remind them of their
year at school. Ask: What activities from this year might you write
about in your profile for a yearbook? Elicit a range of answers.

Culture note
Almost all high schools in the USA, Canada and Australia
produce yearbooks. They are usually produced by a student
committee, with help from members of staff. Over the last ten
years, they have become increasingly popular in British schools.

Before you start

• Ask a confident student to read through the task.
• Focus students’ attention on Maria’s profile, and ask students
to read it through quickly. Check students understand
everything.
• Ask students to answer the questions.
• Check answers with the class.
ANSWERS
1 A bird flew into the History classroom during her end-of-
year exam.
2 Maria’s dream job is to be an actress.
3 Maria won’t miss PE.
4 Student’s own answers.

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 Step 2 Step 6
• Ask students to work individually to write their own profile • Encourage students to discuss which profiles they like best.
pages. Limit them to six questions and tell them to use the • As a class, discuss which profiles work well, and what makes
ideas that they discussed in Step 1. them interesting and lively to read. Make a list of positive
• Emphasize that students are writing for their classmates, so feedback and ideas on the board as they come up during the
they should make their profiles interesting for them. discussion.
• Go round monitoring and assisting as necessary. If necessary, • Point to the notes on the board and encourage students to
encourage them to use the profile on page 120 as a model. make their own personal notes to help them next time they
produce a piece of writing of this kind.
Step 3 • Ask students what they have learned from the project.
• Read through the instruction with the class and make sure Congratulate the whole class for all their hard work and a
students understand everything. successful project. Encourage them to show their yearbook to
• Ask students to work individually to plan how they are going family and friends.
to design their profile pages. Discuss types of illustrations
that they could use and ask the class for ideas about the best
computer programs to use.
• Ask students to look for ideas online, using computers or their
phones or tablets. Set a time limit for the online research, to
avoid students becoming distracted.
• If students have cameras on their phones, they could take a
photo of themselves to add to their profile.
• Go round monitoring and assisting as necessary.

Step 4
• Ask a student to read the instruction aloud.
• Divide the class into groups to read each other’s pages and
edit them.
• Point out that students should not be too critical of each
other’s work. They should work together and focus on the
three areas highlighted in blue in Step 4, correct mistakes and
make the pages lively and interesting.
• Go round monitoring and assisting as necessary.
• Ask students to prepare the final version of their personal
profiles, either in class or for homework.

Step 5
• Go through the instruction with the class.
• When all the students are satisfied with the contents of their
pages, invite them to consider the layout of the yearbook.
Divide the class into groups and ask them to plan the best
order of pages for the yearbook. Ask the groups to present
their suggestions and decide on the best order.
• Now focus students’ attention on the design of the cover
of the yearbook. As a class, students decide who should
create it. The class could discuss the type size and colour that
they want for the title and headings. You could also ask for
suggestions for any artwork or photos.
• Ask for two or three volunteers to bring the pages together
and put them in the correct order.
• Ask students to print out their yearbook.
• If students are producing an online yearbook, they should
send or upload their work to the appropriate place.
• Finally, distribute the finished yearbook to groups of students
for them to read.

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 1 Review
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 1 game
Have some fun together while you revise with your class by
using the Walk the plank game on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 1 Review, page 122
Workbook:
• Cumulative Review S–1, page 15
• Grammar and Vocabulary reference and practice, pages 100–103
Tests and Resources Multi-ROM:
• Unit 1 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 1 Grammar and Vocabulary worksheets ( ★ , ★★ ,
and  ★★★ )
• Unit 1 Communication: Pairwork worksheet
• Unit 1 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1  3 How long has it been raining?
• Read through the instruction with the class.
• Give students time to read through the five sentences and
match them to the adjectives (A–E) in their notebooks.
• Check answers with the class.
ANSWERS
1  C  ​2  E  ​3  B  ​4  D  ​5  A
Exercise 2  Exercise 6
• Read through the instruction and the expressions in the box
with the class.
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  get permission   2  get things done   3  made an
impression  4  make the most   5  make an effort
Exercise 3 
• Read through the instruction with the class.
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist. Make sure students understand all the words.
4852548 Spectrum TG4_PRESS.indb 122
• Give students time to think of the missing words.
• Check answers with the class.
ANSWERS
1  Dam  ​2  banks  ​3  shade  ​4  wild  ​5  packs
Grammar
Exercise 4 
• Read through the instruction, the verbs in the box and the
sentences and make sure students understand them all.
• Ask students to read the sentences again and complete them
with the correct form of the verbs in the box in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in Unit 1
as necessary to explain the answers.
ANSWERS
1  were enjoying   ​2  was flying   ​3  saw  ​4  realized  ​
5  used to walk   ​6  was becoming   ​7  took up
Exercise 5
• Invite a student to read the instruction aloud.
• Go through the example question and answer so students
know what to do.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 How long has she been a volunteer?
She’s been a volunteer for five years.
2 How long have they been preparing for the exam?
They’ve been preparing for the exam since last term.
It’s been raining since yesterday morning.
4 How long have we been waiting for the bus?
We’ve been waiting for the bus for half an hour.
5 How long has your dad had those sandals?
He’s had those sandals for twenty years.
6 How long have Marc and Luis known each other?
They’ve known each other since they were six years old.
 
• Read through the instruction and the example. Ask students:
Which word or phrase do we use with affirmative sentences:
‘already’, ‘still not’ or ‘not yet’?
• Ask a confident student to read through the ‘to do’ list aloud.
• Give students time to write the sentences in their notebooks.
• Check answers with the class.
ANSWERS
1 He’s already found volunteers to help at the fair.
2 He hasn’t emailed the organizers to reserve a stand yet.
3 Has still hasn’t written text for the leaflets.
4 He’s already uploaded the new videos to the website.
5 He hasn’t collected the posters and leaflets from the
printer’s yet.
6 He hasn’t set up the stand yet.
Review T122
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 1 Skills practice
Listening Further practice
Review, Workbook page 15
Exercise 1  $ 4.02  Audio script pT159 Unit 1 Tests, Tests and Resources Multi-ROM
• Read through the instruction with the class.
• Elicit what students can see in the photos on the left side of
the page. Then invite a student to read the fact files aloud.
• Elicit which adventure the students find the most interesting
and why. Ask students to predict what each trip might involve.
• Play the recording for students to check their predictions.
• Allow students to compare their answers in pairs before
checking them with the class.
SUGGESTED ANSWERS
The Otesha Project: cycling and helping the environment
Amanzi Travel: discovering Africa, helping people and
learning a new language

Exercise 2  $ 4.02  Audio script pT159

• Play the recording again and ask students to complete the
sentences with a word or number in their notebooks. Pause
the recording as necessary to give students time to write.
• Alternatively, students could write the words and numbers
from memory, then listen again to check.
• Check answers with the class.
ANSWERS
1  six  ​2  UK  ​3  classrooms  ​4  vegetables  ​5  Africa  ​
6  habitats  ​7  children  ​8  100

Speaking: Describing a photo

Exercise 3
• Read through the instruction with the class. Then read the
expressions aloud and make sure students understand
them all.
• Give students time to look at the photos. Elicit what is
happening in each photo.
• Divide the class into pairs and ask each pair to focus on one of
the photos. Tell them to brainstorm vocabulary that they need
to talk about their photo. Also ask them to think about the
tenses that will probably use.
• Reorganize the pairs so that each student has prepared a
different photo.
• Ask the students to talk about their photos for one minute.
Tell the student that is listening to monitor their partner’s
performance and to give feedback at the end on points that
they noticed.
• As a class, discuss what went well in talking about the photos,
and what could be improved.
• Ask students to make their own personal notes to help them
next time they have to describe a photo.
• Put students into new pairs to practise again if necessary.

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 2 Review
This page reviews the vocabulary, grammar and functional ANSWERS
language taught in each unit and develops the learning to learn 1  browse  ​2  consumers  ​3  select  ​4  purchase  ​
competence. Encourage your students to spend time revising 5  bargains  ​6  charges
before they do the exercises on this page.
Exercise 3 
v Unit 2 game • Read through the instruction with the class.
Have some fun together while you revise with your class by • Ask students to read the sentences quickly, ignoring the gaps,
using the Lucky Wheel game on the iPack. to get the gist.
VOC APP • Make sure that students understand all the words in the
For individual practice, students who have a smartphone or advertisements.
tablet can download the free Spectrum VOC APP. • Give students time to think of the missing words.
Make sure your students use the extensive course material • Check answers with the class.
provided. This includes: ANSWERS
Student’s Book: 1  aisle  ​2  checkout  ​3  counter  ​4  goods  ​5  packaging
• Unit 2 Review, page 124
Workbook: Grammar
• Cumulative Review S–2, page 23 Exercise 4 
• Grammar and Vocabulary reference and practice, pages 104–107 • Read through the instruction and the sentences with the class.
Tests and Resources Multi-ROM:
• Ask students to read the sentences again and match the
• Unit 2 Extra Practice pages (Grammar and Vocabulary ★ , sentence beginnings (1–5) with the sentence endings (A–E).
★★ , and ★★★ ). Also available on the iPack.
Then ask them to complete the sentences with the correct
• Unit 2 Grammar and Vocabulary worksheets ( ★ , ★★ , form of the verbs in brackets in their notebooks.
and ★★★ ) • Allow students to compare their answers in pairs before
• Unit 2 Communication: Pairwork worksheet checking them with the class. Refer back to the rules in Unit 2
• Unit 2 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in as necessary to explain the answers.
editable Word format. ANSWERS
1 E I had made a shopping list, so I knew exactly what to buy.
Vocabulary 2 B They didn’t give me a refund because I had thrown away
the receipt.
Exercise 1 
3 A By the time she arrived at the supermarket, it had run out
• Read through the instruction with the class. Read through of eggs.
the verbs in the box and make sure students remember their 4 D Doug returned to the shop because he had forgotten to
meanings. take his change.
• Ask students to read the mini-dialogues quickly, ignoring the 5 C We hadn’t eaten anything before going shopping, so we
gaps, to get the gist. bought too much food.
• Give students time to complete the dialogues in their
notebooks. Exercise 5
• Check answers with the class. • Ask a student to read the instruction aloud.
• Go through the first sentences in each question and make
ANSWERS
sure students understand them.
1 A claim B exaggerate
2 A inform B advertise • Do the first question with the class as an example.
3 A convince B promote • Ask students to complete the rest of the sentences in their
4 A recommend B appeal notebooks.
• Allow students to compare their answers in pairs before
Exercise 2  checking them with the class.
• Read through the instruction and the nouns in the box with ANSWERS
the class and check students remember them.
1  enough  ​2  little  ​3  a few   ​4  Too many   ​5  plenty of   ​
• Ask students to read the article quickly, ignoring the gaps, to 6  few  ​7  a little   ​8  too much
get the gist.
• Allow students to compare their answers in pairs before
checking them with the class.

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 2 Skills practice
Reading
Exercise 1
• Ask students to read the website quickly to get the gist. Ask:
What can you buy on Crafti? (things that people have made).
• Check students understand the topic of each section of
the website.
• Read through the instruction with the class. Point out that the
questions follow the order of the website.
• Ask students to read the website again and choose the
correct option for each question.
• Check answers with the class, discussing why the other
options are incorrect.
ANSWERS
1  C  ​2  B  ​3  B  ​4  A  ​5  B  ​6  A

Writing
Exercise 2
• Read through the instruction with the class, and ask students
to confirm what they have to do.
• Refer students to the questions and give them time to think of
ideas and plan their reviews.
• Divide the class into pairs or groups to compare their plans.
Give them time to adjust their own plans.
• Ask: What style would be appropriate for this writing task? Elicit
that a review should be in quite informal language.
• Ask students to write their reviews in their notebooks. Remind
them to use a range of vocabulary and structures. Go round
monitoring and assisting as necessary.
• When students have finished, ask them to read the task again
and make sure they have completed it correctly, kept within
the word limit, given reasons for their opinions and used an
appropriate style.

Exercise 3
• Read through the instruction with the class. Give students
time to read the questions. Make sure they understand them.
• Divide the class into pairs or groups and ask them to plan
their websites. Ask them to write the three questions in their
notebooks or a large piece of paper and note down their
responses to them. They should also consider the design and
illustrations that they would use.
• Go round monitoring and assisting as necessary.
• When students have finished, ask them to present their ideas to
the class. You could ask the class to vote for the best website.
Further practice
Review, Workbook page 23
Unit 2 Tests, Tests and Resources Multi-ROM

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 3 Review
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 3 game
Have some fun together while you revise with your class by
using the Make a path game on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 3 Review, page 126
Workbook:
• Cumulative Review S–3, page 31
• Grammar and Vocabulary reference and practice, pages 108–111
Tests and Resources Multi-ROM:
• Unit 3 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 3 Grammar and Vocabulary worksheets ( ★ , ★★ ,
and ★★★ )
• Unit 3 Communication: Pairwork worksheet
• Unit 3 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1  • Read through the instruction with the class.
• Read through the instruction with the class.
• Give students time to read through the definitions and think
of the adjectives that match them.
• Check answers with the class.
ANSWERS
1  green  ​2  innovative  ​3  hydroelectric  ​4  sustainable  ​
5  wireless  ​6  hi-tech
Exercise 2  checking them with the class.
• Read through the instruction with the class and ask a student
to read out the sentences aloud.
• Ask students to choose the correct options and copy and
complete the sentences in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  release  ​2  absorb  ​3  repair  ​4  transport  ​5  crash
4852548 Spectrum TG4_PRESS.indb 126
Exercise 3 
• Read through the instruction with the class.
• Ask students to read the advertisement quickly, ignoring the
gaps, to get the gist.
• Make sure students understand all the words in the
advertisement.
• Ask students to read the advertisement again and write the
correct words in their notebooks.
• Check answers with the class.
ANSWERS
1  support  ​2  develop  ​3  celebrate  ​4  participate  ​5  train
Grammar
Exercise 4 
• Read through the instruction and the email with the class and
make sure students understand everything.
• Ask students to read the email again and complete it with
the correct passive forms of the verbs in brackets in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in Unit 3
as necessary to explain the answers.
ANSWERS
1  is protected   ​2  was purchased   ​3  are provided   ​
4  was connected  ​5  will be used   ​6  will be recycled   ​
7  is not thrown away   ​8  will be answered
Exercise 5
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist.
• Do the first question with the class as an example. Ask the
students if the pronoun they need refers to the writer’s
parents or sister.
• Give students time to complete the other sentences in their
notebooks.
• Allow students to compare their answers in pairs before
ANSWERS
1  herself  ​2  yourself  ​3  each other/one another   ​
4  ourselves  ​5  myself  ​6  yourselves
Review T126
10/06/2016 10:42
 3 Skills practice
Listening
Exercise 1  $ 4.03  Audio script pT159
• Read through the instruction with the class.
• Ask students to read through the three possible definitions.
Ask them to note down which definition they think is correct.
• Play the recording for students to listen and choose the
correct definition.
ANSWER
B

Exercise 2  $ 4.03  Audio script pT159

• Read through the instruction with the class and ask students
to read through the questions and possible answers. Make
sure they understand everything.
• Explain that they will hear the recording twice, so they don’t
need to worry if they don’t hear all the answers the first time
they listen.
• Play the recording for students to listen and choose the
correct answers. Then play the recording again for them to
listen and check.
• Check answers with the class, discussing the evidence for
each correct answer.
ANSWERS
1  B  ​2  A  ​3  A  ​4  C  ​5  B  ​6  A

Speaking: A role play

Exercise 3
• Read through the instruction with the class. Give students
time to read the information to include in the interview and
to add some topics.
• Divide the class into pairs of student As and pairs of student
Bs and ask them to prepare their roles. Student As should
think of suitable questions and student Bs should think of the
answers they might have to give.
• Go round monitoring and assisting as necessary.
• Reorganize the pairs so that each new pair is formed by a
student A and a student B and tell them to role play the
interview.
• Invite some pairs to role play their interviews for the class.
Further practice
Review, Workbook page 31
Unit 3 Tests, Tests and Resources Multi-ROM
End-of-Term 1 Tests, Tests and Resources Multi-ROM

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 4 Review
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 4 game
Have some fun together while you revise with your class by
using the Walk the plank game on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 1 Review, page 128
Workbook:
• Cumulative Review S–4, page 39
• Grammar and Vocabulary reference and practice, pages 112–115
Tests and Resources Multi-ROM:
• Unit 4 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 4 Grammar and Vocabulary worksheets ( ★ , ★★ ,
and ★★★ )
• Unit 4 Communication: Pairwork worksheet
• Unit 4 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1 
• Invite a student to read through the instruction aloud.
• Read through the verbs and prepositions in the boxes and ask
students to make as many phrasal verbs as they can.
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist.
• Ask students to complete the sentences with the correct
phrasal verbs in their notebooks.
• Check answers with the class. Point out that some questions
could have more than one correct answer.
SUGGESTED ANSWERS
1  slow down   ​2  cut down   3​   chill out   ​4  face up   ​
5  Cheer up  ​6  work out
Exercise 2  checking them with the class.
• Read through the instruction with the class.
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist.
• Make sure that students understand all the words.
• Give students time to think of the missing words and ask
them to write them in their notebooks.
• Check answers with the class.
4852548 Spectrum TG4_PRESS.indb 128
ANSWERS
1  bruised  ​2  itchy  ​3  aching  ​4  sore  ​5  swollen  ​6  broken
Exercise 3 
• Read through the instruction and the phrasal verbs in the
box with the class. Students write the correct phrasal verb in
each gap.
• Ask students to read the dialogue quickly, ignoring the gaps,
to get the gist.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  carry on   ​2  end up with   ​3  lie around   ​4  wrap up   ​
5  keep in
Grammar
Exercise 4 
• Read through the instruction with the class.
• Ask the students to work in pairs to read through the sentences
and decide when they need to use the first conditional and
when they need to use the second conditional.
• Check answers with the class.
• Ask students to read the sentences again and write the
correct first or second conditional forms in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in Unit 4
as necessary to explain the answers.
ANSWERS
1 We’ll arrive at 7.30 unless there’s a delay.
2 I’d go to the party if I was free.
3 I’d go to the doctor’s if I were you.
4 If I had a time machine, I’d visit Ancient Rome.
5 He won’t pass the exam unless he works harder.
6 I wouldn’t want to be famous unless I was also very rich.
Exercise 5
• Invite a student to read the instruction aloud.
• Ask students to read the conversation quickly, ignoring the
gaps, to get the gist.
• Make sure students understand all the words.
• Ask students to complete the sentences with the correct
forms of the third conditional in their notebooks.
• Allow students to compare their answers in pairs before
ANSWERS
1 If I’d known earlier, I would’ve come to cheer you up.
2 I wouldn’t have fallen over if I’d worn / been wearing
my trainers.
3 But you wouldn’t have needed to run if Adam hadn’t taken
your phone!
4 If this had happened last week, I would’ve sold it to Amy.
5 If I’d stayed at home yesterday, none of this would’ve
happened.
Review T128
10/06/2016 10:42
 4 Skills practice
Reading
Exercise 1
• Ask students to read the article quickly, for gist. Ask: Would you
like to try any of these forms of exercise? Why? / Why not?
• Give students time to read through items 1–7, and make sure
they understand everything. Point out that in this task type,
the items are not in the order of the article.
• Ask students to read the article again and write the correct
paragraph letter for each item 1–7.
• Check answers with the class, discussing the evidence in the
article for the answers.
ANSWERS
1  D  ​2  B  ​3  A  ​4  C  ​5  D  ​6  C  ​7  A
Optional activity
Ask: What forms of exercise do you do? Do you think you do
enough exercise? Why do you think people are always looking for
new ways to do exercise? Elicit a range of ideas and hold a brief
class discussion.
Exercise 3
• Read through the instruction with the class. Allow students
time to read the questions. Make sure they understand them.
• Divide the class into pairs or groups and ask them to invent
a new health and fitness trend and to create a poster to
advertise it. Ask them to consider the design and illustrations
that they would use.
• Go round monitoring and assisting as necessary.
• When students have finished, ask them to present their ideas
to the class. You could ask the class to vote for the best new
health and fitness trend and the best poster.
Further practice
Review, Workbook page 39
Unit 4 Tests, Tests and Resources Multi-ROM

Writing
Exercise 2
• Read through the instruction with the class, and ask students
to say what they have to do. Read through the three
questions and remind students that they should make sure
they answer these three questions in their letter or email of
complaint.
• Ask: What do you think is an appropriate style for this task?
Elicit that the email or letter of complaint is for a company so
should be formal. Discuss ways in which students can achieve
this, e.g. by using full forms rather than contractions and using
formal phrases for linking ideas, expressing opinions and
giving reasons, e.g. In addition, … However, … On the other
hand, … In my opinion, …
• Give students time to plan their email or letter of complaint.
Students could compare their plans in pairs and suggest
improvements.
• Ask students to write their emails or letters of complaint in
their notebooks. Remind them to use a range of vocabulary
and grammatical structures. Go round monitoring and
assisting as necessary.
• When students have finished, ask them to read the task again
and make sure they have covered all the key points in the task
and kept within the word limit. Remind them to read their
writing carefully and correct any mistakes they find.
• Invite some students to read their emails or letters of
complaint to the class. Encourage other students to give
positive feedback.

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 5 Review
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 5 game
Have some fun together while you revise with your class by
using the Lucky wheel game on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 5 Review, page 130
Workbook:
• Cumulative Review S–5, page 47
• Grammar and Vocabulary reference and practice, pages 116–119
Tests and Resources Multi-ROM:
• Unit 5 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 5 Grammar and Vocabulary worksheets ( ★ , ★★ , and
★★★ )
• Unit 5 Communication: Pairwork worksheet
• Unit 5 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1  the gist.
• Read through the instruction with the class.
• Ask students to read the sentences quickly, ignoring the gaps,
to get the gist.
• Ask students to choose the correct options and write them in
their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
• If you have time, you could ask students to work in pairs and
write sentences using the words in the incorrect options.
ANSWERS
1  C  ​2  C  ​3  B  ​4  B  ​5  B
Exercise 2  • Ask students to choose the correct options and copy and
• Read through the instruction with the class.
• Ask students to read the text quickly, ignoring the gaps, to get
the gist. Make sure students understand all the words.
• Ask students to read the text again and write nouns in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
4852548 Spectrum TG4_PRESS.indb 130
ANSWERS
1  politeness  ​2  consideration  ​3  appreciation  ​
4  interactions  ​5  behaviour  ​6  rudeness
Exercise 3 
• Read through the instruction and the words in the box with
the class.
• Ask students to read the advertisements quickly, ignoring
the gaps, to get the gist. Make sure students understand all
the words.
• Give students time to complete the adverts with the words
from the box in their notebooks.
• Check answers with the class.
ANSWERS
1  respectful  ​2  wealthy  ​3  manners  ​4  mates  ​5  poverty
Grammar
Exercise 4 
• Read through the instruction and the sentences with the class.
• Ask students to work in pairs to correct the sentences.
• Check answers with the class. Refer back to the rules in Unit 5
as necessary to explain the answers.
ANSWERS
1  did you   ​2  did you go   ​3  did you comment   ​4  taught  ​
5  hasn’t he
Exercise 5
• Invite a student to read the instruction aloud.
• Ask students to read the text quickly, ignoring the gaps, to get
• Ask students to read the text again and write the correct form
of the verbs in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  reading/to read   ​2  getting  ​3  Looking  ​4  reading  ​
5  to give up   6​   not to check   ​7  texting  ​8  reading/to read  ​
9  having  ​10  to have   ​11  to know   ​12  survive
Exercise 6 
• Read through the instruction with the class and ask a student
to read out the sentences aloud.
complete the sentences in their notebooks.
• Check answers with the class.
ANSWERS
1  must  ​2  might  ​3  can’t  ​4  must  ​5  could
Review T130
10/06/2016 10:43
 5 Skills practice
Listening
Exercise 1  $ 4.04  Audio script pT160
• Read through the instruction with the class and ask students
to read the encyclopaedia entry.
• Ask students to guess the correct answers.
• Play the recording for students to listen and check their
predictions.
• Check answers with the class.
ANSWERS
1  largest  ​2  Antarctic  ​3  winter

Exercise 2  $ 4.04  Audio script pT160

• Read the instruction aloud, and ask students to read
through the questions and possible answers. Make sure they
understand everything.
• Explain that they will hear the recording twice, so they don’t
need to worry if they don’t hear all the answers the first time
they listen.
• Play the recording for students to listen and choose the
correct answers. Then play the recording again for them to
listen and check.
• Check answers with the class, discussing the evidence for
each correct answer.
ANSWERS
1  A  ​2  B  ​3  B  ​4  C  ​5  B  ​6  A

Speaking
Exercise 3
• Read the instruction aloud, and give students time to read
through the types of communities. Ask students: What other
types of community can you think of?
• Brainstorm topics related to each type of community and
write them on the board, e.g.
an animal that lives in a group: hunting
a tribe: rites of passage
a cultural community in my country: activities, etc.
• Ask students to do online research for their presentation using
their phones or tablets. Set a time limit for the online research,
to avoid students becoming distracted.
• Give students time to organize their notes and practise their
presentation.
• Divide students into groups to give their presentations and
give feedback at the end on points that you noticed.
• Invite some students to give their presentations to the class.
Encourage other students to give positive feedback.
Further practice
Review, Workbook page 47
Unit 5 Tests, Tests and Resources Multi-ROM

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 6 Review
Unit 6
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 6 game
Have some fun together while you revise with your class by
using the Make a path game on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 6 Review, page 132
Workbook:
• Cumulative Review S–6, page 55
• Grammar and Vocabulary reference and practice, pages 120–123
Tests and Resources Multi-ROM:
• Unit 6 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 6 Grammar and Vocabulary worksheets ( ★ , ★★ , and
★★★ )
• Unit 6 Communication: Pairwork worksheet
• Unit 6 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1  • Invite a student to read the instruction aloud.
• Read through the instruction and the sentences with the class.
• Give students time to read through the six sentences and
match them to the verbs in their notebooks.
• Check answers with the class.
ANSWERS
1  confirm  ​2  recommend  ​3  add  ​4  deny  ​5  agree  ​
6  suggest
Exercise 2  3 why I hadn’t invited him to my party; Q
• Read through the instruction with the class.
• Give students time to read through the definitions and think
of the nouns that match them. Remind them to write their
answers in their notebooks.
• Check answers with the class.
ANSWERS
1  amateur  ​2  newcomer  ​3  venue  ​4  sketch  ​5  script  ​
6  spotlight
Exercise 3 
• Read through the instruction and the nouns in the box with
the class.
• Ask students to read the review quickly, ignoring the gaps, to
get the gist.
• Ask them to read the text again and write the correct words in
their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  blockbuster  ​2  set  ​3  shoot  ​4  zooms out   ​5  film buffs
Grammar
Exercise 4 
• Read through the instruction and the sentences with the class
and make sure that the students understand what they have
to do.
• Ask students to read the sentences again and complete the
messages in direct speech in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in Unit 6
as necessary to explain the answers.
ANSWERS
1 I can’t see
2 ’ve seen this film
3 ’m at the party; there isn’t anyone here
4 went to the beach yesterday
5 can’t go out; I have / I’ve got an exam tomorrow
Exercise 5
• Go through the first question with the class so students know
what to do.
• Ask students to do the other questions in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 whether I could wash the dishes; R
2 not to spend too much money; C
4 if she could borrow some money; R
5 not to feed the penguins; C
Exercise 6 
• Read through the instruction and the sentences with the class.
• Ask students to read the sentences again and choose the
correct options in their notebooks.
• Check answers with the class.
ANSWERS
1  that we go   ​2  to drive   ​3  to pay   ​4  we invite   ​5  to give

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 6 Skills practice
Reading
Exercise 1
• Ask students to read the blog quickly, for gist. Ask: Does the
writer manage to do nothing all afternoon? (no – just one hour)
• Give students time to read through the sentences. Make sure
they understand everything.
• Ask students to read the blog again and decide if they are true,
false or the text doesn’t say. Remind students that the sentences
occur in the same order as the information in the blog.
• Check answers with the class.
ANSWERS
1  F  ​2  T  ​3  DS  ​4  DS  ​5  F  ​6  F  ​7  F  ​8  DS
• When the students have answered the questions, ask them
to prepare the dialogue. Suggest that they make notes about
what each character has to say rather than writing down the
exact words. Set a time limit, to avoid preparation going on
too long.
• Go round monitoring and assisting as necessary.
• Invite the groups to perform their role plays for the class.
• Ask the class to vote for the best one.
Further practice
Review, Workbook page 55
Unit 6 Tests, Tests and Resources Multi-ROM
End-of-term 2 Tests, Tests and Resources Multi-ROM

Optional activity
Ask: Do you think you could spend a whole hour / afternoon /
day doing nothing? Why? / Why not? Can you forget about social
media for a day? Why? / Why not? Hold a brief class discussion
and encourage as many students as possible to join in and
express their opinions.

