Acvb1plus Teachers Guide

Teacher’s Guide
B1+
Terry Prosser
657874_cubierta_TBB1mas_001_001.indd 1 5/26/15 13:18

Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© 2015 Richmond/Santillana Educación, S.L.
Additional material by Jeremy Bowell
Publisher: María Lera

Senior Commissioning Editor: Tom Hadland
Managing Editors: Ruth Goodman, Catherine Richards
Editorial Team: Brígido Adán Lozano, Ben Pincus, Paloma Rodríguez Esteban
Cover Design: Marisela Pérez

Design: Dave Kuzmicki, Colin Stobbart
Photo Research: Magdalena Mayo, Amparo Rodríguez
To consult the credits for the material reproduced here, refer to Achievers B1+ Student’s Book.
ISBN: 978-84-668-2956-4
CP: 657874
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system or
transmitted in any form, electronic, mechanical, photocopying or
otherwise without the prior permission in writing of the Publisher.
Every effort has been made to trace the holders of copyright,

but if any omissions can be rectified, the publishers will be
pleased to make the necessary arrangements.
TOEFL Junior® is a registered trademark of Educational Testing Service (ETS).

This product is not endorsed or approved by ETS.
The publisher would like to thank all those who

have contributed to the development of this course.
Printed in Mexico by
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Teacher’s Guide
Terry Prosser B1+

A2
Introduction and course highlights .................................................. page 2
Student’s Book ................................................................................................ page 4
Exam preparation with Achievers ...................................................... page 8
Workbook ......................................................................................................... page 10
Teacher support ........................................................................................... page 12
Teacher’s i-Book ........................................................................................... page 14
Student’s Book contents ......................................................................... page 16

Starter A and B .............................................................................................. page 18
Unit 1 – Life changes .................................................................................. page 30
Unit 2 – Chilled or stressed? ................................................................. page 56
Unit 3 – Moral dilemmas ........................................................................ page 82
Review – Units 1-3 .................................................................................... page 108
Unit 4 – In the news ................................................................................ page 114
Unit 5 – Time for a change .................................................................. page 140
Unit 6 – A day in the life ....................................................................... page 166
Review – Units 4-6 ................................................................................... page 192
Unit 7 – Culture vultures ..................................................................... page 198
Unit 8 – The fear of the unknown ................................................... page 224
Unit 9 – Shop ‘til you drop ................................................................... page 250
Review – Units 7-9 ................................................................................... page 276
Review – Units 1-9 .................................................................................... page 282
Grammar Reference ............................................................................... page 301
Prepare for Cambridge Exams ......................................................... page 310
Prepare for the TOEFL Junior® Test ............................................... page 312
Stories ............................................................................................................. page 352
Face 2 Face ................................................................................................... page 360
Pronunciation ............................................................................................ page 361
Verb Zone ...................................................................................................... page 366
Communication ........................................................................................ page 367
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ACHIEVERS
Achievers is a multi-level course aimed at Each Achievers unit has a number of key features
ambitious teachers who want their teenage which make the course unique:
students to achieve their very best in English.
Achievers aims to motivate and challenge LARGE VOCABULARY SETS
students at every step of the learning process.
Achievers has an ambitious vocabulary and

grammar syllabus and contains thorough and
regular practice of all the key skills – Reading,
VOCABULA
R Y Describing
a holiday
5
9 Complete
the advert with
Listening, Speaking and Writing. these words
and phrase
booking ch s.
ance chill
go sightsee ou t de st in
ing head ho at io n excursio
Achievers has a full component package scenery se
t off sign up
me head to
heritage
n
take part
including: wildlife
● Student’s Book
● Workbook
The Vocabulary lessons contain large numbers of items, both
revised and new, higher level items, which consolidate and
● Teacher’s Book extend students’ personal vocabulary.
containing complete teaching notes
and reference material EXAM PREPARATION
● Teacher’s i-Book
Unitt
1
Exams
for interactive whiteboards bridge K
TASK Prepare fo
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ation SPEAKING
st Unit
1
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e and
Read aloud 4 Listen and
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onologu mber or a 1 Because
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word, a more ABOUT THE ther, they stay
s with a write no TEST books.
should
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out his
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aloud. You will
yourself. The
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have one min
have to read
ute to read
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2 These day
3 Since she
s, I read eve
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h is parko
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Every unit has Cambridge and TOEFL® exam preparation

lessons based on the language learnt in the unit.
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Every Achievers unit contains four varied Fast Finishers to keep

stronger students busy.
657874_P002_0015.indd 2 5/26/15 13:45

COURSE HIGHLIGHTS
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featured in the Listening scripts.
Each Reading text features Word Zone, which focuses on a
useful vocabulary building area seen in a natural context. VERB ZONE
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The unique Challenge lesson gives students the chance to
A whole page of Listening helps develop this crucial skill, with prepare and carry out a variety of enjoyable and ambitious
challenging, substantial listening situations. speaking tasks.
657874_P002_0015.indd 3 5/26/15 13:45

Student’s Book
STARTER LESSONS Stta
St art
ar er A
Starter
rte
ter
READING
● There are two optional Starter lessons at the start of the 1 Work in pairs. Look at the list of things below.
Which things do you do?
3 Read the article again. Answer the questions. According
to the article, …
● Leave your laptop or games console on standby all night. 1 ... what can you do when you have to use a car?
Student’s Book – Starter A and B. They give an introduction to the ● Forget to switch off your mobile phone.
● Ask your parents to drive you to friends’ houses, school,
2 ... why is it better to wait 24 hours before buying
something new?
the cinema or wherever you’re going out to. 3 ... why is it good to try and eat some vegetarian food
methodology of the main units, and contain basic grammar and ● Eat a lot of meat.
● Buy pre-packed snacks in plastic containers.
● Buy new clothes every month.
each week?
4 ... what are some of the alternatives to vegetables?
5 ... how can you avoid buying pre-packed food and
vocabulary that students at this level should be familiar with. 2 Now read the article quickly. Which of the things in
exercise 1 does it mention?
drinks?
6 ... what advice do you get for gadgets?
● Use the Starter lessons as you feel necessary for your students, Teens
eens go green
Te grreen
re
depending on which language areas you wish to revise. The lessons We all know we ought to do more to save the planet
and reduce global warming. Is your laptop on standby
when you’re not using it? Is your phone on all the time?
are self-contained, and can be used in any order. If the answer to these questions is yes, then read on
and find out how you can be a green teen.
1 Reduce your carbon footprint and pollution. Use your

bike, walk and catch the bus or train more often. Before
you ask your parents to take you somewhere, stop and ask
yourself: ‘do we have to go by car?’ Try car sharing with
friends instead.
2 Buy less stuff. You see something in the shops and you
think, ‘I want it, I need it, I must have it!’ Stop! Wait 24
hours and then ask yourself: ‘do I really need it or do I just
UNIT WALKTHROUGH want it because it looks cool and my friends have it?’
3 Eat less meat. Vegetarians use fewer resources than

meat-eaters. You should really try and eat a vegetarian
meal once a week. You don’t have to like vegetables – you
can try tofu, beans or eggs instead.
4 Don’t buy pre-packed food and drink. Take your own
Reading snacks to school or to sports events. Use plastic

boxes that you can wash up at home and use again and
again! If you take a packed lunch to school, use a drinks
bottle from home. If you have to buy a snack, then you
should always recycle the packaging.
5 Save energy! Don’t let your gadgets use more energy

than they have to. Download and install an app that
6 Go green. When your parents want to replace or
upgrade the family PC, encourage them to recycle the
● There are two Reading texts per unit. tells you when you ought to turn it off (even if you don’t!).
old one and buy a new ‘green’ laptop. Remember to delete
any information on your old PC securely, too.
4
● The texts are substantial and cover a variety of modern, relevant
text types such as online blogs, websites, articles and stories.
● The Reading texts are exploited with challenging comprehension
activities and oral and personalised follow-up activities.
2
2
Grammar Future review | Future continuous | First
Chilled or conditional with different conjunctions

& modals
Vocabulary Life choices | Nouns ending in -ion and -ness
92&$%8/$5<Life choices
1 Each unit contains a fully stressed?

Challenge Resolve a family conflict
Interaction Giving advice
Writing A report
1
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different parts of a text, look for similar
words. For example, can you find a word in If you’re waiting for the right time to do something, you’ll wait
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habits in language learning. ● What did you do during your last summer holiday? What
are your strongest memories?
the article that means nervous? forever. First of all, make sure you have a goal. For example, plan to
do exercise twice a week for 20 minutes. Secondly, get active. Sitting
at your desk and studying is important, but you must move, too!
Here are my top suggestions, but I’m sure you can think of more.
● Would you like to do something different next year? 1 ... is going to do something new and different?
What would be a really special summer holiday? 2 ... doesn’t have any definite plans?
3 ... feels a bit nervous about their holiday? 1 Take up running and train forr a marathon. Even better,
4 ... is doing a course? do it with a friend.
2 Don’t just lie on the beach. Do a course in diving or
5 ... is looking forward to talking a lot?
Get
et out
Get out there
there and
and do
do 6 ... is definitely going to have a sporty holiday?
4 5HDGWKHZHEVLWHDJDLQDQGDQVZHUWKHTXHVWLRQV
improve your swimming skills.
3 Playing computer games is fun. But you can also brush
up your Maths or Science online and still have fun.
something
something different
different 1 Why does the writer believe it’s a good idea to make
summer plans in the winter?
2 The writer says ‘holidays don’t have to be the same old
4 There isn’t always time to go to the gym. Doing
exercises in the morning at home will help you to keep
fit. It’s easy and it’s a great way to wake up.
5 Want to learn something new and make friends at the
things’. What do you think those things are? same time? Sign up forr a new course. Or join a club.
During
D
Duri
Dur
Durin
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ring tth
the
he
h e daark
rkk wi
win
nter
teerr m
e month
onth
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llif cca
life can
an ffeel
fe l dduull an
and d
and depresssing
sin
iing
ngg.. So
So now
now
no w’’ss the
w’s th
h
he
e time
imee to
o ra
rrai
aisse
e yyou
yo
ou
ur spi
spir
sp
spir
i its
itss an
nd st
star
ttar
art
rt Isn’t there a club for your fave activity? Then set up a
think
tthi
hin
hinking
inki
nkikin
ngg ab
abo
abou utt n
u nex
ex
extt su
summ
sum
umm
umm mer.
r. Ho
Hollliday
lidays
iday
ays
ys do
don’t
onn’tt h
have
avee to
to be the sa
same
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me old
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every
ery ye
ery year.
year
ear. It’s
It s import
It im
mport
m po
port
ortan
ortant
ant
ant
nt too have
hav
ave 3 What special equipment do you need to go surfing? club yourself!
someth
so
somet
meth
ethin
ing
ng spe
sspecial to look
lo k forw
f ward rd to o! Th
his week’
eek’ss q
question is: ‘Wh
Wh
W hat arere
e yyour
yo r speci
cial ho
h da
holi day
ay pl
plans
ans?
ans?’
s? 4 Why is Carmen looking forward to seeing her cousin? 6 You could do volunteer work. There’s always someone
5 Why might Reece want to get fit in the summer? who needs help. Visit an old people’s home or clean up
6 Scarlett says she isn’t going to do ‘the usual stuff’ at the local park.
I’m goingng to surf next summer,
summer, but not
not on the we
web!
b! In August
A , II’m heading down to a summer camp. What do you think that is? 7 You don’t have to go on a cruise or a safari holiday.
surfing
rfin
rfing
ingg school
school in Cornwall
Cornwall. They provide
pro ide th
the
the boards,
b
boards
boards
d thtthe
he wett suitsit and
d the
tth
he instru
iinstru
truct
tructo
cttors.
rs. Just put on your trainers and get walking! Look around
All th
Al he surfers
s have to do is
is... be prepared to get wet! When you take up surfing surfing,, 5 5HDG Word Zone DQGILQGWKUHHH[DPSOHVLQWKHDUWLFOH you and really get to know your local area.
you
ou kn
know you’re going to fall off your surfboard a lot! Luckily, I’m a strong swimmer.
Imogen, UK look forward to
WORD We use look forward to + noun or -ing
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I’m not trav
t a elling
e g anywh
a y eeree in parti
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cu a , but I’m su
sure I’ll have
a e aan aamaazingg ssummer.
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form when we talk about exciting things
An American
Ame cousin of mine is staying with us for a fortnight.
fortnight She’s 15 like me an andd in the future.
lives
ves in San Diego, Cali
California
fornia. I’ll
I ll be ab
able
le to try out
out my English
English and learn
learn the
the lat
latest
est cool I’m really looking forward to my birthday. TThis
his year,r, I’m going to…
expres
xpressions!
sions! II’m
m looking
looking forwa
forwardrd to seeing her
her. Carmen, Spain I’m looking forward to seeing all my friends.
1 take up … 4 sign up for … 7 set up …
I just love animals,, so next summer I’m ggoingg on myy dream holiday.
spend
end
y We’re ggoingg to
nd a week in the Central Kalahari Game Reserve in Botswana. But we won
living
won’tt be
b
v ng in luxury. We’ll be camping in the wild! We’ll see giraffes, lions, wildebeest and
2 6 :ULWHWKUHHWKLQJV\RXDUHORRNLQJIRUZDUGWR
I’m looking forward to the weekend. We’re going camping.
2 do a course … 5 learn about … 8 train for …
3 get to know … 6 brush up … 9 join …
spring
pringboks. At night they say you can hear lions roaring (I’m a bit worried about that!)). I’m looking forward to seeing the new James Bond film.
I’ve
ve n
never
ever done
done an
anything
ything like this before
before – I can’t
can t wa
wait
it. Diarmuid, Ireland I’m looking forward to doing nothing this weekend! 10 *LYHWKHVHSHRSOHDGYLFH7U\WRXVHWKHSKUDVHVLQEOXH
Speciall plans?
plans? ItIt’s too early to think
think about
about next
next summer.
summer. I can’t
can t think beyond this year!
year 7 /RRNDWWKHKROLGD\LGHDVRQWKHZHESDJHDJDLQ IURPWKHEORJ
Butt on
onee thi
thing’s’ ffor sure. At Ch
Christmas,
it I’ll be
b eating
ti ttoo much h andd watching
t hi TV aall the
t &KRRVHWKHEHVWRQH6KDUH\RXULGHDVLQJURXSV 1 Bill spends all day on his computer. He doesn’t have friends.
time.
me. So (and
(and I know
know this
this doesn’t
doesn’t so
sound
und very
very thrilling
thrilling)) I might
might join
join a ssports
ports club and
and try He should go to the gym and get fit. He’ll meet people there.
and
nd ge
gett fit! Reece, Canada I’d like to do the film course 2 Martha is having trouble with her English. She’s getting
at the summer camp. bad test results.
I’m looking
oking forwar
forwardd to next
next summer!
summer! ItIt’ss ggoing
oing to
to be complet
completely
ely differen
different.
t. I’m
I m going 3 Robert wants to join my friends in a charity fun run, but
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he can’t run very well!
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3
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18 FAST FINISHERS ,PDJLQH\RXZHQWRQRQHRIWKHKROLGD\V:ULWHDERXWZKDW\RXGLGDQGKRZ\RXIHOW 19
2 Each Reading lesson contains 3 Extra interactive

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consisting of 20–30 items – and contain both familiar and a vocabulary area featured
new, higher level items, to consolidate and extend students’ in the text such as phrasal
verbs, collocations and set
personal vocabulary. expressions.
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including oral and personalised activities.
657874_P002_0015.indd 4 6/12/15 09:30

STUDENT’S BOOK
Grammar 3 Grammaar
presentaation
3
GRAMMAR
G Second conditional | wish about the present /,67(1,1* Understand a TV programme about winning the lottery
The power of money

4 :ULWHWZRSLHFHVRIDGYLFHIRUHDFKSUREOHP
We use the second conditional to talk about
situations that are imaginary or not likely. 1 I never seem to have enough money.
Second conditional
● There are two Grammar If there was an opportunity, quite a lot of people would
make fraudulent insurance claims.
If I were you, I wouldn’t buy things I don’t need.
2 I can’t get to sleep at night.
Jake could take driving lessons if he was older. 3 My best friend is ignoring me.
sections, each containing a Would you keep money if you found it in the street?
4 I keep losing things all the time.
5 I can’t remember new words in English.
We can use unless in second conditional sentences 6 I find it difficult to make friends.
grammar box with a summary to mean if ... not.

I wouldn’t go to see that band unless it was a free concert. 5 :RUNLQJURXSV7DNHLWLQWXUQVWRDVNIRUDGYLFH
&KRRVHWKHEHVWSLHFHRIDGYLFH\RXDUHRIIHUHG
We often use were instead of was in the iff clause. We
and examples of the grammar especially use the phrase If I were you to give advice.
If I were you, I’d stop seeing those guys.
We use wish + the past simple to say we would
like a situation to be different, but it can’t be.
the present
wish about
Grammar reference page 115
I wish I knew the answer to this question.
area being dealt with. An 1 &RPSOHWHWKHLQWHUYLHZHUÜVTXHVWLRQV7KHQZULWH\RXU I wish I didn’t have to go to school.
1
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irregular verb list is also Answer our questions and discover how
we want something to happen. 1 /RRNDWWKHSKRWRVDQGGLVFXVVWKHTXHVWLRQ:KDW 6 5HDGWKHH[SUHVVLRQVLQ Face 2 Face&DQ\RXUHPHPEHU
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included at the back of the Q1 if / find a wallet with €200 / what / do?
If you found a wallet with €200, what would you do?
6
would wouldn’t couldcouldn’tGR
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● I was gobsmacked
● do my own thing
I would take it to the police station.
book. Q2 if / not have money for a bus ticket / take a ride

anyway?
I wish I was an actor.
If I were an actor, I would meet lots of interesting people.
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You can’t be sure who your real friends are.
● At the end of the day
Dialogues page 146
Q3 if / can download music from an illegal website / be an actor speak six languages be able to drive 7 *RWRSDJH3XWWKHH[SUHVVLRQVLQFace 2 Face
do it? 2 &RPSDUH\RXULGHDVZLWKWKHUHVWRIWKHFODVV$UH LQWRWKHGLDORJXHV/LVWHQDQGFKHFN
● The Grammar Reference is also Q4 tell small lies about yourself / if / want to impress
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available on the Teacher’s Q5 if / not want to do an exam / pretend to be sick?

k??
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would wouldn’t
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Would he give money to charities? Why / Why not?
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That’s a good question. I’m not sure.
presentations – an animated, 3 0DWFKWKHEHJLQQLQJVDQGHQGVRIWKHVHQWHQFHV
1 If we went to New York, A unless I went , too.
4
1
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step-by-step presentation. 2 She wouldn’t go to the party
3 Kinga’s parents would be
so worried
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C if they knew about the
accident.
2
3
4
What would she spend the money on?
Would she continue to work? Why / Why not?
Who would she give money to?
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4 Unless I was really hungry, D if they ever saw that photo. 5 Where would she choose to live? ,QWHUYLHZHUV You’re going to interview someone who
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6 My friends would laugh

E unless he had a really
good reason.
F I’d be so much happier.
5 /LVWHQWRWKHODVWSDUWRIWKHSURJUDPPHDQGDQVZHU
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has won the lottery. Write questions. Try to remember the
questions from the TV programme.
,QWHUYLHZHHV Imagine you have won the lottery. Make
oral practice to allow students 7 Sam would never be late G I wouldn’t become his 1 When did Jerry win the lottery? How much did he win? notes of all the ways you would change your life.
2
friend on Facebook. 2 How did he and his wife spend the money?
8 If I had more money, H we could stay with my 3 What happened to his marriage? 10 0DNHQHZPL[HGJURXSVRIWKUHHRUIRXUDQG
friend Gary! GLVFXVVWKHLQWHUYLHZHUÜVTXHVWLRQV7U\WRXVH
to practise the language in a Moree
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4 31
correct pronunciation.
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Reference with detailed is exploited in Face 2 follow-up interactive
a variety of carefully staged
explanations of each Face – students learn to activity where students
activities. grammar area can be recognize three idiomatic produce their own version
found at the back of the expressions in each lesson of the dialogues or give
book. that often occur in spoken their opinions on
2 Extra interactive practice English. a related topic.
Listening
● Each Listening section contains substantial and
challenging listening input to really stretch students
and develop their listening skills.
● A variety of real-world situations are featured,
3
including radio interviews, sports commentary, Talk about ethical dilemmas
cookery shows and game shows as well as everyday 35(3$5$7,21 '27+(&+$//(1*(
1 5HDGWKHEORJDQGWKHFRPPHQWV&KRRVHWKH 3 5HDGWKHGLOHPPDVDQGPDNHDQRWHRI\RXUDQVZHUV
conversations. 2
FRPPHQW\RXOLNHEHVW
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1 The birthday present

*LYHUHDVRQVIRU\RXUFKRLFH Two of your friends buy you a lottery ticket as a present.
You win £10 million. Would you share the money with
your friends, who only spent 50p each on your birthday
present?
MY TOP ethical dilemmas
by Isocrates 2 Shoplifting
You are in a shop and you see someone putting a
Challenge
Ethical dilemmas create necklace into their bag without paying. Would you
scenarios which are designed report it? What might influence your decision?
to make us think about moral
questions and the ethics of 3 Hole in 1
everyday life. We have to decide You’re a golfer and you win an important world class
whether the consequences are tournament. But you know the final shot was a mistake
important, or if there are some which disqualifies you. No one else has noticed. Should
you own up?
● The Challenge lesson asks students to work in pairs or groups to things that we should never do,
no matter what the result. 4 Confessions
A friend of yours tells you that she has committed a
Hope you are feeling moral today! Here are this week’s
prepare and carry out an ambitious, fun speaking task that builds ethical dilemmas. Post your thoughts.
A dangerous job
crime. You promise that you won’t ever tell anyone. You
discover that an innocent person has been accused of
the crime. You beg your friend to give herself up to the
Fishing is one of the most dangerous jobs in the world police. But she refuses and reminds you of your promise.
on language learnt during the unit. and many fishermen die or get injured each year at sea.
Is this suffering worth it, just so people can eat fish?
What would you do?
Or should fishing be banned?

Express yourself
● Each Challenge lesson has a totally different task. It will feel fresh unicorn Well, I think the fishermen should
make the choice. If they want to do it, they
should be allowed to.
'LVFXVVLQJLPSRUWDQWWKLQJV
You have to think about … You can’t be serious!
and motivating. chelseaboy If fishermen couldn’t fish, then

they would be unemployed and entire coastal
There’s a moral obligation to …
That’s a good point, but …
On the other hand, …
That’s terrible!
You can’t justify that!
communities would suffer. That can’t be right.
● The Challenge lessons are in three stages: Preparation, Do The rockdrum I don’t believe fishermen should
put their lives at risk for my plate of fish. But
if they improved the work conditions and the
4 :RUNLQJURXSV$RU%*URXSV$GLVFXVVGLOHPPDV
DQG*URXSV%GLVFXVVGLOHPPDVDQG
safety of fishing boats, it’d be a safer job. ● Discuss each dilemma, one at a time.
Challenge, and Follow Up. Students have the opportunity to stretch ziggy3 There’s too much fishing in the world
anyway. Lots of fish are endangered. So that’s
● First, each student should explain their choices.
● The group should reach a decision for the best solution.
● Make a note of your choices and reasons.
their skills as much as possible. another ethical reason to stop fishing!
skyblue If people didn’t fish, we wouldn’t have )2//2:83
any fish to eat. It’s healthy, it’s good for you
and it’s better than meat. 5 1RZZRUNLQODUJHUJURXSVÙRQHJURXS$DQGRQH
5banana There’s another issue here. Fish JURXS%)ROORZWKHLQVWUXFWLRQV
suffer too and I don’t believe animals should ● Take turns to summarize each dilemma for the other
suffer. We should all be vegetarian. Leave the group. Summarize the choices your group discussed.
fish in the sea! ● Tell the other students what your group decided.
● As a group, take a vote on each dilemma.
35
657874_P002_0015.indd 5 5/26/15 13:45

STUDENT’S BOOK
Interaction
● The Interaction lessons feature a 2 3 2
variety of everyday situations. IINTERACTION Giving advice 1 :5,7,1* A report WRITING
SKILL Introducing results
Express yourself 1 ,I\RXIHHOVWUHVVHGZKDWGR\RXGR"&KRRVHWKHWKLQJV 4 /RRNDWWKHH[SUHVVLRQVEHORZIRULQWURGXFLQJUHVXOWVLQ
● Students are given prompts or *LYLQJDGYLFH $FFHSWLQJDQGUHMHFWLQJDGYLFH \RXKDYHWULHG DUHSRUW7KHQILQGIRXUPRUHLQWKHWH[W

I think / don’t think you should ...
You ought to ...
You could always ...
Why don’t you ...?
That’s a good idea.
Thanks, I’ll do that.
I hadn’t thought of that.
That might be all right, but ...
Our survey showed that ...
Not many people told us that ... 4
role-cards to stimulate their Have you thought about / of ...? If I were you, I’d ... Yes, but ... I’m not sure about that, because ... We discovered that ...
● Buy a packet of peanuts and ● Go for a swim YOUR TURN

speaking, rather than entire 7$/.,1*$%287352%/(06 92&$%8/$5< eat them
● Cry
● Go for a walk or a run
● Nothing
TO WRITE
5 ,Q\RXURZQZRUGVVD\ZKDWWKHIROORZLQJH[SUHVVLRQV ● Drink a few cups of strong coffee ● Ring your friends 3/$1%()25(<28:5,7(
dialogues. This gives them the PHDQ7KLQNRIDFRQWH[WZKHUH\RXPLJKWXVHWKHP

● What’s up? ● I’m trying to figure out what to do.
● Eat a bar of chocolate
● Eat a bowl of green vegetables
● Watch a funny film
and laugh
5 3UHSDUHDQGFDUU\RXWDFODVVVXUYH\&KRRVHIURPRQH
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● There’s no point. ● It’s a really big deal. 2
autonomy that is necessary in ● To tell the truth, ... ● You’d better get moving.
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● Most popular weekend activities: duties and hobbies
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developing the speaking skills. 2

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1 Which de-stressing methods have you tried?
2 Which are the most / least useful ways of de-stressing?
people listen to
● Best ways to revise for exams
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7 5HDGWKHSUREOHPVDQGQRWHWKHDGYLFH\RXZRXOGJLYH 1 Which de-stressing method did no one in the class use? :5,7(12:
1 <RXDUHJRLQJWRKHDUVRPHSHRSOHDVNLQJIRUDQG 2 What was the most popular way for students to de-stress?
JLYLQJDGYLFH%HIRUH\RXOLVWHQGLVFXVVWKHTXHVWLRQV I’m really worried about summer camp. I‘m no good at sport 3 Which is the cheapest and easiest way to de-stress? 7 :ULWH\RXUUHSRUW
:
– I prefer theatre and art. I’m concerned that I won’t make
● If you want advice about a problem, do you ask your friends and that people will exclude me. 1 Use Millie’s report as a model.
2 Use your notes from exercise 6 and the plan below.
parents? Your brothers or sisters? Your friends? Other Ways
ays to de-stress
adults? l
My friends are always i and
texting l i games on th
d playing i
their 3 Remember to include some expressions for adding ideas.
by Millie Fegan and class 10C
● Do you ever read ‘problem pages’ in magazines or phones. It’s so boring. We never talk anymore. I’d like to do
3D
DUDJUDSK – explain the purpose of your report.
things with them and have fun like we used to.
1 Common expressions from

2
online? Why / Why not?
● Do people ever ask you for advice? Do you like giving it?
/LVWHQWRWKHILUVWSDUWRIWKHFRQYHUVDWLRQEHWZHHQ
My mum’s
M ’ jjust llost h
her job.
b Now my parents say we all
have to tighten our belts. No more drum lessons or gym
memberships. No more new trainers or designer clothes.
The aim of this report is to provide information about how people
in our class de-stress.
A lot of people said that exercise is a good way to lower their
3D
DUDJUDSK– write about something that a lot of
3D
people did.
DUDJUDSK– write about something that a few
the situations are given in .DUHQDQGKHUIULHQGV-RHDQG1DWDOLHDQGDQVZHUWKH

TXHVWLRQV
What will my friends say?
stress levels, but you have to be careful you don’t do too much.
If you do too much exercise, you increase the levels of a stress 3D
people did.
DUDJUDSK – write about something that no one did.
l If I get my h
My friend copies my style! hair h same
ts the
h gets
i cut,t she same. hormone (cortisol) and you end up feeling worse. Walking and 3D
DUDJUDSK – conclude your report with a
the Express yourself box. 1 What is Karen trying to decide?
2 What gifts does she normally give?
She’s now got the same trainers, the same watch, and recently
she even copied my signature red jacket. What can I do?
swimming were the most popular forms of exercise.
We found out that not many people eat ‘calming’ foods when
recommendation.
3 Why is this birthday ‘a big deal’? &+(&.$1'&255(&7

This features language that 3 /LVWHQWRWKHVHFRQGSDUWRIWKHFRQYHUVDWLRQDQG
I’ di
I’ve discoveredd th
that my sister
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has stolen
l something
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to her? Should I tell our parents?
they are stressed. A handful of nuts or seeds, as well as a
few more green vegetables with your meals, are all good ways 8 &KHFNDQGFRUUHFW\RXUUHSRUW
DQVZHUWKHTXHVWLRQV to calm down. They should try and avoid things like coffee,
students will need to both use 1
2
What is Natalie’s first suggestion?
Why does Karen reject her advice?
8 :RUNLQ\RXUJURXSVRIWKUHHRUIRXU$VNIRUDQG
chocolate and sugar. These aren’t good for stress levels and can
actually make you feel more stressed.
1 Check that the words and expressions for adding ideas
are correct.
2 In pairs, swap your reports and check each other’s work.
JLYHDGYLFHIRUWKHSUREOHPVLQH[HUFLVH
and understand in order to 3
4
What is Joe’s idea?
Why does Karen reject his advice? I think I’ll have a really bad time at
No one realized that laughing is the cheapest and easiest way
to de-stress. Laughing activates your body’s response to stress
which then quickly calms you down, so you feel more relaxed.
5 What is Natalie’s second suggestion? summer camp because I don’t like sport.
interact successfully. 6 What does Karen decide to give her father?
You’ll have fun. You shouldn’t worry about it.
In addition, laughter can improve your immune system.
In conclusion, it appears that the best ways to de-stress are also
4 ,QSDLUVGLVFXVVWKHTXHVWLRQV the cheapest. We recommend that you try those things whenever
Yes, but I’ve tried playing games like football
● Do you think Natalie’s suggestion is the best idea? and tennis and I hate them. I’m just no good. you feel stressed.
● Do you have any different ideas?
● What do you give your parents on their birthdays? Why don’t you go to a summer camp that does art?
26 27
Writing
2 Students listen to 3 Writing skill focuses on 4 In Your Turn To Write,
● In the Writing section, students the situations, focus an important language students are guided
on specific language area that students need step-by-step through the
work through a model written
commonly used in each to master, in order to critical stages of planning,
text, and then write their own situation, and then have improve their ability to taking notes, writing and
version. the chance to interact produce good written checking that are needed
themselves in Your Turn To texts. to produce their own text.
Speak.
Review Unitt 1
Unit Reviews VOCABULARY GRAMMAR
1 Unscramble the letters to make words for genres of books. 5 Write questions and match them to the correct answers.
1 gopraihby 1 What genre of book / like reading?
● Each unit has an End-of-Unit 2

3
afnyats onelv
oracmne
2
3
Who / favourite author?
What book / read / at the moment?
4 csineec fcitoin tryos 4 How often / read / every week?
Review which revises the key 5

6
7
utayoiohbgrap
orohrr rosyt
agrpihc vnloe
A
B
Suzanne Collins. She wrote The Hunger Games.
I read for 1-2 hours every other day.
C I’m reading Great Expectations by Charles Dickens.
grammar and vocabulary. 2 Match five of the book genres in exercise 1 to the
descriptions.
D Crime novels and adventure stories.
6 Read the review and write the verbs in the correct tense.
1 a story about a love affair
Lord of the Flies by William Golding
● The audio for each Dictation has 2 a story of someone’s life, written by that person
3 a novel in the form of a comic strip
4 a book based on imagined discoveries of the future
I 1 … normally … (not read) this kind of book, but my brother
recommended it. It’s a young adult novel that 2 … (tell) the
5 a story that involves magic and other supernatural story of a group of British boys stuck on an uninhabited
built-in pauses to allow students things, and is often set in imaginary worlds island who 3 … (try) to govern themselves, with terrible
results. The story 4 … (focus) on the main characters Piggy,
3 Match the words below with the text types. Simon and Ralph, as they and the other boys 5 … (fight)
to write as they listen. catalogue greetings card menu note

to survive on the island. Now free from the rules of adult
society, the abandoned boys 6 … (struggle) with their
conflicting human instincts: to work together and form a
1 To Emma,
civilised group, or to turn to violence and chaos. The tone
Congratulations!
of the novel 7 … (be) dark and pessimistic as the author 8 …
We knew you could do it.
(give) us his view of human nature.
Love, Mum and Dad xx
1 Each End-of-Unit Review 2
3
I’ve gone to the gym. I’ll be back at 8pm. Louise
Club sandwich
7 Complete the story with the present simple or perfect
of the verbs in brackets. Use short forms if possible.
finishes with a Dictation. This Tomato, lettuce, cheese, egg, bacon £4.95
This week, my English teacher 1 … (give) the class our reading
list for the new school year. I normally 2 … (not look) at what
books we need until after summer, but this year I 3 … (go out)
4 REGATTA 4-MAN WEEKEND TENT
is a paragraph on a subject Code 1098647
Order in store or online
£99.99
and … (buy) some of them. They 4 … already … (turn into) my
summer reads – I 5 … (read) three of the books from the list. My
favourites 6 … (be) Frankenstein and Pride and Prejudice.
related to the topic of the 4 Complete the sentences with the correct form of the
multi-part verbs.
8 Write explanations for the following situations using
the words below and just, already and yet.
unit. Each Dictation becomes bring up grow up flick through put down read on 1 Martin’s hair is really long.
not go / hairdresser’s
progressively longer towards 1 I was … the magazine when I saw a photo of my cousin!
2 When my parents were … , they both used to read a lot.
2 Jane looks excited.
buy / new e-book reader
3 We tried to lift the box, but it was too heavy so we had 3 Hannah feels tired.
the end of the book. to … it … .
4 I was getting into the story, so I … until the end.
1 not go / bed
4 Karen is happy. She’s relaxing in the sun.
5 Sarah was … in a little village, so she didn’t like the city. finish / school project
DICTATION
9 Listen and write.
104
657874_P002_0015.indd 6 5/26/15 13:45

STUDENT’S BOOK
Three-Unit Reviews 1
● There are Three-Unit Reviews Review Units 1—3
Video
Video Ireland
after units 1–3, 4–6 and 7–9. They READING LISTENING
2 Quickly read the blog and see if your answers in
revise grammar and vocabulary 1 In pairs, look at the photos in Alice’s blog. What do
you think is happening in each? exercise 1 were right.
5
1
Discuss in pairs. Is it morally wrong to …
... keep money that you find in the street?
2 ... cash a lottery ticket you find?
from the previous three units in It’

t’s a teenage
It’s te
te
tee
eeen
ena
naage
ge life
lif
ife for
fo
orr me
me
3
4
5
... take the money you raise for charity for yourself?
... keep quiet when you’re undercharged in a shop?
... take credit for work someone else has done?
by Alice Corby
a fresh context. With the exam season underway and the summer holidays just around the
corner, I’ve received a lot of messages on my blog this week about exam stress
6
7
8
... tell a lie to protect someone’s feelings?
... copy someone else’s answers in a test?
... return something to a shop after using it? BEFORE YOU WATCH
and summer holiday planning. So I’ve decided to let you know what I’ll be up to,
and, as usual, give you some tips I hope you’ll find useful.
6
● Each Three-Unit Review My holiday plans
I love wildlife, so this year I’m going on my dream holiday. I’ll be volunteering
Listen to an episode of The Money Box. Which
situations from exercise 5 do they discuss?
1 Work in pairs. What do you know about Ireland?
2 What do you think is the importance of these things to

for two weeks at a wildlife sanctuary in Madagascar. I’ll be helping out with the 7 Listen again and complete the table. Ireland?
contains practice of all the animals, feeding them and cleaning out the enclosures. I’ll get the chance to go
on treks through the jungle and meet the local people. I’ve never done anything
like this before. I’m really looking forward to it! 1 2 3 St Patrick’s Day emigration Trinity College
A recommended read Situation if you were

Jonathan Swift, Oscar Wilde and James Joyce
key skills. They consist of a I’ve just bought an e-reader and it’s changed the way I read. It’s a perfect device
during the summer, especially with all the books I read. I’ve already read this
undercharged
in a shop the Eurovision song contest
amazing novel called Code Name Verityy by Elizabeth Wein. It’s a historical What Neil would
substantial reading text, a adventure novel set in World War II. Just my kind of thing!
My tips for beating stress
Balancing school work and exams with busy social lives… we’ve all had to deal
do and why
What Anna would
do and why
Colin Farrell, Jonathan Rhys Meyers and Saoirse Ronan
NOW WATCH
with that! But don’t get stressed – here are a few tips to get you through the busy
listening section, and a follow- exam period. First, you must get some exercise, even if it’s only light. But relaxation
is also important. Do something that chills you out – have a laugh with your friends,
8 In pairs, discuss who you agree with: Neil or Anna. 3 Check your answers to exercises 1 and 2.
listen to your favourite music or read a good book. If you find time for these 4 Answer the questions.
up speaking or writing section. activities, you’ll feel better.
Make the most of summer
The summer holidays are a perfect time to try something new or make that life 9
SPEAKING
Work in groups and follow the instructions.
1 What typical images of Ireland are mentioned at the
start of the video?
change you’ve always wanted to make. Instead of just lying on the beach, why 2 What contradictions does Ireland have?
not plan to do something that gets you out of your comfort zone? Take up a ● Read the situations below and note your answers. 3 What is Bloomsday?
sport or do some volunteering in your community. Sign up for a new course or ● Then write what answers you think the other people in 4 Which Irish book has been read by most people, and why
join a club. You’ll learn something new and meet new people. I can’t wait for my your group have written for each question. was it first published?
holidays. How about you? ● Compare your answers. Were your predictions right? 5 Which two sports are mentioned and why?
That’s it for this week, guys. Leave your comments below and I’ll get back to
you ASAP.
T i ky decisions!
Tricky d i i ! FOLLOW UP
Bye
By
ye!
ye!
ye
e!
Bye!
1 IIff yyour ffriend
i db boughtght
h an outfittfit
fi th h t did
that ’t
didn’t
didn ’t suit iti th
them,
them
h , would ld 5 In pairs, discuss the questions.
yyou
ou tell
tell them?
the ?
2 IIff the
th teacher
t h left
l ft the
th answers to t a test
t t on their th i desk,
d
desk k, 1 How do you think the rest of the world sees your country
3 Read Alice’s blog again and answer the questions. 4 Discuss the questions below in pairs.
and how accurate is that perception?
2
would
w ld yo
ould yyou h t?
u cheat? ?
1 Why has Alice written this blog entry? 1 Is your idea of a dream holiday similar to Alice’s? 3 IIff you
y were on a bus
b andd the
th
h onlyl y seat t available
il bl was next t to
to 2 Who do you think are the most significant writers in
2 Why has she chosen to go to Madagascar on holiday? 2 Do you have any plans yet for your next summer ssomebody
b dy you
omebody y don’t
don’tt really
d lly get
g t on with, ith would
with ld you
y sitit there?
th
there? your country and how are they honoured?
3 What will she be doing there? holiday? Do you think you’ll follow any of Alice’s advice? 4 IIff you
y were invited
i it d to t a party
p ty but b t your
y best
b t friend
f i d wasn’t,
wasn’t
wasn ’ttt,, 3 What are the main effects of emigration on a country?
4 How is she able to read more books now? 3 What books have you read recently? What did you think would
w ld you
ould y go g without
ith t the
th
them? ?
5 What type of novel has she been reading? of them?
6
7
What suggestions does she give for reducing stress?
What does she mean by ‘gets you out of your comfort
4 Do you find exams stressful? How do you deal with
exam stress? What did you say for situation one?
I said I’d tell them because
FIND OUT
zone’? 5 What are you especially looking forward to this year? then they can take it back. Find out more about a famous Irish writer. Write a paragraph
8 What else is she going to do over the summer? That’s what I thought you’d say! about his / her life and work.
ŏŔ ŏŕ
Video
1 There is a video lesson 2 Each video lesson ends
● Each video contains an original short documentary after each Three-Unit with Find Out, where
which introduces a different English-speaking country Review. In this section, students have the chance
from around the world. students develop their to find out more about
skills in watching and an intriguing aspect of
● Students are introduced to some names, places or understanding video, which the country’s culture that
other cultural information before they watch. They find will increase their ability featured in the video.
out the significance of these, as well as learning more to enjoy English-language
interesting information about each country. films and TV.
Stories STORY
● Each Student’s Book contains The Island I was sitting on a rock watching the waves
(what else could I do?) when a small fishing
boat came in. There was an old man in it –
brown, wrinkled, white-haired, wiry – and
three original stories. They
Melissa
It was an isolated house on the west coast of a rocky somehow he brought the boat to shore on
island. From the terrace she looked down on high his own. And then I had my first real conversation here. The
cliffs, huge rocks like bones or skulls, and the bright old man spoke English! He told me he had been born in the
have been specially written blue waters of the bay. Difficult paths wound down the
steep hillside through stones and trees and bushes to
the water’s edge. But there was no swimming today. Or
old lighthouse (that’s what I thought was a tower). This man
(his name’s Andreas) can tell amazing stories. He said there
were once terraces all the way down the hillsides. The local
yesterday. Or the day before. There was no wind but the
for Achievers, with teenage sea was too rough. And all the time she listened to the
dull roar of the waves.
people grew vines and vegetables and fruit trees. In fact, they
grew stuff on every available surface. But now the terraces
are all gone, fallen into ruin. All the young people had left for
protagonists, and deal with Another day of empty wishes. I wish the sea
were calm. I wish I could speak to somebody.
the mainland and the old people had died. ‘But not me!’ he
laughed.
My phone still isn’t working. No coverage. I

themes from the Student’s Book. Melissa wish I could connect to the Internet. Once
again I’m writing this blog just for myself. And
It’s two days later. I met Andreas again. He
said when his father was the lighthouse
do you want to know another wish? I wish I hadn’t come here on
keeper and he was a small boy there was a
● The stories are rich in new

my own without Zadie and Alice! They’re still stuck in London.
Melissa terrible fog. It lasted a week. And every
A family crisis. They said they’d get here if they can. But when?
night they heard a mysterious sound – it 1 In pairs, look at the picture and discuss the questions.
I’ve never been on my own before. It’s weird. Too weird.
was loud and long and sad, like an animal in pain. And then
1 Where do you think the young woman is?
vocabulary. They contain Have you ever felt like you were cut off from
on the last night a beam of light from the lighthouse shone
down into the bay – this bay! – and they saw it. They saw a
sea monster crashing about in the water. ‘It’s true!’ he said.
2 What is she doing there?
3 How do you think she feels?
comprehension activities, Melissa

the rest of the world? OK, there are people in
some other houses and there’s a small town
an hour away by bus – so at least I won’t
‘These things happened in the old days! Look at the rocks – all
these smashed and broken rocks. They were broken by the
sea monster!’ He also explained about the strange noises I had
2 Read the story and see if your ideas were right.
3 Read the story again and answer the questions.

heard the other night, ‘There are wild boars on the island, the
vocabulary exploitation and starve to death! But I can hardly understand

a word the people say. It’s like being on a desert island! same wild animal that killed Adonis.’ (I think that’s who he
said. I’ll google him when I’m home.)
1 Why does Melissa feel isolated and lonely?
2 Why didn’t Zadie and Alice come to the house on the
island?
3 What frightened Melissa during the night? Why couldn’t
follow-up speaking activities in I have never been so bored. It’s beautiful – Over the coming days Andreas told her many different
stories. It seemed that every stone and tree and ruin
she sleep afterwards?
4 What does Melissa learn about Andreas?
but the beauty is beginning to get me down.
had its own tale to tell. There was the house where At the head of the procession was a man – he looked like 5 How does Andreas change her understanding of the island?
order for students to exploit them Melissa
What can I see? Trees, rocks, waves, an old
abandoned tower or something. I’ve got
another two weeks here. If Z & A don’t come
his sister gave birth to triplets. There was little chapel
where his parents and grandparents and great-
Andreas, but years younger – and he was leading a white
bull by a rope. And the bull was crowned with flowers. The
6 How does she feel after the phone call with Zadie? Why?
4 Look at the sounds below. Can you remember what made

grandparents had got married. There was the poet’s young man smiled at her and encouraged her to join them.
as much as possible. soon, I think I’ll go out of my mind! tree and the witch’s hut and the pirates’ cave. When
Melissa explored the bay now the stones and trees
seemed to talk to her. It was strange, but although she
They were heading to a party, a feast, a celebration. She
stepped towards them …
Melissa woke up with a start to a burst of electronic
them? Then read the story again and check your ideas.
a dull roar electronic music

was still on her own, she didn’t feel lonely. The island music. She sat up in bed and stared in confusion into screeching tinkling whine
I woke up scared stiff. There was a bird was full of voices. the dark. She was in her bedroom. And it was her phone.
screeching outside. Then I heard noises in the
She hears the tinkling of bells and soft voices and Somehow it had picked up a signal! She heard a familiar 5 In pairs, discuss the questions.
bushes like something was digging a huge voice – it was Zadie. The conversation was short and
laughter. Where are they coming from? She walked down
Melissa hole. And this ‘thing’ sounded big! I looked often difficult to make out. Zadie said that they couldn’t 1 What changes had Andreas seen on the island in his
through the olive trees and saw a procession winding
out but couldn’t see anything except for the up the hillside, the sea glittering below. There were girls make it. The situation in London was too complicated. lifetime?
moon and stars. And then I heard the whine of a mosquito. dressed in white robes and boys in brightly-coloured Would Melissa be all right if they didn’t come? 2 What do you think was happening in Melissa’s dream?
And that was the end of my night’s so-called sleep. costumes. The girls held olive branches and the boys 3 How did her dream reflect her changed feelings about
Melissa smiled. Everything would be just fine.
carried baskets of fruit. the island?
Martyn Hobbs
140 FAST FINISHERS Imagine you are Melissa. Write your blog entry for the next day.
141
657874_P002_0015.indd 7 5/26/15 13:45

Exam preparation with Achievers
This section is aimed at teachers who are preparing their Prepare for Cambridge Exams
students for exams from the Cambridge English Language
Assessment range or from ETS. Each level of the Achievers ● There are nine lessons in the Student’s Book – one per
series focuses on the most appropriate exams for the level unit – covering the Cambridge First exam. The content
of the book, so Achievers B1+ prepares students for the of the lessons follows the unit topics, so the lessons feel
Cambridge First (FCE) exam and for both the Standard and integrated and can be covered at any point during a unit.
Comprehensive versions of the TOEFL Junior® Test. ● Each lesson focuses on a particular task from one of the papers
of the exam; there is a balance of tasks from all papers of
The Cambridge First (FCE) exam and the TOEFL Junior® Test the exam throughout the section. There is a series of activities
are internationally recognized qualifications carefully designed to give students practice in the skills
in English. they need to perform the task well, and familiarise them
with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page corresponding
to each Student’s Book exams lesson, consisting of further
practice of the task focused on in the Student’s Book.
● There is accompanying audio for Listening tasks.
Prepare for Cambridge Exams Unit 1 Prepare for Cambridge Exams Unitt 1
LISTENING
Listening for specific information

1 TASK
3 LISTENING Listening for specific information
Look again at page 122 of your Student’s Book. Read About the exam and the Tip. Then do the task below.
ABOUT THE EXAM

In this part of the test, you listen to a monologue and
29 You will hear a man talking about the history of pizza. For questions 1-10, complete the sentences with a
complete ten gapped sentences with a word, a number or a
word or short phrase.
short phrase from the recording. You should write no more
1 Key information about

1
than three words in each gap.
Look at sentences 1–6 from a boy talking about his

A history of pizza
the task focused on in blog. Match the kind of information missing in A–F. In
pairs, compare your answers.
Some experts believe that the first pizzas were cooked
in (1) …..…… .
In 1889, pizza-maker Raffaele Esposito created the
first Pizza Margherita to honour the wife of the Italian
(7) …..…… .
this lesson 1
2
I’ve had my blog for ... .
I write about … , which is parkour.
The word ‘pizza’ was first used in the year (2) …..……
AD. The ingredients of a Margherita were selected to match
3 Another term for parkour is … . You will hear a woman giving a talk about her work.
the colours of the (8) …..……. .
4 The sport came from ... .
In the 16th century, pizza was considered to be a food
5 My readers are mostly ... like me.
6 I tell people about ... to practise in the city. My job as a book reviewer for (3) …..…… . Pizza was introduced in the USA in the late (9) ………..
century.
Philippa Marsh is the (1) ... of a website that reviews As its popularity grew, pizza became a (4) ……..…
A the place of origin
books. attraction in Naples. At America’s first pizzeria, many people could not
B a location
(10) …..…… to buy a whole pizza so they bought a
C a period of time (e.g. three weeks)
She started writing book reviews about (2) … . Pizzas originally consisted of bread topped with oil, slice instead.
D another name for parkour
cheese and (5) …..…… .
E a type of person
F a topic (e.g. sport) She really enjoyed writing reviews for a newspaper
because she got (3) … , and could sometimes meet When tomatoes first arrived in Italy they were used as
2 Now listen and complete the gaps. authors. (6) …..…… .
3 Read the Tip. Then look at the Task. For questions 1–10,
predict what sort of information is missing.
2 She then became a book reviewer for newspapers
and (4) … .
You have 45 seconds to prepare before you listen. The site is popular and gets a lot of visits from
TIP Use this time to read the text carefully and decide readers, (5) … .
what kind of information is missing. The sentences
you have to complete are not exactly the same If an author gets angry about a review, she may
as the recording, but you should write the exact adjust it, or (6) … the website.
words that you hearr in the gaps.
2 Help and advice to allow NOW YOUR TURN

The majority of authors like using the website to
(7) … their books.
students to maximize their 4 Try the Task. Listen and complete gaps 1–10.
Listeners who are interested in reviewing shouldn’t
waste their time on (8) … or dull books.
performance 5 Check your answers. Make sure the spelling is correct

and don’t leave any gaps empty. A reviewer should never give away too much of
(9) … , or just write a summary of the story.
6 In pairs, compare your answers. Are any of your
answers different? A review should say if a book is good. According to
some readers that depends on (10) … of the writing;
according to others it’s all about the story.
122 122
3 An exam-style activity at the

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do
this under exam conditions.
657874_P002_0015.indd 8 5/26/15 13:45

EXAM PREPARATION
Prepare for the TOEFL Junior® Test

● There are nine lessons in the Student’s Book – one per
unit – covering both the Standard and Comprehensive
versions of the TOEFL Junior® Test. The content of
the lessons follows the unit topics, so the lessons feel
integrated and can be covered at any point during
a unit.
● Each lesson focuses on a particular task from one of the
papers of the test; there is a balance of tasks from all
sections of the test throughout the section. There is a
series of activities carefully designed to give students
practice in the skills they need to perform the task well,
and familiarise them with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page
corresponding to each Student’s Book exams lesson,
consisting of further practice of the task focused on in
the Student’s Book.
● There is accompanying audio for Listening tasks.
Prepare for the TOEFL Junior® Test Unitt 1 Comprehensive Prepare for the TOEFL Junior® Test Unitt 1
4
1
SPEAKING Listen and repeat the sentences.
1 Because of the bad weather, they stayed in and read
SPEAKING Read aloud
Read aloud books.
Look again at page 123 of your Student’s Book. Read About the testt and the Tip. Then do the tasks below.
2 These days, I read everything on my e-reader.
ABOUT THE TEST 3 Since she moved, she hasn’t been to the book club.
In the Speaking section, you have to read a short passage
NOW YOUR TURN 1 30 Listen to and read three words that will appear in the passage.
aloud. You will have one minute to read the passage to
yourself. Then you will have one minute to read the passage
5
2 into the microphone. Now do the Task. Listen to and read three
1 Key information about the The Read aloud passage will often include
6
words that will appear in the paragraph.
Remember how to pronounce those words.
Now read the passage in the Task aloud. 3 politicians
task focused on in this lesson TIP 1 sentences that have two or more parts to them.
Show you know how to use the correct intonation.
TASK
aspire
profession
Both parts usually have a rising-falling intonation,
with a pause in between.
International Reading Habits
1 Read About the testt and Tip 1. Then listen to the survey
2 Now read the passage aloud.
sentences below. Which is the correct intonation genre
pattern, A, B, or C? majority
Role models
A At the moment, / I’m reading a book about travel.
Do you have a role model? Many people would say ‘yes’ to this question.
Nowadays, people tend to consider movie stars, politicians, and athlettes
B At the moment, / I’m reading a book about travel. to be their role models. We might admire their good looks, their interessting
ideas, or their outstanding achievements. However, in the past, people e’s
C At the moment, / I’m reading a book about travel. role models tended to be a little closer to home. Before the creation off mass
media, it was common to aspire to be like your parents. Young boys offten
2 In pairs, practice reading the sentence in exercise 1. wanted to follow in their fathers’ footsteps when they became older. Affter
Use the correct intonation pattern. they finished school, they might take up the same profession as their d dads.
Furthermore, young girls probably based their behavior and attitudes m more
Some conjunctions are part of a longer clause, on their mothers than anyone else. Before television, newspapers and the
TIP 2 while others are followed immediately by a internet, parents were the most common role models. These days, however,
comma, indicating a pause. Show you know the because of the media’s influence, parents often feel like they are competing
correct intonation and where to pause. with famous people for their children’s attention.
International Reading Habits
3 Read Tip 2. Then, put the conjunctions in the correct What kinds of books do you like best? How m much time
category. do you spend reading every week? An interna ational
survey recently put these questions to more th han
2 Help and advice to allow

As a result of At the moment Because of
Consequently Since Therefore These days
1,000 people from across the world. As a resu ult of
the survey, we found out some interesting factts.
The world’s most popular book genre is the fa
novel; however, poetry books were the least fa
antasy
avorite.
students to maximize their Followed by a comma / pause Part of a longer clause
At the moment, Because of …
The survey also showed that people in South Korea
spent the least amount of time reading, just ovver three
hours per week, while people in India spent th he most
performance time reading, nearly 11 hours per week. Howe
the a
average
erage amo
amount
ever,
nt of time spent reading in th
the 21
countries surveyed was between five and seven hours
per week. In this digital age of video games and TV on
demand, that doesn’t seem too bad.
123 123
3 An exam-style activity at the

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do
this under exam conditions.
657874_P002_0015.indd 9 5/26/15 13:45

Workbook
The Workbook provides practice of all the Student’s Book material for students to do
at home or in class. Every lesson in the Student’s Book has a corresponding page of
Workbook practice, on the same page number, for easy reference.
Starter lessons 2 1
1 Life changes VOCABULARY Book review
WANT TO KNOW MOR
Words connected to books
E?
● The grammar and vocabulary 7 Complete the types of novel.

1 c__m_
10 Look at the picture. Label the picture with the correct
words from the box. Use a dictionary to help you if
necessary.
from each Starter lesson are READING 2 Read the text. Write the names of the people and
2 cl _ _ _ _ _
NOVELS
3 gr _ _ _ _ _
author back cover blurb ebook front cover
characters. hardback paperback publisher spine
consolidated in the Workbook 1 Read the text quickly. What is it about?

A How to publish your own book
Who …
1 is a young author?
4 f_____y 5 h _ st _ _ _ _ _ _
Running Scared
2 moves to Pennsylvania?
Starter pages. B A young author and her first book

C The reason behind the increase in e-book sales
3 has a secret?
4 is chatty and friendly?
8 Match the book genres in the box to the correct definition.
adventure story autobiography biography horror story

1
Available in the following formats:
________ 2 _________ 3 _____

€15 €8 €5
3 Read the text again and answer the questions.
Publish it
non-fiction book romance science fiction story
5
1 According to the text, why are more people publishing
yourself their own books? 1 a book a person writes about himself or herself
4 7
With easier access 2 a story that is set in the future, sometimes in space or on
Units 1–9
2 When does Mac Bowers write?
to technology, more another planet
and more people are
3 Where did Morgan Casey use to live? 3 a book about places or events that are real 6
publishing their own
books and ‘self-publishing’
is becoming popular 4 When does Morgan meet Charlie? 4 a story about love
with people of all ages, 5 a scary or frightening story that can be true or invented
including teenagers.
5 How does Morgan feel when she tells Charlie her secret? Product details
● Every language and skills Mac Bowers lives in

Pennsylvania with her
father, her brother and 4 Answer the questions with your own opinions.
6 a book about a person’s life that another person writes
7 a story that has dangerous, exciting, unusual and

Number of pages: 112
8 : iUniverse.com (February 6, 2012)
sister and her two dogs. Like any other teenager, she
9 : Mac Bowers
interesting events
area from the Student’s Book goes to school during the day but at nights and in
her spare time she writes books. Her dad suggested
1 What do you think Morgan’s secret is?
9 Choose two book genres from exercises 7 and 8 and
ISBN: 978-1462083824
1
that Mac publish her book. He gave her some money 2 Would you like to read this book? Why / Why not? 11 Circle the correct words.
to help her and he’s very proud of her achievements.
write sentences about those genres. Use the words
including the exams sections, Published in 2012, Mac’s first book is called Running
Scaredd and critics of all ages have praised it. It tells
below or your own ideas.
● I enjoy / like / love / don’t like / hate …
1 The design of that front coverr / spine doesn’t make me
want to read the book.
the story of a sixteen-year-old American girl called Verbs to say things are good ● My favourite … book is … 2 I always read the blurb / publisherr on the back of a book
has a corresponding Workbook Morgan Casey. Morgan moves from a big city in
California to live in a very small community in
Pennsylvania. Morgan knows she needs to make new
WORD
ZONE
EXTRA 5 Search the text for three more words
related with recommendations.
● I like / don’t like … because …
● I would / wouldn’t recommend … to a friend because …
before I buy a book.
3 I prefer reading back coverr / paperback books.
4 My grandmother’s got an ebook k / an author. Her eyesight
friends but she is worried about something. Morgan
page, which gives further has a secret that she doesn’t want to share with
anyone.
1
2
3
recommend
s
p
isn’t very good, so she can read more easily with it.
5 My favourite authorr / blurb is J.K. Rowling. I think she’s
amazing.
On her first day at her new high school Morgan
4 v f 6 KidPub Press is a publisherr / an authorr that publishes
practice of the language or skill meets Charlie. Charlie is a lively, talkative and
friendly boy and they soon become good friends.
Charlie talks to Morgan a lot and eventually she tells 6 Write recommendations for these things. Use a verb
books by children and young writers.
7 Front coverr / Hardback versions of books are usually
Charlie her secret in the hope that he can help her published before any other version and cost more.
in question. escape her past. However, she regrets it immediately.
It’s a tense story that keeps you guessing to the very
end.
from exercise 5.
1 a book
8 This is a new book. Who is the ebook / publisher?
9 The spine / blurb of a book usually has the title, the
author and the publisher.
Are you feeling inspired? Do you think you can write 2 a website
● Student’s audio is provided a good story? If so, we recommend that you try self-
publishing, we can vouch for it! But remember …
you’ll probably need some money!
3 a gadget
12 Write sentences using three of the words in exercise 10.
for Listening and Interaction 4 a DVD
lessons, for students to continue 8 9
developing the listening skill

at home. Students access the audio 1 Word Zone Extra: 2 Want To Know More?:
material to listen or download on Consolidation and A vocabulary extension
the Achievers website. extension of Word section with a new set
Zone in the of vocabulary, related to
● Each unit contains a Webquest, Student’s Book the Student’s Book set,
where students can find out appearing twice per unit
more about topics featured in the
Student’s Book units online.
Review
Three-Unit Reviews Units 1–3
Video
Video The Celts
VOCABULARY GRAMMAR REVIEW CHECK
1 Circle the word that doesn’t belong with the others and 4 Complete the sentences with the words in the box. 8 Read the text and choose the correct words.
● The grammar and vocabulary write it in the right group.
1 biography insurance order refund
’ll send already been for since will definitely
from the previous three units is 2 get to know greeting card have a goal brush up
1 If we go to the concert we
2 I’ve been in my bedroom
you a photo.
half an hour.
What’s new and exciting?
3 Hugh pass his exams. He’s worked so
3 instructions letter message savings
pulled together in a number of 4 adventure non-fiction science fiction set up
hard.
4 My parents have
for next year.
booked a holiday
Is it a new year and is it a
new you?
BEFORE YOU WATCH
activities that provide intensive 5 complication concentration information receipt

5 Janie and Darren have
last year.
together Posted by Millie, January
16th, 9.30pm
1 Read the introduction and the questions in NOW WATCH.
Introduction
6 account credit card overcharge relaxation 5 Complete the dialogues with the present simple, present
language revision. 2 Circle the correct prepositions.
continuous or the present perfect of the verbs in brackets.
1 A: How your dad
Every year on January 1st, people 1
Year’s resolutions about life choices and changes for the year
New The Celts were a people that lived in Great Britain, Ireland,
France and the Iberian peninsula from before the Roman
Empire.
ahead. I’m one of those people! LOL!
(get) to work?
1 How are you going to prepare to / forr your oral exam? Here are my top three resolutions for the year ahead:
B: He usually (drive).
2 We can borrow the money from / with my parents to I2 fit, learn to cook and I’m definitely
2 A: Hi Harriet, it’s Jean here. Hey, you not going to forget my gran’s birthday (again!). NOW WATCH
buy the tickets.
3 My teacher always complains aboutt / in my handwriting . (start) your English essay yet? Progress so far …
2 Answer the questions.
Video 4 What are you planning to / forr do this summer? B: I (write) it now – it’s quite hard! It’s now the middle of January, and I 3 to
5 Alfie’s dad is training forr / to a half-marathon. It’s hard two capoeira classes 4 January 1st. 1 Where can you hear variations of the word ‘Celt’ ?
3 A: Why you
work! The good things
(stand) out here in the rain?
6 We’re learning up / about ancient Greece at the moment. I’ve met lots of other young people my age and they’re all 2 How did ancient Roman writers describe Celtic warriors?
B: I (wait) for Sean to arrive … again!
really friendly.
3 Complete the sentences with a phrasal verb from the box. 4 A: you (see) the I5 fitter and my 6
3 Who was Boudica?
new Leonardo DiCaprio film? has improved. I’m also less stressed – hooray!
● Students watch a new video chill out deal with flick through
get out read on tell off
B: No, I haven’t. What
6 Match the sentence halves.