Writing
Exercise 2
• Read the instruction aloud, and ask students to say what they
have to do. Elicit or point out that in this task students must
choose one of the topics and give their own opinion, with
reasons to support their opinion. They do not have to give
both sides of an argument, but they can give contrasting
opinions, for example by saying: Some people would say
that … , but I don’t agree.
• Divide students into pairs and ask them to brainstorm ideas
for both topics. Then put pairs together into groups of four to
compare their ideas.
• Give students time to plan their essay. Students could
compare their plans in pairs and suggest improvements.
• Ask students to write their essays in their notebooks.
Remind them to use a range of vocabulary and grammatical
structures. Go round monitoring and assisting as necessary.
• When students have finished, ask them to read the instruction
again and make sure they have answered the question in the
task and kept within the word limit. Remind them to check
their work carefully for mistakes.
• Invite some students to read their essays to the class.
Encourage other students to give positive feedback.

Exercise 3
• Read through the instruction with the class. Give students
time to read the first line of the role play (what Mum says) and
the four questions and check they understand everything.
• Divide the class into groups and ask them to answer the
questions to prepare the role play. Suggest that the groups
nominate someone to take notes.

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 7 Review
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 7 game
Have some fun together while you revise with your class by
using the Walk the plank on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 7 Review, page 134
Workbook:
• Cumulative Review S–7, page 63
• Grammar and Vocabulary reference and practice, pages 124–127
Tests and Resources Multi-ROM:
• Unit 7 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 7 Grammar and Vocabulary worksheets ( ★ , ★★ ,
and ★★★ )
• Unit 7 Communication: Pairwork worksheet
• Unit 7 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1  5 I’ll call Adam and see if he wants to go out tonight.
• Read through the instruction and the phrasal verbs in the box
with the class.
• Ask students to read the dialogue quickly, ignoring the gaps,
to get the gist.
• Give students time to complete the dialogue with the phrasal
verbs in their notebooks.
• Check answers with the class.
ANSWERS
1  set off   ​2  saw (me) off   ​3  got on   ​4  speed up   ​
5  turn back  ​6  get off
Exercise 2  2 London isn’t so rainy as Edinburgh.
• Read through the instruction and the sentences with the class.
• Ask students to read the sentences again, choose the correct
options and copy and complete the sentences in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  tornado  ​2  drizzle  ​3  frost  ​4  mist  ​5  breeze
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Grammar
Exercise 3 
• Invite a confident student to read through the instruction and
the itinerary. Make sure students understand all the words.
• Read through the questions with the class.
• Give students time to write the answers in their notebooks.
• Check answers with the class.
ANSWERS
1 They will be listening to an introductory talk.
2 They will be climbing in the local hills.
3 They will be kayaking in the indoor pool.
4 They will be having/eating lunch in the Hilltop Café.
5 They will be mountain-biking in the local hills.
6 They will be having a horse riding lesson.
Exercise 4 
• Read through the instruction and the sentences with the class
and make sure students understand them all.
• Ask students to read the sentences again and complete them
with the correct form of the verbs in the brackets in their
notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in Unit 7
as necessary to explain the answers.
ANSWERS
1 I won’t be late.
2 She’s going to fall over in those shoes.
3 The plane takes off at 11.25.
4 Maybe the letter will arrive tomorrow.
6 I won’t buy this product again.
Exercise 5
• Invite a student to read the instruction aloud.
• Go through the sentences with the class. Ask students to write
new sentences that have the same meaning as the original
sentences with the words in bold.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1 My sister is sportier than me.
3 I think football is as exciting as basketball.
4 You’re better at Maths than I am.
5 Walking isn’t as dangerous as cycling.
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 7 Skills practice
Listening Further practice
Review, Workbook page 63
Exercise 1  $ 4.05  Audio script pT160 Unit 7 Tests, Tests and Resources Multi-ROM
• Read the instruction aloud, and ask students to read through
the first part of the radio report. Check they understand
everything.
• Ask students to guess the missing words.
• Play the recording for students to listen and check their
prediction.
• Check the answer with the class.
ANSWER
driverless cars

Exercise 2  $ 4.05  Audio script pT160

• Read the instruction aloud, and ask students to read through
the sentences. Make sure they understand everything.
• Explain that they will hear the recording twice, so they don’t
need to worry if they don’t hear all the answers the first time
they listen.
• Play the recording for students to listen and complete the
sentences. Then play the recording again for them to listen
and check their answers.
• Check answers with the class, discussing the evidence for
each correct answer.
ANSWERS
1 pay people to drive them
2 buses or trains
3 they are near their cars
4 shops, restaurants and houses
5 live in a rural village
6 working out (on an exercise bike)

Speaking
Exercise 3
• Read through the instruction and the statement with the class.
• Ask students to look at the notes and decide which are in
favour and which are against driverless cars.
• Divide the class into pairs of student As and pairs of student Bs
and ask them to prepare to argue for or against the statement.
They can use the ideas on the page and from the recording as
a starting point, and add some of their own ideas.
• Set a time limit to avoid preparation going on too long.
• Go round monitoring and assisting as necessary.
• Reorganize the pairs so that each new pair is formed by a student
A and a student B and tell them to debate the statement.
• Monitor while they are working, and give feedback at the end
on points that you noticed.
• Finish by asking students to vote in favour or against the
statement depending on what they really think about
driverless cars.
• Invite some students to explain the reasons for their opinions.

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 8 Review
This page reviews the vocabulary, grammar and functional
language taught in each unit and develops the learning to learn
competence. Encourage your students to spend time revising
before they do the exercises on this page.
v Unit 8 game
Have some fun together while you revise with your class by
using the Lucky wheel game on the iPack.
VOC APP
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP.
Make sure your students use the extensive course material
provided. This includes:
Student’s Book:
• Unit 8 Review, page 136
Workbook:
• Cumulative Review S–8, page 71
• Grammar and Vocabulary reference and practice, pages 128–131
Tests and Resources Multi-ROM:
• Unit 8 Extra Practice pages (Grammar and Vocabulary ★ ,
★★ , and ★★★ ). Also available on the iPack.
• Unit 8 Grammar and Vocabulary worksheets ( ★ , ★★ , and
★★★ )
• Unit 8 Communication: Pairwork worksheet
• Unit 8 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in
editable Word format.
Vocabulary
Exercise 1  5 which encourages people to come back
• Read through the instruction and the sentences with the class.
• Ask students to read the sentences again and match the
sentence beginnings (1–6) to the sentence endings (A–F) in
their notebooks. Then ask them to complete the sentences
with have or take.
• Check answers with the class.
ANSWERS
1  B; have   ​2  F; take   3​   D; have   4​   C; have   ​5  A; take   ​
6  E; take
Exercise 2  1 I left it at the home.
• Read through the instruction and the sentences with the class.
• Ask students to complete the sentences in their notebooks
with the correct noun forms of the adjectives.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  affection  ​2  aggression  ​3  anxiety  ​4  bravery  ​
5  compassion  ​6  loneliness
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Exercise 3 
• Read through the instruction with the class.
• Ask students to read the postcard quickly, ignoring the gaps,
to get the gist.
• Make sure that students understand all the words.
• Give students time to complete the postcard in their
notebooks with the adjectives.
• Check answers with the class.
ANSWERS
1  huge  ​2  breathtaking  ​3  peculiar  ​4  vital  ​
5  unforgettable
Grammar
Exercise 4 
• Read through the instruction, the relative clauses in the
box and the restaurant review with the class and make sure
students understand everything.
• Ask students to read the review again and complete it with
the relative clauses in the box in their notebooks. Remind
them to use commas where necessary.
• Allow students to compare their answers in pairs before
checking them with the class. Refer back to the rules in Unit 8
as necessary to explain the answers.
ANSWERS
1 , which opened two years ago,
2 which the restaurant is famous for
3 , whose father is also a well-known chef,
4 where there are already over 50 Italian restaurants
6 , who are all members of Luigi’s family,
Exercise 5
• Read through the instruction with the class.
• Ask students to read the dialogues quickly, ignoring the gaps,
to get the gist.
• Give students time to find the article mistakes and to check
their answers with a partner.
• Check answers with the class.
ANSWERS
2 She works in the a secondary school in Manchester.
3 I’m going to take it back to a the shop.
4 you should go to the Oxford Street.
Exercise 6 
• Read through the instruction and the sentences with the class.
• Give students time to complete the sentences with the
indefinite pronouns in their notebooks.
• Check answers with the class.
ANSWERS
1  every  ​2  some  ​3  No  ​4  any  ​5  any  ​6  some
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 8 Skills practice
Reading
Exercise 1
• Ask students to read the website quickly for gist. Ask: Who do
you have the most in common with: Ian or Cerise? Why? Elicit a
few answers.
• Give students time to read through questions 1–6, and make
sure that they understand everything. Point out that in this
task type, the items are in the order of the text.
• Ask students to read the website again and choose the
correct option for each question.
• Check answers with the class, discussing why the other
options are incorrect.
ANSWERS
1  C  ​2  B  ​3  B  ​4  A  ​5  C  ​6  B
Optional activity
Ask: Who do you know who is very sensible? Who follows their heart
more? In what situations do you think it’s a good idea to follow your
heart? Divide the class into small groups to discuss the questions.
Invite some students to tell the class something they learned
from one of their classmates.
Exercise 3
• Read the instruction aloud and ask students to say what they
have to do. Elicit or point out that in this task students must
give advice and their own opinions.
• Divide the class into pairs and ask them to brainstorm ideas of
what advice they would give in this situation. Then put pairs
together into groups of four to compare their ideas. Go round
monitoring and assisting as necessary.
• Ask students to complete the writing task in their notebooks.
Remind them to use a range of vocabulary and grammatical
structures. Encourage them to use appropriate language to
give advice and opinions. Set a word limit of 100 words.
• Invite some students to read their writing to the class.
Encourage other students to give positive feedback and to say
if they agree with the advice or not.
Further practice
Review, Workbook page 71
Unit 8 Tests, Tests and Resources Multi-ROM

Writing
Exercise 2
• Read through the instruction with the class, and ask students
to explain what they have to do. Discuss the key points in
the task (begin with the sentence in the task, write 100–150
words). Remind students that they should make sure they do
these things in their story.
• Ask: What makes a good story? Elicit that a story must have a
beginning, a middle and an end, and the ending should be
interesting in some way.
• Ask: What kind of language should you use in a story? Elicit that
you should use narrative tenses (past simple, past continuous
and past perfect) for the events in the story, and you should use
adjectives and adverbs to make the story interesting and exciting.
• Ask: What do you think is an appropriate style for this task? Elicit
that the story should be fairly informal and be appropriate for
a young audience.
• Give students time to plan their story. Students could
compare their plans in pairs and suggest improvements.
• Ask students to write their story in their notebooks. Remind
them to use a range of vocabulary and grammatical
structures. Go round monitoring and assisting as necessary.
• When students have finished, ask them to read the instruction
again and make sure they have covered all the key points in
the task. Remind them to read through their story carefully
and correct any mistakes, e.g. in spelling.
• Invite some students to read their stories to the class.
Encourage other students to give positive feedback.

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 9 Review
This page reviews the vocabulary, grammar and functional Exercise 3 
language taught in each unit and develops the learning to learn • Read through the instruction with the class.
competence. Encourage your students to spend time revising • Tell the students that the words are written horizontally and
before they do the exercises on this page. vertically.
v Unit 9 game • Ask the students to work in pairs and see who can find the
Have some fun together while you revise with your class by words the quickest.
using the Make a path game on the iPack. • Once students have found the words, tell them to complete
VOC APP the sentences.
• Check answers with the class.
For individual practice, students who have a smartphone or
tablet can download the free Spectrum VOC APP. ANSWERS
Make sure your students use the extensive course material 1  launch  ​2  atmosphere  ​3  spacecraft  ​4  mission  ​
provided. This includes: 5  surface
Student’s Book:
Grammar
• Unit 9 Review, page 138
Workbook: Exercise 4 
• Cumulative Review S–9, page 79 • Read through the instruction with the class.
• Grammar and Vocabulary reference and practice, pages 132–135 • Ask students to read the sentences quickly, ignoring the gaps,
Tests and Resources Multi-ROM: to get the gist.
• Unit 9 Extra Practice pages (Grammar and Vocabulary ★ , • Ask students to read the sentences again and complete each
★★ , and ★★★ ). Also available on the iPack. one with one word in their notebooks.
• Unit 9 Grammar and Vocabulary worksheets ( ★ , ★★ , and • Allow students to compare their answers in pairs before
★★★ ) checking them with the class.
• Unit 9 Communication: Pairwork worksheet ANSWERS
• Unit 9 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in 1  had  ​2  used  ​3  will  ​4  was  ​5  going  ​6  been
editable Word format.
Exercise 5
Vocabulary • Read through the instruction and the sentences with the class.
• Ask students to work in pairs to correct the sentences.
Exercise 1  • Check answers with the class.
• Read through the instruction with the class. ANSWERS
• Ask students to read the sentences quickly, ignoring the gaps, 1  he’d eaten   ​2  Working  ​3  invited  ​4  wouldn’t have gone  ​
to get the gist. 5  haven’t  ​6  to study
• Ask students to read the sentences again and complete them
with the correct prepositions in their notebooks.
• Check answers with the class.
ANSWERS
1  in/at; in   ​2  from; in   ​3  for; for   4​   from; for   ​5  in; on

Exercise 2 
• Read through the instruction with the class.
• Ask students to read the text quickly, ignoring the gaps, to get
the gist.
• Have students complete the missing words in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  unskilled  ​2  challenging  ​3  rewarding  ​4  well-paid  ​
5  varied  ​6  vocational  ​7  motivating  ​8  unsociable

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 9 Skills practice
Listening
Exercise 1  $ 4.06  Audio script pT160
• Read through the instruction with the class and ask students
to read the advert. Check they understand everything.
• Play the recording for students to listen and choose the
correct answer.
• Check the answer with the class.
ANSWER
B

Exercise 2  $ 4.06  Audio script pT160

• Read through the instruction with the class ask students to
read the questions and possible answers. Make sure they
understand everything.
• Play the recording for students to listen and choose the
correct answers. Then play the recording again for them to
listen and check. (If you prefer, you could do the first question
as an example with the class.)
• Check answers with the class, discussing the evidence for
each correct answer.
ANSWERS
1  A  ​2  A  ​3  C  ​4  A  ​5  B  ​6  C

Speaking: A conversation
Exercise 3
• Read through the instruction with the class. Then read the
statements aloud and make sure students understand them.
• Elicit different ways to start a conversation, e.g. by asking a
question, giving an opinion or giving an interesting piece of
information, e.g. Do you think that exams are the best way to
evaluate students’ knowledge? / I don’t think that exams are the
best way to evaluate students’ knowledge. Do you agree?
• Ask the groups to think of two more statements about
studying and careers. Students write their ideas on small pieces
of paper and put them on the table.
• Students then take it on turns to read out a statement and
talk about it with the group. Encourage students to use the
expressions in the book to express their opinions.
• Monitor while they are working, and give feedback at the end
on points that you noticed.
Further practice
Review, Workbook page 79
Unit 9 Tests, Tests and Resources Multi-ROM
End-of-term 3 Tests, Tests and Resources Multi-ROM
End-of-year Tests, Test and Resources Multi-ROM

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 1 Focus on Geology: volcanoes

Aims Exercise 4  $ 4.08  Audio script pT161

• Read and listen to a text about volcanoes.
• Learn geology vocabulary.
• Listen to a conversation about different types of volcano.
• Ask and answer questions about different types of volcano.
6 Develop mathematical competence and basic science and
technology competences.
7 Develop linguistic communication.
Warm-up
• Ask students questions about volcanoes, e.g. Where can you
find volcanoes? Are there any in your country? What happens
when a volcano erupts? What are the dangers from volcanoes?
Have you ever seen a volcano erupting on TV? Elicit a range of
answers and encourage students to share their knowledge
and experiences.
Exercise 1  $ 4.07
• Read through the instruction with the class. Play the recording
for students to read and listen and match the topics to the
paragraphs in their notebooks.
• Check answers with the class, and make sure that students
understand active, inactive and dormant.
ANSWERS
1  B  ​2  A  ​3  C
Exercise 2
• Read through the words in the box with the class and model
their pronunciation.
• Ask students to read the text in exercise 1 again to help them
write the correct words in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
1  conical mountain   ​2  ash cloud   3​   lava  ​4  Earth’s crust   ​
5  ​magma
Exercise 3  $ 4.08  Audio script pT161
• Read through the instruction and the types of volcano in the
box with the class.
• Play the recording for students to listen and note down the
different types of volcano in the order they are mentioned.
• Check answers with the class.
ANSWERS
1 cinder cone volcano
2 shield volcano
3 composite volcano
4 lava dome
• Give students time to read the sentences. Make sure they
understand the words.
• Play the recording again for students to listen and write the
answers in their notebooks. Pause the recording as necessary
to give students time to write. Play the recording again for
students to check their answers.
• Check answers with the class.
ANSWERS
1 cinder cone volcano
2 composite volcano
3 shield volcanoes
4 shield volcanoes
5 lava dome
6 cinder cone volcano
7 composite volcano
8 composite volcano
Exercise 5
• Read the instruction and the example questions aloud and
demonstrate the activity by telling students you have thought
of a type of volcano. Encourage them to ask you questions to
guess what type it is.
• When a student guesses correctly, invite them to think of a
different type of volcano. Ask other students to ask questions
and guess the type of volcano.
• Continue until all the volcano types have been practised.
Optional activities
Ask students to look at the text and exercises again and make
a note of all the vocabulary to do with volcanoes. You could
set a time limit and challenge students to find as many words
as they can. Bring all the vocabulary together on the board
and check that students understand it all. Suggest to students
that they should choose the most important words to record
in their notebooks and try to remember them.
Tell students they are going to research a volcano for
homework. Brainstorm the names of some famous volcanoes,
e.g. Mount Etna, Yellowstone, Vesuvius, Erebus. Ask students
to choose a volcano and find out more information about
it. Ask them to prepare a description of it, using some of the
vocabulary on this page. In the next lesson, divide the class into
groups to compare their information. Invite some students to
tell the class what they have learned about volcanoes.

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 2 Focus on History: the Cold War
Aims
• Read and listen to a text about the Cold War.
• Understand new vocabulary in context.
• Listen to a conversation about historical events.
• Complete a timeline with dates and information.
• Discuss ways of preserving peace.
3 Develop cultural awareness and expression.
7 Develop linguistic communication.
Warm-up
• Ask: What do you know about the Second World War? Elicit a
range of answers, and then ask: What happened in Europe after
the Second World War? Elicit a few ideas, prompting students
with more questions as necessary, e.g. What happened to
Germany? What about Russia? Encourage students to share
their knowledge with the class.
• Focus students’ attention on the photo and ask students if
they recognize any of the people. Elicit or explain that the
photo shows Winston Churchill, President Truman and Joseph
Stalin. Elicit what students know about these people.
Culture note
The photo on page 141 shows three world leaders: Winston
Churchill of the UK, President Truman from the USA and
Joseph Stalin from the USSR. The three men were at a
meeting in Potsdam, Germany in 1946 (which became known
as the Potsdam Conference), to discuss the future of Germany
after the Second World War. Among other things, it was
decided that Germany should be divided, with West Germany
remaining under the control of the West, and East Germany
coming under the control of the USSR.
Exercise 1  $ 4.09
• Read through the questions with the class and make sure that
students understand everything.
• Play the recording for students to read and listen to the article,
and answer the questions in their notebooks.
• Check answers with the class.
ANSWERS
1 The USA and the Soviet Union were the two main countries
in the Cold War.
2 The USA supported anti-communist (capitalist) ideology
while the Soviet Union supported communist ideology.
Exercise 2
• Focus students’ attention on the words in the box. Ask
students to find the words in the text and to read them in
context. Then ask them to match the words to the definitions
(1–5) in their notebooks.
T141 Focus on History: the Cold War
4852548 Spectrum TG4_PRESS.indb 141
• Check answers with the class, and make sure that students
understand all the words.
ANSWERS
1  developing world   ​2  by proxy   ​3  nuclear weapons   ​
4  emerged  ​5  embargoes
Exercise 3  $ 4.10  Audio script pT161
• Explain to students that they are going to listen to a boy
revising for a History test. Read through the timeline with the
class, and make sure that they understand all the country and
place names.
• Play the recording for students to listen and complete the
timeline, pausing as necessary to give them time to write.
• Allow students to compare their answers in pairs before
checking them with the class. Ask students which of
the events in the timeline they have heard of. Elicit any
information that they have about the events.
ANSWERS
1  1945  ​2  air  ​3  Organization  ​4  1950–1953  ​5  1955–1975  ​
6  1955  ​7  Wall  ​8  1962
Exercise 4
• Invite a student to read the statement aloud. Give students
time to think about their own opinions and reasons.
• Elicit some expressions for giving opinions, and agreeing and
disagreeing politely, and write them on the board, e.g. In my
opinion, … , I would argue that … , Don’t you think that … ? Yes, I
agree with you. Yes, you’re right. I’m not sure about that. Yes, that’s
true, but …
• Divide the class into groups to discuss the statement.
• Invite groups in turn to tell the class about their discussion,
and things they agreed and disagreed about.
Optional activity
Divide the class into groups of four, and ask them to choose
one of the events mentioned in the timeline. Two students in
each group should research the event from the point of view
of the USA, and the other two should research it from the
point of view of the Soviet Union. They could either do this in
class or for homework.
In their groups, students should then discuss the event they
have chosen, with each pair putting forward the point of view
of the country they represent.
Invite groups in turn to tell the class what they learned about
the event they chose and, if they wish, which point of view
they are more sympathetic to.
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 3 Focus on Science: hydroelectric power stations
Aims
• Read and listen to a text about the power of water.
• Learn vocabulary for parts of a hydroelectric plant.
• Discuss the environmental effects of building hydroelectric
plants.
6 Develop mathematical competence and basic science and
technology competences.
3 Develop cultural awareness and expression.
Warm-up
• With books closed, ask: How can electricity be generated? Elicit
a range of ideas, including coal-fired power stations, nuclear
power, wind power and solar power. If students don’t mention
hydroelectric power, bring it up and check that students
understand what it is.
• Ask: What ways are used to generate electricity in your country?
Elicit what students know, and encourage them to share
information with each other. Tell students that they are going
to look at hydroelectric power in more detail.
Exercise 1  $ 4.11
• Read through the instruction and the headings with the class.
• Play the recording for students to read and listen to the
information and match the headings to the paragraphs.
• Check answers with the class.
ANSWERS
A  Hydro-history  ​B  How hydro works   ​C  Pros and cons
Exercise 2
• Ask students to read the sentences and then read paragraph
B again to decide if the sentences are true or false.
• Ask them to correct the false sentences in their notebooks.
• Check answers with the class, asking students to provide
evidence from the text for their answers.
ANSWERS
1  True.  ​2  False. The pressure increases as it flows.   3​   True.  ​
4  False. The rotor spins round.   5​   True.
Exercise 3
• Focus students attention on the words in the box. Ask
students to read paragraph B of the text again, and look at the
words in context. Then ask the students to match the words
to the different parts of the diagram, writing the correct words
in their notebooks. Students could work in pairs to do this.
• Check answers with the class.
ANSWERS
1  reservoir  ​2  dam  ​3  sluice gate   ​4  generator  ​5  turbine
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Optional activity
Divide the class into pairs. Ask them to cover the text and try
to explain how a hydroelectric power station works, using just
the diagram.
Invite some pairs to try and explain a hydroelectric power
station to the class. Encourage other students to help out if
they are struggling. As a class, see if students can produce a
complete, clear explanation.
Exercise 4
• Invite a student to read the instruction and the questions
aloud. Then ask students to read paragraph C of the text
again and note down the advantages and disadvantages of
hydroelectric power that it mentions.
• Bring the advantages and disadvantages together on the
board, and elicit others, e.g:
(advantages): unlike solar or wind power, hydroelectricity can
be produced all year round, in all weather conditions.
(disadvantages): channelling a river into a hydroelectric power
station might take water away from other areas that need it;
there is a danger of the dam bursting and flooding a large
area of land.
• Invite some individual students to tell the class which
arguments they find the most convincing and why.
ANSWERS
1 It is clean, renewable, efficient and cheap. Hydroelectric
power stations are expensive to build and need a lot of
land. They can also have negative consequences for animals
and their habitats.
Optional activity
Divide the class into groups of four and ask them to choose
four other ways of generating electricity, e.g. solar power,
wind power, nuclear power, wave power, geothermal power.
Each student should then choose one form of power to
research individually. Explain that they should find out how
it works, and what the advantages and disadvantages are.
Alternatively, students could do the research for homework.
In their groups, students should then take turns to present the
form of power they have researched. As a group, they should
then discuss the four forms of power they have chosen and
decide which one is the best for their country to use.
Invite groups in turn to tell the class which form of power they
think is the best and why.
Focus on Science: hydroelectric power stations T142
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 4 Focus on PE: muscles
Aims
• Read and listen to a text about muscles and movement.
• Learn vocabulary to do with muscles.
• Discuss different sports and the muscles they use.
6 Develop mathematical competence and basic science and
technology competences.
5 Develop social and civic competences.
Warm-up
• Ask: How much exercise do you do each week? How much exercise
do you think you should do? Elicit ideas and encourage students
to talk about their own experiences and express their opinions.
• Ask: Why is it important to do exercise? Elicit ideas and build up
a list of benefits on the board, e.g. good for your heart, helps
you to lose weight, good for reducing stress. If students don’t
mention muscles, introduce the idea that doing exercise
keeps your muscles strong, which helps you to move easily.
Exercise 1  $ 4.12
• Read through the instruction and the questions with the class
and make sure that students understand everything.
• Play the recording for students to read and listen to the
text and match the questions to the paragraphs in their
notebooks.
• Check answers with the class.
ANSWERS
1  C  ​2  B  ​3  D  ​4  A
Exercise 2
• Read through the words in the box with the class. Encourage
students to use their dictionaries to check the meaning of the
words. Then have them copy the diagrams in their notebooks
and write the correct words to complete the diagram.
• Check answers with the class, and make sure that students
understand all the words.
ANSWERS
1  contracted  ​2  biceps muscle   ​3  tendon  ​4  tendon  ​
5  relaxed  ​6  triceps muscle
Exercise 3
• Focus students’ attention on the words in the box. Ask
students to find and read the words in the text and try to work
out their meanings from the context first. Then they can use
their dictionaries to check the meanings if necessary.
• Ask students to read and complete the sentences by writing
the correct form of the words in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class.
T143 Focus on PE: muscles
4852548 Spectrum TG4_PRESS.indb 143
ANSWERS
1  slow twitch   ​2  fast twitch   ​3  voluntary muscles; pull   ​
4  antagonistic pairs   5​   strains; cramp
Optional activity
Tell students you are going to give a definition of one of
the words from exercises 2 or 3. Say: This happens when your
muscles are tired. It’s very painful. (cramp)
Divide the class into pairs to prepare definitions of two words
from exercises 2 and 3. Go round monitoring and assisting as
necessary.
Ask students to close their books. Invite pairs in turn to read
out their definitions. The first student to guess the word gets
a point. Continue until all the words have been practised. See
who has the most points at the end.
Exercise 4
• Invite different students to read the questions aloud.
• Give students time to think about their answers. Then divide
the class into pairs or small groups to ask and answer the
questions.
• Invite some students to tell the class something they learned
about their classmates.
Optional activity
Divide the class into groups of four and ask each student to
choose a different sport, e.g. football, tennis, swimming, cycling.
In their groups, students should each research their sport, to
find out which muscles are important for that sport, and what
kinds of training are useful for the sport. If students are doing
the research in class, monitor and help while they are working.
Alternatively, students could do the research for homework.
In their groups, students should then take turns to present the
information they found and discuss what forms of exercise are
the best for each sport.
Invite groups in turn to tell the class what they learned about
the muscles used for different sports and different forms of
exercise for each sport.
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 5 Focus on Literature: features of a narrative