(be) it like? The bad things
It’s just SO hard doing it. But 7
hard every day, I 8
I practise
fit enough to perform
4 What are Druids a combination of?
1 I have to and find out what happens in the show this summer . 5 What is said about Irish Christian Celts?
related to a cultural aspect of the at the end of the book.
2 Let’s just at mine tonight and watch
1
2
This time tomorrow
We’re going to learn
A
B
seen that film three times.
if it rains at the weekend.
What are your New Year’s resolutions? Post a comment and
tell me NOW!
3 Match the words and phrases from the video with their
a DVD. 3 I’ve already C we’ll be lying on a beach!
country featured in the Student’s 3 Quick! Let’s tidy up now or my parents will
us when they get back.
4
5
They won’t go camping
If you go on a safari,
D
E
you’ll see lots of animals.
to ski this winter.
1
A
2
are making B have made C make
definitions.
1 heritage A to defend yourself against someone
4 Why don’t you this graphic novel or something
1_ 2_ 3_ 4_ 5_
Book Video section. They and see what the illustrations are like?
5 There are a lot of different areas I want to
in my talk.
7 Complete the sentences with the correct form of the
A
3
A
’ll be getting
’ve been
B ’m going to get
B go
C ’m getting
C went
2 fierce
3 fight off
B dried stems of grain, used for animal
bedding and building materials
C spread out over a wide area
verbs in brackets.
4
follow up by researching more 6 Where can I some cash
round here? Is there a cash machine? 1
2
I
I wish I
(go) to the party unless you came.
(have) more money.
A
5
for B yet C since
4 straw
5 dispersed
D traditions and culture
E aggressive, ferocious
3 If you (live) here, where would you live? A ’m feeling B ’m going to feel C ’ve felt
interesting aspects of the topic 4 If I (find) a wallet in the street, I would

take it to the police station.
6
A concentrate B concentration C concentrating
FOLLOW UP
Go online and find out another interesting fact about the

5 I wish I (watch) that horror film 7 Celts to share with your class. Complete the sentence below.
to share with their classmates. earlier. I can’t sleep now. A

8
A
when
’ll be
B unless
B ’m
C if
C won’t be
Did you know that
?
38 39
10
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WORKBOOK
End-of-Unit Reviews Exams

● Students revise grammar and vocabulary from each unit ● The Exams sections help your students to prepare for
through a fun crossword and an error correction exercise. Cambridge or TOEFL exams.
● This page also contains I CAN statements which assess ● Each Exams lesson in the Student’s Book has a
students’ progress through the Common European corresponding page in the Workbook.
Framework. ● Each page
Review Unitt 1 gives further Prepare for Cambridge Exams Unitt 1
practice of
CROSSWORD LISTENING Listening for specific information
Across
1 I read the … on the back of the book but it didn’t sound 1 2
the exams Look again at page 122 of your Student’s Book. Read About the exam and the Tip. Then do the task below.
interesting
6 So you were sick on your birthday? You poor ... !
7 I found a discount voucher while I was ... through the
tasks 29 You will hear a man talking about the history of pizza. For questions 1-10, complete the sentences with a
word or short phrase.
magazine. 3 4 5
8 I’ve ... to Africa twice, but I’ve never ... to England.

9 I’ve ... finished my test. Can I leave now?
6
and skills A history of pizza
Down
developed in
7 8
2 He ... that film to everyone, because he really liked it. Some experts believe that the first pizzas were cooked In 1889, pizza-maker Raffaele Esposito created the
3 They decided to distribute a … explaining the reasons for the in (1) …..…… . first Pizza Margherita to honour the wife of the Italian
strike. 9 (7) …..…… .
4 What? They cancelled the party? You’re ... !
5 My father’s reading Mandela’s ... , the one that journalist
wrote.
10
the Student’s The word ‘pizza’ was first used in the year (2) …..……
AD. The ingredients of a Margherita were selected to match
the colours of the (8) …..……. .
10 I’m reading the latest Superman ... novel. In the 16th century, pizza was considered to be a food
Book unit. for (3) …..…… . Pizza was introduced in the USA in the late (9) ………..
century.
As its popularity grew, pizza became a (4) ……..…
attraction in Naples. At America’s first pizzeria, many people could not
(10) …..…… to buy a whole pizza so they bought a
Pizzas originally consisted of bread topped with oil, slice instead.
I CAN... ERROR CORRECTION cheese and (5) …..…… .
Reading
1 My father recomendedd that I join the football team. When tomatoes first arrived in Italy they were used as
I can understand a personal webpage about books.
(6) …..…… .
I can understand a personal blog.
2 He’s reading the newspaper now, but he’s usually
Vocabulary reading novels.
I can talk about things we read and review books.
Grammar
3 I’ve got an exam tomorrow. The happy thing is, I really
enjoy exams!
I can use the present simple, present continuous and
historical present. 4 She’s been brought on by her grandparents because her
I can use the present perfect simple with different verbs to
parents work abroad.
link past events to the present.
Listening 5 I’ve never gone to Germany, but I’d like to.
I can use the present perfect simple with different adverbs
to link past events to the present. 6 Are you many of a reader?
Interaction 7 That new bestseller is awesome. I couldn’t put it out.

I can start a conversation about books.
I can recommend and ask for information about books. 8 What’s the film like? Will you recommend it?
Challenge
I can review and talk about a book.
Writing
I can use expressions for giving reasons and results.
I can write a book review.
104 122
Writing Reference Vocabulary Bank

● The Writing Reference contains all the model texts from ● The Vocabulary Bank is a convenient unit-by-unit reference
the Student’s Book Writing lessons, with a number of key with all the key items from the Vocabulary sections in the
aspects of the text highlighted and explained, for students main Student’s Book units.
to refer to as they write their own texts.
Writing Reference Unitt 1 Vocabulary Bank
A book review The Unforgotten Coat

BY
B Y HARRY STEVENSON
narrator have a goal
Use by to introduce the author of a The Unforgotten Coat was UNIT 1
piece of writing.
written
n by Frank Cottrell
Use the past simple passive to say non-fiction book helpfulness
who the book was written by, and
Boyce and was publishedd in when it was published. adventure story note improve
Start your review with basic 2011. advertisement notice information
facts about the book, such as title,
author and publication date. It is set in a school in autobiography plot join a club
Liverpool, and it tells the
story of two brothers from Mongolia, Chingis be set programme keep fit
and Nergui, who join the school. The narrator biography published kindness
is Julie, one of the students in the boys’ class.
blog put on laziness
Use the present simple to describe
She has gone back to her primary school years
the setting and to relate events of later when it is about to be demolished. She blurb read on loneliness
the story. finds Chingis’s coat in the lost property box, bring up recommend look around
and this is the starting point of the story. Describe the book: setting,
characters, plot etc.
brochure romance plan to
Julie was Chingis and Nergui’s ‘good guide’,
catalogue science fiction story production
Use so to show the result of so she was responsible for teaching them about
something life in the UK and helping them to understand classic novel written reduction
things like football, the school uniform and the crime novel relaxation
English language. One day, the boys disappear
from school, but Julie follows them and brings diagram sadness
UNIT 2
them back. However, the next day, the class events selfishness
Use because to give a reason for finds out that the boys have been sent back to
fantasy novel activation set up
something Mongolia because they do not have the correct Give more details about the story
paperwork to stay in the UK. and any key events. flick through admission sign up for
It is beautifully presented in the form of flyer brush up silliness
a diary with photos from the boys’ camera, Use and before the final item in a list. genre chill out slow down
Use adjectives to express your which Julie finds in the pocket of the coat. It
is funny, moving g andd full of surprises. I would
graphic novel complication take up
opinion.
Give your opinion on the book.
recommend this book to readers of all ages. End the review with a sentence that greetings card concentration train for
summarizes it, such as whether you
would recommend it.
grow up correction weakness
historical novel deal with
Tips for writing English horror story

instructions
do a course
do exercise
UNIT 3
We use capital letters for the key words in the title of a book, e.g. leaflet do volunteer work account
Harry Potter and the Philosopher’s Stone
letter get active apologize for
The Curious Incident of the Dog in the Night-Time
main character get to know approve of
We use the passive and by + author’s name, e.g.
It was written by Mark Haddon. menu go to the gym be taken in
It was written by J. K. Rowling. message happiness
113 140
11
657874_P002_0015.indd 11 5/26/15 13:46

Teacher’s Book
This Teacher’s Book is a complete resource for planning your lessons and teaching your classes. It contains:
1 GRAMMAR OPTIONS
6 UNIT 1 GRAMMAR
● The grammar box gives a summary of the grammar areas that Teaching tip
4(5(1666(15(4(8,(9
students will practise on this page.
● The grammar is presented in a complete grammar reference
on page 114.
Ask students to share and read each other’s work after writing
activities. This sets up peer correction and encourages them to
help each other. It also gives them the opportunity to analyze the 5 Guidance and
1 Reproductions of every
● V
Visual grammar presentation language and practise both reading and writing skills as well.
answers for all the
4(5(165,03/(34(5(16&216,17275
4(5(16&216,17275
!--"&(2(..,.%%2 -.)
5 Ask the students to read the review and complete the text with the

"'%
"'% ".&2
2%
2% -''",('0$
-''",('0$ Warmer correct forms of the verbs. In feedback, ask students to give reasons
Student’s Book page !-(.---!0$'
-*.+-+-(,/'
Write the names of famous people on pieces of paper and give
one to each student. Put them in pairs and have them ask yes /
for their answers.
Answers 5 activities in the

no questions in the present tense to guess the identity of their
partner. For example: Are you a sportsman? Are you a footballer? 1 don't, like
Student’s Book
+ -,.)-*.+-+-(,/'.+"' -!0$(0/+,!
"

"

('-!.,!++2((.
Do you play for a famous football team in Spain? Do you wear a 2 takes
-,.)-+-'(%($('.'2,
/

"'+%"'-!",2+.-0.,.%%2

.,.%%2
white football shirt? Is your name Christiano Ronaldo? 3 focuses
"'('(' 4 tries
1 Ask the students to use the words in brackets to complete the 5 is
,5624,&
,5624,&
34(5(16
2
6 shows
-!"+-!2)+-2"%(
'-!&"%(!",
'-!&"%(!", "+-!2)+-2"%( "', dialogue. Get the answers in feedback and ask why each verb tense
7 brings
('!",+"'
('!",+"' '

is used. 8 gets

"-
"- 9 is reading
4$00$44()(4(1&(
Answers 10 hates
1 Do, want
Ship sinks in Sydney harbour. 2 Is, staying Extra activity
3 am waiting
4$00$44()(4(1&(

4 is, doing Think of three historical novels such as The Help by Kathryn
5 Is, looking for Stockett, Cry Freedom by John Briley, and The Grapes of Wrath by
6 is studying John Steinbeck and write a back cover blurb for each book. You can
7 says also find these on the Amazon website. Then have the students
My reading list by Katy

8 am standing
9 need
10 are, standing
11 are, wearing
12 am wearing
discuss which book they would like to read most and why.
Continuous assessment
6 Teaching Tips
Teacher’s Resource Book
2 Ask students to write the questions using the correct present tense.
Grammar Support Worksheet: page 36, exercises 1–3
Walk around and correct as needed.
Grammar Consolidation Worksheet: page 37,
7 exercises 1–3
Answers
2 How do you go to school?
3 What are you studying this year?

4
5
6
7
8
What do you have for lunch?
How often do you see friends during the week?
What are you reading at the moment?
What do you usually do at the weekend?
Do you play any sports these days?
7
2 Ideas for Extra
!--"&(2(..,.%%2 -.)

9 What films do you like watching?
3 Encourage students to ask for extra information, e.g. What time

do you usually get up? Why do you get up so early / late? Remind
7 Clear signposting
to supplementary
them to write down their partner’s answers so they can use the
information in the following exercise.
Activities to further
Answers Students’ own answers
exploit the topics 4 Ask the students to write about their partner using the information
from exercise 3. Then ask them to share and read each other’s
support material
writing. They should try to correct any small mistakes.

for continuous

=
assessment
36 37
8 UNIT 2 READING AND VOCABULARY
3
3 Have students match the ideas and people together. Students
compare and give reasons for their answers. Warmer
Ask the students to think of five words that they’ve recently
8
Answers learnt and write their definitions down. Encourage them to use
92&$%8/$5< -*)',3-')6
92&$%8/$5<
CAMBRIDGE
Exam Practice

1 Imogen, Diarmuid and Scarlett are doing something new and
completely different.
2 Reece doesn’t have any definite plans yet.
a learner’s dictionary or an online dictionary to help them. Then
put them in pairs and get them to test each other by asking
What’s a word that means the same as ...?
Ideas for Warmers
3 Diarmuid is a bit nervous about her holiday in Africa.
%7',-2+ -2*351%7-32
4 Imogen and Scarlett are doing a course.
5 Carmen is looking forward to practising her English.
6 Imogen is going to have a sporty holiday and Reece wants to do more
8 Have students read the blog and then find out which ideas they
liked best and why. to focus students
!# exercise, too.

If you’re waiting for the right time to do something, you’ll wait
forever. First of all, make sure you have a goal
goal.. For example, plan to
do exercise twice a week for 20 minutes. Secondly, get active.
active. Sitting
Extra activity
9 Write This year I'm going to ... on the board and tell the students
some of your plans and ambitions. Then have them complete their
on the lesson ahead
Ask the students to read the Study Skill but also get them to look
at your desk and studying is important, but you must move, too!
3 Here are my top suggestions, but I’m sure you can think of more. for other synonyms for words or expressions such as go to, start, fantasy lists together.
Flagging up of nervous, exciting, things, relaxing (Answers: heading down, take

up, worried, thrilling, stuff, lazing). Answers Students’ own answers
4 Ask the students to work together and answer the questions. Encourage
Exam-style activities
Do a course
them to use complete sentences rather than one-word answers. Teaching tip
brush
Try to show the students how the imperative is often used to
Answers
go to
o the gym. Doing
offer help or advice (highlight examples in the blog). Then show
1 Winter can often be depressing so the writer thinks it’s important them other ways of making suggestions and write you should ...,
keep
to ‘raise our spirits’ (feel happier) and have something nice to look you could ... and why don’t you ...?? on the board so they can use
forward to. the expressions in the next activity.
2 Lying on the beach and trying to get a suntan.
3 You need a surfboard and a wet suit to go surfing.
4 Carmen is looking forward to improving her English.
5 Reece needs to get fit because she eats too much and puts weight on 10 Have the students use the imperative and the expressions above to
in the winter. give advice. In pairs, students could take it in turns to say a problem
6 The usual stuff probably means playing games, going on nature and give advice.
walks and trips and swimming in the lake.
Look around 5 Write the examples of looking forward to on the board and get the Answers Students’ own answers

you students to see that it’s followed by a gerund ((seeing) or a noun (my
birthday). Ask students to find the examples off look forward to in the text.

" Teacher’s Resource Book
Answers
$ Vocabulary Support Worksheet: page 14, exercises 1–2
It’s important to have something special to look forward to! Vocabulary Consolidation Worksheet: page 15, exercises 1–2
I’m looking forward to seeing her.
I’m looking forward to next summer!
1 take up … 4 sign up for … 7 set up … 6 Show students that can’t wait means the same thing as look
2 do a course … 5 learn about … 8 train for … forward to. Elicit from the students that it is followed by the

3 get to know … 6 brush up … infinitive. Ask students to write three things they are looking
$#&&" %&).)+&+."%))& %$' %
% forward to and discuss them with a partner.
$#&&" %&).)+&* %+%.$$*&%2#$
$#&&" %&).)+&& %%&+ %+ **."%
" Answers Students’ own answers

7 Ask them to discuss which ideas they liked best from the webpage
and think of other different and unusual holiday ideas.
*&,#&+&+0$%+2+##$+'&'#++)
# "+&&+ #$&,)*
++*,$$)$'
##0 0
Extra activity
# "+&&*&$+ % )%+ Write the word voluntourism on the board and ask them to
+ *0)%#&-$&- * guess its meaning (it’s actually a blend, sometimes called a
portmanteau, of the words volunteerr and tourism). Ask them to
discuss with their partner some voluntourism holiday ideas that
they would like to do.
60 61
4
UNIT 1 TRANSCRIPTS
1.9 Student’s Book page 11, exercise 2 1.17 Student’s Book page 16, exercise 3 Workbook page 8
9 2 1
2
UNIT 1 WORKBOOK ANSWERS
is listening, am trying
1 B 3 don’t like, love
D = Daisy, O = Oscar S = Sam, N = Nicky 2 1 Mac Bowers 4 aren’t studying, are watching
2 Morgan Casey 5 are you doing, are you chatting
D Hey, Oscar! S What are you reading at the moment, Nicky?
3 Morgan Casey 6 doesn’t buy, borrows them
O Hi, Daisy! I haven’t seen you for ages! N Nothing much. I’ve just finished the final Hunger Games book.
4 Charlie
3 1 he’s working from home.
9
D Yeah, it’s great to see you again. You look just the same. S Was it any good?
3 1 There is easier access to technology.
All answers and

O Well, I hope I look a bit older. N It was brilliant. Really exciting. But I don’t know really what to read next. 2 usually cycle in the city but today they are cycling in the country / park.
4 D OK, just a bit. I’m so glad you found me on Facebook. S Well, if you want to read something a bit different, I’d really 2 She writes at night in her spare time. 3 usually reads the newspaper / sport magazines, but today he’s
All transcripts from O Well, you know how it is. I was a bit bored and I was looking for people
I knew – and then I found you. When did we last see each other?
recommend Packing for Mars.
N I’ve never heard of it. Is it a science fiction novel?
3 She used to live in a big city in California.
4 On her first day at her new high school.
5 She regrets it immediately.
reading a book.
4 usually plays the piano but today she is playing the guitar.
transcripts from the

D It must be two years ago. S It is science, but it’s non-fiction. 4 1 are you doing
O Wow, two years. So where are you living now? N Isn’t that a bit serious? 4 Students’ own answers 2 Are you watching
the Student’s Book D

O
D
In Boston. You know, on the east coast of the USA.
Why did you move there? I can’t really remember.
We came over here because of my dad’s job. His company’s based
S No way! It’s really funny!
N So what’s it about?
S It’s about what life’s really like for astronauts when they go into
5 1 suggest
2 praise
3
4
am not doing
am writing
Workbook
3 vouch for 5 takes
here. space. I mean, they face so many problems in space ships. 6 tells
O Right. So how are things? N Like what? 6 Students’ own answers
7 am not revealing
D Great! I mean, it’s different ... but it’s exciting! S Well, the book explains that astronauts’ lives are 99% boredom! 8 am drawing
They have to do the same boring things every day. They get dirty Workbook page 9 9 am publishing
because it’s difficult to wash. They get food all over the place
1.10 Student’s Book page 11, exercises 3 and 4 because there’s no gravity – and going to the toilet is no joke,
7 1 crime
2 classic Workbook page 11
either. It can be a really messy business! And then they get cabin
3 graphic 1 1 D
O = Oscar, D = Daisy fever. Just imagine being stuck in an incredibly small space with
4 fantasy 2 F
other people for weeks or months.
5 historical 3 E
O Where do you live? N I think I’d go crazy.
D In the suburbs of Boston. It’s very pretty. Lots of trees and stuff. S Me too. Just think – a round-trip to Mars would take three years! 8 1 autobiography 4 B
O Do you live in an apartment? N The book sounds quite funny. 2 science fiction story 5 G
D No – in a really big house. And it has a beautiful backyard – I S It’s hilarious, actually. But it teaches you a lot at the same time. 3 non-fiction book 6 A
mean, garden. There’s loads of information about space travel and science. 4 romance 7 H
O You’ve become so American! N Who’s the author? 5 horror story 8 C
D I don’t think so! S Mary Roach. She’s written other books, too – I haven’t read them, 6 biography 2 1 He does a writing course for young writers on a Scottish island.
O And how’s school? but they all get good reviews online. 7 adventure story 2 Football.
D It’s OK. It took me a long time to get used to it – the lessons are a N Sounds interesting. Do you think I’d like it? 9 Students’ own answers 3 Historical.
bit easier, I think, but they give you loads of homework here! The S You’ll love it! 10 1 hardback 4 To be a writer.
funny thing is, everyone seems to like my English accent. They N OK, I’ll get a copy. 2 paperback 5 Going to see a film before she has read the book.
think it’s cute. 3 ebook 3 1 D
O It is cute! What’s everyone else doing? What about your brother? 4 back cover 2 A
D Louie? He’s working for a TV production company in New York. 5 spine 3 B
He’s writing a comedy. He’s just loving it.
1.18 Student’s Book page 16, exercise 4
6 blurb 4 F
O Cool! Is he living in New York, then? 7 front cover 5 E
D Yeah. I visit him sometimes, but he rents a tiny apartment. N = Nicky, S = Sam
8 publisher 4 1 Crime novels.
Everything’s so expensive there. 9 author
N If you want to read a science fiction novel, you should definitely 2 On a pretty rough housing estate in Glasgow.
O And your mum?
D She’s just started teaching in a local primary school. She used to
read Fahrenheit 451. 11 1 front cover 3 His parents are really creative people.
S Weird title. What’s that in Celsius? 2 blurb 4 Bruno, a 9-year-old boy.
teach in the UK, too.
N Oh, I don’t know, but it’s the temperature paper burns at. 3 paperback 5 He’s doing a creative writing course two evenings a week.
O So what are you reading nowadays? I remember you always
S Uh huh. So I guess that fact’s important in the book? 4 ebook 6 A coming-of-age book and film.
carried a book with you wherever you went.
N You bet! In fact, the first line is ‘It was a pleasure to burn.’ 5 author
D It’s weird. I’m reading loads of nineteenth-century English
S Who’s it by?
5 Students’ own answers
novels. 6 publisher
N Ray Bradbury. 7 Hardback
O Not American novels? Workbook page 12
S Oh yeah. I’ve heard of him, I think. 8 Publisher
D No! I’ve just finished Jane Eyre and now I’m reading Wuthering
N He was a brilliant writer. He mainly wrote short stories, but this is 9 Spine 1 Students’ own answers
Heights!
a novel.
O I haven’t read either of them – but I’ve seen a film. 12 Students’ own answers 2 A telephone box in a village in the south of England that has been
S So what’s Fahrenheit 451 about?
D The films are always worse! But that’s enough about me. Tell me turned into a small, free library by the people who live in that village.
N Well, it’s set in the future, in America. People don’t read books any
all about you! Workbook page 10
more. People live kind of normal lives, and when they go home
they just watch soap operas and stuff on huge screens. Everyone 1 1 are you doing
Workbook page 13
seems to be happy. But in this society all books are banned. 2 am talking
S Why?
3 1 D
3 Are you studying 2 A
N Because books make you think and question things. And then you 4 am doing 3 E
might think life should be different. The government’s against that. 5 do you want 4 B
So in this society, firemen are people who actually burn things – 6 am sitting 5 C
they burn books! But one of the firemen, Guy Montag, discovers 7 am not revising
reading and, well, he starts to question everything about his life. The 8 Do you fancy
4 1 B
Fire Department finds out and he has to get away. He becomes a 2 C
criminal. It’s a really thought-provoking novel. I couldn’t put it down. 3 A
S It sounds great – I can’t wait to read it! So, where’s the science 4 B
fiction section? 5 C
6 C
52 53
12
657874_P002_0015.indd 12 5/26/15 13:46

Teacher’s Resource Book TEACHER SUPPORT
The Teacher’s Resource Book contains photocopiable worksheets to supplement

the material in each Student’s Book unit and support students’ learning.
The Teacher’s Resource Book contains the following sections:
Support Consolidation
1 Test 1
1 Vocabulary Worksheet 1 Vocabulary Worksheet Consolidation
VOCABULARY 3 Choose the correct answer. 2 Write questions using the present simple or the present 5 Complete the conversations with the present perfect
BOOK REVIEW 4 Match two boxes each time to make words. Then continuous. simple form and for or since.
BOOK REVIEW THINGS WE READ complete the sentences. 0 I grew up / brought up with two brothers and three
1 Complete the book review with the words below. sisters. I had a big family. 0 What time / you / usually / study / after school? 0 How long have you gone (you / go) to your present school?
1 Choose the correct answer. 3 Complete the words in the sentences. 1 Complete the sentences. advert chures bl bro instruc 1 I was reading on / flicking through a magazine in the What time do you usually study after school? I have gone to my present school for four years.
1 Some people find horror / autobiography stories too 1 Have you seen this f l y e r about a new sports centre in 1 I enjoyed reading the ex-president’s autobiography. character narrator novel plot set in was written shop while I waited for my friend. 1 you / study / anything interesting at school / at the 1 How long (you / have)
scary. town? 2 The Swiss Family Robinson is an excellent adventure tions isement te not urb dia 2 The new Suzanne Collins book is fantastic. I can’t moment? your favourite piece of clothing?
2 Science novel / fiction books look at what the world 2 There’s a lot of choice on the lunchtime m _ _ u. s y for children. The Outsiders put it down / read it on. I my favourite piece of
might be like in the future. 3 I need to buy a gr _ _ t _ _ _ s c _ _ d for my grandma. 3 My dad loves reading science f n The Outsiders is a coming-of-age 0 novel, which 3 My grandmother was grown up / brought up by her 2 What types of book / your brother / like reading? clothing Christmas.
gram no card greetings ice
3 Most crime / romance novels have at least one detective. It’s her birthday. stories. 1
by S.E Hinton and was first aunt on a farm in the countryside. 2 How long
4 A graphic novel / biography is full of illustrations. 4 Tessa just bought a new coat from the autumn / winter 4 Zara has just finished reading a non-f n 1 There’s a really funny fast food advertisement out at the published in 1967. The novel is 2 4 I’ve been reading on / flicking through the brochure 3 What book / she / read / at the moment? (your mum / work) at her present job?
5 A romance / historical novel is always set in the past. c _ _ alo _ _ _ . book about the first ascent of Mount Everest. moment! I saw it at the cinema yesterday. Oklahoma, US, in 1965. The 3 is and I’ve spotted a nice hotel. She at her present job
6 A(n) autobiography / biography is written by the same 5 Are you going to watch the pr _ _ r _ _ _ e on graphic 5 Don Quixote is a classic n l by Miguel 2 Sally chose the book because the back cover the main 4 , a 14-year-old boy 5 I reached the third chapter of the book, but I found it 4 How often / your parents / go / to the library? two years.
person the book is about. novels tonight on TV? de Cervantes. made it sound really interesting. Ponyboy Curtis. The 5 follows difficult to flick through / read on as the plot was so 3 How long (you / know)
6 Andrew is writing a b _ _ g about his travels around the 6 Graphic n s are very popular in Japan. 3 Mum has just picked up some new holiday the boy and his struggles with right and wrong in a society boring. 5 Who / your / favourite author / this year? your best friend?
2 Match the parts of the sentences. world. . I hope we’re going somewhere in which he believes he is an outsider. 5 I my best friend
2 Choose the correct answer. 5 5 I was a child.
4 Complete the sentences with the words below.
exciting!
Vocabulary total 15 4 How long
Frankenstein is a 1 horror story / non-fiction book about 4 Why are to build furniture always so
a monster that was created by a scientist. The novel was complicated? I can never follow them! 2 Read the texts and choose the correct answer, A or B. 3 Correct the mistakes in the use of the present tense. (your brother / own) his laptop?
advertisement blurb 2
GRAMMAR He his laptop
written / wrote by Mary Shelley. It 3 was published / 5 Sorry, Dad! I didn’t buy any milk because I didn’t see your 0 Sam, can you get some milk from the shop when The Catcher in the Rye by J.D. Salinger
diagram instructions note six months.
published in 1818. Much of the story is set 4 in / to Geneva, on the kitchen table this morning. you’re out? Thanks! Critics of all time 0 are describing this book as one of the
in Switzerland. The 5 main character / plot is a scientist 6 Look, there’s a on the wall about our 1 Complete the conversation with the present simple or 5 How long
best coming-of-age novels. The story 1 is focusing on the (you / be able to) speak English?
1 There’s a really funny advertisement for cat food out at called Victor Frankenstein. He creates a monster, who school concert. I hope loads of people come. A note present continuous form of the verbs in brackets.
life of 16-year-old Holden Caulfield after he is expelled I speak English
the moment! the author often refers 6 after / to as ‘the creature’. My 7 Anita, please help me to draw this B diagram Alex: Hey, Cara. 0 Are you reading (read) that book I lent you from school and 2 is running away to New York. He 3 retell
2 I can never follow simple to build a 7
point of view / favourite part is when the creature comes for maths. It’s really complicated. 2010
1 Club Sandwich last week? the events that happened to him over a three-day period.
piece of furniture. to life. I 8 recommend / refer Mary Shelley’s short stories, 8 Toby received a Cara: No, this is The Hunger Games by Susanne Collins. The author 4 is using lots of popular teenage words and
5
3 Sorry, Dad! I didn’t buy any milk because I didn’t see your Toasted white bread with chicken, bacon, lettuce,
as well as Frankenstein. They’re very different. in the post from his uncle in Germany. tomato, egg and mayonnaise Alex: 1 you (have) expressions. The novel 5 send out the message that we
. 6 Write explanations using the present perfect simple
any plans for this afternoon? There’s a book signing in town should all remain hopeful and true to ourselves.
4 Anita, please help me to draw this A flyer and the words in brackets.
for my maths homework.
THINGS WE READ VERB ZONE B menu
later. 0
describe
Cara: I know! It 2 (be) at the National 1
0 Louise looks excited.
5 The on this book makes it sound
3 Complete the sentences with the words below. There 5 Choose the correct answer. Library again, right? 2
book her holiday online a moment ago (just)
really interesting. 2 Visit Mexico
are three you don’t need. Alex: No, this time it’s at a local bookshop. It 3 3
She’s just booked her holiday online a moment ago.
History, Culture and Festivities. Experience what
(start) at 3pm. 4 4
1 Jason’s hair is really long.
Mexico has to offer.
VERB ZONE advertisement blog blurb catalogue flyer you (think) I should ask Leona to come? 5
not have a haircut (yet)
greetings card menu message programme A message She 5 (love) this kind of thing. 5
1 Frankenstein is a well-known horror F 5 Choose the correct answer. B brochure Cara: Yes, definitely. What 6 she 2 Hannah knows the good news.
2 It was written _ 1 This book is so good, I can’t put it through / down! 1 Have you seen this flyer about a new sports centre (do) at the moment? 7 4 Choose the correct answer. speak to her sister (already)
3 For Sale she (revise) in the library?
3 It was published _ 2 In the book, we see Tom grow / bring up and become in town?
156 inch laptop, 320 GB, only 1 year old, £150 Alex: No, she 8 (eat) in the canteen. My new e-book reader 0 is / has been amazing! 3 Emma is yawning and looks tired.
4 The main character _ an adult. 2 The lunchtime isn’t usually as
I 9 (wait) for her to call me, actually, I 1 have already read / already read two novels. go to bed (yet)
5 Much of the story is set _ 3 I’ve only read on / flicked through the book so far, but I extensive as the evening one in this restaurant. A advertisement
so I can tell her about it then. I 2 get / ’ve got really interested in crime novels lately
6 The author often refers _ can see that it’s a great science fiction story. 3 I must buy a for my grandma. Last B blurb
Cara: OK, great. I 10 (need) to see my too. They’re fantastic. I 3 haven’t liked / don’t like them 4 William doesn’t want to see the film.
7 My favourite part is when _ 4 I’m sorry to bring up / put down the subject, but have year, I forgot to send one, and she was a bit upset.
4 Happy Birthday! teacher now. See you later. all, but my favourite is called Theodore Boone by John
8 I recommend _ you still got my Charles Dickens book? 4 I’ve just received the autumn / winter saw it last week (already)
Love, Sasha Grisham. I 4 write / ’ve written a review about it on
5 Rebecca is determined to get / read on to the very end, in the post. I’m looking forward to choosing something 5
A in 1818. 1 This book is so good, I can’t put it through / down / on! the book section of my blog. Have a look! But I
even if she has to stay up all night! from it. A greetings card 5 Tom is relaxing on the sofa in front of the TV.
B the creature comes to life. 2 In the book, we see Tom grow / put / bring up and 5
’ve run / run out of books to read now. Anyone got
5 Are you going to watch the TV on B leaflet get back from the gym ten minutes ago (just)
C in Geneva in Switzerland. become an adult. any recommendations?
graphic novels tonight?
D is a scientist called Victor Frankenstein.
6 Some people write a about their
3 I’ve only read on / flicked through / put down the book 5 Remove the cardboard sleeve and pierce the cellophane 5 5
E Mary Shelley’s short stories, too. so far, but I can see that it’s a great science fiction story. lid. Place in the microwave for three minutes.
travels, but it isn’t something that appeals to me.
F story about a monster. 4 I’m sorry to read on / bring up / put down the subject, Grammar total 30
G to the monster as ‘the creature’. A notice
but have you still got my Charles Dickens book?
H by Mary Shelley. B instructions
5 Rebecca is determined to flick / get / read on to the very
end, even if she has to stay up all night! 5
12 UNIT 1 VOCABULARY WORKSHEET Support Photocopiable © Richmond Publishing S.A. de C.V., 2015 Photocopiable © Richmond Publishing S.A. de C.V., 2015 UNIT 1 VOCABULARY WORKSHEET Consolidation 13 82 UNIT 1 TEST Consolidation Photocopiable © Richmond Publishing S.A. de C.V., 2015 Photocopiable © Richmond Publishing S.A. de C.V., 2015 UNIT 1 TEST Consolidation 83
Vocabulary and Grammar Worksheets Tests

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

The audio for Achievers is provided on 6 CDs in the Teacher’s Audio Material Pack. Teacher’s Audio Material
● Student’s Book CD1: Units 1–3 + Review Units 1–3

● Student’s Book CD2: Units 4–6 + Review Units 4–6
● Student’s Book CD3: Units 7–9 + Review Units 7–9, End-of-Unit Reviews
B1+
● Student’s Book CD4: Prepare for Exams, Stories, Pronunciation

● Workbook CD
● Teacher’s Resource Book CD
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Teacher’s i-Book
Bring your teaching to life in the classroom. The Teacher’s i-book is a fully interactive Teacher’s i-book
version of the Achievers course for interactive whiteboards, which integrates all the
teaching and learning materials cross-referenced into one single format for use
with a smart board or projector:
● Student’s Book B1+
● Workbook
● Teacher’s Resource Book
● Teacher’s Book
● Interactive Answer key for all the Student’s Book and Workbook exercises
● Audio material and transcripts
● Audiovisual material
● Visual grammar presentations
● Extra interactive practice to reinforce the lesson content
● Additional interactive activities
2
2 Interlinked
components at
page level
1
1 Additional smart board

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

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

8 subtitles.
Visual grammar presentations Additional IWB activities

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

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

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

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

● Environment: climate, conservation, drought, ecosystem, ● To revise vocabulary related to the environment (page 5),
endangered species, flood, rainforest, solar energy, wildlife, computers (page 5), parts of the body (page 7) and health
wind farm (page 7)
● Computers: click, document, file, hard copy, insert, memory, ● To use modal verbs correctly (page 5)
open, print, program, upload, virus, software ● To use indefinite and reflexive pronouns correctly (page 7)
● Parts of the body: cheek, elbow, eyebrow, forehead, knee,
shoulder, ankle, waist
● Health: bruise, cold, cough, earache, flu, headache, sore
throat, sprain, stomachache, temperature, toothache Skills objectives
● To read and understand an article about teens going green
(page 4)
Grammar ● To talk about being a green teen (page 5)
● Modal verbs ● To listen to a radio programme about health (page 6)
● Indefinite pronouns ● To talk about themselves (page 7)
● Reflexive pronouns
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Assessment criteria
● Students can use modal verbs correctly.
● Students can use indefinite and reflexive pronouns
correctly.
● Students can recognize and use vocabulary about the
environment, computers, parts of the body and health.
● Students can read and understand an article about teens
going green.
● Students can listen to and understand a radio
programme about health.
Resources
● Teacher’s i-book
● Student’s Book CD 1
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STARTER A READING
Starter A and B are optional, self-contained lessons that revise

basic language and give students an introduction to the
methodology of the course. Choose which language, if any, you
feel your students would benefit from revising, and cover those
lessons only.
Warmer
To create interest, play a film trailer from An Inconvenient Truth
(the Academy Award winning film from Al Gore) or show a series
of pictures off the internet of global warming and pollution. Put
the students in pairs and get them to write a list of things we can
do to save the planet. Get their ideas in feedback afterwards.
1 Model the activity with a personalized example about what you

do. Ask the students to tick the things they do and then get them to
discuss each point.
2 1.2 The text is available to listen to.

Get the students to compare their answers together.
3 Do the first one together with the class and get the students to find
the answer Try car sharing with friends instead. Then get them to
complete the exercise and check their answers together.
Answers
1 You can car share with friends.
2 It’s better because you have time to think if you really need it, or if
you only want it because your friends want it and think it’s cool.
3 It’s good because vegetarians use fewer resources than meat-eaters.
4 Tofu, beans and eggs.
5 You can use plastic boxes that you can wash up at home and use
plastic bottles from home.
6 Don’t let your gadgets use more energy than they have to.
Download and install an app that tells you when you ought to turn
them off.
21
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STARTER A VOCABULARY AND GRAMMAR
4 To vary the activity, you could also do it by playing a game of

Hangman. Get the students to shout out letters they think are in
GRAMMAR OPTIONS
the words. Each time they choose the wrong letter, build a scaffold ● The grammar box gives a summary of the grammar areas that
and a man on the board. The students win if they guess the word students will practise on this page.
correctly before the picture of the hanging man is completed. If ● Visual grammar presentation
they don't, the teacher wins the game.
Answers 8 1.3 The text is available to listen to.

Draw a quick scale of obligation and lack of obligation on the board
1 climate
2 wildlife and quickly elicit where the modal verbs go on the scale. This gives
3 flood students a clear visual clue to help them do the activity.
4 rainforest
5 solar energy Answers
6 conservation
7 endangered species 1 must
8 drought 2 ought to
9 ecosystem 3 should
10 wind farm 4 Can
5 have
5 Tell students to quickly skim through the article and underline any 6 should
words they see.
9 Model the first one and show that more than one answer is
possible. Ask follow up questions so that they explain their choice of
Answers modal verb, e.g. So is this just a piece of friendly advice or something
global warming, carbon footprint, pollution, resources, recycle, energy, that is really important or necessary?
green
Answers
6 Practise the pronunciation of the verbs and nouns afterwards and
get them to underline and highlight the word stress (one syllable 1 ought to / should
words have no word stress). 2 don’t have to / mustn’t
3 mustn’t / don’t have to
Answers
VERBS Teaching tip
click If they ask about the difference between have to and must, try to
insert get the students to see the difference between what we choose
open to do (personal obligation) and rules or things decided by other
print
people (external obligation). You might also mention that have
upload
to is used more in American English.
NOUNS
document
file 10 Get the students to write complete sentences as this helps them to
hard copy understand the meaning in context.
memory
program Answers
virus We all know we ought to do more to save the planet.
software Before you ask your parents to take you somewhere, stop and ask
yourself: ‘do we have to go by car?’
7 Again get the students to skim through the text. This could also be ‘I must have it!’
done as a game. Put the students in pairs. The one that finds the You should really try and eat a vegetarian meal once a week.
most is the winner. You don’t have to like vegetables.
Use plastic boxes that you can wash up at home.
Answers If you have to buy a snack, then you should always recycle the
packaging.
laptop Don’t let your gadgets use more energy than they have to.
standby Download and install an app that tells you when you ought to turn it
gadgets off.
download
install 11 Get feedback and check their green teen ideas and tips.
app
upgrade Answers Students’ own answers
PC
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STARTER B LISTENING
Warmer 4 1.6 Transcripts page 28 Give students time to read the

questions before they listen. Then walk around to check how they
Ask the students to talk to a partner about health and fitness. are doing and play and pause as needed.
How often do they exercise, what types of foods do they eat
and what things do they think they could do to have a healthy
lifestyle? WORDS TO KNOW
Check that the students know the meaning of words such as
1 Get students to guess if the statements are true or false and also exceptionally, rates, antioxidants and symptoms. You could either
think about their eating habits, e.g. how much fruit and vegetables pre-teach them before the students listen or get the students to
they have each day. guess the meaning from context afterwards.
Answers Students’ own answers Answers

1 C 2 B 3 A 4 C 5 D
2 1.4 Transcripts page 28 Ask the students to check their
predictions and also correct the false statements.
Fast finishers
Answers Ask students how they might improve their diet.
1 True
2 False (Scientists haven’t found anything to prove that coffee is
linked to heart disease.)
3 False (It all depends on your own metabolism and what is right for
your body.)
4 True
5 False. (Fresh and frozen fruit both contain vitamins and sometimes
frozen food has more vitamins than fresh fruit.)
6 True
3 1.5 Transcripts page 28 To introduce the topic, ask the

students to look at the two pictures. Then ask them to talk with a
partner and guess what the programme is about. Get them to write
down five things they expect to hear and complete the questions.
Answers
1 Ikaria is a Greek island in the far east of the Mediterranean, 30 miles
from the Turkish coast.
2 It’s named after Icarus. He was the young man in Greek mythology
who flew too near the sun and then fell into the sea. The place
where he fell is said to be near Ikaria.
Extra activity
To encourage the students to listen for gist in a fun and
competitive way, get them to listen to the introduction and write
down the adjectives that they hear. Then get them to compare.
The one with the most adjectives wins the game. As a follow up,
get them to write a definition of each adjective.
Answers
recent, amazing, unusual, young, beautiful, endless, incredible
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STARTER B VOCABULARY AND GRAMMAR
5 You could also do the activity in a more active and fun way by
writing the name of body parts on sticky notes. Put the students in GRAMMAR OPTIONS
pairs and get one of the students to read the part of the body and ● The grammar box gives a summary of the grammar areas that
stick the note on their partner. The team that finishes first wins. students will practise on this page.
● Visual grammar presentation
Answers
1 forehead
2 eyebrow 10 Remind the class they can look back at the examples in the
3 cheek grammar box to help them do the activity.
4 shoulder
5 waist Answers
6 elbow
7 knee 1 anyone
8 ankle 2 everywhere
3 anything
6 1.7 Get the students to try to remember the information about 4 something
Aeton. Then check together. 5 anything
6 anyone
7 Nothing
Answers 8 Everyone
1 face
2 cheeks 11 As a variation, you could also dictate the sentences and
3 forehead get students to shout out the correct answers. To practise
4 leg pronunciation, get them to repeat the pronouns and notice weak
forms and schwa.
7 Check that the students know the words symptoms, illnesses and
injuries. Also explain that people say sickness rather than illness in Answers
American English.
1 yourself
2 himself
Answers
3 herself
Symptoms and illnesses: cold, flu, headache, stomachache, toothache 4 themselves
Injuries: bruise, sprain 5 ourselves
6 myself
8 You may have to explain pull so try to use an example sentence in
context and the collocation, e.g. I ran too quickly yesterday and I 12 Get the students to walk around the room and mingle and ask
pulled a muscle. Now it hurts and I can’t walk properly! each other questions, e.g. Where would you like to live? I’d like to
live somewhere ... . Check their ideas afterwards, highlight good
Answers sentences and also gently correct small mistakes.
Symptoms and illnesses: cough, earache, sore throat, temperature Answers Students’ own answers
Injuries: pull
9 Model the activity and see if they can guess what is wrong with you.
Then tell the students that they are at the doctors and need help.
The doctor asks What’s wrong? However, they’ve lost their voice
and can’t speak! Get them to take turns acting and guessing their
partner’s illness or injury.
27
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STARTER TRANSCRIPTS
1.4 Student’s Book page 6, exercise 2 1.6 Student’s Book page 6, exercise 4
1 This is true. They are full of vitamins, fibre and minerals that help Rp = Radio presenter, WJ = William Johnson
our bodies fight disease. Rp William, welcome to the programme.
2 This is false. It’s a myth. Scientists haven’t found anything to WJ Thanks.
prove that coffee is linked to heart disease. Coffee comes from Rp Can you tell us what is special about Ikaria?
plants and in moderation does not do you any harm. It can keep WJ Well, the main thing is that everyone on Ikaria lives a long life.
you awake at night if you drink too much! On average, people in Ikaria live ten years more than anywhere
3 This is not true. There is no evidence to suggest that this is true else in Europe and America! One in three Ikarians lives well into
for everyone. It all depends on your own metabolism and what is their 90’s.
right for your body. Rp That’s incredible! So why is this?
4 True! Everyone should eat a balanced diet and eat some food WJ No one knows why they live for so long but we know the Ikarian
from each food group but don’t eat too many fats and sugars! diet is exceptionally healthy. They have very low rates of cancer
5 False. Fresh and frozen fruit both contain vitamins and and heart disease.
sometimes frozen food has more vitamins than fresh fruit. The Rp So, what is their diet like?
fruit is harvested when it is just ready and all the goodness and WJ They eat a lot of beans and they don’t eat very much refined
nutrients are locked in. Fresh fruit isn’t always the answer. sugar or red meat. The beans they eat are usually grown locally
6 This is true. Calcium is a mineral and is very good for your bones and contain lots of antioxidants; they are excellent for your
and teeth. It also helps your nerves and muscles work properly. heart and can help fight colds, flu and things like that.
Rp Is it good not to eat a lot of refined sugar?
WJ Yes, definitely. Refined sugar is in everything these days and it
1.5 Student’s Book page 6, exercise 3 is bad for our teeth, is often the cause of toothache in children
and it is addictive. Too much refined sugar in our intestines can
cause stomachaches and, because we become addicted, when
Radio presenter we try and stop we can suffer headaches and other symptoms.
Good afternoon and welcome to this week’s edition of Wish you Rp Mmm, interesting. I must stop putting sugar in my coffee! So,
Were Here. Here in the studio this afternoon, we’ll be talking to can you tell us about some of the people you met?
William Johnson about his recent research trip to the island of WJ Everywhere I looked I saw another very old but very healthy
Ikaria. William tells us about some of the amazing and unusual facts person. Everyone was so kind and so friendly. Aeton is 100 years
about the people there and let us into a few of their secrets. But old. He has a sun-tanned face and is a handsome man despite
first a bit of background: Ikaria is a Greek island in the far east of the the wrinkles on his cheeks and the deep lines in his forehead.
Mediterranean named after Icarus. He was the young man in Greek He told me himself that for the last 70 years he has smoked 20
mythology who flew too near the sun and then fell into the sea. The cigarettes a day. He hasn’t had a day’s illness in his life, apart
place where he fell is said to be near Ikaria. from appendicitis. He walks twice a day to his local café. Big
It’s about 30 miles from the Turkish coast and, with its beautiful deal, I hear you saying to yourself. Well, his local café is a one
scenery, endless olive groves and incredible cliffs and valleys, it kilometre walk from his house over hilly ground, so he walks
really is an amazing place. four kilometres a day. I don’t know anyone who could do that
easily at the age of 20, let alone 100!
Rp Amazing. Anyone else?
WJ Well, there was Kostas. He lost a leg during the war and he will
soon be 100. Every day he goes to his shop and keeps active.
Rp So, what can we learn from Ikaria?
WJ It’s quite simple: look after yourself, eat a healthy diet and be
active.
Rp I guess the sunshine helps, too! Thanks to William Johnson
today. Now, next week, we’re heading to …
28
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STARTER WORKBOOK ANSWERS
Workbook page 4 11 1 Did Workbook page 7

2 endangered species
1 1 flood 3 ecosystem 8 1 myself
2 solar energy 4 beaches 2 ourselves
3 drought 5 must 3 yourself
4 wind farm 6 don’t have to be 4 herself
5 themselves
2 1 wildlife 7 Log in
2 climate 8 conservation group 9 1 everywhere
3 Rainforests, ecosystem 2 anyone
4 endangered, conservation Workbook page 6 3 Someone
4 anything
3 1 coastline 1 1 waist 5 nothing
2 Sea 2 shoulders
3 oceans 3 ankle
10 1 everyone
4 beaches 2 nobody
4 forehead
5 mountain ranges 3 herself
5 cheek
6 volcanoes 4 everywhere
6 elbow
7 River 5 everything
7 knee
8 plains 6 yourself
8 eyebrow
7 anything
4 1 hard copy 2 1 waist 8 something
2 memory 2 forehead 9 anyone
3 software 3 ankle 10themselves
4 file 4 eyebrow(s)
5 program 5 knee
11 1 me
6 virus 2 you
6 elbow
3 yours
5 1 upload 3 1 hearing 4 him
2 click 2 sight 5 she
3 print 3 smell 6 hers
4 insert 4 taste 7 us
5 drag and drop 5 touch 8 ours
6 1 mouse 4 1 stare 9 they
2 laptop 2 see 10theirs
3 pen drive 3 smell
4 keyboard
12 1 us
4 sniff 2 you
5 icon 5 listen 3 me
6 printer 6 overhear 4 them
7 chew 5 They, mine
Workbook page 5 8 swallow
13 1 anywhere
7 1 should 9 feel
2 Everyone
2 ought to 10stroke
3 arms
3 have to 5 1 headache 4 shoulders
4 Can 2 injury 5 back
5 mustn’t 3 bruises 6 elbows
8 1 should start 4 toothache 7 knee
2 don’t have to wear 5 sprained 8 feel
3 ought to wash / must wash / should 6 1 throat 9 Swallow
wash / have to wash 2 flu
4 mustn’t arrive 3 temperature
5 have to be / must be / don’t have to be 4 cough
6 must text / have to text / should text / 5 earache
ought to text 6 pull
9 1 did 7 1 plaster
2 doesn’t 2 tablets
3 Have 3 bandage
4 were 4 prescription
5 Don’t 5 jab
6 don’t 6 stitches
10 1 were
2 didn’t
3 was
4 is
5 did
6 Does
7 has
8 Do
9 have
10haven’t
29
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1 Life changes Unit overview

● Book review: adventure story, autobiography, biography, ● To learn vocabulary about book reviews (page 9) and
classic novel, crime novel, events, fantasy novel, genre, things we read (page 13)
graphic novel, historical novel, horror story, main character, ● To review the present simple and present continuous (page 10)
narrator, non-fiction book, plot, published, romance, science
● To learn and use the historic present (page 10)
fiction story, written
● To review the present perfect simple (page 14)
● Things we read: advertisement, blog, blurb, brochure,
catalogue, diagram, flyer, greetings card, instructions, ● To learn and use just, yet and already (page 14)
leaflet, letter, menu, message, note, notice, programme ● To use words and expressions giving reasons and results
● recommend in writing (page 17)
● Verb Zone: bring up, flick through, grow up, put down, read on
● Face 2 Face: just a bit The funny thing is for ages
Skills objectives
● To read and understand a website about coming-of-age
novels (page 8)
Grammar
● To discuss the last novel read and favourite genres (page 9)
● Present simple and present continuous ● To listen to an online conversation between two friends (page 11)
● Historic present ● To role play a conservation between two old friends (page 11)
● Present perfect simple ● To read and understand a blog (page 12)
● just, yet, already ● To ask and answer questions about life (page 13)
● To review and talk about a book (page 15)
● To recommend a book (page 16)
Pronunciation
● /v/ and /b/ Assessment criteria
● Students can use the present simple and present
continuous correctly.
Recycled language ● Students can use the historic present correctly.
● Language from previous levels ● Students can use the present perfect simple correctly.
● Students can use just, yet and already correctly.
● Students can recognize and use vocabulary about book
reviews and things we read correctly.
● Students can correctly pronounce /v/ and /b/.
● Students can read and understand a website about
coming-of-age novels.
● Students can read and understand a blog.
● Students can listen to and understand an online
conversation between two friends.
● Students can review and talk about a book.
● Students can recommend a book.
● Students can write a book review.
30
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Resources Go Digital!
● Teacher’s i-book Teacher’s i-book
Use the Richmond i-tools to complete the activities
● Teacher’s Resource Book: with the students on the IWB.
Vocabulary Support Worksheet Unit 1, page 12 offers additional IWB practice to reinforce the lesson
Vocabulary Consolidation Worksheet Unit 1, page 13 content:
Grammar Support Worksheet Unit 1, page 36 Reading
Grammar Consolidation Worksheet Unit 1, page 37 The IWB Reading activities are designed to focus on real
Speaking Worksheet Unit 1, page 60 language in use within the reading texts.
Test Consolidation Unit 1, page 82 The hot spots are designed to highlight potentially difficult
Test Extension Unit 1, page 86 words or cultural information before doing the reading
activities.
Speaking Test Unit 1, page 219
● Reading extra, pages 8 and 12
Listening
Prepare for Cambridge Exams The IWB Listening activities are designed to help students
explore the listening dialogues in greater depth.
Listening page 122 ● Listening extra, page 11
● Listening for specific information
Writing
The IWB Writing activities are designed to give students
controlled practice in building a text before they do the free
writing tasks in Your turn to write.
Prepare for the TOEFL Junior® Test ● Writing extra, page 17
Speaking page 123
More provides extra interactive practice which can be
practice
● Read aloud used for fast finishers or as a wrap-up activity.
Alternatively, it can be used as homework.
● Grammar, pages 10 and 14
● Vocabulary, pages 9 and 13
● Pronunciation, page 10
Grammar provides a step-by-step visual grammar

presentation
presentation with a focus on form and use.
31
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UNIT 1 READING
Warmer
Write the title of a famous book such as The Great Gatsby on the
board and tell the students to write down as many words as they
can using the letters in the book title. Model the activity with
words like ate and they. Put the students in pairs and give them
two minutes. Then get the students to count how many words
they got. The team with the most new words is the winner.
1 Feed back as a class after students discuss in pairs. Make sure that
students who have actually read one of the books have a chance to
contribute.
Extra activity
Ask the class what coming-of-age means (to develop and become
an adult) and ask them to talk about the difficulties people
experience when they make the transition between childhood
and being an adult.

Students match the characters and books, and see if their
predictions were correct.
Answers
Estella: Great Expectations
Holden: The Catcher in the Rye
Lily: The Secret Life of Bees
Phoebe: The Catcher in the Rye
Pip: Great Expectations
Rosaleen: The Secret Life of Bees
Teaching Tip
There may be a few unknown words in the text such as quest (an
attempt to get something or do something difficult), be at peace
with (to feel calm and happy because you are satisfied with
your life), plot (the story of a book, film or play) and eccentric (a
strange or unusual, funny person). Ask the students to guess the
meaning from the context and check together afterwards.
Extra activity
Ask the students to look at Ethan’s question: So what are
you reading? Let me know! at the bottom of the page. Put the
students in pairs and get them to talk about the books they
are reading or have recently read. Get the students’ ideas and
opinions in feedback.
Teaching Tip
Show the students that when we use the present continuous to
describe what we are reading right now, we are talking about
a time around now rather than something we are doing at the
moment of speaking. Use a timeline and ask concept-checking
questions such as: Am I reading right now? (No), Is the book
finished? (No), When am I talking about, now or around now?
(Around now)
33
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UNIT 1 READING AND VOCABULARY
3 You could also put the students in pairs. One of them asks which
character is in each situation. Their partner gives the answer.
Warmer
Ask students to think of adjectives and nouns to describe their
Answers favourite books. Ask students what genre of book they are
thinking about. Make a list of the adjectives according to genre,
1 Pip 2 Lily 3 Holden 4 Magwitch 5 Phoebe 6 Pip
e.g. scary, ghost, scream could describe horror story.
4 Ask the students to read and answer the questions. Then get them
to check their answers together. 7 Ask students to look at the book covers and guess what each is
about. This will help them to predict the genre.
Answers
1 Great Expectations is the oldest book. It was published in 1860. Answers
2 The Catcher in the Rye and The Secret Life of Bees are set in the USA. Journey to the Centre of the Earth: adventure story
3 A film hasn’t been made because J.D. Salinger didn’t allow a film to be Elizabeth II: biography
made. Dracula: horror story
4 He’s an escaped convict. The Adventures of Tom Sawyer: classic novel
5 Lily wants to know the identity of her dead mother.
6 The Secret Life of Bees has a happy ending. 8 Ask students to write about their favourite genres and why they like
them. Direct students to the wordlists they compiled for the warmer.
5 Read the Word Zone and get the students to recommend their
favourite things to their partner. Answers Students’ own answers

9 Get feedback and find out which are the most popular genres.
6 Ask the students to discuss the last novel they read with a partner. Answers Students’ own answers
Get their ideas in feedback.
10 Ask students to read the review and answer the questions together.
Answers
Extra activity 1 It was written in 2003.
Ask students to write a paragraph about a book they’ve read, 2 It was set in England.
3 The narrator is Christopher.
but tell them not to write the title. Then get them to read each
4 The plot follows Christopher’s adventures and investigations.
other’s work and guess the title of the book. 5 The main character is Christopher.
6 The author is Mark Haddon.
7 The title refers to a Sherlock Homes novel.
8 He is analytical.
9 It’s very funny but moving.
10 His favourite part is when Christopher goes on his own to London to
find his mother and gets lost there.
Teaching Tip
Ask students to guess the meaning of the words from context
such as: curious (strange and unusual), set (place where a story
happens) and moving (causing strong feelings of sadness or
sympathy).
Vocabulary Support Worksheet: page 12, exercises 1–2
Vocabulary Consolidation Worksheet: page 13, exercises 1–2
35
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UNIT 1 GRAMMAR
GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that Ask students to share and read each other’s work after writing
students will practise on this page. activities. This sets up peer correction and encourages them to
● The grammar is presented in a complete grammar reference help each other. It also gives them the opportunity to analyze the
on page 114. language and practise both reading and writing skills as well.
5 Ask the students to read the review and complete the text with the
correct forms of the verbs. In feedback, ask students to give reasons
Warmer for their answers.
Write the names of famous people on pieces of paper and give
one to each student. Put them in pairs and have them ask yes / Answers
no questions in the present tense to guess the identity of their 1 don't, like
partner. For example: Are you a sportsman? Are you a footballer? 2 takes
Do you play for a famous football team in Spain? Do you wear a 3 focuses
white football shirt? Is your name Christiano Ronaldo? 4 tries
5 is
1 Ask the students to use the words in brackets to complete the 6 shows
dialogue. Get the answers in feedback and ask why each verb tense 7 brings
8 gets
is used.
9 is reading
10 hates
Answers
1 Do, want Extra activity
2 Is, staying
3 am waiting Think of three historical novels such as The Help by Kathryn
4 is, doing Stockett, Cry Freedom by John Briley, and The Grapes of Wrath by
5 Is, looking for John Steinbeck and write a back cover blurb for each book. You can
6 is studying also find these on the Amazon website. Then have the students
7 says discuss which book they would like to read most and why.
8 am standing
9 need
10 are, standing
11 are, wearing Continuous assessment
12 am wearing
2 Ask students to write the questions using the correct present tense. Grammar Support Worksheet: page 36, exercises 1–3
Walk around and correct as needed. Grammar Consolidation Worksheet: page 37, exercises 1–3
Answers
2 How do you go to school?
3 What are you studying this year?
4 What do you have for lunch?
5 How often do you see friends during the week?
6 What are you reading at the moment?
7 What do you usually do at the weekend?
8 Do you play any sports these days?
9 What films do you like watching?
3 Encourage students to ask for extra information, e.g. What time

do you usually get up? Why do you get up so early / late? Remind
them to write down their partner’s answers so they can use the
information in the following exercise.
4 Ask the students to write about their partner using the information
from exercise 3. Then ask them to share and read each other’s
writing. They should try to correct any small mistakes.
37
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UNIT 1 LISTENING
Warmer Teaching tip

Write A friend is ... on the board and ask the students to talk Try to get the students to guess what the phrases mean and why
to their partner and finish the sentence in as many ways as we use them from context. Then get them to use them in their
possible. Get their ideas and feelings in feedback. own sentences to help them remember them.
1 Ask the students to look at the pictures and discuss the questions 6 1.11 Ask the students to turn to page 146 and put the phrases in
together with a partner. the dialogue.

Answers
1 for ages
2 1.9 Transcripts page 52 Ask the students to listen to the 2 just a bit
3 The funny thing is
conversation between Oscar and Daisy and answer the questions.
Play and pause as needed.
7 1.12 The expressions in Express yourself are available to listen
to. Ask the students to find the phrases in the Express yourself box
Answers that we use to show we are impressed, sympathetic or surprised.
1 Facebook 2 Boston 3 She went two years ago because of her dad’s job. Ask students if they can think of any more.
Answers
Teaching tip
Impressed: That’s amazing! That’s really great.
Try to give the students time to look at the task and get a better Sympathetic: That’s terrible! You poor thing.
idea of the information they are listening for. This offers them Surprised: You’re joking. No way!
the chance to predict what the answers might be and helps
them to listen carefully. 8 Ask the students to read the situation and think about what they want
to say. Encourage them to make notes. Monitor and help if needed.
3 1.10 Transcripts page 52 Have the students listen and
choose the correct answers. In pairs, students compare their Answers Students’ own answers
answers.
9 Get students to do the role play with a partner using some of the
WORDS TO KNOW new phrases and expressions they have learnt.
Check that students know the following words: suburbs (an area
on the edge of a large town or city where people often live) and Answers Students’ own answers
cute (attractive and pleasant). They could use their dictionaries
and tell you if the words are nouns, adjectives or verbs.
Fast finishers
Get the students to secretly choose one of the expressions and
Answers say something to get their partner to say it. For example:
1 C 2 B 3 C 4 B 5 A 6 A A: I crashed my car this morning while I was parking it.
B: You poor thing.
4 1.10 Transcripts page 52 Ask the students to listen, write A: The funny thing is, I crashed it into your car by accident.
notes and answer the questions. In pairs, students compare their B: You're joking!
answers.
Answers
1 It's a really big house. It has a beautiful backyard.
2 The lessons are a bit easier, but they give you loads of homework.
3 He’s working for a TV production company in New York.
4 She always carried a book with her wherever she went.
5 Get the students to read the natural expressions in the Face 2 Face
box, remember who said them and what Oscar and Daisy were
talking about.
Answers
Daisy says that Oscar looks ‘just a bit’ older.
Daisy says ‘the funny thing is’ everyone seems to like her English accent.
Oscar says he hasn't seen Daisy ‘for ages’.
39
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UNIT 1 READING
Warmer
Ask the students to talk with a partner about the things they
read and write on the internet. How often do they write or read
blogs? What kind of blogs and online articles are they interested
in and why?
1 Ask the students to read the Study Skill box and guess what
Melissa’s blog is about. Get their ideas and predictions in feedback.

Ask the students to read and check their predictions together.
Feedback as a class.
Answers
Melissa writes about her latest hairstyle, clothes, favourite food, books
and films, and her ambitions for the future.
She has had her hair cut, thrown away her favourite sweater, and got a
new e-reader. She has realized she is obsessed by her mobile phone.
Extra activity
Write a list of adjectives on the board such as revolutionary,
cool, terrible, favourite, sad, perfect, dream, new and tough. Ask
the students to quickly read the text and find the things they
describe.
Another way to do the exercise is to show cards with adjectives
on. Put the students in small teams. Show a word. The first team
to shout out which word the adjective refers to wins a point. The
team with the most points at the end wins.
Answers
revolutionary: her look this year
cool: hairstyle
terrible: decision
favourite: sweater
sad: day
perfect: food (peanut butter)
dream: combination (peanut butter and banana)
new: e-reader
tough: learning to be an English teacher
41
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3 Ask the students to read again and decide if the information is true Warmer
or false. Get them to correct the false sentences together.
Check the meaning of the words in the vocabulary box and elicit
the differences between things such as brochure and catalogue
Answers (a brochure is smaller and briefer). Repeat for the other words.
1 True 2 False (It's short.) 3 True 4 False (just since she got her
e-reader) 5 True 6 False (She’s checked her phone 50 times today.) 6 In feedback, ask students to give reasons for their answers.
7 False (a journalist, interpreter or English teacher) 8 True
4 Ask the students why they think Melissa decided to introduce Answers
herself again. Then have them answer the other questions about 1 note 2 menu 3 advertisement 4 greetings card 5 notice 6 flyer
Melissa.
7 Ask students to think of other forms of communication they can
Answers add to each list.
1 She has new followers who don't know much about her.
2 It was difficult to look after. Answers
3 It had too many holes in it.
1 notes, notices, instructions, messages, letters, greeting cards
4 She has an e-reader.
2 advertisements, blogs
5 She is obsessed by her phone.
3 greetings cards, letters, messages, notes
6 She wants to travel and learn languages because she’d like to be a
4 letters, notices
journalist or an interpreter.
7 She needs to learn English grammar to become an English teacher.
8 Model the activity and encourage them to use the present perfect
5 Ask the students to compare their lives with Melissa’s and discuss in their conversations.
the differences with a partner.
9 Ask the students what the phrases are in the Verb Zone.
Answers
1 read on 2 flick through 3 grow up 4 put down 5 bring up
10 Have students complete the sentences with the expressions. Tell

them that they may have to change the tense or use the -ing form.
Answers
1 flicked through 2 put down 3 brought up 4 read on 5 grew up
11 Model the activity.
43
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UNIT 1 GRAMMAR
GRAMMAR OPTIONS Extra activity

● The grammar box gives a summary of the grammar areas that Say sentences with the word for or since missing, e.g. I’ve studied
students will practise on this page. Spanish ... 3 years or I've lived in Spain... 2009 and get the students
● The grammar is presented in a complete grammar reference to shout out the missing word.
on page 113.
Teaching tip
Write sentences on the board about things that you have done
Warmer and things you haven’t done. For example, I have ... bought the
food but I haven’t cooked the dinner ... .
Write a sentence in the present perfect simple on the board
such as We’ve been to South Africa and elicit the function and Ask the students to complete the sentences with already and
meaning from the class. Show a timeline and ask the students yet. Underline the adverbs in a different colour.
questions such as: Show a timeline and identify that already refers to something
When is this? (Past) before now and yet describes something that has not happened.
What word shows it’s the past? (Been) Also explain that we usually use yet in negative sentences.
When did it happen exactly? (We don't know.)
Write another sentence like We’ve lived here for 10 years and
show that the action is still happening. 5 Have students write explanations and share their ideas together.
When did it start? (10 years ago)
Do I still live here? (Yes) Answers Students’ own answers
So is it finished or is it still happening? (It started in the past but
continues until now.) 6 Model the activity with your own sentences and get the students to
Read through the grammar rules box with the students. You can guess which sentences are true and which are false.
also look at the summary in the grammar reference on page 113.
Teaching tip 7 Encourage follow-up questions to increase speaking and decide

which sentences are false.
Try to ask concept-checking questions to check the students’
understanding of the language. It’s more memorable if they
see things for themselves. It also gives us a clearer idea of their
understanding and shows what we may need to review and help
them with. 8 1.14 Ask the students to pretend to kiss someone. Explain that
their lips are together and then open. This is the same as when they
make a /b/ sound. Then get them to bite on their lower lip. Tell them
1 Encourage students to use short forms of the present simple or to make a /v/ sound. This provides visual and kinaesthetic clues
present perfect simple to complete Melissa’s blog. Students check which helps their ability to pronounce sounds more accurately.
answers with a partner.
Answers
1 ’ve lived 2 is 3 haven’t made 4 ’ve got
5 started 6 ’ve watched 7 don't like 8 feel
9 ’ve been 10 ’ve read 11 ’ve done 12 ’m Teacher’s Resource Book
2 Ask the students to write questions for their partner. Remind Grammar Consolidation Worksheet: page 37, exercises 4–6
students how to form the present perfect simple.
3 Have the students write sentences to answer the questions. Give an

example using for and since.
4 To extend the conversations, encourage the students to ask follow-up

questions in the past simple for extra information. For example, How
long have you known your best friend? Where did you meet?, etc.
45
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UNIT 1 CHALLENGE
This section looks at different genres of books and provides a

helpful structure and useful vocabulary that the students can use
to describe a book they have read. This sets up learner interaction
and helps to generate ideas for the writing activity afterwards.
Warmer
Put the students in small teams and write anagrams of famous
book titles on the board. The first team to unscramble the letters
and shout out the book gets a point. The team with the most
points wins.
1 Put the students in pairs or small groups and have them tell each
other about books they’ve read. Get their ideas in feedback and find
out what the most popular genre is.
2 Show a book review and elicit the kind of things that are often
included. Ask the students to think of a book they know, and write
short notes in each section.
Teaching tip
If the students aren’t sure about some of the details, encourage
them to look up the information on their smartphones if they
have them. This gives them more ideas and helps them speak
more confidently.

to. Tell the students that they can use some of the phrases in
the Express yourself box and think of others if possible. Get class
feedback to elicit phrases they can use in the speaking activity.
4 Model the activity and describe your favourite book and get
students to ask questions. Have them do the activity and walk
around and listen as they talk to each other. Correct any small
mistakes and highlight good use of English.
5 Get the students to follow the structure and write a review of their
book. Ask them to read each other’s reviews afterwards and correct
any small mistakes they see.
Fast finishers
Get the students to find a new partner and read their book
review to their partner but tell them not to say the title. Their
partner has to listen carefully and guess the title of the book.
47
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UNIT 1 INTERACTION
Warmer 6 In pairs, get the students to use the words to describe the things
they’ve read.
Have the students discuss how often they go to bookshops. Do
they like them or do they prefer buying ebooks and reading from Answers Students’ own answers
Kindle devices, iPads and other tablets? Ask them what are the
advantages and disadvantages of bookshops and online stores.
7 Ask the students to make quick notes about a book they’ve read
that they would like to recommend to other people. Refer students
1.16 Express yourself contains a variety of useful expressions for to exercise 2 on page 15 to help them.
the situations in the dialogue. Some of them (but not all of them)
are used in the dialogue. They are available on the audio if you want Answers Students’ own answers
students to hear how they are pronounced.
8 Put the students into small groups to recommend and discuss their
1 Ask the students to discuss the questions with their partner. Have favourite books. Tell them to use some of the new words they’ve
the students feedback as a class. learnt and encourage them to look back at the helpful phrases and
expressions in the Express yourself box.
2 Have students read and answer the questions together. In feedback,
ask students to give reasons for their answers. Fast finishers
Answers Get a list of recommended books from the students and
encourage the students to read them. You could also get them to
1 The book is non-fiction. choose a title from the list and read the book in class.
2 It’s about astronauts and space.
3 1.17 Transcripts page 52 Ask the students to listen and

answer the questions. Encourage them to check their answers
together.
WORDS TO KNOW
Check students know the meaning of words like a round-trip
(a return journey), loads (a lot of something) and thought-
provoking (making you think a lot about a topic).
Answers
1 She has finished the final Hunger Games book.
2 They have to do the same boring things every day.
3 They are stuck in a small space with other people for weeks or months.
4 There’s loads of information about space travel and science.
4 1.18 Transcripts page 52 Let the students read the questions

and then listen carefully for the answers. Get them to compare
answers afterwards.
Answers
1 It’s a futuristic novel.
2 It’s the temperature paper burns at.
3 Books are banned to stop people thinking and questioning ideas.
4 The Fire Department actually burn things.
5 Ask students to work with a partner and guess what the

adjectives mean. Get them to identify the words they heard in the
conversation, and which have a positive and negative meaning.
Answers
1 serious: Packing for Mars; thought-provoking: Fahrenheit 451
2 disappointing, terrifying
49
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UNIT 1 WRITING
7 Encourage peer correction by getting students to read each other’s

Warmer work. This provides extra reading practice and sets up a learner-
Write three to five key words on the board from the book review centred atmosphere in class. Get them to read some of their
such as diary, brothers, Mongolia, UK and sent back. Ask the reviews in feedback and offer praise and gentle correction.
students to guess what the book is about.
1 Ask the students to read the book review and answer the questions.
Ask if they would like to read the book and why. Fast finishers
Ask the fast finishers to correct the incorrect sentences in
Answers exercise 2.
1 Frank Cottrell Boyce
2 2011
3 Liverpool
2 Ask the students to do the true or false questions together.
Answers
1 False (It's set in Liverpool.)
2 True
3 True
4 False (Her job was to help them understand things like football.)
5 True
6 False (She found the photos in the coat.)
3 Put the students in pairs and have them look for the expressions
from the text. Explain that as a result of and as a result are different.
As a result of shows a reason and as a result identifies a result.
Answers
Reason: because of, since, as a result of
Result: consequently, therefore
4 Have the students work with a partner to choose the correct

transition words.
Answers
1 Therefore
2 because
3 As a result
5 Give the students time to think and write notes about what they
would like to include in their book review. Encourage them to
find out extra information on their smartphones or computers if
needed.
6 Have the students read the text again and elicit what kind of
information is included in each paragraph. Then get them to write
their own book review.
51
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UNIT 1 TRANSCRIPTS
D = Daisy, O = Oscar S = Sam, N = Nicky
D Hey, Oscar! S What are you reading at the moment, Nicky?

O Hi, Daisy! I haven’t seen you for ages! N Nothing much. I’ve just finished the final Hunger Games book.
D Yeah, it’s great to see you again. You look just the same. S Was it any good?
O Well, I hope I look a bit older. N It was brilliant. Really exciting. But I don’t know really what to read next.
D OK, just a bit. I’m so glad you found me on Facebook. S Well, if you want to read something a bit different, I’d really
O Well, you know how it is. I was a bit bored and I was looking for people recommend Packing for Mars.
I knew – and then I found you. When did we last see each other? N I’ve never heard of it. Is it a science fiction novel?
D It must be two years ago. S It is science, but it’s non-fiction.
O Wow, two years. So where are you living now? N Isn’t that a bit serious?
D In Boston. You know, on the east coast of the USA. S No way! It’s really funny!
O Why did you move there? I can’t really remember. N So what’s it about?
D We came over here because of my dad’s job. His company’s based S It’s about what life’s really like for astronauts when they go into
here. space. I mean, they face so many problems in space ships.
O Right. So how are things? N Like what?
D Great! I mean, it’s different ... but it’s exciting! S Well, the book explains that astronauts’ lives are 99% boredom!
They have to do the same boring things every day. They get dirty
because it’s difficult to wash. They get food all over the place
1.10 Student’s Book page 11, exercises 3 and 4 because there’s no gravity – and going to the toilet is no joke,
either. It can be a really messy business! And then they get cabin
O = Oscar, D = Daisy fever. Just imagine being stuck in an incredibly small space with
other people for weeks or months.
O Where do you live? N I think I’d go crazy.
D In the suburbs of Boston. It’s very pretty. Lots of trees and stuff. S Me too. Just think – a round-trip to Mars would take three years!
O Do you live in an apartment? N The book sounds quite funny.
D No – in a really big house. And it has a beautiful backyard – I S It’s hilarious, actually. But it teaches you a lot at the same time.
mean, garden. There’s loads of information about space travel and science.
O You’ve become so American! N Who’s the author?
D I don’t think so! S Mary Roach. She’s written other books, too – I haven’t read them,
O And how’s school? but they all get good reviews online.
D It’s OK. It took me a long time to get used to it – the lessons are a N Sounds interesting. Do you think I’d like it?
bit easier, I think, but they give you loads of homework here! The S You’ll love it!
funny thing is, everyone seems to like my English accent. They N OK, I’ll get a copy.
think it’s cute.
O It is cute! What’s everyone else doing? What about your brother?
D Louie? He’s working for a TV production company in New York.
He’s writing a comedy. He’s just loving it.
O Cool! Is he living in New York, then?
D Yeah. I visit him sometimes, but he rents a tiny apartment. N = Nicky, S = Sam
Everything’s so expensive there.
N If you want to read a science fiction novel, you should definitely
O And your mum?
read Fahrenheit 451.
D She’s just started teaching in a local primary school. She used to
S Weird title. What’s that in Celsius?
teach in the UK, too.
N Oh, I don’t know, but it’s the temperature paper burns at.
O So what are you reading nowadays? I remember you always
S Uh huh. So I guess that fact’s important in the book?
carried a book with you wherever you went.
N You bet! In fact, the first line is ‘It was a pleasure to burn.’
D It’s weird. I’m reading loads of nineteenth-century English
S Who’s it by?
novels.
N Ray Bradbury.
O Not American novels?
S Oh yeah. I’ve heard of him, I think.
D No! I’ve just finished Jane Eyre and now I’m reading Wuthering
N He was a brilliant writer. He mainly wrote short stories, but this is
Heights!
a novel.
O I haven’t read either of them – but I’ve seen a film.
S So what’s Fahrenheit 451 about?
D The films are always worse! But that’s enough about me. Tell me
N Well, it’s set in the future, in America. People don’t read books any
all about you!
more. People live kind of normal lives, and when they go home
they just watch soap operas and stuff on huge screens. Everyone
seems to be happy. But in this society all books are banned.
S Why?
N Because books make you think and question things. And then you
might think life should be different. The government’s against that.
So in this society, firemen are people who actually burn things –
they burn books! But one of the firemen, Guy Montag, discovers
reading and, well, he starts to question everything about his life. The
Fire Department finds out and he has to get away. He becomes a
criminal. It’s a really thought-provoking novel. I couldn’t put it down.
S It sounds great – I can’t wait to read it! So, where’s the science
fiction section?
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Workbook page 8 2 1 get up, leave

2 is listening, am trying
1 B 3 don’t like, love
2 1 Mac Bowers 4 aren’t studying, are watching
2 Morgan Casey 5 are you doing, are you chatting
3 Morgan Casey 6 doesn’t buy, borrows them
4 Charlie 3 1 he’s working from home.
3 1 There is easier access to technology. 2 usually cycle in the city but today they are cycling in the country / park.
2 She writes at night in her spare time. 3 usually reads the newspaper / sport magazines, but today he’s
3 She used to live in a big city in California. reading a book.
4 On her first day at her new high school. 4 usually plays the piano but today she is playing the guitar.
5 She regrets it immediately. 4 1 are you doing
4 Students’ own answers 2 Are you watching
5 1 suggest 3 am not doing
2 praise 4 am writing
3 vouch for 5 takes
6 tells
6 Students’ own answers 7 am not revealing
8 am drawing
Workbook page 9 9 am publishing
7 1 crime Workbook page 11
2 classic
3 graphic 1 1 D
4 fantasy 2 F
5 historical 3 E
8 1 autobiography 4 B
2 science fiction story 5 G
3 non-fiction book 6 A
4 romance 7 H
5 horror story 8 C
6 biography 2 1 He does a writing course for young writers on a Scottish island.
7 adventure story 2 Football.
9 Students’ own answers 3 Historical.
4 To be a writer.
10 1 hardback 5 Going to see a film before she has read the book.
2 paperback
3 ebook 3 1 D
4 back cover 2 A
5 spine 3 B
6 blurb 4 F
7 front cover 5 E
8 publisher 4 1 Crime novels.
9 author 2 On a pretty rough housing estate in Glasgow.
11 1 front cover 3 His parents are really creative people.
2 blurb 4 Bruno, a 9-year-old boy.
3 paperback 5 He’s doing a creative writing course two evenings a week.
4 ebook 6 A coming-of-age book and film.
5 author 5 Students’ own answers
6 publisher
7 Hardback Workbook page 12
8 Publisher
9 Spine 1 Students’ own answers
12 Students’ own answers 2 A telephone box in a village in the south of England that has been
turned into a small, free library by the people who live in that village.
Workbook page 10
Workbook page 13
1 1 are you doing
2 am talking 3 1 D
3 Are you studying 2 A
4 am doing 3 E
5 do you want 4 B
6 am sitting 5 C
7 am not revising 4 1 B
8 Do you fancy 2 C
3 A
4 B
5 C
6 C
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5 Students’ own answers Workbook page 16

6 1 brochure
2 diagram
1 Suggested answers
1 Have you read anything by (Mark Haddon)?
3 note
2 What’s it about?
4 leaflet
3 Where’s it set?
5 blurb
4 You should definitely read this book.
6 blog
7 programme 2 1 read
8 menu 2 brilliant
9 flyer 3 think
Hidden word: catalogue 4 love
5 anything
7 grow up, bring up, flick through, read on, put down
6 like
8 1 Her new novel is so good I can’t put it down. 7 down
2 My little brother wants to be a writer when he grows up. 8 try
3 I flicked through that new music magazine yesterday. It looks great! 9 moment
4 His mother brought him and his brother up alone. 10classic
5 That book gets better if you read on. 11 wrote
12 recommend
Workbook page 14 3 1 T
1 1 How long have you had a mobile phone? 2 F
2 How long have your parents been married? 3 F
3 How long have you had the same English teacher? 4 T
4 How long has Isabel worked in the newsagent’s? 5 T
5 How long have they lived in New York? 4 Suggested answers
2 1 I have had my mobile since my birthday. 1 No I haven’t, who wrote it?
2 My parents have been married for 25 years. 2 Where is the book set?
3 I have had the same English teacher since last year. 3 And what’s it about?
4 Isabel has worked in the newsagent’s for 6 months. 4 So, would you recommend it?
5 They have lived in New York since 2010.
3 1 have been Workbook page 17
2 for 1 1 C
3 have I done 2 E
4 have read 3 B
5 since 4 D
6 haven’t seen 5 A
7 yet
8 have
2 1 Karana had to stay behind because the boat couldn’t wait for her.
2 The island is not an easy place to live, so Karana has to deal with a
9 just
lot of difficult situations.
10uploaded
3 She builds a fence around her home because of the wild dogs that
11 have already told
are all over the island.
4 1 A. Jim has just come back from holiday. 4 But there is a problem with the canoe, and consequently she is
B. He hasn’t unpacked his rucksack yet. forced to return to the island.
2 A. Sophie has already read 100 pages today. 5 As a result of the time they spend together, Karana realizes how
B. She hasn’t finished the book yet. lonely she has been.
3 A. Mark and Sara have just cooked a meal.
B. Their friends haven’t eaten the meal yet.
3 1 It’s set on an island off the coast of southern California.
2 Karana.
5 Students’ own answers 3 Karana’s tribe has all been taken to the mainland. Karana had to
stay behind because the boat couldn’t wait for her.
Workbook page 15 4 She has to deal with a lot of difficult situations. As well as looking
for food and making clothes, she has to build herself a new home.
Extra challenge 5 She tries to leave the island by canoe.
Students’ own answers 6 One of the people that come to the island.
Webquest 4 Students’ own answers
1 Fyodor Dostoyevsky
2 Nelle
3 Robert Galbraith
4 The British library
5 Norway
6 ‘Silver Blaze’
Marcie’s misunderstandings
Marcie thinks Brad’s head is literally stuck or trapped inside a book,
not that he is really enthusiastic about the book. She brings tools to
help him get out.
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UNIT 1 WORKBOOK TRANSCRIPTS
1.2 Workbook page 11, exercises 2 and 3
Gregor
Every summer, I do a writing course for young writers on a Scottish
island. It’s awesome. I meet other young people from all over
Scotland and there’s always a famous author there. This summer it’s
someone called Ian McLaren. He’s a Scottish crime writer, and I love
his crime novels! They’re all set on a pretty rough housing estate in
Glasgow. The main character is a boy called Gregor, who lives there
but who helps the local ‘polis’ (that’s the police to you and me!) to
solve crimes.
Matt
At the moment, I’m reading the biography of my favourite football
player: Robin van Persie. According to my friends, I’m just a bit
obsessed with football! It’s a really good read, even if you’re not a
big football fan or you don’t know who RVP is! The book is written
by Andy Lloyd-Williams and he’s researched it all really well. There’s
loads of interesting information about van Persie and his family.
Apparently, his parents are really creative people and van Persie
thinks his creativity shows in his football!
Scarlett
My favourite book is called The Boy in the Striped Pyjamas. It was
written by an Irish author called John Boyne in 2006. I suppose you’d
call it a historical novel. The story is set during the Second World
War, and it’s told through the eyes of the nine-year-old protagonist,
Bruno. It’s a very sad story and most of the action takes place inside
a concentration camp. The novel has sold more than five million
copies since its publication.
Sean
I want to be a writer eventually. I’m studying English Literature
and History at school and I’m doing a creative writing course two
evenings a week this year. My aim is to go to university to study
English and History next year, and then after that try and get a job
as a journalist maybe. What I’d really like to do is to write historical
biographies. That would mean I could combine all my favourite
things in one job. I suspect that’s a long way off though!
Erin
One thing I really hate is going to see a film before I’ve read a book.
I just can’t do that. Even if I’ve read a book I find it really hard to go
and see the film of it. Sometimes it’s okay, like this summer when I
went to see a film called The Spectacular Now. I read the book last
year. I guess it’s what you’d call a coming-of-age book and film. The
film didn’t disappoint. I loved it. I’d really recommend it even if you
haven’t read the book.
1.4 Workbook page 16, exercise 5
1 Have you ever read anything by Jane Austen?

2 What are you reading at the moment?
3 What’s it about?
4 Where’s it set?
5 When’s it set?
6 Would you recommend it?
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2 Chilled or stressed ? Unit overview

● Life choices: brush up, do a course, do volunteer work, get ● To learn vocabulary about life choices (page 19) and nouns
active, get to know, go to the gym, have a goal, improve, join ending in -ion and -ness (page 23)
a club, keep fit, look around, plan to, set up, train for ● To review future tenses and learn about and use the
● Nouns ending in -ion and -ness: activation, admission, future continuous (page 20)
complication, concentration, correction, happiness, ● To learn and use the first conditional (page 24)
helpfulness, information, kindness, laziness, loneliness,
● To use expressions that introduce results in writing (page 27)
production, reduction, relaxation, sadness, selfishness,
silliness, weakness
● look forward to
● Verb Zone: chill out, deal with, sign up for, slow down, take up Skills objectives
● Face 2 Face: a big deal What’s not to like? look on the
bright side ● To read and understand a webpage about holidays (page 18)
● To discuss a fantasy 'to do' list (page 19) and predictions
about the future (pages 20 and 21)
Grammar ● To listen to a radio programme about future predictions
(page 21)
● Future tenses ● To read and understand an article about stress (page 22)
● Future continuous ● To talk about stress (page 23)
● First conditional ● To role play a discussion to resolve a family conflict (page 25)
● To carry out a dialogue asking for and giving advice (page 26)
Pronunciation
● contracted ’ll
Assessment criteria
● Students can use the future tenses, the future continuous
and the first conditional correctly.
Recycled language ● Students can recognize and use vocabulary about life
choices and nouns ending in -ion and -ness correctly.
● Present simple and present continuous ● Students can correctly pronounce contracted ’ll.
● Students can read and understand a webpage about
holidays and an article about stress.
● Students can listen to and understand a radio programme
about future predictions.
● Students can role play a discussion to resolve a family conflict.
● Students can give advice.
● Students can write a report.
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activities.
Listening
Reading page 124 ● Listening extra, page 21
● Matching key words and phrases Writing
Reading Comprehension page 125
practice
● Non-academic text: Email used for fast finishers or as a wrap-up activity.

presentation
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UNIT 2 READING
Warmer
Write 10 reasons I love summer on the board and get the students
to write their ideas. Then ask them to discuss with a partner and
check if their ideas are the same or different. Get class feedback
and find out which are the most popular summer pastimes.
1 Set up pair discussions and find out the most interesting and
unusual ideas in feedback.

Have students compare their ideas with the text.
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3 Have students match the ideas and people together. Students

compare and give reasons for their answers. Warmer
Ask the students to think of five words that they’ve recently
Answers learnt and write their definitions down. Encourage them to use
a learner’s dictionary or an online dictionary to help them. Then
1 Imogen, Diarmuid and Scarlett are doing something new and
completely different.
put them in pairs and get them to test each other by asking
2 Reece doesn’t have any definite plans yet. What’s a word that means the same as ...?
3 Diarmuid is a bit nervous about her holiday in Africa.
4 Imogen and Scarlett are doing a course. 8 Have students read the blog and then find out which ideas they
5 Carmen is looking forward to practising her English. liked best and why.
6 Imogen is going to have a sporty holiday and Reece wants to do more
exercise, too.
Extra activity 9 Write This year I'm going to ... on the board and tell the students
Ask the students to read the Study Skill but also get them to look some of your plans and ambitions. Then have them complete their
for other synonyms for words or expressions such as go to, start, fantasy lists together.
nervous, exciting, things, relaxing (Answers: heading down, take
up, worried, thrilling, stuff, lazing). Answers Students’ own answers
4 Ask the students to work together and answer the questions. Encourage
them to use complete sentences rather than one-word answers. Teaching tip
Try to show the students how the imperative is often used to
Answers
offer help or advice (highlight examples in the blog). Then show
1 Winter can often be depressing so the writer thinks it’s important them other ways of making suggestions and write you should ...,
to ‘raise our spirits’ (feel happier) and have something nice to look you could ... and why don’t you ...? on the board so they can use
forward to. the expressions in the next activity.
2 Lying on the beach and trying to get a suntan.
3 You need a surfboard and a wet suit to go surfing.
4 Carmen is looking forward to improving her English.
5 Reece needs to get fit because she eats too much and puts weight on 10 Have the students use the imperative and the expressions above to
in the winter. give advice. In pairs, students could take it in turns to say a problem
6 The usual stuff probably means playing games, going on nature and give advice.
walks and trips and swimming in the lake.
5 Write the examples of looking forward to on the board and get the Answers Students’ own answers
students to see that it’s followed by a gerund (seeing) or a noun (my
birthday). Ask students to find the examples of look forward to in the text.
Answers Teacher’s Resource Book
It’s important to have something special to look forward to! Vocabulary Consolidation Worksheet: page 15, exercises 1–2
I’m looking forward to seeing her.
I’m looking forward to next summer!
6 Show students that can’t wait means the same thing as look
forward to. Elicit from the students that it is followed by the
infinitive. Ask students to write three things they are looking
forward to and discuss them with a partner.
7 Ask them to discuss which ideas they liked best from the webpage
and think of other different and unusual holiday ideas.
Extra activity
Write the word voluntourism on the board and ask them to
guess its meaning (it’s actually a blend, sometimes called a
portmanteau, of the words volunteer and tourism). Ask them to
discuss with their partner some voluntourism holiday ideas that
they would like to do.
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UNIT 2 GRAMMAR
4 Write What will be happening at 8:00pm tomorrow? on the board

GRAMMAR OPTIONS and do the first sentence with the students. Daisy and Brad will be
● The grammar box gives a summary of the grammar areas that performing on stage. Highlight the form and concept check. Then
students will practise on this page. get students to complete the activity together in pairs.
on page 114. Answers
● Visual grammar presentation 1 Daisy and Brad will be performing on stage.
2 The audience will be watching the play.
3 Joel will be standing at the edge of the stage.
4 The critics will be taking notes.
Warmer 5 Cate will be waiting to go on stage.
6 Larry will be feeling very stressed.
To present the grammar rules in a more interactive and fun way,
copy the examples from the box and write them on slips of paper. 5 Ask the students to take a few minutes to think about their future
Then get the students to work in pairs and match the sentences and write their predictions down before they share their ideas
to their functions. This encourages more learner interaction, together.
discussion and offers a visual and kinaesthetic activity.
1 Ask students to do the activity together. Then check the answers
and get them to explain their choices.
6 1.20 Tell students that we usually only contract will to ’ll with
subject pronouns. Model the subject pronouns for them and ask
Answers them to repeat: I’ll, you’ll, he’ll, she’ll, it’ll, we’ll, they’ll.
1 are you leaving (a future arrangement)
2 I’m getting (they have a ticket so it is a future arrangement) Answers Students’ own answers
3 are you going with (a future plan made before the moment of
speaking)
4 does it take (it’s a scheduled event)
Extra activity
5 going to do (a future plan made before the moment of speaking) Tell the students that you are going to look at some pictures and
6 I’m going to do (a future plan made before the moment of speaking) predict what is going to happen (you can easily find them with
7 are you staying (a future arrangement) an image search on the internet). Show the pictures one by one
8 are you going to do (future plan made before the moment of and ask them to write their predictions. Then encourage them
speaking)
to share and discuss their ideas together. Find out the funniest
9 We’re visiting (future arrangement)
10it’s going to be (future prediction with present evidence) stories in class feedback.
Teaching tip
Students are often confused by the differences between the
present continuous, be going to and will and are unsure which Teacher’s Resource Book
form to use. Show timelines and scales of certainty to concept Grammar Support Worksheet: page 38, exercises 1–3
check the differences. Grammar Consolidation Worksheet: page 39, exercises 1–3
2 Explain that more than one answer is possible and encourage the
students to discuss their answers together and give a reason for
their choices.
Answers
1 Are you going to watch (asking about future plans)
2 am going to sit (future plan that is already decided)
3 going to see (a future plan)
4 are you going (asking about a future arrangement)
5 won't go (a future prediction)
6 will tell (future plan or intention made at the moment of speaking)
7 does the train leave (a schedule or timetable)
8 will be late (a future prediction)
3 Ask the students to work together and think of decisions using the
future forms. Check their ideas together in feedback and choose the
most amusing ideas.
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UNIT 2 LISTENING
Warmer 6 1.23 In pairs, have students complete the dialogue with the
expressions. Play the audio so they can check their answers.
On the board write: A prediction for myself, A prediction for my
family, A prediction for my country, A prediction for the world.
Answers
Share some of your predictions as an example. Then ask
students to write their ideas about the future. Get them to walk 1 What’s not to like?
around the room and tell each other about their predictions and 2 look on the bright side
discuss whether they are likely to come true or not. 3 a big deal

1 Ask the students to discuss the questions together. Ensure they use to. Model the activity and give reasons (I’m usually optimistic about
will and be going to correctly. things and I don’t worry too much because it doesn’t ever change
anything). Then get the students to discuss their character with
Answers Students’ own answers their partners.
2 1.21 Transcripts page 78 Tell the students they are going Answers Students’ own answers
to listen to different people’s opinions and predictions about the
future. Play and pause the audio as needed. 8 To introduce the activity, ask the students about things they think
will change in their lifetime. Then have them discuss the topics and
make predictions with be going to, will and the future continuous.
WORDS TO KNOW
Check that students know the following words: views (opinions), Answers Students’ own answers
reckon (think) and limited quantity (a small amount). They
could use their dictionaries and tell you if the words are nouns,
adjectives or verbs. Extra activity
To do the activity in a slightly different way, write topics on
Answers cards. Put the students in pairs or small groups. Give each pair a
set of topic cards and have the students put them face down on
1 He thinks things won’t change or will only get worse. the table so they can’t see what is written. Each student takes
2 He is talking to Emily because she has written a new book called
a card and has to talk for one minute about their predictions,
In My Lifetime.
reasons and whether they are optimistic or pessimistic about
3 Emily thinks that scientists will discover a cure for HIV and Aids and
that a man or woman will walk on the planet Mars. the future.
Possible topics could include: global warming, medicine, music,
3 1.22 Transcripts page 78 Let the students read the robots, space exploration, travel, work, fitness, water and food
predictions first before they listen to the audio. Then encourage supplies, war, education, relationships, protection of wild animals,
them to compare their answers and help each other afterwards. languages and energy resources.
Answers
1 E 2 D 3 A 4 C 5 G 6 B
4 1.22 Transcripts page 78 Play the audio again but pause the
audio after each speaker so that the students have time to write
their answers in complete sentences.
Answers
1 Anya thinks people will live a long time because there are so many
new developments in medicine.
2 Leon thinks water supply will be a big problem because the world
population will keep growing.
3 Jamie thinks we will have special clothes that clean themselves.
4 Mia thinks that robots will have personalities just like people.
5 Bobby is excited about automated cars because he doesn’t like
driving.
6 Alex is preparing for future disasters by going on a bushcraft course.
5 Ask the students to remember who said the expressions and what
they were about. Students could work alone or in pairs.
Answers
Jamie says ‘What's not to like?’ about clothes that clean themselves.
Bobby says ‘look on the bright side’ as he’s an optimist.
Alex says global warming is a ‘big deal’.
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UNIT 2 READING
Warmer
Tell the students that they are going to play a game of word
association. Say a word and throw a ball to a student. They
have to catch the ball and say a word they associate with your
word. Then they throw the ball to someone else and the game
continues. This is a fun game, which encourages them to listen
carefully and think quickly! This could either be unrelated to the
topic or used as an introduction to the text.
1 Put the students in pairs to discuss the topics that worry them the
most. Then get feedback on their ideas afterwards.

Introduce the topic and encourage prediction before the students
read the article. Ask them to look at the headings and guess what
they mean. Check their ideas and then get them to read the text.
Answers
1 E 2 F 3 G 4 D 5 C 6 B 7 A
Teaching tip
Show the students how they can read around difficult
vocabulary and try to work out the meaning through context. As
you monitor and they ask for the meaning of words, it’s always
helpful to get them to guess before telling them the correct
answer.
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3 Ask the students to work together with a partner to share ideas and
help each other answer the questions.
Warmer
To review recently learned synonyms write the words (great –
Answers amazing, annoyed – irritable, nervous – anxious, etc.) on small
cards. Put the students in pairs and give them a set of cards.
1 Teenagers are under a lot of pressure such as exams, schoolwork, Then the students take turns turning two cards over. If they find
relationships and parents’ expectations.
a matching synonym pair such as annoyed – irritable, they keep
2 Stress causes our heartbeat to get quicker and our muscles to
become tense. the cards. The one with the most cards at the end wins.
3 Exercise creates endorphins that improve our mood.
4 We can sleep better by having a regular bedtime routine.
5 A balanced diet consists of vegetables and fruit, bread, rice and pasta,
7 Do quick repetition drilling to help pronunciation.
and meat, fish or cheese.
6 Other people can help us by listening to our problems. Answers
4 Get students to work with a partner and find the definitions. Make relaxation – relax, concentration – concentrate, complication –
complicate, reduction – reduce, activation – activate, correction –
it into a race to keep up the pace of the lesson and make the activity
correct, admission – admit, production – produce, information – inform
more challenging and fun.
happiness – happy, weakness – weak, sadness – sad, laziness – lazy,
Answers helpfulness – helpful, kindness – kind, silliness – silly, loneliness – lonely,
selfishness – selfish
1 irritable 2 expectations 3 stressed 4 vigorous 5 handle
6 junk 7 perspective 8 Have the students complete the sentences together.
5 Model the activity and encourage the students to also give their
reasons and examples. Check their ideas and opinions in feedback. Answers
1 reduction 2 concentration 3 admission 4 information
Answers Students’ own answers 5 selfishness 6 relaxation
9 Have them share and compare their ideas with a partner.

6 Have the students in pairs discuss their own ideas on how to
alleviate stress and lead a more relaxed and healthy life. Students
then write another paragraph for the article on their own.
Answers Students’ own answers 10 Check if students recognize any of the multi-part verbs.
Answers
Extra activity 1 sign up for 2 take up 3 slow down 4 deal with 5 chill out
Get the students to share their ideas in small groups and find
out which are the most popular techniques for coping with 11 Point out that students may need to use the verb in different tenses.
stress. These could be described afterwards in short learner-
centred presentations. Answers
1 signed up for 2 Slow down 3 chilling out
4 dealing with 5 taken up
12 Encourage students to use the multi-part verbs in their discussions.
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UNIT 2 GRAMMAR
4 Encourage students to compare answers together and get them to

GRAMMAR OPTIONS explain their answers.
● The grammar box gives a summary of the grammar areas that
students will practise on this page. Answers
● The grammar is presented in a complete grammar reference 1 as soon as
on page 114. 2 until
● Visual grammar presentation 3 unless
4 as soon as
5 until
6 Unless
Warmer
5 Encourage the students to work together and think of creative and
Get a set of pictures from different holiday destinations and put
funny consequences.
them face down on the table so the students can’t see them.
Ask them to take one and then give them two minutes to write Answers Students’ own answers
as many sentences as they can about the picture in the first
conditional. (If I go to this place, I’ll dance at the carnival). Then get
them to say the sentences to their partner but tell them to keep 6 Model the activity on the board with an imperative sentence. Then
the destination a secret. Their partner has to guess the place. get students to make sentences with the picture prompts.

Teaching tip
To give the students a clear, visual idea of the difference in
7 Get students to compare in pairs or small groups.
meaning between if, when and as soon as, concept check with a
scale to show certainty. Answers Students’ own answers
unsure sure
if when Continuous assessment
as soon as
1 Model the first sentence on the board and elicit the correct answer Grammar Consolidation Worksheet: page 39, exercises 4–6
from the class. Then get the students to write their sentences together.
Answers
2 If you do some exercise, you’ll sleep better.
3 What will Lisa do when she finishes school?
4 If I arrive late for class again, the teacher will be annoyed.
5 When Jack and Poppy are 18, they will have driving lessons.
6 Karen will go to the USA if / when she saves enough money.
Teaching tip
Ask the students to look at the sentences again and guess when
we use a comma in the sentences. This helps them notice that
we use a comma if the sentence starts with the if clause.
2 Have the students match the sentence halves. To do the activity

differently and activate different learning styles, write the
sentences on slips of paper, cut them up and get students to put
them together.
Answers
1 C 2 E 3 D 4 A 5 B
3 Model the activity and do the first one with the class to show how
they should change the sentences.
Answers
2 Unless Betti feels better, she won’t go to school.
3 She won’t text you unless you text her first.
4 If it doesn’t stop raining, we’ll have to abandon the tent.
5 We won’t be able to go on holiday if we don’t start saving.
6 If you don’t take some risks, you’ll never do anything new.
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UNIT 2 CHALLENGE
In this lesson, students discuss the best ideas for teen parenting 6 Monitor gently as the students speak together and note down any
advice. Then they use the helpful phrases and expressions to do nice ideas and sentences. Get class feedback, correct any small
the role play between a parent and a teenager about a difficult mistakes you heard and highlight and praise good examples of
situation at home, and resolve the problems and find solutions English.
together. This activity encourages critical thinking and the ability
to see things from different perspectives. Answers Students’ own answers
7 Get the students to reflect on their dialogues and make

improvements. Walk around and offer gentle correction and help
Warmer with any language they need.
Ask students to discuss the issues that parents and teenagers
have. Make a list on the board and rate them in order. Answers Students’ own answers
1 Ask students to work with a partner and discuss the questions.

Check their ideas in feedback.
2 Get the students to identify the best ideas and have them walk
around the room and discuss with other students.
Teaching tip
Try to encourage them to walk around the room and discuss their
ideas together with other students. This should increase learner
interaction, speaking and personalization. It also gives them an
opportunity to move around and make them more lively in class.
3 Ask the students to work together and think of extra ideas and
advice for parents.
4 Check in feedback and encourage further discussion about the best

parenting advice.

to. Ask the students to choose a situation and give them thinking
time to prepare their ideas and what they would like to say.
Teaching tip
Walk around the room, check the students are following the task
and help the students prepare their ideas. This extra time and
support should increase the students’ confidence and result in
more speaking interaction.
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UNIT 2 INTERACTION
Warmer 6 See if the students can remember which expressions they heard.
Then play the audio again to check.
Ask the students to talk with their partner and discuss what
kind of presents they usually buy for their friends, parents and
Answers
brothers and sisters. Get their ideas in feedback and find out
what the most typical and unusual presents are. You ought to ...
If I were you, I’d ...
Yes, but ...
1.27 Express yourself contains a variety of useful expressions for That might be all right, but ...
the situations in the dialogue. Some of them (but not all of them) I’m not sure about that, because ...
are used in the dialogue. They are available on the audio if you want
students to hear how they are pronounced. 7 Ask the students to think of advice for the problems. Provide
thinking time and get them to write their ideas down before the
1 Have students discuss the questions in pairs and also ask about speaking activity. You might have to explain vocabulary such as
situations when they don’t like giving advice. Ask them for reasons concerned (worried), exclude (not involve) and tighten our belts (not
why. spend so much money).
Answers Students’ own answers Answers Students’ own answers
2 1.28 Transcripts page 78 Tell the students to read the 8 Ask the students to share their ideas in pairs or small groups.
questions so they know what to listen for. Walk around to see how
they are doing and play and pause as needed. Encourage them to Answers Students’ own answers
compare answers together afterwards.
Answers Fast finishers

To encourage personalization, get fast finishers to discuss recent
1 Karen is trying to decide what to buy for her Dad’s birthday.
2 She usually buys him a book or a scarf. problems they had and explain the advice and solutions they
3 It’s a big deal because it’s his 40th birthday. found.
3 1.29 Transcripts page 79 Get students to read the questions

and listen. Check answers together in feedback.
Answers
1 Natalie’s first suggestion is a load of CDs.
2 Karen says he has got CDs of the music he likes and he’s not
interested in new music.
3 Joe thinks she should buy something more expensive.
4 Karen can’t do that because she hasn't got much money.
5 Natalie suggests that Karen should paint him a special picture.
6 Karen decides to paint a portrait of him.
4 Put the students in pairs to discuss the questions together.
5 Ask the students to see if they can guess what the expressions mean.
Answers
SUGGESTED ANSWERS
What’s up?: Is everything ok? (In American English ‘What’s up?’ is
another way of saying ‘Hello’.)
There’s no point: It’s a bad idea to do that.
To tell the truth, ... : To be honest ...
I’m trying to figure out what to do: I don’t know what to do yet.
It’s a really big deal: It’s very important.
You’d better get moving: Hurry up!
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UNIT 2 WRITING
7 Review the structure and content of the report and also encourage
Warmer the students to use some of the expressions to introduce their
Write avoiding stress on the board and tell students to think of results.
ideas they have for relaxing. Get them to come to the board and
make a vocabulary network.
1 Ask the students to look at the list and discuss the techniques they Teaching tip
have tried. Walk around the room and monitor gently. It’s helpful to read
and offer correction as they write so the students complete the
Answers Students’ own answers task more successfully and there are fewer things to correct at
the end.
2 Ask students to work with a partner and discuss the most effective
ideas. Get class feedback.
8 Get the students to share and read each other’s work. Encourage
supportive praise and feedback, and also ask them to correct any
Answers Students’ own answers little mistakes they see.
3 Students answer the questions. Check the students’ answers and Answers Students’ own answers
find out if they agree or disagree with the report.
Answers Extra activity

Get the students to make a short presentation at home and
1 Laughing
2 The most popular method for students to de-stress was exercise. include supporting visuals such as graphs and pie charts. Then
3 The cheapest and easiest way to de-stress was laughing. get them to present in class and practise their speaking skills.
4 Have students read and underline the expressions together.
Answers
A lot of people said ..., We found out ..., No one realised ..., It appears
that ...
5 Encourage the students to choose a title and brainstorm the

vocabulary they may need or hear.
6 Encourage the students to walk around the room and ask and
answer each other’s questions. Remind them to write down what
they find out.
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UNIT 2 TRANSCRIPTS
C = Chris, E = Emily N = Natalie, J = Joe, K = Karen

C Hello and welcome to Science Now. Let’s start with a question. N Hi Karen!
How do you think the world will change in your lifetime? J Karen?
Speaking for myself, I’m likely to give different answers on K What? Oh hi, guys.
different days. If I’m feeling pessimistic, then I think things N What’s up? You look a bit worried.
won’t change or will only get worse. But on other days, I’m quite K Well, I am a bit.
optimistic and I’m sure our lives will improve. Now, with me in N What is it? Anything serious?
the studio I have Emily Sanderson who has written the book In K Oh no, Natalie, not really. I’m just trying to figure out what to do.
My Lifetime. N What about?
E Hello, Chris. K It’s just that … well, it’s my dad’s birthday on Saturday and I
C In your book you answer my opening question – how will the haven’t bought him anything yet. I just don’t know what to get
world change in my lifetime? him.
E That’s right. There will be some very important changes to our J What do you normally give him for his birthday?
lives in the next 50 to 60 years. I think the two biggest events in K Nothing much, Joe! Maybe a book or a scarf or something like
my lifetime will be: first, that scientists will discover a cure for that.
HIV and Aids. And secondly, that a man or woman will walk on N So why don’t you give him a book this time?
the planet Mars. J Yeah, it doesn’t seem like a problem to me.
C Do you really think that will happen? K Well, usually, no, I agree. But it’s his fortieth birthday this year.
E I’m sure of it. And I can’t wait to see it. J The big ‘4O’!
C OK. For this programme, you’ve asked a number of teens and K Exactly! It’s a really big deal. There’s going to be a huge family
young adults about their views of the future. party and everything. So I’ve got to get him something special
E That’s right. So let’s hear them. this time.
1.22 Student’s Book page 21, exercises 3 and 4
C = Chris, An = Anya, L = Leon, J = Jamie, M = Mia, B = Bobby,

Al = Alex
C This is Anya.
An Well, I feel quite positive about the future. I mean, there are so
many developments taking place in medicine. If there are no
catastrophes or major disasters, we’ll probably all live until we’re
120. Seriously!
C This is Leon.
L I’m a bit worried, really. I think the world population will keep on
growing. And with, um, you know, all those people, water supply
will be a big problem. There’s only a limited quantity of water in
the world. And people can’t live without it.
C This is Jamie.
J I agree with Leon. I think the world population is going to grow
every year in my life. And that means we’ll all live in smaller
homes. But just think – we won’t need books, we won’t need big
computers or TVs. And I reckon we’ll have special clothes that will
clean themselves. They’ll last longer, too. What’s not to like?
C This is Mia.
M I think robots will do more and more stuff for us. They’ll work
in factories, do manual work ... and do all the housework, too
– so that’ll be brilliant! And they’ll have personalities just like
humans. Except they’ll be nice and polite all the time!
C This is Bobby.
B I’m an optimist. I always look on the bright side. And I think
there’ll be some really cool changes in technology. I’m sure
we’ll have automated cars – you know, cars without drivers.
Computers will drive them so it’ll be much safer than driving
today. And that’s great because I hate driving!
C And this is Alex.
Al In my life? Wow. I’m not sure. I mean, I know global warming
is a big deal. If the polar ice cap melts, then the oceans will rise
and there will be floods. But, to tell the truth, I’m not too worried
about the future. I’ve signed up for a bushcraft course. I’m going
on a survival expedition next summer. So if there’s a disaster, I’ll
live on top of a hill and look after myself!
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Workbook page 18
1 Grant
N = Natalie, K = Karen, J = Joe 2 1 C 2 A 3 D 4 B
N Well, if I were you, I’d talk to him and find out what he really 3 1 Go camping on her favourite beach on the south coast of England
wants. Nobody likes surprises. with her friends.
K I’m not sure about that – my dad loves surprises. 2 The weather would have to be good.
N Well, what sort of things does he like? 3 They are his favourite animals.
K He likes music. 4 This summer.
N Who does he listen to? 5 He can’t eat with chopsticks.
K Um ... David Bowie ... Blur ... old stuff, really. 6 Going on a trip to China.
N Then how about buying a load of CDs? 4 Students’ own answers
K Yes, but he’s got them all already.
N Then why not buy him some more recent stuff?
5 1 long for (something) 2 set your heart on (something) 3 count
the days for (something) 4 be dying to (do something)
K There’s no point. He’s not interested in new music.
J OK. Let’s think. It’s his fortieth birthday. That’s important, right? 6 Students’ own answers
K Yeah.
J So, buy him something expensive. Because unless you get him Workbook page 19
something that costs a lot, he won’t know how much you care.
K That might be all right, but ... well, to tell the truth, I haven’t got a 7 1 planning 2 do a course 3 join 4 sign up 5 get to know
lot of spare cash. 6 improve 7 keep fit 8 take up
N Really? Then you ought to give him something unique. 8 1 go to 2 set up 3 train for 4 look around 5 learn about
K Er ... like what? 9 Students’ own answers
N You’re a good artist, Karen.
K Thanks, but ...
N Just imagine. If you paint him a picture, he’ll be so happy. 11 1 come to a decision, settled on 2 can’t make your mind up / can’t
K Do you think so? make up your mind 3 decide against 4 change your mind
N Of course! He likes your paintings, doesn’t he? 5 have second thoughts, reconsider 6 commit to 7 stick to
K He says he does. 12 Students’ own answers
N You could do a portrait of him based on a photo.
J That is such a cool idea. And you have enough time, don’t you? Workbook page 20
K If I start today!
J Then you’d better get moving, Karen! 1 1 leaves, B
K Thanks, guys! You’ve been such a great help! 2 ’m catching, E
3 ’m going to do, A
4 will be able, C
5 might work, D
2 1 I am going to work on a sports camp in the USA this summer.
2 I might take up judo next year, but I’m not sure yet.
3 Hurry up! Our flight leaves in an hour.
4 It’ll be so exciting! You can try lots of new sports.
5 We’refi nding it hard not to eat sugar for a month but we will
stick to our decision. / We’re finding it hard not to eat sugar for a
month, but we are sticking to our decision.
6 You’re not going to see polar bears in the zoo. They don’t have any.
/ You won’t see polar bears in the zoo. They don’t have any.
3 1 will be lying
2 will be watching
3 won’t be going
4 will be having
5 will be living
4 1 will be talking tactics.
2 will be meeting outside the gym.
3 will be getting on the bus.
4 will be driving the bus.
5 will be playing the football match.
Workbook page 21
1 1 D
2 F
3 A
4 B
5 C
6 E
2 clinic, exam, work
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3 1 Stress 10 1 take up
2 secondary schools 2 slow down
3 recognize 3 deal with
4 techniques 4 sign up for
5 slot 5 chill out
6 anxiety
7 volunteer work Workbook page 24
8 brain
1 1 Unless
4 1 She’s a stress management consultant who specializes in teenage 2 will know
stress. She helps teenagers cope with strees. 3 If
2 She talks to them, works out the problem and plans a personal 4 follow
stress management programme. 5 Unless
3 Time when teenagers are not connected to technology. 6 won’t be able
4 It’s seasonal. 7 when
5 Keep a calendar, set up a timetable to manage their time 8 will feel
effectively and make the most of their free time. 9 Unless
6 Set aside more free time in their week, stay positive and look on 10 slow
the bright side of things. Also, volunteer work might be useful for 11 If
them. 12 will have to
2 1 as soon as
2 get home
Workbook page 22 3 until
1 C 4 text
5 print
Workbook page 23 6 until
7 unless
2 (Any 3 of the following) 8 want
It can reduce those nasty stress hormones that take over. 9 If
It helps to increase the amount of endorphins. 10 don’t go
Laughing means your body has a physical and emotional release for 3 1 Unless you finish your homework, you won’t go to the party.
the stress. 2 We’ll start the game as soon as the rain stops.
It works on your diaphragm, pulls your stomach muscles in, gives 3 They won’t book a holiday until they have enough money.
your shoulders a decent workout and generally leaves your muscles 4 My little sister won’t eat anything unless it has ketchup on it.
feeling more relaxed. 5 If you don’t work harder, you won’t get good results.
It helps you connect with other people. 6 I won’t leave the house until I get better.
3 1 D 4 1 If I get good exam results, my parents might buy me a new laptop.
2 G 2 If you want to feel less stressed, don’t sign up for lots of activities.
3 A 3 If it’s nice weather at the weekend, we might / may be able to go
4 C for a bike ride.
5 F 4 If my dad gets the new job, we may / might move to Rome.
6 B 5 If you want to study medicine, do well in your Science exams.
4 1 C
2 B Workbook page 25
3 A
4 A Extra Challenge
5 C Students’ own answers
5 Students’ own answers Webquest
6 1 information 1 South Africa, Namibia, Zimbabwe and Zambia
2 silliness 2 Pirates of the Caribbean: At World’s End
3 complication 3 Endorphins
4 production 4 Pasta – grains / cereals; carrots – vegetables; cheese – dairy
5 laziness 5 The Golden State
7 1 concentration 6 Newquay
2 weakness
3 happiness
Marcie’s Misunderstandings
4 reduction It means to go in the direction of something. Marcie thinks it means to
5 relaxation keep her head down literally.
9 take up, sign up for, slow down, chill out, deal with
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Workbook page 26 1.5 Workbook page 21, exercises 2 and 3

1 Suggested answers
1 Why don’t you …? Rp = Radio Presenter, J = Julia
2 I don’t think you should … Rp Stress is something that affects us all and here in the studio
3 Thanks, I’ll do that. today we’re talking to Julia Davis, a stress management
4 I’m not sure about that, because … consultant who specializes in teen stress. Julia, welcome to the
2 1 What show.
2 know J Thanks.
3 don’t Rp We’re only too aware of the pressures youngsters face today. Can
4 might you explain to our listeners what you do?
5 up J Well, my job title sounds quite grand but actually what I do is
6 figure out pretty simple: I help teenagers cope with stress. I’m based in
7 were various secondary schools in London and I run stress clinics.
8 ’s Rp So, what happens at a clinic?
9 do J Students come to me because they recognize they’re feeling
10better stressed and want to do something about it.
3 1 Ruby. Rp And how do you go about helping them?
2 Ruby’s stressed out about exams. J Well, I use a whole variety of different techniques depending
3 Monday evenings. on the individual. First, I talk to the student and work out
4 She tried speaking to her. what’s causing the problem and then I plan a personal stress
5 A revision evening at his place on Wednesdays. management programme.
6 Josh, by text message. Rp So, what sort of things might you suggest?
J That depends. Sometimes it’s things like putting their phone and
4 Suggested answers
laptop away for an hour a day and having ‘down time’, or time
1 What’s the problem?
when they’re not connected. Teenagers today often feel the need
2 Why don’t you practise in front of a friend?
to be available 24/7 so I try and encourage them to find a slot
3 You could always try taking ten deep breaths before you go in.
each day to do something else, like joining a club and getting to
4 How did it go?
know new people.
5 You’d better get moving and learn your lines then!
Rp What about exam stress?
5 Students’ own answers J That’s what we call seasonal stress. There are certain times
of the year when more students come and see me – like exam
Workbook page 27 season. Some get stressed trying to stay on top of schoolwork
and revision – for them that’s a big deal. If that’s the case, I try
1 1 D and encourage them to keep a calendar, set up a timetable to
2 E manage their time effectively and make the most of their free
3 C time. Some students don’t need this sort of organization because
4 B they’re pretty good at it already, but they just have a general
5 A feeling of stress or anxiety at exam time. I encourage them to set
2 1 F 2 F 3 F 4 F 5 T 6 F aside more free time in their week and also to stay positive and
3 Students’ own answers look on the bright side of things. Students like this might find it
useful to do volunteer work because it gives them a break from
their studies.
Rp What’s the most common piece of advice you give to students?
J Give your brain a rest and spend some time with your friends!
You’d be amazed at how many students forget these simple
things when they’re feeling stressed.
Rp Julia, lots of food for thought today. Thank you very much. Now,
next week, we’ll be …

1 Why don’t you try taking up yoga?
2 Have you thought about changing your diet?
3 That might be all right, but I’m not very good at doing exercise.
4 I’m not sure about that because it’s very expensive.
5 Yes, but I don’t have much time.
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3 Moral dilemmas Unit overview

● Money and finance: account, bills, branded, cash machine, ● To learn and use vocabulary about money and finance
credit card, deal, debit card, delivery, discount store, (page 29) and prepositional verbs (page 33)
exchange, guaranteed, insurance, interest, offer, orders, ● To learn and use the second conditional (page 30)
overcharge, pay back, purchase, receipt, reduced, refund,
● To learn and use wish about the present (page 30)
savings, voucher
● To learn and use the third conditional (page 34)
● Prepositional verbs: apologize for, approve of, believe in,
borrow from, complain about, consist of, hope for, object to, ● To learn and use wish about the past (page 34)
succeed in, suffer from ● To use appropriate expressions to organize an essay in
● dis- writing (page 37)
● Verb Zone: be taken in, get out, own up, pay back, tell off
● Face 2 Face: I was gobsmacked do my own thing at the
end of the day Skills objectives
● To read and understand an article about morals (page 28)
● To talk about finance (page 29)
Grammar ● To discuss moral dilemmas (pages 30 and 35) and ask for
● Second conditional advice (page 30)
● wish about the present ● To listen to a TV programme about winning the lottery
(page 31)
● Third conditional
● To role play a discussion about the lottery (page 31)
● wish about the past
● To read and understand an article about Live Aid (page 32)
● To discuss charity (page 33)
● To carry out discussions to introduce and defend opinions
Pronunciation (page 36)
● To discuss the internet (page 37)
● Sentence stress
Assessment criteria
Recycled language
● Students can use the second and third conditionals.
● Present simple ● Students can use wish about the present and the past.
● Present perfect simple ● Students can recognize and use vocabulary about money
and finance and prepositional verbs.
● Students can use correct sentence stress.
● Students can read and understand an article about
morals and an article about Live Aid.
● Students can listen to and understand a TV programme
about winning the lottery.
● Students can talk about ethical dilemmas.
● Students can express different points of view.
● Students can write a discussion essay.
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activities.
Listening
Use of English page 126 ● Listening extra, page 31
● Word formation Writing
Listening Comprehension page 127
practice
● Classroom instruction used for fast finishers or as a wrap-up activity.

presentation
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UNIT 3 READING
Warmer Teaching tip

Write If I were invisible for a day ... on the board and get the If you feel there are some potentially difficult words in the text,
students to finish the sentence. Then ask them to discuss with a pre-teach them so that students don’t have to rely too much on
partner and check their ideas together. Get class feedback and their dictionaries. Try to elicit and concept check their meaning.
find out the things that they would do if they could get away This also helps their vocabulary to develop and grow.
with them! In this article, pre-teaching words such as trustworthy,
fraudulent, deceive, integrity and tolerance could be helpful.
1 Get the students to discuss their ideas and get feedback to see
which actions are valid. Extra activity
Write the numbers 15,000, 2/3, 41, 80, 2,000, and 40. Then get the
students to read the text quickly and identify what the numbers
refer to in the text.
2 You could also present the activity as a Venn diagram. Have the
students fill in their ideas in pairs and then get them to walk
around the class, compare and discuss their ideas together. This
Answers
presents a nice visual to work from and the middle part also adds
an It depends ... element to talk about. There was a recent study of 15,000 people in England and Wales.
Two thirds of people stole stationary from work.
41% of people thought it was dishonest to cash a winning lottery ticket
found in the street.
80% of people thought it was wrong to take a worn dress back.
There was an integrity study of 2,000 adults.
40% of people thought it was acceptable to pick up money in the street
acceptable unacceptable but 40% disapproved of taking advantage of an old person.

Have the students look at the title and pictures, and guess what the
article is about. Get them to write five things they expect to read
about in the article. Then ask them to read and check their ideas
together.
Answers
Keep money you found in the street.
Keep quiet when undercharged in a shop.
Copy an internet essay and pretend it was your own.
Steal stationary from work.
Copy CDs.
Make false insurance claims.
Deceive people online.
Cash a winning lottery ticket you found.
Take back clothes that you’ve already worn.
Take advantage of someone old and get them to change their will for you.
Throw litter.
Handle stolen goods.
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4 Get students to find and compare answers. Model the first one
together with the class.
Warmer
Make a matching game by placing the words and their phonetic
Answers transcriptions on cards. Put the students in pairs and get them to
1 The main conclusion is that people are less honest than they were in match the cards together. The first ones to finish are the winners.
the past. account /əˈkaʊnt/ bill /bɪl/
2 Men and younger people are the least honest people.
cash machine /kæʃ məˈʃiːn/ credit card /ˈkredɪt kɑːd/
3 The participants had to watch films of people doing things and then
decide if it was dishonest or not. insurance /ˈɪnʃɔːrəns/ deal /diːl/
4 People were asked about their tolerance of different types of
guarantee /ˌgærənˈtiː/ receipt /rɪˈsiːt/
behaviour.
5 The writer wants us to think about our opinions. reduce /rɪˈdjuːs/ saving /ˈseɪvɪŋ/
6 People think these things are more acceptable now.
delivery /dɪˈlɪvəri/ order /ˈɔːdər/
7 The economic downturn is possibly connected to the decline in moral
standards. overcharge /ˌəʊvəˈtʃɑːdʒ/ refund /ˈriːfʌnd/
5 Put the students in pairs and get them to ask each other questions
and note each other’s answers. This increases learner interaction
and speaking. Model the activity and encourage them to ask Why?
so that their partner has to justify their opinions. Teaching tip
Taking the time to make card games, such as the one above,
Answers Students’ own answers offers variation and also focuses on visual, auditory and
kinaesthetic learning styles. It’s fun, quick and also a good
way of introducing words and reviewing them.
6 Ask students to find the opposite of the words. Get students to
complete the sentences and then compare their ideas together in
pairs.
7 Check that the students know words such as accessories (something
added to make clothes look nicer), period (length of time), purchase
(buy) and suitable (acceptable, right). Then get them to complete
Answers the websites together with a partner.
disapprove, dishonest, dishonestly
Answers
1 account 2 bills 3 credit card 4 cash machines 5 insurance
6 savings 7 deals 8 reduced 9 receipt 10 guaranteed
11 orders 12 delivery 13 refund 14 overcharge
8 Encourage the students to look back at the text to help them find
the definitions.
Answers
1 purchase 2 exchange 3 offer 4 interest
9 In pairs or small groups, ask the students to discuss their opinions

and give reasons for their ideas.
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UNIT 3 GRAMMAR
5 Put the students in groups to offer advice. Decide on the best ideas
GRAMMAR OPTIONS in feedback.
students will practise on this page. Answers Students’ own answers
on page 115. 6 Read through the rules and examples in the grammar box and
● Visual grammar presentation then get students to make wishes, followed by sentences using the
second conditional.
Warmer
Ask the students to close their eyes and relax. Do a guided 7 Introduce the topic with a personal story about when you were
visualization activity with them and describe a series of situations. really fed up with other people while you were at an airport. Ask
Then give them a few moments to picture what they would do in the students what things annoy them when they are travelling.
that situation: You’re walking along one day ... all alone and no one Then get them to look at the picture and make sentences. Have the
else is around ... . Suddenly you see something next to a tree ... . You students compare sentences and ideas.
walk over to see what it is ... . It’s a bag with a laptop and a wallet Answers Students’ own answers
inside ... . You look around quickly ... no one is there .... . What would
you do...? You look in the wallet ... . There’s a lot of money in there!
Then get the students to talk to a partner and tell their story and
the things they did. Teacher’s Resource Book
Grammar Consolidation Worksheet: page 41, exercises 1–3
1 Forming conditional sentences can often be tricky so walk around
to help and correct as the students write their questions and
answers.
Answers
2 If you didn’t have enough money for a bus ticket, would you take a
ride anyway?
3 If you could download music from an illegal website, would you do it?
4 Would you tell small lies about yourself if you wanted to impress
somebody?
5 If you didn’t want to do an exam, would you pretend to be sick?
6 Would you read a friend’s diary if you saw it on the table?
2 Have students discuss in pairs and explain their reasons.

3 To provide variety and get the students moving around, write each
sentence half on slips of paper, mix them up and give a sentence half
to each student. Then have them walk around and read their parts
to each other until they find the correct match. In some cases, more
than one answer is possible. Ask students to choose the most logical.
Answers
1 H 2 A 3 C 4 B 5 G 6 D 7 E 8 F
4 Review the second conditional and have students write advice.