Aims Exercise 4  $ 4.14

• Learn about the author F. Scott Fitzgerald.
• Listen to a student’s presentation on narrative features.
• Read and listen to an extract from The Curious Case of Benjamin
Button by F. Scott Fitzgerald.
• Talk about the narrative features of a novel or short story.
3 Develop cultural awareness and expression.
Warm-up
• Ask: What kinds of books do you enjoy reading? Do you enjoy
reading novels or short stories?
• If students enjoy reading, ask: Who is your favourite author? Why?
What is your favourite novel? Why? What makes a good novel?
• If students don’t enjoy reading, ask them about films that they
enjoy. Ask: What kinds of films do you like? Why? What’s your
favourite film? Why? What makes a good film? Encourage as
many students as possible to join in and talk about their likes
and dislikes.
Exercise 1
• Focus students’ attention on the photo and elicit what
students know about F. Scott Fitzgerald.
• Read the question aloud, and ask students to read the
In context! box to find the answer.
• Check the answer with the class. Ask: Have you read this novel,
or seen the film? Would you like to? Why?
SUGGESTED ANSWER
He is born old and gets younger as he lives his life in reverse.
• Invite a student to read the instruction and the sentences
aloud, and make sure that students understand everything.
• Play the recording for students to read and listen to the
extract and answer the questions in their notebooks. Ask
them to correct the false sentences.
• Check answers with the class.
ANSWERS
1 False. They cut his hair and dyed it black.
2 True.
3 False. She left the house after one look at Benjamin.
4 True.
5 False. He shook the rattle sometimes.
Exercise 5
• Read through the instruction and the questions with the class.
• Give students time to prepare their ideas. If students cannot
think of a novel or short story that they have read, they could
talk about a film that they have seen.
• Divide the class into groups to tell their classmates about the
novel, short story or film they have chosen and talk about
the narrative features. Go round monitoring and assisting as
necessary.
• Invite some students to tell the class about their chosen novel,
short story or film.

Exercise 2  $ 4.13  Audio script pT161

• Read through the narrative features in the box with the class,
and make sure that students understand them.
• Play the recording for students to listen to the presentation
and note down which narrative features are mentioned.
• Check answers with the class.
ANSWERS
setting; plot; characterization; conflict; point of view; theme

Exercise 3  $ 4.13  Audio script pT161

• Give students time to read through the sentences.
• Ask students to write the narrative feature each sentence
shows in their notebooks.
• Play the recording again for students to check and complete
their answers.
• Check answers with the class.
ANSWERS
1  point of view   ​2  characterization  ​3  setting  ​4  theme  ​
5  plot  ​6  conflict

Focus on Literature: features of a narrative T144

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 6 Focus on Technology: robotics

Aims
• Read and listen to a text about robotics.
• Learn vocabulary for robotics.
• Discuss the positive and negative consequences of robotics.
6 Develop mathematical competence and science and
technology competences.
Warm-up
• Focus students’ attention on the photos and ask: Where do we
use robots? Elicit what students know, and encourage them to
share the knowledge that they have.
• Ask students where they think we will see the use of robots
increase in the future. Write these categories on the board and
elicit a few ideas and encourage students to speculate: home,
work, school, entertainment, health, transport.
Exercise 1  $ 4.15
• Read through the instruction and the headings with the class.
• Play the recording for students to read and listen to the
information and match the headings to the paragraphs.
• Check answers with the class.
ANSWERS
1  B  ​2  C  ​3  A
Exercise 2
• Focus students’ attention on the highlighted words in the text.
Encourage them to check their meanings in their dictionaries.
• Ask students to write the words that complete the diagram in
places 1 and 2 in their notebooks.
• Check answers with the class.
ANSWERS
1  controller  ​2  actuators
Exercise 4
• Read through the areas in the box and the questions with the
class and check that students understand everything. Refer to
the warm-up and ask students to think of other areas that are
affected by robotics.
• Brainstorm some positive and negative consequences of
robotics and cybernetics in one or two of the areas.
• Put students into pairs or groups to discuss the questions.
• Monitor and help while students are working.
• Invite some students to tell the class about the positive and
negative consequences that they have discussed.
Optional activity
Divide the class into pairs and ask them to prepare a short
presentation about an important invention that has changed
our lives.
In their pairs, students should research their invention, to find
out who invented it, when and why it was useful. Students
should also explain how it has changed our lives. If students
are doing the research in class, monitor and help while they
are working. Alternatively, students could do the research for
homework.
In their pairs, students should then take turns to present the
information they found and the class should discuss which
invention they think has been the most useful.

Exercise 3
• Invite different students to read the questions aloud. Check
that students understand military and application.
• Ask students to read the text again and answer the questions
in their notebooks.
• Check answers with the class.
ANSWERS
1 Robots do very repetitive or mechanical tasks.
2 The robots are controlled remotely so that their operators
can stay out of danger.
3 The sensors in the London Fire Brigade’s robots are used
to detect the presence of toxic chemicals, radiation or
combustible gases in burning buildings.
4 By implanting a microchip in his arm which was connected
to his nerves.
5 A possible application for Professor Warwick’s experiment
would be to help people with physical disabilities.

T145 Focus on Technology: robotics

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 7 Focus on History: the Industrial Revolution
Aims
• Read and listen to a text about the Industrial Revolution.
• Learn vocabulary about industry during the Industrial
Revolution.
• Discuss the effects of the Industrial Revolution.
6 Develop mathematical competence and basic science and
technology competences.
5 Develop social and civic competences.
Warm-up
• Focus students’ attention on the pictures and elicit what they
show. Ask: What period in history do you think this is? Elicit a
range of ideas, and introduce the term Industrial Revolution.
• Ask: What was life like before the Industrial Revolution? How did
the Industrial Revolution change people’s lives? How do you think
people felt about the first railways? Elicit a range of answers, and
encourage students to share their knowledge with the class.
Exercise 1  Negative: Factories were often noisy and dangerous and
• Read the instruction aloud and ask students to match the
words in the box to the pictures. Ask: What do you think life
was like for the people who lived in these houses and worked in
this factory?
• Check answers with the class.
ANSWERS
1  factory life   ​2  housing  ​3  travel
Exercise 2  $ 4.16
• Ask a student to read the instruction aloud. Then play the
recording for students to read and listen to the text, and
match the pictures to the paragraphs.
• Check answers with the class.
ANSWERS
1  A  ​2  C  ​3  B
Exercise 3
• Focus students’ attention on the words in the box. Encourage
them to read them in context in the text again and try to work
out their meaning. They can use their dictionaries to check
the meanings if they are unsure.
• Ask students to read the sentences and write the correct
words in their notebooks.
• Check answers with the class, and make sure that students
understand all the words.
ANSWERS
1  steam  ​2  Coal  ​3  textile  ​4  Iron; steel
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Exercise 4
• Invite two students to read the questions aloud. Ask students
to look again at the pictures, and give them time to prepare
their answers. Encourage them to make notes, but not to
write full sentences. Go round monitoring and assisting as
necessary.
• Divide the class into groups to compare their ideas and
discuss the questions.
• Ask some students to report on the ideas that the groups
have discussed and have a class discussion on the positive
and negative effects of the Industrial Revolution.
ANSWERS
1 Positive: new machines were invented; mechanization made
textile production faster and cheaper; roads were improved
and canals and railways were built so that materials, products
and people could be moved more cheaply and quickly; food
became cheaper and people’s diets became more varied; life
expectancy was higher; education was free.
many children worked in them; many people lived in poverty.
Optional activity
Ask students to imagine that they are living in a small town
before the Industrial Revolution. Elicit the different kinds
of people who live in and around the town, e.g. farmers,
business people, a teacher, a doctor, young people.
Tell students that there are plans to build a railway through
the town, and new factories near the town. Ask: Who might
be in favour of the changes? Why? Who might be against the
changes? Why? Elicit a range of ideas.
Ask students to choose a character from the town to role play,
and decide how they feel about the changes that are going
to happen. Give them time to plan their ideas. Go round
monitoring and assisting as necessary.
Divide the class into large groups to role play a discussion
about the future of their town. Encourage them to use
their imagination and argue from the point of view of their
character. At the end, ask them to hold a vote on whether or
not to allow the railway to be built in their town.
Focus on History: the Industrial Revolution T146
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 8 Focus on Art: modernism
Aims
• Read and listen to people describing their favourite paintings.
• Read about modernism in art.
• Learn vocabulary about modernism in art.
• Listen to a conversation between two people describing
paintings.
• Discuss paintings that you like and dislike.
3 Develop cultural awareness and expression.
5 Develop social and civic competences.
Warm-up
• Focus students’ attention on the paintings and ask: Which one
do you like the most? Why? Elicit a few answers from individual
students.
• Divide the class into pairs, and give them two minutes to
write down as many adjectives as they can to describe each
painting. Encourage them to include adjectives for emotions,
e.g. calm, relaxing, as well as words to describe the colours and
form of the paintings.
• Bring students’ ideas together on the board and discuss any
interesting adjectives that students have suggested.
• Use the paintings to teach canvas, landscape and abstract art.
Exercise 1  $ 4.17  Audio script pT162
• Read the instruction aloud. Then play the recording for
students to listen and answer the question.
• Check answers with the class.
ANSWER
Painting A (The Starry Night by Vincent Van Gogh)
Exercise 2
• Ask students to read through the In context! box to get the
gist. Ask: How many different art movements does it mention?
(6 – Modernism, Impressionism, Post-Impressionism,
Expressionism, Cubism and Surrealism)
• Focus students’ attention on the highlighted words. Ask
students to read the words in context again, to try to work
out their meaning. Then have them match the words to the
definitions in their notebooks.
• Allow students to compare their answers in pairs before
checking them with the class. Make sure students understand
all the words.
ANSWERS
1  still life   ​2  canvas  ​3  landscape  ​4  abstract  ​5  portraits  ​
6  avant-garde
T147 Focus on Art: modernism
4852548 Spectrum TG4_PRESS.indb 147
Exercise 3  $ 4.18  Audio script pT162
• Invite a student to read the instruction and the questions
aloud. Then play the recording for students to listen and
answer the questions.
• Check answers with the class.
ANSWERS
1 Tim is describing The Scream and Adi is describing
Composition Eight.
2 The Scream is by Edvard Munch and Composition Eight is by
Wassily Kandinsky.
Exercise 4  $ 4.18  Audio script pT162
• Give students time to read through the questions and
options.
• Play the recording again for students to listen and write the
correct options in their notebooks.
• Alternatively, students could choose the correct options from
memory, and then listen again to complete and check.
• Check answers with the class.
ANSWERS
1 A Expressionism
2 B couldn’t afford canvas
3 A colour
4 A you decide the meaning
Exercise 5
• Invite a student to read the instruction and questions aloud.
Give students time to think about their answers individually.
• Divide the class into groups to discuss the questions. Go
round monitoring and assisting as necessary.
• Ask some students to tell the class something they learned
about one of their classmates.
Optional activity
For homework, students could choose one of the artists or
movements mentioned in the In context! box. They could
research the artist or movement, and download some photos
of paintings.
In the next lesson, students could present their findings to
each other in groups. You could have a class discussion about
which movements or artists students like, and why.
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 9 Focus on Technology: satellite communication
Aims
• Read and listen to a text about satellites.
• Discuss devices that rely on satellites.
6 Develop mathematical competence and science and
technology competences.
1 Develop digital competence.
Warm-up
• Point to the pictures on page 148 and elicit the word satellite.
Tell students you are going to test their general knowledge
about satellites. Read the following questions to the class and
encourage students to guess the answers.
1 In what year was the first satellite sent into space? (1957)
2 What animal was sent into space with a Russian satellite?
(a dog)
3 How many working satellites are there currently travelling
around the Earth? (around 1,000)
4 How many old, broken satellites are there still going around
the Earth? (around 2,600)
• Tell students the answers and see who correctly guessed the
most answers. Ask students which answer they find the most
surprising and why.
Exercise 1  $ 4.19
• Focus students’ attention on the numbers in the box and elicit
how to say them.
• Play the recording for students to read and listen to the text
and find out what the numbers represent.
• Check answers with the class.
ANSWERS
5: there are five types of orbit
465: Geostationary satellites and the Earth travel at 465m per
second
27,000: To escape the pull of gravity, low Earth orbit satellites
have to travel at at least 27,000 km per hour.
1,000s: There are thousands of artificial satellites orbiting
the Earth.
Exercise 2
• Ask students to read the instruction again, and then ask
them to complete the diagram by matching the letters in the
diagram (A–E) with the orbits (1–5) in the text.
• Allow students to compare their answers in pairs before
checking them with the class.
ANSWERS
A 4 Low Earth orbit D 5 Medium Earth orbit
B 1 Polar orbit E 3 Geostationary orbit
C 2 Highly elliptical orbit
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Optional activity
Ask students to find verbs in the text with the following
meanings:
1 send a signal or information from one place to another
2 move around something (2 verbs)
3 watch something carefully
4 send a satellite into space
Check answers with the class, and make sure students
understand all the verbs.
ANSWERS
1  transmit  ​2  circle/orbit  ​3  observe  ​4  launch
Exercise 3  $ 4.20  Audio script pT162
• Tell students that they are going to hear a radio programme
on the topic of satellites. Give students time to read the
sentences.
• Play the recording for students to listen and decide if the
sentences are true or false. You could ask students to correct
the false sentences.
• Play the recording again for students to check and complete
their answers.
• Check answers with the class.
ANSWERS
1 True.
2 True.
3 False. GPS was originally developed by the US military.
4 False. GPS is made up of a group of more than twenty
satellites.
5 False. GPS receivers need to receive signals from four
satellites or they won’t work.
6 True.
Exercise 4
• Invite a student to read the task aloud. Elicit one or two
examples of devices that rely on satellites, e.g. phones and
tablets. Elicit a few ways in which GPS can be used for good
and bad purposes, e.g. to find people who are lost, or to spy
on people.
• Divide the class into pairs to list more ideas. Go round
monitoring and assisting as necessary.
Exercise 5
• Put pairs into groups of four to compare their lists and add
more items.
• Ask groups in turn to read their lists to the class. Make notes
on the board as groups report back.
• Focus students’ attention on the notes on the board and
discuss which devices are the most useful, and which uses of
GPS technology are the most beneficial or the most worrying.
Focus on Technology: satellite communication T148
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 Pronunciation practice

Phonetic alphabet ANSWERS

1  A (n); B (v)   ​2  A (n); B (v)   ​3  A (v); B (n)   ​4  A (v); B (n)   ​
Exercise 1  $ 4.21 5  A (v); B (n)
• Play the recording for students to listen and repeat the sounds Nouns Verbs
and example words in the table. Did she beat the Where did they
• Ask for individual repetition around the class and make sure world record? record that album?
students can pronounce any sounds which are particularly There’s been a big Did crime increase
difficult for speakers of their native language. increase in traffic. last year?
• Encourage students to learn the phonemic symbols. If they It was a very They always
know these, they will be able to work out the pronunciation successful advertise on TV.
of any words they look up in a dictionary. advertisement. I hope they agree to
You should ask for a refund my money.
refund. What does the
Unit 1: Sounds /æ/ and /ʌ/ The market sells factory produce?
Exercise 1  $ 4.22 fresh produce.
• Model the two sounds individually. Exercise 2  $ 4.25
• Play the recording for students to listen and repeat the pairs of • Demonstrate the idea of word stress, if necessary, by saying the
words. Play the recording several times if necessary to ensure word table and eliciting that the first syllable is pronounced
accurate pronunciation. louder and with more intonation than the second syllable.
Exercise 2  $ 4.23 • Write the word table on the board, separated into syllables, i.e.
ta / ​ble. Draw a dot over the first syllable to show where the
• Ask students to read through the pairs of words.
stress falls.
• Play the recording for students to listen and write the words
they hear in their notebooks.
• Ask students to write the words from exercise 1 in their
notebooks, divided into syllables. Play the recording for
• Check answers with the class. students to listen and mark the stressed syllables.
• Play the recording again for students to listen and repeat
ANSWERS
the words.
    • •         • •
ANSWERS 1 record (n); record (v)
1  match  ​2  begun  ​3  fun  ​4  sang  ​5  drunk  ​6  bat     •  •          •   •
2 increase (n); increase (v)
Exercise 3  $ 4.24     • •  •        •  • •     •
3 advertise (v); advertisement (n)
• Read through the tip with the students.     • •       • •
• Model the pronunciation of match and much. 4 refund (v); refund (n)
• Play the recording for students to listen and repeat the pairs of       •  •        • •
5 produce (v); produce (n)
words in exercise 2.
Exercise 3  $ 4.25
Unit 2: Word stress • Play the recording again for students to listen and check
their answers.
Exercise 1
• Play the recording a further time for students to listen and
• Ask students to read the sentences and decide if the repeat the sentences.
highlighted words are nouns or verbs.
• Check answers with the class, but don’t model the
pronunciation of the words at this stage.
• Ask students to copy the table into their notebooks and then
write the sentences in the correct columns.

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 Unit 3: Sounds /ɔ:/ and /ɒ/ Exercise 3  $ 4.27  Audio script pT162
• Read through the tip with the students.
Exercise 1 • Play the first sentence again and elicit which words have
• Model the two sounds. Give an example of each sound in a stronger stress, and which have weaker stress.
word if necessary, e.g. caught, cot. • Play the remaining sentences, pausing after each one for
• Ask students to copy the table into their notebooks and students to mark the stress.
complete it with the words. • Play the recording again for students to listen and check
• If you wish, you could ask students to underline the letters their answers. Explain that the main content words in the
that make the /ɔ:/ and /ɒ/ sounds. sentence have stronger stress, and the grammatical, or function
ANSWERS words, such as auxiliary verbs and prepositions, are generally
unstressed. Point out that there are other content words
/ɔː/ /ɒ/ that have a weaker stress because they are important for the
absorb electronic meaning but are less important than the words that are
also tomorrow most stressed.
bought volunteer • Play the recording again for them to listen and repeat the
draw sentences.
port
ANSWERS
source
1 Hot is the opposite of cold.
taught
2 What do you think we should do?
Exercise 2  $ 4.26 3 Salsa is a kind of dance.
4 Make sure you stretch before you do exercise.
• Play the recording for students to listen and check their answers.
5 I recommend eating toast for breakfast.
• Play the recording again, pausing after each word for students
to repeat.
• For additional practice, you could ask students to write a Unit 5: Stress with phrasal verbs
sentence containing some of the words from the table. They
could swap sentences with a partner and practise saying the Exercise 1
sentence they have been given. • Read through the instruction and sentences with the class.
• Ask students to copy the phrasal verbs into their notebooks
Exercise 3  $ 4.26 and complete them.
• Read through the tip with the students. ANSWERS
• Play the recording again for students to listen and repeat the 1  up  ​2  out  ​3  on  ​4  off  ​5  down
words in their sound groups.
Exercise 2  $ 4.28  Audio script pT162
Unit 4: Sentence stress • Play the recording for students to listen and check their
answers.
Exercise 1 • Ask which word is stressed in each phrasal verb.
• Ask students to read through the words in the box. ANSWER
• Students then copy the sentences into their notebooks and The second word (the particle) is stressed in each phrasal verb.
complete them with the correct words from the box.
Exercise 3  $ 4.28  Audio script pT162
Exercise 2  $ 4.27  Audio script pT162 • Play the recording again for students to listen and repeat.
• Play the recording for students to listen and check their • For additional practice, you could ask students to write a
answers. sentence using one or more of the phrasal verbs. They could
ANSWERS swap with a partner and practise saying the sentence they
1  opposite  ​2  should  ​3  kind  ​4  sure  ​5  eating have been given, using the correct stress on the phrasal verb.

Exercise 3  $ 4.29
• Invite students to read the sentences aloud. Students could
do this as a class or in pairs or small groups.
• Play the recording for students to listen and check their
pronunciation.

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 Unit 6: Sounds /θ/ and /ð/ Exercise 3
• Focus students’ attention on the red lines in exercise 3. Explain
Exercise 1  $ 4.30 that these lines show intonation patterns.
• Play the recording for students to listen and repeat the sounds • Ask students to match sentences 1–4 in exercise 2 with the
and the words. intonation patterns. Check answers with the class.
Exercise 2  $ 4.31 ANSWERS
• Play the recording for students to listen and read the sentences. 1  C  ​2  A  ​3  B  ​4  D
• Ask students to copy the table into their notebooks and Exercise 4  $ 4.34
complete it with the highlighted words.
• Play the recording for students to listen and repeat the
ANSWERS sentences. Encourage them to pay attention to intonation.
/θ/ /ð/
thunderstorms brother Unit 8: Sound /w/
thief That
thumb father Exercise 1  $ 4.35
thirsty mother • Model the sound, and then play the recording for students to
something this listen and repeat the words.
Thursdays together • Encourage students to speed up each time they repeat
the words.
Exercise 3  $ 4.32
• Play the recording again for students to listen and check their Exercise 2  $ 4.36
answers. Play the recording once more, pausing after each • Play the first three words and elicit which one doesn’t have a
word for students to repeat. /w/ sound (who).
• Have students read all the words in the /θ/ column, then the • Play the rest of the recording, pausing after each group of
words in the /ð/ column in their tables. three words for students to write in their notebooks the word
that doesn’t have a /w/ sound.
Exercise 4  $ 4.31
• Read through the tip with the students. ANSWERS
1  who  ​2  showed  ​3  owner  ​4  wrong  ​5  whose  ​
• Play the recording from exercise 2 again for students to repeat
6  review  ​7  write  ​8  who
the sentences paying attention to the sound /ð/.
Exercise 3  $ 4.37  Audio script pT162
Unit 7: Intonation • Play the recording for students to listen and check their answers.
Exercise 1  $ 4.33 • Play the recording again for them to listen and repeat the
words with a /w/ sound.
• Play the recording of the first sentence and ask students if the
speaker sounds enthusiastic or not.
• Explain that they are going to listen three more sentences Unit 9: Sounds /ð/ and /d/
and they should draw a happy face if the speaker sounds
enthusiastic, and a neutral face if they don’t. Exercise 1  $ 4.38
• Play the rest of the recording for students to listen and draw • Model the two sounds. Then ask students to copy the
the faces in their notebooks. sentences into their notebooks.
• Check answers with the class. • Play the recording for students to listen and mark the sounds.
ANSWERS
• Play the recording again for students to listen and check.
1  h  ​2  h  ​3  j  ​4  j ANSWERS
1 The dog went into the dining room.
Exercise 2  $ 4.34 2 That documentary was rather dull.
• Copy the first sentence onto the board. 3 Did they make these delicious desserts?
• Play the recording of the first sentence and elicit where the 4 The other dress is more delicate than this one.
speaker’s voice goes up and where it goes down. Mark the 5 Their father decided to donate a hundred dollars.
intonation on the sentence with a line (see exercise 3 for an 6 The detective helped to catch the drug dealers.
example, but do not draw students’ attention to this yet).
Exercise 2  $ 4.38
• Play the recording, pausing after each sentence for students
to say where the speaker’s voice goes up and down. • Read through the tip with the students.
• Play the recording again, pausing after each sentence for • Play the recording again for students to listen and repeat.
students to repeat. Encourage them to make a long /ð/ sound for the th words.

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 Audio scripts
Starter unit, page 6, exercises 2 and 3  C 1.03
Presenter:  Hello, and in this week’s Sporting Moments podcast,
we’ve decided to take a look at sportsmen and women who
became winners by accident. Here’s Angela with the first story.
Angela:  What do you think of when you hear the words ‘Australia’
and ‘sport’? Cricket or rugby, perhaps. Or possibly water sports
like surfing. But I’m sure that nobody thinks of ice-skating!
However, ice skater Steven Bradbury surprised Australians (and
the rest of the world) when he won his first ever gold medal for
Australia in the Winter Olympics of 2002. For years Australians
have asked the same question: how did he do it? Well, here’s
the story…
Most of his friends took up outdoor sports at school, but
Bradbury decided to try out ice-skating and ended up
representing his country. At the Salt Lake City Olympics, luck was
on his side! Bradbury was tired after the first two races, and in
the semi-final he couldn’t catch up with the leaders. He thought
the Olympic Games had finished for him. Then, suddenly, three
of the other skaters fell. Bradbury came second and qualified for
the final! In the final, Bradbury was even more tired and was last
with 50 metres to go. Incredibly, the other four skaters crashed
and fell. Bradbury skated past them and won the gold medal!
He hasn’t skated in any competitions since then, but Australians
have invented a phrase to describe unexpected success: doing
a Bradbury!
Presenter:  Wow! That’s quite a story. Thanks, Angela. Now we go
from a lucky skater to a lucky tennis player. Here’s Ian to tell us all
about...
Starter unit, page 7, exercises 2 and 3  C 1.04
Marta:  Hello. Have you got a minute?
Assistant:  Yes, of course. How can I help?
Marta:  I’m looking for a football shirt for my brother.
Assistant:   What team does he support?
Marta:  Err… Totten … Totten … How do you pronounce it?
Assistant:   Tottenham Hotspur, but most people just call them
Spurs.
Marta:  That’s much easier!
Assistant:   Are you Spanish?
Marta:  Yes. I arrived in May so I’ve been here all summer.
Assistant:  Oh yeah? What are you doing here?
Marta:  I’m learning English at a language school. I also work in a
clothes shop at weekends during the day to earn money and to
practise my English more.
Assistant:   Your English is very good!
Marta:  Thanks.
Assistant:   So, what size does your brother take?
Marta:  Err, extra large.
Assistant:   OK, here you go.
Marta:  Thanks. How much is it?
Assistant:   £50.
Marta:  £50! I can’t afford that! Maybe I’ll save up and come back
in a few weeks.
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Assistant:   Well, all the new football shirts cost the same. But
we’re offering a £20 discount on last year’s shirt from this week
to the end of August. I can also put your brother’s name on the
back for no extra cost.
Marta:  So that would be… £30. Um, I’m not sure.
Assistant:  Remember, the discount only lasts until the end of the
month.
Marta:  Well, OK. It’s not exactly a bargain but it’ll be worth it
when he sees it!
Assistant:   Let’s see… . What’s your brother’s name?
Marta:  Guillermo.
Assistant:   Can you spell that for me?
Marta:  Sure. It’s G-U-I–DOUBLE L–E-R-M-O.
Assistant:  G-U-I–DOUBLE L–E-R-M-O. Anyway, I’m learning
Spanish at the moment but I don’t have many opportunities to
practise. Maybe I should go and…
Starter unit, page 7, exercise 6, Dictation  C 1.05
1 I arrived in May.
2 I also work in a clothes shop at weekends during the day.
3 We’re offering a discount from this week to the end of August.
4 Remember, the discount only lasts until the end of the month.
Unit 1, page 12, exercises 4 and 5  C 1.07
Molly:  Hi Sarjit. What are you doing?
Sarjit:  Well, I saw an advert about an award for people who
make a difference in their community, and I started looking for
information about people our age who do something special to
help others.
Molly:  Oh, yeah? Have you found anything interesting?
Sarjit:  Well, yes, I’ve found some pretty inspirational people.
Molly:  Really? Like who?
Sarjit:  Well, the first person I read about was Neha Gupta who
set up the charity Empower Orphans. She’s from Pennsylvania, in
the USA, but her parents are Indian.
Molly:  Why did she set up the charity?
Sarjit:  Well, every year, she used to visit her grandparents in India
and take presents for the local children. During one trip to India,
she visited the children’s orphanage and discovered that the
children didn’t go to school. When she got home to the USA,
she started the charity Empower Orphans in order to help the
children in the community.
Molly:  Wow, that sounds great! How long has she had the charity?
Sarjit:  Since 2005, when she was only nine years old…
Molly:  Wow! That’s incredible!
Sarjit:  Hang on, I still haven’t finished!
Molly:  There’s more?
Sarjit:  Yes, listen to this. The charity has already raised over $1
million and has sponsored the education of 100 children.
Molly:  That’s really inspirational!
Sarjit:  I know! Easton LaChappelle is also very impressive. He’s
from Colorado, in the USA. He loves Lego and he made a robotic
hand with pieces of Lego when he was fourteen.
Audio scripts T152
10/06/2016 10:43
 Molly:  Lego? I’m impressed!
Sarjit:  Since then he’s produced a complete robotic arm. Robotic
arms are usually very expensive, so Easton started experimenting
with robotics and a 3D printer to make cheaper parts. He had the
idea after meeting a young girl at the Colorado Science Fair. She
was born without an arm and she needed a robotic one. But it
cost $80,000! Easton was shocked, because her family will have to
pay for new arms as she grows up, and that’s a lot of money. So he
produced an arm that only costs $500!
Molly:  Really? That’s amazing!
Sarjit:  And it will make a huge difference to the girl who inspired
him. And also to other people around the world.
Molly:  That really is brilliant. So do you know anyone from
around here that you might like to nominate for the award?
Unit 1, page 16, exercise 2  C 1.10
Stacy:  Hey Theo, over here. Sorry, late as usual. Have you been
waiting long?
Theo:  No, only for five minutes. I haven’t spoken to anyone yet.
Stacy:  Ok, well, let’s have a look at the different projects. Sponsor
a well? I’d like some information about that. Come on!
Woman:  Hi there. Can I help you?
Stacy:  Yes, please. Could you tell us about sponsoring a well?
Woman:  Sure. Let me explain how it works. What you do is decide
how much money you can donate every month. We will send you
regular updates on how we’ve been spending your money. We’ll
also put you in touch with children living in the villages.
Theo:  Can you explain which countries benefit from it?
Woman:  Well, the main countries are African countries like Sierra
Leone, Rwanda and Uganda. We raise money to build wells in
villages that don’t have access to clean water.
Stacy:  I can’t imagine what that must be like. Has the project
been running for long?
Woman:  Since 2007.
Stacy:  And how long have you been working on the project?
Woman:  For about two years now.
Stacy:  It sounds great. We want to get involved in a good cause,
but we still haven’t decided which project to support.
Woman:  Would you like a leaflet?
Theo:  We’ve already got one, thanks. We’ll have a think about it...
Where to next?
Unit 1, page 16, exercise 3, Dictation  C 1.11
1 I’d like some information about that.
2 Could you tell us about sponsoring a well?
3 Let me explain how it works.
4 What you do is decide how much money you can donate
every month.
5 Can you explain which countries benefit from it?
Unit 1, page 16, exercise 4  C 1.12
1 Hey Theo, over here.
2 Sorry, late as usual.
3 Where to next?
T153 Audio scripts
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Unit 2, page 24, exercises 4 and 5  C 1.15
Presenter:  Shopping: love it or hate it, it’s impossible to escape
it, especially on holiday. Today, we’re at Heathrow airport to ask
about the shopping experiences passengers have had on their
travels.
Presenter:  So, where you’ve been?
Woman:  I’ve been to Florence in Italy.
Presenter:  And did you have any interesting shopping
experiences on your trip?
Woman:  Err... yes, I did. I bought some jeans from a vending
machine.
Presenter:  From a vending machine? You’re joking!
Woman:  No, seriously!
Presenter:  And why didn’t you buy them from a shop?
Woman:  Well, on the plane from London I realized that I hadn’t
brought enough warm clothes. When we arrived in Florence, it
was late and very few shops were open. Also, we had very little
time to get to the hotel. Then I saw this vending machine that
sold jeans. There were plenty of different sizes, including my size
and I’m pleased with them because they fit really well!
Presenter:  That’s amazing! Do you know if these vending
machines are very popular?
Woman:  Well, quite a few people were queuing to buy some
jeans from this one!
Presenter:  OK, so you’ve been to Indonesia.
Man:  Yes, that’s right.
Presenter:  And did you have any interesting shopping experiences?
Man:  Yes, we did. We went to a floating market, where
everything was sold on boats.
Presenter:  Oh wow! Were they big boats?
Man:  No, they were quite small and narrow but there was plenty
of food for sale! In fact, the problem was that, on a few boats,
there was too much food and we couldn’t see it all.
Presenter:  Was it safe on the boats?
Man:  Oh, yes. The boats don’t move much, but sometimes there
were too many boats on the river and there wasn’t enough
space for all of them!
Presenter:  It sounds amazing. So what did you buy?
Man:  We bought lots of fruit. We only had a little local money,
but it was enough because there were lots of bargains!
Unit 2, page 28, exercises 2 and 3  C 1.18
Ms Amza:  Hello, you must be Trevor. I’m Andrea Amza, the
general manager.
Trevor:  Pleased to meet you. Thank you for inviting me for an
interview.
Ms Amza:  Thanks for coming. Now, Trevor, it says that you’re
working part-time in a supermarket. Why have you applied for
this job?
Trevor:  For two reasons really. Firstly, the hours are much better
for me. At the supermarket I work three evenings a week, and it
takes up too much time. I’ve got important exams next year and
I don’t have enough time for studying.
Ms Amza:  I see. And the second reason?
Trevor:  Well, I’m a dedicated musician. I really like music, so
working in a music shop really appeals to me.
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 Ms Amza:  Well, that’s great, but the job mostly involves dealing
with customers and working on the cash desk. Will you be able
to do that?
Trevor:  Definitely! I do a lot of talking to customers at the
supermarket and I’m really sociable. Also, I consider myself to be
an honest person. I’m good with numbers, so working on the
cash desk shouldn’t be a problem for me.
Ms Amza:  That’s very good to hear. Now, the shop opens at nine a.m.
but you’ll need to arrive at half past eight. Will that be a problem?
Trevor:  No, not at all. I have always been very punctual for my
supermarket job and I think it’s important to be reliable.
Ms Amza:  OK, great. Now, are there any questions you’d like to
ask me?
Unit 2, page 28, exercise 4, Dictation  C 1.19
1 I’m a dedicated musician.
2 I really like music, so working in a music shop really appeals to
me.
3 I do a lot of talking to customers at the supermarket and I’m
really sociable.
4 I consider myself to be an honest person.
5 I’m good with numbers, so working on the cash desk
shouldn’t be a problem for me.
6 I think it’s important to be reliable.
Unit 3, page 36, exercises 4 and 5  C 1.22
Woman:  Today we’re going to talk about our brains and the
energy they need to perform well. Our brains are the hungriest
part of our bodies … they use 20% of the energy that we get
from our food! But if we want our brains to process our thoughts
and feelings, we need to supply them with the right food; our
brains can’t do this themselves!
One of our brain’s favourite types of food is glucose. Glucose is a
natural sugar found in food like pasta, rice, bread, and fruit. If you
make yourself a breakfast that includes these foods, you’ll have
lots of energy levels during the morning. But don’t eat too much
sugar because it can cause our brains to crash briefly!
Man:  OK, let’s talk about exercise. Our brains and bodies depend
on each other, so exercise has physical and mental benefits.
When we exercise, our heart transports blood and oxygen to
our brain. Studies show that this extra oxygen improves our
memories and can even make our brains grow! So when we
do exercise, we give our brain more energy. Then, after we do
exercise our brain releases chemicals which make our whole
body feel good! So our body and our brain help one another.
Woman:  I’d now like to discuss sleep. Your brain needs you to rest
so that it can absorb what you have learned during the day. It’s
like a computer and it needs to organize its documents and store
them in the correct files. It also needs time to fix any problems.
If you don’t give your brain time to rest, you can burn yourself
out. And research has shown that when we don’t sleep enough,
we have more accidents. The brain can’t do this by itself – you
have to help it and make sure you get enough sleep. Experts also
recommend a siesta so that your brain can perform better in the
afternoon. I’m going to follow this recommendation myself!
Man:  OK, we’ve come to the end of our presentation. Let me
summarize the areas we’ve covered.
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Unit 3, page 40, exercises 2 and 3  C 1.25
Mum:  What are you doing, Rafi?
Rafi:  I’m checking my profile on the Green Diet website.
Mum:  Diet? You don’t need to go on a diet.
Rafi:  Mum! It’s a green diet. It’s about consuming less energy.
What I meant was that my results have been published on the
website. My progress is ok, but I could have done better in some
areas. Here, have a look.
Mum:  Only 80% for ‘Getting around’! That should be 100% – you
walk or cycle everywhere!
Rafi:  It’s because I go to football practice in the car with Dad. I
know I can do better, but the stadium’s too far away to cycle.
Mum:  You’ve a got a high score for ‘Shopping habits’.
Rafi:  Yeah, I’m really pleased with that score because I’ve made a
big effort. I’ve stopped buying things I don’t need and I only use
local shops.
Mum:  Your lowest score is for ‘At home’…
Rafi:  I know. I’m disappointed with that but it’s because we
waste a lot of energy at home … leaving lights on, turning the
heating up too high. It’d be great if you and Dad could go on the
diet, too.
Mum:  Well, it’s a great project, but I’m not really interested in
taking part. We don’t have enough money to make big changes,
like installing solar panels, so it seems like a waste of time to me.
Rafi:  We don’t have to install solar panels, Mum. What I was
trying to say was that we can save a lot of energy with small
changes. For example, wearing warmer clothes instead of
turning up the heating. I really hope you’ll think about it
seriously, Mum.
Unit 3, page 40, exercise 4, Dictation  C 1.26
1 I know I can do better.
2 I’m really pleased with that score.
3 It’d be great if you and Dad could go on the diet, too.
4 I’m not really interested in taking part.
5 It seems like a waste of time to me.
6 I really hope you’ll think about it seriously.
Project 1: Before you start, page 44  C 1.28
Student 1:  Another reason why we agree with the statement is
that people have access to many more books than they did in
the past. Research has shown that young people read more than
people over the age of 30. And there is evidence that people
who own ebook readers or tablets generally read more than
people who don’t.
Student 2:  To conclude, we have said that technology is having
a positive effect on our brains and on our education. Using
electronic devices makes us think faster and thanks to the
internet and ebooks, we have access to more information than
previous generations. To sum up, we feel that as technology
advances, human beings are becoming more intelligent.
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 Unit 4, page 50, exercises 3 and 4  C 2.03
Isaac:  Hello and welcome to this week’s campus sports podcast!
We’ve got a great show prepared for you today, haven’t we, Beth?
Beth:  That’s right! We’re going to look at sports injuries and how
to avoid them.
Isaac:  Most professional athletes train every day and a lot of their
training is about avoiding injury.
Beth:  Exactly! Tennis players visit physiotherapists and have lots
of massages to avoid swollen elbows and wrists, for example.
Isaac:  Yes, and footballers have the same treatment so that they
don’t get sore ankles or aching muscles. And all athletes do lots
of stretching. So, if you want to avoid sports injuries, look after
yourself like a professional.
Beth:  That’s right. I sprained my ankle last month when I was
jogging. If I had seen a physiotherapist, I would have recovered
a lot more quickly. But what if you haven’t got the money for
physiotherapy?
Isaac:  Well, we can do lots of stretching before and after we play.
However, some injuries are difficult to avoid!
Beth:  I’m not convinced about that. Have you got any examples?
Isaac:  Yes, tennis player Maria Sharapova missed the US Open
because she had injured her shoulder.
Beth:  Did she injure herself playing tennis?
Isaac:  Yes, apparently she had already had repair surgery on
that same shoulder. Later, her diagnosis was a condition called
‘bursitis’. She had to have regular physiotherapy sessions after
that and she recovered. But if she hadn’t injured her shoulder,
she wouldn’t have missed the US Open.
Beth:  But sometimes sports stars can injure themselves off the
pitch.
Isaac:  Well, Arsenal footballer, Steve Morrow, had an accident on
the football pitch after his team had won the cup final.
Beth:  After the game had finished? How did he do that?
Isaac:  Well, what would you have done if your team had just
won the cup?
Beth:  I would’ve celebrated!
Isaac:  Definitely! Me too! Well, Steve celebrated by climbing onto
his teammate’s shoulders. Unfortunately, he fell off and broke his
arm. So, while the other players went to a party, Steve went to
hospital with a broken arm!
Beth:  That sounds terrible! Perhaps we shouldn’t always copy
the professionals! Would he have broken his arm if his team had
lost, I wonder?
Isaac:  Perhaps not, but I think he was still happy for their victory.
Now…
Unit 4, page 54, exercise 2  C 2.05
Teacher:  Right, you’ve all read The Healthy Guide to Exam
Success. Has anyone got any questions?
Student A:  I’ve got one. I can’t sleep when I’m stressed, and I’m
worried that I won’t get seven hours’ sleep at night. What should
I do?
Teacher:  Well, you ought to try to relax. My advice would be to
stop studying an hour before bed time. You could spend that
hour watching TV, or doing some exercise.
Student B:  Have you thought about listening to some quiet
music while you try to fall asleep? That often helps me to relax.
Or you could have a hot bath … that’s a great way to relax.
T155 Audio scripts
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Teacher:  Yes, that’s a good idea.
Student C:  If I were you, I’d have a hot drink before you go to bed.
I often have… what’s it called? It’s similar to hot chocolate.
Teacher:  Do you mean cocoa?
Student C:  Yes, that’s it. Drinking cocoa or any milky drink can
often help you to sleep. But you shouldn’t drink coffee.
Student A:  Why not?
Student C:  Because it’s got something in it – um… something
that makes you feel awake.
Teacher:  Caffeine?
Student C:  Yes, that’s the word. So if you drink too much coffee,
you won’t sleep well.
Teacher:  That’s right. Too much caffeine can be bad for you. I
think one or two cups of coffee a day is fine, but you shouldn’t
drink too much. Any other questions?
Unit 4, page 54, exercise 3, Dictation  C 2.06
1 My advice would be to stop studying an hour before bed time.
2 Have you thought about listening to some quiet music?
3 You could have a hot bath.
4 If I were you, I’d have a hot drink.
5 If you drink too much coffee, you won’t sleep well.
Unit 5, page 62, exercises 3 and 4  C 2.10
Anne Simmons:  Good morning and welcome to Society Today.
I’m Anne Simmons, and in this week’s programme, we want to
look at manners. What effect is globalization having on the way
we behave and treat others? I decided to find out and I started
by asking Professor Samuel Morrison why we have manners.
Professor Morrison, welcome to the show.
Professor Morrison:  Thank you. Well, manners are rules about
‘correct’ behaviour. But these rules change with the times. For
example, in the past, manners were often related to a person’s
position in society, but that’s not so important now. Today, we
have new rules, such as ‘netiquette’ for online interaction.
Anne Simmons:  So etiquette varies according to the period you
live in. But do manners still vary from country to country? I have
here in the studio Haruki, a Japanese student. So Haruki, what do
you think?
Haruki:  Well, I am sorry to say that fast-food restaurants have
changed how we eat. In the past, people preferred eating slowly
while talking to other people. Now, a lot of people have stopped
eating together at home. They prefer to eat very quickly and
alone. I’ve also noticed that people blow their noses in public.
For the Japanese, blowing your nose in public is the worst kind
of rudeness. In Japan, you must go to the bathroom to do this.
Anne Simmons:  Thank you, Haruki. Also in the studio is Huan,
a Chinese student. Huan, what differences have you noticed
between Britain and China?
Huan:  In China, you should leave a little food on your plate when
you finish a meal. If you don’t, it looks like you haven’t had enough
to eat. In Britain, it’s the opposite. I mean, you should leave an empty
plate. That way the cook knows you enjoyed eating the food!
Anne Simmons:  Thank you. So, some manners are becoming more
international, but there are still differences. Before travelling,
find out about good and bad manners in other cultures, and
remember, politeness and respect for others are everything
when you are travelling.
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 Unit 5, page 66, exercise 2  C 2.13
Ratka:  Hi guys.
Nick & Lucy:  Hi Ratka.
Ratka:  Now, I’ve confirmed all bands, theatre groups and dance
acts for the festival. We’d better finish the advert next.
Nick:  It’d be great if we could advertise it on TV, wouldn’t it?
Lucy:  I’m not sure that’s possible, Nick, to be honest. It’d cost too
much money.
Ratka:  Lucy’s right, Nick. Now, let’s look at the flyer. There are
sure to be mistakes.
Lucy:  Mm, it looks good; very professional. But, um, perhaps we
could give the festival a better name.
Nick:  Yeah, Lucy’s right. How about Arts in the Park?
Ratka:  That’s great! Let me just write that down…
Ratka:  Now, what about the ticket prices?
Lucy:  Mm. We could consider offering 20% off for students. A
discount could make a big difference to them.
Nick:  That’s a good idea, Lucy. It’ll help to attract more people.
Ratka:  OK, why don’t we finalize the order of the performances?
Nick:  Um, I think 9 p.m. might be a bit late for The Gruffalo. It’s
unlikely that many kids will be there at that time. It may be
better to have the play in the morning.
Ratka:  Nine o’clock? That can’t be right. There must be a mistake
there. It should be at eleven o’clock in the morning.
Lucy:  Yes, that’s definitely the best time.
Ratka:  OK, eleven o’clock…
Lucy:  Ah, perhaps we could change the times of the dance
events. Let’s have the folk dancing at eleven and the Dance
Marathon at one thirty.
Ratka:  Good idea. OK, well I’ll just…
Unit 5, page 66, exercise 3, Dictation  C 2.14
1 We’d better finish the advert.
2 It’d be great if we could advertise it on TV.
3 I’m not sure that’s possible.
4 There are sure to be mistakes.
5 Perhaps we could give the festival a better name.
6 How about Arts in the Park?
7 We could consider offering 20% off.
8 Why don’t we finalize the order of the performances?
9 It’s unlikely that many kids will be there at that time.
10 Perhaps we could change the times of the dance events.
Unit 6, page 74, exercises 4 and 5  C 2.18
Young comedian:  So, I went to the doctor and explained that I got
a terrible pain in my eye every time I drank a cup of tea! He told
me to take the spoon out of the cup before drinking!!
Presenter:  Oh dear! That was a young comedian who was
participating in an open-mic night at the Broadway Comedy
Club last week. An open-mic night is a show when members of
the audience can get on stage and perform a short comedy act.
It’s an opportunity for newcomers to experience what it’s like
to be a professional comedian. Most people discover that it’s
not easy! So what’s the secret to being a good comedian? Chris
Hancock teaches comedy classes once a week at the Weston
Comedy Club. I asked him whether he could give us a few tips.
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Chris Hancock:  A student asked me what the most important skill
was for a comedian. I replied that it was the ability to make the
audience like you. He also asked me if I made jokes about myself.
I replied that there were two types of comedian: comedians
who laugh at themselves and comedians who laugh at the
world. I told him that it was important to decide which type of
comedian he wanted to be. I nearly always laugh at myself, by
the way!
Presenter:  OK! And what other things do comedians need to
decide?
Chris Hancock:  Well, you need to decide what type of act to do.
Are you going to do lots of short jokes, long monologues, or
sketches?
Presenter:  So when you’ve decided on the type of comedian you
want to be and the details of your act, what next?
Chris Hancock:  Your material, the script! Think carefully about your
audience and what will make them laugh. Also, watch the news
frequently so that your jokes are up-to-date. And don’t tell jokes
that insult groups of people; insulting people is never funny!
Presenter:  Thanks very much Chris.
Unit 6, page 78, exercises 2 and 3  C 2.20
Ms Roth:  Are you all ready for today’s book club meeting?
George:  Erm Ms Roth… I think we’re missing a chair.
Elliot:  There’s one over here.
Ms Roth:  Great, so let’s decide what ratings we’re going to give
this month’s books so that we can upload the reviews to the
website. You’ve all read Night School Resistance by C.J. Daugherty,
so what did you all think about it? Krissie, perhaps you could
start today.
Krissie:  ‘Chilling’ is the best word to describe it. I was really
scared, but I still loved it. What about you, Elliot?
Elliot:  I couldn’t agree more. To my mind, it’s one of the best teen
novels around.
Ms Roth:  OK. And you, George?
George:  Mmm… In my view, the Night School series has gone as
far as it can go. I mean, this is the fourth book in the series now,
isn’t it? Don’t get me wrong, I enjoyed reading the first three, but
it’s getting a bit unoriginal now. My view is that this should be
the last in the series.
Ms Roth:  I agree up to a point, but I think we should treat each
book separately. So, let’s rate this one here in the review.
Elliot:  That’s a good idea. Who wants to be first?
Krissie:  Shall I go first? I’d say it’s a four.
George:  I’m between a three and a four.
Elliot:  Four.
Ms Roth:  OK, a four it is then.
Unit 6, page 79, exercise 7, Dictation  C 2.21
Ms Roth:  Let’s look at If I Stay next.
George:  In my view, this is so well-written. Five from me.
Elliot:  I read it last year and I love it now as much as I did then. To
my mind, this is the best of the three. I say five.
Krissie:  Really? I thought it was OK, but I wouldn’t give it more
than a three.
Ms Roth:  Well, the majority wins. So five it is. OK, the last book is
Sofi Mendoza’s Guide to Getting Lost in Mexico.
Elliot:  This is a romantic adventure, but it’s dull, in my opinion.
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 Krissie:  I agree with you mostly. From my point of view, it’s a
three and a half. What did you think, George?
George:  I couldn’t agree more.
Project 2: Before you start, page 82  C 2.22
Alex:   Hello! My name’s Alex and this is Katie. In this presentation,
we’re going to tell you about all the fun things we’ve organized
for your day trip on 6th April!
Katie:   We’re going to leave early in the morning because there
are lots of places we want you to visit. We’ll meet at quarter to
nine outside the school and the coach will leave at nine. If you’re a
football fan, I think you’ll enjoy our first stop. We’re going to visit Old
Trafford, the home of the city’s greatest football team, Manchester
United! Man City fans wouldn’t agree with me, though! The tour
lasts an hour, and then there’ll be time to buy souvenirs in the gift
shop. After that, we’re going to go to the biggest park in the city,
Heaton Park. We’ll arrive at about one o’clock and we’ll have a picnic
lunch if the weather’s good enough.
Alex:   Thanks, Katie! After lunch, you can choose what you want
to do in Heaton Park. You can go to the animal centre, hire a
rowing boat on the lake or just chill out. Again, it’ll depend on the
weather. A bit later on, we’re going to take you into Manchester city
centre. You’ll have a couple of hours there to explore. If you’re into
shopping, you could go to the Arndale Centre. Our final activity
of the day will be dinner at one of our favourite restaurants. We’re
going to take you out for a British classic: fish and chips!
Katie:   Finally, here are a couple of practical tips. Manchester can
be cold and wet in April, so bring an umbrella and a warm coat!
Also, I’d recommend wearing comfortable shoes, as you’ll spend
a lot of the day walking around. That’s all for now, but if you’ve
got any questions, just get in touch. We’re really looking forward
to showing you our city!
Unit 7, page 88, exercises 5 and 6  C 3.03
News anchor:  ... and now Angela González reports on an
innovative plan to try to stop some of the 1000 tornadoes that
hit the USA every year.
Angela:  Tornadoes destroy property and kill people and scientist,
Rongjia Tao, believes it’s time we stopped them. He is presenting
his idea for the construction of giant walls in Denver next week.
The walls will be over 300 metres high and 45 metres wide, but
will they be big enough to resist a tornado?
News anchor:  A giant wall, what a great idea! And that’s all for now…
Radio voiceover:   Every once in a while we hear of strange
weather phenomena like this story from Lajamanu, a small town
in the Australian desert, 400 kilometres from the coast.
Eyewitness:  “It had just started to rain hard, when I noticed white
things falling out of the sky and moving around on the ground.
It was raining fish! There were fish everywhere!”
Radio voiceover:  How very interesting! Find out more about the
day it rained fish. Weird Weather starts next Wednesday at 7 p.m.
on Radio 3.
TV Presenter:  OK, it’s time to see if Anna Logan has some good
news about the weather for the weekend.
Weather woman:  Unfortunately not, Tom. Those black clouds
coming in from the Atlantic show that today’s drizzle is going to
turn into heavy rain this evening. We also think that the breeze
will turn into gales tomorrow, I’m afraid.
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TV Presenter:  Thanks Anna. How very disappointing! I’ll buy you
a present next time the sun shines. And that’s a promise! Now
with today’s sport...
Unit 7, page 92, exercises 2 and 3  C 3.05
Announcer 1:  Don’t miss the grand opening of Milton Planetarium
on Saturday, 3rd June. It’s guaranteed to be the most exciting
day of the year. Milton Planetarium has all the latest technology
and hundreds of interactive exhibits. It promises to be one of the
most educational leisure options in town. There’s never been a