Walk around and correct as needed.
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UNIT 3 LISTENING
6 These expressions are all common idiomatic expressions in spoken

Warmer English. They are highlighted in the audio script. Before students go
Find about 10–15 pictures that show things that rich people to page 146, ask students which one means:
have. The pictures can easily be found with an internet image surprised: gobsmacked
search. Tell the students that you are going to show them a set to do what you want without worrying what anyone else thinks
of pictures. Show them the pictures quickly (give them about 30 of you: do my own thing
seconds to look at them). Ask them to work with a partner and something you say before you give the most important
write down all of the things they saw. The team that gets the information: at the end of the day
most correct wins.
Answers
1 Ask the students to work with a partner and discuss the pictures Jerry says he’s ‘gobsmacked’ about finding out he won the lottery.
and questions together. Eric says ‘do my own thing’ about the job he would like.
Jerry says ‘at the end of the day’ when he thinks about being happy with
Answers Students’ own answers or without money.
7 1.33 Have students complete the dialogues together. You can

2 Get students to compare their answers and get their ideas and also get them to use the expressions in a personalized way about
opinions in feedback. their life.
Answers
3 1.31 Transcripts page 104 Tell students to listen just for 1 do my own thing 2 I was gobsmacked 3 At the end of the day
information about Eric. Encourage students to check their answers 8 1.34 The expressions in Express yourself are available to listen to.
together. Have students discuss together in which situations would we use the
expressions. Write their ideas on the board.
WORDS TO KNOW
Check that students know the following words: currently (now),
give up (stop doing something because it is difficult) and go on
(happening). They could use their dictionaries and tell you if the 9 Encourage the students to look back at the questions in the text
words are nouns, adjectives, adverbs or verbs. and give them time so they can think about what they would like to
say. Monitor and provide help and useful language if needed.
Answers Answers Students’ own answers
1 Eric has recently graduated from university but he doesn’t have a job yet.
2 He would be able to do anything he wants. 10 Model the activity and remind the students to use the expressions
3 He would give money to his parents and brother. from the Face 2 Face and Express yourself sections. Check their ideas
4 He wouldn’t give money to charities. He would give it to people he knew. afterwards and highlight and praise good sentences and English.
5 He would live in New York City.
4 1.31 Transcripts page 104 Tell students to listen just for
information about Sally. Have them share their answers together.
Answers
1 Sally is a teacher.
2 She would buy things for her children, make improvements to the
house and buy a new car.
3 She would like to continue working but thinks it would be difficult if
people knew she was rich.
4 She would give money to her family and charities.
5 She would live in the same place.
5 1.32 Transcripts page 104 To introduce the topic, write some

key words on the board such as friends, relationship, house and cars.
Get the students to predict what they think Jerry will say about his
lottery win and what happened afterwards. Then get the students
to check their ideas and answer the questions together.
Answers
1 Jerry won five million dollars seven years ago.
2 They spent all of the money on a huge house, a cruise, new cars and
jewellery.
3 He separated from his wife.
4 He's happy that he isn’t rich anymore. It was fun at first but he
wouldn’t want to do it again.
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UNIT 3 READING
Warmer
Get an A4 size picture of a famous celebrity who works for
charity, such as Angelina Jolie or George Clooney. Then make a
piece of card with a small hole in it. Move the card around so
that the students can only see a small part of the picture each
time. They have to guess who the celebrity is.
1 Find out what the students know about Live Aid. Get class feedback
and find out who their favourite celebrities are.

Put the students in pairs. To make the students read quickly and
skim for information, set a time limit (two minutes) and get them
to write the names of famous people in the text. The team that gets
the most wins.
Answers
Brad Pitt, Alicia Keys, Bono, Oprah, Queen, U2, David Bowie, Bob Dylan,
Madonna, Bob Geldof, George Clooney, Angelina Jolie, Elton John,
Shakira, Nicole Kidman
Extra activity
Give the students a list of charities and have them find
information on the internet and prepare a short presentation
about the charities and who they help.
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3 Have students compare answers together. If there’s time, have the

students make extra true or false questions for their partner.
Warmer
Write a word from the text with no more than six letters in the
Answers middle of the board. Then think of a word that shares one letter
1 False (He played in the UK.) with the word on the board. Give the students a clue and get them
2 False (He saw the news report in 1984.) to guess the word. Write the word so it crosses the first word. Then
3 True the students continue, giving clues and guessing the words.
4 False (She was travelling back to Europe.)
5 True 7 Do the first one with the students as a model.
4 Have students work in pairs to discuss the questions from the
writer’s perspective.
Answers
1 from 2 of 3 from 4 about 5 to
Answers 6 for 7 in 8 for 9 in 10 of
1 Some people think that celebrities are trying to get more publicity. 8 Encourage students to also write down sentence level examples to
2 Yes, they tend to raise the profile of the charity. help them remember new words in context.
3 Live Aid made a positive contribution overall and raised about £150
million.
Answers
5 Remind students to guess from context to find the words. suffer from, consist of, borrow from, complain about, object to,
apologize for, believe in, hope for, succeed in, approve of
Answers
9 Give students thinking time to write their answers. Give time limits
1 funds 2 broadcast 3 eventually 4 refugees 5 criticism and reminders though to keep up the pace.
6 Find out which charities they know and feel are the most Answers Students’ own answers
important. Ask students to give reasons for their answers.
Answers Students’ own answers 10 Walk around and correct any prepositional mistakes you hear.
11 Check if students recognize any of the multi-part verbs and have

them match them to definitions.
Answers
1 pay back 2 tell off 3 be taken in 4 own up 5 get out
12 Point out that students may need to use the verb in different tenses,
an -ing form or an infinitive with to.
Answers
1 owned up 2 get out 3 told off 4 pay back 5 was taken in

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UNIT 3 GRAMMAR
4 1.36 Do the sentence stress activity with students but also

GRAMMAR OPTIONS highlight weak forms and unstressed words, too.
● The grammar is presented in a complete grammar reference 1 gone, café, met
on page 115. 2 crashed, seen, truck
3 done, lost, money
Teaching tip
Warmer Highlight vowel reduction (weak forms) on the auxiliary verb
have in third conditional sentences. Do some repetition drilling
Ask students to talk to a partner about a bad day or something
to help the students develop more natural pronunciation.
they did in the past that they regret. Get them to explain where
they were and what happened. Model the activity with a
personalized example.
5 Get students to discuss the situations in pairs. Students sometimes
use the modal auxiliary verb would in both clauses so correct any
small mistakes you hear.
Have students read about the third conditional in the grammar Answers Students’ own answers
box. Then get them to fill in the gaps and check with a partner.
6 Explain how to talk about a wish in the past by reading the
Answers grammar box. Encourage students to share their ideas together and
1 had paid 2 wouldn’t have failed 3 hadn’t downloaded
give each other advice on what they should have done.
4 wouldn’t have got 5 would have found 6 had started
7 would have made 8 had joined 9 had locked 10 would have taken Answers Students’ own answers
Teaching tip Teaching tip

Use a timeline and a scale to show that we use the third Show a timeline and a scale to show that we use the wish past
conditional to describe hypothetical things that didn’t happen perfect to describe hypothetical things that didn’t happen in the
in the past. past.
2 Remind them they can change the order of if and result clauses to Extra activity
keep the same meaning. Ask students to change the order of the
clauses and write another version of each sentence. Ask the students to think of historical events and imagine what
would have happened if things had been different. Get them
Answers to work together in pairs and rewrite history using the third
conditional. For example, If Martin Luther King had lived, he
Suggested answers would have been the President of the United States.
2 Sara wouldn't have seen the film if she had read the terrible reviews.
3 If there had been flood protection, hundreds of people wouldn’t have
drowned.
4 If the shop had accepted credit cards, I wouldn’t have paid in cash. Continuous assessment
5 Jake would have got the job if he had prepared for the interview. Teacher’s Resource Book
6 If I had known it was your birthday, I would have given you a present. Grammar Support Worksheet: page 40, exercises 4–6
3 There may be a slight variation in answers but focus on the correct Grammar Consolidation Worksheet: page 41, exercises 4–6
form of the third conditional.
Answers
Suggested answers
2 Elisa was unwell. She would have felt fine if she hadn’t been to the
party.
3 Henry couldn’t sleep. He would have slept if he hadn’t drunk three
coffees after dinner.
4 The pizza was cold. It would have been hot if she had turned the oven
on.
5 Dan couldn’t go to Canada. He would have been allowed on the plane
if he hadn’t forgotten his passport.
6 Steve’s phone doesn’t work anymore. If he hadn’t have left it in the
garden in the rain, it wouldn’t have been destroyed.
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UNIT 3 CHALLENGE
Here the students learn some useful functional phrases and Fast finishers
expressions for discussing important things. They use these to
Ask students if they have ever had a really difficult situation and
talk about a series of ethical dilemmas and what they would do if
choice to make. Ask: Is it possible to do a good thing and upset
they were in these difficult situations. They also summarize their
other people at the same time? Is it possible to do a bad thing (such
decisions and vote on the best choices.
as tell a lie) for good reasons? Get them to write their thoughts
down or discuss with a partner.
Warmer
Ask students if they read blogs, what sort of blogs they read and
why.
1 Check that the students know words such as dilemma (difficult

decision), scenario (situation), and consequence (result of an action).
Then get the students to read the blog.
2 Get students to discuss in pairs and find out their reasons in

feedback.
Teaching tip
To show how we often use conditional clauses to discuss
hypothetical situations, get the students to find and underline
examples of the second conditional in the blog.
3 Give thinking time and time limits (three minutes for each dilemma
should be fine) so that students can write their reasons down.
4 1.38 The expressions in Express yourself are available to listen to.

Encourage students to use the second conditional as well as the
useful phrases in the Express yourself box to discuss each dilemma.
5 Put the students in larger groups and get them to explain their
dilemmas and decisions to each other. Then have them summarize
each other’s situation and choices. Get class feedback, correct any
small mistakes and highlight good use of English.
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UNIT 3 INTERACTION
6 Elicit any extra expressions and highlight word stress and

Warmer pronunciation.
Show pictures of art, including graffiti, and get students to
discuss which pictures they like best and why. These could Answers Students’ own answers
include classics, as well as work such as Damien Hirst’s butterfly
pictures and Banksy’s work. 7 Give students plenty of time to make notes and encourage them to
use the expressions for giving opinions.
1.39 Express yourself contains a variety of useful phrases for the Answers Students’ own answers
situations in the dialogue. Some of them (but not all of them) are
used in the dialogue. They are available on the audio if you want
students to hear how they are pronounced. 8 Encourage students to use the useful phrases and expressions in
Express yourself. Encourage extra discussion about each topic in
1 To introduce the topic, have students discuss the questions with a feedback.
partner. Check their answers in feedback.
Fast finishers
2 1.40 Transcripts page 104 Encourage students to compare
with a partner and play and pause as needed. Put students into groups and give each group an opinion from
exercise 7. Ask half the group to defend the opinion and the
other half to attack it. Call each group to the front of the class to
WORDS TO KNOW debate the opinion and the rest of the class vote ‘for’ or ‘against’.
Check students know the meaning of words like vandalism
(damaging property that belongs to other people), gullible
(easily tricked into believing things that aren’t true), complicated
(difficult to understand) and spray (spread small drops of liquid
over an area).
Answers
1 Alex is reading about Banksy.
2 All we know is he was born in 1974 and he is from Bristol in England.
3 Some of his work costs hundreds of thousands of pounds.
3 1.41 Transcripts page 104 Have students compare answers

together. If there’s time, have the students make extra true or false
sentences for their partner.
Answers
1 True
2 False (The only difference is that they show their art in the street.)
3 False (He agrees with Alex that graffiti can be attractive but it can
also be anti-social and ugly.)
4 True
5 False (He agrees some graffiti can be rubbish.)
6 True
4 Encourage the students to use the phrases in the Express yourself

box.
5 1.42 To review and put the vocabulary into a more memorable

context, get the students to make their own sentences with the
multi-part verbs.
Answers
1 on 2 up 3 on 4 off 5 out of
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UNIT 3 WRITING
Warmer 7 Remind the students to follow the model essay and use the
expressions from exercise 4 to organize their essay. Walk around,
To set the scene, show students pictures of people looking at monitor and offer help and correction as needed.
smart phones instead of talking to their friends. Get students to
discuss our obsession with computers and the internet and how Answers Students’ own answers
it can affect our lives.
8 Get the students to share their ideas together and encourage peer
1 Get feedback and check the students’ ideas and opinions. You could correction. Get class feedback and highlight nice ideas and good
also do a quick survey to find out the most popular uses of the use of English.
internet.
Teaching tip Fast finishers

It's often a good idea to write a quick glossary of potentially Have the students play Hangman with some of the new
difficult words for the students. This helps their understanding vocabulary they have learnt earlier in the unit.
of the text and can be done in either English or the students’ first
language.
2 Tell students they are going to read a typical discussion essay. Check
that they know words such as hindrance (something that makes
things difficult), anonymous (done by someone whose name we do
not know) and resource (a useful or valuable possession).
Answers
1 Advantages: help with schoolwork, find information, help plan and
cook a meal, improves communication
Disadvantages: people copy their homework from the internet,
online bullying, posting rude comments
2 Although there are disadvantages, it’s a valuable resource.
3 Encourage discussion, as well as use of conditionals and vocabulary

from earlier Express yourself sections.
4 Have the students underline the answers in the essay. Ask students
if they can think of other similar expressions.
Answers
1 Nowadays
2 But is it a help or a hindrance?
3 On the one hand
4 What’s more
5 On the other hand
6 In conclusion
5 Give the students time to plan and choose a title. You could also tell
them which essay to write so that they don’t choose the same title.
6 Set a time limit so that the students write quick bullet point notes.
Teaching tip
Put the students in pairs to enable them to brainstorm more
ideas together before they write.
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UNIT 3 TRANSCRIPTS
1.31 Student’s Book page 31, exercises 3 and 4 1.40 Student’s Book page 36, exercise 2
M = Miranda, S = Sally, E = Eric L = Laura, A = Alex, N = Nick

M Welcome to The Moral Question, Money. I’m Miranda James L Hey, Alex.
and today we’re looking at money. With me is Eric, a university A Oh, hi Laura. Hi Nick.
graduate and currently unemployed. And Sally, a teacher with N Hiya.
two small children. Do you both do the lottery? L What are you reading, Alex?
S Yes, I do. A Oh, it’s an article about Banksy.
E Every week. L Banksy? Is he that graffiti guy?
M And why do you do it? A Yeah, that’s right.
E I want to be rich! Well, maybe not rich, but being poor is no fun. N That isn’t his real name, is it?
S I’d like to win, too. I’d like to buy things for my children, make A No, it’s just his nickname. Nobody knows his real name.
improvements to the house, get a new car … that sort of thing. L Really?
M So what would you do if you won £10m? How would it change A Yeah. He’s a mystery. I mean, some things are known about him.
your life? Like he was born in 1974 and he was brought up in Bristol. But
E My life would change completely. I’m looking for jobs at the that’s about it, really.
moment. But most of these jobs ... I don’t want to do. With £10m, I L So what’s the article about then?
could do my own thing. You know, do anything I want. A It’s all about his artwork.
S It’s funny, but ... I wouldn’t want to win that much. L ‘Artwork’?
M Why not? A Yeah. Why do you say it like that?
S That sort of money can cause as many problems as it solves. L That’s crazy. His work is just vandalism. I mean, vandalism is a
Everybody would treat you differently. criminal activity.
M Would you carry on working? A Oh, come on! Banksy’s an artist. Some of his work sells for
S Um, it depends. I love teaching and I’d hate to give it up, but ... hundreds of thousands of pounds!
how would my students behave? And what would my colleagues
think?
M Who would you give money to? 1.41 Student’s Book page 36, exercise 3
E To my parents. To my brother.
S Yes, to my family. N = Nick, L = Laura, A = Alex
M What about friends?
E Um ... I’m not sure. I mean, how much? And to how many friends? N Hundreds of thousands? Wow.
S I wouldn’t give money to friends. I think it would complicate our L I don’t care how much gullible people pay for his work. In my
relationships. But I’d definitely give money to charity. opinion, it isn’t art. And in any case, those prices don’t justify the
E No, I wouldn’t give it to charity. I’d rather give money to people I graffiti that’s sprayed all over our cities.
know. A I prefer to call it street art.
M Would you move home? L It seems to me that it’s simply vandalism, pure and simple.
E Yeah, of course. To New York City – the most exciting city in the A I don’t agree. I’m convinced that these people are artists, and just
world. like any artists they’re expressing their thoughts and feelings.
S I wouldn’t move unless I had to. The only difference is they’re putting their work on walls and
M What do you mean? bridges and public places. It isn’t stuck inside a boring old
S Well, if my life got too complicated ... you know, if everybody museum.
knew I’d won all that money, well ... there are criminals. And that L What do you think about it, Nick?
would worry me. N I don’t know really. It depends.
L What does it depend on?
N Well, I agree with Alex that some graffiti can be attractive. There
1.32 Student’s Book page 31, exercise 5 are a lot of horrible buildings that people have painted really cool
pictures on.
A There, I told you.
M = Miranda, J = Jerry
N But Laura’s got a point, too.
M OK, let’s turn to an actual lottery winner, Jerry Taylor. Now, seven N I mean, it can be anti-social. And a lot of it’s ugly.
years ago you won over $5m. A You can’t tell me that every building and wall is beautiful!
J That’s right. L That may be true, but they can make places look dirty and
M How did you feel when you found out you’d won? unsafe.
J I was gobsmacked. I couldn’t believe it. A I think that street art brings some colour to the city. Some
M So what happened afterwards? excitement. Some style.
J Well, my wife and I bought a new house. A huge house. We went L But it all looks the same!
on a cruise, I bought cars, my wife bought jewellery ... and we A That’s not true! I mean, I accept that some graffiti is just rubbish
made new friends – at least we thought they were friends at the – but there’s rubbish in art galleries, too. Real street artists
time ... . produce really complicated work. It takes loads of planning and
M Did your win affect your relationship with your wife? imagination.
J Hmm ... there was so much going on, there were so many L I’m not sure about that. But there’s another thing. Most graffiti
temptations ... we separated. For five years. But, funnily enough, isn’t made to be beautiful or interesting. Gangs produce it to
now the money has all gone, we’ve got back together again! mark their territory.
M If you hadn’t won the lottery, would you have been happier? N That’s true.
J That’s a good question. At the end of the day, I think you can be L And don’t forget, it costs a fortune to take it off buildings. Local
happy with a lot or with nothing. It depends on the person. Me? governments spend thousands of pounds – and that means
I’d say I’m happy now. Winning the lottery was fun at first, but I everybody has to pay for it. That money comes out of our taxes!
wouldn’t like to experience it again! A You don’t pay taxes. You’re not old enough.
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L No, but my parents do. And one day I will, too. Anyway, how Workbook page 28
would you feel if somebody sprayed graffiti all over your house?
These so-called artists should spray their own houses and not 1 On the London Underground
other people’s property. 2 1 F 2 F 3 T 4 T 5 T
A Well, OK. Maybe there should be agreed places in cities where 3 1 stranger
street artists can work. 2 tissue
L Yeah. I agree with that. Nick? 3 split-second
N Me too. 4 compassion
L Great! So shall we go and get a milkshake? All this talk has made
me thirsty. 4 Students’ own answers
A Laura ... that’s a great idea! 5 1 disappear 2 disinterested
6 1 disqualified 2 disbelief 3 disagree 4 dislike 5 disapprove
Workbook page 29
7 1 refund 2 receipt 3 deals 4 insurance 5 delivery 6 orders
8 1 account 2 bill 3 cash machine 4 credit card
5 guaranteed 6 overcharge 7 reduced 8 savings
11 1 get into debt 2 credit card 3 budget
4 withdraw 5 loan 6 balance, current account
Workbook page 30
1 1 E, would … do? 2 C, sent 3 F, would visit
4 A, would buy 5 B, would … tell 6 D, knew
2 Suggested answers
1 If I didn’t have an expensive mobile phone contract, I would have
money this month.
2 If I didn’t go out every Friday and Saturday night, I wouldn’t be
tired.
3 If I worked harder at school, I would get better grades.
4 We could go to the beach this weekend if we had a car.
5 I could afford those trainers if I worked.
3 1 I wouldn’t buy that designer watch if I didn’t have a lot of money.
2 Unless we could afford it, we wouldn’t book a holiday.
3 If a stranger asked me to help them, I would.
4 I wouldn’t tell anyone your secret unless you wanted me to.
5 If the weather weren’t good, they wouldn’t go to the festival.
4 1 What would you do if you found a wallet in the street?
2 If you could change one thing in the world, what would it be?
3 If you didn’t have to go to school every day, what would you do?
4 If you won the lottery, what would you buy?
5 How would you feel if you had to go and live in a new city
tomorrow?
6 If you saw someone stealing something, what would you do?
6 1 I wish I had a smartphone.
2 I wish I didn’t have any homework.
3 I wish I played the guitar.
4 I wish I lived in the city.
5 I wish I played on the school basketball team.
6 I wish I had more money.
Workbook page 31
1 1 particular
2 give up
3 segregation
4 background
5 fare
2 1 D 2 A 3 G 4 F 5 B 6 H 7 C 8 E
3 1 C 2 B 3 A 4 B 5 A
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4 1 She was going home. 4 1 she wouldn’t have had to walk

2 The law stated that black passengers on buses had to sit on the 2 If she had taken the bus
seats at the back. 3 If Amy hadn’t gone to
3 The bus driver. 4 she wouldn’t have got
4 If a white person got on the bus and all the seats were full, then a 5 If the head teacher hadn’t given her
black person had to give up their seat for the white person. 5 Students’ own answers
5 She had paid a fare and she felt she had a right to have a seat.
6 Misconduct, resisting arrest and disobeying the laws of
Workbook page 35
segregation in the city.
5 Students’ own answers Extra Challenge
Students’ own answers
Workbook page 32
Webquest
1 He set up a charity which helps provide clean water to people in 1 15th century (Banca Monte dei Paschi di Siena, 1475)
developing countries when he was just a boy. 2 Spain’s Sorteo Extraordinario de Navidad
3 Live 8 2005
Workbook page 33 4 Columbia
5 New York City
2 1 C 2 C 3 B 4 A 5 C 6 B 6 Jewels
3 1 They made a difference by using their celebrity status to help Marcie’s misunderstandings
publicize global problems. He wanted her to lend him some money so he could buy the trainers
2 He realized other people didn’t have easy access to clean water. because he was short of money.
3 He helped his parents at home in exchange for money and talked
to clubs, schools and anyone else that would help him.
4 He gives talks to people about the work of his foundation and the Workbook page 36
importance of clean water. 1 Suggested answers
4 Students’ own answers 1 What’s your opinion about …?
5 1 borrow, from 2 As I see it, ...
2 complained about 3 I see what you mean, but …
3 prepare for 4 You’re absolutely right.
4 believe in 2 1 What’s your opinion about
5 communicate with 2 As I see it
6 approve of 3 That may be true
6 Students’ own answers 4 You’ve got a point there
5 I mean
7 be taken in, get out, own up, pay back, tell off
6 It depends on
8 1 I borrowed money from my parents for a new phone, and I’ve just
3 1 A 2 C 3 B 4 C 5 C
paid them back.
2 Are you going to get some money out at a cash machine in town? 4 Suggested answers
3 Don’t be taken in by everything he says. He’s got a very vivid 1 Ifi nd three times a year a bit much – there’d be very little time to
imagination. study.
4 My mum always tells me off for leaving my dirty football kit on 2 It depends on the type of work.
the bedroom floor. 3 That may be true, but wouldn’t it better to offer help finding work
5 Who made this mess? I want you to own up or the whole class will experience?
stay behind. 4 Me too!
Workbook page 34 Workbook page 37

1 1 hadn’t gone, wouldn’t have seen 1 1 On the one hand
2 would have camped, had had 2 In spite of
3 would have done, had worked 3 We all know
4 hadn’t spent, would have been able 4 On the other hand
5 hadn’t eaten, wouldn’t have felt 2 1 We all know that there are problems in the world today like
2 1 If the weather had been better, we would have gone to the beach. famine, drought and civil wars.
2 She wouldn’t have learnt to drive if her parents had had a car. 2 On the one hand, if governments made people give money, there
3 If you had asked me, I would have gone travelling with you. would be always be money.
4 If my parents hadn’t had a credit card, they wouldn’t have been 3 On the other hand, a lot of people just don’t have any extra
able to buy the tickets for me. money.
5 If they had known it was your birthday, they would have bought 4 In spite of the fact that some people may not have enough money
you a present. to spare,
3 1 What would you have done if you had won? Students’ own 3 1 obligatory / compulsory / imposed …
answers 2 not their fault
2 What would you have done if you hadn’t had any homework? 3 (very) cheap
Students’ own answers 4 quicker and easier
3 Which subject would you have chosen if you hadn’t had to study 5 to choose for themselves
English? Students’ own answers 6 do a bit more / donate money, time or skills
4 What would you have done if you had seen her? Students’ own 4 Students’ own answers
answers
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Rp = Radio Presenter, LK = Lindy King

Rp This week on Hidden Stories we’re looking at the story of
Claudette Colvin and with us in the studio is American historian
Lindy King.
Lindy, welcome to the programme.
LK Thank you.
Rp So first, Lindy, can you give us a little bit of background to
Claudette Colvin?
LK Yes, of course. I’m sure listeners have heard of Rosa Parks. She
was the black American woman who on December 1st 1955 got
on a bus in Alabama, refused to move from her seat to let a white
person sit down and was arrested.
Rp Yes, of course. Rosa Parks is a name that most people will
associate with making a difficult decision and changing the
course of history.
LK Exactly. However, nine months before Rosa Parks was arrested, a
15-year-old girl called Claudette Colvin was removed from a bus
in the same town in almost exactly the same circumstances.
Rp Really?
LK Yes, really. On Friday March 2nd 1955, Claudette Colvin got on a
bus to go home from school. She sat down beside another black
girl near an emergency door.
Rp Was there a reason why Claudette sat in that particular seat?
LK Yes. The law stated that black passengers on buses had to sit
on the seats at the back, while white people sat at the front.
However, if a white person got on the bus and all the seats were
full, then a black person had to give up their seat for the white
person.
Rp So is that what happened to Claudette?
LK Yes, exactly. The bus was eventually full and the driver asked
the black passengers to give their seats to the white passengers.
Three black girls sitting near Claudette gave up their seats.
Claudette didn’t.
Rp Why did she decide to do that?
LK Because, like Rosa Parks, Claudette had paid a fare and she felt
she had a right to have a seat.
Rp What happened next?
LK Well, the bus driver called a policeman, but Claudette still
refused to move. She was arrested and charged with misconduct,
resisting arrest and disobeying the laws of segregation in the city.
Rp What happened during the trial?
LK Claudette pleaded not guilty, but the court decided otherwise.
She did not go to prison, but had to stay in her parents’ care for
an indefinite amount of time.
Rp Thank you, Lindy. So, next time you hear the name Rosa Parks,
spare a thought for Claudette Colvin. She paved the way for
Rosa’s decision.

1 How do you feel about lowering the voting age to 16?
2 As I see it, companies should be allowed to advertise anywhere
they want.
3 What would you say if art were to become a compulsory subject
at school?
4 I’m convinced that it would be an excellent idea to make
everyone study music.
5 What’s your opinion about stopping exams completely and just
using continuous assessment for all students?
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UNITS 1–3 REVIEW
Warmer
Ask the students to discuss blogs. Do they write them? What
kind of things do they write about? Ask if they like reading other
people’s blogs and what kind of things they like reading about.
1 Get the students to predict what Alice’s blog is about.
2 Ask them to read the blog and check their ideas together.
3 Do the first one with the class. To increase learner interaction and
speaking, you could also put the students in pairs and get them to
take turns asking and answering the questions.
Answers
1 Alice has written it to let people know what she’ll be up to and give
some tips on exam stress and summer holiday planning.
2 It’s her dream holiday and she’s going to volunteer at a wildlife
sanctuary.
3 She’ll be volunteering at a wildlife sanctuary, helping out with the
animals, feeding them and cleaning out the enclosures.
4 She has just bought an e-reader.
5 She’s been reading a historical adventure novel.
6 She believes you can reduce stress by exercise, having a laugh with
your friends, listening to music or reading a good book.
7 She means to try something new such as a new sport or volunteering.
8 She’s going to go on treks through the jungle and meet local people.
Extra activity
Ask students to work together with a partner and find words or
phrases in the text that mean:
soon: around the corner
what someone is doing: be up to
long walks: treks
help: get through
relax: chill out
something familiar and easy: comfort zone
start to do something new: take up
look forward to: can't wait
4 Encourage the students to ask extra questions to find out extra

information. Write helpful and natural English phrases on the
board that they can use such as How come? Really? Why? Why not?
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UNITS 1–3 REVIEW AND VIDEO
Warmer Warmer
Write moral dilemma on the board and elicit what it means. Then Tell the class you are going to tell them some facts about a
get students to have a personalized discussion about a difficult country. They have to listen and try to guess what country you
situation and decision they had to make. are talking about. Tell them they can’t shout it out but when
they think they know, they should put their hands up, e.g. It’s a
5 Get the students to talk about the situations and give reasons for European country. It has three colours in its flag. The people are
their ideas and opinions. famous for being friendly. They play rugby, etc. (Ireland)
Answers Students’ own answers 1 Write some topics on the board to stimulate students’ ideas, e.g.
landscape, famous people, exports, language, events.
6 1.43 Transcripts page 112 Get students to tick the things they
hear and compare their answers together. Answers Students’ own answers
2 Tell students to work in pairs and guess why each thing is

WORDS TO KNOW important. Students make notes.
Check that students know words such as dilemmas, salary, hand
(something) in and have a row. You could pre-teach them or get Answers Students’ own answers
the students to guess from context afterwards.
3 Tell the students to watch the video and check if their ideas are
Answers correct.
4 Keep quiet when you’re undercharged in a shop.
1 Keep money that you find in the street. Answers Students’ own answers
8 Return something to a shop after using it.
4 In pairs, first get students to answer the questions from memory.
7 1.43 Transcripts page 112 Give a personalized example and Then play the video again for students to fill in any gaps.
then get the class to write down Neil and Anna’s opinions. Play the
audio again if needed. Answers
Answers 1 beautiful green fields, picturesque villages, wild Atlantic coastline

and ancient monuments that evoke a mystical Celtic past.
What Neil would do and why 2 The island contains not only the Republic of Ireland but also
1 He wouldn’t say anything because they make enough money. Northern Ireland, which is part of the UK. Ireland feels very rural,
2 Neil would keep the money because if he gave it to the station guard since it was largely untouched by the Industrial Revolution, but it
he could keep it himself. had an economic boom in the 90s that was partly based on the IT
3 Neil wouldn’t do this. He saw a shop assistant having a row with a sector. And although the country presents a proud image, it has a
man over it. Imagine if everyone did it. long history of emigration – around 80 million people around the
What Anna would do and why world say they’re Irish or part-Irish.
1 Anna thinks it’s wrong. She would tell the person working because 3 It’s a day where famous literature is celebrated.
she met a girl who said it would come out of her salary.
2 Anna is unsure but would report it if it was a lot of money. 4 The Guinness Book of Records was first published to help deal with an
3 Anna wouldn’t wear something then return it. It’s plain fraud. argument about which was the fastest bird in Europe.
5 Hurling and Gaelic football.
8 Remind the students to use the second conditional to talk about
what they would do if they were in that situation. 5 Invite students to share their ideas and take a vote on what
students think is the most special thing about their country.
9 Put the students in small groups and give a time limit for each part
of the activity. Get class feedback and check what they would do! FIND OUT
Tell students they can use their smartphones or computers to
Answers Students’ own answers look up information together. You could also get them to do this
as homework for a short presentation in the next lesson.
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REVIEW UNITS 1–3 TRANSCRIPTS AND VIDEO SCRIPT
1.43 Student’s Book page 39, exercises 6 and 7 Student’s Book page 39, exercises 3 and 4
▼
P = Presenter, N = Neil, A = Anna With just over six million people, Ireland is a small country
P Welcome to The Money Box. I’m Sadie King and first up today that has a strong hold on the popular imagination. Even if
we’re talking about dilemmas related to money. Here with me you’ve never been there, you’ve almost certainly seen images
on the show is Neil, a university student, and Anna, a nurse. of its beautiful green fields, picturesque villages, wild Atlantic
Neil, tell me, keeping quiet when undercharged in a shop … Is coastline and ancient monuments that evoke a mystical Celtic
that wrong? past. You may think of a people that are fair-skinned, freckled
N Well, I don’t think so. I think it makes up for all the times and into their music, and who you can see happily celebrating
you’ve been overcharged for a purchase and didn’t notice. If their Irishness every year on St Patrick’s Day. So what else is there
I was undercharged by a large company, then I wouldn’t say to this curiously charming nation?
anything. They make enough money and it would be nothing Well, actually for a small place with such an apparently clear
compared to their profits. identity, Ireland is in fact quite complex and has some interesting
P What would you do, Anna? contradictions. The island contains not only the Republic of
A I strongly disagree with Neil – I think it’s wrong. The other Ireland but also Northern Ireland, which is part of the UK. Ireland
day at a café I wasn’t charged for a Danish pastry, only for feels very rural, since it was largely untouched by the Industrial
the coffee, so I immediately told the young girl on the till. If I Revolution, but it had an economic boom in the 90s that was
hadn’t said anything, that money would have come out of her partly based on the IT sector. And although the country presents
salary. That wouldn’t have been fair. a proud image, it has a long history of emigration – around 80
P So what about if you found money on the street, would you million people around the world say they’re Irish or part-Irish.
keep it? And what can they say they’re proud of? Well, they have a
A I’ve never been lucky enough to find any, so I’m not sure what rich literary tradition. From Jonathan Swift, who wrote the
I’d do. I guess it depends on how much it was. If it was a lot, I famous adventure story Gulliver’s Travels, to Oscar Wilde and
would probably report it. James Joyce, whose novel Ulysses is celebrated every year on
N Actually, I found £20 at the train station last week. I thought Bloomsday, on the 16th of June. All of these works, as well as
about handing it in but how do I know that the station guard monuments to their authors and other great Irish writers, can
won’t just pocket it himself? be found in the beautiful and historic Trinity College library. But
A I guess that just reflects modern life, but if I handed in the the Irish book that has been read, or at least flicked through, by
money and someone else took it, then that’s their problem. At more people than any other, is a non-fiction book called Guinness
least I did the right thing. World Records. Covering world records for over 60 years now, the
P Lastly, what are your thoughts on returning a piece of clothing book was originally published to help deal with an argument
and getting a refund after you’ve worn it? about which was the fastest bird in Europe.
A I’ve never heard of anyone actually doing this, but surely it’s The Irish are also quite well represented in other areas of culture.
something you shouldn’t do. You’ll probably know music groups the Corrs, the Pogues and
P Why not? U2. And what would the Eurovision song contest be without
A Well I imagine some people they may think it’s just harmless Irish participation? Then there are famous actors: Colin Farrell,
borrowing, but really it’s just plain fraud. Jonathan Rhys Meyers and Saoirse Ronan, just to name a few.
N I was in a department store the other day and a shop assistant And then there are some things the Irish pretty much keep to
was having a row with a man who had done just that. The themselves, like the sports of hurling, which is a bit like hockey,
shop’s policy says if it’s worn, you can’t get a refund, and I think and Gaelic football, which looks like a combination of football
that’s right. Imagine if everyone did it. and rugby.
P Fair enough! Well, thanks Neil and Anna. Next on today’s show It could be said that if there hadn’t been so much emigration,
we’re going to talk to our resident finance expert, Jim Tracy, the world might not know much about this small country and
about … its people, with their often quiet, rural way of life. But perhaps,
if you visit Ireland, you might find out something about the
country that surprises you.
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REVIEW UNITS 1–3 WORKBOOK ANSWERS AND VIDEO SCRIPT
Workbook page 38
Video Workbook page 39, exercise 2
▼
1 1 biography, 4
2 greeting card, 3 It’s difficult to travel through Ireland without getting a sense
3 savings, 6 of a Celtic heritage: in its music, in its language and in many
4 set up, 2 of its monuments. And there are various other places that give
5 receipt, 1 importance to their Celtic past, especially Scotland, Wales, and
6 relaxation, 5 parts of England, France and the Iberian peninsula. The name
2 1 for ‘Celt’ also appears in various sports teams, and in the term ‘Celtic
2 from Tiger’ referring to the Irish economic boom in the 1990s. And then
3 about there are festivals throughout the world that celebrate Celtic
4 to music and dance, as well as the festival of Halloween that almost
5 for certainly has some Celtic roots. So what do we know about these
6 about ancient people, and why is Celtic heritage so important to so
many people?
3 1 read on
2 chill out Perhaps the most popular image of the Celts is that of the Celtic
3 tell … off warrior. Ancient Roman writers have described them as being
4 flick through fierce, if undisciplined, fighters who often cut off the heads of
5 deal with their enemies, and often had women fighting amongst them.
6 get … out In fact, one of the most famous Celtic warriors in Britain was a
4 1 ‘ll send woman called Boudica. And the Gauls, who many of us know
2 for from the comics of Asterix, were also Celts, and they succeeded in
3 will definitely fighting off the great Julius Caesar for years.
4 already
5 been, since Another popular image is the Druid. Druids were a combination
5 1 A: does, get B: drives of priest, poet and lawyer. And there have been many people in
2 A: have, started B: ’m writing modern times who have tried to learn and practise their own
3 A: are you standing B: ’m waiting versions of druidism. We don’t know much about the beliefs of
4 A: Have, seen B: is the Celts before the arrival of Christianity, but we know they
believed in many gods and goddesses.
6 1 C
2 E What else do we know about them? Well, that they lived in
3 A round houses with straw roofs, often on hilltops, that they were
4 B respected by the Romans for their metalwork and that they
5 D produced their own money and jewellery. We also know that
7 1 won’t go many converted to Christianity, and that Irish Christian Celts
2 didn’t live probably had a strong and civilizing influence on Britain in the
3 found early Middle Ages.
4 hadn’t watched
A lot of our ideas about the Celts are based on powerful romantic
Workbook page 39 myths and legends. We see them as a people who, despite
generations of domination by larger nations and despite being
8 1 C 2 B 3 A 4 C 5 A 6 B 7 B 8 A dispersed throughout Europe, have maintained their identity as
a proud, noble and still unified people.
Video
2 1 Sports teams (like the Boston Celtics, Celtic Football Club and
Celta Vigo) and in the term ‘Celtic Tiger’, referring to the Irish
economic boom in the 1990s.
2 As fierce and undisciplined.
3 A famous female Celtic warrior.
4 Priest, poet and lawyer.
5 They probably had a strong and civilizing influence on Britain in
the early Middle Ages.
3 1 D 2 E 3 A 4 B 5 C
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4 In the news Unit overview

● Disasters: air crash, crash, disruption, drought, earthquake, ● To learn vocabulary about disasters (page 41)
erupt, evacuate, famine, flood, hurricane, injure, kill, ● To learn and use the simple past and past continuous (page 42)
lightning strike, make homeless, safety, starvation, storm,
● To learn and use used to and would (page 42)
survive, tsunami, volcano, water shortage, wildfire
● To learn and use the past perfect (page 46)
● -ing forms
● To use expressions for contrasting ideas in writing (page 49)
● Expressions with just
● Verb Zone: be blown away, be cut off, be swept away, send
down, send up, turn out
● Face 2 Face: all of a sudden or something go for it
Skills objectives
● To read and understand an article about a rescue (page 40)
● To talk about people’s lives 200 years ago (page 42)
Grammar ● To listen to radio news reports (page 43)
● Past simple and past continuous ● To read and understand an article about a crime (page 44)
● used to and would ● To role play an interview between journalists and a
criminal (page 45)
● Past perfect
● To hold a class debate (page 47)
● To tell a story (page 48)
Pronunciation
● used to Assessment criteria
● Students can use the past simple and past continuous.
● Students can use used to and would.
Recycled language ● Students can use the past perfect.
● Present simple ● Students can recognize and use vocabulary about disasters.
● Students can correctly pronounce used to.
● Students can read and understand an article about a
rescue and an article about a crime.
● Students can listen to and understand radio news reports.
● Students can hold a class debate.
● Students can tell anecdotes.
● Students can write a news article.
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activities.
Listening
Use of English page 128 ● Listening extra, page 43
● Open cloze Writing
Writing page 129
practice
● Listen – Write used for fast finishers or as a wrap-up activity.

presentation
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UNIT 4 READING
Warmer
To review the second conditional from the previous unit, put the
students in small groups. Give a student an if clause on a sheet
of paper. They have to write a result clause below. Then they
pass the paper to the next student, who thinks of and writes the
next event in the chain. Then get the students to write their own
story based on the sequence of events.
1 Ask the students to guess the story in pairs. Get quick feedback and
check their ideas. Write students’ ideas on the board and vote on
the most plausible.
Teaching tip
Try not to always acknowledge correct answers in feedback. This
keeps them guessing and gives them a reason to read and find
out if their predictions were right.

Ask students to state whether their predictions were right. Ask
students if they are surprised their predictions are correct /
incorrect.
Extra activity
Ask the students to read the text in pairs and match the words
with their definitions. Encourage them to work out the meaning
from the context.
1 struck A thinner
2 ingenuity B to cry in a noisy way
3 transformed C separated
4 cut off D to change something completely
5 skinnier E to guess the size or amount of something
6 drove F to hit violently
7 estimated G a clever way of doing something
8 sobbing H forced
Answers
1 F 2 G 3 D 4 C 5 A 6 H 7 E 8 B
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3 Get students to compare and check their answers together and get
class feedback. Warmer
Put students into small groups and ask one student in each
Answers group to turn their back to the board. Tell the students you are
going to play a game and write words on the board (these could
1 It was a gold and copper mine.
be new vocabulary from the text on the previous page). The
2 The rock collapse blocked the mine shaft.
3 The miners limited the amount of food and drink they had each day. students have to explain the word to their group. The first one to
4 The rescue teams drilled holes through the rock to look for them. shout out the answer gets a point. The team that gets the most
5 The miners sent a note that was taped on to the drill. words right is the winner.
6 The narrow shaft was important because the rescue teams could
send soap, clothes, food and hot tea to them.
7 The rescue was carried out by the Chilean government, three international 9 Ask students to complete the text together. To reinforce
drilling teams, NASA and more than a dozen multi-national corporations. understanding, hold up pictures of disasters and get the students to
shout out the word that matches the picture.
4 Have students work in pairs and also set a time limit to keep up the pace.
Answers
Answers
1 volcano 2 floods 3 storm 4 drought 5 wildfire
1 shaft 2 sip 3 feared 4 drill 5 corporations 6 earthquake 7 tsunami 8 air crash
5 Elicit students ideas in feedback and then get them to read and check 10 Have students match the headlines and stories. You could also do
together. To do the activity differently and make it competitive and this by sticking the stories and headlines on slips of paper around the
fun, put the students into small teams. Tell them that you are going room and getting them to walk around and match them together.
to read out a number. The first team to shout out what it refers
to gets a point. The team with the most points at the end is the
Answers
winner.
1 Eruption causes chaos
Answers 2 Roads closed in Oxford
3 Power cuts after storm
700: They were 700 metres underground. 4 Drought threat in Africa
624: The shaft was 624 metres to the surface. 5 Queensland battles fires
5: The trains took them 5km to their place of work. 6 Earthquake in California
700,000: 700,000 tonnes of rock blocked the mine shaft. 7 Tsunami survivors talk
54: The capsule was 54cm wide. 8 Air crash in Bali
17: They were there for 17 days in darkness before they were found.
69: The first miner came to the surface 69 days after the accident. 11 Have students write the verbs and nouns down together. To follow
33: 33 miners were trapped underground. up and practise pronunciation, ask the students to identify the
22: The note was found on the 22nd August. stressed syllable in each word.
45: The mine was 45km north of Copiapó.
5: The accident happened on the 5th August. Answers
6 Have the students tell the story to a partner but encourage them to Verbs: erupted, evacuated, destroyed, injured, killed, made homeless,
listen carefully and correct any factual mistakes they hear. crashed, survived
Answers Students’ own answers Nouns: safety, disruption, hurricane, lightning strikes, water shortages,
famine, starvation
Teaching tip 12 Play short news clips to give students ideas about recent disasters
and events. Then get them to make notes and write their own
We very often correct mistakes in feedback after activities but
stories based on what they have seen.
it’s also good to highlight and praise good sentences you heard
and write them on the board. Answers Students’ own answers
7 Get students to discuss the meanings together. Check their ideas in

feedback. Continuous assessment
Answers Vocabulary Support Worksheet: page 18, exercises 1–2
Thursday 5th August was just another day = a routine day Vocabulary Consolidation Worksheet: page 19, exercises 1–2
They would eat just two teaspoons of tinned tuna with a biscuit = only
The rescue team had found them just in time = before it was too late
Their families were just waiting for news = doing nothing else except that
8 Give the students a few minutes of thinking time to make notes
and prepare their stories. Change pairs to increase speaking and
listening practice.
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UNIT 4 GRAMMAR
4 Read through the grammar box with the students and have them
GRAMMAR OPTIONS complete the sentences together.
● The grammar is presented in a complete grammar reference 1 didn't use to have 2 didn't use to read 3 used to spend
on page 116. 4 didn't use to argue 5 used to be 6 used to / would eat
Teaching tip
Warmer Put extra sentences and examples on the board to highlight the
difference between positive (used to), negative (didn't use to) and
Write the summary from the grammar box on the board but question forms (did use to).
leave gaps. For example:
We use the past simple to talk about 1 actions in
5 Have students personalize the sentences and then ask each other
the past and the past continuous to talk about activities
2 3
questions using used to and would, e.g. How did you use to spend
.
Saturdays when you were younger?
We can connect past actions with 4 and
5
.
In a story, we use the past simple for actions and the past
continuous for 6 information.
6 2.2 Do some repetition drilling so that students notice and
Put the students in pairs and ask them to discuss and complete
practise the weak form schwa in used to and would.
the rules together.
Answers
1 finished 2 in 3 progress 4 when 5 while 6 background 7 Ask students to think about how different life was in the past. If this
is difficult for them, you could show a clip from an old film to set the
1 Draw timelines on the board to show how we use the different scene or get them to think about a more recent time.
functions of the past simple and past continuous, especially to
show simultaneous and interrupted actions. Answers Students’ own answers
Answers 8 Model the activity and encourage students to use the grammar.
1 Ben was playing golf when his aide told him about the disaster. Monitor and highlight good ideas and use of English in feedback.
2 I heard the explosion while I was checking my emails.
3 While they were travelling across the desert, planes were flying Answers Students’ own answers
overhead.
4 When the landslide happened, the rescue team was trying to locate
the lost climbers.
5 The tsunami struck the coast in the middle of the night while
everybody was sleeping. Teacher’s Resource Book
6 The rain was falling heavily while I was walking through the city. Grammar Support Worksheet: page 42, exercises 1–4
2 Show a picture of an explosion and tell students there was a
disaster in a town in Texas. Then have them complete the sentences
together and explain their choice of verb tense.
Answers
1 the windows broke.
2 Mr and Mrs Clark were watching TV.
3 Max threw himself to the ground.
4 Carmen was downloading a newspaper.
5 Roy was making a coffee.
6 a car crashed into a truck.
7 Gina called the emergency services.
8 Larry was taking his dog for a walk.
3 Model the activity and encourage the students to ask extra

follow-up questions to find out extra information.
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UNIT 4 LISTENING
Warmer Answers
Put the students into two teams and get one student from each Harry says ‘all of a sudden’ about hearing an explosion.
Sally says ‘go for it’ about living life.
team to come to the board. Tell them you are going to write
Garry says ‘or something’ about the possible reason his wife called out
sentences with mistakes on the board and they have to race from the kitchen.
each other and write the correct sentence. The first one to finish
gets a point. Students take turns and the team with the most 6 2.5 Have students complete the dialogues together. Also
points wins. explain to them that we use or something when we want to be
vague and not specific.
1 Have students discuss together and get their ideas afterwards in
feedback. Show clips from a local news report and a national news Answers
report to stimulate some ideas.
1 all of a sudden
2 go for it
Answers Students’ own answers 3 or something
2 2.3 Transcripts page 136 Ask the students to check together 7 2.6 The expressions in Express yourself are available to listen to.
and play and pause as needed. Have students read the phrases from the reports. Play the audio again
and ask them to write down any other useful phrases they liked.
WORDS TO KNOW
Check that students know words such as tackling (trying to stop),
broke out (started), monitoring (watching something carefully),
liaising (working together and exchanging information), rushed 8 Model the activity clearly so that students know what to do.
(go very quickly) and surreal (extremely unusual). Monitor and help if needed as they plan their news stories.

Answers
1 B 2 A 3 A 4 B 9 Have students present their stories and vote for the best stories in
feedback.
3 2.3 Transcripts page 136 Try to pause the audio and allow
time for the students to listen and write their answers. Get them to Answers Students’ own answers
compare with a partner afterwards.
Answers Teaching tip

1 He heard an explosion and saw black smoke and flames. Have students present their stories in small groups rather than
2 The police are going to investigate it because it is the second fire to the whole class. This creates more interaction and alleviates
there in a month. shyness and nervousness.
3 Sally crashed into a tree.
4 She wanted to get back to continue her career.
4 2.4 Transcripts page 136 Another way of doing the activity

is to play the audio and ask students to remember the story. Then
retell the story with mistakes. If they think they hear a mistake, they
have to shout That’s not true! and correct you.
Answers
1 True
2 False (She was scared by what she heard.)
3 True
4 False (There were eight people – the pilot and seven passengers.)
5 False (The wind changed direction.)
6 True

English. They are highlighted in the audio script. Before students go
to page 146, ask students which one means:
very quickly: all of a sudden
try it and don’t wait: go for it
another thing, we don’t know exactly: or something
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UNIT 4 READING
Warmer
Find interesting pictures from an image search on the internet
and print them. Ask the students to work in groups of three with
three pictures you’ve given them. Each group has to think of
a story based on their pictures. Then put the students in new
groups and share their stories together.
1 Have students talk about the questions together and encourage

discussion in feedback.
2 Tell students to also look at the pictures to guess the story. Try not to
reveal the story yet, get them to find out in the reading activity.
Teaching tip
Pre-teach and check they know words such as: launched (to
begin a plan or action), alias (different name and identity),
regulations (rules) and verified (proved to be true or correct).
This checks their existing knowledge and introduces new or
potentially difficult words from the text.
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Warmer
Ask students what was interesting, unusual and surprising about
the story and what they thought about what John and Anne did. Write new vocabulary that the students have just learnt on one
side of the board. Then have the class choose a word they know that
Answers Students’ own answers reminds them of the new word. Write the ‘reminding’ word on the
other side of the board and erase the new word. Ask students if they
4 Put a timeline on the board and do the first one with the students can remember what the reminding words are linked to.
as a model. Remind them to put the events in the order of time
(chronological order) rather than the order in the text. 7 Note that the second sentence is worded differently in the text.
Answers Answers
E, H, G, B, I, F, A, D, C grieving, suffering / inventing, claiming, missing, Coming up
8 Monitor to check they have completed the texts correctly.

Teaching tip
Put the events on slips of paper and have the students do the Answers
activity in pairs. This is easier to correct by moving the slips
Balloon Boy
around, provides variety and appeals to different learning styles 1 saying 2 raising 3 creating 4 scheming 5 hiding 6 doing
and visual and kinaesthetic learners.
The Chameleon
1 fooling 2 trusting 3 believing 4 returning 5 dressing 6 wearing
5 The final question encourages the students’ feelings and opinions.
According to later news reports, John and Anne’s sons were 9 When telling their stories, ask students to speak naturally rather
extremely upset and angry about what their parents had done. than reading it from the book.

1 John faked his own death to claim life insurance payments.
2 Anne used to throw roses into the sea where John had gone missing. 10 You could also set up a chain-writing game, with each student
3 John hid in a secret room and also grew his hair and a beard. He also contributing a sentence to make a story.
changed his name and identity.
4 They planned to open a hotel in Panama and offer canoeing holidays. Answers Students’ own answers
5 John had to return to England because the authorities in Panama
had to verify his identity with the British police.
6 Students’ own answers 11 Check if students recognize any of the multi-part verbs.
6 Put students in pairs and give them a few minutes to prepare. Answers
Monitor and listen for good interviews and have students 1 send up / down 2 be cut off 3 turn out 4 be blown away
voluntarily do their interviews afterwards in feedback. 5 be swept away
Answers Students’ own answers 12 Point out that students may need to use the verb in different tenses.
Answers
1 send down 2 turned out 3 was blown away 4 were cut off
5 have been swept away

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UNIT 4 GRAMMAR
5 Elicit example sentences. Check that the students remember the

GRAMMAR OPTIONS function and form of the past tenses.
● The grammar is presented in a complete grammar reference 2 had just received
on page 116. 3 had joined
● Visual grammar presentation 4 was
5 had followed
6 was sliding
7 was lying
Warmer 8 had slipped
Create a crossword (search for ‘crossword maker’ in a search 9 realized
10had broken
engine online) for some of the multi-part verbs they have
11 told
recently learnt. Then have students complete the crossword 12 had lowered
together to review the vocabulary. 13 lifted
14 praised
1 Encourage the students to look back at the grammar box to help
them do the activity. Extra activity
Find an interesting or amusing story and write three sentences
Answers from it in a random order on the board. Put the students in small
Suggested answers groups of three and get them to guess the order of events. What
2 We missed the train because it had already left the station. happened first, second and third? Check their ideas in feedback.
3 They had climbed for six days before they reached the summit of the Students could then invent more sentences for the story.
mountain.
4 The journalist didn’t record the interview because he had forgotten
his Dictaphone.
5 I didn’t understand what to do until I had spoken to the teacher. Continuous assessment
6 He didn’t finish the marathon although he had trained for six Teacher’s Resource Book
months. Grammar Support Worksheet: page 42, exercises 5–6
2 Model the activity and elicit an example from one of the students Grammar Consolidation Worksheet: page 43, exercises 5–6
and write the sentence on the board. Concept check meaning with
a timeline.
Answers
2 I had never written a blog before.
3 He had just scored a goal.
4 She had already seen it.
5 She had lived there for many years.
6 They hadn’t met before.
3 Do the first one together and try to elicit other possible answers.
Encourage students to be creative.
4 Have students compare together and get class feedback. Find the
most amusing and interesting sentences.
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UNIT 4 CHALLENGE
In this lesson, students read about debates and choose a topic

to discuss. The lesson encourages them to work in a team and
brainstorm ideas to prepare an argument on the topic. They’ll
learn how to put forward arguments clearly and logically using
the phrases in the Express yourself box.
1 Check the students know words and phrases such as pros and cons
(good and bad things), issue (problem or thing to talk about), put
forward (explain ideas and opinions), rebuttal (disagree with
something). Note that there is no audio for this activity.
Answers
1 The names of the two sides are ‘affirmative’ and ‘negative’.
2 There are two or three speakers on each side.
3 There is also a chairperson and an audience at a debate.
4 The teams take turns.
5 The teams shake hands at the end and the audience votes which
team wins.
2 Ask the class to vote on which topic they would like to discuss.
Alternately, if they don’t like any of the issues, have them think up
their own topic.
3 Have the students read the directions and check the instructions so
they know exactly what to do.
Teaching tip
At this point you may need to organize the groups yourself so
that there aren’t any really strong or weak groups. Encourage
everyone in the groups to put ideas forward so that dominant
students don’t take over.

Encourage the students to use the helpful phrases from the Express
yourself box and time each speaker so that they speak for at least
2–3 minutes.
5 Get feedback to find out who won and also highlight nice ideas,
sentences and good use of English. If you noticed any typical
mistakes, elicit correction from the students.
6 You could have the students brainstorm in pairs and see how many
ideas they can recall. The team that remembers the most points wins.
Fast finishers
Ask students to think of any more ideas that could have been
contributed to the debate.
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UNIT 4 INTERACTION
Warmer 5 Remind the students to listen and respond with the phrases from
exercises 3 and 4.
If you have a video projector, write the phrases from the Express
yourself box into a Wordle picture. Show the word cloud for Answers Students’ own answers
30–45 seconds and then minimize the picture so they can’t see it
anymore. Put the students in pairs and give them two minutes 6 Elicit the structure of a typical story from the students. See if
to remember as many phrases as they can. they can guess each stage. A story should begin with an abstract
that tells the listener what the story will be about, an orientation
2.9 Express yourself contains a variety of useful expressions for the which explains when and where we were, a complicating action
situations in the dialogue. Some of them (but not all of them) are used or something that went wrong, a resolution or action and an
in the dialogue. They are available on the audio if you want students to evaluation of the story and our feelings about it.
hear how they are pronounced. Give the students time to write their notes in bullet points and be
available to help or offer useful words or phrases if needed.
1 Put the students in pairs or small groups and discuss together.
7 Model the activity first and get them to respond using phrases from
2 2.10 Transcripts page 136 Let the students discuss each story the Express yourself box.
and answer the questions before playing the next section.
WORDS TO KNOW
Check that the students know vocabulary such as stressed out Fast finishers
(very worried) and grumpy (unhappy and bad-tempered).
Ask the students to work in pairs and have them talk about a
time when they were really thrilled because they had done
Answers something successfully, and a time when they were grumpy and
kicking themselves about a mistake they had made.
1 Melanie tells Paul that Mr Jenkins has cancelled the History exam.
2 Paul is very happy.
3 Kevin fell asleep in his exam.
4 Melanie feels very sorry for Kevin.
5 True
6 False (Her band wasn’t selected.)
7 True
8 False (Ian is very happy.)
9 Harry and Steve were at the Glastonbury Festival.
10They tried to find their tent.
11 They couldn’t find their tent because there were hundreds of tents
and it was dark.
12 They found it at five thirty in the morning in the same field they had
first looked in.
Extra activity
To set the scene, draw three pictures on pieces of A4 paper about
each story. Don’t worry if you’re not a great artist, the students
usually laugh at the pictures and like them! Show the students the
pictures and see if they can guess what happened in each story.
3 Have students read together and also guess what the phrases
mean.
Answers
1 Why / How?
2 He was studying all the time, every hour of the week.
3 I would think your sister’s very happy and excited.
4 They must have been annoyed with themselves because they made a
mistake.
4 Elicit students’ ideas and write on the board so they can refer to the
phrases during their discussion.
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UNIT 4 WRITING
Warmer 7 Model the activity on the board with a title and some bullet points
of your own. Give students plenty of thinking time at this point. You
Show students a number of newspaper articles from English
can also have the students work with a partner to generate more
language newspapers. Ask them to guess what the articles could
ideas.
be about. Reveal the gist of each article and see whether students
guessed correctly. Answers Students’ own answers
1 Have students work in pairs and write down five things they expect
to see in the article. 8 Again, quickly model the activity with expressions of contrast to
remind students how to use them. Monitor and help if needed.
2 Check which group got the most ideas right.
9 Have students read each other’s writing and get them to
Answers Students’ own answers summarise their partner’s story in feedback.

3 For variety and more speaking, put the students in pairs and get
them to take turns asking and answering the questions together.
Fast finishers
Answers
Have the students find words in the text that mean:
1 The fire was caused by a Chinese lantern. 1 a little lamp
2 The fire began at about 11pm last night and destroyed the recycling
2 coming from
plant.
3 The fire crew came within a few minutes. 3 big fire
4 Some of the firefighters are in hospital because of heat exhaustion, 4 guess
eye problems and burns. 5 medicine
5 Asthma sufferers should keep their medication with them at all times
6 asking and encouraging
and use it if they need to.
6 They are dangerous and can cause big fires.
4 Ask students to underline the expressions and write them on the Answers
board.
1 lantern 2 billowing 3 blaze
4 estimate 5 medication 6 urging
Answers
although, even though, however
5 Write some example sentences on the board and highlight the

words that follow the contrast words. Try to elicit and get students
to see that in spite of and despite are often followed by nouns or
pronouns, and although and even though are followed by a subject
and clause. Nevertheless and nonetheless show the contrast
between one idea and the previous point.
We enjoyed our holiday in Spain in spite of the rain.
Despite his injury, Ronaldo still scored three goals.
She walked home by herself, although she knew that it was dangerous.
Even though he was tired, Tom still came to the party.
The flight was delayed. Nevertheless, I still arrived on time.
There are some problems in our country. Nonetheless, it’s still a nice
place to live.
Answers
1 Although / Even though
2 however / nevertheless / nonetheless
3 Despite / In spite of
6 If students invent their own title, remind them that headlines and
titles are normally in the present tense.
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UNIT 4 TRANSCRIPTS
G And the basket landed in our fish pond!