more enjoyable way to learn about the planets. And get there
early, because we are giving a year’s free entrance to the first
three visitors! Milton Planetarium is where science rocks!
Announcer 2:  Incrediview Cinema is a must for all film fans, with
as many as ten top films to choose from every day. Don’t miss
our Super Wednesday deal with 30% off all ticket prices and a
free soft drink for all cinema goers. Incrediview Cinema – the
only cinema in town with real Digital 3D.
Announcer 3:  Keep cool on the ice this summer at Hockey Dock
– and discover the joy of ice skating. Train with the best coaches
in the world at our state-of-the-art ice rink. We offer training
sessions in speed skating, figure skating and ice hockey. And
if you just want to skate for fun, Hockey Dock is the place to
go. Planning a celebration? Make your birthday extra special
by having your party on the rink. Opening times: Monday to
Thursday 4 p.m. to 9 p.m., Friday to Sunday 9 a.m. to 11 p.m.
What are you waiting for? Discover the Hockey Dock.
Unit 7, page 93 exercise 5, Dictation  C 3.07
Megan:  How about the Incrediview Cinema? It’s the only 3D
cinema in the country!
Joe:  I’d like to do something a bit more interesting.
Harry:  Well, I think the planetarium is the most interesting place.
And it’s more educational than the other options. It’s where
Science rocks, remember!
Megan:  I’m not sure. The planetarium might be educational, but
it won’t be as exciting as the Incrediview Cinema. Incrediview
Cinema is also less expensive than the planetarium.
Joe:  Well, I think Hockey Dock is the place to go. It’s much more
exciting than the planetarium and it has more activities than the
cinema. It’s also the most active leisure option.
Megan:  So, we’ll not only have fun, but we’ll also keep fit! I like
that. What do you think, Harry?
Harry:  Well, OK. I don’t mind going to Hockey Dock.
Joe:  Excellent, thanks, Harry. So, what are we waiting for? Let’s go!
Unit 8, page 100, exercises 4 and 5  C 3.11
Podcast presenter:  Welcome to Talking Animals. This week we’re
talking to zoologist Zoe Adams about animal communication.
How is animal communication similar to human
communication?
Zoe:  Well, both animals and humans use body language and facial
expressions to show feelings of anxiety, sadness or affection, for
example. Think of how dogs wag their tails when they’re happy,
for example. Animals and humans also use their sense of smell to
discover information about other people or animals.
Podcast presenter:   Right. And whose sense of smell is better?
10/06/2016 10:43
 Zoe:  It’s usually the animal’s, but they use their smell to collect
different types of information. Some sharks can smell a small
drop of blood from 300 metres away.
Podcast presenter:  What about communication between groups
of animals, such as flocks of birds or troops of monkeys?
Zoe:  Well, a researcher at a zoo in England has observed that
Mandrill monkeys cover their eyes with their hand when they
don’t want to communicate. None of the people at the zoo
know where the gesture came from, nor does the researcher. It
appears that the monkeys invented the gesture themselves.
Podcast presenter:  So some animals can invent new types of
communication?
Zoe:  Exactly. Monkeys also use sounds to communicate. One
study identified 120 sounds that monkeys use to warn of
different dangers.
Podcast presenter:  Incredible! So, finally, you’re going to tell us
about two elephants and their special friendship.
Zoe:  Yes, it’s the story of two circus elephants, Jenny and Shirley,
who were reunited after they had been separated for twenty-
two years. Jenny was rescued from the circus by an elephant
sanctuary, but Shirley continued to work in circuses and was
badly treated. She was also kept on her own. Eventually, Shirley
was rescued by the same elephant sanctuary and the two
elephants were reunited.
Podcast presenter:  What happened when they saw each other?
Zoe:  Their happiness was amazing! It was obvious that they
hadn’t forgotten each other and were still great friends.
Podcast presenter:  So elephants never forget! Well, thanks very
much for joining us Zoe.
Zoe:  Thank you.
Unit 8, page 104, exercise 3  C 3.15
Presenter:  B – picture one
Speaker:  Before you start assembling, look at the list of contents
and check that you have all the correct parts. Hopefully you
haven’t lost anything!
Presenter:  C – picture two
Speaker:  The first thing you should do is attach the small top
piece of the cajon to the sides. Make sure that all the edges are
aligned. If the edges aren’t matched, your cajon will be unstable
– and nobody wants to fall off their cajon! Then put glue on the
edges. Repeat for the bottom piece.
Presenter:  A – picture three
Speaker:  The next step is to put the two straps around the box.
While the glue is drying, put the snare into the box. With a snare,
you get a better range of sound. That way, you can use it to play
all kinds of music.
Presenter:  F – picture 4
Speaker:  Then fix on the back piece of wood. Use the screws to
do this. Make sure the hole is at the top, not at the bottom. After
that, you should screw on the front piece. Then you can remove
the straps.
Presenter:  E – picture 5
Speaker:  The last step is to attach the rubber legs to the bottom
of the cajon. Your cajon is now ready for playing. You’ll soon be
creating amazing sounds that will be music to everyone’s ears!
Presenter:  D – picture 6
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Speaker:  Finally, perhaps you could paint something on it to give
it your own style. Happy playing!
Unit 8, page 104, exercise 4, Dictation  C 3.16
1 Before you start assembling, look at the list of contents.
2 The first thing you should do is attach the small top piece of
the cajon to the sides.
3 The next step is to put the two straps around the box.
4 Then fix on the back piece of wood.
5 The last step is to attach the rubber legs to the bottom of the
cajon.
6 Finally, perhaps you could paint something on it to give it
your own style.
Unit 8, page 104, exercise 5  C 3.17
1 You’ll soon be creating amazing sounds that will be music to
everyone’s ears!
2 Hopefully you haven’t lost anything!
3 Nobody wants to fall off their cajon!
4 Perhaps you could paint something on it to give it your own
style.
Unit 9, page 112, exercises 3 and 4  C 3.21
Presenter:  Welcome to this week’s episode of … Modern Heroes!
Today, we’re looking at people with amazing double lives! Here’s
Sean with our first hero from New York!
Sean:  Lyndsey Scott is a top model who has worked for some
of the world’s most famous fashion houses. But it seems that
the glamorous world of fashion isn’t challenging enough for
Lyndsey because she has another job as well! Her night job is
quite different. Lyndsey is a computer programmer and she has
already created seven apps for smartphones. Lyndsey plans to
continue developing apps in the future.
Presenter:  Wow! What interesting jobs! Now we’re going to hear
from Alex, who is reporting from the Mediterranean island of
Menorca.
Alex:  If I wanted some financial advice while I was on Menorca,
I’d visit the bank where José Tuduri works. And if I wanted to have
some fun … I’d also speak to José! Because when the long summer
nights arrive, José the bank manager becomes DJ Chicha! José told
me that he found working with people very rewarding. That’s good
because over 4,000 people have come to the town of Sant Climent
to watch him in action! DJ Chicha not only plays good music, but he
also leads the crowd in enormous group dances!
Presenter:  Really? How cool! Now onto our last modern hero,
who is from Belfast. Lilly, tell us all about him.
Lilly:  Well, by day, Tim Friers works as the head of design for an
international publisher. He said his job was very varied. His other job
is also creative and provides a good opportunity to release some
stress. Tim is also a singer-songwriter and leader of the band Tim
Friers and the Mercenaries! Tim said it was great that both his jobs
were so creative. He can use his design skills to create album covers,
T-shirts and lots of other products which are used to market the
band. The band regularly plays at festivals and have just released an
album which they are busy promoting at the moment.
Presenter:  No way! How exciting! Hey, Lilly, can I just ask you one
more question…
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 Unit 9, page 116, exercises 3 and 4  C 3.23
Maggie:  Hello, Maggie speaking. How can I help you?
James:  Oh, hi. I want to organize a trip this summer and I’ve
been looking at your website, but I don’t really know where to
start.
Maggie:  OK, don’t worry. The first thing you should decide is
what type of trip you want to go on. Give this a lot of thought, or
you might not make the best use of your summer. Can you see
the search box on our website which says ‘I’d like to...’?
James:   Oh yeah. Got it.
Maggie:  Have a look at the options there and decide what kind
of trip you’d like to make.
James:  Well, I’d like to work while I’m travelling.
Maggie:  What kind of work? Voluntary or paid?
James:  If I had more money, I’d do voluntary work, but financially
that won’t be possible, so it’ll have to be paid. I was thinking
about teaching English, perhaps.
Maggie:  Now, if you look at the website there’s an option there
that’ll give you more information about teaching English.
James:  Great. I’ll have a look at that...
Maggie:  Maggie speaking. What can I do for you?
Daniella:  Oh, hi. My name’s Daniella. I want to travel and do
voluntary work this summer. I know it’s a bit late to start
planning, but can you help me?
Maggie:  Don’t panic. My advice would be to book a complete
package.
Daniella:  What’s that?
Maggie:  Well, we offer complete packages to several
destinations and make all the arrangements for you. All you have
to do is decide where you want to go.
Daniella:  I’d quite like to go to Africa.
Maggie Well, our East Africa package involves taking part in a
volunteer project. But, hurry. If you don’t start getting organized
soon, you won’t have enough time to get the visas and the
vaccinations you need to go to Africa. Book soon, otherwise you
might not get the place you want.
Daniella:  Let me just see what it’s all about…
Unit 9, page 117, exercise 6, Dictation  C 3.25
1 Well, never leave without travel and medical insurance.
2 Also, it’s essential to be familiar with local customs and laws.
3 You should research local prices otherwise you might pay
more than necessary.
4 And always watch out for taxi drivers.
5 Never get into the car before agreeing the price.
Unit 1, page 123, Skills practice, exercises 1 and 2  C 4.02
There’s no doubt about it: we all need holidays. Whether we
stay at home or travel to distant destinations, holidays allow us
to take a break from our daily routine. For some people, they’re
a chance to relax or spend time with friends and relatives. But
holidays can also be an opportunity to change the world.
One way that people can use their free time to make a
difference is through The Otesha Project. Each year, the project
organizes six-week cycling tours. Some days are spent cycling,
but not all of them. Participants stop in different places around
the UK to work on community, education and farm projects.
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Depending on the route you take, you could help to build
classrooms using environmentally-friendly materials or organize
the sale of boxes of local organic vegetables. Otesha’s cycling
holidays not only make a difference to the environment, but
they can also transform the lives of the people who participate
in them.
Another organization that helps people to combine adventure
with volunteering is Amanzi Travel. Their slogan is ‘Do something
amazing’ and you’ll do just that on one of Amanzi’s volunteering
holidays in Africa. These trips allow you to discover Africa while
getting involved in a variety of projects. You might assist animal
conservationists by recording information about wildlife and
their habitats. Or you could help local people by working in
clinics, looking after young children or teaching. Volunteers can
also use the trip as an opportunity to try out the local language.
Tours last from two days to three months and there are over
100 different tours available – you simply choose your tour and
Amanzi’s supportive staff will make all the arrangements.
So if you’ve got some free time, why not consider one of these
trips? You could make a real difference to the world and it might
just change your life too.
Unit 3, page 127, Skills practice, exercises 1 and 2  C 4.03
Radio presenter:  Hello, ciao, hola, bonjour, guten tag, buongiorno,
shalom. You might have already guessed that today’s subject
is languages – specifically, the kinds of language learners that
we call ‘hyperpolyglots’. My guest is language expert Sonja
Mathieson. Sonja, what’s a hyperpolyglot?
Sonja:  Well, there are different categories of language learners.
There are monolinguals, who speak one language, and
bilinguals, like me, who speak two. Then there are polyglots, who
speak several languages, and finally hyperpolyglots, who speak
lots of languages.
Radio presenter:  When you say ‘lots of’ languages, how many is that?
Sonja:  Well, Ray Gillan, who’s in his fifties, can speak eighteen
languages. And Emil Krebs, another hyperpolyglot, speaks sixty-
eight languages.
Radio presenter:   Sixty-eight! How is that possible?
Sonja:  Well, human brains are incredibly powerful and we’re all
able to absorb language at amazing speed. But hyperpolyglots’
brains appear to be especially good at acquiring language.
While some people find language learning difficult or boring,
hyperpolyglots find it easy and enjoyable. They seem to be able
to hear a new word, store it and use it when they need to.
Radio presenter:  So brains are a bit like computers...
Sonja:  The human brain is similar to a computer in that it
processes and stores great quantities of information. However,
the brain is more powerful because it can do something that a
computer can’t: interpret the information that it processes.
Radio presenter:  And brains don’t crash like computers,
even when they have to process a lot of information, as
hyperpolyglots often have to.
Sonja:  That’s an interesting point. The thing is, hyperpolyglots
don’t usually have to use all their languages at the same time.
The brain is able to store information and activate it when it’s
needed.
Radio presenter:   So why do hyperpolyglots learn all these
languages? I imagine they don’t use them every day.
10/06/2016 10:43
 Sonja:   I think some hyperpolyglots love communicating online
with each other and with native speakers. But most are just
fascinated by how languages work and enjoy the learning process.
Radio presenter:   That’s very interesting. Thank you, merci, danke
and obrigada for teaching us about hyperpolyglots!
Unit 5, page 131, Skills practice, exercises 1 and 2  C 4.04
Hi, everyone. Today I’m going to talk to you about emperor
penguins, the largest species of penguin.
Emperor penguins live in Antarctica, in a kind of community
called a ‘rookery’. A rookery contains several families – from
about ten to as many as a hundred. These communities are
extremely important because the penguins’ survival depends on
how well they cooperate with one another. They all have specific
roles to play in the rookery and young penguins are taught to be
respectful of the other members.
The rookery is especially important during the extreme Antarctic
winter, which is when the penguins breed. At the beginning of
the season, the penguins walk between 50 and 120 kilometres
from the sea to their breeding area. Each female lays only one
egg each year, so it’s extremely important to protect it. But it
isn’t the female who looks after the egg – it’s the male. While the
female goes back into the sea to feed on fish, the male protects
the egg by keeping it under his feet. For two long, cold months,
the male penguins in the rookery stay close to each other to
keep warm. They show consideration for each other by taking
turns to be in the middle of the group, where it’s warmer.
When the females return to the rookery two months later,
they use their voices to communicate with the males. Each
male responds in a special voice to tell his partner where he is.
The females arrive just as the egg hatches. Then they feed the
young penguins with fish that they’ve carried from the sea in
their stomachs. But soon afterwards, the family splits up again.
This time, it’s the males who return to the sea to find food for the
young penguin. Males can lose up to 50 percent of their body
weight while they’re waiting for the females to return, but they’re
still fit enough to make the long journey to the sea. Again, the
rookery is important, as the penguins work together to catch fish.
Well, that’s the end of my presentation. I hope you enjoyed it.
Unit 7, page 135, Skills practice, exercises 1 and 2  C 4.05
They might not be a common sight on our roads yet, but
it’s likely that they soon will be. These vehicles are able to
navigate and avoid obstacles without the need for a human
driver. In fact, developers claim that driverless cars do these
things better and more safely than people, thanks to radar, GPS
and sophisticated software. Experts predict that, in time, this
technological development could change our world in ways
that we can only begin to imagine.
One question that people are asking is how driverless cars could
affect public transport. At the moment, taxis are expensive
because we have to pay people to drive them. Buses and trains
are cheaper, but they don’t take us directly to our destinations.
Individual driverless taxis could solve both problems. You would
no longer be limited to a particular bus route or train line if you
could simply get into a car and tell it where to go. If driverless
taxis were as cheap as buses or trains, public transport as we
know it today might disappear completely.
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Driverless cars could transform our cities in other ways too.
At present, car parks are built in city centres because people want
to be near their cars. But if we had driverless cars, we’d be able to
get out of our vehicles in the centre of town and leave them to
drive themselves to car parks outside of the city. Then there would
be more space in the city centre for shops, restaurants and houses.
Driverless technology could change where people live, too. If
you work in a city and live in a rural village, you probably spend
a lot of time driving. But what if you didn’t have to drive the car
yourself? What if you could sleep during the journey, watch a
film, or even work out on an exercise bike? If our cars became
extensions of our homes, a two-hour journey wouldn’t be a
problem. And then we wouldn’t have to live in cities at all.
Of course, no one knows if or when these things might happen.
However, it seems likely that one day, driverless vehicles will
dramatically change the way we travel, work and live.
Unit 9, page 139, Skills practice, exercises 1 and 2  C 4.06
Teacher:  Hi, Jett. Don’t you have a class now?
Jett:  No, I’ve got a free period. I’m going to the library to fill in an
application form.
Teacher:  Really? What for?
Jett:  It’s for a training session that I’m hoping to take part in.
Teacher:  That sounds interesting. What kind of training is it?
Jett:  It’s called ‘Zuu’.
Teacher:  ‘Zoo’ as in animals? But I thought you wanted to be a
fitness trainer after you leave school.
Jett:  I do! No, it’s spelt Z-U-U. It’s a fitness programme that trains
the whole body by making you move like different animals. For
example, you might have to crawl like a bear or hop like a frog.
It’s a fantastic way to keep fit. The exercises aren’t as repetitive as
they are in a lot of other fitness programmes.
Teacher:  It sounds very innovative! Will the Zuu training
programme help you when you leave school?
Jett:  Definitely. I’ve decided to specialize in fitness training after
leaving school. I don’t want to do anything academic, so it seems
like a good choice for me. And Zuu is about to become the next
big thing in fitness, so finding a job shouldn’t be too difficult.
Teacher:  It’s good that you’ve made up your mind. After all, you’ve
only got one semester left before you leave. You’re very good at
sport, so I’m sure you’ll succeed in the training programme. But is
it a good idea to concentrate on just one technique?
Jett:  It isn’t just a technique; it’s a whole new way of thinking about
keeping fit. The sessions I’ve done so far have been really motivating.
The guy who created it says that anybody can do Zuu and that
it burns a lot of calories quickly. He points out that we never see
overweight animals – but we see lots of overweight people.
Teacher:  It sounds funny.
Jett:  Yeah, it is! Before I tried it, I was worried that I’d look uncool
but I soon forgot about that because it works. You use your
whole body, so you can feel a big difference very quickly. And
it’s sociable. When you participate in a Zuu session, you have to
work in a group – like animals. They even call the participants a
‘pack’, as if you’re wolves. It’s good for people who aren’t used to
being around other people.
Teacher:  Maybe you could give us a demonstration next term!
Jett:  Yeah – OK!
Audio scripts T160
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 Unit 1, page 140, Focus on Geology,
exercises 3 and 4  C 4.08
OK … so now we’re going to look at the four main types of
volcanic structure. Let’s start with the cinder cone volcano. These
volcanoes have a conical shape and they have steep – almost
vertical – sides. Cinder cones are quite explosive. They erupt
every twenty years, on average.
The next type of volcano is the shield volcano. These are much
flatter and wider than cinder cones, with very gentle slopes. The
sides are not vertical, at all. Shield volcanoes can be very big and up
to 160 kilometres across. Shield volcanoes can be very active, but
their eruptions aren’t very explosive. The islands of Hawaii have lots
of these types of volcanoes.
Right, the third type of volcano is the composite volcano. Some
of the world’s most famous and spectacular volcanoes are in this
category. Mount Kilimanjaro in Tanazania, Mount Fuji in Japan,
Mount Vesuvius in Italy and Mount Teide on the island of Tenerife in
Spain are all composite volcanoes. They’re made from alternating
layers of lava and ash and, in a way, they’re a combination of cinder-
cone and shield volcanoes. The eruptions from these volcanoes can
be really dangerous, destroying everything in their path. Composite
volcanoes can last for millions of years.
OK… the last type of volcanic structure is called a lava dome.
These are circular projections of lava that come up through the
Earth near to a volcano’s main opening. The lava is very thick and
builds up into a dome shape. Lava domes grow quite slowly.
So, does anyone have any questions before we move on?… Yes,
Chloe…
Unit 2, page 141, Focus on History, exercise 3  C 4.10
Hannah:   Hey, Nathan, what’s up? Are you revising?!
Nathan:  Yes, we’ve got the Cold War test this afternoon!
Hannah:  Er, I know! I’m ready for it. Give me that book. I’ll give
you a quick test. Ready?
Nathan:  Er… OK! Ready.
Hannah:  Right… let’s have a look at this timeline … OK… in
what year did the USA drop atomic bombs on Nagasaki and
Hiroshima to try to end World War Two?
Nathan:  Oh, um… 1945.
Hannah:  Correct! What was the first crisis of the Cold War?
Nathan:  The Berlin Blockade! That was when Joseph Stalin,
leader of the Soviet Union, blocked transport to the west side of
Berlin so the Allies dropped supplies onto Berlin from the air.
Hannah:  That’s right … Ahh OK, here’s a good one. What does
NATO stand for?
Nathan:  Oh, I know this one. It was founded in 1949 and it stands
for… North Atlantic Treaty… Organization.
Hannah:  Very good! OK, here’s the next one. When was the
Korean War?
Nathan:  Um … 1950 to 1954?
Hannah:  No, sorry. It was from 1950 to 1953.
Nathan:  Yeah, I knew that.
Hannah:  When was the Vietnam War?
Nathan:  It was from 1955 until 1975.
Hannah:  OK, next questions. What was the Warsaw Pact and
when was it signed?
Nathan:  Right, it was signed in 1955 and it was an agreement
between all the countries in the Soviet Union. It said that if one
country was attacked, all the other countries in the pact would
go to war too.
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Hannah:  Perfect. OK, there were two big events in 1956, the
Hungarian Revolution and …
Nathan:  The Suez Crisis.
Hannah:  Great, full marks. Right … what happened in 1961?
Nathan:  Um, … can you give me a clue?
Hannah:  Think of Berlin.
Nathan:  Oh, yeah! The Berlin Crisis happened and that led to the
building of the Berlin Wall.
Hannah:  OK, last one. When was the Cuban Missile Crisis and
which countries were involved?
Nathan:  It was in 1962 and it was a confrontation between the
Soviet Union on one side and the USA on the other. It happened
because US spy planes found missile sites in Cuba.
Hannah:  Brilliant! See? You know loads about the Cold War!
Nathan:  Thanks, Hannah, I do feel a bit better about it now. Hey,
do you think…
Unit 5, page 144, Focus on Literature,
exercises 2 and 3  C 4.13
Mr Wilkinson:  OK, who’s next? Liam! I think it’s your turn, isn’t it?
What’s your presentation about?
Liam:  It’s about The Curious Case of Benjamin Button.
Mr Wilkinson:  OK, quiet everyone, please. Liam, over to you…
Liam:  Right… um… so, The Curious Case of Benjamin Button is a
fantasy story by F. Scott Fitzgerald. The setting is the American
city of Baltimore in the 1860s. The plot is about a man called
Roger Button who has a son called Benjamin. When Benjamin is
born, he is like a seventy-year-old man and can speak perfectly!
Roger Button is embarrassed about his son and tries to make
him act like a baby. But Benjamin just wants to be an old man!
Benjamin also gets younger as everyone else gets older.
The story is told in short episodes that follow his life as he gets
married, has a son, joins the army, goes to university, and then
to school. In other words, Benjamin lives his life in reverse. The
ending is very sad because he becomes a baby and forgets
everything that has happened in his life.
The characterization in the story is interesting because
Benjamin’s personality changes as he gets younger. One of
the most important features of a narrative is conflict. The main
conflict in this story is between Benjamin and his father, and also
between Benjamin and his wife and his son.
The story is told from the point of view of a narrator who is
telling this incredible story to us, the readers. So it’s a first-person
narrative but we don’t really know who the narrator is.
I think that the main theme, or message, of the story is that people
shouldn’t worry about what other people think all the time.
Mr Wilkinson:  Did you enjoy the story? Would you recommend it?
Liam:  Yeah, I did enjoy it and I’d definitely recommend it.
Mr Wilkinson:  Excellent, Liam, thank you…
Unit 8, page 147, Focus on Art, exercise 1  C 4.17
My favourite painting is a classic of modernism. It’s also one
of the most famous paintings in the world. It’s just so rich and
imaginative, so dramatic and expressive. It was painted when
the artist was staying in an asylum in France. In reality, you can’t
see the village or the church from the asylum window but it
doesn’t matter. Modernism was about impressions and feelings,
it wasn’t about reproducing things exactly as they are in real life.
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 Unit 8, page 147, Focus on Art, exercises 3 and 4  C 4.18 Radio presenter:  Ah, so if there are obstructions like buildings or
Tim:  So, I’m Tim and this is my favourite painting. It’s The Scream trees, your GPS receiver won’t function correctly?
by Edvard Munch. A lot of people find it terrifying and that’s why Rachel:  Yes, that’s right.
I like it! It’s an Expressionist portrait of a strange person who is Radio presenter:  Well, Rachel, we’re running out of time
looking at us with his mouth open and his hands over his ears. unfortunately but that was great …
It looks as if he’s by the sea and he’s remembered something
terrible, or he’s having a panic attack, but it’s not very clear. Pronunciation, page 150, unit 4, Sentence stress,
There are four versions of The Scream. They’re all on cardboard, exercises 2, and 3  C 4.27
not canvas. That’s because cardboard was much less expensive 1 Hot is the opposite of cold.
and Munch didn’t have much money at the start of his career. 2 What do you think we should do?
Adi:  I’m Adi, and my favourite type of art is abstract art and my 3 Salsa is a kind of dance.
favourite painting is called Composition Eight. It’s by Wassily 4 Make sure you stretch before you do exercise.
Kandinsky, who is my favourite artist. The painting is incredible.
5 I recommend eating toast for breakfast.
It’s basically a collection of geometric shapes and lines. In 1923
this painting was revolutionary. In my opinion, Kandinsky is so Pronunciation, page 150, unit 5, Stress with phrasal
interesting because he was the first artist to concentrate purely on verbs, exercises 2 and 3  C 4.28
colour, line and form instead of just trying to reproduce reality.
1 grow up
In this painting, the composition is really interesting. There are so
many shapes and it’s really dynamic, like the shapes are moving. take something up
What I love about abstract art is that it doesn’t try to be realistic; 2 fall out
it’s open to many different interpretations. work out
3 switch something on
Unit 9, page 148, Focus on Technology,
get on
exercise 3  C 4.20
Radio presenter:   OK, today we’re talking about… satellites! To 4 tell somebody off
explain how they work, we welcome to the show scientist and get off
author Professor Rachel Bruce! 5 calm down
Rachel:  Hi! slow down
Radio presenter:   So, we depend on satellites for so many things
in modern life. I switch on my GPS satnav as soon as I get in the C 4.32
car! But how do they work, Rachel? /θ/ /ð/
Rachel:  Well, basically, it starts at a ground station on Earth. thunderstorms brother
Ground stations are big buildings with enormous satellite dishes. thief that
The ground stations are designed to receive or transmit radio thumb father
waves to thousands of artificial satellites orbiting the Earth. The thirsty mother
satellites receive the radio waves from the ground stations and something this
then retransmit them back to Earth. These retransmitted radio Thursdays together
waves are received by different ground stations in other parts
of the world. The ground stations are connected to our normal Pronunciation, page 151, Unit 8, Sound /w/,
telecommunications networks on Earth like the internet or the exercise 3   C 4.37
telephone network. Simple! 1 when water
Radio presenter:  Ah, so that explains how we can watch live TV 2 sweet equipment
and talk to people on the other side of the world. So what about 3 waitress while
GPS? How does that work?
4 wall wear
Rachel:  Well, it was originally developed by the U.S. military and
it’s the name for a group of more than twenty satellites that are 5 away which
positioned at different points around the world. They are always 6 nowhere everyone
moving, circling the planet, and sending radio signals about 7 window winter
their position and time back down to Earth. Anyone who has a 8 whether white
GPS receiver, in their car or mobile phone, can receive signals
from these satellites. The GPS receiver combines the information
from four satellites at the same time and calculates its exact
position on the Earth.
Radio presenter:  Amazing!
Rachel:  It certainly is… But, um, the problem with GPS is that if
your GPS receiver can’t detect signals from four satellites at the
same time, it won’t work.

Audio scripts T162

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 Workbook Audio scripts
The workbook audio is available on Spectrum 4 Voc App, or via
www.oxfordpremium.es
Unit 1, Listening practice, page 80,
exercises 1 and 2    1.1
Radio presenter:  Volunteer tourism, or ‘voluntourism’, allows
people to travel while helping local people and wildlife. It’s
an industry that’s growing fast. In fact, over 1.6 million people
already choose this kind of holiday every year. My guest is Louise
Richardson, who’s just returned from a volunteering holiday.
Welcome, Louise. Can you tell us about your trip?
Louise:  Of course. I spent this summer in Borneo in Southeast
Asia, where I was working at a centre for orangutans.
Radio presenter:  How amazing!
Louise:  Yes, it was wonderful. My favourite part was hanging out
with the baby orangutans. They were adorable.
Radio presenter:  What gave you the idea of going on a
volunteering holiday?
Louise:  I wanted to make the most of my summer and do
something to make a difference instead of just lying on a beach.
Then I saw a television documentary about the Great Orangutan
Project, which made a big impression on me, and I knew
immediately how I wanted to spend my holiday.
Radio presenter:  Now, voluntourism has faced some criticism,
hasn’t it? People have suggested that perhaps, for some
volunteers, the motivation is to improve their CV or upload
exciting photos to Facebook. What’s your view on that?
Louise:  I can’t speak for everybody, but personally, I believed in
the project and wanted to help. Of course, there were lots of
benefits for me. It was a fantastic adventure and I made some
great friends. But if you can enjoy yourself and do something
useful at the same time, why not?
Radio presenter:  What advice would you give people who’d like
to try voluntourism?
Louise:  Remember that you’re there to get things done, not to
relax. Also, be aware that it isn’t cheap. Volunteers usually have
to pay for flights, accommodation, food and other things. And
finally, make sure the organization is dependable, especially if
you’re travelling to an unfamiliar part of the world.
Radio presenter:  Thanks, Louise. To find out more about
volunteering…
Unit 1, Listening practice, page 80,
exercise 4, Dictation    1.2
1 It’s an industry that’s growing fast.
2 Then I saw a television documentary about the Great
Orangutan Project, which made a big impression on me.
3 And I knew immediately how I wanted to spend my holiday.
4 It was a fantastic adventure and I made some great friends.
5 Make sure the organization is dependable.
T163 Workbook Audio scripts
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Unit 2 Listening practice, page 81,
exercises 1 and 2     2.1
As I arrive at Marienplatz, the main square in the German city
of Munich, the first snow starts to fall. The temperature is minus
two degrees, but thanks to my thick coat, hat, scarf and gloves,
I’m not thinking about the cold. Instead, I’m enjoying the
magical sight of my first German Christmas market.
Whether you’re buying presents or just want to enjoy the
atmosphere, a visit to a German Christmas market is the
perfect way to celebrate the winter. These markets are famous
throughout the world, and it’s easy to see why. The square has
been transformed into a winter wonderland. There are around
150 traditional market stalls selling all kinds of beautiful things,
from wooden decorations to handmade candles. In front of the
Town Hall is Munich’s famous Christmas tree, which is about 30
metres high and decorated with more than 2,500 lights. The
sky above the square is full of bright stars and the air smells of
spices, Bratwurst sausage and freshly baked biscuits.
My main reason for being here is to buy presents for my family.
But I can’t resist the delicious biscuit smell so I decide to follow
it. I find myself at a stall selling Lebkuchen, beautifully decorated
biscuits in the shape of stars and hearts. I buy a bag of six
biscuits and then continue walking around the square, stopping
to listen to musicians and take photos. I’ve never been a fan of
shopping, but this is wonderful – much more fun than being in
a crowded department store.
The market in Marienplatz is the oldest Christmas market in
Munich – it started in the 14th century – but it isn’t the only one.
There are twenty other Christmas markets here and many more
in other German cities.
German Christmas markets are very popular so make sure you
book your travel and accommodation early to find the best price
for your trip. Prices for a return flight to Munich …
Unit 2 Listening practice, page 81,
exercises 4 and 5, Dictation    2.2
1 As I arrive at Marienplatz, the main square in the German city
of Munich, the first snow starts to fall.
2 A visit to a German Christmas market is the perfect way to
celebrate the winter.
3 There are around 150 traditional market stalls selling all kinds
of beautiful things.
4 This is wonderful – much more fun than being in a crowded
department store.
5 The market in Marienplatz is the oldest Christmas market in
Munich…
10/06/2016 10:43
 Unit 3 Listening practice, page 82,
exercises 1 and 2     3.1
Presenter:  Hello, and welcome to this week’s edition of
Technology Matters. People often say that knowledge is power,
and that’s never been more true than in the current internet age.
Nowadays, thanks to all the information that’s available, anyone
can, in theory, become an inventor. With me in the studio to
discuss this is Dr Alan Morgan, who teaches science at Wood
Farm College in London. Dr Morgan, in recent years, we’ve seen
various examples of teenagers becoming successful inventors,
haven’t we?
Dr Morgan:  Absolutely. Take Eesha Khare, for example. She was
only 18 when she developed a mobile phone charging device.
Eesha’s device was amazing because it could fully charge a
phone in seconds – not hours, like most chargers.
Presenter:  And then there’s Deepika Kurup.
Dr Morgan:  That’s right. When Deepika won a prize for her
invention in 2012, she was only fourteen years old. She created
a solar-powered system for purifying water. On a trip to India,
she’d been shocked to see children drinking dirty water, so she
decided to try to do something.
Presenter:  And do you think other young people can be inspired
by examples like these?
Dr Morgan:  Definitely. In the past, technical knowledge was
available to few people. Now thousands of video tutorials are
uploaded to the internet every day. Maybe you’ve never worked
in electronics. Perhaps you haven’t even left school yet. It doesn’t
matter. The information is out there and people are using it to
teach themselves new skills.
Presenter:  But presumably, even with all this knowledge, you’ve
still got to be a special kind of person to be an inventor, haven’t
you?
Dr Morgan:  Yes, I think so. You need creativity to identify a
problem and think of a solution. You also need to be passionate
about changing the world. And above all, you have to be able
to convert that creativity and passion into action and get things
done. Perhaps not everyone has these qualities, but for those
people who do, the possibilities are almost infinite.
Presenter:  An inspiring message there. Dr Morgan, thank you
very much for joining us.
Unit 3 Listening practice, page 82,
exercise 5, Dictation    3.2
1 People often say that knowledge is power…
2 Take Eesha Khare, for example. Unit 4 Listening practice, page 83,
3 And then there’s Deepika Kurup.
4 And do you think other young people can be inspired by
examples like these?
5 In the past, technical knowledge was available to few people.
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Unit 4 Listening practice, page 83,
exercises 1 and 2    4.1
Grace:  Hi Jacob! What are you drinking?
Jacob:  Hello, Grace. It’s an energy drink. It’s the Maths exam
tomorrow and I’ve got to revise this evening. I’ll have to go to
bed late, I think.
Grace:  I wouldn’t drink that stuff if I were you. Have you looked at
the ingredients? My sister says that those drinks make your heart
rate much faster and then you feel anxious. Instead of helping
you concentrate, they can have the opposite effect.
Jacob:  How does your sister know so much about energy drinks?
Grace:  Because she’s training to be a nutritionist. She’s been
studying for three years.
Jacob:  A nutritionist?
Grace:  Yeah, someone who knows about the relationship
between food and health.
Jacob:  That sounds interesting. So what does she recommend, then?
Grace:  Eggs!
Jacob:  Eggs?
Grace:  Apparently, they’re very good for the brain, and especially
for the memory.
Jacob:  I love eggs, so that explains why I’m so intelligent!
Grace:  Actually, I was going to suggest that you should start
eating more of them!
Jacob:  Very funny!
Grace:  Anyway, eggs also help your muscles grow stronger, so
if you eat them regularly, you won’t have aching muscles after
working out.
Jacob:  Really? And what else does your sister say we should eat?
Grace:  Well, you’ll have more energy if you eat bananas. Natural
sugar from fruit is much better for you than the sugar that they
add to energy drinks. She says we should cut down on fast food
and that kind of thing. Apparently, it slows down our brains and
can make us feel stressed.
Jacob:  That sounds scary! OK, so I’ll have to eat an egg salad and
a banana for dinner this evening. Do you think that’ll help me
stay awake?
Grace:  Probably. But studying all night isn’t a very good idea either.
Jacob:  Are you going to tell me that I need to drink a glass of hot
milk and go to bed at nine o’clock?
Grace:  I don’t know. Maybe nine o’clock is a bit early! But a glass
of milk does help people relax before going to sleep.
Jacob:  Well, if it helps me pass my exams, I’ll try it! Thanks, Grace.
exercise 4, Dictation    4.2
1 It’s the Maths exam tomorrow and I’ve got to revise this evening.
2 I wouldn’t drink that stuff if I were you.
3 She says we should cut down on fast food and that kind of
thing.
4 Do you think that’ll help me stay awake?
5 I don’t know. Maybe nine o’clock is a bit early!
Workbook Audio scripts T164
10/06/2016 10:43
 Unit 5 Listening practice, page 84,
exercises 1 and 2    5.1
Hi, everyone! My name’s Natalie. Welcome to my video ‘Three
questions I’m often asked about blogging’. I’ve been writing a
successful blog for three years and I absolutely love it. In this video,
I’m going to explain why I enjoy blogging so much.
So when I tell people that I have a blog, the question they usually
ask is: ‘Why did you decide to start a blog?’ I used to respond by
saying I wrote my blog to connect with other people. But the
truthful answer is that I do it for myself. Converting my thoughts
into words helps me to understand myself. It helps me to reflect
on my current situation and plan my goals.
Another thing people often ask me is: ‘Why do people blog
instead of keeping a diary?’ Well, it’s an excellent question.
Some people write blogs to promote themselves to employers.
For example, my friend Stacey wants to be a journalist, so she
uses her blog to show people that she can write. But that isn’t
my reason for blogging. So why do I choose to broadcast my
thoughts to the world? For me, it’s because I find that uploading
my thoughts to the web helps me clarify them and improve as
a writer. When you know that other people are going to read
and comment on your writing, you make more effort to develop
your ideas and choose the right words to express them.
The third question that people ask me is: ‘How do you choose
what to write about?’
Well, I just write about anything that’s on my mind. I always
recommend that new bloggers start writing about a subject
that fascinates them, even if they think they’ve got little to say at
first. I’ve learned that writing helps you process your ideas and
discover new ones. If you start putting your thoughts into words,
you’ll find that they change and grow, and that interesting and
innovative ideas start to appear by themselves.
So I hope you enjoyed my video and that it’s inspired you to try
blogging! Please visit my blog at www. …
Unit 5 Listening practice, page 84,
exercise 4, Dictation    5.2
1 I’ve been writing a successful blog for three years.
2 I used to respond by saying I wrote my blog to connect with
other people.
3 Well, it’s an excellent question.
4 I always recommend that new bloggers start writing about a
subject that fascinates them.
5 I’ve learned that writing helps you process your ideas and
discover new ones.
T165 Workbook Audio scripts
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Unit 6 Listening practice, page 85,
exercises 1 and 2    6.1
Hello and welcome to our latest podcast. The Easter holidays
will soon be here, so it’s time to start planning some great family
days out. If you’re in the North East of England and are looking
for some fun things to do in the area, keep listening!
Whatever your age, you’re sure to have fun at the Discovery
Museum in Newcastle. Dedicated to science and local history,
the museum is full of interactive exhibits for a totally hands-
on learning experience. Admission to the museum is free and
there’s a great café where you can relax and have something to
eat or drink.
If you’re looking for something more artistic, then don’t miss
the Laing Art Gallery in Newcastle city centre. The Laing offers
a range of permanent and temporary exhibitions covering
different visual arts, from painting and photography to children’s
book illustrations and film-making. There are often special events
during the school holidays, so make sure you check the website.
For the ultimate in shopping, cross the river from Newcastle
city centre to the town of Gateshead, where you’ll find the
Metrocentre. Built in the 1980s, the Metrocentre is one of
Europe’s largest indoor shopping centres. As well as over 300
shops, you’ll find a wide range of restaurants, a large IMAX
cinema and other leisure facilities. If you love shopping, we know
you’ll love the Metrocentre.
If the weather’s good and you feel like some fresh air, why not
take the metro train to Whitley Bay, on the coast? From there, you
can walk across the beach to St Mary’s Island. Children will love
climbing on the rocks and if you’re lucky, you might even see a
variety of interesting birds, or even seals chilling out on the rocks.
Finally, if you’re into history or cinema, you’ve got to visit Alnwick
Castle. It’s one of Britain’s finest medieval castles, with beautiful
gardens. If you’re a fan of the Harry Potter films, you’ll be excited
to discover that the castle was one of the filming locations for
Hogwarts. Do you remember Harry’s first Quidditch lesson in the
first film? That was shot at Alnwick Castle.
Anyway, thanks for listening and enjoy the holidays!
Unit 6 Listening practice, page 85,
exercise 4, Dictation    6.2
1 Dedicated to science and local history, the museum is full of
interactive exhibits.
2 There are often special events during the school holidays.…
3 From there, you can walk across the beach to St Mary’s Island.
4 Children will love climbing on the rocks.
5 You’ll be excited to discover that the castle was one of the
filming locations for Hogwarts.
10/06/2016 10:43
 Unit 7 Listening practice, page 86,
exercises 1 and 2    7.1
Presenter:  When most people retire, they look forward to
slowing down and taking it easy. But not 68-year-old John
Laws. When John retired from work after thirty years, be bought
himself a bike and set off on a journey around the world. He’s
just got back and he’s here in the studio to tell us all about his
adventure. John, why did you do it?
John:  Because I’d never travelled. Well, in fact, that isn’t true. I’d
travelled thousands of kilometres when I was working as a bus
driver, but that was around the South West of England. I’d lived
by the sea all my life, but I’d never crossed it, not even to go to
France. I wanted to see the world!
Presenter:  So how long did the journey take and how many
countries did you cycle through?
John:  I set off two years and seven months ago and I got home
six weeks ago, so I was away for almost two and a half years. In
that time, I travelled through sixteen countries.
Presenter:  I’m sure you had amazing experiences every day, but
what will you remember most about your trip?
John:  Ooh, that’s a very difficult question. As you say, there was
so much that was memorable. In general, I would say some of
the scenery I saw – deserts, mountains, all kinds of landscapes.
I’ll always remember the kind people I met, too. For example, in
Nepal, a family invited me to stop over at their house when I had
nowhere to stay.
Presenter:  It must have been very hard at times.
John:  Yes, it was. I’ve often complained about the British weather,
but there were times when I really missed it! The weather is so
much more extreme in other parts of the world. In China, I was
in an extraordinary hailstorm. It was like golf balls were falling
from the sky! In India, a tornado had destroyed the road. And in
Cambodia, there was so much mist that I couldn’t see anything
at all. I didn’t know whether I’d be able to continue.
Presenter:  Amazing. And I hear that you’re already planning
another trip!
John:  Oh, yes. I’ve got a taste for adventure now. I can’t wait to
get away again!
Unit 7 Listening practice, page 86,
exercise 4, Dictation    7.2
1 And he’s here in the studio to tell us all about his adventure.
And I hear that you’re already planning another trip!
2 I’d lived by the sea all my life…
I wanted to see the world!
3 I was away for almost two and a half years.
I’ll always remember the kind people I met, too. differences between places.
4 I’ve often complained about the British weather.
I didn’t know whether I’d be able to continue.
5 there were times when I really missed it!
There was so much mist that I couldn’t see anything at all.
4852548 Spectrum TG4_PRESS.indb 166
Unit 8 Listening practice, page 87,
exercises 1 and 2    8.1
Presenter:  Welcome to the programme. Today we’re going to
begin by asking the question: ‘how many senses do we have?’
Most people will say ‘five’: sight, sound, touch, smell and hearing.
But others believe that we have many more than five senses and
some people claim that there could be over thirty. These include
a sense of adventure, temperature, fashion, pain, humour and so
on. Tonight’s guest, Marie Knowles, is here to talk about a sense
that many people claim not to have: a sense of direction. Marie,
you’re the president of an orienteering club so you must have a
good sense of direction. But why do people find this so difficult?
Marie:  I think there are several reasons for this. Some people
expect to get lost, so they do. Others just don’t pay enough
attention to where they are. If people don’t have a good eye
for detail, they may not notice differences between places.
This is especially likely to happen in areas where the streets are
practically identical.
Presenter:  And can orienteering help these people?
Marie:  It can to a certain extent. The first step is to start feeling
comfortable reading maps. A lot of people don’t know how to
do this, and once they learn, they feel much more confident
about finding their way around.
Presenter:  But do we really need a sense of direction these days?
Can’t we just use GPS systems?
Marie:  Take it from me, nobody should depend completely on
a GPS system. The ability to find your way around is a skill which
everyone needs. For one thing, you might end up in the wrong
place if you don’t spell a place name correctly. I once heard
about a couple in Italy who wanted to go to the stunning island
of Capri, but ended up in the industrial town of Carpi instead.
Presenter:  There was also the man who bought a second-hand
GPS system and set it to take him home, only to end up at the
home of the GPS system’s previous owner!
Marie:  Yeah! To be honest, I don’t have much sympathy for
someone who does that. I mean, you can’t just expect to let the
GPS do all the work while you sit back and take it easy. How can
anyone not realize they’re on completely the wrong road?
Presenter:  I agree! Marie, I’m afraid that’s all we’ve got time for...
Unit 8 Listening practice, page 87,
exercises 4 and 5, Dictation    8.2
1 These include a sense of adventure, temperature, fashion,
pain, humour and so on.
2 I think there are several reasons for this.
3 If people don’t have a good eye for detail, they may not notice
4 This is especially likely to happen in areas where the streets
are practically identical.
5 The first step is to start feeling comfortable reading maps.
6 The ability to find your way around is a skill which everyone
needs.
Workbook Audio scripts T166
10/06/2016 10:43
 Unit 9 Listening practice, page 88,
exercises 1 and 2    9.1
Presenter:  With academic study becoming increasingly
expensive, more young people are choosing apprenticeships
instead. An apprenticeship allows you to train for a profession
and earn money. It’s a much better option than facing an
unpredictable future in a badly paid, unskilled job. But not
everyone wants to be a plumber, a carpenter or a mechanic.
On today’s show, we’re talking to school leavers who are doing
more unusual apprenticeships. Our first caller is Abby, who’s
22 and an apprentice diamond setter. Abby, what does your
apprenticeship involve?
Abby:  Well, we learn to make jewellery. I spend my days making
metal frames for rings, necklaces and earrings which diamonds
are then placed into.
Presenter:  So it’s quite creative, then?
Abby:  Yes. That’s one of the things I like about it. I should get
quite a well-paid job at the end of it, too.
Presenter:  Have you always wanted to do this?
Abby:  Not at all. I had no idea diamond setters existed until
recently. I was underqualified for all the other careers I was
interested in, so I feel really lucky to have got this opportunity.
Presenter:  Thanks, Abby. Our next caller is Ewan. He’s nineteen
and he’s doing a rather different apprenticeship: as a horse
dentist! Ewan, what’s your apprenticeship like?
Ewan:  Great – if you like animals! Horses have lots of teeth, so
they need constant care. We take teeth out, clean them… things
like that.
Presenter:  And is there an exam that you have to take?
Ewan:  Yes, there is. We work with the professionals to learn the
necessary skills. Then we take an exam to become qualified in
horse dentistry.
Presenter:  Are you enjoying it?
Ewan:  Definitely. It’s rewarding when a horse is in pain and you
know you can help.
Presenter:  Thanks, Ewan. Finally, let’s talk to Judy. She’s twenty and
an apprentice chocolatier. Judy, I suppose everyone tells you what
an amazing job you have.
Judy:  Yeah, although I never dreamed of making chocolates as a
child. It’s something I’ve become interested in over time.
Presenter:  So it wasn’t your plan when you left school?
Judy:  No. When I first looked into apprenticeships, I felt dissatisfied
with all the options available. I went travelling and I got this idea
while I was away – in Belgium, unsurprisingly!
Presenter:  So if you’re wondering what to do next, here are three
ideas for you. Never forget that there’s a world of jobs out there ...

Unit 9 Listening practice, page 88,

exercise 4, Dictation    9.2
1 With academic study becoming increasingly expensive, more
young people are choosing apprenticeships instead.
2 It’s a much better option than facing an unpredictable future
in a badly paid, unskilled job.
3 I was underqualified for all the other careers I was interested
in…
4 When I first looked into apprenticeships, I felt dissatisfied with
all the options available.
5 And I got this idea while I was away – in Belgium, unsurprisingly!

T167 Workbook Audio scripts

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 Workbook answer key

    page 4  Grammar 4 **
1  kind  ​2  sympathetic  ​3  outgoing  ​
Starter unit Past simple and present perfect
4  dedicated  ​5  dependable
1 **
Reading 5 ***
1 ’ve been
1 * 1  optimistic  ​2  outgoing  ​
2 called
1  F  ​2  T  ​3  T  ​4  F 3  enthusiastic  ​4  truthful
3 took
6 ***
4 has already gone
Vocabulary Students’ own answers.
5 haven’t arrived
Technology verbs 2 **
1 *     page 9 
1  taught  ​2  hasn’t done   ​3  has lived   ​
1  update  ​2  charge  ​3  scroll  ​4  Press  ​ 4  went  ​5  did, spend Grammar
5  tap
Past simple, past continuous and
2 ** 3 *** used to
1  text  ​2  browse  ​3  Swipe  ​4  plug in  ​ 1  joined  ​2  ’ve, started   3​   ’ve done   ​ 1 *
5  update 4  went  ​5  didn’t like   ​6  ’s, taken up 1  ✓  ​2  -  ​3  -  ​4  ✓  ​5  -  ​6  ✓
3 **
2 *
1  Scroll  ​2  swipe  ​3  text  ​4  charge,     page 7  1 Emma didn’t use to be so sensible.
plug  ​5  Press, tap   6​   browsing
Grammar 2 Where did you use to live?
    page 5  3 They used to be best friends.
Present simple and present
4 We didn’t use to get on well.
Grammar continuous
5 We used to play together.
1 *
Modals 3 **
1  winning  ​2  having  ​3  studying  ​
1 * 1 When, was doing
4  visiting  ​5  stopping  ​6  taking
1  B  ​2  F  ​3  D  ​4  E  ​5  C  ​6  A 2 Just when, invited
2 **
2 ** 3 was waiting, when
1 drinks, ’s having
1  S  ​2  D  ​3  D  ​4  S  ​5  S 4 Just when, discovered
2 doesn’t, win, ’re playing
3 ** 5 while, was talking
3 ’re looking, don’t want
1  need to   ​2  didn’t have to   ​3  couldn’t  ​ 4 **
4 are getting on, fight
4  able to   ​5  must 1 used to be
5 love, ’m not reading
4 *** 2 didn’t use to be
6 ’m listening, don’t understand
1  able  ​2  have  ​3  ought  ​4  mustn’t  ​ 3 Did you use to like
3 ***
5  could  ​6  allowed 4 used to cry
1 ’m studying, Students’ own answers.
5 used to have
Vocabulary 2 play, Students’ own answers.
6 did you use to enjoy
3 S tudents’ own answers, is learning,
Phrasal Verbs Students’ own answers.
7 didn’t use to play
1 ** 8 used to spend
4 go, Students’ own answers.
1 A I think I might enjoy it 5 ***
2 B I couldn’t run fast enough     page 8  Students’ own answers
3 A I was ill
4 A I’d missed the last bus Unit 1 Making a difference     page 10 
5 B it’s a good way to get fit Vocabulary
2 ***
Vocabulary
1  try out   ​2  take up   ​3  pick up   ​ Personality adjectives Collocations: get and make
4  catch up with   ​5  miss out on 1 * 1 *
1  ive  ​2  ful  ​3  able  ​4  ible  ​5  ing  ​ 1  make  ​2  get  ​3  get  ​4  make  ​5  get
    page 6  6  ed 2 **
1 B try hard
Vocabulary 2 A participate
Money and shopping 3 A have an impact
1 * 4 B achieve your goals
1  waste  ​2  save up   ​3  lend  ​4  afford  ​ 5 B improve
5  be worth 3 **
2 ** 1 get involved
1  worth  ​2  save  ​3  lend  ​4  afford  ​ 2 * 2 make an effort
5  borrow 1  optimistic  ​2  sympathetic  ​3  kind 3 made an impression
3 *** 3 ** 4 got better
1  afford  ​2  worth  ​3  borrow  ​4  lend  ​ 1  supportive  ​2  sensible  ​ 3  dedicated  ​ 5 get the feeling
5  waste  ​  save up 4  truthful  ​5  dependable