2.3 Student’s Book page 43, exercises 2 and 3 S How did you feel?
G I was completely shocked.
A = Announcer, K = Kathy, C = Colin, H = Harry, S = Sally R It was just surreal.
A It’s ten past eight. Let’s catch up on local news, read by Kathy S How many people were in the balloon?
Davies. G The pilot and seven passengers. It was funny, but I knew the pilot.
K Firefighters are tackling a large fire at the Newton recycling He goes to the same pub as me.
plant in Weybridge. The fire broke out early this morning and S What did he say?
involves about 15,000 tonnes of waste and plastic. By the time G He was very apologetic. He’d meant to land in a field, but the
the emergency services were contacted, the fire was blazing out wind changed direction at the last moment.
of control. We spoke to fire chief Colin Anderson. R And he offered us a free trip in his balloon!
C We’re monitoring the weather and wind patterns very closely. S Fantastic. I hope you both enjoy it. Now, back to Kathy in the
We’re also liaising with Environmental Services for any possible studio.
impact on health and the local environment.
K Local farmer Harry Ellcock, who has a farm near the plant, said
that the fire grew very quickly.
H I woke up at about five o’clock as usual. Then all of a sudden I 2.10 Student’s Book page 48, exercise 2
heard a huge explosion. I looked out of the window and saw all
this black smoke and flames. The smoke seemed to fill the sky in 1
minutes. M = Melanie, P = Paul
K This is the second incident at the Newton plant in a month. The
police have said that this latest fire will need investigation. M Have you heard the news?
There was a special dance event at Basildon Park on Saturday P What news?
M You know the History exam we’ve got at the end of the month?
night. A Huntingdon DJ was performing in front of an audience
Well, it’s been cancelled.
of over 1,000 people just one month after a terrible driving
P I don’t believe it.
accident had nearly ended her life. 26-year-old Sally Lomax was
M It’s true! Mr Jenkins has decided it would be better if we did a
holidaying in Italy when she lost control of her motorbike and
project instead.
crashed into a tree. Nobody else was hurt, but Sally, who was
P That’s fantastic.
rushed to a nearby hospital, was in a coma and doctors feared
M I thought you’d be pleased.
for her life. She needed 30 stitches in her arm. But after she’d
P Talking about exams, did you hear about Kevin? Kevin Blake?
regained consciousness, Sally knew she had to get back to the UK
M No, what’s he done?
to continue her career.
P He had a Maths exam last week, you know, at university. It was
S Being a DJ’s the most important thing in my life. I’d never missed
really important. And he was incredibly stressed out. So he was
a gig, and I didn’t intend to miss one now.
studying 24/7, and when he went to bed he couldn’t sleep. All he
K The concert, given in the grounds of Basildon House, was a huge
could think about was the exam. So guess what happened in the
success. So what’s next for Sally?
end?
S I have a gig in London next weekend and I’m definitely going
M What?
to be there. You only have one life, so if you get a chance, then
P He fell asleep during the exam.
go for it!
M No! Really?
P Yeah.
M That’s terrible! The poor thing.
2
K = Kathy, S = Steve, G = Gary, R = Rachael A = Anna, I = Ian
K And a family in Weybridge got a huge surprise on Sunday A You won’t believe this but my sister is going to be on TV.
afternoon. While they were watching Formula 1 on the television, I That’s amazing! How come?
a mysterious object landed in their back garden. We sent Steve A Well, you know she sings in a band ... .
Burke to investigate. I Yeah.
S Thank you, Kathy. Well, the Shelleys live in a normal semi- A Well, last week they did an audition for a TV talent show.
detached house here on the outskirts of Weybridge. In their back I And they were selected!
garden, there’s a lawn, a large fish pond and a climbing frame for A No, they weren’t. The judges didn’t agree.
the kids. But something out of the ordinary happened on Sunday I So what happened?
afternoon. With me, I have Gary and Rachael Shelley. A It turned out that one of the judges really liked them. And he’s
G/RHi. / Hello. got his own TV production company. So he had a chat with them
S Can you tell us what happened? afterwards – after the audition – and he’s putting the band on
G Me and the kids were watching the car racing when Rachael one of his TV shows.
called out from the kitchen. I thought she’d burnt the dinner I That’s so cool! I bet your sister’s thrilled!
or something because she sounded pretty shocked.
S What did you see, Rachael?
R Well, it was what I heard first of all. That’s what scared me. It
sounded like gas or a fire ... I didn’t know what it was. Then I saw
a big dark shadow move over the garden.
S And then what happened?
R Me and Gary rushed outside and we couldn’t believe our eyes! A
huge hot air balloon was landing in our garden!
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3 Workbook page 40
F = Finlay, K = Keira 1 C
F Did you hear about Harry and Steve? 2 1 marshland
K Er, no. 2 frostbite
F Well, they got tickets for the Glastonbury Festival. 3 pavement
K No way! Who did they see? 4 injuries
F Oh, loads of bands. Primal Scream, Vampire Weekend, 5 flames
Rudimental ... . 3 1 Julia
K Did they have a good time? 2 Carly Riley
F Yeah. Except for one thing. 3 Charlie
K What happened? 4 Geo
F Well, they’d seen the last band on Saturday night and they were 5 Baby
feeling pretty tired, so they walked back to their tent to go to 6 Rhonda and Evelyn Westenberger
sleep. But er, well, you know Glastonbury’ s really huge ... . 4 Students’ own answers
K Yeah, it’s massive.
F Exactly. There are thousands and thousands of people there and 5 1 in the nick of time
they’re all camping. So anyway, Harry and Steve walked back to 2 at the last minute
the field where they thought their tent was ... and guess what? 6 Students’ own answers
K They couldn’t find it.
F That’s right! There were hundreds of tents and they didn’t know Workbook page 41
which one was theirs. So it was now one o’clock in the morning
and they were standing in a field getting colder and grumpier.
7 1 wildfire
2 flood
K So what did they do?
3 tsunami
F They decided to look in the next field because, er, there are lots of
4 air crash
different campsites at Glastonbury. But they couldn’t find their
5 volcano
tent. So then they decided to explore all the other fields. It was
6 drought
now about three in the morning. They thought things couldn’t
7 earthquake
get worse. And then it started to rain!
8 storm
K That’s awful!
F Yeah, they felt really miserable! 8 1 earthquake
K So what happened in the end? 2 evacuated
F Well, at about half past five in the morning, when the sun was 3 killed
coming up, they finally found their tent. 4 injured
K Where was it? 5 homeless
F It turned out that it was in the first field they’d looked in. They 6 destroyed
just hadn’t seen it! 7 disruptions
K Haha! They must have been kicking themselves. 8 safety
10 1 famine
2 heatwave
3 Avalanche
4 blizzard
5 fog
6 pile-ups
7 tornado
8 thunder and lightning
11 1 avalanche
2 tornado
3 heatwave
4 pile up
Workbook page 42
1 1 struck
2 killed
3 left
4 were / finding
5 found
6 struck
7 was buying
8 tried
9 fell
10spent
11 was lying
12 didn’t have
13 prayed
14 waited
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2 1 C, I was skiing down the mountain when I heard the avalanche. 4 Virgin Airlines
2 F, We were driving home when we saw the tornado out of the car 5 Google
window. 6 hotels.com
3 A, The volcano erupted during the night when everyone was 5 1 F (It doesn’t have the same traditions and is not always in April.)
sleeping. 2 T
4 B, We were sitting in our office when our desks began to shake. 3 F (They have a track record of April Fool’s pranks.)
5 D, While they were searching for the survivors another building 4 T
collapsed right near them. 5 T
6 E, Luckily no one was playing in the park when the lightning hit
the trees.
3 1 used to work
7 1 terrifying, A
2 saying, C
2 Did you use to
3 Watching, E
3 used to
4 missing, D
4 did we use to communicate
5 living, B
5 we’d go
6 didn’t use to 8 1 Claiming
2 trusting
4 1 Daniel didn’t use to live in his own house. He used to live in a
3 buying
rented flat.
4 putting up
2 He didn’t use to have a big garden. He used to have a small patio.
5 Selling
3 He didn’t use to own an expensive car. He used to own a second-
6 being
hand bike.
4 She didn’t use to have a dog called Caleb. She used to have a 9 be blown away, send up / down, be cut off, be swept away, turn out
goldfish called Wanda. 10 1 being swept
5 She didn’t use to eat in top restaurants. She used to eat at home 2 to send
every night. 3 turned out
6 He didn’t use to go abroad on holiday. He used to stay at home 4 were blown away
during the holidays. 5 ’ll be cut off
Workbook page 46
Workbook page 43
1 1 had tricked
1 1 crucial 2 had never been
2 pick up 3 had … started
3 dog handler 4 had studied
4 breed 5 had forgotten
5 scent
6 rescue operation 2 1 We had been to Japan a few times, D
2 Our parents had told my brother not to get a tattoo, E
2 1 A, C, E, F 3 The survivors had been under the rubble for two days, A
3 1 early eighteenth century 4 Lucy had never traveled on her own before, C
2 monks 5 My parents had known each other for ten years, B
3 Time 3 1 The rescuers had worked all night and were exhausted.
4 sight, see 2 Alicia had decided what to wear weeks before she went on her
5 skin first date with George.
6 ground 3 Sorry I hadn’t checked my phone until I got to the cinema. / Sorry I
7 avalanches, earthquakes didn’t check my phone until I got to the cinema.
8 volunteers 4 The thief had just stolen some trainers when the security guard
4 1 Earthquakes, tsunamis and avalanches. stopped him.
2 To help find survivors after avalanches or severe snowstorms. 5 By the time we arrived at the station, the train had left.
3 30% 4 1 drove
4 20 to 30 people. 2 had snowed
5 Their success is mainly down to their sense of smell. 3 approached
6 Dead skin cells. 4 saw
5 Students’ own answers 5 was
6 had
Workbook page 44 7 had … smashed
8 were
1 Students’ own answers 9 helped
2 They’re all connected with April Fool’s Day pranks. 10had lost
11 fell
Workbook page 45 12 said
5 1 arrived, had … sent, Students’ own answers
3 1 D 2 went, had … checked, Students’ own answers
2 C 3 ate, had … spoken, Students’ own answers
3 A 4 had, had … seen, Students’ own answers
4 B 5 did, had … watched, Students’ own answers
4 1 Virgin Airlines
2 Twitter
3 Google
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Extra Challenge
1 B, for As a search and rescue dog handler, I know how important these
2 D, against dogs are in the search for survivors after disasters like earthquakes,
3 A, for tsunamis and avalanches.
4 C, against The use of search and rescue dogs dates back to the early eighteenth
Students’ own answers century, when monks living in a part of the Swiss Alps called the St
Bernard Pass used a breed of mountain dog to help find survivors
Webquest after avalanches or severe snowstorms.
1 Popacatépetl is an active volcano in Mexico and literally means
In any rescue operation, time is of the essence. For example, after an
‘smoking mountain’.
avalanche 90% of victims are still alive 15 minutes after they’ve been
2 Mount Etna in Italy.
buried under the snow, but 20 minutes after that only 30% of them
3 A broadsheet, for example The New York Times, is bigger in format
are alive. If a search and rescue dog is on the scene quickly enough,
and has more ‘serious’ content than a tabloid like The Sun.
an avalanche victim’s chances of survival increases greatly.
4 Catch Me if You Can, Leonardo DiCaprio
One single search and rescue dog can do the work of at least 20 to
5 The Australian and the Pacific plates.
30 people. Their keen sense of hearing and excellent ability to see
6 In alphabetical order from the start of the season.
clearly in the dark are extremely useful in locating survivors.
Marcie’s Misunderstandings However, their success is mainly down to their sense of smell.
Brad asks Marcie what day it is because he’s playing an April Fool’s A dog’s sense of smell is about 40 times better than a human’s.
joke on her and she hasn’t figured it out yet. We humans are pretty smelly, and we’re always dropping bits of
dead skin all over the place. Pretty disgusting if you think about it!
Workbook page 48 However, those dead skin cells, called rafts, are crucial for search and
rescue dogs. The smell of those cells is unique to each individual,
1 Suggested answers and this is how the dog works out who it is looking for.
1 Guess what! Dogs are trained in different ways to work in different types of
2 Then, … disasters. Some dogs are tracking dogs, while others are air-scent
3 No way! dogs. Tracking dogs do all their sniffing work on the ground. They
4 I don’t believe it. will pick up a human scent from a piece of clothing that belonged
5 Really? What happened? to a missing person, and all of a sudden they’re on their way. I guess
2 1 hear you’d say they follow the person’s tracks, rather than search for
2 What them. Air-scent dogs, on the other hand, pick up any human scent
3 Guess from anywhere. This type of dog is particularly useful for finding
4 way missing people on mountains, people buried after earthquakes or in
5 believe avalanches.
6 turned out All search and rescue dog handlers are volunteers. We do it to help
7 incredible save people’s lives, but we also do it for the love of our dogs. Search
3 1 Geography trip and rescue dogs really are amazing creatures.
2 Wales
3 a horror film
4 trekked
5 bad 1 You won’t believe this but I’m going to spend next year in New
6 disgusting York.
7 thick fog 2 Did you hear what happened at school yesterday?
8 search and rescue team 3 Guess what? I’ve passed my driving test.
4 Suggested answers 4 Have you heard the news about Tom and Sally?
1 How was the concert? 5 Did you hear about Alice’s camping trip?
2 No way!
3 Really? What happened?
4 I don’t believe it!
Workbook page 49
1 1 B 2 A 3 D 4 C
2 1 In spite
2 Nevertheless
3 Despite
4 Although
3 1 F
2 F
3 T
4 T
5 F
6 T
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5 Time for a change Unit overview

● Describing a holiday: booking, chance, capital city, chill ● To learn and use vocabulary to describe a holiday (page 51)
out, destination, excursion, go sightseeing, head home, head and to learn abbreviations and acronyms (page 55)
to, heritage, scenery, set off, sign up, take part, wildlife, good ● To learn and use reported speech and to report orders,
at, crazy about, fond of, interested in, into, keen on, not good requests and advice (page 52)
at, terrible at, trek
● To learn and use reported questions (page 56)
● Abbreviations and acronyms: AIDS, ASAP, ATM, BTW, CERN,
● To use words and expressions to order information in
DNA, EU, FAQ, FBI, FIFA, HIV, LOL, MPH, NATO, PIN, PS, UAE,
writing (page 59)
UFO, UN, UNESCO, USA, USB, USSR, WWW
● Collocations
● Verb Zone: check in, check out, eat out, get around, get
away, set off Skills objectives
● Face 2 Face: here you are that’s cool before you ask ● To read and understand a brochure about holidays (page 50)
● To ask and answer questions about a holiday (page 51)
● To listen to and understand key information in different
Grammar travel situations (page 53)
● To role play a conversation in a travel situation (page 53)
● Reported speech ● To read and understand an article about orang-utans (page 54)
● Reporting orders, requests and advice ● To plan a tourism brochure (page 57)
● Reported questions ● To make arrangements, persuading and making excuses
(page 58)
Pronunciation
● Abbreviations and acronyms Assessment criteria
● Students can use reported speech, report orders, requests
and advice and form reported questions.
Recycled language ● Students can use vocabulary to describe a holiday and use
abbreviations and acronyms.
● Present simple and present continuous ● Students can correctly pronounce abbreviations and
● Past simple and past continuous acronyms.
● Students can read and understand a brochure about
holidays and an article about orang-utans.
● Students can listen to and understand key information in
different travel situations.
● Students can write and present a tourism brochure.
● Students can make arrangements.
● Students can write an email of complaint.
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activities.
Listening
Speaking page 130 ● Listening extra, page 53
● Giving personal information Writing
Reading Comprehension page 131
practice
● Academic text used for fast finishers or as a wrap-up activity.

presentation
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UNIT 5 READING
Warmer Fast finishers

Put the students in pairs. Ask them to turn their chairs back- Have the students talk about other activity holidays they would
to-back. Then give one of the students a picture of a holiday like to go on and discuss the type of accommodation, length of
scene. They have to describe the picture and their partner has holiday and best locations for that kind of activity.
to listen and draw what their partner describes. You can also
encourage them to ask questions, e.g. Are the mountains on the
left hand side of the picture or on the right? Give a time limit of
five minutes. At the end of the activity, have them compare their
pictures to see how similar or different they are.
1 Check that students understand all of the vocabulary. They might

be unsure about a word such as B&B (bed and breakfast) and
self-catering (buy and make your own food). Get feedback and find
out which holidays students prefer.
2 Ask students to skim the texts and look at the pictures to complete
the exercise.
Answers
Real Ranch Holidays: countryside, action & adventure, learning new
things, outdoor activities, self-catering, with family, with friends, with
people sharing my interests
Summer in the City: city, learning new things, sightseeing, hotel, with
family, with friends, with people sharing my interests
High Adventure Tours: mountains, countryside, outdoor activities,
youth hostel, with family, with friends, with people sharing my interests
Catch a Wave Surf School: seaside, action and adventure, improving
existing skills, learning new things, outdoor activities, camping, B&B,
with family, with friends, with people sharing my interests

Have students underline the information and check together
afterwards.
Answers
REAL RANCH HOLIDAYS
accommodation: comfortable cabin accommodation
activities: horseback riding, making fires, fishing and hiking
length of holiday: minimum 1-week stay
location: ranches in California and Texas
SUMMER IN THE CITY
accommodation: low-cost designer hotels
activities: guided tour of world-famous museums, visit to Checkpoint
Charlie Museum and the remains of the Berlin Wall, pick up unique
souvenirs
length of holiday: 5-day city break
location: Berlin
HIGH ADVENTURE TOURS
accommodation: traditional Swiss chalets and youth hostels
activities: walking trips
length of holiday: three, five or seven days
location: Swiss Alps
CATCH A WAVE SURF SCHOOL
accommodation: campsite or quality B&Bs
activities: surfing
length of holiday: 4-day courses
location: west coast of Ireland, County Clare’s coastline
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4 Students could underline the important information in the text to

help them answer the questions.
Warmer
Ask the students to close their books and then get them to work
Answers together with a partner. Have them think of as many words
1 The holiday is on a real ranch, doing typical things and eating typical connected to holidays as they can. Set a short time limit. The
cowboy food. team who gets the most words wins.
2 Words related to horse riding are: cowboy, saddle up, ranch, ride,
rodeo, cattle drive, horseback riding, cowboy hat and spurs. 9 Show a picture of Kenya to set the scene. Ask if anyone has been
3 You can get a panoramic view from the top of the TV tower. there before and what things come to mind when they think of
4 You can experience the magic of flower-filled meadows, breathtaking Kenya. Then have them complete the text in pairs.
lakes and forests and fresh mountain air.
5 The drivers carry the luggage to the next hostel.
6 The expert instructors, including former champions, offer professional Answers
training. 1 destination
7 Anyone can attend the surfing classes, from complete beginners to 2 scenery
experienced surfers. 3 set off
4 wildlife
Teaching tip 5 take part
6 sign up
To vary reading activities and increase learner interaction 7 excursion
and speaking, put the students in pairs and get them to 8 go sightseeing
read different parts of the text. Then get them to share their 9 head to
information and complete the answers together. 10heritage
11 chance
5 Elicit or explain what a collocation is with a few examples on the board. 12 chill out
13 head home
14 booking
Answers
breathtaking lakes the iconic Brandenburg Gate 10 Model the first sentence with the class.
the lively Mauerpark flea market panoramic views
the spectacular Swiss Alps Answers Students’ own answers
6 Write a model sentence on the board to show how the definite 11 Encourage the students to ask extra questions to increase
article often comes before the adjective when we are talking about
discussion.
a famous place. Have students share their ideas together.
12 For this activity, you could also have students write a longer
7 Remind students to search quickly for key words to find out who paragraph and include as many of the holiday vocabulary words as
went on the different holidays.
possible.
Answers
1 Katie went on the Summer in the City break to Berlin (handmade
T-shirts at the market).
2 Ivan went on the Catch a Wave Surf School holiday (ride waves). Continuous assessment
3 Tilly went on the Real Ranch Holidays break (riding test, ridden with Teacher’s Resource Book
a herd of cattle). Vocabulary Support Worksheet: page 20, exercises 1–2
4 Cameron went on the High Adventure Tours holiday (he walked Vocabulary Consolidation Worksheet: page 21, exercises 1–2
through the most beautiful scenery).
8 Provide a few minutes of thinking time so that they can write more
ideas down. Model the activity and encourage natural dialogue
rather than turn taking.
Extra activity
Play some background music and have the students imagine they
are on holiday. Tell the students that the music will help them
write their story (if you play the Beach Boys, they'll probably write
about summer and surfing, whereas more relaxed music might
get them to imagine mountains and forests). Then ask them to
share and read each other’s stories together.
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UNIT 5 GRAMMAR
GRAMMAR OPTIONS Answers
● The grammar box gives a summary of the grammar areas that 2 The policeman asked me to show him my passport.
3 The old man advised me to not go out when it is dark.
4 The guide told me to not take photos in the church.
● The grammar is presented in a complete grammar reference 5 Jayne advised me to rent bicycles.
on page 117. 6 Harry told me not to talk to the driver.
● Visual grammar presentation 7 Miguel advised me to try the local street food. He told me it was
delicious.
8 Christine told me to not use my phone there.
Warmer 4 2.12 Transcripts page 162 Before playing the audio, have the
Ask the students to stand in a circle and introduce themselves. students guess what is happening in the cartoons.
Get them to say their name and give an interesting fact about
themselves, e.g. Hi, my name is Juan and I play guitar. The next Answers
student has to remember what the previous students said and 1 F 2 A 3 D 4 B 5 E 6 C
then says something about themselves, e.g. Juan said that he
played the guitar. My name is Anna and I speak French. If a student 5 2.12 Transcripts page 162 Give the students time to listen and
forgets something, they are out of the game. The last student write their sentences in reported speech. Then give them time to
standing wins the game. compare and check their answers together.
Answers
1 Encourage the students to compare the direct and indirect speech
with a partner and notice the verb, pronoun and possessive 1 Lisa said (that) she didn't feel like going out.
adjective changes. Remind them they can look back at the grammar 2 Kevin advised his brother to save his money.
3 Chloe said (that) she had seen Brad Pitt outside the supermarket.
box to help them.
4 The teacher told Dan to not talk during the exam.
5 Annabelle told Karina there was a hole in her jeans.
Answers 6 Ray and Marc replied they weren't doing anything.
2 Simon said (that) they would definitely come back next year.
3 Katya said (that) they hadn’t been swimming because the water was Extra activity
so polluted.
Show a short dialogue from a video clip, maybe from a well-
4 Johnny said (that) he had had too many beach holidays and (that) he
known and funny show such as Friends. When the clip has
had felt bored.
5 Eloise said (that) she was planning to go to South Africa next summer. finished, ask the students to work in pairs to remember and
6 Sam said (that) scuba-diving had been amazing and he wanted to write down the things they heard in the clip. To make it into a
learn to waterski. game, give points for things that are recalled exactly and are
grammatically correct.
Teaching tip
Write example sentences on the board to show the difference
between say and tell. Show how we say something to someone but
we tell someone something. Concept check that say is followed by Teacher’s Resource Book
the direct object and tell is followed by the indirect object. Grammar Support Worksheet: page 44, exercises 1–4
2 Introduce the activity with a story about when someone gave you
some false information. Ask students to tell a partner about their
similar experiences. Then have them complete the activity. Check
their ideas in feedback and correct any small mistakes.
Answers
2 The website said the room costed $50.
3 David told me the museum was open until 8 o’clock.
4 The information office told me the train stopped at every station.
5 You told me you were going to Switzerland.
6 The weather forecast said that it was going to be warm and dry.
3 Elicit the different functions of each of the reporting verbs in the

grammar box. Remind students they can look back at the grammar
box to help them.
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UNIT 5 LISTENING
6 2.14 Have students complete the text together. You could

Warmer also highlight and explain that using OK at the end of instructions
Put the students in pairs. Tell them that one of them is a hotel sounds more friendly, Just turn off your flash. OK!
receptionist and the other one is a guest. The guest wants to
talk to the receptionist but unfortunately they have lost their Answers
voice. The only way they can communicate is by acting. Give
the students different slips of paper and get them to take turns 1 that’s cool 2 here we are 3 before you ask
acting out their situations, e.g. Help me! My room is flooded, I’ve 7 2.15 The expressions in Express yourself are available to listen
run out of toilet paper, The heating is broken and I’m freezing or to. Ask students what phrases we might say or hear when we check
There’s a crocodile in my bath. The other student has to guess the out of a hotel and complain at a hotel. Elicit their ideas. Then have
problem / what they want. them match the expressions.
1 Encourage discussion and check their ideas in feedback. Write on Answers

the board the expressions the students predicted to hear.
Checking out of a hotel
I’d like to check out, please.
How would you like to pay?
Would you like me to call a taxi?
2 2.13 Transcripts page 162 Get students to listen and check
Complaining at a hotel
their predictions. Tick any of the expressions the students predicted
I’m sorry to bother you, but ...
to hear as they are heard on the audio. There’s a problem with ...
The wi-fi isn’t working.
WORDS TO KNOW 8 Put them in pairs and allocate clear roles for each student. Provide
Check students know words such as, interfere (stop something thinking time so they can think of things to say. Monitor and offer
working and not helpful), located (in a particular place), remind useful phrases if needed.
(to make someone think of something they might have forgotten)
and discount (reduction and money off the normal price). Answers Students’ own answers
Answers
9 Model the activity and encourage students to be creative. Get
volunteers to act out their dialogues afterwards.
1 a pre-flight announcement
2 meeting a holiday rep
3 checking into a hotel Answers Students’ own answers
4 buying tickets for museums
5 listening to a guided tour Extra activity
3 2.13 Transcripts page 162 Get students to read the options Give an example of a travel disaster or a problem you had
first so they know what to listen for. on holiday. Then have the students tell their own stories to a
partner.
Answers
1 B, C 2 B 3 C 4 A
4 2.13 Transcripts page 162 Have students compare their

answers together.
Answers
1 Petra is staying for two nights.
2 She asks for somewhere to leave her bags because her room is not
ready yet.
3 A three-day museum pass is €30.
4 There are no special exhibitions included in the pass.
5 The visitors are not allowed to use flash photography.

English. They are highlighted in the audio script.
Answers
The receptionist says ‘here we are’ as she finds the reservation.
Chris says ‘that’s cool’ to wait for the other people to arrive.
The tour guide says ‘before you ask’ as they give information.
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UNIT 5 READING
Warmer
Show the students a picture or a short video clip of animals in
the wild (these can easily be found on YouTube and the National
Geographic websites). Ask them if they think animal reserves,
safaris and wildlife tourism are a good idea or not. Get them to
discuss places they would like to go and animals they would like
to see in their natural environment.
1 In feedback, write down the facts most students think are false. Ask
them to give reasons.

Encourage the students to read carefully and have them correct the
false sentences together.
Answers
Female orang-utans do not weigh twice as much as males. Male
orang-utans can weigh twice as much as females.
Extra activity
Ask students to read the article again and match the words and
definitions
1 a place where a lot of people live A orphaned
2 a story or description of something B no-brainer
3 to do something that we hoped for or expected C populous
4 when a child is alone because their parents die D account
5 to keep something as it is E fulfil
6 a very easy decision F preserve
Answers
1 C 2 D 3 E 4 A 5 F 6 B
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3 To vary the activity and increase learner interaction and speaking,

have the students take turns asking and answering the questions. If
Warmer
possible, get them to add questions of their own. Give students a word and ask one of the students to make a new
word starting with the final letter of your word. The next student
Answers continues the game.
1 They travelled on a klotok up the Sekonyer River.
2 It is probably easier to find the orang-utans when they are at the 7 Check that the students know what an acronym is.
feeding station.
Answers
3 Pia mentions orang-utans, proboscis monkeys and different birds
such as kingfishers and eagles. ASAP: As Soon As Possible; UFO: Unidentified Flying Object;
4 The care centre helps to rehabilitate orphaned orang-utans. UNESCO: United Nations Educational, Scientific and Cultural Organization;
5 It is disappearing because of deforestation. FIFA: Fédération Internationale de Football Association; AIDS: Acquired
Immunodeficiency Syndrome; LOL: Laugh Out Loud
4 Set a time limit so that students read quickly.
8 2.17 Play the track again and have students repeat the
abbreviations and acronyms.
Answers
1 canopy 2 disembarked 3 glimpsed 4 highlight 5 deforestation 9 Get the students to guess the meanings in small groups.
5 Put students in pairs and tell them to brainstorm ideas together. Answers
Remind them to use the recently learnt vocabulary. NATO: North Atlantic Treaty Organization; FBI: Federal Bureau of
Investigation; EU: The European Union; UN: The United Nations;
Answers Students’ own answers USA: The United States of America; UAE: The United Arab Emirates
USSR: The Union of Soviet Socialist Republics; PIN: Personal
Identification Number; BTW: By The Way; ASAP: As Soon As Possible
6 Put the students in new pairs to interview each other. As a class, FAQ: Frequently Asked Questions; PS: Postscript; ATM: Automated Teller
brainstorm some questions the students can ask each other. Machine; USB: Universal Serial Bus; WWW: World Wide Web; HIV:
Human Immunodeficiency Virus; CERN: The European Organization for
Answers Students’ own answers Nuclear Research (French: Organisation Européenne pour la Recherche
Nucléaire); DNA: Deoxyribonucleic Acid; MPH: Miles Per Hour
Teaching tip 10 Check if students recognize any of the multi-part verbs.
In feedback, get the students to report back on their interviews
to practise reported speech and encourage them to use a variety Answers
of different verbs as shown earlier in the unit. 1 set off 2 check in / out 3 get around 4 eat out 5 get away
11 Point out that students may need to use the verb in different tenses.
Answers
1 aren’t getting away 2 checked in 3 are you setting off
4 get around 5 eating out

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UNIT 5 GRAMMAR
GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that It’s often helpful to show the direct question and reported
students will practise on this page. question on different sides of the board so that students can find
● The grammar is presented in a complete grammar reference the differences, highlight backshift of the tenses and different
on page 117. word order.
● Visual grammar presentation 4 Write a reported question on the board and elicit the direct speech.
Answers
Warmer Have you visited the US before?
To practise reported speech, write quotations (from the orang- What is the purpose of your visit?
utan text on page 54) on a piece of paper and put it on the wall How long are you going to stay?
Where are you going to be staying?
across the other side of the room or outside. Put the students
How much money do you have with you?
in pairs, student A and student B. Student A in each group runs Are you carrying any food with you?
across the room, reads a quotation, and then rushes back to
their partner to tell them what it says. Student B in each group 5 Write a direct question on the board and students from two teams race
listens and writes the quotations down. Then get the students to to write the correct reported question as quickly as they can.
rewrite them in reported speech. The first team to finish wins.
Answers
1 Remind students they can look back at the rules in the grammar
box to help them. Students compare answers. Encourage peer 1 She asked Jake if he had a good flight.
2 She asked him where he planned to go.
correction if they see any mistakes.
3 She asked him why he chose to go to the Rockies.
4 She asked him how he was going to travel.
Answers 5 She asked him who he intended to meet.
2 Simon asked if / whether Aisha and Dee had ever flown before. 6 She asked him what his cell phone number was.
3 Martina asked if / whether the beaches had been crowded. 6 To make the activity more fun, get students to interview each other
4 Robyn asked if / whether we had any problems on the journey.
and find out funny and unusual things! Write prompts and ideas on
5 Mick asked if / whether Sammy could speak German.
6 José asked if / whether we had to get a visa. the board to help them.
7 David asked if / whether we / I would meet him at the airport.
Teaching tip 7 Remind the students to ask extra questions and find out as much
Tell the students that they can use if and whether in reported information as possible.
questions though whether is more formal.
2 Have students practise the dialogue in pairs after they have
completed it.
8 You could put the students in new groups to increase interaction
and speaking. Have them share the best stories in feedback.
Answers
1 Where Answers Students’ own answers
2 How long
3 Where
4 What kind
5 How many Continuous assessment
6 When Teacher’s Resource Book
7 Why Grammar Support Worksheet: page 44, exercises 5–6
8 What Grammar Consolidation Worksheet: page 45, exercises 5–6
3 2.18 Transcripts page 162 Do the first one with the students.
You could also write it incorrectly and get the students to correct it
for you.
Answers
Leon asked me where I’d gone on my summer holiday.
Then he asked me how long I’d gone for.
He asked me where I’d stayed.
And he asked me what kind of accommodation I’d had.
He asked me how many orang-utans I’d seen.
Then he asked me when I’d got back.
Then he asked me if I’d always wanted to go on a holiday like that.
And finally he asked me what I was going to do next year.
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UNIT 5 CHALLENGE
Here the students get the opportunity to be creative and write

tourist brochures and catchy advertising slogans for their
towns! They’ll share their ideas together, write about important 6 Ask the students to give supportive feedback. You could help them
sightseeing attractions with new expressions and phrases, and do this by writing a sentence on the board and get them to finish it
also discuss the best and most attractive presentations. with their ideas, e.g. I really liked the way you ... .
Warmer
7 Encourage students to walk around and read each other’s
Write a short tourist information advertisement about a place brochures. Students could make note of any mistakes they see and
you know, e.g. Come to Brighton the seaside paradise! Visit the report them in feedback. The class correct the mistakes.
pier and the beautiful beach, swim in the sea with dolphins and go
on the amazing funfair! Then give the students an A4 size piece Answers Students’ own answers
of paper and tell that that you are going to do a picture dictation.
Read the advertisement out and get them to listen and draw
what they hear! At the end, have them compare their pictures 8 Vote for the best presentation, and also highlight great ideas and
together and remember what you said. To make the activity nice English in feedback.
more fun, you can say things that are not true and see if the
students can guess what they are! Answers Students’ own answers
1 Have students complete the posters in pairs and have them discuss Fast finishers
which ones they like the best and why.
Ask students to find suitable pictures from the internet and
Answers magazines to illustrate their advert.
1 ancient 2 contemporary 3 warm 4 spectacular

5 warm 6 unforgettable
2 Check the students know what the adjectives mean and get them
to vote on the best slogan.
3 Ask the students to brainstorm ideas together. Set a time limit so

they remember things quickly.

to. Write some of the sentences from your tourist advertisement
(the warmer) on the board and show the students that we often use
imperative verbs (Come to Brighton!), adjectives (beautiful, amazing)
and exaggerate (paradise) to get people’s interest. Encourage them
to use the adjectives from exercise 2, as well as the phrases from the
Express yourself section.
Teaching tip
Try to highlight typical features and language in different types
of writing and speaking. This enables the students to notice
things and then use them in their own work.
5 Remind the students to read their brochures out like a real advert.
You can also give them time to mark where the stresses and pauses
are in their adverts.
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UNIT 5 INTERACTION
7 Put the students in pairs or small groups and encourage them to

Warmer use the phrases in the Express yourself box. Listen and highlight
Ask the students to close their books. Pick out sentences from nice ideas and use of English in feedback.
the coursebook, in this lesson it could be the phrases in Express
yourself section, and write them on the board in a jumbled order Answers Students’ own answers
(enjoy I’m it sure you’d). Get the students to guess and write down
the original sentence (I’m sure you’d enjoy it).
You could also dictate the jumbled sentences too to save time Fast finishers
and introduce extra listening practice.
Get the fast finishers to talk about the famous festivals that they
2.20 Express yourself contains a variety of useful expressions for know, which ones they like best and why.
are used in the dialogue. They are available on the audio if you want
students to hear how they are pronounced.
1 Ask the students to read the introduction about the White Nights
festivals and discuss the questions. In feedback, write the students’
ideas on the board.
2 2.21 Transcripts page 163 Elicit answers from the class and ask
more questions: Who has Jess already asked? Why can’t Lily go?
Answers
When: Friday 14th
Number of events: over 130
Price: Free
Events include: light shows, museums, galleries, street theatre and
dancing
3 2.22 Transcripts page 163 Get the students to read the

questions first before they listen. Walk around to see how they’re
doing and pause and play as needed.
Answers
1 Chris is also planning to go to the Light Night Festival.
2 His first suggestion is to go to the Walker Gallery.
3 Jessie wants to be outside.
4 His second suggestion is to go to the docks and see the photos and
videos projected on buildings, and music and lights.
5 Lily calls Jessie again to tell her she’s changed her mind and wants to go.
4 2.21 and 2.22 Get students to compare with a partner and listen
again to check the answers.
Answers
1 I’m not sure. I’ve been going out such a lot recently. And I’ve got
exams coming up.
2 That’s a pity. Why don’t you check it out online?
3 What were you thinking of seeing?
4 Well, let’s meet up and try and decide what to do.
5 So, have you thought about what you’d like to go to?
5 Elicit other expressions from the class and write them on the board.
6 Check the students’ ideas about the things they would like to see at
an arts and cultural festival and then get them to read the list and
choose their favourite things.
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UNIT 5 WRITING
7 Model the activity and give students thinking time so they can
Warmer remember as many details as possible.
Ask the students to work with a partner and tell each other
about a holiday disaster they had. Encourage them to ask Answers Students’ own answers
each other questions to find out more information about what
happened.
8 Highlight typical sentences, such as I am writing to complain about ...
1 Put the students in pairs to discuss the questions. Elicit their ideas and I look forward to hearing from you, and remind students to use
in feedback. the transition and sequencing words in their letters.
2 Have the students compare their answers and find out who found 9 Have the students swap and read each other’s emails. Encourage
the most problems. peer correction.
They paid extra money but they weren’t picked up.

They spent two hours at the airport trying to contact the company.
They had to get a taxi and pay for it themselves.
Fast finishers
Their hotel rooms were not ready. Ask the students to imagine they are Jack Wells. Write a
They didn’t have adjoining rooms and were at opposite ends of the corridor. letter of response from the travel company. Apologize for any
The receptionist didn’t want to help and told them that changing rooms inconvenience caused and offer some form of compensation,
was impossible. such as money or a free holiday in future.
They received a bill for food even though they had paid in advance.
3 Put students in pairs and get them to ask each other questions
about the email.
Answers
1 It was a package holiday.
2 They were not picked up at the airport.
3 The manager moved them to another floor so they could have
adjoining rooms.
4 They were given a bill for food they had already paid for.
5 Sandra wants the company to offer compensation.
4 Get students to notice the transition signals and sequencing words

in the text. Ask students to brainstorm more with a partner. In
feedback, write them on the board.
5 Have students look back at the text and find the correct sequencing
words. Show that the adverbs eventually and in the end can go at
the end of the sentence and are interchangeable.
Answers
1 Firstly, we need a house to live in. Secondly, we need to look for a job.
2 The computer didn’t want to start, but eventually I got it going.
3 In the end, we had to leave part of our luggage behind.
4 We made different plans, but finally we went to Paris.
6 Get the students to remember a bad holiday experience (they can

use the ideas from the warmer).
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UNIT 5 TRANSCRIPTS
2.12 Student’s Book page 52, exercises 4 and 5 4

J = James, Io = Information Officer
1 I don’t feel like going out. J Excuse me, do you speak English?
2 You should save some of your money. Io Yes, no problem.
3 I saw Brad Pitt outside the supermarket! J We’d like to buy the ticket for lots of different museums ... .
4 Dan, you mustn’t talk during the exam! Io The museum multi-pass. Sure. Do you want a one-day or three-
5 Karina, there’s a hole in your jeans. day pass?
6 What are you doing? J Oh, um ... a three-day? How much is it?
We aren’t doing anything! Io That’ll be €30. How many tickets would you like?
J Two, please. Oh, um ... are special exhibitions included in the
pass?
2.13 Student’s Book page 53, exercises 2, 3 and 4 Io I’m afraid not. You have to buy exhibition tickets separately,
but you get a discount with the multi-pass. Would you like any
tickets as well?
1
J Um ... no, thanks. We’ll decide that later.
Flight attendant
Ladies and gentlemen, the captain has turned on the ‘Fasten
Seatbelt’ sign. If you haven’t already done so, please stow your carry- 5
on luggage underneath the seat in front of you or in the overhead Tour guide
lockers. Please make sure your seat and folding trays are in full Is everybody here? Good. Now, we’re going to go into the Great Court
upright position. If you are seated next to an emergency exit, please of the British Museum. That contains the old British Library Reading
read the special instructions card located by your seat. At this time, Room where Karl Marx, Oscar Wilde and Mark Twain all studied. It’s
we request that all mobile phones and electronic devices be turned got some 25 miles of shelves and holds over 30,000 books. You could
off for the full duration of the flight, as these items might interfere probably get them all onto a single ebook now! Remember, the
with the navigational equipment on this aircraft. We remind you British Museum is huge. Its collection is made up of over 13 million
that this is a non-smoking flight. objects – so we won’t be seeing them all today! And before you ask,
you can take as many photos as you like. Just turn off your flash. OK!
2 Let’s go inside.
K = Karen, S = Sam, C = Chris
K Hello, are you on the Campus Tour holiday?
S Yes, we are.
K Ah, good. I’m Karen. And what are your names? 2.18 Student’s Book page 56, exercise 3
S Sam Weller.
C And Chris Bailey. Katy
K Just let me check my list. So that’s Sam Weller and um ... . Leon asked me where I’d gone on my summer holiday. Then he asked
C Chris Bailey. me how long I’d gone for. He asked me where I’d stayed. And he
K Oh yes, I’ve got you both down here. I’m afraid the flight of the asked me what kind of accommodation I’d had. He asked me how
other members of the tour is a bit delayed, so um, we’ll have to many orang-utans I’d seen. Then he asked me when I’d got back.
wait until it arrives. Then he asked me if I’d always wanted to go on a holiday like that.
C That’s cool. And finally he asked me what I was going to do next year.
K There’s a minibus outside to take us to the hotel. You can wait
there or perhaps have a coffee in the café.
S I think we’ll get something to drink.
K I’ll come and get you as soon as we’re ready to leave.
S OK.
3
R = Receptionist, P = Petra
R Can I help you?
P Yes, I’ve got a reservation for a room.
R What’s your name?
P Petra Ivanova.
R OK, just a moment, I’ll check that. Yes, here we are. Ms Ivanova, a
deluxe double room, single use for two nights.
P That’s right.
R I’m extremely sorry, but your room isn’t quite ready yet. It won’t
become available until 12 o’ clock. Is that OK?
P That’s fine. Is there somewhere I can leave my bags?
R Yes, of course. I’ll get someone to show you.
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2.21 Student’s Book page 58, exercise 2 Workbook page 50

1 1 E
J = Jessie, L = Lily 2 C
J Hi Lily. 3 D
L Oh, hi Jessie. How’s things? 4 A
J Fine. Listen, I’m just calling ‘cause I’ve had a brilliant idea. 5 B
L What’s that? 2 1 A
J Well, do you fancy going to the Light Night Festival? 2 C
L Oh, um, when is it? 3 B
J It’s next Friday. 3 1 C
L Thursday? 2 A
J No, Friday. The fourteenth. 3 B
L Is Todd going? 4 A
J No, I’ve asked him already and he said he couldn’t make it.
L Why not?
J He said his parents were going to visit his sister at university – 5 1 gap year
she’s in Brighton, I think. 2 the top of the volcano
L Yeah, that’s right. Oh right. 3 this week’s reviews
J But this festival will be great. You know, there are over 130 6 1 day trip
different events. 2 the sides of the volcano
L What sort of things? 3 next year’s adventure
J Oh, there are light shows, museums and galleries staying open late.
L I don’t like the sound of museums. Workbook page 51
J But there’s loads of other stuff, too, like street theatre and
dancing. And they’re all free. I’m sure you’d enjoy it. 7 1 scenery
L I’m not sure. I’ve been going out such a lot recently. And I’ve got 2 chance
exams coming up. 3 destination
J That’s a pity. Why don’t you check it out online and think about it? 4 wildlife
L OK. I’ll do that. 5 booking
J Catch you later. 6 excursion
L Yeah, bye. 7 heritage
HIDDEN VERB: CHILL OUT
8 1 set off
2 take part
2.22 Student’s Book page 58, exercise 3 3 head to
4 sign up
J = Jessie, C = Chris, L = Lily 5 head home
J Hi Chris. 6 go sightseeing
C Jessie, hi. I, um ... I was wondering if you’d like to go out next week. 9 Students’ own answers
J Next week? 10 A city break
C Yeah, on Friday. B package holiday
J Oh, I think I’m already fixed up for Friday. Why? What did you C road trip
want to do? D cruise
C I thought we might go to the Light Night Festival. There’s a bunch E camping
of us going. F backpacking
J That’s so funny! That’s what I’m planning to do, too!
C Really? That’s great. Then we can all go together. 11 1 cruise
J Sure! What were you thinking of seeing? 2 backpacking
C Well, the Walker Gallery’s open late with live performances and 3 package holiday
things. 4 road trip
J That sounds nice, but I don’t fancy it, really. 5 city break
C I thought you were interested in art. 6 camping
J I am, but ... I think I’d rather be outside. 12 Students’ own answers
C Well, OK, there’s a big event down in the docks. There are going to
be photos and videos projected on buildings, and music and lights. Workbook page 52
J Now, that sounds like my kind of thing.
C Great. Well, let’s meet up and try and decide what to do.
1 1 they didn’t want
2 could / can do, his
J Sure. Catch you later, Chris.
3 had never seen
C Great. See you.
4 they had gone
J Hey, Lily. Is everything OK?
5 his, was planning
L Yeah. I just wanted to say that I’ve looked at the website – for the
Light Night, you know? 2 1 Jane said it was the worst hotel they’d ever stayed in. Steve told
J Yeah. And? her they could go somewhere else.
L I’ve changed my mind. I’d really love to go. It looks so cool! 2 Alice said she was planning to go to Australia for her gap year.
J Great! So, have you thought about what you’d like to go to? Miriam told her she would go, too.
L Well, yeah, a bit. But it’s difficult. I mean, there’s so much going on! 3 Nick said he’d seen Ellis at the beach the day before. Josh told him
J You’re not joking! that wasn’t possible, because he’d gone overseas.
4 George said he was going to New York for his 16th birthday. Ben
told him he couldn’t do that without him.
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3 1 Penny advised me not to use that travel website. 5 1 D

2 The tourist asked me to show him where the main square is. 2 F
3 Mum told us to hurry up or we would miss our flight. 3 A
4 My sister asked me to pass her her scarf. 4 B
4 1 I’m hoping to save up some money so I can buy a round-the-world 5 C
ticket next summer. 6 E
2 That’s a great idea. I want to come, so I’ll buy one, too. 6 1 OMG
3 You can’t come with me. I have already told Christina I am going 2 BFF
with her. 3 BTW
4 You are being a bit unkind. We can all go together. 4 ASAP
5 I have thought about it and I have decided that you can come 5 LOL
travelling with Christina and me. 6 BFN / B4N
5 1 The guide told us we couldn’t go into the church wearing T-shirts. 7 Students’ own answers
2 The travel agent advised me to go on a city break. 8 check in / out, eat out, set off, get around, get away
3 When I spoke to Lisa, she said she was going to book her holiday
that night.
9 1 set off
2 get around
4 Her parents told her that she couldn’t go camping at the weekend.
3 eat out
5 The policeman asked the students to be quiet.
4 check in
6 Lewis advised us to change our money before we left.
5 get away
Workbook page 53
Workbook page 56
1 1 homeless
2 opt for
1 1 Linda asked if the hotel was nice.
2 The tour guide asked us if we had any questions.
3 reduced
3 Sarah asked if we were going to book a holiday soon.
4 funky
4 The customer asked whether he could make a booking online.
5 espionage
5 The tour guide asked whether they wanted to spend more time in
6 decipher
the museum.
2 1 B 6 I asked my parents if a friend could come with me the following
2 C summer.
3 D
4 A
2 1 Is the hotel nice?
2 Do you have any questions?
3 1 C 3 Are you going to book a holiday soon?
2 D 4 Can I make a booking online?
3 A 5 Do you want to spend more time in the museum?
4 E 6 Can a friend come with me next summer?
4 1 He was on a business trip. 3 1 if we had stayed in the hotel before.
2 They were homeless. 2 if I had seen any whales on the whale watching tour.
3 Her sister. 3 if anyone could speak Russian?
4 The sample sale. 4 if I would need a lift to the airport.
5 An hour and a half. 5 if he wanted to go sightseeing or go to the beach.
6 For the four members of the family. 6 if she had gone to Central Park when she was in New York.
7 His dad.
8 Completing an undercover operation, deciphering a secret
4 1 where
2 how long
message, cracking a code and taking the information back to HQ.
3 what
5 Students’ own answers 4 how many
6 Students’ own answers 5 why
5 1 Where is the nearest ATM?
Workbook page 54 2 How long are you planning to stay for?
3 What kind of animals did you see on the safari? / What kind of
1 It was a cultural and classical tour of Europe, especially Italy, which animals have you seen on the safari?
upper-class European men did 300 years ago, with their servants 4 How many people are travelling in your group?
and a tutor. 5 Why hasn’t our luggage arrived?
6 1 why you couldn’t play in goal
Workbook page 55 2 why you hadn’t handed in your essay yet
2 A 3 how many people were planning to go on the Paris trip
4 what kind of music would be good
3 1 B
5 who you were going backpacking with in July
2 A
3 C
Workbook page 57
4 B
5 A Extra Challenge
6 B Students’ own answers
4 Students’ own answers Webquest
1 Arkansas, Louisiana, New Mexico, Oklahoma.
2 It was used as immigration control between East and West
Germany until 1989.
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3 There are 32 counties in Ireland. Any 4 or the following: Antrimm,

Armagh, Carlow, Cavan, Clare, Cork, Derry, Donegal, Down, Dublin,
Fermanagh, Galway, Kerry, Kildare, Kilkenny, Laois, Leitrim,
Limerick, Longford, Louth, Mayo, Meath, Monaghan, Offaly, Speaker 1
Roscommon, Sligo, Tipperary, Tyrone, Waterford, Westmeath, I was in London on business last week and had a free evening.
Wexford, Wicklow. I found an unusual walking tour run by a group called Unseen
4 Born Free. Tours – all the guides were once homeless people. I opted for the
5 Fruit. Covent Garden tour and it didn’t disappoint. My guide met me
6 The Rocky Mountains start in British Columbia, Canada, and end at the appointed place and time, and off we went. She showed
in New Mexico, USA. us a park bench that had been her bed and a street corner
where she used to stop every day at a soup kitchen. She was full
Marcie’s Misunderstandings of interesting facts about the city, and gave me a whole new
Because she clearly knows nothing about what you can see in perspective on things. The tour lasted for about an hour and a
Rome, and mistakes it with Paris and Pisa. half, and at the end we all went to a local café for a cup of tea.
Workbook page 58 Speaker 2
I was in Paris when it was my 16th birthday, and my parents
1 Suggested answers booked a shopping tour for me and my sister. It was so cool! We
1 Would you like to …? met our guide at a café, and we spent the next three hours doing
2 Go on. It’ll be fun. what I like best! Our guide took us to some of the trendiest places
3 I don’t feel like ... in town. They were all really expensive, but it was good to see
4 That’s a pity. what was on trend. The best bit was when we went to a sample
2 1 to come sale, where you can buy last year’s brands at reduced prices.
2 I’m sure I found a great top and a really funky bracelet. I spent all my
3 going birthday money, but it was definitely money well spent!
4 Another time Speaker 3
5 Shall We went to Edinburgh for a long weekend. We did a trike tour
6 love of the city and it was great fun! It was quite short, only about
7 don’t fancy an hour and a half, and it really was the best way to see the
8 You’d have sights quickly. The trikes are like really big motorbikes with three
9 if wheels, and two passengers sit behind the driver. We had to hire
10don’t fancy two trikes for the four of us. It was a great feeling speeding along
11 on the city’s streets. We were lucky because the weather was great
12 sound that day. I’m not sure what it would be like when it was freezing
3 1 T cold and pouring rain!
2 T Speaker 4
3 F My dad went to Washington DC recently, and he did a three-hour
4 F walking spy tour when he was there. It sounded awesome. His
5 T guide took him to loads of different places that apparently had
6 T been at the centre of espionage incidents! He also had to do an
4 Suggested answers interactive mission during the tour, which involved completing
1 I’m not sure – I’m broke at the moment. an undercover operation, deciphering a secret message, cracking
2 I don’t feel like being in such a big crowd. a code and taking the vital information back to HQ. And before
3 Sorry, but I just don’t fancy it. you ask, he did crack the code! That’s cool, don’t you think? It’s like
4 Another time, maybe. being James Bond for the afternoon. I really want to go there now.
Workbook page 59
1 1 I eventually had to push the bike back to the collection point myself. 1.16 Workbook page 58, exercise 5
2 When I finally got to the collection point no one helped me.
3 Firstly, I had booked my ticket online.
1 Would you like to come to a theme park with me next weekend?
4 In the end, I had to wait 45 minutes to be served.
2 Do you fancy going to the cinema this Friday?
5 Secondly, I had a puncture while I was cycling.
3 I was wondering if you fancied coming inter-railing with me
2 1 Firstly, I had booked my ticket online. next summer?
2 In the end, I had to wait 45 minutes to be served. 4 Do you feel like going for a pizza tonight?
3 Secondly, I had a puncture while I was cycling. 5 I’m not sure I feel like going to your party.
4 I eventually had to push the bike back to the collection point myself.
5 When I finally got to the collection point no one helped me.
3 1 She went on her own.
2 The afternoon.
3 The tour guide would not accept her printout.
4 Because she was dealing with other customers.
5 She called the emergency number.
6 That there wouldn’t be anybody available to help her for at least
an hour.
7 She pushed the bike back to the collection point herself.
8 Because no one helped her.
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6 A day in the life Unit overview

● Describing jobs: apply, chef, develop your career, earn, ● To learn and use vocabulary about describing jobs (page
editor, experience, full-time, librarian, nine-to-five, normal 61) and synonyms (page 65)
office hours, overtime, part-time, permanent job, salary, ● To learn and use the present perfect continuous (page 62)
self-employed, set up your own business, shift work, shop
● To learn and use gerunds and infinitives (page 66)
assistant, sports instructor, staff, summer job, temporary job,
training, unemployed, voluntary work, waiter, weekend job ● To use expressions for giving examples in writing (page 69)
● Synonyms: ambitious, bright, chilled, clever, conscientious,
determined, easy-going, focused, hard-working, industrious,
intelligent, laid-back, relaxed, single-minded, smart, tireless
● keep doing something
Skills objectives
● Verb Zone: be snowed under, get into, set up, step down, ● To read and understand an article about jobs for girls
work out (page 60)
● Face 2 Face: In another way you’ve got it easy the best of ● To listen to a radio programme interview about giving
both worlds advice to new university students (page 63)
● To read and understand an article about very intelligent
children (page 64)
Grammar ● To prepare and give a talk to younger students (page 67)

● To role play an interview for an apprenticeship (page 68)
● Present perfect continuous
● Gerunds and infinitives
Assessment criteria
Pronunciation ● Students can use the past perfect continuous and gerunds
and infinitives.
● Sentence stress ● Students can use vocabulary to talk about jobs and use
synonyms.
● Students can correctly use sentence stress.
● Students can read and understand an article about jobs
Recycled language for girls and an article about very intelligent children.
● Present simple ● Students can listen and understand a radio programme
interview about giving advice to new university students.
● Past simple
● Students can give a talk to younger students.
● Present perfect
● Students can go for a college interview.
● Students can write an informal letter.
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activities.
Listening
Listening page 132 ● Listening extra, page 11
● Multiple choice
Writing
Language form and meaning page 133
practice
used for fast finishers or as a wrap-up activity.

presentation
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UNIT 6 READING
Warmer
Get pictures of unusual jobs such as a lion tamer, lighthouse
keeper, deodorant tester, video game tester, stunt man, travel
journalist, etc. and show them in quick succession to the
students (you can find pictures easily with an image search
on the internet). Put the students in pairs and give them one
minute to remember as many jobs as they can. The team that
remembers the most wins. Then get them to discuss which jobs
they would like to do or not like to do and why.
1 Get students to discuss and get feedback on the most unusual jobs.
2 Elicit students’ predictions before they read the text. Ask for reasons
for their predictions.

Check that students know words such as eligible (having the
necessary qualities and qualifications to do something), intimidated
(frightened or nervous because you are not confident), put off
(to discourage someone from doing something), pick up (learn or
improve) and deep down (strong feeling). Have students check their
predictions together.
Teaching tip
Give the students a focus question so that they read quickly for
gist. Ask them to write their answer down so that you can see
when they have finished.
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4 Have students compare their answers together.

Warmer
Answers Ask students if they have a part-time/summer job or would like
one. Ask them to describe what the job entails.
1 She went to college to get a childcare qualification.
2 19 years old.
3 He runs his own haulage firm. 10 Check the students know the meaning of the words in the box and
4 It’s not always a nine-to-five job and can involve shift work so he is do some quick repetition drilling to help pronunciation.
understanding.
5 Seeing other drivers’ faces when they realise it’s a woman driving a Answers
32-tonne lorry.
6 She’s female (0.5% are female) and one of the youngest lorry drivers A nine-to-five
in the UK. B permanent job
C self-employed
5 Set up the discussion and elicit students’ ideas and opinions about D temporary job
who the best drivers are! E voluntary work
F part-time
Answers Students’ own answers 11 2.24 Transcripts page 188 Before you play the audio, have
students discuss and predict the things they think they will hear
6 Encourage students to ask follow-up questions to find out reasons about the different jobs.
for each other’s opinions.
Answers
1 shop assistant, unemployed
2 librarian, part-time
7 Have students find the sentence and then guess when we use keep 3 firefighter, shift work
+ -ing. Then get them to check the Word Zone to see if their ideas 4 waiter, overtime
were correct. 5 sports instructor, summer job
6 chef, full-time
Answers 12 Model the activity by writing a job advert on the board. Get the
We need more women like you to keep proving people wrong! students to guess what it is. Then give them a few minutes to think
of a job and write their adverts.
8 In pairs, get students to write sentences for expressions that
contain keep. See how many each group come up with. Answers Students’ own answers
Answers Students’ own answers 13 Have the students guess and check the best ideas in feedback.
9 You could also get them to look up different meanings of keep in Answers Students’ own answers
dictionaries or online dictionaries if they have a smartphone.
Answers Students’ own answers Continuous assessment

Extra activity
Ask students to think of the things that people do that really
annoy them. Then get them to write a list of the five most
irritating things using keep + -ing. Have them compare and
check in feedback.
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UNIT 6 GRAMMAR
6 Model the first question with the students. You could also do the
GRAMMAR OPTIONS activity with word cards and have the students put the words in the
● The grammar box gives a summary of the grammar areas that correct order.
● The grammar is presented in a complete grammar reference Answers
on page 118. 1 How long have you been living in (name of town / city)?
● Visual grammar presentation 2 How long have you been learning English for?
3 How long have you been studying your favourite subject? What is it?
4 What have you been thinking about in the last hour?
5 What have you been doing all day?
Warmer
Put the students in pairs. Give them a piece of paper with a job 7 Put the students in pairs and get them to correct each other if they
written on it. You can stick it on their head or back but make sure notice any small mistakes.
they can’t see it. They have to guess what their job is by asking
their partner yes / no questions, e.g. Do I work shifts? Do I wear a Answers Students’ own answers
uniform? Do I entertain people?
Extra activity
Teaching tip Draw a desert island on the board and a man with a long beard
(Robinson Crusoe). Tell the students that his plane crashed and
Put a timeline on the board and ask concept-checking questions he has been living on the island for five years. Draw a ship and
to clarify the function of the grammar in the grammar box. a man jumping off to rescue Robinson Crusoe. Put the students
in pairs. Tell the students to have a conversation. One student is
1 2.25 Put students in pairs and have them check their answers the rescuer and the other is Robinson Crusoe, e.g. How long have
together. you been living here? What have you been doing?
Answers
1 D 2 B 3 F 4 A 5 E 6 C Continuous assessment
2 2.26 Have students listen to the sentences and highlight weak Teacher’s Resource Book
forms of been. Grammar Support Worksheet: page 46, exercises 1–3
3 Look at the picture and do the first one with the students. Have
them compare answers together and elicit the best ideas in
feedback.
Answers
2 He’s been eating chocolate.
3 She’s been relaxing on the sofa.
4 He’s been shaving his face.
5 They’ve been shopping.
6 He’s been cutting the grass.
4 Quickly review the difference between for and since by writing

model sentences on the board. Elicit the differences and then have
students do the activity in pairs.
Answers
1 Marie Jones has been studying for 6 months.
2 She’s been living in a new flat since September.
3 She’s been learning Zumba for three weeks.
4 Connor’s been looking for a job since January.
5 He’s been doing voluntary work for three months.
6 He’s thinking about training to be a plumber for a few weeks.
5 Ask the students to close their books and get them to try to
remember the details about Marie and Connor.
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UNIT 6 LISTENING

Warmer English. They are highlighted in the audio script.
Write a verb on the board, and ask the students to add 1–3 words
to make the text bigger. For example, you could write the word Answers
study, they might say study in America. Then keep expanding the
Alec says ‘in another way’ as he talk about the pros and cons of living at
text with more words, e.g. I wanted to study in America, She asked
home.
why I wanted to study in America, etc. Tell the students that they
can only add words at the beginning or end of what is already The interviewer asks if ‘you’ve got it easy’ (to Alec).
Alec says he’s got ‘the best of both worlds’ in his situation.
written. You can also get the students to adjust the punctuation
as they develop the text.
7 2.29 Have students complete and then practise the dialogue.
Listen and help with pronunciation if needed.
1 To introduce the topic, tell the students to look at the picture,
introduce Alec and ask them what things they think are important Answers
for him studying in a new place. Have them look at the list quickly 1 in another way
and choose which things are most important to them. 2 the best of both worlds
3 you’ve got it easy
2 Have students compare their ideas. Encourage them to ask extra Encourage the students to use the phrases in the Express yourself
questions and explain their reasons. box and have them discuss the issues together.
3 2.27 Transcripts page 188 Have students compare answers

together after they listen. Fast finishers
Have students brainstorm ideas and write up their own advice /
tips / blog page for new students at university.
WORDS TO KNOW
You could pre-teach words such as envious (wishing you had
what another person has), to throw yourself into something (to
do something enthusiastically) and hold a job down (to stay and
keep a job).
Answers
1 for a year and a bit
2 three years
4 2.28 Transcripts page 188 To make it more competitive, put

the students in pairs and see if they can remember which things
Alec mentioned. The team that remembers the most wins.
Answers
making new friends, living at home
5 2.28 Transcripts page 188 Before they listen, get the students
to read the questions and discuss the possible answers together.
Walk around to see how they’re doing, and play and pause the
audio as needed.
Answers
1 D 2 A 3 B 4 D 5 B
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UNIT 6 READING
Warmer
Play a review game of words with different meanings. Dictate
a list of words (such as date, point, type, lie, leaves, can and left)
to the students and have them write different sentences and
meanings for each word. For example: date: She loves eating
dates. / Josh took Anna out on a date. The team that gets the most
answers correct wins.
1 Get the students to guess together and elicit their predictions.

Write them on the board.

Read the predictions on the board and tick them if they’re correct.
Elicit reasons why.
Teaching tip
Help students develop their ability to work out meaning through
contextual inference by searching the text and matching words
and phrases to definitions.
Extra activity
Ask the students to work in pairs and find words that mean:
lots of effort and activity in a short time: intensive
fashionable way of doing things: trend
very: extremely
behave in a bad way: go off the rails
become known, realize something: dawn on someone
deal with a difficult situation: cope with
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3 Elicit the correct definition from the class.

Warmer
Answers Write one of your favourite words on the board and tell the students
why you like it so much. Then give them one minute to think of their
B
favourite English words. Get them to discuss in pairs.
4 Do the first one together as a class and get them to find the correct
answer in the text. Ask students to work together with a partner 6 You could also get students to come up to the board and complete
and compare answers. the table together. Repeat to practise pronunciation.
Answers Answers
1 False. (He had four hours of intensive teaching every Saturday ambitious relaxed hard-working intelligent
morning for nine months.) determined chilled conscientious bright
2 True focused easy-going industrious clever
3 True
4 False. (Children can end up going off the rails if they’re pushed too hard.) single-minded laid-back tireless smart
5 False. (Some children develop faster than others.)
6 True 7 Tell the students they can use their dictionaries if necessary.
5 To encourage more speaking, put the students in pairs and get Answers Students’ own answers
them to take turns asking and answering the questions together.
Answers Teaching tip

1 He achieved the top grade in a GCSE Maths exam. Students often use the same word again and again so try to
2 Children end up not thinking for themselves and can go off the rails. encourage them to use synonyms as much as possible. They can
3 They can go off the rails. find them in their dictionaries and smartphone dictionaries.
4 She didn’t make any friends.
5 She decided to leave university.
6 Being able to communicate helps children develop better
8 Check if students recognize any of the multi-part verbs and can
relationships and deal with difficulties. explain what they mean.
Answers
1 get into 2 step down 3 work out 4 be snowed under 5 set up
an -ing form or an infinitive with to.
Answers
1 work out 2 set up 3 is stepping down
4 am snowed under 5 get into

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UNIT 6 GRAMMAR
4 Introduce the topic by writing Study tips on the board. Ask the class
GRAMMAR OPTIONS if they know any special tricks that help them study. Do the first one
● The grammar box gives a summary of the grammar areas that with the class.
on page 118. 1 studying
● Visual grammar presentation 2 to study
3 going
4 Listening
5 to have
Warmer 6 Studying
Draw a Tic-Tac-Toe board and write verb combinations in each 7 to study
space. Then model the activity with a student. They have 8 Relaxing
to choose a space and say a correct sentence with a verb + 9 playing / watching
10 meeting / talking
infinitive or verb + gerund combination. If they are right, they
11 to watch
cross out their space. If they are wrong, the other person can
correct it and put a circle in the space. The first one to get a 5 Put the students in small groups to compare ideas and discuss the
straight line across the board wins. Possible verb combinations things that work best for them. Write them on the board and ask
could be: love watch / agree do / can’t stand listen / give up eat students to put them in order of preference.
chocolate / suggest take / remember lock / enjoy travel / burst out
laugh / fancy go / try send / want talk / need clean / seems be / Answers Students’ own answers
forget call / decide visit / finish read / promise love.
6 Model the first one on the board and get the class to suggest
1 Tell students they can look back at the grammar box to help them different ways of completing the sentence. Encourage them to
complete the activity. finish the sentences in a personal way.

1 to do
2 listening 7 Get the students to work together in small groups. Walk around,
3 to tell listen, correct small mistakes and highlight nice ideas in feedback.
4 to keep
5 studying Answers Students’ own answers
6 to text ... to phone
7 to help
2 Do the first one with the class and elicit the rule (infinitive often
follows an adjective) from the students. Teacher’s Resource Book
Answers
1 The dog is keen to go for a walk.
2 Running a marathon is a tough challenge.
3 They decided to watch a DVD.
4 You need to get your parents to sign this form.
5 Revising is so boring.
6 We don’t mind helping you with your bags.
3 Explain to the students that some verbs such as love and like can be
used with both a gerund and infinitive form. The infinitive is used
more in American English, e.g. I love to dance. Ask students to make
their own sentences with the verbs in the box as well as like and love.
Answers
1 to leave
2 playing
3 to help
4 to text
5 Working
6 watching
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UNIT 6 CHALLENGE
Here the students listen to short presentations for younger Teaching tip
students and read about different jobs and opportunities. This
Write words on the board, such as firstly, secondly and finally
provides a helpful structure to follow so they can prepare a talk
to help them sequence their ideas. Also encourage them to use
on different careers.
phrases such as I’m here today to tell you about ... and the present
perfect simple continuous to describe their recent experiences.
Warmer 4 Encourage students to ask questions to find out more information.

Put the students in pairs and get them to tell each other a story Walk around and note nice use of English to highlight afterwards.
including gerunds and infinitives. But tell them to interrupt the
story and ask lots of questions! For example: Answers Students’ own answers
A: The other day I decided to go ...
B: What day was it? 5 If the students don’t have access to a computer in class, set the
A: I can’t remember, maybe Thursday ... slideshow presentation as homework.
B: Why can’t you remember?
A: I don’t know! Anyway, I decided to go ... Answers Students’ own answers
B: Go where?
A: Go to the cinema ... Fast finishers
B: Which cinema did you go to? Students could practise giving their presentations. Remind them
it’s important to not read directly from their notes.
1 2.32 Transcripts page 188 Check that students know what the
jobs are.
Answers
1 Diploma in hair and beauty
2 Business administration assistant
3 Sports coach and fitness instructor
4 Trainee chef
2 2.33 Transcripts page 189 Let the students read the questions
first and give them time to write and compare their answers
together. Also see if they can guess the meaning of words such as
budding (someone who likes and shows that they can do something
well), apprenticeship (a period of time when you learn the skills to do
a job) and competitive (good, compared to other things).
Answers
1 She’s been doing it for a year.
2 She’s been practising what she’s been learning.
3 They found it quite hard.
4 She loves sports (she’s been doing sports since she was 5) and now
she is learning how to teach people to do it.
5 She organizes gym inductions and sports clubs at local primary
schools. She also runs a few classes.
6 He had no experience.
7 He’s thinking about travelling. The hotel chain he works for has other
hotels in amazing places and the boss is trying to find out if there are
any openings for him.
3 Assign different texts to students to make sure they talk about

different things. Give them a few minutes to read and find
information for each section.
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UNIT 6 INTERACTION
7 Get the students to explain their ideas and reasons together.

Warmer
Write the phrases from the Express yourself box in phonemic Answers Students’ own answers
script. It’s easy to do on the internet – search for ‘text to
phonetics’ to find a website that gives you the phonemic 8 Ask the students to decide which job they would like and note down
transcript of words. Then get the students to write the sentences the skill set they need to get the job. Give them a few minutes to
together and practise the pronunciation. prepare their ideas.
2.34 Express yourself contains a variety of useful expressions for Answers Students’ own answers
are used in the dialogue. They are available on the audio if you want 9 Put them in pairs and encourage them to use the helpful phrases in
students to hear how they are pronounced. Express yourself.
1 Put the students in pairs and write five questions they expect to Answers Students’ own answers
hear.
10 You could also change the pairs to increase learner interaction and
Answers Students’ own answers speaking practice.
2 Check the answers together. Answers Students’ own answers
Answers
1 an engineering apprentice Fast finishers
2 one day in class, four days in the workplace Ask the students to imagine that they are the boss of a company.
Get them to discuss the most important qualities they would
3 2.35 Transcripts page 189 Get students to check their look for and the kind of people they would like to work with.
predictions and how they felt the interview went. Get them to
notice how Imogen always tries to explain her ideas and give extra
details.
4 2.35 Transcripts page 189 Let students read the questions and
guess the answers together. Then play and pause the audio so they
have time to write their answers.
Answers
1 She’s always loved bikes and cars. She did a bike maintenance course,
taught it and found it rewarding. She loves trying to figure out what
the problem is with something and how to fix it.
2 She loves keeping active. She runs and cycles every day.
3 Maths and Physics.
4 A design engineering module is not compulsory.
5 They have to think about similar things when painting or building.
6 She wants to know where the students are based for the four days
they’re not in college.
7 They have to find their own placements.
5 2.36 To make the activity more fun and competitive, put the
students in pairs and tell them they have to listen to the adjectives
you say and shout out the correct preposition. The team that gets
the most wins.
Answers
1 B 2 A 3 C 4 A 5 C 6 B 7 C
6 Elicit new ideas and write them on the board.
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UNIT 6 WRITING
Warmer Fast finishers

Show students examples of informal and formal letters. Elicit Ask the students to look at Ben’s informal letter again and find
from the students the difference in tone, language and recipient. examples of natural English that mean:
How are you?: How’s it going?
1 Ask the students to work with a partner and discuss the questions. You could ...: What about ...?
Get their ideas in feedback. trouble, bother: hassle
understand something well: get a feel for
Answers Students’ own answers call me: give me a ring
See you soon: Catch up soon
2 Set a time limit so the students read quickly and underline the
advice Ben gives.
Answers
Ben is writing to give Callum advice and answer his questions about
going to university.
He tells him some advantages and disadvantages about living away
from home.
He suggests living in a hall of residence or in a flat.
He also suggests going to the open days to find out more information.
3 Do the first one with the class and have them correct the false
sentences.
Answers
1 False. (He decided to write before he forgets how to use a pen.)
2 True
3 True
4 False. (He thinks living in a hall of residence is worth thinking about.)
5 False. (He says open days are the best way to get a feel for everything.)
4 Model the activity with an informal sentence from the text. Get
students to underline the expressions together.
Answers
For example, you have to be more organized.
There are disadvantages, too, such as feeling a bit lonely and homesick.
What about staying in your hometown but living in a hall of residence
or renting a flat for instance?
If you did that, then you’d have all the benefits of being away from
home without all the hassle of moving.
5 Get students to read the letter together.
6 Ask students to brainstorm ideas with their partner and write bullet
point notes.
7 Ask them to write an informal letter and also use the expressions
for giving examples. Walk around and offer help as needed.
8 Encourage peer correction and find out their ideas and advice in
feedback.
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UNIT 6 TRANSCRIPTS
A I chose History because I really enjoyed it at school. I think it’s

2.24 Student’s Book page 61, exercise 11 better to choose something you enjoy rather than do a course
you think might get you a better job or more money. If you enjoy
1 I used to work in a supermarket near my house, but I lost my job something, you’re more likely to do better at it.
a few months ago. I’ve been looking for a new job since then, but Rp So, what about getting to know people?
there isn’t anything around. It’s so difficult at the moment. A Well, I decided to make a big effort to make new friends. I threw
2 I work in the library in the town centre, but I don’t work every day. myself into new activities and joined loads of clubs so I could
I just do 12 hours a week. It’s perfect for me, and it fits in with all meet other people who enjoyed doing the same things as me.
the other things I want to do. When I went out with my friends from uni, I deliberately avoided
3 I often have to be on call or work during the night. Two weeks every going to the same places I used to go to with school friends. I feel
month, I start work at midnight and finish early in the morning; I’ve got the best of both worlds: I can stay here with friends on
and the other two weeks, I start work at 7 in the morning and finish campus after a late night or go home to my own bed!
at 7 at night. The job can be difficult. It’s often fires, but the worst Rp Do you think you’ve got it easy compared to your friends who’ve
calls are when we have to go out to a traffic accident. gone away to study?
4 I work in a restaurant serving food to the customers. My contract A Well, I suppose some things are harder for them. They’ve got
is for 35 hours a week, but some weeks I end up doing about 45 to be better organized with their money and stuff. A lot of my
hours. I get paid for all the hours I do, which is good. friends who’ve been away from home have really struggled with
5 I’ve been working for the last two years in July and August in a the financial side of things. That hasn’t been a problem for me,
children’s after school club, organizing all the sports activities. and I’ve been able to keep doing my weekend job in a clothes
It’s great fun! I love sport and it’s great teaching young children shop. I think it’s harder to try and hold a job down and study
how to do things. when you’re away from home.
Rp So, what would you say to someone who’s been thinking about
6 I work in a busy hotel. I work in the kitchen and I cook a lot of the food,
going to university next year?
or I organize the other people to do the cooking. I work about 40 hours
A Make your decision for yourself. Don’t just go away because your friends
a week which is the normal number of hours here. It’s quite hard work
are doing that. Weigh it up and think about what’s right for you. Think
and can be very stressful especially when we’re really busy.
about your financial situation and what’s going to be better in
the long-term. I know that’s hard at our age, but it might be easier to
finish university without any debt and have a bit of money saved up.
2.27 Student’s Book page 63, exercise 3 Rp Alec, thanks a lot for all your tips and advice. Next week …
Rp = Radio Presenter, A = Alec

Rp Good afternoon and welcome to this week’s Student Hour on 2.32 Student’s Book page 67, exercise 1
Campus Radio. Students are now halfway through the spring
term here at Nottingham University, and prospective students T = Teacher, Le = Leanne, J = Joel, Li = Lizzie, B = Ben
are beginning to think about next year’s application process T Good morning, everyone. We’ve got four students with us today:
and open days. In the studio today, to give us his thoughts and Leanne, Joel, Lizzie and Ben. They’re here to tell us about the career
experience, we’ve got Alec Brown, a history student … choices they’ve made and to share their wisdom with you all. Feel
Alec, welcome to the show and thanks for joining us. free to ask them questions as they’re talking, but try not to interrupt
A Hello. or talk over them or each other. So, over to you. First, it’s Leanne.
Rp So, Alec, you’re in the second year here, is that right? Le Good morning, everyone. I’m Leanne and I’m here today to tell
A Yes, I’ve been studying here at Nottingham for a year and a bit you about the course I’ve been doing. Over the last year, I’ve been
and I’m doing a three-year course so I’m more than a third of the doing a diploma in hair and beauty.
way through my degree already. T And now Joel.
J Hi, I’m Joel and I’m here today to tell you about my job as a
business administration assistant.
2.28 Student’s Book page 63, exercises 4 and 5 T Lizzie, welcome!
Li Thank you. Hello, everyone. My name’s Lizzie and I’m here today
Rp = Radio Presenter, A = Alec to tell you about being a sports coach and fitness instructor.
T And last but not least, it’s Ben.
Rp So, Alec, you’ve already been here for a year. We’d like you to B My name’s Ben and I left school with pretty good exam results,
share your tips on university life with students who are thinking but I didn’t want to go to college full-time or study at university.
about what to do after school. First question: home or away? I was keen to do something practical, but I didn’t really know
A I think that depends on the person. I’m from just outside what. When I saw the apprenticeship advertised on the college
Nottingham and I chose to stay at home. website for a trainee chef, I thought I’d apply.
Rp And how have you found that?
A I think I’ve been pretty lucky. My parents are fairly relaxed and
I’ve been living life just like any other student. Living at home 2.33 Student’s Book page 67, exercise 2
doesn’t always work for everyone because of the relationship
they have with their parents. Le = Leanne, Ys = Younger student, J = Joel, Li = Lizzie, B = Ben
Rp What about independence? Don’t you think your friends who
have been living away from home have learnt new skills and are Le Good morning, everyone. I’m Leanne and I’m here today to tell you
getting a more rounded experience? about the course I’ve been doing. Over the last year, I’ve been doing
A I think it depends on how you look at it. I suppose now and again a diploma in hair and beauty. Yes, the boy at the front.
I feel a bit envious of them when I see what they’ve been posting Ys Why did you choose that course?
on Facebook. But in another way, I don’t regret my decision to Le Well, I love working with people and I really enjoy trying out new
stay at home, and I’m certainly not any less independent. styles and treatments, so this really was the perfect course for me.
Rp What about the course you chose? Ys And what does the course involve?
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UNIT 6 TRANSCRIPTS
Le Well, during the first year, I’ve spent a lot of time in college 2.35 Student’s Book page 68, exercises 3 and 4
learning the practical side of it, but next year we get out and
actually put into practice what we’ve been learning! I’m really
Int = Interviewer, Im = Imogen
excited about that but it’s a lot of work.
Ys What do you have to do for next year? Int Hello. You must be Imogen Fields. Is that correct?
Le I’ve got to organize my own placements, but so far I’ve only Im Hello. Yes, that’s right.
managed to find one. It’s been quite hard because a lot of salons Int So,Imogen. You’ve applied for a place on the engineering
just don’t want work-experience teenagers. I’m sure I’ll sort the apprenticeship. Why are you interested in this particular course?
other ones out, but if not, my course tutor has offered to help me. Im Well, I’ve always loved bikes and cars and stuff like that. When I
Is that it? Well, thank you for listening and now it’s Joel’s turn. was at school I did a bike maintenance course and I also went to a
J Hi, I’m Joel and I’m here today to tell you about my job as a local primary school and taught the children there some basic bike
business administration assistant. maintenance. I found that really rewarding. I love trying to figure
Ys Why did you choose to do that and not go to university? out what the problem is with something and how to fix it.
J Good question! I didn’t know what to do when I left school, but Int Great. And can you tell me a bit more about yourself? What other
I knew I didn’t want to go to university or college. My parents interests do you have?
found that quite hard as they both have good jobs and they think Im Well, I like going out with my friends at the weekend. During the
that going to university improves your chances of getting a good week, I like to keep pretty active and I run or cycle every day. I’ve also
job. That might have been the case when they were young but been doing a young person’s driving course so that next year when
nowadays, with all the university loans and the debt, I don’t think I’m eligible to take my driving test it should be a bit quicker and
that’s true. Anyway, I got pretty good exam results last year and I easier.
decided to start applying for jobs. Int Excellent, that all sounds very encouraging. Now, in terms of your
Ys So, how did you end up as a business admin assistant? exam results you didn’t do so well in your Maths. Why do you think
J Well, I saw the advert on a website and the company looked that was?
really interesting, it was a local accountancy company, so I Im Ehm, I’m not actually sure. I revised for the exam but on the day I
applied for it and ended up getting the job. just found it really difficult and struggled with a lot of the questions.
Ys And how long have you been doing that for? I was a bit annoyed with myself when I got my results. Sorry, don’t
J I’ve been working there now for about three years. I love it! I’m really know why …
learning to be an accountant now too, because the company Int Not to worry. If you get a place on the course, you will have to
have enrolled me on a college course. I don’t mind not going to brush up your Maths skills though and show us you are capable of
university, and actually, some of my friends have been asking me applying yourself.
about my job recently. I think they’re beginning to wonder about Im Absolutely. I’d be really happy to do some revision or go to extra
the choices they’ve made. classes if I had to.
Li Hello, everyone. My name’s Lizzie and I’m here today to tell you Int Okay, that’s good to know. The other subject you need to have
about being a sports coach and fitness instructor. passed is Physics and it looks like you did quite well in that, didn’t
Ys I’m keen to do something like that. Can you tell me how you got you?
into it? Im Yes, I did. I got an A. That was my favourite subject. I had a brilliant
Li Thanks for that question. Well, I’ve been doing loads of sports teacher, he was really passionate about his subject.
since I was about 5 years old. I’m a pretty good gymnast and I’ve Int So, we know you’re willing to brush up your Maths and your Physics
been playing for the national girls’ hockey team for the last few is at a very good standard. As I’m sure you’re aware, there’s an
years. I saw the course on a college website and it just seemed optional design engineering module on the course. Can I ask you
like the perfect opportunity for me to do something I love and what you think the connection is between engineering and art?
learn how to teach other people to do it at the same time. Im That’s an interesting question. Can I just have a few minutes to think
Ys Where do you work and what do you do? about it?
Li The position is at a local gym, which is great because I can walk or Int Yes, of course. Take your time.
cycle there every day. For the first few months, I was shadowing a Im Well, that’s not something I’d ever thought about properly before
senior instructor and just watching what she was doing. But now but I think there are lots of parallels. I think there’s a bit of an artist in
that I’ve been working there for six months, I’ve been doing a lot every engineer and it’s probably the same for artists.
more on my own: I’ve organized gym inductions and sports clubs Int Interesting. Can you expand on that a little and maybe give me an
at local primary schools, and I’ve even run a few classes. example of what you mean?
Ys Can you come to our school? Im Ehm, well there’s that Italian chap, what’s his name? Da Vinci? He
Li I’ll see what I can do. was an artist but he actually designed loads of clever machines and
B Hello. My name’s Ben and I left school with pretty good exam gadgets. I think artists and engineers probably have to think about
results, but I didn’t want to go to college full-time or study at similar things when they’re painting or building something. I’m
university. I was keen to do something practical, but I didn’t always amazed at what has to go into planning anything you want
really know what. When I saw the apprenticeship advertised on to build or design from an engineering point of view.
the college website for a trainee chef, I thought I’d apply. Int That’s a really good example, thank you, Imogen. So, finally, it’s over
Ys What sort of qualifications did you need to do that? to you. Do you have any questions about anything?
B Actually, I had absolutely no experience in this area at all, and Im I just wondered where students are based for the four days they’re
in fact, I hadn’t really cooked anything before! That didn’t seem not in college each week?
to matter. I was really keen to get the place so I prepared really Int Well, they work with a local company in the first year and we set
well and found out lots of things about the catering industry. I that up, then in the second year the students have to find their own
couldn’t believe it when they offered me the place. placements with an engineering firm.
Ys And what are the opportunities for you once you’ve finished? Im Thanks. I think that’s everything.
B Well, I’m just coming to the end of it and I’ve started to look Int Okay, lovely. Thank you for coming in, Imogen. We’ll be in touch.
for full-time jobs, but I’ve also been thinking about travelling.
The hotel chain I’ve been working for has loads of other hotels
in amazing places like Barbados and the Cayman Islands. I’ve
been discussing a few possibilities abroad with my boss and he’s
trying to find out if there are any openings for me.
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1 1 E 2 D 3 A 4 C 5 F 6 B 1 1 intend
2 1 A long tradition as circus trapeze artists. 2 fresher’s week
2 He built a special cannon for her when she was 19. 3 hall of residence
3 Because her life is literally in his hands. 4 flatmate
4 Two years after he met Robin, because Robin’s uncle had an 5 fair
accident and needed a replacement for his human cannonball. 6 to give something a go
5 The person inside the cannon must keep very still before they are 2 making friends, his other flatmates, the sort of meals he has cooked
released at high speed with a similar force to that experienced 3 1 C 2 B 3 A 4 C 5 B 6 C
flying a jet plane. 4 1 He’s been doing a lot of socializing.
6 They want to find normal jobs.
2 All the things he takes for granted at home.
3 start, stop, keep 3 Four.
4 1 hate eating 2 started watching 3 stop doing 4 Five.
4 keep doing 5 enjoy playing 5 Cooking the pasta properly.
6 He’s not sure, but he might have an early night.
Workbook page 61
Workbook page 64
6 1 part-time 2 temporary 3 overtime
4 volunteer 5 summer 6 permanent 1 Students’ own answers
7 1 nine-to-five 2 self-employed 3 staff 2 The man in the top photo, Professor Sugata Mitara, has developed
4 salary 5 training 6 experience a project called ‘Cloud Schools’, which involves classrooms without
8 1 training 2 staff 3 experience teachers present, but full of computers for students to use, like in the
4 salary 5 self-employed 6 nine-to-five photo below.
Workbook page 65
10 1 part of 2 runs 3 hire 4 apply 5 expand
6 fire 7 be shortlisted 8 manage 9 appoint 10 face 3 1 G 2 C 3 F 4 E 5 A 6 D
4 1 F (The money was awarded to his project.)
2 T
3 F (They are there to guide and help, but it’s the students who
Workbook page 62 decide what to do.)
1 1 ’s been talking 4 T
2 ’s been swimming 5 F (They are closed after sunset.)
3 ’ve been doing 6 T
4 ’ve been eating 5 Students’ own answers
5 ’ve been studying
6 1 D 2 C 3 B 4 A
2 1 ’ve been trying
7 1 bright. Students’ own answers
2 have, been doing
2 chilled. Students’ own answers
3 ’ve been having
3 hilarious. Students’ own answers
4 ’ve been thinking
4 ancient. Students’ own answers
5 ’ve been working
5 timid. Students’ own answers
6 ’ve been looking
6 enormous. Students’ own answers
3 1 How long
8 be snowed under, get into, set up, step down, work out
2 since
3 how long 9 1 I hope everything works out. We’ll have to wait and see.
4 for 2 Have you heard? The boss has just stepped down.
5 since 3 I can’t come out tonight, sorry. I’m snowed under.
4 There are no taekwondo clubs here. Shall we set up our own?
4 1 have been following
5 I’d really like to get into something new. What would you
2 for
recommend?
3 have reached
4 have been working Workbook page 66
5 since
6 has been 1 1 D 2 A 3 F 4 C 5 B 6 E
7 ’ve been waiting 2 1 to finish 2 revising 3 to go 4 to go
8 since 5 to do 6 seeing 7 doing 8 to spend
9 has been writing 3 1 Studying
10 since 2 listening
11 has not attended 3 to come
12 since 4 eating
5 1 How long have you known your best friend? Students’ own answers 5 to send
2 Have you had a Maths class today? Students’ own answers 6 thinking
3 How long have you been studying English? Students’ own answers 4 1 studying 2 to do 3 to decide 4 Talking
4 What music have you been listening to the most recently? 5 taking 6 to find out 7 reading 8 to see
5 How long have you been doing this exercise? Students’ own answers
6 Have you eaten any fast food today? Students’ own answers
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5 1 spending. Students’ own answers

2 reading. Students’ own answers
3 to revise. Students’ own answers
4 watching. Students’ own answers Fresher’s week is everything I hoped it would be. There’s only one
5 to help. Students’ own answers day left now before my lectures start, and I must admit I’m feeling
6 doing. Students’ own answers a bit nervous about starting my courses for real. I feel like I’ve been
living in a sort of bubble this week. I guess I’ve been doing a lot of
Workbook page 67 socializing, which probably explains why I’m so tired! There have
been lots of things to get used to, and it’s made me realize all the
Extra Challenge things I take for granted at home.
I’m living in a hall of residence this year. It’s single sex, and I’m in a
Webquest flat with three other students. We’re all from different parts of the
1 Students’ own answers country, so we’ve been getting to know each other and finding out
2 Bologna, Italy, in 1088 a bit about the courses we’re all doing. None of us is doing the same
3 A more expensive and exclusive fee-paying private independent course so that’s quite good, I think, and that’s meant there’s been a
school. lot to talk about. One of my flatmates is doing Dentistry. That’s got
4 A Levels. to be the worst job ever, in my opinion. Can you imagine staring into
5 It’s an organization for people with high IQ. Mensa means ‘table’ people’s mouths all day? No, thanks! And of the others, one is doing
in Latin and it was chosen thinking of King’s Arthur round table a languages degree (can’t remember which languages though!) and
to show the nature of the organizations, where all members are the other one is doing Politics. Oh, and I’m doing Chemistry.
equal in rights and obligations.
6 It’s a medical NGO that works in the poorest parts of the world. I went along to what they call Fresher’s Fair, which is just a hall with
Marcie’s Misunderstandings loads of different clubs, teams and societies so I’ve signed up for
To memorize something. quite a few. I’m not sure I’ll end up doing them all, but I’ll certainly
give them a go and see what I like best. The one that appeals to me
most is futsal. It’s basically five-a-side indoor football. I’ve never
Workbook page 68 played it before, and it sounds like good fun and good exercise.
1 SUGGESTED ANSWERS
I’ve done my first ever supermarket shop on my own. That was quite
1 Can you tell me a bit about more yourself?
fun, but I did spend a bit more than I’d intended. Oops! In another
2 That’s an interesting question.
way, though, it was a good lesson for me. I know I’ll have to keep
3 I think that’s it.
an eye on that sort of thing this term. I’ve been doing a fair bit of
2 1 must cooking too, nothing major though! Just pasta and a jar of sauce,
2 right that sort of thing. Even that’s harder than I thought. OK, heating
3 interested in up the sauce isn’t difficult, but you have to make sure you cook the
4 over to you pasta properly. Who knows – by the end of this year, I might want to
5 like to know be a chef!
6 anything else
7 that’s it I’m not sure what I’m doing tonight. Maybe an early night, so I’m
ready for the real work next week. Then again, maybe not!
3 1 food service
2 interested in
3 experience
4 cookery classes 1.19 Workbook page 68, exercise 5
5 run her own restaurant
6 nine-to-five
1 What was it about this course that appealed to you?
7 local company
2 Can I think about that question for a minute?
4 SUGGESTED ANSWERS 3 Why are you interested in studying here?
1 Hello. You must be James. Welcome! Now, what particular course 4 Do you have any more questions?
interests you? 5 Can you tell me a bit more about yourself?
2 What was it about the course that interested you? 6 Is there anything you’d like to ask us about the course or the college?
3 You will need good marks in IT to be able to do the course.
4 Great! Now, is there anything you’d like to ask me about?
5 There are grants you can apply for and prizes awarded during the year.
6 In that case, thanks for coming in. I’ll be in touch with you shortly.
Workbook page 69
1 1 for example
2 what about
3 such as
4 like
2 1 for example
2 such as / like
3 What about
4 like / such as
3 1 F 2 F 3 T 4 T 5 T 6 T
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UNITS 4–6 REVIEW
Warmer
Write My dream job on the board and get the students to tell each
other what they would most like to do and why.
1 Get students to discuss the questions together and get feedback.
2 Elicit predictions from the class. Write them on the board.
3 This could also be done as a jigsaw reading activity. Put students in

pairs and get one student to read about Daniel, and the other one to
read about Katie. Then get them to share their answers together.
Answers
1 He worked temporary jobs doing shift work in local factories.
2 He did a graphic design course.
3 He lost his job and was unemployed.
4 In an industrial area of his city, where he converted an old ship
container into a design studio.
5 Katie went to and left three different colleges, then started receiving
unemployment benefits.
6 A stranger stopped her in the street and asked about her hats.
4 Get feedback afterwards and have a vote about whether it’s best to
be employed by a company or self-employed.
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Warmer Warmer
Write the word natural disasters on the board. Ask the students Find some pictures of South Africa on the internet but try to get
to work with a partner and write down as many different types images that are not too easy to recognize. Tell the students you
of disaster as they can. Give them a short time limit so they work are going to play a game called Where in the world? Show them a
quickly. The team that gets the most wins. picture and get them to guess where it is.
5 Have students talk about the pictures together and get their ideas 1 Write some topics on the board to stimulate students’ ideas, e.g.
in feedback. landscape, famous people, exports, language, events.
6 2.37 Transcripts page 196 Walk around and check to see how 2 Tell students to work in pairs and guess why each thing is
the students are doing. Play and pause so they can listen again and important.
write their answers.
WORDS TO KNOW 3 Tell the students to watch the video and check if their ideas are
Check that students know words such as raged (caused damage), correct.
path (direction), dropping off (take something somewhere) and
dispatch (send). You could either pre-teach them before the Answers Students’ own answers
students listen or get them to guess the meaning from context
afterwards.
4 In pairs, first get students to answer the questions from memory.
Then play the video again for students to fill in any gaps.
Answers
Answers
1 True
2 False (90 miles an hour) 1 Although English is used widely in public life, the three most spoken
3 False (20,000 people have been evacuated from their homes.) languages are Zulu and Xhosa, native African languages known for
4 True their ‘click’ consonants, and Afrikaans, a language that has developed
5 False (There are shortages of drinking water.) from Dutch. And there are immigrants from all over the world.
6 False (The Red Cross has been dropping off emergency supplies to the 2 It means being apart.
worse affected area.) 3 Police officers would patrol areas for whites only and would arrest
7 True any black people without official permission to be there.
8 False (She escaped to her neighbour’s roof.)
4 The Republic of South Africa had its first really free elections.
7 Put the students in small groups and give a time limit for each 5 It has high unemployment, poverty, and the world’s largest
population of people living with HIV. They have a good welfare
part of the activity. Get them to do the role play in front of the class
system and various social programs to help the poorest, and have
afterwards. been trying to build and diversify their economy. The country gets
a lot of income from gold and diamond mining, but it is trying to
Answers Students’ own answers develop other industries like high technology and, of course, tourism.
5 Invite students to share their ideas and take a vote on whether they
would like to host a big sporting event in their country and why.
FIND OUT
Tell students they can use their smartphones or computers to
look up information together. You could also get them to do this
as homework for a short presentation in the next lesson.
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2.37 Student’s Book page 71, exercise 6 Video Student’s Book page 71, exercises 3 and 4
▼
N = Newsreader, J = John, H = Hannah When South Africa held the FIFA World Cup in 2010, the world saw
a host nation in celebration, showing the world the wonders and
N Good evening it’s just after 7.30. I’m Brian Richards and here are the variety it has to offer. The country has a population of around
the main headlines this evening. 51 million, with eleven official languages. Although English is used
Three people have died after a huge storm hit the east coast widely in public life, the three most spoken languages are Zulu and
of the country last night. The storm, which has already killed Xhosa, native African languages known for their ‘click’ consonants,
two others in the south, raged through cities and coastal and Afrikaans, a language that has developed from Dutch. And
towns, destroying everything in its path. Hurricane force winds there are immigrants from all over the world. It truly is the ‘Rainbow
of over 90 miles an hour were recorded, and some 20,000 Nation’.
people have already been evacuated from their homes due to
warnings of further floods and landslides. Thousands of homes These images of happy football fans, and the famous image of
and businesses are without power, and in many places there ex-President Nelson Mandela celebrating the victory of the South
are already shortages of clean drinking water. We spoke to African rugby team in the 1995 Rugby World Cup, show a country
emergency rescue worker John Harrison. that has seen some of the greatest changes a country can go
J Our emergency services are working around the clock, carrying through. After independence in 1948, the African National Party
out emergency response plans. The Red Cross has also been government voted to continue the controversial policy of ‘apartheid’,
dropping off emergency supplies of bottled water, food, tents and an Afrikaans word which means ‘being apart’. For decades, South
blankets to homes in the worst affected areas. They have also Africans of different races used to live in separate areas and have
dispatched medical supplies to areas cut off by flooding. access to different facilities. And police officers would patrol areas
N Local resident Hannah Chen, whose home was destroyed in the for whites only and would arrest any black people without official
storm, said she hadn’t expected the winds to be so strong. permission to be there. Then in 1994, after decades of tireless
H I had seen the warnings on the news that evening about the protests from people like Archbishop Desmond Tutu and the
storm. My family and I had put sandbags outside our doors. But international community, the Republic of South Africa had its first
nothing could have prepared us for that. As the storm hit, the really free elections. And its first black President; Nelson Mandela, a
sound of the wind was incredible, just like a passing train. Then Xhosa member of the African National Congress party, or ANC, and a
the rain came and within minutes our road was totally flooded, man who had spent 27 years in prison for his political protests.
and our house completely underwater. We had to escape to the
roof of a neighbour’s house and wait for help. Helicopter rescue South Africa still has problems. It has high unemployment, poverty,
crews finally rescued us and took us to safety. Everyone on my and the world’s largest population of people living with HIV.
street is now homeless. It’s devastating. However, the country has been working to solve these problems.
N The emergency services are continuing to monitor weather They have a good welfare system and various social programs
conditions very closely, as more rain is expected. We’ll keep to help the poorest, and have been trying to build and diversify
you updated of any developments, and if you need to contact their economy. The country gets a lot of income from gold and
emergency services, the number is … diamond mining, but it is trying to develop other industries like high
technology and, of course, tourism.
South Africa has a lot to offer as a tourist destination. It has

safaris and adventure tours to see some of its amazing wildlife
and spectacular scenery. It has modern cities, like Johannesburg,
Capetown and Durban, with fantastic restaurants and great views.
And it has a rich culture, a culture that reflects a people that wants
to forgive things that happened in the past and looks toward the
future.
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Workbook page 70 Video Workbook page 71 exercise 2
▼
1 1 booking
2 training Tourism is an important industry in South Africa. As well
3 destination as ordinary sightseeing, the country offers a wide range of
4 staff adventure tours, with loads of exciting activities to take part in.
5 homeless But what undoubtedly attracts most tourists to South Africa is
6 eruption the chance to go on a safari tour.
7 salary
The word ‘safari’ may make you think of men in khaki-coloured
2 1 DNA clothing hunting the biggest, fiercest animals they could find.
2 laid-back And hunting is still a popular activity throughout Africa today.
3 USA But the word ‘safari’ actually just means ‘long journey’ in the
4 laughing language of Swahili, and most modern safaris are photographic
5 passing excursions around some of Africa’s vast and spectacular nature
6 smart reserves, looking for the wildlife that Africa is famous for.
7 doing
8 hardworking So what actually happens on a safari? Well, if you sign up for a
3 1 out safari, you’ll probably be staying at one of South Africa’s many
2 away boutique hotels, and your guide will wake you up very early so
3 up you can set off before sunrise – most animals are less active as
4 off the day goes on. The guides often find animals by looking for
5 down their tracks on the road. And what animals are you likely to see
on a safari? Most people hope to catch a glimpse of one of the
4 1 went
‘Big Five’: the elephant, the rhino, the buffalo, the leopard and
2 had rented
of course the king of the jungle, the lion. These are the animals
3 didn’t start
that were considered by hunters to be the most difficult to hunt
4 were sitting / sat
on foot. And they are magnificent animals. But there are many
5 arrived
other animals to see too, most of which you won’t see on any
6 were waiting
other continent. And most guides will be able to tell you some
7 realized
interesting facts about them.
8 didn’t have
9 started For example, did you know that elephants live about the same
10 had found length of time as humans, and that they use their ears to cool
11 had picked down? Or that giraffes sometimes fight with their necks, which
5 1 he was going backpacking round the USA. can be 2 metres long, and that they sleep standing up? And did
2 to help her to find a part-time job. you know that hippos, although their closest relatives are whales
3 floods were causing major disruptions in parts of the UK that day. and dolphins, can run faster than humans and are one of Africa’s
4 it had been the best holiday he’d ever had. / it was the best holiday most dangerous animals?
he’d ever had.
5 not to drink the / that water. You may have seen some of these amazing animals in the zoo,
6 1 have you been doing, watching and perhaps you already know quite a lot about them, but if you
2 had agreed, had seen go on a safari you can see them in their natural habitat. And you
3 used to, to buy can even contribute to making sure that they continue to survive
4 was walking, saw so that future generations can share this unmissable experience.
5 doing, Going, chilling
Workbook page 71
1 B 2 C 3 A 4 B 5 C 6 A 7 C 8 B 9 B 10 A
Video
2 1 ‘Long journey’.
2 The elephant, the rhino, the buffalo, the leopard and the lion (the
animals considered by hunters to be the most difficult to hunt on
foot).
3 Their ears.
4 They use their necks.
5 Whales and dolphins.
3 1 C
2 A
3 E
4 D
5 B
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7 Culture vultures Unit overview

● Art and architecture: art-deco, atrium, baroque, beam, ● To learn and use vocabulary about art and architecture
chalk, clay, column, concrete, dome, gothic, limestone, (page 73) and homonyms (page 77)
marble, medieval, modern, neo-classical, pavilion, tile, ● To learn and use the passive (page 74)
titanium, tower, urban
● To learn when to use the passive (page 78)
● Homonyms: bear, book, exhibit, fly, get across, matter,
● To learn and use have / get something done (page 78)
memory, mind, object, pupil, show, time, trip, turn, watch,
wave ● To use expressions of purpose in writing (page 81)
● Compound adjectives
● Verb Zone: get across, look around, make out, pull down,
throw up Skills objectives
● Face 2 Face: Come on I just don’t get it! say
● To read and understand an article about architectural
icons (page 72)
● To discuss favourite buildings (page 73) and to discuss
Grammar whether information is fact or fiction (page 74)
● To listen and understand a radio programme debate
● The passive about art (page 75)
● Active and passive ● To read and understand an article about painting (page 76)
● have / get something done ● To discuss a person students admire (page 77)
● To talk about a painting (page 79)
● To ask for information at a tourist attraction (page 80)
Pronunciation
● Sounding polite and sounding firm
Assessment criteria
● Students can use the passive.
Recycled language ● Students can use have / get something done.
● Students can recognize and use vocabulary about art and
● Present simple and continuous architecture and use homonyms.
● Past simple and continuous ● Students can sound polite and sound firm.
● Present perfect ● Students can read and understand an article about
● Future tenses and modals architectural icons and an article about painting.
● Students can listen to a radio programme debate about art.
● Students can talk about a painting.
● Students can ask for information.
● Students can write an article.
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activities.
Listening
Writing page 134 ● Listening extra, page 11
● Listening a review Writing
Listening comprehension page 135
practice
● Academic talk used for fast finishers or as a wrap-up activity.

presentation
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UNIT 7 READING
Warmer
Put the students in pairs or small groups and tell them they are
going to play a game called Where in the world? Show pictures
of famous buildings quickly (maybe 1–2 seconds). They have to
guess where the buildings are and what they are called.
1 Put the students in pairs and get them to guess what the buildings
are. Have them discuss which ones they like and which ones they
would like to visit.

Check the students know the meaning of words such as
contemporary, atrium, foundation and intricate. Set a time limit so
that they read the text more quickly.
Answers
1 537
2 more than 1,000
3 (almost) a million
4 6,500
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3 Do the first one with the students. Then put them in pairs to
complete the activity. Warmer
Put students into groups. Ask them to write down as many
Answers compound adjectives they can think of. The team to write the
most wins. In feedback, ask students to put the compound
1 Taj Mahal
2 Empire State Building
adjectives into sentences.
3 The Guggenheim
4 The Louvre
5 Taj Mahal 8 This activity could also be done with cut-up slips of paper so that
6 The Guggenheim students arrange them in the correct category. This activates
7 Taj Mahal, Empire State Building, The Louvre different learning styles and introduces a visual and kinaesthetic
8 The Louvre element.
4 To vary the activity and increase interaction and speaking, put the Answers
students in pairs and get them to ask each other the questions.
Materials: chalk, clay, concrete, limestone, tile, titanium, marble
Architectural style: art-deco, baroque, gothic, medieval, modern,
Answers neo-classic, urban
1 It’s shiny and long-lasting. Parts of a building: atrium, beam, column, dome, pavilion, tower
2 Elephants were used.
3 It was the tallest building in the world. 9 If possible, do the activity with the class by eliciting other
4 It was built in honour of his third wife who had died in childbirth. adjectives. Have students write new words down, identify word
5 It’s home to 21,000 office workers. stress and quickly drill for pronunciation practice.
6 Its curved exterior is designed to catch the light.
5 Put students in pairs. Check their ideas and promote discussion in
feedback.
10 To introduce the topic, show a picture and ask the students what
they know about the Sydney Opera House. Put them in pairs to
Answers Students’ own answers complete the multiple-choice activity.
Answers
Extra activity
1 C 2 B 3 C 4 A 5 B 6 C 7 B 8 A
Write Things I knew and Things I would like to know on the board.
Have students discuss their ideas together. Elicit a series of 11 To scaffold the writing activity, give the students time to think
questions about the buildings and write them on the board. Get about a building they like. Tell them they can refer back to the text
them to use their smartphones or computers and search for the about the Sydney Opera House, the Guggenheim, the Louvre, the
answers together. Empire State Building and the Taj Mahal to help them. Encourage
them to use the compound adjectives.
6 Write the words world and famous on the board and ask students
what kind of words they are. At this point they may say that world is Answers Students’ own answers
a noun. Then put the words together with a hyphen and elicit that it
becomes an adjective. Then get them to search for other compound
adjectives in the text.
Extra activity
As a follow up, tell the students not to write the name of their
Answers favourite building down. Then after they have finished writing,
pair them with a new partner and get them to swap their
long-lasting, light-filled, sail-shaped, 102-floor, art-deco descriptions. Get them to read about each other’s favourite
buildings and guess what they are.
7 Model the activity first with the students. Write brand on the board
and then elicit new to make the compound adjective. After they
have completed the sentences, get answers in feedback and also
get them to give a definition of each phrase.
Answers Vocabulary Support Worksheet: page 24, exercises 1–3
1 seven-floor
2 brand-new
3 old-fashioned
4 multi-purpose
5 brightly-coloured
6 well-known
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UNIT 7 GRAMMAR
3 Review the first one with the students and highlight the form. You
GRAMMAR OPTIONS could also dictate active sentences and have the students rewrite
● The grammar box gives a summary of the grammar areas that them in the passive.
on page 119. 1 Brasília was designed by the Brazilian architect Oscar Niemeyer.
● Visual grammar presentation 2 The city was built in 41 months.
3 Many buildings were made from concrete.
4 A lot of the buildings looked like they were suspended in mid-air.
5 Brazil’s National Congress has been located in Brasília since 1960.
Warmer 6 One of the best examples of modern design can be see in the cathedral.
To practise the past simple passive, make up a quiz for a running 4 Have students work in pairs to guess the materials.
dictation. Write about five questions on a piece of paper and
put it on the wall across the other side of the room or outside. Answers
Put the students in pairs. Student A runs across the room, reads
1 glass
a question, and then rushes back to their partner to tell them
2 concrete
what it says. Student B listens and writes the questions down. 3 aluminium
The first team to finish correctly wins. Then get the students to
answer the questions and check in feedback. 5 Put the students into small groups to do the quiz. Give extra points
Example questions and answers: if the students can correct the false sentences.
1 Who was John F Kennedy assassinated by? (Lee Harvey Oswald)
2 Who was America discovered by? (Christopher Columbus) Answers
3 Where were the 2004 Olympic Games held? (Athens, Greece) 1 False (The Sistine Chapel ceiling was painted by Michelangelo.)
4 Who was the movie Pulp Fiction directed by? (Quentin Tarantino) 2 True (It has also been won by Israel and Azerbaijan.)
3 False (He was played by Daniel Radcliffe.)
5 Who was the Sagrada Família designed by? (Antoni Gaudí)
4 False (The stones were transported by men.)
5 False (It was written by Patty Hill and Mildred Hill.)
1 Read the grammar box with the students and highlight the 6 False (It was written by Charles Dickens.)
function and form on the board.
6 Have students read the Study Skill box and remind them to make
Answers the quiz using the passive voice. Walk around and offer help and
This Art Museum was completed in 1997. gentle correction as needed.
It is one of the most admired works of contemporary architecture.
It is made from 30,000 sheets of titanium. Answers Students’ own answers
Its curved exterior is designed to catch the light.
The interior is built around a large light-filled atrium.
In 1989, the glass pyramid was added. Continuous assessment
More than 1,000 elephants were used to transport them.
Thousands of artisans and craftsmen were employed to carve the Teacher’s Resource Book
intricate details. Grammar Support Worksheet: page 48, exercises 1–3
It is visited by almost four million people each year. Grammar Consolidation Worksheet: page 49, exercises 1–3
2 Tell the students to look back at the grammar box to help them.
Answers
1 was designed by, B
2 C, was stolen
3 was opened, C
4 is made, A
5 be seen, B
Teaching tip
Show how the person or thing that does the action is often
not mentioned in the sentence. However, also show that if the
agent is mentioned, we use the preposition by. Students are also
sometimes confused by the past participle, so show that the
passive can be used in the present and the future also.
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UNIT 7 LISTENING
7 3.4 Check the expressions above and have them complete the
Warmer dialogue together.
Get a picture such as Van Gogh’s Bedroom in Arles (you can easily
find it on the internet). Put the students in pairs and get them to Answers
turn their chairs back-to-back. One student has to describe the
picture. Their partner has to listen and draw what they hear. 1 Come on! 2 say 3 I just don’t get it!

1 Put students in pairs to discuss and check their ideas and opinions. Ask the students who is more polite in the conversation. Then have
Have them share their ideas with the class. them read the expressions and guess who said them. Show how
Martha accepts something Will says and then offers a different idea
Answers Students’ own answers in a polite way.
Answers
2 3.2 Transcripts page 220 Play the introduction, check the
answers and then get the students to predict what the discussion WILL MARTHA
will be about. Come off it! You’ve got a point, but ...
That’s total rubbish! With all due respect ...
No way! I don’t accept that at all. I see where you’re coming from, but ...
WORDS TO KNOW
Check that students know words such as views (opinions and 9 3.5 Repeat the sentences with the students and model the
beliefs), fascinated (extremely interested), get something off your pronunciation.
chest (to say something that has been worrying you and that 10 Give students time to write their feelings. Walk around and offer
you wanted to say), convey (to express and say your feelings and help as needed.
ideas) and provoke (to cause a reaction, often a negative one).
Answers
11 Put the students in small groups to discuss. Encourage them to use the
1 What is art?
phrases from the Express yourself section. Get their ideas in feedback.
2 Martha is going to art college after the summer and she’s always
been fascinated by the different concepts of art. Will is in Martha’s Answers Students’ own answers
class and they’re always disagreeing about things like this.
3 Ask the students to work with a partner and guess the words Fast finishers
together. Check their ideas quickly afterwards and get their reasons. To create interest and promote extra discussion, put a series of
pictures of art around the room. These could include Van Gogh,
Answers Students’ own answers Picasso, Salvador Dalí, or graffiti and images from street artists
such as Banksy. Encourage the students to walk around and
4 3.3 Transcripts page 220 Play and pause as needed and have discuss their feelings with each other.
the students compare with a partner. Get feedback and find out
who guessed the most words.
Answers
painting, video games, graphics, form, content, reaction, emotions
5 3.3 Transcripts page 220 Give the students time to read the
options so they know what to listen for.
Answers
1 C 2 A 3 A 4 C

You’re joking: Come on!
I don’t understand: I just don’t get it!
for example: say
Answers
Will says ‘Come on!’ about Martha’s claim that video games and make-
up is art.
Will says ‘say’ when he gives an example of a famous painting.
Will says ‘I just don't get it!’ about Martha’s opinions of art.
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UNIT 7 READING
Warmer
Write 10–15 recently learnt words on the board that you would
like to review. Tell the students to choose five of them and write
them down. Then read out the definitions of the words in a
random order. If they have written down any of the words you
define, they cross it off. When they have crossed out all five of
their words, they tell you by shouting Bingo!
1 Ask the students if they know the paintings of Claude Monet. What
do they know about Monet and his art? Then have them look at the
paintings and discuss together. Write their ideas on the board.

Check off any of the ideas on the board that are correct. Elicit
reasons.
3 Check that students know the meaning of words such as blind

(unable to see), sketch (a simple drawing that doesn’t have many
details), detect (to notice or discover something) and deteriorated
(to become worse).
Answers
1 The article is about a blind painter.
209
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4 Ask students to also correct the false statements.

Warmer
Answers Write some words on the board such as tear, can, fine, park and
tie. Then ask the students to write a sentence that includes
1 False (A friend suggested he go to art college.)
each word. When they have finished, get them to compare the
2 False (His eyesight started to fail in 1987.)
3 True sentences together and see if they have the same meaning!
4 True
5 False (He continued painting.) 7 Read the vocabulary box together and get students to look for the
6 False (He uses Blu-Tack and his memory to create his paintings.) homonyms in the text.
7 True
8 True
Answers
5 Tell the students there are no definite answers and encourage them 1 noun
to give their own ideas and opinions. Get class feedback afterwards. 2 a show, b mind
3 show (v): to make it possible for something to be seen
Answers Students’ own answers mind (v): to be annoyed or upset
8 Get students to find the words together and also show there is
6 Model the activity with a description of someone you admire sometimes a difference in word stress between nouns and verbs.
so that the students understand the activity. Give them some
preparation time before they talk together. Walk around and listen
Answers
for nice sentences and ideas, and highlight in feedback.
1 watch 2 pupil 3 wave 4 object
9 You can also do this activity as a dictation.
Answers
1 wave 2 object
10 Get students to compare their sentences together.
11 You can also do this activity as a dictation.
Answers
1 throw up 2 get across 3 make out 4 pull down 5 look around
or an -ing form or an infinitive with to.
Answers
1 looking around 2 threw up 3 make out
4 being pulled down 5 to get across
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UNIT 7 GRAMMAR
GRAMMAR OPTIONS 4 3.7 Transcripts pages 220 Have students compare their
answers together afterwards.
Answers
on page 119. 1 Sara has to have her eyes tested.
2 Joe is having his hair cut.
3 Ellie’s parents got the car repaired yesterday.
4 Sam is getting his exam results texted to him.
Warmer 5 Model the first question on the board and elicit the answer from
the class. Check their questions for accuracy in feedback.
Draw two pictures of a room and do a spot the difference activity
with the students. If you can’t draw very well, it’s just as easy
to take a picture of a clean room at home on your smartphone.
Answers
Then throw some things around to make a mess and take 1 How often do you have your eyes tested?
another picture to show the students. 2 Have you ever had flowers delivered to your house as a present?
First show them the picture of the messy room, and then show 3 When was the last time you had your bedroom painted?
4 Have you ever had clothes made for a special occasion?
them a picture of the room later when it has been cleaned. Get
5 Would you like to have a tattoo done?
them to make sentences about the clean room in the passive voice, 6 Have you ever had your fortune told?
e.g. The bed has been made, the clothes have been picked up etc.
6 Put the students in pairs and encourage them to ask follow-up
1 Read through the grammar rules with the students and get them questions for extra information.
to complete the text. Get them to give the reason why we use the
passive in each example. Answers Students’ own answers
Answers
Extra activity
1 was sold
Get the students to imagine they are a famous celebrity, such as a
2 was painted
3 made movie star, sports personality or pop star. Ask them to think of all
4 gave the things they would have done for them if they had a celebrity
5 found lifestyle.
6 began
7 were drawn
8 featured
9 has been
10is recognized Teacher’s Resource Book
11 has lived Grammar Support Worksheet: page 48, exercises 4–6
Grammar Consolidation Worksheet: page 49, exercise 4–6
2 Do the first one with the class and check together afterwards.
Answers
1 The Great Pyramid of Giza was worked on by over 14,000 people.
2 St Basil’s Cathedral in Moscow was finished in 1560.
3 The Golden Gate Bridge has only ever been closed three times due to
weather conditions.
4 The temples of Ankor Wat can be found in the forests in Cambodia.
5 Five operas and over 600 pieces of music were written and composed
by Mozart.
6 A huge bronze sculpture was stolen from a park in London in 2011.
7 Machu Picchu was built by more than ten thousand men.
Sentences 1 and 5 are better as active sentences.
3 Ask the students to read about the causative. Remind them that
they can use the past or -ing form of have / get something done to
complete the sentences.
Answers
2 I had my hair cut.
3 My parents have their house cleaned once a week.
4 I had my bag searched by a security guard as I left the supermarket.
5 She had her photo taken by a professional photographer.
6 Nick is having an article about graffiti published by the local newspaper.
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UNIT 7 CHALLENGE
5 Have students describe their paintings. Encourage their partner to

In this lesson, the students look at and listen to a description
take notes and ask extra questions.
of two famous paintings; Dance at Le Moulin de la Galette and
Nighthawks and write down information about each picture.
Then they take turns giving information and describing different
paintings using the helpful phrases in the Express yourself box.
6 You could extend the activity by writing sentence prompts such as
I really like this painting because ..., It’s an interesting picture because ... .
Warmer Get class feedback and vote for the best painting.
Ask students to discuss their favourite work of art. Bring Answers Students’ own answers
in pictures of famous works of art to promote discussion if
necessary.
7 Ask the students to write about their favourite painting using
the new expressions. You could also get them to make short
1 Ask the students to discuss the paintings and check their ideas presentations in small groups.
afterwards.
2 3.8 Transcripts pages 220 Tell the students to listen to the

Fast finishers
information about each painting and get them to compare their Put a selection of pictures of famous paintings up around the
answers together. Play and pause as needed. room and get the students to walk around and look at them.
Ask the students to secretly choose a painting and write a short
Answers description of the painting. Put students into pairs. Then get the
DANCE AT THE MOULIN DE LA GALETTE first student to read their description out. Their partner has to
listen carefully and guess which painting is being described.
Painter: Pierre-Auguste Renoir
Date: 1876
Materials used: oil paints
Description: people spending time together on a Sunday afternoon in an
area of Paris called Montmartre. The people are all young and working-
class, and they are dressed up in their best clothes. The young girl in the
foreground with the striped dress looks happy as she listens to the man
in front of her with his back to us. Behind the group sitting at the table,
there’s a young woman in a blue dress leaning against the tree. In the
background, we can see people laughing, chatting and dancing.
NIGHTHAWKS
Painter: Edward Hopper
Date: 1942
Materials used: oil paints
Description: It shows three customers sitting in an all-night diner,
and there is also a server behind the counter. Hopper used carefully
constructed shapes and lots of diagonals in this painting and there
is an almost cinematic feel to things. Outside the diner it is dark, but
this contrasts sharply with the electric light inside. Although they are
sitting side-by-side, the couple on one side of the counter do not seem
to be communicating, and they seem to exaggerate the loneliness of
the man sitting on his own on the other side. All three customers are
framed by the large window in the background, and the pale colour on
the walls contrasts starkly with the dark wooden counter.

Put the students in pairs and tell them which page to look at and
describe. Remind them not to look at their partner’s information
and show them the new phrases in the Express yourself box as they
prepare.
4 Model the activity and have students describe their paintings.

Encourage their partner to take notes and ask extra questions.
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UNIT 7 INTERACTION
Warmer Teaching tip

Ask students to think about a time when they were lost in a Explain to the students that we often use have and go for before
strange place. Let them tell a story where they were, what words like walk, run, wander and stroll.
happened and what they did. Model the activity with an
amusing story of your own. 5 3.13 Get the students to guess the multi-part verbs and listen
to check. To help them, you could also write the particles on the
3.10 Express yourself contains a variety of useful expressions for board for them to choose from.
are used in the dialogue. They are available on the audio if you want Answers
students to hear how they are pronounced. 1 out
2 over
1 Ask the students how often they go to art galleries, museums and 3 to
exhibitions. Then get them to think of the information they might 4 into
ask for. 5 on
6 on
Answers Students’ own answers 6 To make it more interactive and fun, get them to read out their
sentences with a gap in. Their partner has to guess from the context
2 3.11 Transcripts page 221 Get the students to read the and shout out the missing multi-part verb.
questions so they know what information to listen for.
Answers
1 Andy Warhol 7 Add any new expressions to the board for students to copy down.
2 They want to know how to get to the Andy Warhol paintings. You can also do some repetition drilling and pronunciation of the
phrases in the Express yourself box.
3 3.12 Transcripts page 221 Put the students in pairs and see if
they can remember. Elicit their ideas and then play the audio again Answers Students’ own answers
so they can check.
8 Ask the students to work in pairs and choose a situation. If they
Answers can’t decide, choose for them.
A Modern and Contemporary
B Roman and Greek Answers Students’ own answers
C Egyptian
4 3.12 Transcripts page 221 Play and pause the audio. Walk
9 Encourage the students to use helpful phrases in the Express
yourself box.
around to check how students are doing. Have the students check
together afterwards and correct the false sentences.
Answers
10 Walk around and listen to the conversations. Change pairs so
1 False (You start it when you get in the exhibition room itself.)
that the students get to talk to a different partner. Highlight good
2 True
sentences and ideas in feedback.
3 False (There are two options.)
4 True
5 False (They are all numbered.) Answers Students’ own answers
6 False (She decides to have a wander first.)
Fast finishers
Ask students to pick another situation from exercise 8 and
write / act out a dialogue in pairs.
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UNIT 7 WRITING
7 Set a time limit and get students to write ideas down. Walk around
Warmer and offer help if needed.
Do a three-picture story with the class. Get a picture that has
one or two people somewhere. The other pictures should be Answers Students’ own answers
objects, situations, places or events. Show the first picture,
ask them questions and encourage the students to make up 8 Quickly elicit the purpose of each paragraph and get students to
interesting ideas about it. Then ask more questions and show follow the model text.
the other pictures to make a story. Here are some example
questions: Who are they? What are their names? What time is it? Answers Students’ own answers
Where are they? What’s this?, etc.
9 Model the activity and encourage the students to use expressions
1 Write some of the phrases from page 75 on the board. Get the of purpose in their writing. They can also look back and use helpful
students to discuss the statements and encourage them to use the vocabulary and ideas from the text. Get class feedback on their
expressions to disagree politely and strongly in their conversations. ideas and opinions.
2 Check the answers with the class. Fast finishers

Answers Get fast finishers to finish the sentence Art is ... in their own
words.
1 She never liked drawing or enjoyed art lessons.
2 She can understand that art is about much more than what we see
on a wall.
3 A friend took her to a talk on a British artist called David Hockney and
her attitude changed.
3 Ask students to read and correct the false sentences.
Answers
1 True
2 False (It was about David Hockney.)
3 True
4 False (She views technology in a different light.)
5 False (They are enormous versions of what appears on screens)
6 Not mentioned
4 Write a sentence example on the board and elicit that the phrases
show a reason for doing something. Get students to underline the
expressions they find.
Answers
in order to
so as to
so that
5 Ask the students to use words from the list to complete the
sentences.
Answers
1 to
2 so as not to / in order not to
3 so that
6 Before they write, give the students time to recall something about
which they have changed their ideas.
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UNIT 7 TRANSCRIPTS
Rp = Radio Presenter, M = Martha, W = Will 1

B = Bill, S = Sara
Rp Good evening and welcome to this week’s edition of The Culture
Show. Tonight we’re discussing ‘What is art?’ B Hi Sara. You look a bit unhappy. What’s the problem?
Here in the studio, we’ve got two students, Martha and Will. S I’ve got a bad headache. I can’t see the board in class very well
They’re here to discuss their views. Welcome to the show. and I sit right at the front.
M/W Thanks / Thank you. B Maybe you should make an appointment with an optician? They
Rp So, Martha, can you tell us why you’re interested in this particular topic? can check your eyes.
M Hi! Well, I’m going to art college after the summer and I’ve S Good idea! Thanks. I’ll go and do that now.
always been fascinated by the different concepts of art. 2
Rp Okay. And you, Will? M = Matt, J = Joe
W I’m here today because I’m in Martha’s class and we’re always
disagreeing about things like this. I just wanted to come and get M Hi Joe. Where are you going?
a few things off my chest, really! J Oh, sorry. I didn’t see you there, Matt. My hair is so long. I’m just
on my way to the barber’s.
M Sounds like a good idea looking at you! Do you fancy meeting up after?
3.3 Student’s Book page 75, exercises 4 and 5 J Great! I’ll text you. Bye!
Rp = Radio Presenter, M = Martha, W = Will 3