Workbook answer key T168

4852548 Spectrum TG4_PRESS.indb 168 10/06/2016 10:43

 4 ** 1 *     page 15 
1 got used to 1  wild  ​2  pack  ​3  shade  ​4  dam  ​
2 get permission 5  bank Cumulative review S-1
3 make the most of 2 ** Vocabulary
4 made a difference 1 caused, damage 1 1 make  ​2  switch  ​3  get  ​4  plug  ​
5 get things done 2 made, decision 5  get  ​6  make  ​7  catch  ​8  get  ​
5 *** 3 bring, change 9  save  ​10  make
1 get, Students’ own answers. 3 *** 2 1 orrow  ​2  wipe  ​3  utgoing  ​
2 get, Students’ own answers. 1  wild  ​2  banks  ​3  decision  ​ 4  ympathetic  ​5  ank  ​6  ptimistic  ​
3 make, Students’ own answers. 4  brought  ​5  dams  ​6  damage 7  ack  ​8  ensible  ​9  edicated  ​10  ext
4 made, Students’ own answers.
5 got, Students’ own answers.
Practical English 3 1 been  ​2  can  ​3  allowed  ​4  ’m  ​
5  already  ​6  has  ​7  were  ​8  used
6 make, Students’ own answers. Giving information
4 1 I’ve been saving up for a new phone.
1 *
2 We weren’t running in the corridor
    page 11  1 explain, R
3 I haven’t got used to my new bike yet.
2 tell, R
Grammar 3 Have, G
4 Where are you going?
Present perfect simple and present 5 Jake usually studies in the library
4 like, R
perfect continuous 6 Why did they go home early?
5 explain, G
1 * 6 do, G     page 16 
1  S  ​2  C  ​3  S  ​4  C  ​5  C 7 find, R
2 * 2 ** Unit 2 A consumer’s world
1  already  ​2  still  ​3  yet  ​4  still  ​ 1 I’d like some information about that.
5  already 2 Could you tell us about your charity?
Vocabulary
3 ** 3 Can you explain how you do that? Advertising
1 How long have you been learning 4 Let me explain how it works. 1 *
English? 5 What you do is drink through it like 1  B  ​2  C  ​3  E  ​4  A  ​5  D
2 How long have you hated carrots? a straw. 2 **
3 How long has there been a farm here? 6 Where can we find out more? 1  exaggerate  ​2  appear  ​3  inform  ​
4 How long has she been talking on the 7 H
 ave a look on our website to see 4  broadcast  ​5  convince  ​6  promote  ​
phone? some videos. 7  claim  ​8  recommend
5 How long has he been doing judo? 3 *** 3 **
4 ** Students’ own answers. 1  appear  ​2  promote  ​3  claim  ​
1 The charity has been helping elderly 4  convince  ​5  broadcast  ​6  inform
people since 1974.     page 13  4 ***
2 We’ve had our car for three years. 1  ppeal  ​2  dvertise  ​3  ppear  ​
3 I haven’t eaten anything since
Reading 4  romote
1 *
lunchtime.
1  Tom  ​2  Lilly  ​3  Mika  ​4  Ava  ​     page 17 
4 She’s been travelling around Europe
5  Steve
since May. Grammar
2 **
5 We’ve been living here for a few years.
A  6  ​B  4  ​C  5  ​D  1  ​E  3  ​F  2 Past simple and past perfect simple
5 ***
3 *** 1 *
1 ’ve been
1 Example: her cousin Tom 1 had finished
2 ’ve been watching
2 Example: a famous TV zoologist called 2 had read
3 ’ve had
Steve Irwin 3 had corrected
4 ’ve read
3 Example: if people can get close to 4 had given
5 ’ve been living
animals, they will want to save them 5 had read
    page 12  4 Example: became a member of an 2 **
organization that protects tigers 1 had/’d written
Vocabulary 2 had/’d had
Natural environments     page 14  3 started

D W L R Q B
Writing 4 had/’d lost
5 retired
Look at language: linking expressions
A Z S S F A 3 **
1 1 Basically  2  so  3  Anyway
1 had got home
M V H H E N 2 1 been going
2 arrived
S T P A C K 2 become
3 had appeared in TV adverts
3 been
W I L D L E 4 had stopped working
4 been cleaning up
5 had seen the advert
D O E E K D 5 increased
4 ***
6 realized
1  had been   ​2  had claimed   3​   needed  ​
7 been learning
4  had done   ​5  appeared
3 1 ✗  ​2  ✗  ​3  ✓  ​4  ✗  ​5  ✓

T169 Workbook answer key

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     page 18  2 ** 2
1 I consider myself to be intelligent
Vocabulary 2 I’m really hard-working, so my packag  ing  consum  er
Shopping manager seems happy with me. advert  ise  select 
ion
1 * 3 I’m a dedicated cartoonist and I love depend  able
Nouns Verbs Both graphic novels.
4 I really enjoy looking at adverts, so the 1  consumer  ​2  dependable  ​
browser browse refund idea of creating them really appeals 3  packaging  ​4  selection  ​5  advertise
supplier supply charge to me.
5 I’m good with computers, so basic office Grammar
2 * 3 1 hot enough, forgotten
tasks shouldn’t be a problem for me.
1  V  ​2  N  ​3  V  ​4  N  ​5  V 2 few, buying
3 **     page 21  3 was walking, broke
1  browser  ​2  Select  ​3  browse  ​4  bid  ​ 4 much, still
5  bargain  ​6  suppliers Reading 5 wasn’t, hadn’t
4 ** 1 * 4 1 little  ​2  be able to   ​3  give  ​4  ✓  ​
1  argain  ​2  harge  ​3  efund  ​ 1  ✓  ​2  ✓  ​3  -  ​4  ✓  ​5  - 5  ’ve known   ​6  use  ​7  many  ​8  yet  ​
4  election  ​5  rowse  ​6  urchase 2 ** 9  ✓  ​10  didn’t have
5 *** 1 after
1  refund  ​2  purchase  ​3  select 2 billboard/advertisement     page 24 
3 video
    page 19  4 Twitter Unit 3 The energy of
Grammar
5 100 tomorrow
3 ***
enough, (a) few, (a) little, lots of, 1 Example: He applied for 250 jobs. Vocabulary
plenty of, too much, too many 2 Example: There were a lot of people Technology adjectives
1 * trying to get a small number of jobs. 1 *
1  ✓  ​2  -  ​3  -    4​   ✓  ​5  ✓  ​6  ✓  ​7  ✓  ​ 3 Example: It appeared in London. 1 innovat al
8  ✓  ​9  - 4 E xample: He included information 2 electron ar
2 * about himself, a funny video and his CV. 3 chemic ive
1  -  ​2  a  ​3  a  ​4  - 5 Example: He paid for another 4 sustain less
3 ** billboard to say thank you to the 5 sol able
1 The band has made a few good albums. people who helped him. 6 wire ic
2 I haven’t got enough money for a ticket.
1 innovative 4 sustainable
3 There are too many reality shows on TV.     page 22 
2 electronic 5 solar
4 We’ve got plenty of time.
5 There was little food in the fridge.
Writing 3 chemical 6 wireless
Look at language:formal letters 2 **
4 **
1 mechanical 4 sustainable
1  few  ​2  cheap enough   ​3  plenty of   ​ and emails
2 alternative 5 hydroelectric
4  little  ​5  too much   ​6  a few 1 1 B ✓  ​2  A ✓  ​3  B ✓  ​4  B ✓  ​5  B ✓
3 wireless
5 Students’ own answers Writing task 3 1 
G
2 1 little
    page 20  2 a few 2 
S M A R T
Vocabulary 3 long enough O E
4 plenty of
Shops and supermarkets 3 
W L
4 
T E C H
5 little
1 *
I A N
1  goods  ​2  aisle  ​3  packaging  ​     page 23  5 
4  checkout  ​5  counter E N E R G Y
2 ** Cumulative review S-2 D
1  self  ​2  wide  ​3  ready  ​4  labour  ​
5  long  ​6  low
Vocabulary 4 ***
3 *** 1 1
B A R G A
I N 1 lectronic, Students’ own answers.
1 elf - ervice, ounter, Students’ own 2  2 ireless, Students’ own answers.
T R U T H F U L
answers 3  3 igh - ech, Students’ own answers.
D O N E
2 oods, Students’ own answers 4 
3 ow - riced, Students’ own answers
C L A I M     page 25 
5 
K I N D
4 ong - erm, Sudents’ own answers
6 
Grammar
S C R O L L
Practical English 7  The passive: past, present and future
D A M (will)
Describing personal qualities 8 
A I S L E
1 * 1
T A P 1 *
1  E  ​2  C  ​3  B  ​4  D  ​5  A
The mystery word is broadcast. 1  A  2  P  3  A  4  P  5  A

Workbook answer key T170

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 2 * 4 *** Writing task
1 will be shown 1 looked at each other/one another 2
2 charged 2 herself at the party 1 need
3 are invited 3 closes itself when the software is 2 is produced
4 was seen installed 3 are installed
5 was polluted 4 during the concert itself 4 make
6 beat 5 cooked this paella himself 5 will be destroyed
3 **
1 was stolen ✗     page 28      page 31 
2 wasn’t written ✓
3 will be built ✗
Vocabulary Cumulative review S-3
Traditions
4 caused ✓
1 *
Vocabulary
5 is drunk ✗ sd
fypart
4 *** 1  B  ​2  E  ​3  D  ​4  C  ​5  A sp
ortdg

ic
onicdfyperforms

ipateryuwireless
2 **

ub
ghfeelinghyhtran
1 will be supplied 5 was invented

b row s e fg u i c c h

seg hosolargr h
2 will be saved 6 were read 1  performer  ​2  dancer  ​3  training  ​
3 is consumed 7 are given 4  instructor  ​5  participants
4 is made 8 are used 3 ***
5 *** 1 er, Students’ own answers
2 ance, Students’ own answers

ctr
ar kp
Helicopter urcha

n
gex gele
1 It was invented in the 20th century. 3 ate, Students’ own answers
1 1 wireless 6 browse
2 An early version was drawn by 4 er, Students’ own answers
2 performs 7 feeling
Leonardo da Vinci. Practical English 3 purchase 8 electronic
3 Today they are flown by the army. 4 transport 9 charge
4 They are also used as air ambulances.
Interest, satisfaction and hope
1 * 5 participate 10 solar
5 F lying drones will be used more and 2 1 recommend 6 wild
1  do  ​2  in  ​3  with  ​4  to  ​5  with  ​6  if
more 2 take up 7 Training
2 **
6 They will be transported into space. 3 promote 8 burns
1 I’m really pleased with second prize.
2 It’d be great if you could tell me about 4 sustainable 9 innovative
    page 26  5 celebrate 10 boost
your invention.
Vocabulary 3 I’m a bit disappointed with its Grammar
Function verbs appearance. 3 1 was built
1 * 4 Having a boss doesn’t appeal to me! 2 went
1  transport  ​2  burn  ​3  rest  ​4  boost  ​ 3 are used
5  repair     page 29  4 is trying
2 * 5 will be produced
Reading 4 1 will be transported
1  absorbed  ​2  crashed  ​3  repair  ​ 1 **
4  rest  ​5  perform  ​6  burn 2 love each other
1  radio  ​2  torch
3 ** 3 will be able to develop
1  bsorb  ​2  oost  ​3  rocess  ​ 4 didn’t use to train
2 **
4  ransports  ​5  elease  ​6  est 5 blames himself for the argument
1  Trevor  ​2  Trevor  ​3  Ann  ​4  Trevor  ​
4 *** 5  Ann
1  crash  ​2  boost  ​3  release  ​4  burn  ​
    page 32 
3 ***
5  perform 1 Example: find sustainable ways to Unit 4 Live well
generate energy.
    page 27  2 Example: few people had electricity. Vocabulary
Grammar 3 Example: a toy and a clock. Phrasal verbs
4 E xample: the heat produced by a
Reflexive pronouns, each other and calm
human hand.
one another 1 down
5 Example: $25,000 for her education. slow
1 *
1  myself  ​2  yourself  ​3  herself  ​     page 30 
4  itself  ​5  yourselves  ​6  themselves
chill
2 out
2 ** Writing work
1 each other 4 yourselves Look at language: both and neither
2 themselves 5 one another 1 cheer
3 each other 6 themselves 1 both wind energy and solar power. 3 up
3 ** 2 neither sings nor dances open
1 yourselves 5 myself 3 both protect the environment and 1 *
2 herself 6 ourselves save you money 1 calm, slow
3 themselves 4 Neither oil nor gas is sustainable 2 chill, work
4 himself
3 cheer, open

T171 Workbook answer key

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 2 * 4 **     page 37 
1 cheer up 4 cut down on 1 hadn’t participated
2 work out 5 open up 2 wouldn’t have developed Reading
3 chill out 3 hadn’t seen 1 *
3 ** 4 wouldn’t have invited
cities education friendship
1 calm down 4 work out 5 would have started
2 slow down 5 cut down on 6 hadn’t been medicine money pets
3 face up to 7 ’d have been politics transport
4 ** 8 hadn’t been
1 Face up 4 calm down 5 *** 2 **
2 work out 5 Cheer up 1 ’d had, Students’ own answers. 1 seaside resorts or climates
3 Open up 2 hadn’t hung out, Students’ own 2 money
5 *** answers. 3 elderly
1 up, Students’ own answers. 3 w ouldn’t have enjoyed, Students’ own 4 depend
2 down on, Students’ own answers answers. 5 control
3 out, Students’ own answers 4 wouldn’t have gone, Students’ own 6 open
answers. 3 ***
    page 33  5 ’d won, Students’ own answers. 1 Example: They don’t have especially
good weather or beaches.
Grammar     page 36  2 Example: It pays for good public
The first and second conditional services, which improve people’s lives.
1 * Vocabulary
3 Example: It can help them to have
1  1  ​2  1  ​3  2  ​4  1  ​5  2  ​6  2 Phrasal verbs longer and more enjoyable lives.
2 * 1 * 4 E xample: It is good because they can
1  Unless  ​2  if  ​3  unless  ​4  if  ​ 1  on  ​2  up with   ​3  up  ​4  in  ​ help you get through difficult times
5  Unless  ​6  If 5  around
3 ** 2 **     page 38 
1  don’t  ​2  wouldn’t  ​3  Would  ​ 1  accessible  ​2  advise  ​3  caution  ​
4  won’t  ​5  didn’t  ​6  will 4  national  ​5  snowy Writing
4 ** 3 *** Look at language: formal and
1  could  ​2  will tell   ​3  ’d make   ​4  saw  ​ 1 nation informal English
5  ’d feel   ​6  had 2 lie around 1 1 I’ve, kids
5 *** 3 cautious 2 We’re, chill out
Students’ own answers. 4 carry on 3 People think that, But
5 accessible Writing task
    page 34  6 Wrap up 2 1 ’d have been   ​2  ’d be   ​3  won’t have  ​
Vocabulary 7 keep in 4  ’ll have   ​5  don’t win
8 advisable
Aches and pains 9 snowy     page 39 
1 * 10 end up with
1  E  ​2  A  ​3  C  ​4  B  ​5  D Cumulative review S-4
2 ** Practical English
1  dislocated  ​2  sore  ​3  aching  ​ Asking for and giving advice Vocabulary
4  swollen  ​5  itchy 1 1 calm down 6 lie around
1 *
3 ** 2 keep in 7 cheer up
1 inviting
1  roken  ​2  ruised  ​3  njury  ​4  prained  ​ 3 energy-saving 8 wrap up
2 were, ’d choose
5  islocated 4 broken bone 9 high-tech
3 bring
4 *** 5 carry on 10 get permission
4 to do
Students’ own answers 2 1 slow 6 exaggerate
5 do
2 participate 7 chill
6 tell
    page 35  3 enthusiastic 8 repair
7 to choose
4 end 9 work
Grammar 2 **
5 injury 10 rest
1 Make sure you bring your kit.
The third conditional
1 *
2 What should I do? Grammar
3 if I were you, I’d choose football 3 1 C ’m chilling out
1  B ✓  ​2  A ✓  ​3  A ✓  ​4  B ✓  ​5  A ✓
4 You ought to choose football 2 ’d closed A
2 *
5
My advice would be to do what 3 E call
1  N  ​2  N  ​3  N  ​4  Y  ​5  N
makes you happy 4 was D
3 **
6 You could tell them football is good 5 wouldn’t get B
1 If I hadn’t tidied my room last night
exercise 4 1 wouldn’t 6 mustn’t
2 What job would you have done
7 h
 ave you thought about inviting them 2 ourselves 7 were
3 we wouldn’t have got a table
to a match? 3 already 8 was
4 if it hadn’t been so expensive
4 If 9 don’t
5 much 10 unless

Workbook answer key T172

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     page 40      page 42  2 **
1  cheer  ​2  put  ​3  make  ​4  bring  ​
Unit 5 Community spirit Vocabulary 5  catch
Vocabulary Manners 3 ***
1 * 1  rought  ​2  espectful  ​3  overty  ​
Digital technology 1  ness  ​2  tion  ​3  tion  ​4  ette  ​ 4  ealthy  ​5  anners  ​6  heer
1 * 5  ness  ​6  ette
U P L O A D Z D 2 * Practical English
Verb Noun Suggestions, certainty and doubt
A T S Q C S N X
1 *
L I W G A H K P interact interaction 1  Perhaps  ​2  unlikely  ​3  doubt  ​
B O O K M A R K consider consideration 4  better  ​5  great  ​6  sure
2 **
L B K G U R D E appreciate appreciation 1 Perhaps we could have a page called
O H B E Y E F D ‘Bands’
behave behaviour
G C V M J O R I 2 It’d be great if we could have a profile
misunderstand misunderstanding of each band
R E S P O N D T 3 There’s no doubt that more people
2 * 3 ** will come
1  on  ​2  to  ​3  in  ​4  to  ​5  up 1  consideration  ​2  etiquette  ​ 4 w e’d better not make it too
3 ** 3  behaviour  ​4  rudeness  ​ complicated
1  edit  ​2  upload  ​3  log in to   ​ 5  misunderstanding 5 I’m not really sure that’s the right
4  bookmark  ​5  share 4 ** Image
4 ** 1  radition  ​2  ppreciation  ​3  udeness  ​ 6 It’s unlikely that there’ll only be metal
1  ubscribe  ​2  omment  ​3  ign up   ​ 4  etiquette  ​5  isunderstanding  ​ bands
4  espond  ​5  og in 6  nteraction
5 *** 5 ***     page 45 
Students’ own answers 1  etiquette  ​2  interaction  ​
3  netiquette  ​4  tradition  ​5  behaviour  ​ Reading
6  misunderstanding 1 *
    page 41 
1  aren’t  ​2  separate  ​3  everyone
Grammar     page 43 
Question forms 2 **
Grammar 1  F  ​2  E  ​3  B  ​4  A  ​5  C  ​6  D
1 *
1  O  ​2  S  ​3  S  ​4  O  ​5  O verbs with -ing and to 3 ***
2 * 1 * 1 Example: They think that modern
1 respond to 4 talking about Use … society is wasteful and they want to
2 depend on 5 specialize in live in a different way.
an infinitive an infinitive an -ing form
3 looking at 2 Example: They participate in different
with to without to
3 ** projects, for example, growing food,
1 has he? 4 won’t they?
D, E B A, C, F looking after buildings or preparing
2 did you? 5 should I? meals.
2 **
3 aren’t you? 3 Example: It’s where the community
1 to speak
4 ** members can use shared facilities and
2 speaking, a No, b Yes
1 Henry lives here, doesn’t he? have meetings.
3 to buy
2 When did they upload the video? 4 E xample: They should be polite and
4 buying, c Yes, d No
3 Y ou subscribed to the podcast, didn’t respect other members’ opinions.
3 **
you? 5 Example: They can go to the website
1 A be 4 B arriving
4 Which photo are you commenting on? and sign up to receive a newsletter.
2 B Meeting 5 A  to change
5 Who told Mum about the party? 3 A  to find     page 46 
5 ** 4 ***
1 Who organizes 1  to invite   ​2  cooking  ​3  to prepare   ​ Writing
2 Who, write to 4  to make   5​   to cook   6​   become Look at language: spelling
3 does Grace want 5 *** 1
4 neighbours attended Students’ own answers 1 ou’re  ​2  ie  ​3  wr, wr   ​4  ie  ​5  eip
5 does he
6 Who, waiting for     page 44  Writing task
6 *** 2 1 to announce 6 having
1 created, Students’ own answers. Vocabulary 2 have 7 to see
2 is, based in, Students’ own answers. The Garden Party 3 not to be 8 Joining
3 did, go, Students’ own answers. 1 * 4 to show 9 to comment
4 do, use, Students’ own answers. 1  C  ​2  E  ​3  D  ​4  B  ​5  A 5 to come 10 to see
3 1 5  ​2  2  ​3  1  ​4  4  ​5  3

T173 Workbook answer key

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     page 47  3 *** 2 **
1 he didn’t like vegetables 1  in  ​2  on  ​3  on  ​4  in  ​5  on  ​6  in  ​
Cumulative review S-5 2 he’d passed all his exams 7  on  ​8  in
Vocabulary 3 she could leave early that day 3 ***
1 4 they’d done anything wrong 1 shoot
1  al  ​2  ence  ​3  ion  ​4  y  ​5  ive  ​ 5 she’d had a great time the day before 2 film buff
6  ing  ​7  able  ​8  ious  ​9  ed  ​10  ing 4 Students’ own answers. 3 scene
2 1 bookmark 6 up 4 blockbuster
2 respectful 7 Politeness     page 50  5 zoom out
3 up 8 faces 6 set
Vocabulary
4 consideration 9 absorbs 7 screen
5 swollen ankle 10 consuming Entertainment nouns 8 background
1 *
Grammar 1  microphone  ​2  stage  ​3  venue  ​ Practical English
3 1 Blogging 6 to show 4  spotlight  ​5  scriptwriter Giving and asking for points of view
2 did you upload 7 was edited 2 * 1 *
3 helping 8 creating 1  ✓  ​2  -  ​3  -  ​4  ✓  ​5  -  ​6  ✓ 1 From my point of view
4 be 9 was browsing 3 ** 2 I agree with you up to a point
5 ’d update 10 ’s been writing 1  enue  ​2  tage  ​3  ct  ​4  icrophone  ​ 3 My view is that
4 1 A were you talking to 5  potlights  ​6  rofessional 4 What did you both think
2 A did you go home 4 *** 5 To my mind
3 A didn’t you 1 professional, Students’ own answers., 6 What’s your opinion
4 A have emailed you monologues, sketches, Students’ own 2 **
5 A would you do answers 1
What did you both think about
2 scriptwriter, Students’ own answers. 2
To my mind, the programme is sexist
    page 48  3 stage, spotlight, Students’ own answers. 3
I agree with you up to a point
Unit 6 Good times     page 51 
4
What’s your opinion, Kirsty?
5
From my point of view, it’s old-
Vocabulary Grammar fashioned
Reporting verbs 6 My view is that it might improve
Reported questions, requests and
1 *
commands     page 53 
1  B  ​2  C  ​3  A  ​4  E  ​5  D
1 *
2 ** Reading
1  I was   ​2  Kim to   ​3  to stop   ​
1  confirmed  ​2  agreed 1 *
4  if my act was   5​   to go
3  recommended  ​4  suggested  ​5  told 1  ✗  ​2  ✓  ​3  ✓  ​4  ✗  ​5  ✗
2 **
3 ** 2 **
1  whether  ​2  not  ​3  where  ​4  to  ​
1  tell  ​2  suggested  ​3  agreed  ​ 1  B  ​2  C  ​3  A  ​4  E  ​5  D
5  how
4  confirming  ​5  replying  ​ 3 ***
3 **
6  complaining 1 Example: a person or thing that made
1 Where are the toilets
4 *** you happy and do the same thing
2 Do you want
1  ell, uggest   ​2  gree, ay   3​   omplain  ​ every day for 100 days.
3 Don’t talk
4  ecommends 2 Example: watching her favourite
4 Who is/Who’s your favourite actor
5 How much did the tickets cost series while eating pizza.
    page 49 
4 *** 3 Example: people need to tell
Grammar 1 to put twenty-four roses in the everyone what makes them happy.
Reported speech dressing room 4 Example: take a photo of something.
1 * 2 if/whether they could provide/to
provide twenty white kittens     page 54 
1 T om mentioned that he’d been to
the zoo. 3 to install a new toilet Writing
2 Lydia replied that she liked pizza. 4 not to allow the temperature to go
Look at language: sequencing words
3 Dad complained that he had aching above 23 degrees C.
1
muscles. 5 t o replace the carpet with a white one.
1 irst, hen 4 hile
4 Ed denied that he’d copied my essay. 2 oon 5 nd
5 They said they’d never tried gazpacho.     page 52 
3 oment 6 hile
6 Mum asked if I had finished my Vocabulary 2
homework. 1 suggested 4 added
Film
2 ** mo
utghiw
2 telling 5 agreed
otoqbv
1 the following day o
vpset
gizoo
ib l o c k

3 complained
uffgh
savsh

2 his
bu rs
3 there stergi afilmb
m

4 the week before 1 *

5 that, hers 1  shoot  ​2  blockbuster  ​3  zoom out   ​
6 had, his ticket 4  set  ​5  film buff

Workbook answer key T174

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     page 55      page 57      page 59 
Cumulative review S-6 Grammar Grammar
Vocabulary Future continuous Future tenses
1 * 1 *
Z W F C K R R W X S 1 will be performing 1  B  ​2  G  ​3  E  ​4  C  ​5  D  ​6  F  ​7  A
O P H O G E C G L U 2 won’t be buying CDs 2 **
3 will be doing 1 A Look at the sky. It’s going to rain
O A J M F S X P X P
4 won’t be using cash 2 B That suitcase looks heavy! I’ll
M O T P N P P H R P 5 we will be flying to Boston help you
K E O L S O A F E L 2 ** 3 A I promise I’ll return your book
1
 hat will you be doing this time
W 4 A Jon called to say we’re meeting
A N E A S N T I L Y
tomorrow? We’ll be cycling in the at 6p.m.
D E D I T D U C E N country 5 A Oh no - a fire! I’ll call the
D X U N E U W C A F 2 Will you be celebrating your birthday emergency services.
this year? No I won’t be having a party 3 **
O U S H O O T U S G this year. 1 are you going to do
T S U G G E S T E Z 3 Where will you be living in twenty 2 ’m going to ask
years’ time? I’ll be renting a luxury 3 will be
1 1 espond  ​2  dit  ​3  omplain  ​4  oom  ​
apartment in New York 4 ’ll have
5  uggest  ​6  dd  ​7  hoot  ​8  ut  ​
3 ** 5 ’s going to be
9  elease  ​10  upply
1 ’ll be arriving 6 ’ll go
2 1 subscribed 6 stage
2 Will you be having 4 **
2 recommend 7 scriptwriters 3 won’t be feeling
3 uploads 8 script 1 ’re setting
4 ’ll be staying 2 ’re going to spend
4 professional 9 cheers 5 won’t be seeing
5 newcomers 10 charge 3 going to be
6 ’ll be hanging out 4 won’t have
Grammar 4 5 will be
3 1 A  hadn’t been 5 C  to come 1 Will she be learning to surf in July? 6 goes
2 C  he was 6 C  didn’t they 2 W ill she be looking for a summer job 7 will be
3 C Becoming 7 B what in July? 8 ’ll switch
4 C must 8 C  used to 3 In July she’ll be saving money for a 5 ***
4 1 told me that he’d lived there for ten holiday in August. Students’ own answers.
years 4 In July she’ll be having a driving lesson
2 very near one another 5 I n July she won’t be going to the     page 60 
3 if I were you beach with her friends.
5 Students’ own answers. Vocabulary
4 hurt themselves
5 not tall enough Sporting events
6 Unless I eat lunch, I’ll be hungry     page 58  1 *
1  opponent  ​2  score  ​3  runner-up  ​
Vocabulary
    page 56  4  finish line   ​5  half-time
Nouns: weather 2 **
Unit 7 In the news 1 * 1  league  ​2  battle  ​3  flight  ​4  start  ​
1 drizzle 4 mist 5  match
Vocabulary 2 a blizzard 5 sleet 3 ***
Phrasal verbs: travel 3 a gale 6 a breeze Students’ own answers
1 * 2 **
1  B  ​2 A   ​3 E    ​4 D   ​5 C 1 
F R O
2 
S T
Practical English
2 ** 3  Comparing and contrasting
1  A off   ​2  B away   ​3  C across   4​   A off D L
1 *
5  C off 4 
H U R R I C A N E 1  might  ​2  so  ​3  more  ​4  only  ​5  as
3 ** 2 **
I E
1  get away   ​2  get on   ​3  come across   ​ 1 it might be better to book tickets
4  see off   ​5  set off Z T online
4 ** Z 2 There’s never been a more exciting
1  off  ​2  off  ​3  on  ​4  off  ​5  up  ​ 5  way to see the city
G A L E
6  across 3 you’ll not only see the London
5 *** E skyline but you’ll also be able to go
1 set, Students’ own answers swimming
3 **
2 Students’ own answers, saw 4 T he views aren’t so spectacular as
1  ornado  ​2  lizzard  ​3  ist  ​4  reeze  ​
3 got, Students’ own answers they are from the Shard, but you’ll
5  ailstorm
4 speed, Students’ own answers save a lot of money!
4 ***
5 turn, got, Students’ own answers 5 it may be crowded but it won’t be as
Students’own answers
6 Students’ own answers expensive as a tourist boat