S = Silvia, E = Ellie
Rp Great! So, Martha, let’s start with you. What do you think art is?
M Well, for me art is something that makes my life richer and better. S Hi Ellie. How’s it going?
Without art, life would be very dull and boring. Anything from paintings E Not great! I passed my driving test a couple of weeks ago but
and video games to the way you wear your make-up; it’s all art. drove into our garden wall the other day!
W Martha, come on! How can you say video games and the way you S Oh no! What did your parents say?
wear make-up is art? E Oh, they were pretty cool about it actually and the car was in the garage
M Well, let’s concentrate on video games for the moment. Just think all day yesterday. My dad now parks the car when I’ve been out!
what that game would be like if there weren’t any graphics. Have 4
you ever thought about it like that before? S = Sam, J = Jack
W Alright, it wouldn’t be much fun without the graphics, but there’s
S Hey Jack. What are you doing about your exam results this year?
no way a video game is art, like a painting of one of the old
J Sam, hello! I’m going into school to collect them. What about you?
masters, like, say, El Greco or someone, is it? I’m sorry, I just don’t
S I’m on holiday when they arrive, so I’ve given the school my
see how you can call the two things art.
mobile number and they’re going to send me a text, apparently.
Rp Martha, what do you think of that?
J I couldn’t do that! That’s just too stressful. What if you’ve given
M You’ve got a point, Will, they are certainly very different. But that
them the wrong number, or they send you the wrong results, or…
doesn’t mean that a video game isn’t art. In my opinion, art is about
S Calm down! It’ll all be fine. You’ll see!
two key things: form and content. Form is what has been used to create
the piece of art, so if it’s a painting, then it’s the physical materials like
the paints and the canvas. And content is what the artist is trying to
convey through their artwork and how we react when we see it.
W Come off it, Martha! So what you’re saying is that the video
games I play are an art form. Okay, so I’m looking at my video
game in the box and saying this is art because it’s got form; it’s Art gallery guide
a solid thing, a round disk in a plastic box. It’s got content too The first painting we’re going to look at today is called The Dance
because when I play it it’s got animated graphics. If that’s what at the Moulin de la Galette. It’s from 1876 and was painted by the
you’re trying to say, I just don’t get it! French Impressionist Pierre-Auguste Renoir. It really is one of the
M With all due respect, Will, I don’t think you quite understood masterpieces of Impressionism. The Impressionists enjoyed painting
what I said about form and content. A video game designer uses
lively pictures that captured city life. In this case, Renoir used oil paints
form because he uses the graphics package on his computer to
to show us people spending time together on a Sunday afternoon
create the images on screen. He uses content because that game
has a message and he wants to convey that to you and you react in an area of Paris called Montmartre. The people are all young and
to what’s on the screen in front of you. working-class, and they are dressed up in their best clothes. Some of
Rp Will, what do you think of that? them were Renoir’s friends. The young girl in the foreground with the
W That’s total rubbish! Most video games don’t have a message and striped dress looks happy as she listens to the man in front of her with
the only reaction I have is when I score a goal. That’s so not like his back to us. Behind the group sitting at the table, there’s a young
the reaction to looking at a painting. woman in a blue dress leaning against the tree. In the background, we
M I see where you’re coming from, Will, but you’re completely can see people laughing, chatting and dancing …
missing the point. Art can make us have the same sort of
reactions as you have on your video game; it can make us feel
happy and it can provoke emotions in us that we weren’t aware Guide
of before. Art is subjective so anything you want can be art. This painting is called Nighthawks and was painted by the American
W No way! I don’t accept that at all. Art can’t be anything you want: realist painter, Edward Hopper, in 1942. It’s an oil painting and it’s
art is pictures and sculptures and stuff like that. Don’t tell me probably one of Hopper’s best-known paintings. It shows three
even my dinner on the plate can be art … customers sitting in an all-night diner, and there is also a server
M Well, it could be …
behind the counter. Hopper used carefully constructed shapes and lots
Rp Okay, I think we need to draw today’s discussion to a close, but
of diagonals in this painting and there is an almost cinematic feel to
I’m sure it will carry on beyond the studio. Martha and Will, many
thanks for joining us. Now, on next week’s … things. Outside the diner it is dark, but this contrasts sharply with the
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electric light inside. Although they are sitting side-by-side, the couple Workbook page 72
on one side of the counter do not seem to be communicating, and they
1 B
seem to exaggerate the loneliness of the man sitting on his own on the
other side. All three customers are framed by the large window in the 2 1 F (More than 220 heritage buildings had to be demolished.)
2 F (No one imagined that the city would use temporary
background, and the pale colour on the walls contrasts starkly with
architecture in such a way.)
the dark wooden counter. Now, if we look more closely at … 3 T
4 F (It is hoped that it will be standing for at least the next fifty years.)
5 T
6 F (People raised money to keep it open.)
3 1 The magnitude of the earthquake.
2 The number of heritage buildings that had to be demolished.
T = Tourist, E = Employee
3 The age of the city’s damaged Gothic cathedral.
T Excuse me, can you help me? 4 The number of white chairs representing the victims in the art
E Yes, of course. installation called ‘185 White Chairs’.
T Can you tell me where the Andy Warhol paintings are in this 5 The number of recycled wooden pallets used to build the Pallet Pavilion.
museum? I can’t work out where they are on this floor plan or by 6 The amount of money raised to keep Pallet Pavilion open.
looking at the signs. 4 1 internationally-recognized
E Okay, well they’re in the Modern and Contemporary section. 2 long-lasting
T How do I get there?
E Well, everything is colour-coded. You need to look at the purple
5 1 brightly-coloured, community-based, horseshoe-shaped
2 hard-wearing, eye-catching
section on your floor plan. Can you see that?
T Where is that exactly on the floor plan? Workbook page 73
E It’s right there in the far left corner.
T Okay. And where am I now? 6 1 Art-deco
E You’re here right by the main entrance, look, and you need to be 2 Concrete
over there. 3 Gothic
E So, you need to go straight ahead through the Egyptian section, 4 Chalk
turn left at the end of that and go into the Greek and Roman 5 Baroque
art section. Carry on straight through that room, that’s the red 6 Titanium
section by the way, and then when you come out you’ll be in the 7 1 atrium
modern and contemporary section. Is that clear? 2 pavilions
T Ehm, I think so. Let me just go over that again with you. So, I go 3 towers
straight ahead from here, through the Egyptian section, left into 4 architecture
the Roman and Greek section, that’s red, and then I should get to 5 columns
the Andy Warhol paintings? 6 medieval
E That’s it. Good luck! 7 marble
T Thank you. 8 tiles
9 beams
10dome
3.12 Student’s Book page 80, exercise 4 8 1 architecture
2 medieval
T = Tourist, E = Employee 3 towers
4 atrium
T Excuse me, can you tell me how this machine works? 5 tiles
E Sure. Which exhibition are you using it for? 6 marble
T I’m going to see the Picasso exhibition. 7 columns
E Oh yes, that starts right over there. Okay, so in terms of what you 8 pavilions
do with the audio guide, it’s pretty straightforward. Don’t press 9 beams
any buttons until you get in the exhibition room itself. Once you’re 10dome
inside the room, make sure you put on your headphones and press
‘start’, that’s the green button here. Okay? Then you’ll be given two
9 A mosaic
B sketch
options, for example, do you want to look at the exhibits in order
C portrait
or do you want to wander around and look at the paintings in any
D tapestry
order? Decide how you want to do the exhibition and press 1 or 2.
E mural
T Okay, I’ve got that. What do I do if I want to stop the guide at any point?
F installation
E Just press the red ‘pause’ button. Look, here.
G landscape
T Okay, great. And what do I do if I choose not to look at things in order?
H sculpture
E If you’re wandering around and stopping when you feel like it,
I still life
you just need to scroll through the on-screen menu and find the
number of the exhibit and press ‘play’. Does that make sense? 10 1 landscapes, portraits
T Yes, I think so. Can you just confirm that all the exhibits are 2 sketch
numbered in the exhibition? 3 mosaic
E Absolutely. 4 tapestry
T Okay, thanks. I’ll give it a go! I think I’ll have a wander first and see 5 sculpture
how I get on. 6 still life
E If you have any problems at all while you’re going round, just find 7 mural
a member of staff to help you. 8 pottery
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1 1 be seen 3 1 Paragraph 2
2 are made 2 Paragraph 4
3 has been awarded 3 Paragraph 1
4 was designed 4 Paragraph 5
5 was founded 5 Paragraph 4
2 1 was stolen 4 1 B
2 was built 2 D
3 will be organized 3 C
4 is banned 4 D
5 were … caught 5 B
6 was painted 5 Students’ own answers
3 1 The Van Gogh painting will be seen by millions of people. 6 1 turn, turn
2 Art therapy is being used by more UK schools to help students. 2 bear, bear
3 The first landscapes of a seven-year-old UK boy were sold for £150,000. 3 fly, fly
4 Artworks will be transported by buses around London as a part of 4 book, book
a city art project. 5 block, block
5 A hotel has been built from rubbish by a German artist. 6 time, time
4 1 was born 7 get across, look around, make out, pull down, throw up
2 was held 8 1 to throw up
3 was presented 2 to get across
4 had been created / was created 3 look around
5 be seen 4 make out
6 has been written 5 pull down
7 has been exhibited / is exhibited
8 are still helped Workbook page 78
5 1 Where was Andy Warhol born? He was born in Pittsburgh, 1 1 was involved
Pennsylvania. 2 was paralyzed
2 Where was his first pop art exhibition held? It was held in New 3 decided
York. 4 has surprised
3 What can be seen in many of his paintings? Iconic American 5 has been accepted
objects like soup cans and drinks bottles. 6 will be sold
4 Where are his paintings of celebrities shown? In art galleries and
museums all over the world. 2 1 were awarded
5 How are artists helped by Warhol today? Through the Andy 2 were stolen
Warhol Foundation for the Visual Arts. 3 is being offered / will be offered
6 Students’ own answers 3 1 The agent is unimportant.
2 The agent is not known.
Workbook page 75 3 agent is obvious (it’s the singer herself)
4 1 is
1 1 D 2 are lead
2 E 3 is given
3 B 4 is designed
4 A 5 perceives
5 C 6 are swapped
2 audience, football, rules, imagination 7 guide
3 1 C 8 have been employed
2 C 9 was opened
3 A 10have felt
4 B 5 1 Do your parents sometimes have the house cleaned professionally?
5 B 2 Do you or your friends have food delivered at the weekends?
6 C 3 Have you had anything stolen recently?
4 1 By text. 4 When was the last time you had your hair cut?
2 Go to training, listen to their manager and work out tactics and a 5 Would you like to have your nose pierced?
game plan. 6 Have you ever had a story or article published?
3 11 players running around a field after a small round object.
4 To win.
5 Subjectivity and interpretation / creativity. 7 1 get one made?
5 Students’ own answers 2 get it repaired?
3 get it cleaned?
Workbook page 76 4 get them painted?
5 get one installed?
1 Students’ own answers 6 get it cut?
2 A woman who controversially ‘restored’ an artwork in a church in 8 Students’ own answers
Spain without permission.
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Extra Challenge
Students’ own answers Rp = Radio Presenter, D = Drew, S = Shazia
Webquest Rp Good evening and welcome to this week’s edition of The Great Debate.
1 Los Angeles, California. It was designed by Frank Gehry. We’ve got Drew and Shazia with us to debate the topic, ‘Sport is an art
2 8 Spruce Street, also known as ‘New York by Gehry’. form’. Drew is for the motion and Shazia against. We’re asking you to
3 Jørn Utzon, from Denmark. text us before the end of the show and cast your votes to decide if the
4 2012, 104. house is for or against the motion. So, I’m going to kick things off by
5 Suggested answers: road networks, concrete, indoor plumbing, asking Drew why he thinks sport is an art form. Drew?
central heating … D The first point I’d like to make is that all sport involves hard work,
6 An art school in Germany. It began in 1933. preparation and planning. Let’s take, say, a football team – it
Marcie’s Misunderstandings could be a school team, a team you play for at the weekend or a
That ‘bringing a statue to life’ really just means making it seem professional team. Each and every player goes to training, listens
realistic and lifelike, not actually alive. to their manager, works out tactics and a game plan and puts it
all together in a match. That’s all about showcasing your talent
in front of an audience, so that is art in my opinion.
Workbook page 80
Rp So, Shazia, what’s your response to that?
1 1 Can you tell me where the café is? S With all due respect, however much he tries to tell me sport is art
2 Carry on through … I will never agree. Come on, Drew! How can you say that 11 players
3 Could you help me work out how this audio guide works? running around a field after a small round object is art? Art is
4 Would you like me to explain that again? about creativity, where’s the creativity in that? Sport is all about
2 1 few winning, there’s no concept of reflecting on the aesthetics of any
2 tell part of it. It’s just about sticking to the rules and doing what you’re
3 exactly told. How on earth can that be called art? It’s the polar opposite.
4 just Rp Drew, over to you.
5 Go straight D No way! I can’t accept what Shazia’s saying at all about sport just
6 go over being about obeying rules. Yes, the players obey rules, but what
7 problems about moving about on the field or court. Players don’t plan all
their moves in advance; they also have to go with the flow and
3 1 fashion and design. respond to the opposition. They have to use their imaginations;
2 she is in the exhibition. that’s creative. Without being creative, the players would do the
3 at the bottom of the screen. same thing week in week out.
4 key in the number of the exhibit and the guide will automatically Rp Shazia, how are you going to react to that?
go to that exhibit. S Sorry Drew, but I just don’t get it! Perhaps sportsmen use their
5 go and find him / her. imaginations a bit, but sport is a defined activity within defined
4 1 Can you tell me where the Roman murals are? boundaries that people have to adhere to. Art has no boundaries;
2 How do I get there? it’s all about subjectivity and interpretation.
3 Sorry, can you go over that again? Rp So, listeners, it’s time to vote. Text us now.
4 Whereabouts is the shop?
5 Thank you.
Workbook page 81 1.22 Workbook page 80, exercise 5

1 The experience has completely changed my attitude to graffiti. 1 Can you tell me where the toilets are, please?
2 1 so that 2 Can you help me figure out how this guide works?
2 to 3 Would you like me to explain that again?
3 so as to 4 Are there any disabled facilities in the building?
4 in order to 5 Where is that exactly on the floor plan?
5 in order not to 6 What do I do if I want to pause the guide?
6 not to
3 1 He helped redecorate his local youth club.
2 His friends and a local graffiti artist.
3 That they think about the people who would use the youth club.
4 They held an open meeting.
5 By sketching the design onto the wall.
6 As one of the most fulfilling of his life but also one of the messiest.
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8 The fear of the Unit overview
unknown

● Mysteries: baffle, clue, disappear, dread, goose bumps, ● To learn and use vocabulary about mysteries (page 83)
happening, haunted, investigate, mystery, riddle, scary, ● To learn and use modals of speculation (page 84)
secret, sinister, solve, suspect, suspense, unexplained,
● To learn and use modal perfects of speculation (page 88)
unidentified
● To use adjectives and adverbs in writing (page 91)
● Negative prefixes: dishonest, disorganized, dissatisfied,
illegal, illegible, immature, impatient, impossible,
impractical, incorrect, independent, irrational, irregular,
irresponsible, uncommon, unhappy, unpredictable, unsafe,
unsuitable Skills objectives
● Words ending -proof
● To read and understand an extract of a novel (page 82)
● Verb Zone: call out, figure out, freak out, rule out, scare away
● To discuss an extract of a novel (page 83) and to speculate
● Face 2 Face: keep your eyes peeled for sure pretty much about the facts behind a newspaper article (page 84)
● To listen and understand key information in a guided
mystery tour (page 85)
● To read and understand an article about a maritime
Grammar mystery (page 86)
● Modals of speculation ● To speculate and solve problems in groups (page 89)
● Modal perfects of speculation ● To interrupt and continue a conversation (page 90)
Pronunciation Assessment criteria

● Stress in identical verbs and nouns ● Students can use modals of speculation.
● Students can use modal perfects of speculation.
● Students can recognize and use vocabulary about
mysteries.
Recycled language ● Students can correctly stress identical verbs and nouns.
● Present simple and continuous ● Students can read and understand an extract of a novel
and an article about a maritime mystery.
● Past simple and continuous
● Students can listen and understand key information in a
● Present perfect guided mystery tour.
● Students can speculate and solve problems in groups.
● Students can interrupt and continue a conversation.
● Students can write a story.
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activities.
Listening
Speaking page 136 ● Listening extra, page 11
● Describing a photo Writing
Speaking page 137
practice
● Picture narration used for fast finishers or as a wrap-up activity.

presentation
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UNIT 8 READING
Warmer
Ask the students to talk with a partner about the things that
frighten them (or used to frighten them when they were little)
such as ghost stories or films. Find out about their fears in
feedback.
1 To introduce the topic, get the students to look at the title, picture
and description of the novel and discuss. What do they think the
title means? Who are the people in the picture?

Read the Study Skill box and encourage the students to guess the
meaning through context. Then have them compare their ideas
with a partner.
Answers
1 pounding
2 crouched
3 scrambled
4 hauling
5 with a jolt
6 brittle
Teaching tip
Ask students some quick questions to get them to think about
the meaning of unknown words through contextual inference.
For example:
‘With a jolt, I realized that I’d forgotten my gun. I thought of bears
Ask: and started back, annoyed that I’d made such a basic mistake.’
Does he have his gun? (No.)
Why does he need a gun? (To protect himself from bears.)
How do you think he felt? (Annoyed and worried.)
Did he know it would happen or was it unexpected? (Unexpected.)
So what do you think ‘with a jolt’ means? (Suddenly.)
Do you think it’s a good or bad surprise? (Bad.)
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3 Model the activity and do the first one with them. Show students
that other possible choices are often mentioned but they are not Warmer
the correct answer. For example, Greenland is mentioned but it is Ask students to come up with examples of mysteries, e.g. UFOs,
not the correct answer. aliens, ghosts, etc.
Answers 7 Let students use their dictionaries or smart phones to quickly check
1 C 2 A 3 D 4 B the meaning of the words. Get feedback and check they understand
the new vocabulary.
4 Put the students in pairs to compare their ideas and remind them
that there are no right or wrong answers. Answers
1 investigating, unexplained
Answers Students’ own answers 2 baffled, unidentified
3 clue
5 Write the word child on the board and ask the class what kind of 4 suspect, secret
word it is (a noun). Then write proof at the end and get them to see 5 happenings, haunted
that the suffix changes the word class. Put the students in pairs and 6 solve, riddle
ask them to guess what the adjectives mean. 8 Put the students into pairs to match the definitions and words. To
reinforce their understanding, have them write down an example
Answers Students’ own answers sentence for each word.
6 Model the first one with the class and have them guess the answer. Answers
Check together in feedback.
1 disappear
2 mystery
Answers 3 scary
1 ovenproof 4 sinister
2 soundproof 5 dread
3 rustproof 6 goose bumps
4 childproof
5 foolproof
9 3.15 To vary the activity and use different learning styles, write
the words down (and others from the extra practice section on page
149) on slips of paper and have them match them to different stress
patterns.
Teaching tip
See if the students notice the connection between word class and
word stress (most two-syllable nouns have first-syllable stress
and most two-syllable verbs are stressed on the second syllable).
10 Ask students to work with a partner. Check together afterwards and

vote for the best headlines.
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UNIT 8 GRAMMAR
4 Model the activity and encourage the students to use the modal
GRAMMAR OPTIONS verbs to guess what the pictures are.
students will practise on this page. Answers Students’ own answers
on page 120. 5 Introduce the activity by writing the word amnesia on the board.
● Visual grammar presentation Elicit what it means. Get the students to brainstorm their ideas
together.
Warmer Answers Students’ own answers

Show pictures of people and things from different countries
and try to get the students to guess where they are from. Write 6 Ask the students to work together and think of a story using their
sentence prompts on the board such as He might be, She could ideas. After they have finished, have them share their stories with
be, She can’t be and He must be to introduce modal verbs of another group.
speculation.
1 3.16 Transcripts page 246 Read through the grammar box
with the students. Model the first sentence and elicit the answer.
Extra activity
Put the stud ents in pairs to discuss the others.
Show a film trailer of The Bourne Identity (available on YouTube)
Answers and get the students to make predictions about the main
character, e.g. He might be a spy. He must have different identities.
1 could He could be important because people are trying to find him, etc.
2 can’t You could also show a section of a film and pause the film. Then
3 might
get them to make predictions about what might happen next.
4 can’t
5 may Find out their ideas and then play the next section to see if they
They are describing the Abominable Ape. guessed correctly.
2 Ask the students how they would feel at an interview for university
or for a job. Write answers such as worried, nervous and excited on Continuous assessment
the board. Then get them to look at the first situation and make a
sentence using a modal verb and adjective. Get them to discuss the Teacher’s Resource Book
others with a partner. Grammar Support Worksheet: page 50, exercises 1–3
Teaching tip
Draw a scale of certainty on the board and elicit where modal
verbs like can’t, could, might, may and must go. Show pictures
of different people and get the students to guess things about
them, e.g. That’s a nice car so she must be very rich, He looks fit so
he must be an athlete, etc.
3 In this activity, more than one answer is possible so tell students

that the context provides the biggest clues. To check the activity, ask
students to give reasons for their answers.
Answers
1 must
2 can’t
3 must
4 might / may / could
5 mightn’t
6 mightn’t
7 may / might / must
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UNIT 8 LISTENING
6 3.19 Ask students to fill in the gaps from context. Play the audio
Warmer again so they can check their answers.
Show the students a series of pictures from the internet of
things like UFOs, Big Foot, and crop circles. Ask them if they Answers
believe in these mysteries and what they think the most likely
explanations are. Get feedback and check their ideas and 1 keep your eyes peeled
2 pretty much
opinions.
3 for sure
1 Ask the students to discuss the questions and if they think the Loch 7 3.20 The expressions in Express yourself are available to
Ness Monster really exists. Get them to give their reasons. Write listen to. Read through the helpful phrases for speculating in the
their ideas on the board. Express yourself box and then have the students discuss their ideas
together. Encourage them to use the phrases and give reasons for
Answers Students’ own answers their ideas.
2 3.17 Transcripts page 246 Ask the students to look at the Answers Students’ own answers
pictures first and then listen to the information.
WORDS TO KNOW
Check that students know words like setting off (to start a
journey), catch a glimpse (to see something for a very short time),
elusive (difficult to see, find or describe), sceptical (doubting or
not believing something is true) and hoax (to trick someone
about something).
Answers
Loch Ness Magical Mystery Cruise
3 3.18 Transcripts page 246 Ask the students to listen and check
their ideas about the story. Tick off the correct ideas on the board.
Also, ask them how many different tourists they heard asking
questions (6). This will help them with exercise 4.
4 3.18 Transcripts page 246 Remind students that there are

six tourists, and they take turns to ask questions. The first two
questions are asked by the same tourist. You could stop the audio
just before each new tourist asks his / her question.
Answers
A Tourist 2
B Tourist 4
C Tourist 6
D Tourist 5
E Tourist 1
F Not included
G Tourist 3

look carefully: keep your eyes peeled
for certain: for sure
almost: pretty much
Answers
Hamish tells the tourists to ‘keep your eyes peeled’ for Nessie.
Hamish talks about the sightings and stories of Nessie being kept
‘pretty much’ within the local community.
Hamish tells them that no one knows ‘for sure’ about the photos of Nessie.
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UNIT 8 READING
Warmer
Describe a situation that sounds strange and difficult to explain.
Some examples are below. Then get the students to think of a
possible explanation using modal verbs of speculation.
1 A man who lives on the tenth floor takes the lift down to the
ground floor every morning. When he comes home in the evening,
he goes to the seventh floor and walks up three flights of stairs to
his apartment.
2 A man had been a hostage for years. He was released and when
his wife saw him leave the plane, she called to him. He didn’t
respond.
3 Everyone around him knew him but no one knew his name.
4 It was late at night. ‘I love you’ he said, kissing her. ‘I love you too
darling’, she responded. Then her husband came in. What do you
think happened next?
Answers
1 He’s not tall enough to reach the button for the 10th floor.
2 She saw him on TV. They are not married.
3 He had just been born.
4 The husband helped his wife put their little son to bed.
1 Ask the students to guess what the article is about and write down
five things they expect to read about. Then get feedback on their
ideas afterwards.

Ask students to check who got the most correct guesses. What
things did they expect and what things did they find surprising?
Extra activity
Write down about 8–10 things that happened in the text on
cut-up slips of paper. Ask the students to work with a partner.
Tell them to read the text again and put the events in order of
time.
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3 Get the students to write complete sentences about each date.

Warmer
Answers Ask students to think of as many negative words as possible. Give them
a time limit. Can students see a pattern in how they are formed?
1 The day Carroll A. Deering left Norfolk.
2 The ship stopped in Barbados for supplies.
3 It was the next sighting of the ship by a lightship keeper called
7 Write the word expected on the board and then put the prefix un-
Jacobson. before it. Elicit from the students that prefixes change the meaning.
4 Rescuers reached the stricken ship.
Answers
4 Model the first one with the students. Remind them to look for unexpected, infamous, illogical, disloyal, impossible, irrational
connecting ideas when they add sentences to the text.
8 Let students also use smart phone dictionaries if they have them.
Answers
Answers
A 3 B 1 C 2 D 5 E 4 F 6
un: unpopular, unpredictable, unsuitable
5 To make the activity into a game, put the students in pairs and get im: immature, impatient, impossible
them to race against each other. First one to finish wins. il: illegible
ir: irrational, irresponsible
in, dis: incorrect, dissatisfied, dishonest
Answers
1 cargo 9 Read the first sentence out and get students to shout out the correct
2 supplies adjective. Then have them complete the sentences with a partner.
3 short spell
4 anchor Answers
5 treacherous
6 disloyal 1 irregular 2 disorganized 3 unsuitable
4 independent 5 impossible 6 illegal
6 Put the students in pairs or small groups. Check their ideas
afterwards and ask them to offer possible explanations for the 10 Correct any mistakes and get other students to ask follow-up
mystery using modals of speculation. questions for more information.

11 Check if students recognize any of the multi-part verbs.
Answers
1 freak out 2 figure out 3 rule out 4 scare away 5 call out
Answers
1 called out 2 is really freaking me out 3 scared away
4 ruled out 5 figured it out

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UNIT 8 GRAMMAR
6 You could also get students to say sentences and get their partner
GRAMMAR OPTIONS to guess whether they are true or false. Encourage them to ask
● The grammar box gives a summary of the grammar areas that extra questions for more information.
● The grammar is presented in a complete grammar reference Answers Students’ own answers
on page 120.
Warmer Grammar Support Worksheet: page 50, exercises 4–6
Show the students some pictures and get them to think about Grammar Consolidation Worksheet: page 51, exercises 4–6
what might have happened before. Tell them to use the modal
verbs with the past perfect. You could show images of things
like a town damaged by a tornado, someone crying, a person in
prison, detectives at the scene of a crime and other pictures from
the internet.
1 Write a sentence on the board such as John is sad. Something bad

happened. Concept check how certain we are (pretty certain). Then
write must have before the past participle and elicit that we aren’t
sure and are guessing about the past. Then have them connect the
sentences together.
Answers
1 E 2 D 3 B 4 C 5 A
2 Have the students practise the completed dialogues in pairs

afterwards.
Answers
1 might / may / could have gone
2 must have felt
3 might / may / could have been
4 can’t / couldn’t have seen
3 Model the first one and elicit an amusing ending. Encourage

students to think of creative endings and share their ideas together
afterwards.
4 To vary the activity and increase speaking, put the students in

pairs. One student reads the situation out and their partner has to
respond with a sentence using modal verbs and perfect forms.
Answers
1 She can’t / couldn't have been happy.
2 He might / must have forgotten.
3 I might / must / could / may have left it in my locker.
4 I must not have heard it.
5 He mightn’t / may not have understood.
6 He must have started when he was very young.
5 Get students to write their own sentences and then compare their
ideas together. Tell them that they can have different ideas for each
picture, such as Someone might have broken in or Her little brother
must have messed his room up.
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UNIT 8 CHALLENGE
In this section, the students get lots of reading, listening and

speaking practice in small groups. First, they read the unsolved
Mystery of the moving statue and then get to discuss their theories
together. Then the students work in small groups to discuss and
explain the situations using modal verbs of speculation and the
helpful phrases in the Express yourself box. Then they listen to the
stories to see if their ideas were correct.
Teaching tip
Help the students understand potentially difficult vocabulary
by pre-teaching words such as baffled (unable to explain
something), install (to put something in position ready to use),
monitor (watch) and curator (a person in charge of a museum).
1 Give the students a focus question and a short time limit so that
they read quickly without stopping to look up words. For example,
When does the statue move the most?
2 Get students to share their ideas in a small group and try to agree
on the most likely explanation.

to. Ask the students to brainstorm their ideas in pairs. Encourage
them to use the expressions in Express yourself and modal verbs of
speculation.
4 To increase speaking and learner interaction, get the students to

walk around the room and share their theories with each other.
Encourage them to ask follow-up questions and give reasons for
their ideas. Check their ideas in feedback.
5 3.23 Transcripts page 246 Find out which group got the most
correct answers.
6 Have students share their stories together. Remind them to use the
vocabulary in the Express yourself box.
Fast finishers
Ask the students if anything strange and unexplained has ever
happened to them. Get them to share their ideas and encourage
them to use some of the multi-part verbs from the Verb Zone on
page 87.
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UNIT 8 INTERACTION
Warmer 6 You can also play the audio again and get students to write down
To review recently learnt vocabulary, dictate about 10 words and the interruptions they hear and expressions they hear that help to
get the students to write them down with the correct spelling. continue a conversation.
Then get them to write a creative and quick story including all of
them. Answers
INTERRUPTIONS
What the ones with the enormous flash car and … (checking)
3.24 Express yourself contains a variety of useful expressions for What do you mean disappeared? (disbelief)
the situations in the dialogue. Some of them (but not all of them) Oh come off it! (disbelief)
are used in the dialogue. They are available on the audio if you want CONTINUING A STORY
students to hear how they are pronounced. Anyway, I was just about to tell Max about something ...
Now where was I …
1 Put the students in pairs to discuss. Get their ideas in feedback. Do you want me to continue or not?
If I can remember what I was saying ...
Answers Students’ own answers 7 Ask the students to work with a partner and think of possible
explanations. As a class, vote on the best possible explanation.
2 3.25 and 3.26 Transcripts page 246 and 247 Play both tracks.
Ask the students to give a summary of the story. Answers Students’ own answers
Answers Students’ own answers 8 Elicit the things we typically include when we tell stories and put a
structure on the board for the students to follow:
3 3.25 Transcripts page 246 Get the students to read the Where and when the story happened (orientation)
questions so they know what information to listen for. Have them Who was in the story (introduction to the characters)
compare answers together. What happened (complicating action and series of events)
A possible explanation (solution or result)
Answers
1 They haven’t seen each other since school broke up.
2 He’s been doing his paper round, sleeping and chilling a bit.
3 They have an enormous flash car, a cute dog and they have 9 Encourage them to use the expressions to interrupt and continue
disappeared. the story.
4 3.26 Transcripts page 247 To vary the activity, get the Answers Students’ own answers
students to discuss their answers and then listen to check if they
were correct. 10 Put the students in new groups to increase speaking and listening
practice.
Answers
1 It was a couple of nights ago at about three in the morning. Answers Students’ own answers
2 It was so hot he couldn’t sleep.
3 The couple put a couple of bags in the boot of their car. Then the dog
starts yapping and barking non-stop. The couple ignore the dog, put Fast finishers
it in the house, lock the front door and drive off at top speed.
4 He suggests keeping an eye on the house to see if anyone goes in or Get the students to notice any nice examples of natural English
out and takes the dog out in the next few days. If not, he suggests from texts and audio, such as these ways of greeting each other
going to the police to explain Billy’s worries. in the conversation: How’s it going? What have you been up to
recently? What’s new? Long time no see!
5 Encourage the students to look at the audio script to see the
expressions in context.
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UNIT 8 WRITING
9 Put the students in new pairs, and get them to share and read each
Warmer other’s stories. Get class feedback and highlight nice ideas and good
Put students into pairs. Ask students to think of as many use of English.
adjectives as they can. Give a time limit. The group with the
most adjectives wins. Ask students to put the most challenging Answers Students’ own answers
adjectives into sentences and compare sentences.
Fast finishers
1 Check the students know the word hike (a long walk in the Have the fast finishers add extra adjectives and adverbs to the
countryside) and have them work together to guess the story. story to make it more dramatic and interesting.

Extra activity
2 Check if their predictions are right and explain any words they Get the students to add pictures to their stories (they could
found difficult.
either draw them or do an image search on the internet) to make
them more visually impressive and interesting.
3 To change the activity slightly, put the students in pairs and get
them to take turns asking and answering the questions.
Answers
1 It was freezing cold and raining steadily.
2 They took shelter under some trees.
3 The embers of a fire crackled.
4 It was eerie but warm.
5 They were terrified.
6 They started running as it was too much for them and ran all the way
home.
4 To make the activity into a game, put the students in pairs, set a
short time limit and see who finds the most adjectives and adverbs.
Answers
Adjectives
freezing, continuous, mysterious, nearby, wetter, small, lonely,
abandoned, old, eerie, glad, loud, terrified, huge, black
Adverbs
steadily, quickly, suddenly, loudly, nervously, recently
5 Let the students look up words in a dictionary if needed.
Answers
1 nervously
2 sudden
3 mysterious
4 gloomily
6 Give the students time to choose the beginning of their story.
7 Give the students a few minutes to note their ideas down. Walk
around and offer help as needed.
8 Model the activity and also remind students to follow the structure
of the story.
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UNIT 8 TRANSCRIPTS
3.16 Student’s Book page 84, exercise 1 H Well, a lot of people were pretty sceptical about the last sighting.
Some say it was just a fake hump in the water and that the photo
Radio Presenter is a hoax. Others, including George, believe it was a genuine
Good afternoon and welcome to the latest news here on Radio Mystery. sighting. Any other questions?
Reports are coming in from the USA that a strange creature has been T4 Are there lots of Nessie hunters?
seen again near a forest in Denver. Police and scientists are already on H Oh yes! There are boats on the loch every day equipped with
the scene. Large footprints were seen in the mud on the forest floor and sonar equipment and underwater cameras to try and catch a
scientists have concluded that the creature walks on two legs. An eye glimpse of Nessie. Look! All along the shore, too, you can see
witness claims to have caught sight of a large hairy creature at the edge people with cameras watching and waiting. Another question
of the forest and reported that the creature moved like a chimpanzee or over there …
an ape. It had a very heavy forehead and its eyes were hidden beneath T5 And have the Nessie hunters seen or found anything interesting
its hair. They looked almost black in colour. At more than 2 to 3 metres lately?
tall, its most distinctive feature is its height. The forest remains closed H Well, the evidence is mainly photographic. Over the years, there
off for the moment while investigations continue … have been shots of what could be parts of a large creature,
including something that looks like a tail and a close up of what
might be greeny-brown skin. Okay, one final question before we
stop and have a look. Yes, the man on the right.
3.17 Student’s Book page 85, exercise 2 T6 So did any of those photos really show parts of the monster?
H No one knows for sure. Right. We’ll stop here. If you look down
H = Hamish, T = Tourists through the glass bottom of the boat, you can imagine how
difficult it is to try and see anything, even with very sophisticated
H Good afternoon ladies and gentlemen, boys and girls. Welcome equipment in the water …
to your magical mystery cruise of Loch Ness. My name is Hamish T7 Hey, look! There’s something moving …
and I’m your tour guide today. We’ll be setting off shortly, so if
you can all take a seat and make sure your life jackets are on, that
would be great. Right, here we go!
So, you want to know about the Loch Ness monster, don’t you?
T Yes! 3.23 Student’s Book page 89, exercise 5
1 The woman has jumped from a plane but her parachute has not
opened and so she has fallen to her death in the desert.
2 The dead man is a lion tamer in a circus. He has been having his photo
H = Hamish, T = Tourists taken beside his lions when someone in the audience takes a photo
using a flash. This frightens the lions and means that the lion tamer
H So, the cruise lasts for about an hour and then we’ll take you back to can’t see for a few moments. In that time, the lions attack and kill him.
Drumnadrochit to walk over to the Loch Ness Centre to have a look
at the exhibition. You’re here today to try and catch a glimpse of the 3 The man is staying in a hotel and the person in the next room is
elusive Loch Ness monster, also known as Nessie, so keep your eyes snoring. The man who can’t sleep calls the room next door from his
peeled for anything that moves on or under the water. Let’s begin … room and the person snoring in the next room wakes up to answer
The first sightings of the monster date back as far as 6 A.D., but the phone. The man who can’t sleep and has made the call puts the
the more recent stories and sightings of Nessie are probably the phone back down without saying anything and goes to sleep before
ones you know about. Do stop me at any point and ask questions. the person next door can go back to sleep and start snoring again!
Back in the early 1930s, a new road was built round the loch. Until 4 It is Halloween and Josh is going trick or treating. He is dressed
then, most of the stories and sightings of Nessie had been kept pretty up and takes an empty sack to fill with sweets. He then goes back
much within the local community. The new road meant that more home once he has filled his sack with sweets and goes to his
people had access to the area and suddenly there was a lot more bedroom, puts out the light and goes to sleep.
interest in the stories of a monster in the loch. Yes, our first question.
T1 When was the first recorded sighting? 5 The walkers have come across a melted snowman and the items
H The first recorded sighting was in April 1933 and, believe it or not, on the ground are the snowman’s clothes and the other things
it wasn’t in the loch. A local couple was driving down the road used to make his face and buttons.
when they caught sight of an enormous creature crossing the 6 Leila works for a courier company and she delivers letters and
road. They described it as … black and wet with water rolling off parcels to different foreign embassies every day. An embassy
it. It had a long neck, so long that it formed arches. This strange belongs to the country it is from, not the country it is built in, so
creature crossed the road and disappeared. she is actually visiting the different countries.
T1 And did they get a photo?
H No, unfortunately not. One of the first photos of the monster was
taken later that year though by a local worker, Hugh Gray. He
took a photo of what appeared to be part of a very long animal in
the loch. Some people think it was a dog in the water, but even 3.25 Student’s Book page 90, exercises 2 and 3
today, more than 60 years later, his photo remains the iconic
image of the Loch Ness monster. Yes, the boy over there. B = Billy, M = Max, J = Joanna
T2 When was the last sighting?
H Just a few years ago. It was in November 2011 at about 9 o’clock B Hi Max. How’s it going?
in the morning when George Edwards, a Nessie hunter who had M Yeah, not bad. You?
been looking for Nessie for more than 25 years, saw a large hump B Okay, thanks. What have you been up to recently? I haven’t seen
moving in the loch. He managed to get a photo. you since school broke up.
T3 And was it Nessie? M Oh you know, just the usual. Doing my paper round, sleeping,
chilling a bit. What’s new and exciting your way?
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B Oh nothing much, except, do you remember … Workbook page 82

J Hi, you two! Long time no see!
B Oh, hi, Joanna. You’re right, we haven’t seen each other for ages.
1 1 homeless
2 unconscious
Where have you been?
3 chores
J Oh, I’m just back from holiday. I went to see my grandparents for
4 scream
a couple of weeks and I’ve just been hanging out at home for the
last week or so. You two? 2 1 C
B Nothing much, the usual. 2 A
M Yeah, me too. 3 B
B Anyway, I was just about to tell Max about something a bit weird 4 C
that happened. 5 C
J Oh yeah, what’s that? 3 Students’ own answers
B Well, you know that couple that moved into the house opposite 4 1 penniless
ours a couple of months ago, they … 2 nameless
M What the ones with the enormous flash car and … 3 endless
J Yeah, yeah, I remember them, they had that cute little black dog, 4 tasteless
didn’t they? 5 powerless
B Yes, now where was I … 6 worthless
J Young couple, house opposite yours, flash car, cute dog …
B Oh yes. Well, they’ve just disappeared. 5 Students’ own answers
M What do you mean disappeared? That’s impossible.
J Oh come off it, Billy. People don’t just disappear. What are you on about? Workbook page 83
6 1 happening
2 scary
3 suspense
3.26 Student’s Book page 90, exercises 2 and 4 4 unexplained
5 sinister
6 riddle
B = Billy, M = Max, J = Joanna
7 dread
B Well, are you sitting comfortably? Then I’ll begin. A couple of MYSTERY WORD = HAUNTED
nights ago, it was so hot I just couldn’t get to sleep. It must have 7 1 unidentified
been about three in the morning and I heard loads of noise 2 baffle
coming from across the road. I was wide awake anyway so I got 3 clues
up and had a look out of the window … 4 suspect
M Billy, you’re so nosey, honestly. You’re like the village gossip! 5 investigate
B No, I’m not. I’m just curious, that’s all. And anyway, you need 6 disappeared
people like me to keep an eye on things in a neighbourhood. 7 solve
J Yeah, right. Who do you think you are: Mr Neighbourhood Watch 8 mystery
or something? 9 secret
B Ha, ha, very funny. Do you want me to continue or not? 8 Students’ own answers
M/J Go on then …
B If I can remember what I was saying, before you two interrupted 9 1 victim
me! Oh yeah, so I hear these noises and I look out of my window 2 red herring
and I can see the couple putting a couple of bags in the boot of 3 alibi
their car. Then the dog starts yapping and barking non-stop. The 4 detective
couple ignore the dog, put it in the house, lock the front door and 5 evidence
drive off at, like, top speed. 6 statement
J What, and leave that cute little dog just like that in the house 7 witness
on its own? They wouldn’t do a thing like that. I think you were 8 guilty party
sleepwalking or something Billy. 10 Students’ own answers
M That all sounds a bit fishy, Billy. Are you sure about what you saw?
B 100%. Then the next morning, when I got up, I could still hear the Workbook page 84
dog barking behind the front door.
J I’m sure there’s a perfectly logical explanation. Maybe they’ve 1 1 A
just gone on holiday. 2 B
M Hmm, I don’t know. Why would they leave the dog? 3 C
J Well, maybe someone was popping in to feed it and take it for 4 C
walks while they were away. 5 A
B I don’t think so. Why did they drive off in such a hurry like that in 2 1 The house can’t be haunted.
the middle of the night? There’s more to it than meets the eye. 2 He must support Arsenal.
M In that case, I think you’ve got two choices: keep an eye on the 3 Dinosaurs might still exist.
house and see if anyone goes in or out and takes the dog out in 4 Alex must be worried about going abroad on his own.
the next few days, or go to the police and explain your worries. 5 The creature on the beach might be a shark.
B I guess you’re right. So, what should I do? 6 That can’t be Olivia ringing me. Her phone’s broken.
3 1 must
2 might
3 can’t
4 might / can
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4 1 The lines can’t be seen from the ground. 6 Students’ own answers
2 The lines might form part of an ancient labyrinth. 7 call out, figure out, freak out, rule out, scare away
3 Some experts think the lines might be a secret message to the gods.
4 UFO fanatics think that aliens must be responsible for the lines.
5 Tourists could damage the Nazca lines.
Workbook page 88
5 Suggested answer
I think she can’t be happy, because she isn’t smiling. She must be 1 1 You can’t have seen the new Spielberg film last night.
reading something that she didn’t want to know. It could be a bill 2 We might have failed our Science exam.
that she wasn’t expecting, or it might be some bad news from a 3 Joe might not have seen you in town yesterday.
friend. 4 You can’t have left your mobile on the bus.
6 Students’ own answers 5 We must have missed a turning.
6 Carly might not have heard about the exam.
Workbook page 85 2 1 D
2 C
1 1 trapper 3 A
2 sledge 4 B
3 Inuit 5 F
4 starvation 6 E
5 abduct
6 settlement
3 1 must have taken
2 could have climbed / might have climbed
2 1 C 3 can’t have used
2 D 4 might have unlocked / could have unlocked
3 B 5 might have run away / could have ran away
4 A 6 might have stolen / could have stolen / must have stolen
3 1 Canada 4 1 must have left
2 trapper 2 can’t have seen
3 pots 3 might not have received
4 starvation 4 can’t have solved
5 footprints, tracks 5 must be
6 Canadian Mounted Police
7 the next day
5 1 may have abandoned
2 couldn’t have left
8 diary, lights
3 might be
4 1 There was no one around. 4 must have used
2 He found lit fires. 5 may have taken
3 It was in pots as if ready to be cooked. They had enough stored for 6 might have gone
the winter.
4 There was food for the winter and shirts being repaired.
5 That they had been abducted by aliens.
Workbook page 89
Extra Challenge
Workbook page 86 Mark did it. When you read the clue out loud, it says ‘Question Mark
Smith’.
1 Harry Houdini. He is trying to get out of some handcuffs. Students’ own answers
Webquest
Workbook page 87 1 The Woman in Black.
2 1 E 2 Susan Hill.
2 D 3 Yeti.
3 A 4 Lake.
4 B 5 Benjamin Briggs, seven crew members, Briggs’s wife Sarah and
5 C their two-year-old daughter Sophia.
6 Inspector Jacques Clouseau, French
3 1 D
2 A Marcie’s Misunderstandings
3 C Their shadows.
4 B
5 A Workbook page 90
4 Students’ own answers 1 1 That reminds me …
5 1 unsafe 2 Sorry to interrupt, but …
2 illegible 3 Can we get back to the point, please?
3 illegal 2 1 How’s
4 disappointed 2 exciting
5 irresponsible 3 as
6 immature
7 impatient
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4 to interrupt
1.23 Workbook page 85, exercises 2–3
5 the point
6 was
7 reminds Rp = Radio Presenter, Jb = Jonathan Barnes
8 pick up Rp Good afternoon and welcome to this week’s edition of History’s
3 1 F Mysteries. Here in the studio today is Jonathan Barnes. Jonathan,
2 F welcome to the show.
3 T Jb Thank you.
4 F Rp So, Jonathan, can you just give our listeners an outline of the
5 F mystery you’re going to share with us today?
6 T Jb Well, it dates back to 1930 and it concerns an Inuit settlement of
4 Suggested answers about 25 people in Canada. The area was popular with trappers,
1 Have you heard about the strange events in the woods last night? and one day, Joe Labelle, a trapper who was passing through as
2 Well, I was walking home from football practice, and … he had done many times before, noticed there was something
3 I was just about to tell Maya about what happened in the woods different about the place … there was no one around.
last night. Rp So, what did he do?
4 As I was saying, ... Jb First, he went into the tents, where he found lit fires with cooking
5 Maya, where was I? pots above them with food which looked pretty much like it was
about to be cooked.
Workbook page 91 Rp Odd, as if the people had left in a big hurry.
Jb Yeah. And when he went outside again, he noticed seven dead
1 1 F
dogs, the sort that pulled the sledges, but the strange thing was
2 E
they had not been killed; they had obviously died of starvation.
3 H
Rp This is giving me the creeps just listening! Were there any other
4 C
clues as to what happened?
5 D
Jb Well, apart from the food in the pots, there was also enough food
6 A
stored already for the winter, and there were shirts that were in
7 B
the middle of being repaired. Joe also noticed that there were no
8 G
footprints, animal tracks or sledge trails in the snow at all, which
2 1 loud he thought was very strange.
2 suddenly Rp So, what did he decide to do?
3 blankly Jb He headed straight for a telegraph centre about 40 kilometres
4 quiet away, and he sent a message to the Canadian Mounted Police.
5 crooked They didn’t arrive until the next day because of the distance
6 ancient they had to cover. When they got there and looked around the
7 rusty settlement, they found the diary of one of the settlers, which
8 luckily mentioned strange blue lights in the sky several nights in a row.
3 1 To the hills near where he lived. This led to speculation that they had been abducted by aliens.
2 It came to a standstill. Rp So, what did happen to the settlers?
3 The rain was pouring and the wind was howling. Jb No one really knows for sure but one thing is certain; no one has
4 They had no clue what the problem was. seen or heard of them since that day.
5 They had no mobile signal. Rp So, listeners, what’s your theory … ?
6 They decided to walk towards some lights.
7 Nervous.
8 Terrified.
4 Students’ own answers 1.25 Workbook page 90, exercise 5
1 Can I just stop you there?

2 That all sounds a bit fishy, doesn’t it?
3 That reminds me, how was your class today?
4 Can we get back to the point, please?
5 Sorry to interrupt, but I just have to say something.
6 Anyway, let’s pick up where we left off.
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9 Shop 'til you drop Unit overview

● Shopping: aisle, bargain, brand, browse, cash desk, chain ● To learn and use vocabulary about shopping (page 93)
store, changing room, checkout, customer, department, ● To learn and use multi-part verbs (page 94)
discount, display, impulse buy, merchandise, product,
● To learn and use adverbs (page 98)
recession, retail park, retailers, shop assistant, shopping
centre, shopping list, shopping mall ● To use expressions to organize an essay (page 101)
● Nouns ending -al, -ance, -ence, -action, -ment:
achievement, difference, disturbance, enjoyment,
examination, imagination, interference, performance,
removal, trial Skills objectives
● Adjectives ending -al and -ic ● To read and understand an article about retailers’ tricks of
● Verb Zone: give away, sell out, shop around, take back, try on the trade (page 92)
● Face 2 Face: that sort of thing mad about now that I think ● To listen and understand several short interviews about
about it shopping (page 95)
● To read and understand an article about advertising (page 96)
● To discuss advertising (page 97)
● To plan and act out an advert for a new product (page 99)
Grammar ● To complain in a shop (page 100)
● Multi-part verbs
● Adverbs
Assessment criteria
● Students can use multi-part verbs.
Pronunciation
● Students can use adverbs.
● Stress in nouns and verbs ● Students can recognize and use vocabulary about shopping.
● Students can correctly stress nouns and verbs.
● Students can read and understand an article about
retailers’ tricks of the trade and an article about advertising.
Recycled language ● Students can listen and understand several short
interviews about shopping.
● Present simple and continuous
● Students can plan an advert for a new product.
● Past simple and continuous
● Students can complain in a shop.
● Present perfect
● Students can write an opinion essay.
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activities.
Listening
Reading page 138 ● Listening extra, page 11
● Putting sentences back into a text
Writing
Writing page 139
practice
● Opinion used for fast finishers or as a wrap-up activity.

presentation
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UNIT 9 READING
Warmer
To introduce the topic, show the film trailer of Confessions of a
Shopaholic and ask the students to discuss: How often do you
go shopping? What are your favourite shops? What things do you
like to buy? Do you like buying expensive brands? Do you believe in
retail therapy?
1 Ask the students to work together with a partner and discuss. Get
them to list the things in order of importance.

Give a short time limit to do the task and have students compare
answers afterwards.
Answers
the music in a shop, special offers, your friends
Extra activity
Write adjectives on the board such as eye-catching, messy,
popular and high-end and get the students to read the text and
find what they refer to.
Answers
eye-catching posters
messy displays
popular products
high-end retailers
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3 Model the activity with the class and get them to check their
answers together. Warmer
Put students into pairs. Ask students to think of as many words
Answers related to shopping as they can. Give a time limit. The group
with the most wins.
1 D 2 B 3 E 4 A 5 C
4 Ask the students to find the words and then get them to use them 7 Encourage students to look words up in a dictionary if necessary.
in their own sentences to reinforce meaning and personalization.
Answers
1 recession 8 Have students complete the sentences together and get them to
2 bargains notice that compound nouns are usually stressed on the first word.
3 messy
4 clientele Answers
5 dim
6 browsing 1 impulse buy
2 changing room
5 Have students find examples from the text and then highlight word 3 shop assistant
stress and pronunciation. 4 chain store
5 retail park
6 shopping list
Answers
global, classical, energetic 9 Students will need to look at all the vocabulary in this column, not
just exercise 8.
Teaching tip Answers

Show students how to recognize word stress and articulation in 1 customers
dictionaries so that they can become more independent learners 2 shop assistants
and know the pronunciation of new words that they learn. 3 checkouts
4 retail park
6 Check that the students have completed the questions with the 5 aisles
correct adjective and then have them discuss with a partner. 6 products
Encourage them to ask follow-up questions for more information. 7 impulse buys
8 shopping list
Answers
1 exotic
Extra activity
2 confidential Ask the students to work together and discuss their opinions
3 athletic about online shopping on websites such as Amazon and eBay.
4 national How do they think shopping will change in the future?
5 allergic
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UNIT 9 GRAMMAR
GRAMMAR OPTIONS 4 3.28 The text is available to listen to.

● The grammar box gives a summary of the grammar areas that Remind students that they may have to change the multi-part
students will practise on this page. verbs to the past use of the -ing form.
on page 121. Answers
● Visual grammar presentation 1 get round to
2 ended up
3 put off
4 taking back
Warmer 5 fill in
Put the students in pairs. Dictate a list of about ten multi-part 6 sort out
7 breaking up
verbs and ask them to create a story with as many of the phrasal
8 call back
verbs as they can. To make it more challenging, you could also
get them to use the multi-part verbs in the correct order. 5 Tell the students to write the first thing they think of and associate
with the multi-part verbs.
Teaching tip Answers Students’ own answers
Have the students look through the explanation in the grammar

box and elicit extra examples if necessary. It helps to use
6 Have students compare their ideas together in pairs and ask extra
questions to continue the conversation.
different colours on the board to highlight the multi-part verb
and the object. This makes things stand out visually and helps
students to notice object position in separable and inseparable Answers Students’ own answers
multi-part verbs.
Extra activity
1 Introduce the topic by asking what the students know about Zara. Play Tic-Tac-Toe on the board. Choose nine verbs and write them
Do they go there? What things do they buy? Then do the first one to in each of the squares. Put the class in two teams. Get them to
model the activity and have them choose the other particles with a take turns choosing a verb and think of a particle that makes
partner. a multi-part verb, e.g. check – check out. They have to make a
correct sentence with the multi-part verb. If they do, they win
Answers the square. The first team to make a line of three wins.
1 up
2 up
3 off Continuous assessment
4 on Teacher’s Resource Book
5 on
6 with
7 out Grammar Consolidation Worksheet: page 53, exercises 1–3
8 up
2 You could also do the activity by giving the students words on

cut-up slips of paper. They can also correct their mistakes easily by
simply arranging the slips in a different order.
Answers
1 Why don’t you try on that T-shirt? / Why don’t you try that T-shirt on?
2 Shall I pick you up tonight?
3 Please throw away those old trainers! / Please throw those old
trainers away!
4 I’ll ring her back later.
5 Let’s try out the new café at the weekend. / Let’s try the new café out
at the weekend.
6 Can you help me out this afternoon?
3 Tell students they can refer back to the explanation in the grammar
box to help them.
Answers
Separable
call back, fill in, put off, sort out, take back
Inseparable
break up, end up, get round to
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UNIT 9 LISTENING

Warmer English. They are highlighted in the audio script. Before students go
Find a series of images of things that people buy when they go to page 147, ask students which one means:
shopping. The pictures could include CDs, clothes, sunglasses, to love something or someone: mad about
food, sportswear, jewellery, perfume, books, DVDs, bags and something like that: that sort of thing
video games. Show the images quickly, about 5–10 seconds for I realize: now that I think about it
each picture. Then ask the students to work with a partner and
try to remember as many things as they can. The team that gets Answers
the most wins. Max says he’s ‘mad about’ trainers.
Elise says she likes buying hair products and ‘that sort of thing’.
1 Get feedback and find out which things are the most popular Libby says ‘now that I think about it’ as she realizes how she spends her
products. money.
Answers Students’ own answers Teaching tip

You could also explain different meanings and words. In
2 3.29 Transcripts page 272 Pause and play the audio as needed American English mad about often means someone is angry.
and encourage the students to check their answers together Trainers are called sneakers in American English.
afterwards.
6 3.30 Ask students to fill in the gaps from context. Play the audio
WORDS TO KNOW again so they can check their answers.
Check that the students know words like trends (fashionable,
a new development), vintage (high quality and value, often Answers
from the past), fortune (a large amount of money) and gigs 1 mad about
(performance or concert by a band or musician). 2 that sort of thing
3 now that I think about it
Answers 7 3.31 The expressions in Express yourself are available to listen
1 D 2 F 3 A 4 E 5 B 6 C to. Get students to discuss the phrases and elicit that they are
generally used to express regret.
first so they know what to listen for and have them check answers Answers Students’ own answers
together afterwards.
8 Remind students to use the phrases to express regret and change
Answers the pairs to increase learner interaction and speaking. Get class
1 Elise feedback and find out the funniest shopping regrets.
2 Oli
3 Kirsty Answers Students’ own answers
4 Max
5 Rick
6 Libby

first so they know what to listen for and have them check answers
together afterwards.
Answers
1 She goes to a big department store, vintage and second-hand shops
or markets.
2 The gold came off.
3 She does something different.
4 She could make her own sandwiches.
5 He uses a student railcard.
6 He travels to see his favourite bands.
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UNIT 9 READING
Warmer
Show a selection of short, fun adverts (they are easy to find on
YouTube), and pause them at a certain point. Ask the students
to talk in pairs and guess what is going to happen next using
going to and review modal verbs. Then play the rest of the advert
to see if their predictions were correct. You can also vote for the
best advert at the end.
1 Write best advert and most annoying advert on the board and write
the students’ opinions on the board. Elicit what things make a good
advert.
2 3.32 The text is also available to listen to.

Quickly elicit the students’ predictions and set a short time limit so
that they read for gist.
Extra activity
Ask the students to work in pairs and find words in the text that
mean:
1 to communicate an idea successfully
2 to make it likely that someone will see something
3 pleasing and easy to remember
4 to understand something or someone
5 something achieved in a quiet way that does not attract
much attention
6 by chance or luck
7 making you think a lot about something
8 to create lots of interest and attention
Answers
1 to get a message across
2 exposed to
3 catchy
4 to relate to
5 subtly
6 coincidence
7 thought-provoking
8 buzz
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3 Encourage students to check their answers together.

Warmer
Answers Put students into pairs. Ask them to think of as many words as
1 B 2 C 3 B 4 A possible that end in -ation. Set a time limit.
4 Get their ideas and opinions in feedback to find out which were the 7 Repeat the words with the class and get them to notice that the
most effective advertising strategies on students. stress is usually just before the suffix.
Answers Students’ own answers Answers

al: arrival ance: appearance ence: coincidence
5 Give the students time to brainstorm ideas together. Elicit their ation: association, organization ment: endorsement, placement
ideas afterwards.
8 Get students to write the nouns in sentences to reinforce meaning.
Answers
6 To introduce some ideas, show a clip from the internet that difference, enjoyment, examination, performance, trial
advertises products in different ways. This could be through
9 3.33 If you have time, practise the verb and noun word stress on
celebrity endorsement or by product placement on James Bond
page 149.
films or Days of Our Lives.
10 Get feedback and check the answers together.
Answers
Extra activity 1 difference 2 achievement 3 organizations
Ask the students whether they think there is too much 4 placement 5 endorsement
advertising and if it causes any bad effects. Get them to discuss
in pairs and elicit their opinions afterwards.
11 Get class feedback and prompt extra discussion.
12 Check if students recognize any of the multi-part verbs.
Answers
1 take back 2 give away 3 try on 4 shop around 5 sell out
Answers
1 have sold out 2 took back 3 was trying on
4 shopped around 5 are giving away
14 Encourage students to use the multi-part verbs in their discussions
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UNIT 9 GRAMMAR
2 Get students to look back at the adverbial phrases in the grammar

GRAMMAR OPTIONS box to notice the use of in and way.
● The grammar is presented in a complete grammar reference 1 in a complicated way
on page 121. 2 in a friendly way
● Visual grammar presentation 3 in a lively way
4 in a cowardly way
Warmer 3 If the students make mistakes with answers 2 and 3, tell them
that free means without payment and freely means without limit
Put the students in pairs and give them cue cards. Tell them to or restriction. Similarly, late means not on time but lately means
take turns and take one adverb card and one verb card. They recently.
have to act out the combination, e.g. write a letter + thoughtfully.
Their partner has to guess what is on the cards and make a
Answers
grammatically correct sentence such as Ah, you are writing a letter
thoughtfully. This practises adverbs of manner in a fun way. 1 widely 2 free 3 Late 4 highly 5 shortly
4 Tell students they can use adverbs or adverbial phrases. Do the first
one with them as an example, e.g. My exams finally finished at 2pm.
Teaching tip
Write some sentences on the board that show a few different Answers Students’ own answers
types of adverbs such as connecting adverbs and comment
adverbs (front position), adverbs of frequency (mid-position) 5 Model the activity and get the students to guess whether the
and adverbs of manner (end position). Highlight the adverb in a sentence is true or false. Encourage them to ask extra questions.
different colour and then get the students to notice the general
position in a sentence. Answers Students’ own answers
Connecting adverbs (connecting a clause with something before)
Then, I went home. 6 Get the students to walk around the room and share their
Suddenly, the door opened. sentences with each other to create more learner interaction and
speaking.
Comment adverbs (giving an opinion about something)
Fortunately, I found my keys. Answers Students’ own answers
Surprisingly, he came home early.
Frequency adverbs (describing how many times or often
something happens)
Extra activity
I sometimes go to the café. Write down about fifteen adverbs and adverbial phrases on the
I have never been to Italy. board. Then ask the students to work with a partner and write
a short story about something strange that happened to them.
Manner adverbs (describing how something happens or is done) Tell them to use ten adverbs in the story. Afterwards, put them
He drove off angrily. in pairs and get them to read their story to a new partner. When
She read the letter slowly. they get to the part where the adverbs are, tell them to whistle
instead of saying the adverb. Their partner has to guess which
adverb goes in the gap.
1 Ask the students to work with a partner. Remind them that
sometimes the adverbs can be in different positions.
Answers Continuous assessment

1 Suddenly, we realised all of the clothes and accessories in the film
were examples of product placement. Grammar Support Worksheet: page 52, exercises 3–5
2 She easily found what she was looking for. / She found what she was Grammar Consolidation Worksheet: page 53, exercises 4–6
looking for easily.
3 I’m naturally a bit nervous about going to live abroad next year. /
Naturally, I’m a bit nervous about going to live abroad next year. / I’m
a bit nervous about going to live abroad next year, naturally.
4 We often go to the shopping mall at the weekend.
5 Fortunately, there were no surprises in the exam and I think I did
alright. / There were no surprises in the exam and I think I did alright,
fortunately. / There were no surprises in the exam and fortunately I
think I did alright.
265
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UNIT 9 CHALLENGE
In this lesson, the students think about the important things in

advertising a product and then work in small groups to plan an
advert of their own. Then they act out their advert in front of the
class and discuss which ones were the most catchy and effective.
Warmer
Ask students what makes an effective advert. Show them some
adverts to help promote discussion.
1 Explain that in America chips are called french fries. In American

English chips are crisps that you buy in a small packet.
2 Maybe explain a USP as something different and better about the

product that no other product has. Put the students in pairs to
discuss the steps.
3 Get the students to talk with another group to compare their

answers. Elicit their ideas in feedback afterwards.
4 Put the students in small groups and give them a few minutes to
decide which product they want to advertise.
5 Tell the students to follow the steps in the box. It might be better to
give a time limit for each stage to keep them on track.
Teaching tip
Show the students an advert from the internet and highlight
typical language and grammar. Show that adverts usually use
the present tense because when they want to say something,
they make it sound like a fact. In addition, encourage them to
use comparative and superlative adjectives as well as extreme
adjectives to get our interest, e.g. Amazing Superwhite toothpaste,
it cleans better than any other toothpaste in the world!
6 Some students may be a little shy so perhaps get them to act out
their adverts in small groups rather than in front of the whole class.
7 Give students time to take notes and then talk about their favourite
adverts together.
Fast finishers
Get the fast finishers to look at / watch some adverts and
identify each of the five steps of advertising.
267
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UNIT 9 INTERACTION
Warmer 5 3.37 Tell students that the audio doesn’t always match the
sentences exactly. Remind them that the wrong particle often
Write the letters of the alphabet on the board and tell the creates a completely different meaning.
students to work with a partner and write an adverb for as many
letters as they can. Give them three to five minutes. The team Answers
that gets the most wins.
1 out
2 back
3.34 Express yourself contains a variety of useful expressions for
3 back
the situations in the dialogue. Some of them (but not all of them) 4 out
are used in the dialogue. They are available on the audio if you want 5 out
students to hear how they are pronounced. 6 back
1 Introduce the topic and get the students to look at the picture. Tell 6 Elicit extra expressions from the class and write them on the board.
them a story about when you were an unhappy customer. Put them Also go through the phrases in the Express yourself box and practise
in pairs to talk about their personal experiences. Encourage them stress and intonation.
to use adverbs and also get them to ask extra questions like How
come? and Then what did you do? for extra information. Answers Students’ own answers
Answers Students’ own answers 7 Get class feedback and check their ideas and opinions.
2 3.35 Transcripts page 272 Write the focus question on the Answers Students’ own answers
board. Walk around to see how they are doing and play and pause
the audio as needed. 8 Give the students time to choose a situation. Let the students work
together with a partner to brainstorm and help each other. Remind
Answers them to use some of the new expressions as they plan what they
It covers technical problems. want to say.

Teaching tip
It is often a good idea to tell the students to write the answer 9 Model the activity and walk around as the students talk. Listen and
when they hear it. This gives you a clear visual clue of how they take notes and then highlight nice use of English in feedback. Offer
are doing and whether they need to hear the audio again. gentle correction as well.