T175 Workbook answer key

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     page 61      page 64      page 67 
Reading Unit 8 The senses Grammar
1 * Articles
1  E  ​2  D  ​3  A  ​4  C  ​5  B Vocabulary
1 *
Idioms: have and take 1  the  ​2  a  ​3  the  ​4  a  ​5  the  ​
2 ** 1 * 6  the, the   ​7  a, -
1  F  ​2  DS  ​3  DS  ​4  T  ​5  F 1  have  ​2  take  ​3  have  ​4  take  ​ 2 **
3 *** 5  take 1  a/an  ​2  -  ​3  the  ​4  -  ​5  -
1 Example: We can usually get a general 2 ** 3 **
forecast. 1  mind  ​2  breath  ​3  eye  ​4  mind  ​ A  5  ​B  4  ​C  2  ​D  1  ​E  3
2 E xample: Because they sell different 5  nose 4 **
products depending on the weather. 3 ** 1 Will people live on the Moon in the
3 Example: It might prepare an 1  easy  ​2  note  ​3  nose  ​4  mind  ​ future?
advertising campaign. 5  from 2 Does the bus stop in Manchester?
4 Example: They can predict how much 4 ** 3 The shopkeeper gave me a bag
food they will grow and how many 1  no idea   2​   it easy   ​3  note of   ​ 4 W  e watched a good film on TV last
employees they will need. 4  a good nose   ​5  an open mind   ​6  it night
5 E xample: Improvements in from me 5 ***
technology and better knowledge 5 *** 1  -  ​2  -  ​3  a  ​4  -  ​5  -  ​6  the  ​7  -  ​
about the world’s weather. Students’ own answers. 8  -  ​9  a  ​10  -  ​11  -  ​12  the  ​13  a  ​
14  -  ​15  the
    page 62      page 65 
6 ***
Writing Grammar 1 I’m tired, so I’m going to bed
Look at language: adding new points Defining and non-defining relative 2 My grandparents live in France
3 (correct)
1 1 furthermore 4 only, also clauses
2 addition 5 well 4 (correct)
1 *
3 more 6 Moreover 5 I’ve left a sandwich in the fridge for you
1  where  ​2  who  ​3  which  ​4  whose  ​
Writing task 5  which     page 68 
2 1 will be replaced 2 *
2 will get/will be getting 1  ND  ​2  D  ​3  ND  ​4  D  ​5  D Vocabulary
3 will not depend 3 ** Adjectives and phrasal verbs with look
4 will encourage 1  where  ​2  who  ​3  whose  ​4  which  ​ 1 *
5 will be 5  who 1 huge magnificent
4 ** 2 vital memorable
    page 63  1 Paella is a rice dish that originated in 3 peculiar enormous
Valencia 4 breathtaking strange
Cumulative review S-7 2 The man that invented braille was 5 unforgettable essential
Vocabulary born in France in 1809 2 **
1 1 et ff   ​2  rizzle  ​3  ilm uff   ​4  onvince  ​ 3 Sushi is a Japanese food that has 1  out  ​2  down  ​3  around  ​4  back  ​
5  peed p   ​6  reen  ​7  ale  ​8  efund  ​ become fashionable in Europe 5  into
9  ist  ​10  et ff 5 *** 3 ***
2 1 B  ​2  E  ​3  D  ​4  C  ​5  A 1  which/that  ​2  where  ​3  whose 1  look around   ​2  breathtaking  ​
1  ​inform   ​2  update  ​3  hydroelectric  ​ 4 which/that 5 who/that 3  peculiar  ​4  look back   ​5  look down  ​
4  half-time  ​5  hailstorm 6  vital
    page 66 
Grammar Practical English
3 1 be doing 5 ’m meeting Vocabulary
2 does 6 each other Giving instructions
Abstract nouns 1 *
3 a few 7 the next day 1 *
4 seeing 8 if I could 1  mix  ​2  ’ve done   3​   covering  ​
1  C  ​2  A  ​3  F  ​4  E  ​5  B  ​6  D
4 1 Where will you be living/live in 2030? 4  to assemble   ​5  to bake   6​   is cooling
2 **
2 I haven’t found my phone yet 2 **
1 compassion 4 friendship
3
I wouldn’t go out in the blizzard if 1 Start by covering your cake pan with
2 loneliness 5 sadness
I were you batter
3 anxiety
4 A li said he’d done his homework the 2 After that, you should mix them with
3 **
day before some melted butter
1 trust 4 Loneliness
5 Will the new gym be built next year? 3 Once you’ve done that, put the
2 aggression 5 bravery
6 I’m going to study science subjects mixture into the cake pan.
3 anxiety
next year 4 T he next step is to bake it.
4 ***
5 While the base is cooling, prepare the
1 bravery, Students’ own answers.
top layer
2 compassion, Students’ own answers.
6 The last step is to assemble your
3 friendship, Students’ own answers.
cheesecake

Workbook answer key T176

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     page 69      page 72  3 **
1 hallenging 4 ell-paid
Reading Unit 9 Next steps 2 aried 5 ewarding
1 * 3 nsociable 6 otivating
1  ✓  ​2  ✓  ​3  ✓  ​4  -  ​5  ✓ Vocabulary
4 ***
2 ** Verbs and prepositions: education Students’ own answers.
1 videos 4 eyesight 1 *
2 stronger 5 An echo 1  B  ​2  A  ​3  C  ​4  E  ​5  D     page 75 
3 ninety 6 take part in 2 **
3 *** 1 A from Grammar
1 Example: the young men are blind. 2 A on Revision 2
2 E xample: changes in different 3 B in 1 *
conditions. 4​ C for 1  RS  ​2  C  ​3  OQ  ​4  RC  ​5  SQ
3 Example: when they were young 5 B in 2 **
children. 3 ** 1 You like dance music, don’t you?
4 Example: what objects are near them 1 participating 4 concentrate 2 I know a place where there’s a great
and their size. 2 prepare 5 specializes view
3 comment 6 searching 3 What did you do at the weekend?
    page 70  4 *** 4 He asked me where the station was
Writing 1 from Students’ own answers. 5 What would you do if you were me?
2 on Students’ own answers. 6 I decided to go out when it stopped
Look at language: giving reasons 3 in Students’ own answers. raining
1 1 result  ​2  due  ​3  Because  ​4  result  ​ 4 on Students’ own answers. 3 **
5  because  ​6  Due 5 for Students’ own answers. 1 ✓
Writing task 6 in Students’ own answers. 2 ✗  What were you searching for?
2 1 who  ​2  that  ​3  which  ​4  where  ​ 3 ✗  I’d have gone out
5  that     page 73  4 ✓
Grammar 5 ✗  who’s twenty-one
    page 71  6 ✗  where the station was
Revision 1 4 ***
Cumulative review S-8 1 * 1 to play
Vocabulary 1  H  ​2  A  ​3  F  ​4  E  ​5  D  ​6  C  ​7  B 2 had told
1 2 
T 8  G 3 ’d known
1 
2 ** 4 wouldn’t have made
S O R E 1 going to travel 4 was searching
9 
5 sent
L B 2 ’ll benefit 5 found 6 didn’t I receive
3 
B L I Z Z A R D 3 ’m preparing 6 allows 7 to spend
4 
3 ** 8 who
W R A 1 have/’ve been working 9 coming
5 
I D E A V 2 has got 10 will
8  3 watch
N A N O S E
4 asked     page 76 
D ET R 5 was walking
6 
H U
7 
G E Y 6 had/’d told Vocabulary
4 *** Space missions
E
Students’ own answers 1 *
T 1 launch 4 mission
    page 74  2 atmosphere 5 surface
2
Vocabulary 3 spacecraft
amat  eur conf  irm 2 **
Adjectives: careers 1 intend 4 effectively
happi  ness oppon  ent 1 * 2 eventually 5 ultimate
vit  al Expresses positive Expresses negative 3 prove
things about a job things about a job 3 ***
1  opponent  ​2  amateur  ​3  happiness  ​ challenging badly paid 1 ultimate 4 intend
4  vital  ​5  confirm 2 atmosphere 5 prove
3 1 design  ​2  people  ​3  which  ​ motivating repetitive 3 eventually 6 missions
4  produce  ​5  use  ​6  feeling  ​7  A  ​ rewarding unsociable
8  whose Practical English
4 1 not, the   ​2  going, whose   ​3  be, at   ​ 2 ** Giving warnings and tips
4  wouldn’t, hadn’t   5​   had, other   ​ 1 repetitive 4 well-paid 1 *
6  a, where 2 unskilled 5 academic 1 Always 4 make
3 challenging 2 Don’t let 5 Never
3 panic 6 should

T177 Workbook answer key

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 2 ** Grammar Dictation
1 don’t panic. 3 1 graduating 7 which Weak forms
2 you should do what you enjoy. 2 a 8 ’d made 4 1 that  ​2  for  ​3  there’s  ​4  do  ​5  was
3 it’s essential that you make important 3 been 9 was searching
decisions yourself. 4 school 10 doing     page 83 
4 don’t let other people decide for you. 5 who 11 Changing
5 Always trust your instincts. 6 chose 12 hadn’t 4 Listening practice
6 Never choose a career just for the 4 1 still in bed
salary, otherwise you might end up
Listening
2 whose T-shirt is red 1 1 ✓  ​2  ✓  ​3  -  ​4  -  ​5  ✓  ​6  -
leaving. 3 we’ll be flying 2 1 energy drink
4 been there, I wouldn’t have 2  eggs
    page 77 
3  bananas
Reading     page 80 
4  fast food
1 * 1 Listening practice 5  milk
1 tour guide 3 Students’ own answers.
2 professional sleeper Listening
3 theme park character 1 1 Borneo Dictation
4 water slide tester 2 orangutans 4 1 I’ve got to
2 ** 3 do something useful 2 If I were you
1  quality  ​2  resorts  ​3  bed  ​ 2 1 B  over 1.6 million 3 and that kind of thing
4  parades  ​5  history 2 A  spending time with the young 4 Do you think
3 *** animals 5 I don’t know
1 E xample: that the water is clean and 3 C  watching TV
that the slide is safe. 4 C  having selfish reasons for     page 84 
2 Example: people who can’t sleep.

participating
5 B  have to work hard
5 Listening practice
3 Example: $18,000 to spend 70 days
in bed. 3 Student’s own answers. Listening
4 E xample: enthusiastic, good at acting 1 1 did you decide to start
Dictation 2 instead of keeping a diary
and energetic.
4 1.2 3 choose what to write about
5 Example: people ask difficult
1 industry 2 1 know herself better
questions.
2 Project, impression 2 future
    page 78  3 immediately 3 improve her writing skills
4 fantastic adventure 4 knows other people will read it
Writing 5 organization 5 find interesting
Look at language: plural nouns 3 Students’ own answers.
1 1 studies 5 people
    page 81 
Dictation
2 coaches 6 children 2 Listening practice 4 1 successful  ​2  connect  ​3  excellent  ​
3 parties 7 memories
4 matches 8 lives Listening 4  recommend  ​5  process
1 1 ✓  ​2  ✓  ​3  -  ​4  ✓  ​5  -  ​6  ✓
Writing task     page 85 
2 1 2  ​2  2,500  ​3  6  ​4  14th  ​5  20
2 1 working 6 supplying
2 be 7 where
3 Students’ own answers. 6 Listening practice
3 to work 8 serving Dictation Listening
4 who 9 cooking 4 1 first snow 1 1 D
5 Working 2 perfect way 2 1 B  ​2  E  ​3  A  ​4  F  ​5  C
3 market stalls 3 Students’ own answers.
    page 79  4 department store
Cumulative review S-9 5 oldest Christmas Dictation
Vocabulary Silent letters
    page 82 
1 1 aggression 6 repetitive 4 1 science  ​2  often  ​3  island  ​
2 interaction 7 tradition 3 Listening practice 4  climbing  ​5  castle
3 bruised 8 loneliness 5 1 C  ​2  T  ​3  S  ​4  B  ​5  T
4 challenging 9 rewarding
Listening
1 1 C
   even very young people can invent     page 86 
5 motivating 10 varied
things
2 1 oncentrate 6 ucceed
2 B  it’s easier for people to access 7 Listening practice
2 inish 7 leet
information now Listening
3 ates 8 ime
2 1 T  ​2  F  ​3  T  ​4  T  ​5  T 1 Cambodia 6 France 2
4 enefit 9 ppeal
3 Students’ own answers. China 4 India 5
5 pen 10 raduate
England 1 Nepal 3

Workbook answer key T178

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 2 1 Thirty years 4 Nepal     page 99  5 1 ’ve been watching
2 Six weeks ago 5 A hailstorm 2 ’ve forgotten
3 Sixteen 6 A tornado Grammar practice 3 ’s seen
3 Students’ own answers. Modals 4 ’ve been working
1 1 D  ​2  B  ​3  F  ​4  E  ​5  C  ​6  A 5 ’ve liked
Dictation 2 1 didn’t have to 4 could
4 1 here, hear   ​2  sea, see   ​3  two, too   ​ 2 will be able to 5 ought     page 105 
4  weather, whether   ​5  missed, mist 3 must
3 1 done  ​2  sleep  ​3  seen  ​4  have  ​ Unit 2
    page 87 
5  broke  ​6  spoken Vocabulary practice
4 1 hasn’t existed 6 knew 1 1 ise  ​2  eal  ​3  vince  ​4  end  ​5  ear  ​
8 Listening practice 2 has grown 7 improved 6  ate
Listening 3 invented 8 took 2
1 4 ✓ 4 started 9 have become
R P X B H Q L K
2 1 five senses 5 invented 10 hasn’t stopped
2 an eye 5 C O N S U M E R
3 read maps 1 ✗  I eat cereal every morning H I J E P G W E
4 GPS system 2 ✗  Who does this coat belong to
3 ✗ Are you reading a good book at the A U A L C B J L
5 industrial town
6 previous owner moment R D M E F I O C
3 Students’ own answers. 4 ✓ G H T C V D A D
5 ✗  Sarah’s wearing a lovely dress today
Dictation 6 ✓ E S J T E Y N Z
Elision G B R O W S E M
4 1 temperature 4 practically     page 101 
1  bid 6  id


2
3
several
differences


5
6
comfortable
everyone
Unit 1 2  consume 7  onsumer
3  browse 8  rowser
5 1 temperature 4 practically Vocabulary practice 4  select 9  election
2 several 5 comfortable 1 1 cat  ​2  in  ​3  mis  ​4  path  ​5  port
5  charge 10  harge
3 differences 6 everyone 2 1 B the most, difference
3 1 isle  ​2  ackaging  ​3  ounter  ​4  oods  ​
2 A things done, effort
    page 88  5  heckout
3 D involved, better
4 1 b,r,o,s, b,r,o,s 1 broadcast
4 C permission, feeling
2 p,c,a, p,c,a 2 purchase
9 Listening practice 3 1 shade  ​2  wild  ​3  bank  ​4  pack  ​
3 l,a,l, a,i,l 3 claim
5  dam
Listening 4 1 make  ​2  shade  ​3  kind  ​
4 o,r,m r,o,m 4 promote
2 1 Ewan  ​2  Abby  ​3  Ewan  ​4  Judy  ​ 5 p,e,l p,l,e 5 supplier
4  impression  ​5  outgoing
5  Abby  ​6  Abby Word builder
3 Students’ own answers. Word builder
5 1 low  ​2  labour  ​3  self
5 1 caused  ​2  recorded  ​3  made  ​
Dictation 4  bring     page 107 
Prefixes and suffixes
4 1 increasingly  ​2  unpredictable  ​     page 103  Grammar practice
3  underqualified  ​4  dissatisfied  ​ Grammar practice Past simple and past perfect simple
5  unsurprisingly 1 1 2,1  ​2  2,1  ​3  1,2  ​4  2,1  ​5  1,2
Past simple, past continuous and
2 1 After he’d had a shower, he got dressed.
    page 97  used to 2 Our feet hurt because we’d walked
1 1 when 4 was travelling
30 km.
Starter 2 arrived 5 Just when
3 When I called, he still hadn’t woken up.
3 were relaxing
Vocabulary practice 2 1 use  ​2  used  ​3  use  ​4  use  ​5  used
4 I’d forgotten my phone so I didn’t call
1 1 s,w,p D 4 p,r,s,s A Mum.
3 1 looking  ​2  saw  ​3  was  ​
2 r,w,s F 5 s,r E 5 They stopped broadcasting the advert
4  discovered  ​5  working  ​6  decided
3 t,x,t B 6 t,p C because people had complained
2 1 up C 4 up B Present perfect simple and present about it.
2 out A 5 out D perfect continuous Enough, (a) few, (a) little, lots of,
3 up E 4 1 I’ve been walking since nine o’clock.
plenty of, too much, too many
3 1 afford  ​2  lend  ​3  borrow  ​4  waste  ​ 2 How long have you been learning
3 1 Few  ​2  enough  ​3  plenty  ​4  little  ​
5  worth  ​6  save German?
5  lots
3 We’ve been travelling for six hours.
Anna 4 1 Lots of   2​   many  ​3  much  ​4  little  ​
4 I haven’t been doing much exercise
4 1 try out   ​2  be worth   3​   miss out   ​ 5  a few   6​   plenty of   ​7  little  ​
recently.
4  save up   ​5  switch off 8  enough
5 What book have you been reading?

T179 Workbook answer key

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     page 109  2 1 sore back 3 1 a,e  ​2  a,e  ​3  o,e  ​4  e,e,u  ​5  e,a
2 sprained wrist 4 1 upload, Students’ own answers.
Unit 3 3 aching muscles 2 etiquette, Students’ own answers.
Vocabulary practice 4 swollen ankle 3 tradition, Students’ own answers.
1 chemical, electronic, sustainable, 5 itchy skin 4 comment, Students’ own answers.
alternative, wireless, innovative 3 1 on  ​2  up  ​3  around  ​4  in  ​5  up
4 1 ruised nee 4 eep n     page 119 
1 wireless 4 sustainable
2 innovative 5 chemical 2 ut own 5 roken eg Grammar practice
3 alternative 6 electronic 3 alm own
Question forms
2 1 c  ​2  b  ​3  b  ​4  a  ​5  a  ​6  b 1 1 didn’t  ​2  was  ​3  haven’t  ​4  aren’t  ​
    page 115 
1  c released 4  a perform 5  did  ​6  can
2  b transported 5  a processes Grammar practice 2 1 are you looking
3  b repaired 6  b boosts The first and second conditional 2 bookmarked
3 1 Develop  ​2  train  ​3  celebrate  ​ 1 1 I  ​2  PF  ​3  PF  ​4  I  ​5  I 3 did you upload
4  support  ​5  participate 2 1 will D 4 are you commenting on
4 wind-poweredeveloprocessolarepairestr 2 won’t C 5 caused
ansportrain 3 wouldn’t A
1  process 5  rest Verbs with -ing and to
4 Would B 3 1 ✓  ​2  ✗  ​3  ✓  ​4  ✗  ​5  ✓  ​6  ✓  ​
2  develop 6  transport 5 will/’ll E
3  repair 7  train 7  ✗  ​8  ✓
3 1 What would you do if you had a 4 1 to consider 5 talk
4  wind-powered 8  solar million euros?
5 1 dancer 2 to get 6 to listen
2 Will you help me in the kitchen if you 3 Being 7 criticizing
2  participation have time later?
3  performance 4 working 8 to offend
3 How will we get home if the bus
doesn’t come? Modals of deduction and possibility
    page 111  5 1 must
4 W ould your parents lend you money if
2 can’t
Grammar practice you wanted a new phone?
3 could/may/might
The passive: past, present and future The third conditional 4 could/may/might
(will) 4 1 have been 5 must
1 1 wind turbines 2 hadn’t needed 6 can’t
2 the head teacher 3 hadn’t been
3 future generations 4 wouldn’t have understood     page 121 
4 the local council 5 would have won
5 various scientists 5 1 ’d have called, ’d had Unit 6
2 1 were  ​2  are  ​3  are  ​4  aren’t  ​ 2 ’d walked, ’d have Vocabulary practice
5  was  ​6  is  ​7  are  ​8  will be 3 ’d have played, hadn’t hurt 1
3 1 will be taught by Mr Lim 4 ’d have had, ’d run mendedjkpbu
e d j w n k wc o m
2 was donated by 5 would have travelled, ’d had sk

a s u g ge
q u re c o
m plain e
wfkdb a

3 was designed by a Dutch architect st

4 will be given by the President     page 117  dqci
p vd e n i e d o
edkogkq

5 was invented by the Chinese
Unit 5 1 denied 3 suggested
Reflexive pronouns, each other and 2 recommended 4 asked
one another Vocabulary practice
5 complained
4 1 yourselves 4 one 1
1 
2 1 newcomer 4 act
2 himself 5 myself S I G N 2 professional 5 sketch
3 yourselves 2 
U P L O A D 3 scriptwriter
5 1 other 4 himself 3  3 1 i,u C 4 o,o D
2 yourself 5 themselves B L O G
2 e E 5 o,u,e B
3 another 4 
S H A R E 3 o,o,o,u A
5 
C O M M E N T 4 1 complain 6 recommend
    page 113  2 sketches 7 agrees
6 
R E S P O N S
Unit 4 7 
I N
3 scriptwriters 8 spotlight
4 says 9 microphone
Vocabulary practice 8 
B O O K M A R K 5 act 10 adds
1 1 o,o 1 Slow down 9 
E D I T Word builder
2 e,e 2 chill out
5 1 in  ​2  on  ​3  in  ​4  on  ​5  in
3 o,o 3 Work out 2 1 appreciation
4 l,l 4 cheer up 2 misunderstanding
5 p,p 5 Open up 3 behaviour
4 Politeness
5 consideration

Workbook answer key T180

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     page 123      page 129      page 133 
Grammar practice Unit 8 Unit 9
Reported speech Vocabulary practice Vocabulary practice
1 1 tomorrow  ​2  has  ​3  last week   ​ 1 1 take it from me 1
4  We  ​5  this 2 have no idea 1 
P
2 1 she’d visited 6 were
3 take note of
2 the day before 7 could A
4 have an eye for
3 her 8 hadn’t written R
5 have an open mind
4 had been 9 wanted
6 take their time T 2 
B
5 had had 10 they
2 anxiety, bravery, happiness, loneliness, 3 
I E P
Reported questions, requests and trust 4 
commands 1 bravery C O N C E N T R A T E
3 1 a ✓  ​2  b ✓  ​3  a ✓  ​4  a ✓  ​5  b ✓ 2 anxiety I E E
Reported suggestions and offers 3 loneliness P F P
4 1 that we visit 4 trust 5 
5 happiness A I S P P L Y
2 to drive
3 to repair 3 T T R
6 
4 that they watch Start b r e a t E S U C C E E D
5 that we make
h g n i k a t h
    page 125 
u g e p e c u l 2 unskilled, repetitive, well-paid,
Unit 7 l a t i v r a i
unsociable
1 well-paid 3 varied
Vocabulary practice u n f o r g e t 2 unskilled 4 unsociable
1 1 set off 4 get off 3 1 issions 4 urface
2 turn back 5 come across Finish e l b a t 2 aunch 5 tmosphere
3 stop over 6 see off 3 pacecraft
1 breathtaking
2 1 b hurricane 3 b blizzard 4 1 SEAR 6 ISSIO
2 unforgettable
2 a sleet 4 c tornado 2 RADUAT 7 SPE IA I E
3 huge
3 score, half-time, runner-up, finish line 3 ACADEMI 8 URFAC
4 peculiar
4 1 z,z B A runner-up 4 CHA ENGIN 9 AUNCH
5 vital
2 e,e C B blizzards 5 E IE E 10 OCA IONAL
4 1 friendship, Students’ own answers.
3 z,z D C speed up The mystery adjective is successful
2 unforgettable, Students’ own answers.
4 n,n A D drizzle
3 mind, Students’ own answers.
Word builder     page 135 
4 happiness, Students’ own answers.
5 1 C  ​2  E  ​3  B  ​4  D  ​5  A Grammar practice
    page 131 
    page 127  Tense revision
Grammar practice 1 1 a  are staying
Grammar practice 2 b  I’ve broken my wrist
Defining and non-defining relative
Future continuous 3 b  hadn’t done an interview before
clauses
1 1 studying 4 b  I’ll call him now
1 1 which  ​2  which  ​3  who  ​4  which  ​
2  living 5 b  I’ll be working in marketing
5  where
3  getting 2
2 1 -  ​2  ✓  ​3  -  ​4  ✓  ​5  ✓  ​6  ✓
4  driving 1 ’ll answer
3 2 and 6
5  buying 2 took
2 1 won’t be studying Articles 3 ’ve been working
2 ’ll be living 4 1 an  ​2  -  ​3  the, the   4​   -  ​5  -  ​6  -  ​ 4 ’ll be travelling
3 ’ll be working 8  the 5 ’m going to get
4 will you be doing Indefinite pronouns 3 1 D  ​2  G  ​3  H  ​4  E  ​5  F  ​6  A  ​7  B  ​
5 ’ll be using 5 1 No one 8  C
6 ’ll be creating 2  anything 4 1 if she could
Future tenses 3  everyone 2 whose hair was grey
3 1 will a ✓ 4  everything 3 I wouldn’t have passed
2 does b ✓ 5  anybody 4 does he specialize in
3 ’re/are a ✓ 6  something 5 was taught by
4 going a ✓
5 ’ll b ✓
Comparatives and superlatives
4 1 best  ​2  as  ​3  as  ​4  more  ​5  aren’t  ​
6  isn’t

T181 Workbook answer key

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