3 3.36 Transcripts page 272 Explain the word compromise to the
students and concept check with personalized examples from the
students. 10 If you have time, get students to work with a new partner on a
different situation.
Answers
She’ll contact the manufacturer and find out if they will repair it for him
for free or at a cheaper price.
Fast finishers
4 3.35 and 3.36 Transcripts page 272 Play and pause the audio
as needed and give the students time to write and compare their Ask the fast finishers to describe the best service they have had
answers together. when they needed help or complained about a product. Get
them to say where it was and what happened.
Answers
1 True
2 False (The sales assistant says he isn’t entitled to a refund.)
3 True
4 True
5 True
6 False (She has explained the company policy clearly.)
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UNIT 9 WRITING
Warmer 8 Tell the students to share and read each other’s essays, correcting
any small mistakes they see. Get them to read a few of their essays
Ask students who shops on the internet and what for. Make a list
out in feedback.
on the board of the most popular products purchased online.
1 Check the students’ ideas and opinions in feedback.
Answers Students’ own answers Fast finishers

Get the fast finishers to correct the false sentences in exercise 3.
2 Get students to read and discuss whether they agree or disagree
with Scott’s opinion.
Answers
Answers Students’ own answers 1 He thinks there will only be internet shopping in future.
2 More people use the internet now for shopping.
6 The internet is the first place the younger generation goes to.
3 Ask students to check their answers in pairs.
Answers
1 False
2 False
3 True
4 True
5 True
6 False
4 Highlight useful language for opinion essays. Tell the students to

read and underline the expressions.
Answers
INTRODUCING THE TOPIC
In my opinion ...
I think that it is clear ...
INTRODUCING ADDITIONAL ARGUMENTS
Another reason why ...
What’s more ...
On top of this ...
INTRODUCING A CONCLUSION
So in summary ...
5 Give the class a few minutes to decide which topic to discuss.
Teaching tip
Thinking time is one of the most important elements for writing
activities so always give the students a few minutes to think
about the best topic. It’s also helpful to let them work with a
partner to brainstorm more ideas.
6 Give a time limit and walk around to offer help and useful language
if needed.
7 Elicit the structure of Scott’s essay and remind the students to use
the phrases for introducing ideas and opinions.
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UNIT 9 TRANSCRIPTS
3.29 Student’s Book page 95, exercises 2–4 3.35 Student’s Book page 100, exercises 2 and 4
In = Interviewer, K = Kirsty, M = Max, E = Elise, L = Libby, O = Oli, R = Rick Sa = Shop Assistant, C = Customer
Despite living in tougher economic times, UK teens still seem to Sa Good morning. How can I help you?
be finding ways to spend money and look good. So, what are they C I want to complain about this tablet I bought here about a
spending their money on and where are they shopping to keep up month ago.
with the latest trends? Today, our roving Fox Radio reporter, Millie Sa What seems to be the problem, sir?
Jackson, is out and about in the streets of London to find out. C Well, can’t you see? The screen is broken.
In Excuse me! Have you got a minute? I’m from Fox Radio and I just Sa So it is, sir. How did that happen?
want to ask you a couple of questions. C I dropped it on my kitchen floor.
K Sure! Sa Oh dear. Well, do you have your receipt?
In Thanks. What’s your name and how old are you? C Yes, I do. Here it is.
K I’m Kirsty and I’m 16. Sa Thanks. Well, I’m afraid we can’t really fix this for you because
In Well, we’d like to know what you spend your money on, Kirsty. it isn’t a problem with the tablet itself. This was accidental
You look really good – have you spent a lot on your outfit? damage.
K No, I think my whole outfit cost about £20! I got most of it from a C But when I bought it I was told that it had a two-year guarantee.
big department store that sells everything really cheaply. Surely that covers me for things like this?
In Is that where you buy most of your clothes? Sa I’m afraid not, sir. The guarantee is only for technical problems. It
K Sometimes, but I also like going to vintage clothes shops and doesn’t cover you for things like accidental damage. That’s what you
second-hand shops or markets. I’m a bit of a bargain hunter. get insurance for. Did you take out our insurance policy with it?
In Have you ever picked up any really good bargains? C No, I didn’t. I’d spent enough already buying the tablet.
K Yes! My best bargain and my favourite thing ever is a vintage 1950s Sa In that case, sir, we can offer to send it back and repair it for you
dress that I got at a street market stall. It’s gorgeous and it’s a but you will have to pay for that yourself.
perfect fit! I’m going to wear it to my end-of-year prom next week. C That is absolutely ridiculous. This cost me £650, it was top of the
In Thanks, Kirsty. Now, let’s see over here … who have we got here? range and now you’re telling me it can’t be fixed unless I pay for it.
M Hi, I’m Max. Sa That’s right.
In So, Max, what do you spend most of your money on? C In that case, I want to talk to the manager. Get him for me now.
M Trainers! I’m mad about them. I’ve got about 25 pairs – some are Sa Certainly sir. I’ll call her for you.
the same brand but a different colour and others are designer
ones I’ve got on the internet or eBay. Mind you, one of my worst
purchases ever was a pair of trainers; really funky designer gold 3.36 Student’s Book page 100, exercises 3 and 4
high-tops. They cost me a fortune and I only wore them a couple
of times before all the gold started coming off. I still can’t believe
M = Manager, C = Customer
I spent £120 on them. What a waste of money!
In Thanks, Max. Excuse me, can I stop you for a minute? What’s M Good morning, sir. Miriam has just called me. What seems to be
your name? the problem?
E Elise. C Well, your shop assistant for one. I brought my tablet back and
In So, Elise, what do you like spending your money on? she’s refusing to help me.
E Well, my biggest weakness is make-up! I love it, but I don’t buy M And what exactly is the issue with the tablet?
expensive brands and I always look to see what’s on special offer. C The screen is smashed.
I like buying stuff for my hair, too, like gel and wax – that sort of M Oh dear, so it is. Was it like this when you got it home from our
thing. I try and do something different with my hair every day. shop?
In Thanks, Elise. Okay, moving on. Who have we got over here? C Eh, no, it wasn’t. I dropped it and it smashed.
Hi, I’m from Fox Radio. Would you mind if I asked you a quick M Aaah, I see. Well, I’m sure Miriam has explained our company
question? What do you spend your money on, er … ? policy to you very clearly.
L I’m Libby. Um … Actually, most of my money goes on food. That’s C Yes, she has but I still don’t understand why I have to pay for the
really embarrassing now that I think about it. I buy my lunch repair.
most days, and I also buy snacks and stuff in between. I guess I’m M Well, our products all come with a two-year guarantee but if
pretty sociable and like to see my friends over a coffee. Maybe I you break or damage something yourself I’m afraid that isn’t our
should make my own sandwiches and then I’d have more money responsibility.
to spend on clothes! C Yes, that’s what she said to me, too. That’s just not good enough.
In Thanks, Libby … Hey, excuse me! What’s your name? I paid good money for this and now I’m expected to pay to get it
O I’m Oli. fixed myself. This has turned out to be one of the worst purchases
In Hi Oli. Can you tell Fox Radio listeners today what you spend I’ve ever made.
your money on? M That is our company policy. However, on this occasion, since it
O Train fares. My girlfriend’s just started uni in Manchester so I go is a very expensive tablet and you only bought it a month ago I
up there every other weekend on the train. It’s really expensive, could contact the manufacturer and find out if they will repair it
even with the discount I get with a student railcard. for you for free or at a cheaper price.
In Thanks, Oli. Okay, we’ve just about got time for one more. Hello! C Thank you, that sounds like it might be the way forward.
What’s your name? M Okay, why don’t you come back in fifteen minutes? I’ll make the
R Hi! I’m Rick. call and we’ll see what they say.
In Rick, quick as you can, tell us what you spend your money on.
R Errr, probably tickets for gigs and travelling to see my favourite
band. When I’m not doing that, I’m playing on my games console
and I buy a lot of games for that.
In Thanks, Rick. Okay, so …
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Workbook page 92 2 1 sold out

2 shopping around
1 B 3 ran out of
2 1 F (It was revealed in a UK shopping centre but it was designed by 4 find out
a Dutch company.) 5 phone back
2 T 6 sort … out
3 F (You can take pictures from lots of angles.) 7 break up
4 T 8 end up
5 T 3 1 end up
6 F (It might soon become a global phenomenon.) 2 try it on
3 1 rails 3 take it back
2 device 4 look forward to
3 concept 5 set up
4 drag 6 come up with
5 save up 7 sell out
4 1 creative 8 help me out
2 impulsive 4 1 If your new phone’s broken, take it back to the shop.
3 offensive 2 Don’t put off until tomorrow what you can do today!
4 persuasive 3 Maya has come up with a brilliant idea for the advert.
5 Students’ own answers 4 My room is a total mess. I must tidy it up more often.
5 You can’t throw away that T-shirt. Give it to a charity shop.
6 The first Starbucks coffee shop was set up in 1971.
Workbook page 93
6 1 F
2 G Workbook page 95
3 A
4 E 1 1 purchase
5 B 2 wig
6 C 3 be promoted
7 D 4 handle
7 1 brand. Students’ own answers 5 mates
2 checkout. Students’ own answers 2 1 D
3 discount. Students’ own answers 2 F
4 retailers. Students’ own answers 3 B
5 recession. Students’ own answers 4 E
6 bargain. Students’ own answers 5 C
7 department. Students’ own answers 3 1 C
8 1 earn 2 A
2 charge 3 A
3 save up 4 B
4 spend 5 C
5 borrow 6 C
6 owe 4 1 In the 1970s.
7 afford 2 That it wasn’t a fancy dress party, but a party for which people
8 lend dressed in a fancy way.
9 1 afford 3 Because he spent all his money watching his team lose.
2 earns 4 She refused to marry him.
3 spend 5 The handle broke and couldn’t be repaired.
4 lend 6 He got a tribal tattoo that he didn’t like.
5 borrow 5 Students’ own answers
6 charged
7 save up Workbook page 96
8 owe
10 Students’ own answers 1 The man behind an advertising company.
More than $200,000.
I Wear Your Shirt
Workbook page 94
1 1 call … back Workbook page 97
2 fill … in
3 try on 2 1 He started on the first day charging $1.
4 tidy up 2 By the end of 2009, a company was paying Jason $365 a day.
5 look after 3 By the end of his first year in business, Jason had earned $83,000.
6 try out 4 During an average day, up to 5,000 people will see Jason wearing
his T-shirt.
5 He has had to employ four other people to work with him.
6 They made about $35,000 each.
7 Money they each earned counting their salaries and the bonuses.
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3 1 F (He set it up because he was looking for a quick and easy way to Workbook page 99
make money.)
2 T Extra Challenge
3 F (It’s also based on sponsorship deals and adverts on his website.) Students’ own answers
4 F (He works mostly from home, where he makes his ‘selfie’ videos.) Webquest
5 T Abercrombie & Fitch Co.
6 T Suggested answers: Adidas, Motorola, Pepsi.
7 F (They work in different parts of the US.) July 1, 1941, Bulova watches.
4 Students’ own answers Zorba, but there was a bar nearby with the same name.
18.
5 1 achievement
1994.
2 interference
3 endorsement Marcie’s Misunderstandings
4 disturbance She’s bought some windows.
5 removal
6 appearance Workbook page 100
7 placement
HIDDEN NOUN = ARRIVAL 1 Suggested answers
1 I’d like to complain about ...
6 1 difference
2 I’m really not happy about this.
2 imagination
3 Let’s see what we can do.
3 performance
4 enjoyment 2 1 help
5 trial 2 complain
3 the problem
7 give away, sell out, shop around, take back, try on
4 can’t
8 1 You gave away all your pocket money to charity? How selfless! 5 seems to be
2 I’m sorry, we no longer have those trousers. We’ve sold out of them. 6 back
3 If you don’t like the dress, why not take it back? 7 what we can do
4 If you want a good deal on a smartphone, it’s a good idea to shop 8 we can sort it out
around before you buy one.
5 I really liked those shoes, but when I tried them on they didn’t look
3 1 C
2 B
good on me.
3 A
4 B
Workbook page 98
5 C
1 1 F, Basically 4 1 I’d like to complain about these trainers I bought three weeks ago.
2 C, quickly 2 There is a hole in one of them.
3 A, Luckily 3 Yes, here you go.
4 E, completely 4 I don’t want a refund. I want a new pair.
5 D, Apparently 5 A different pair would be fine.
6 B, anxiously 6 Thank you. I’ll go and choose a new pair.
2 1 I saw Cristina earlier but she deliberately ignored me.
2 Presumably you know where we’re going or you wouldn’t look so Workbook page 101
relaxed.
3 The coach started loudly shouting at everyone.
1 1 E
2 D
4 What do you usually do after school on a Tuesday?
3 A
5 Our teacher repeatedly warned us to stop misbehaving.
4 B
3 1 in an organized way 5 F
2 in a disappointed voice 6 C
3 in a relaxed way
4 in a tired voice
2 1 I agree with the idea
2 In my opinion
5 in an uninterested voice
3 Another reason
4 1 widely, wide 4 What’s more / On top of this
2 highly, high 5 On top of this / What’s more
3 late, lately 6 So in summary,
4 free, freely
5 shortly, short
3 1 believes
2 easier
5 1 We’ve never been to a shopping centre as big as this. 3 pay, choices
2 I’ve been really busy lately and haven’t seen my friends. 4 hobby
3 My mum goes to a Pilates class weekly. / My mum goes to a weekly 5 changing attitudes
Pilates class.
4 Fortunately, Jess lent me some money to pay for it.
5 The friendly teacher welcomed all the new students.
6 The advertisers clearly wanted us to buy their product.
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1.26 Workbook page 95, exercises 2–3 1.28 Workbook page 100, exercises 2 and 3
Rp = Radio presenter, L = Linda, K = Karl, P = Pete, M = Miriam, J = Josh 1 Good evening. How can I help you?
2 I’m sorry, but we are not in a position to give you a refund
Rp Welcome to this afternoon’s phone in. Call us now and tell us without a receipt.
about the worst purchase you’ve ever made. Let’s go straight to 3 What seems to be the problem?
Linda on line 1. Linda, hello! 4 Why don’t you come back in ten minutes and we’ll see what we
L Hi. can do?
Rp So, Linda, what’s your regret? 5 We can send it back to the manufacturer if you like.
L Well, it’s got to be a fancy dress outfit I bought in the 1970s! I was 6 Did you take out our insurance policy with it?
a student and I was going to a friend’s 21st birthday party. I’d
bought an Elvis Presley outfit; white and sparkly, complete with
wig and a cardboard guitar. I thought I really looked the part …
until I turned up at the party and everyone looked like they were
going to a prom.
Rp What had happened?
L I’d misread the invitation. It had said ‘Wear a fancy dress or
outfit’.
Rp Ah, ‘fancy’, as in elegant.
L Exactly, so everyone else had put on their best dresses and suits.
We still laugh about it.
Rp That’s a great story – thanks, Linda. Now, line 6 it’s Karl. Hi Karl.
K Hello. My biggest regret was a ticket to a football match to watch
my team play at Wembley. I was mad about them, so when
they got into the play-offs to be promoted to the next division, I
spent all my money going to see them. The match went to extra
time and then penalties, and we lost! I couldn’t believe it. I could
have saved myself a whole lot of money and heartache if I’d just
stayed at home and watched it on the telly.
Rp Ouch, that one still hurts. Right, on line 3 it’s Pete.
P Hello. This is short and sweet. An engagement ring I bought for
my first girlfriend. When I asked her to marry me, she refused.
Cost me a fortune, it did. I’ve still got it, and am still looking for
Mrs Right!
Rp Good luck! Now we’ve got Miriam on line 2.
M Hello. My biggest regret was a designer handbag I had saved up
every penny I had for about a year. I thought it was just the best
thing. I bought it, and about a month later the handle broke.
I’d lost the receipt so I couldn’t take it back to the shop, and it
couldn’t be repaired. Now that I think about it, I should have
written and complained. What a waste of money!
Rp And finally as quick as you can, it’s Josh on line 5.
J My biggest regret was spending a fortune on a tattoo I had done
on holiday. I’d just finished school, done well in my exams and
gone away with all my mates. It seemed like a good idea at the
time. It’s one of those tribal ones on my arm. I really hate it now.
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UNITS 7–9 REVIEW
Warmer
Write an anagram of the word architecture on the board. Tell the
students that the letters are all in the wrong order and they have
to rearrange the letters and find out what the word is. The first
team to finish wins the game.
1 Get feedback and also find out whether students like old / ancient
buildings or modern architecture.
2 As a follow up, ask the students which place they would most like to
visit and why.
Answers
The Dubai Mall
Złote Tarasy
3 Do the first one together with the class and then have them match
the statements and buildings.
Answers
1 The Grand Canal Shoppes
2 The Dubai Mall
3 Złote Tarasy
4 West Edmonton Mall
5 The Dubai Mall, West Edmonton Mall, The Grand Canal Shoppes
6 The Grand Canal Shoppes
7 The Dubai Mall
8 The Dubai Mall
4 Get students to read quickly and underline the words and phrases.
Answers
1 pedestrian
2 granite
3 look like, replicate
4 casino
5 gondola
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Warmer Warmer
Ask the students to talk together with a partner about horror Ask the students to look at photos of Malta (you can find them
films or ghost movies. Which ones can they remember? Which easily on the internet). Get them to look at the photos for about
movies did they like / dislike and why? thirty seconds. Hide the photos and put the students in pairs.
Then tell them to remember and write down as many things as
5 Get them to discuss in pairs and tell each other about stories or they can about the photos, e.g. There were lots of boats, a harbour,
churches, fireworks, old city walls, etc. The team that remembers
legends that they've heard.
the most things wins the game.
1 Write some topics on the board to stimulate students’ ideas, e.g.
landscape, famous people, exports, language, events.
6 3.38 Transcripts page 280
Get the students to check their answers together afterwards.
WORDS TO KNOW 2 Tell students to work in pairs and guess why each thing is
Check that the students know words such as suspense (waiting important.
for the end of the story), uncovered (discovered), sinister
(disturbing or frightening) and convinced (sure, certain). Answers Students’ own answers
Answers 3 Tell the students to watch the video and check if their ideas are
correct.
1 C
2 A Answers Students’ own answers
3 B
7 3.38 Transcripts page 280 Walk around and check to see how 4 In pairs, get students to answer the questions from memory.
the students are doing. Play and pause so they can listen again and Then play the video again for students to fill in any gaps.
write their answers.
Answers
Answers 1 In the middle of the Mediterranean, 80 km south of Sicily, 284 km
1 True east of Tunisia and 333 km north of Libya.
2 False (It’s haunted by a young woman who died there.) 2 There are some of the oldest free-standing structures in the world.
3 False (It was built for King Edward I.) 3 Phoenician traders, who were in Malta until around 400BC, used
4 False (People say they have felt like they’re being watched as they’ve to have painted eyes on their boats just like you can still see on
walked the corridors.) traditional Maltese fishing boats today. Later came the Romans, who
5 True probably gave the island its name, which comes from an ancient
6 False (No one has ever seen him, but his music has been heard in the Greek word for ‘honey’.
streets above the tunnels.) 4 The country is named after an ancient Greek word for ‘honey’. The
capital is named after the knight Jean de Vallette.
8 Put the students in pairs and get them to remember the details 5 The bomb was full of sand.
of each story. Then let them brainstorm and make notes together
before they write their letters. 5 Invite students to share their ideas and vote for the best
architecture and buildings in their country. Elicit which places they
would most like to show a visitor.
9 Elicit adverbs that the students can use in their ghost stories. These
could include adverbs of manner such as slowly, nervously, angrily,
carefully, carelessly and noisily. FIND OUT
Also try to elicit connecting adverbs like suddenly, then and finally Tell students they can use their smartphones or computers to
so that the students can sequence the story and connect to look up information together. You could also get them to do this
something before. as homework for a short presentation in the next lesson.
Then elicit typical adjectives that they can include such as terrified,
frightened, horrible, etc.
Get the students to brainstorm ideas with a partner, and then write
their stories together using their notes and some of the vocabulary
on the board. After they have finished, get the students to share and
read each other’s stories.
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3.38 Student’s Book page 103, exercises 6 and 7 Video Student’s Book page 103, exercises 3 and 4
▼
Jm = Jonathan McIntyre, Sr = Suzanne Reed In the middle of the Mediterranean, 80 km south of Sicily, 284 km
east of Tunisia and 333 km north of Libya, is one of the world’s
Jm Good evening and welcome again to Mystery Hour with me
smallest and most densely populated countries; the tiny Republic
Jonathan McIntyre …
Sr … and me Suzanne Reed. of Malta. With its sunny climate, beautiful beaches and interesting
Jm And we’re here with you for the next hour bringing you cultural mix, Malta attracts over a million tourists a year, and has
mysterious stories of the unbelievable and the unexplained. been the location for some big Hollywood films, including Gladiator
Sr Glad you could join us. and Troy. And behind Malta’s charm lies a fascinating history that is
Jm So, Suzanne, what have you got for us today? closely linked to the history of Europe and the Mediterranean, and is
Sr Well, Jonathan, I’ve been investigating mysterious buildings in reflected in its architecture and culture.
Britain this week, and I’ve uncovered some sinister stories.
Malta’s human history goes back thousands of years. These
Jm Don’t leave us in suspense; tell us about the first place.
Sr Well, you might not have heard of 50 Berkeley Square. Located in megalithic temples on the island of Gozo are some of the oldest
London and constructed in the late 18th century, it is thought to free-standing structures in the world, although it is not known
be one of the most haunted buildings in the city. The first ghostly exactly who built them. Phoenician traders, who were in Malta until
happenings were reported in the 19th century when a man heard around 400BC, used to have painted eyes on their boats just like you
strange noises. Legends say the attic of the house is haunted can still see in traditional Maltese fishing boats today. Later came
by a young woman who died there. One man reportedly died the Romans, who probably gave the island its name, which comes
of fright and another was unable to speak after staying in the from an ancient Greek word for ‘honey’. And then various different
house. Now some may say there could have been lots of rational people came to rule the island, all of whom left their mark.
explanations, but I’m convinced they must have seen a ghost!
Jm How scary! I won’t be going there then! In the centuries that followed, two historical events are worth
Sr Another such story exists about Beaumaris Castle in North highlighting. The first is the Great Siege of Malta. In 1565, an order of
Wales. Built from limestone around the 13th century for King knights now called the Knights of Malta fought a fierce battle against
Edward I, the medieval building is said to be home to mysterious a Turkish army and won. The man who led the knights was Jean de
voices, which have been caught on recording equipment by Vallette, and the capital of Malta, Valletta, was named after him.
visitors. Some say they have also felt as if they are being watched Many of the towers on the island were built as a result of this battle.
as they’ve walked the corridors.
The second is a smaller event that happened many years later during
Jm Now that would leave me with goosebumps. And what’s your
final place for us today, Suzanne. the Second World War. Malta, which at the time was under British
Sr Well, the last place on my list is Edinburgh Castle in Scotland, rule, was bombed more intensively than almost anywhere else.
which is one of the most haunted places in Scotland. The castle While a group of people were gathered together in a church called
is linked to the old part of the town by a network of underground the Rotunda of Mosta, a bomb fell straight through the dome of the
tunnels. The story goes that many years ago a piper was sent church and landed in the middle of them but didn’t explode. Everyone
down to explore the tunnels and was told to keep playing music was baffled, until they discovered that the bomb was full of sand,
so his progress could be monitored by people above ground. which must have been put there by someone deliberately trying to
However, halfway through, the music stopped and the piper stop the bomb going off. Many people thought that it was a miracle.
disappeared. It is believed that the piper still walks the tunnels.
No one has ever seen him, but his music has been heard in the In any case, Malta survived the bombing as it has survived so many
streets above the tunnels. conflicts before, and became an independent country and part of the
Jm What do you think listeners? Unbelievable? We’ve already got European Union. If you look around Malta today, you’ll see a mixture
one caller on the line who’s been to Beaumaris Castle ... of influences in its customs, architecture and people that reflect its
rich and varied past. But you’ll also sense a people with a strong sense
of unity and identity, looking to the future with enthusiasm.
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Workbook page 102 Video Workbook page 103, exercise 2
▼
1 1 customer (not related to mystery)
2 marble (not related to shopping) When Malta became independent from Britain in 1964, it decided
3 clue (not related to architecture) to maintain a connection with Britain by becoming a member of an
4 browse (not related to crime) organization called the Commonwealth of Nations. Many countries
5 mystery (not a material) that were once part of the British Empire have chosen to do the
2 1 shopping centre same. So what exactly is the Commonwealth, and what does it offer
2 dreaded its member states?
3 customers The Commonwealth of Nations was established in 1931 as a way of
4 merchandise maintaining links between countries that were part of the British
5 brands Empire. It has become less of a British institution as time has gone
6 concrete by, and now includes Mozambique and Rwanda, countries that were
7 titanium never under British rule. Now the Commonwealth is a voluntary
8 tiles association of around fifty independent nations, each with equal
9 glass status, united by a shared set of values and objectives. It has regular
10suspect meetings, and offers its members co-operation in achieving these
3 1 watch goals and support for their development.
2 close One of the main goals of the Commonwealth is to encourage good,
3 back fair and democratic governance and respect for human rights. It has
4 light put diplomatic pressure on the governments of various countries:
4 1 D Zimbabwe, Nigeria, Pakistan and Fiji have all had their membership
2 F suspended for not respecting Commonwealth principles. And it had
3 A a hand in ending apartheid in South Africa, and putting a stop to
4 B nuclear testing in the Pacific.
5 C
6 E The Commonwealth also has various programmes to help member
5 1 A lot of olive oil is produced in Spain. states to develop socially and economically. But perhaps one of the
2 Jane is having her bedroom redecorated this week. best known aspects of the Commonwealth is the Commonwealth
3 I might have seen Stevie in town last Saturday. Games. Like the Olympic Games, it’s held every four years. It’s
4 The witness was interviewed by the detective. obviously not quite as big as the Olympics, and it has some different
5 I’m looking after my best friend’s dog this week. events, but it does feature athletes from countries like Jamaica,
6 The teacher spoke in a very boring voice. Kenya and obviously the UK.
6 1 A new swimming pool is being built in my town. It is often said that the Commonwealth has limited real influence in
2 This might not be the book we need. the world. After all, it doesn’t have a security council like the United
3 Carlos came up with a really good idea for Hannah’s present. Nations to enforce its decisions. But it does help to create a sense of
4 She shouted loudly across the class. supportive community between member states, and there are often
5 That must be the boy Charlotte likes. countries wanting to join or rejoin it. And a supportive community of
6 That can’t be true. over two billion people is surely a good thing.
Workbook page 103

8 1 B 2 C 3 C 4 A 5 C 6 B 7 B 8 C 9 A 10 A
Video
2 1 In 1931.
2 Mozambique and Rwanda.
3 Zimbabwe, Nigeria, Pakistan and Fiji.
4 Apartheid in South Africa, nuclear testing in the Pacific.
5 It’s an international athletics event that’s held every four years.
3 1 C
2 D
3 B
4 E
5 A
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REVIEW UNIT 1 ANSWERS AND WORKBOOK ANSWERS
Student’s Book page 104 Workbook page 104

1 1 biography Crossword
2 fantasy novel Across
3 romance 1 blurb
4 science fiction story 6 thing
5 autobiography 7 flicking
6 horror story 8 been
7 graphic novel 9 already
2 1 romance 10 graphic
2 autobiography Down
3 graphic novel 2 recommended
4 science fiction 3 leaflet
5 fantasy novel 4 joking
3 1 greetings card 5 biography
2 note
3 menu
Error Correction
4 catalogue 1 My father recommended that I join the football team.
2 He’s reading the newspaper now, but he usually reads novels.
4 1 flicking through 3 I’ve got an exam tomorrow. The lucky thing is, I really enjoy exams!
2 growing up 4 She’s been brought up by her grandparents because her parents
3 put ... down work abroad.
4 read on 5 I’ve never been to Germany, but I’d like to.
5 brought up 6 Are you much of a reader?
5 1 What genre of book do you like reading? D 7 That new bestseller is awesome. I couldn’t put it down.
2 Who is your favourite author? A 8 What’s the film like? Would you recommend it?
3 What book are you reading at the moment? C
4 How often do you read every week? B
6 1 don’t ... read
2 tells
3 try
4 focuses
5 fight
6 struggle
7 is
8 gives
7 1 gave
2 don’t look
3 went out ... bought
4 have ... turned into
5 have read
6 are
8 1 He hasn’t gone to the hairdresser’s yet.
2 She has just bought a new e–book reader.
3 She hasn’t gone to bed yet.
4 She has already finished her school project.
9 4.1 Play the track once through without stopping. Tell students
to write what they remember. Then play the track again and pause
for a short time after each sentence.
I’ve recently discovered e-book readers and it’s completely

changed the way I read. I’ve already read three novels in the past
two weeks. The last one I read was The Book Thief by Markus
Zusak. It’s a fantastic book!
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1 1 She should take up yoga. Crossword
2 He should do a course. Across
3 He should go to the gym. 4 buying
4 She should join a club. 5 active
2 1 information 7 pessimist
2 relaxation 8 brush
3 concentration 10 bright
4 admission 11 sleeping
5 correction Down
3 1 Helpfulness 1 fault
2 Loneliness 2 concentration
3 weakness 3 laziness
4 Sadness 6 chill
5 Happiness 9 until
4 1 down Error Correction
2 out 1 This year I’m going to train for a marathon.
3 up for 2 I’m flying to China tomorrow morning on the 9am flight.
4 with 3 In ten days, I’ll be lying on a beach in the south!
5 1 Are you travelling 4 He’s always optimistic about the future.
2 I’m going to catch 5 You need to get to know your town!
3 Are you going 6 The reduction in the price was minimal.
4 are going to 7 As soon as you arrive, we will start the party.
5 might 8 I don’t usually deal with difficult students in my class.
6 1 will be buying
2 will be warming up
3 will be taking part
4 will be judging
5 will be collecting
7 1 Unless
2 as soon as
3 until
4 as soon as
5 unless
Special summer plans? I’m looking forward to next July when

I’ll be taking part in an outdoors adventure summer camp in
America. I’ll be kayaking, swimming and camping under the
stars. As soon as my exams are over, I’ll be flying out there. I
can’t wait. It’s going to be great!
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1 1 deal Crossword
2 reduced Across
3 discount 2 from
4 overcharge me 4 refund
5 insurance 6 own up
6 guaranteed 7 were
7 cash machine 8 about
2 1 interest 10 gobsmacked
2 debit card 12 didn’t
3 purchase Down
4 bill 1 insurance
5 delivery 3 obligation
3 1 from 5 displeased
2 of 9 taken
3 to 11 of
4 for
Error Correction
4 1 owned 1 Are there any cash machines around? I need some money.
2 paid 2 I wish nuclear weapons had never been invented!
3 told 3 If I were you, I would buy a lottery ticket.
4 taken 4 My mother used to suffer from severe headaches.
5 1 If a shop assistant gave you the wrong change, what would you do? 5 Do you like pancakes? Me too!
2 If you could copy a friend’s homework, would you do it? 6 On the one hand, you can never study enough for finals.
3 Would you wear a piece of clothing once and take it back for a 7 Her mother told her off for getting home so late.
refund if you didn’t want to keep it? 8 The number of flowers depends on how much you spend.
4 Would you cash a lottery ticket if you found it in the street?
5 If you didn’t like an outfit your friend bought, would you tell them
what you think?
6 1 B
2 A
3 D
4 E
5 C
7 1 The charity fundraiser wouldn’t have taken place if he hadn’t seen
the report about poverty in Africa
2 Julia would have given money to the woman collecting for charity
if she hadn’t been in a rush.
3 Paul would have been able to get a refund if he had kept his
receipt.
4 Hannah wouldn’t have gotten a discount on a skirt if she hadn’t
remembered the voucher she had been given last week.
5 Jamie wouldn’t have gotten into debt if he hadn’t spent all his
money on DVDs.
8 Suggested answers
1 I wish I had studied.
2 I wish I had saved more.
3 I wish I had remembered it last night.
4 I wish I hadn’t eaten so much.
5 I wish I had told her.
Would you say you’re an honest person? How about if you found
some money in the street, would you keep it? Many people
probably wouldn’t class this as a criminal offence, but is it
morally right? According to a 2012 study, around 40% of people
thought it was acceptable. So, are we losing our integrity?
287
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1 1 flood Crossword
2 hurricane Across
3 storm 2 watching
4 earthquake 4 away
5 starvation 5 wildfires
6 wildfire 9 come
7 drought 10 listening
8 famine
Down
2 1 evacuated ... flooding 1 despite
2 hurricane ... injured 2 would
3 destroyed ... wildfire 3 chairperson
4 killed ... earthquake 6 sudden
5 volcano ... erupt 7 drought
3 1 writing 8 eating
2 changing
3 putting
Error Correction
4 earning 1 When she was young she had / used to have a dog called Doc.
5 pretending 2 So you want to try out for the team! Go for it!
6 getting 3 Lightning strikes were the cause of the power cuts last night.
7 serving 4 It turns out that the detective was the real criminal after all!
8 helping 5 When they caught him, he was living in a mansion in Hawaii.
6 I got out of the building just in time. It collapsed right afterwards.
4 1 blown away 7 He must be kicking himself that he lost that lottery ticket!
2 turn out 8 Swimming is really good for your back.
3 sent up
4 cut off
5 swept away
5 1 houses overflew with water.
2 Mr. Zhang was feeding his animals.
3 Li was getting ready for work.
4 Jin called the emergency services.
5 part of the hillside collapsed.
6 1 Did you use to wear
2 would often arrive
3 used to hate
4 did you use to get ... did you use to walk
5 would talk
7 1 The factory blew up after the equipment inside had
malfunctioned (malfunction first).
2 The flight was delayed as there had been terrible storms (storms first).
3 All the buildings collapsed because the tsunami had hit the town
(tsunami first).
4 He got amnesia because he had hit his head (hit first).
8 1 She had already left.
2 He had never before experienced an earthquake.
3 He found them just in time.
4 2,000 homes had already been evacuated.
5 She had worked there for a long time.
Lucy was drinking coffee when she heard a loud crashing noise.
When she went outside, she saw that a helicopter had hit the top
of an apartment block opposite her. Within minutes emergency
rescue services had arrived on the scene and everyone in the
area was evacuated. The pilot was unfortunately killed, but
residents in the building survived the accident.
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1 1 chill out Crossword
2 head home Across
3 take part 3 ATM
4 sign up 4 crowded
5 go sightseeing 6 historic
2 1 destination 8 long
2 wildlife 10 UFOs
3 set off 11 eventually
4 head to Down
5 heritage 1 had
3 Computers and technology WWW, ATM 2 bother
Countries UAE, EU 5 scenery
Electronic communication ASAP, FAQ 7 go out
Organisations WWF, NATO 9 knew
Science and medicine AIDS, DNA
1 Questions
Error Correction
2 Possible 1 He said that he had never seen the woman.
3 Web 2 You should make a booking in case they run out of rooms.
4 Emirates 3 They advised me not to drink the water from the tap.
5 Atlantic 4 Is that your brother? Oh, BTW, he called earlier!
5 I’ll check out at the reception desk and then we can go home.
4 1 check in 6 The scenery was unforgettable. I can’t wait to see the pictures!
2 eat out 7 Well, that’s a pity! Better luck next time!
3 set off 8 In the end, he cancelled the party.
4 get around
5 get away
5 1 Sophie said she felt jetlagged after her long flight the day before.
2 Max said he had taken a ride up the river in a traditional boat.
3 Megan said she would never go back to the youth hostel again.
4 Jason said he was planning to go horseback riding in Wales in summer.
5 Pia said she had had an amazing time in India and that she didn’t
want to leave.
6 1 order
2 advice
3 advice
4 requests
5 order
7 1 Miguel asked if they had to check out of the hotel by 12pm.
2 Stephanie asked if I had tried the local cuisine .
3 Robert asked if the guided tour of the museum had been
interesting.
4 Jayne asked if I had a camera.
5 Alicia asked if scuba diving had been fun.
8 1 Carmen asked José where he had been on his summer holidays.
2 She asked how much his B&B had cost per night.
3 She asked what kind of places he had visited.
4 She asked how many elephants he had seen at the Nature Park.
5 She asked how his journey had been on the overnight sleeper train.
My family and I went to Kenya on holiday last month. My

brother told my parents that he was bored of beach holidays,
so we chose a different destination. During our trip, we went
on an exhilarating white water rafting excursion and also on
an overland safari where we saw some spectacular wildlife.
When we returned, we all said it had been the best place we’d
ever been to.
291
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1 1 temporary Crossword
2 self Across
3 voluntary 2 shift
4 nine-to-five 4 industrious
5 weekend 8 keep
6 part 9 eating
2 1 weekend job 10 bear
2 nine-to-five 11 touch
3 temporary Down
4 self-employed 1 drinking
3 1 Pleased–delighted, satisfied 3 instructor
2 Strong–tough, resilient 5 snowed
3 Intelligent–bright, gifted 6 have
4 Tired–exhausted, worn out 7 bright
5 Confident–brave, self-assured
6 Kind–sympathetic, caring
Error Correction
7 Shy–afraid, nervous 1 He’s very laid-back; he’s never stressed.
8 Careful–conscientious, thorough 2 Playing tennis is hard on your elbows.
3 I’m happy to help you if you need help.
4 1 step down 4 The chairman stepped down and now I’m the boss.
2 set up 5 Sorry I’m late. How long have you been waiting?
3 be snowed under 6 My job is a nine-to-five, permanent job in the office.
4 get into 7 When you work at home, you have the best of both worlds.
5 work out 8 I have decided to revise for the rest of tomorrow morning.
5 1 has been working
2 has been raining
3 has been crying
4 have been revising
6 1 He’s been doing work at a charity shop since the beginning of
summer.
2 She’s been studying childcare for a month.
3 She’s been renting a flat for 6 months.
4 He’s been working since March.
5 He’s been paying two other members of staff for two months.
6 He’s planning to open a second office for a few weeks.
7 1 We can’t wait to finish our exams.
2 Research shows hothousing stops children thinking for
themselves .
3 Paul has decided to apply for a job as a sports instructor.
4 It’s impossible to pass an exam without revising a lot.
8 1 to have
2 volunteering
3 to be / being
4 to learn ... to get
I’ve been doing part-time volunteer work at a local animal

rescue centre every summer in July and August for the past
three years. The job’s unpaid but it offers a wide range of
training and experience. Working with animals is rewarding,
but it’s not easy. Volunteers need to be hard-working and
enthusiastic about animals. My main duties involve cleaning
out the enclosures and helping to feed the animals.
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1 1 atrium Crossword
2 modern Across
3 columns 1 out
4 art deco 4 due
5 clay 6 rubbish
2 1 baroque 9 over
2 pavilion 10 turn
3 urban Down
4 atrium 2 tiles
5 column 3 were
3 1 key 4 dome
2 point 5 book
3 mind 7 be
4 show 8 having
5 lead
Error Correction
4 1 make out 1 There’s a beautiful medieval church in our village.
2 thrown up 2 Oh, come off it! You have not met Brad Pitt and you know it!
3 pulled down 3 I tried to be quiet, so as not to wake you up.
4 get something across 4 Van Gogh is a well-known painter.
5 looking around 5 He is having his hair cut tomorrow at the hairdresser’s.
5 1 was stolen 6 Can you help me work out how this new phone works?
2 was made 7 That bridge was built by Calatrava several years ago.
3 have been taken 8 The exhibit can be visited every day from 6 to 8.
4 be seen
6 1 Matisse’s artwork is known for his use of colour.
2 He is seen as one of the leading figures in modern art.
3 One of his most famous paintings was painted in 1905 and was
called Woman with a Hat.
4 Hisfi rst painting, Woman Reading, can be viewed in the Museum
of Modern Art in Paris.
7 1 had someone break into it
2 had our bags searched by a security guard at the museum entrance
3 are having the art gallery designed
4 is having her portrait painted
8 1 Have e-announcements sent.
2 Have posters put up and flyers given out.
3 Have artwork delivered.
4 Have paintings organized in gallery.
5 Have refreshments and food for guests prepared.
The Walt Disney Concert Hall in Los Angeles was designed by

the architect Frank Gehry and opened in 2003. It’s the home
of the Los Angeles Philharmonic Orchestra. The postmodern
building’s exterior is made from curved panels of stainless
steel and mirrors. Light is a key feature and it is designed to
catch the sunlight, while the interior of the main auditorium
is made out of wood from oak and fir trees. Large wood
columns are placed in the atrium to look like tree trunks and
represent nature.
295
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1 1 riddle Crossword
2 haunted Across
3 unidentified 3 uncomfortable
4 suspense 6 couldn’t
2 1 Un–believable, expected 8 suspect
2 Im–possible, practical 9 back
3 Il–logical 10 out
4 Ir–regular, responsible 11 much
5 In–correct Down
6 Dis–loyal 1 gloomy
3 1 legible ... illegible 2 unbelievable
2 predictable ... unpredictable 4 figure
3 logical ... illogical 5 bulletproof
4 organized ... disorganized 7 must
4 1 called out
Error Correction
2 freak me out
3 figure out 1 He can’t be in a bar! He’s underage!
4 scare away 2 Firefighters wear fireproof clothes at work.
5 ruled out 3 He must have called out for help because a man rushed to help him.
4 He must have been sleepwalking, because he was walking and snoring!
5 1 might 5 Ok, so let’s pick up where we left off.
2 must 6 An unidentified witness called the police.
3 can’t 7 The mysterious disappearance kept the town guessing.
4 might 8 There’ll be a Christmas party for sure. There always is.
6 Suggested answers
1 It might have been the door.
2 He must have been scared.
3 It might have been delayed.
4 She can’t be tired.
7 1 might had seen
2 must have found
3 must have been
4 must have felt
5 can’t have solved
8 1 It must have made an emergency landing.
2 The driver might not have been able to see.
3 She might not have taken her coat.
4 Someone must have broken in and stolen them.
You may not have heard about the story of the disappearance
of The White Bird but it’s one of the great mysteries in the
history of aviation. On the 8th of May 1927, it set out from
Paris heading for New York. Flying the aircraft were two
French pilots. The plane disappeared shortly after take-off
and was never seen again. Rumours suggest that it might
have got caught in a storm in the Atlantic but others say it
could have crashed in Maine or Newfoundland, although no
wreckage from the plane was ever found.
297
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1 1 chain store Crossword
2 retailer Across
3 bargain 3 round
4 merchandise 4 trial
2 1 Ence–coincidence, interference 6 waste
2 Ment–endorsement, placement 8 put
3 Al–arrival, removal 10 cowardly
4 Ance–appearance, performance 11 late
5 Ation–association, imagination Down
3 1 appearances / endorsement 1 browse
2 coincidence 2 out
3 placement 5 impulse
4 endorsement 7 through
5 association 9 call
4 1 shop Error Correction
2 giving 1 I’m mad about football. I could watch it forever.
3 sold 2 The removal company took care of moving all our furniture.
4 take 3 They’re giving away free samples of this new chewing gum at the
5 try station!
5 1 A team of fashion designers came up with ideas for the shop. 4 She always hands in her class projects late, and the teacher never
2 You can try that dress on in the changing room. says anything!
3 I’ll pick her up from the shopping centre later. 5 I am busy now, but I’ll call you back in a minute.
4 I splashed out on a new pair of sunglasses for my holiday. 6 On top of this, I also think smoking is bad for other people’s health.
6 1 mixed them up 7 She easily jumped over the fence. / She jumped over the fence easily.
2 pick things up 8 The teacher read out the text in a bored voice.
3 come in for
4 thrown away
7 1 The retail park will have its grand opening tomorrow. / Tomorrow
the retail park will have its grand opening.
2 Have you ever bought anything in a shop that you knew you
didn’t need?
3 Viral marketing allows companies to spread the message about
their new product quickly.
4 I always look through the rail of discount clothes when I go shopping.
8 1 animatedly
2 effectively
3 straight
4 in a friendly way
5 in a relaxed way
Retailers employ many different techniques to encourage

people to shop more often in their stores; from brightly
coloured posters offering the latest discounts on the side of
buses, to TV and magazine adverts with celebrities endorsing
their products. Have you ever gone into a shop, seen something
you like, but left it to buy it another day, only to find it’s not
being sold anymore? This is done deliberately to make you
buy something straight away. This ‘fast fashion’ technique
is employed so there’s always something new in the shop to
tempt you and encourage you to make an impulse buy.
299
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UNIT 1 PREPARE FOR CAMBRIDGE EXAMS
This lesson focuses on Part 2 of the Listening Paper from the Cambridge
English: First exam. 4 4.11 Transcripts page 346 Play the recording twice.
5 Students check their answers, and make guesses if they still have
Warmer gaps.
Backs to the board
Ask a stronger student to sit on a chair at the front of the class 6 Once students have checked their answers with a partner, go
with their back to the board. Write the name of a famous book on through them with the class. You could get one of the students to
the board, e.g. Harry Potter, and tell the class to explain in English
write the correct answers on the board so that students can check
what the book is about without saying the name. You might need
to help them with vocabulary. The student at the front must their spelling.
try and guess the name of the book. Repeat the activity asking
Answers
the student who was at the front to choose the book, and invite
another student to sit in the chair. 1 editor
2 13 years ago
ABOUT THE EXAM 3 free books
Read through the box with the class and check students’ 4 literary magazines
understanding. Ask: What’s a monologue? How many gapped 5 publishers and authors
6 take it off
sentences are there? What’s the maximum number of words you can
7 promote
write in each gap? 8 badly-written
9 the plot
1 Check students understand what parkour is (a sport which involves 10thequ ality
getting from A to B in the quickest, most efficient way possible
using just the human body and your surroundings. This could
involve running, jumping, climbing, crawling, rolling.) Before doing
the task, read through A-F together and elicit examples for each,
e.g. the place of origin - a city or country.
Teaching tip
In information gap activities, encourage students to think about
what type of information is missing, and how they know this, for
example, in exercise 1 ask students to cover A-F and read through
sentences 1-6 together. As you read each sentence, ask students to
think about what kind of information is missing. Ask them to explain
how they know this, in number 1 for example, After the present
perfect and for we usually say a period of time.
Answers
1 C 2 F 3 D 4 A 5 E 6 B
2 4.10 Transcripts page 346 Play the recording all the way
through once. Then give students 30 seconds to write their answers.
When they have finished, play the recording again, pausing after
each answer to check students’ answers.
Answers
1 about two years 2 my hobby 3 free running 4 France
5 teenage guys 6 the best places
3 TIP
Read through the tip box with the class, and then check students’
understanding. You can ask: How much time have you got before
you listen? What are you going to do with this time? What should
you write in the gaps? Give students 45 seconds to read through the
task, then elicit from them the type of information that is missing,
e.g. (1) job / position.
311
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UNIT 1 PREPARE FOR THE TOEFL JUNIOR® TEST
3 Students can do this activity in pairs. Again, you can ask them to
Warmer think of sentences that include the conjunctions to help them
Prove it! decide if there is a pause or not.
Write some statements on the board about students’ reading habits.
For example:
Answers
In this class, …
… more than six students read a book at the weekend. Followed by a comma/pause: At the moment, Consequently, Therefore,
… over half of the students have read a book this year. These days
… fewer than five students like poetry. Part of a longer clause: Because of, As a result of, Since
Tell students they are going to carry out a survey to find out if this
information is correct or not. Elicit the questions that students need 4 4.13 Transcripts page 346 Ask students to circle the
to ask, e.g. Do you read a book at the weekend?, then ask them to go conjunction in each sentence and say whether it is followed by a
round the class and ask the questions. If you have a large class, you pause or not. Then, as you play each sentence, you can use your
can organize students into groups of five or six, and get them to ask hands to show the stress and intonation. Encourage students to do
the other students in their group, rather than the whole class. Get the same when they repeat.
class feedback and discuss whether the statements are true or false.
5 4.14 Transcripts page 346 Play the recording and drill the
words survey, genre and majority so that students feel confident
ABOUT THE TEST
using them. Give students a minute to read the text on their
Read through the box with the class, and then ask questions to own. Insist they do it silently. Encourage them to focus on the
check students’ understanding. You can ask: What does aloud punctuation, which will help them with the correct intonation, and
mean? How much time have you got to read the passage? to make notes, if necessary.
How many times will you read the passage?
6 Get students to practise reading the text aloud. Then go through
TIP 1 it with the class, nominating individual students to read out a
Read through the tip box with the class. Elicit what intonation is. sentence at a time to the whole class. Correct pronunciation and
You can write a question and a statement on the board and ask intonation as necessary, then read out the sentence together as
students to read them and say which has a rising intonation (the a class. If you have a projector, it’s a good idea to project the text
question) and which has a falling intonation (the statement). onto a screen, so that students are sitting up and looking towards
the front when they are reading. If students have smart phones,
1 4.12 Transcripts page 346 Now explain that in sentences with encourage them to video each other in pairs or for homework.
two parts, both parts can have a rising-falling intonation. Then
listen to the three sentences and elicit the correct answer. You can
ask students to explain why the other two don’t sound right.
Answers
B
2 With a weaker class, you can drill the sentence first so that students
become familiar with the intonation.
Teaching tip
When drilling a sentence, make sure you give a clear and natural
sounding model. You can also use your hands to highlight the
correct intonation and stress. Use one hand to beat the rhythm
of the sentence, and the other to show the rising or falling
intonation. It can be more fun and memorable to ask the students
to stand up and do the hand movements together as they repeat
the sentences.
TIP 2
Read through the tip box with the class. Elicit examples of
conjunctions and write them on the board. With a stronger class,
you can ask them to give you a sentence using the conjunctions,
and ask them to say whether there should be a pause or not.
313
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This lesson focuses on Part 7 of the Reading and Use of English Paper from the
Cambridge English: First exam. Extra activity
This activity is useful for pre-teaching some of the words in the task.
Warmer Or, if you prefer to do the task in exam conditions, do this activity
Write the word relax in the middle of the board. Then write the after they have finished to check they know the meaning of the
following question words around it: How? When? Where? What? words. Write the following words on small pieces of paper, one
Why? How often? Students work in pairs. They have two minutes to word per piece. Give one piece of paper to each student in the class.
ask and answer questions using all of the question words and the Ask them to walk around and say their word to everyone else in the
word relax, e.g. How do you relax? When do you relax? Where do you class. When they find someone with a word that means something
go to relax? What do you do to relax? similar they should sit down.
outfit unhappy landlord seaside astonished
costume miserable owner sweater relax
ABOUT THE EXAM coast clever focus ingenious jumper
Read through the box with the class and then ask questions to chat amazed concentrate lounge talk
check students’ understanding. You can ask: How many texts are
there? How many statements or questions are there? What do you 3 Students do the task in silence. After they have done it, they can
have to do? compare their answers with a partner. Encourage them to explain
why they chose the answers they did, and say which key words
1 Before they read, ask students if they know what capoeira is. You helped them choose.
could also pre-teach slave, martial arts, acrobatics and disciplines.
Encourage them to read the statements first and to take a note Answers
of any key words, e.g. in A: invented, Brazilian slaves B: combines,
different disciplines. After students have read the text and discussed 1 D 2C 3B 4D 5C 6A 7C 8B 9 A 10 D
the answer in pairs, check they all have the right answer. If they are
unsure, ask: Were the slaves who developed capoeira from Brazil?
What does capoeira look like?
Answers
B (It can’t be A because the text says the slaves were foreign, not Brazilian.)
2 TIP
Read through the tip box with the class. You can ask: Why do you
think it’s better to read the questions or statements before the text?
Students then read the questions and note the key words.
Suggested Answers
1 hobby, popular, men, recently
2 countries, wrong idea, hobby
3 favourite activity, home, can’t
4 relaxes, many people, dull
5 relaxes, gets fit, same time
6 hobby, normally, by the sea
7 hobby, appeals, women, slim
8 didn’t go to work, more time, favourite activity
9 tasty results, hobby
10relaxes, produces, attractive and useful things, same time
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Warmer
Triple hangman
Tell the class you are going to play hangman with three words, and
write the following on the board.
_____ ___________ ________
(Answers: hotel, sightseeing, suitcase)
Students guess the letters. Each time a student says an incorrect
letter, write it on the board and draw a section of the hangman's
scaffold. If students can guess all three words before you complete
the ‘hangman’, they win the game. Then ask students what these
three words have in common (holidays/vacation).
ABOUT THE TEST

Read through the box with the class and then ask students to think
of some examples of academic and non-academic texts.
1 TIP
Read through the tip box with the class. Ask students to think about
what kinds of things might not be written in a text but could be
figured out from the information given in it. Do the extra activity if
they find this difficult. Students then read the extract and answer
the question on their own.
Answers
C
Extra activity
Write the following sentences on pieces of paper and give one each
to four students. Ask the students to read out the sentences.
Student A: We really must try and meet soon.
Student B: Why are you leaving so early?
Student C: They should have arrived by now.
Student D: You know what I think about it, but it’s your decision.
Then ask the rest of the class the following questions:
Who thinks someone has made the wrong choice?
Who wants someone to stay longer?
Who hasn’t seen someone for a long time?
Who thinks someone is late?
Ask students how they know the answers.
2 After students have checked their answers, discuss why the other
choices are wrong.
A is wrong because ‘Guess what’ is an expression we use to get
someone to listen. Plus she tells James about the hobby.
B is wrong because she doesn’t want to spend a lot of money on movie
making.
C is correct because this is the reason she doesn’t want to do surfing.
D is wrong because she is taking up the hobby and not James.
3 Students do the task silently. Give them a maximum of ten minutes

to do the task.
Answers
1 B 2D 3C 4C
4 After students have checked the answers in pairs, check answers

with the class. You could ask pairs of students to focus on individual
answers, and ask them to explain to the whole class why the
answers are incorrect.
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This lesson focuses on Part 3 of the Reading and Use of English Paper from
the Cambridge English: First exam. Extra activity
Write the word care in the middle of the board. Ask students to work
Warmer in pairs and try and think of as many different words as they can
that use the root word care, e.g. careless, careful, carefully, carer,
Write the names of the following crimes on the board: shoplifting, caring, carelessly, carefulness, carelessness. Give them one minute
mugging, burglary, vandalism or, if possible, show them photos of to do this. The pair with the most words wins. You can repeat the
people committing the crimes and try to elicit the words. Ask students activity with another word, e.g. happy. To extend this game, ask
to work in groups and put the crimes in order from the most serious to students to write a sentence for every word they think of.
the least serious. Then discuss with the whole class, and try to agree
on an order together.
5 You could set a time limit of two minutes for students to read
the text to encourage them to read for gist rather than trying to
1 Write the word honest on the board. Elicit any prefixes and suffixes understand every word. Tell students to ignore the gaps as they
the students know that can be added to the word and then ask read for the moment.
students how these change the word. Complete the table together.
Answers
Answers
B
Noun: honesty
Negative noun: dishonesty 6 TIP
Negative adjective: dishonest Read through the tip box with the class. You can ask: What’s the first
Adverb: honestly thing that you need to do? What two things should you remember
Negative adverb: dishonestly
when you do the activity? Tell students that some words may not
need a prefix or suffix, but instead they will need to change the
2 Before students complete the sentences, you can ask them to think spelling slightly. Set a maximum time limit for this activity of 10
about what type of word they need in each gap, e.g. 1 adjective, 2
minutes. Students do the task in silence.
adverb, 3 negative adjective, 4 noun.
Answers
Answers
1 products / produce 2 truth 3 valuable 4 disapprove
1 honest 2 honestly 3 dishonest 4 honesty
5 guilty 6 friendliness 7 admissions 8 treatment
3 Check that students know how the prefixes and suffixes in the box 7 Students compare their answers in pairs first before discussing
alter the meaning of a word. (dis- - used to make a word negative,
together with the class.
-ity - used to form a noun, -ment - used to change a verb into a noun,
-mis - used to make a word mean incorrect or incorrectly.) Then ask
students to think about what type of word they need in each gap Answers
before they complete the sentences. 0 undercharged - verb, prefix = under 1 products - noun
2 truth - noun 3 valuable - adjective, suffix = able
Answers 4 disapprove - verb, prefix = dis 5 guilty - adjective
6 friendliness - noun, suffix = ness 7 admissions - noun, suffix = ion
1 misunderstood 2 achievement 3 disappeared 4 abilities 8 treatment - noun, suffix = ment
4 As students check their answers, ask them to explain how they
worked them out.
ABOUT THE EXAM

Read through the box with the class and then ask questions to
check students’ understanding. You can ask: How many gaps are
there? What do you have to use to fill the gaps?
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Warmer 3 4.16 Transcripts page 346 Again, for questions 2 and 3 ask
students to identify the key phrases in the question and then listen
Create a word cloud on http://www.wordle.net with words related
to money. Show it to the class on a projector, or just write the words
out for those in the instructions (2 principal and after assembly
on to the board. Give students one minute to look at the words, 3 students and do next).
then remove the picture or erase the words. In pairs, students write
down as many of the words as they can remember. The pair that Answers
remembers the most words wins.
2 I’m going to place this box in the main office. / The box will be there
immediately after this assembly.
3 I’d like you to get into small groups to discuss.
4 As students read through the audio script, encourage them to

imagine they are in the classroom and to think about what they
themselves would do next in that situation.
Answers
Suggested answers
What is the teacher going to do next? (hand out the essays)
What are the students going to do next? (look at the teacher’s
comments on their essays)
5 Allow students two minutes to ask and answer their questions.

Encourage them to correct each other’s questions if they think they
ABOUT THE TEST are wrong, especially if they have asked similar questions.
Read through the box with the class, then ask students to think of the
kind of things that a teacher tells students. For example, what they
are going to study, information about the school, homework, etc. Extra activity
Pyramid discussion
TIP 1 When you are asking students to think of an idea, give their opinion
Read through the tip box with the class. Explain that we often make or ask and answer questions, begin by asking them to think about
predictions about what is going to happen in the future based on it on their own for a minute, then ask them to work in pairs. Once
they have discussed it with their partner, they will feel a little more
bits of information we hear in a conversation, even if the person
confident, so you can ask them to join another pair to make a four.
does not directly say what is going to happen. You could give You can keep doubling the size of the group until you are having a
students this example to illustrate the point. Write on the board: whole class discussion. This way, students gain confidence every
‘We need to leave. We haven’t got time for dinner. But don’t worry, time they express themselves, and will feel better equipped when
there are plenty of good restaurants at the airport.’ you have whole class discussions.
Ask students: Where are they going to have dinner? What are they
going to do after they have eaten? 6 4.17 Transcripts page 347 Allow students 15 seconds to read
From this conversation we can guess that the speaker is going to go the question and answers. Then play the recording through once.
somewhere by plane, and that they are going to eat something at Afterwards, discuss the answers together and ask students to
the airport beforehand, even though they didn’t directly say this. explain how they arrived at their answer. You could also project
the audio script on to the board or print out copies for students to
1 4.15 Transcripts page 346 Explain that they will hear three analyse.
different teachers talking to their classes. There is one question
about each one. You could play one extract at a time, and then elicit Answers
the answer to the question before moving onto the next one. B
Answers
1C 2A 3B
2 Before they read the script, ask students to underline key words in
the question (students, next class). Ask students to read the script on
their own, then elicit the key phrases which helped them answer
the question.
Answers
Suggested answer
In the next class, we’ll be comparing this information in groups.
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the Cambridge English: First exam. Teaching tip
Reading for gist is a really important skill for students who are
Warmer going to take exams. It is worth spending some time practising this.
Write the letters DAAACN on the board. Ask students to unscramble Before they start reading a text, give them a task that checks overall
the letters to make a country (CANADA). Then ask them to understanding of the text, for example, choosing a title, choosing a
brainstorm as many words as they can related to the country summary, or answering two or three true/false questions. Make sure
Canada and write them on the board. you give them a time limit to read the text, and remind them how
much time is left as they read.
ABOUT THE EXAM

Give students a time limit of ten minutes to do the task. Students
work in silence and write the answers into their notebooks. When
check students’ understanding. You can ask: How many gaps are
the time is up check the answers with the whole class.
there? How many words go in each gap? What are you mostly being
tested on in this part of the test?
Answers
1 Ask students to work on their own. Encourage them to look carefully 1 as 2 so 3 who 4 are 5 by 6 nowhere 7 him 8 it
at the words which come before and after the options for clues, e.g.
the word to in no 1 should tell them that the correct word in this
sentence is have (not must) because must is not followed by to.
Answers
1 have 2 who 3 like 4 It 5 left
2 In pairs, students check their answers, focusing on how they chose

the answer. If you have monolingual learner’s dictionaries in the
class, hand these out to help students check their answers. If there
are any problematic answers, go through them on the board.
3 In a weaker class you could go through the sentences together and

ask students the prompt questions. It is important that students
understand how to work out what the missing word is.
Stronger classes can do the exercise on their own.
Answers
1 a (you need an article)
2 has (you need an auxiliary verb)
3 much (homework is uncountable)
4 by (use by in a passive sentence to indicate who did the action)
5 like (people is plural)
4 Again, encourage students to focus on how they got the answer and
go through any problematic answers on the board.
5 TIP
check students’ understanding. You can ask: What should you do
first? Can you use contractions in the spaces?
Stress how important it is for students to spell the words correctly.
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Warmer 3 4.19 Transcripts page 347 Explain that students will now
listen to a paragraph and take notes. Before they listen, look at the
Running dictation
Write a short paragraph of about three or four lines on a piece of
picture together and elicit some of the vocabulary they might hear.
paper and stick it on the wall somewhere in the classroom. Put the Emphasise that it is important not to spend too much time writing
students in pairs and tell them one person is the runner and one the or they won’t be able to listen properly. You could limit them to
writer. The runner must run to the piece of paper, read a sentence at writing no more than three words per sentence.
a time, remember it and run back and tell it to the writer, who must
write it down exactly. Set a time limit. The winners are the pair that Answers
finish first and who write down the paragraph correctly.
Suggested answer
Warm air rises, meets cool dry air, thunderclouds form. Warm air rises
ABOUT THE TEST into thundercloud, wind makes it rotate. Cone shape may drop out of
Read through the box with the class and then ask questions to cloud. This creates a tornado. Can be small or very big, lasts between a
check students’ understanding. You can ask: What should you do few seconds and an hour. Wind can reach almost 500kmh, can cause
lots of damage.
while you are listening to the teacher? How long will you have to
write the paragraph?
4 You might want to mix up the pairs for this activity. It is better to
have students of a similar ability working together so that neither
TIP of them dominate the task. Remind them that the paragraph they
Read through the tip box with the class. Explain the importance of write doesn’t need to be exactly the same as the one they heard, but
being able to identify key words and make good notes. Elicit what it does need to be accurate. Once they have written it, they should
legible means by writing some illegible and legible notes on the check it for mistakes.
board.
1 4.18 Transcripts page 347 This exercise helps students
identify key words and phrases in a sentence. Play the recording
all the way through once and ask students to note down the key 5 4.19 Transcripts page 347 Students read their paragraphs as
words. Then play it again, pausing after each sentence, and elicit they listen to the recording. They should tick off each detail in their
the key words. paragraph as they hear it in the recording. After they have listened,
give them a minute to check their paragraphs in pairs and make
Answers sure they have included everything. Then ask a few students to read
their paragraphs and check together.
1 earthquakes, movement of plates, surface of the earth, vibrate
2 strength, earthquake, Richter scale, numbered
3 volcanoes, formed, magma rises, Earth’s surface Answers Students’ own answers
4 tsunamis, formed, earthquakes, near or under the ocean
5 tsunami waves, bigger in height, approach, massive destruction
6 4.20 Transcripts page 347 Give students a minute to read
through the instructions for the task before playing the recording.
2 Students check together and discuss which key words they think Remind them that they will hear the recording once, and that the
are important. Encourage them to say why.
10 minutes time limit includes time to check their writing.

Extra activity
Dictogloss
Read the class a short text and tell them that they should just
listen. Then read the text again, but this time tell them to listen
and write down key words and phrases. Finally, read the text again,
and ask students to try and use the key words to make complete
sentences. Now put the students in groups of three or four and ask
them to work together to recreate the complete text. Give points for
each correct sentence. The winning team is the one with the most
accurate text.
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This lesson focuses on Part 1 of the Speaking Paper from the Cambridge 4 TIP
English: First exam.
Read through the tip box with the class. Stress how important it
is to expand their answers, and tell them to be careful not to rush.
Warmer Encourage students to ask each other a variety of questions, and
Guess the question to ask follow up questions as well. If you have time, after a few
Write a personal question on a small piece of paper for every student minutes, change the pairs, so that students get used to talking to
in the class. Make sure the questions you ask are those that can be someone else. Monitor closely and make notes of any common
answered easily, e.g. What’s your favourite sport? Where did you go errors. At the end of the activity, write these up on the board and
on holiday last year? What’s the last thing you bought? Hand out the ask students to correct them.
questions and ask students to write an answer on a sticky note and
stick it to themselves. Then get students to walk around the class, Answers Students’ own answers
read everyone else’s answers, and try to guess the questions. Ask
them to make a note of the questions. Go through the questions
with the class and write them on the board.
5 You could do this activity as a class or in pairs. Once students have
discussed the questions, ask the whole class to think about the
ABOUT THE EXAM following: What was the most interesting thing you heard? What
Read through the box with the class. Remind students that the aim was the most surprising thing you heard? Have you learned something
of the first part of the test is to help them start speaking in English. about a classmate that you didn’t know before? What was it?
They are asked straightforward questions about their life, hobbies,
plans, etc. Students should remember that the examiner is there to Answers Students’ own answers
help them.
1 Explain that students often make mistakes because they are

nervous, unprepared or because they are mis-translating from L1.
These mistakes are very common. Give students two minutes to do
the task.
Answers
1 I come from a small family. I live with my parents and my brother.
2 During the week I usually get up early to go to school.
3 My elder sister is studying a degree in Advertising.
4 I am really looking forward to travelling abroad this summer.
5 My maths teacher wants me to study Science.
6 My boyfriend has a brother and a sister. His sister studies medicine.
2 After they have compared their answers and you have corrected the
answers together, you could ask students to change the sentences
so that they are true for them.
3 It is worth spending some time on this activity, as it is very helpful

to get students to think about the language they will need to do a
task. You could divide students into groups and give each group a
different section to look at, and then report back to the class.
Teaching tip
It’s a good idea to teach students phrases that will give them time
to think in the exam. You could make a poster with these phrases
on, and put it on the wall to help students remember them. Some
possible phrases include: Do you mean …? Can you repeat that,
please? I’m not sure I understand what you mean. Well, that’s an
interesting question. Let me think for a moment. I haven’t really
thought about that before. It depends really. I’m not really sure about
that. But if you want to know about …
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3 Students do the task silently. Give them a maximum of eight

Warmer minutes to complete it.
I’m an alien
Tell your students that you are an alien (not the teacher)! You are Answers
here to learn about human beings. Pick up a pen and say: What’s
this? Elicit the answer: It’s a pen. Then ask: What’s a pen? Elicit: 1 C 2 B 3 A 4A
Something you write with. Ask: What’s write? Continue asking
questions with What’s …? You can then do the same with another 4 Give students plenty of time to discuss their answers. Monitor
object. This is a useful activity to help students to define and closely and note down anything interesting or helpful which you
paraphrase. can then discuss with the whole group.
ABOUT THE TEST Answers Students’ own answers

Read through the box with the class and then ask students to think
of examples of academic and non-academic texts.
TIP
Read through the tip box with the class. Elicit what an idiom is, and
ask students to give you some examples in English or in L1, e.g. It
was raining cats and dogs.
1 Ask students what they know about Pompeii. Then read the
first two sentences of the text together. With a stronger class,
ask students to cover the definitions A - C and to try and explain
what the idiom time has stood still means from the context of
the first sentence. With a weaker class, you might need to check
their understanding of stood and still and allow them to read the
definitions.
Answers
1 B 2 C 3 A
2 Encourage students to say how they arrived at the answers. Ask

them which other words and phrases in the text helped them to
guess the meanings of the idioms.
Extra activity
Travel idioms
Put students into pairs (or groups if you have a big class). Write the
following travel idioms on small pieces of paper and hand them out
to each pair or group: on a shoestring, off the beaten path, live out of
a suitcase, hit the road, itchy feet. Then write the following sentences
on separate pieces of paper and stick them around the room or
write them on the board. It was cheap to travel around India. We did
it …, It’s more interesting to go …, We moved around a lot and never
unpacked, but it was fun to …, We’ve got a long way to go so let’s …,
Watching travel programmes on TV always gives me … . Ask students
to find the sentence that goes with their idiom. Once they have
found it, they should try to write a definition of the idiom.
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This lesson focuses on Part 1 of the Listening Paper from the Cambridge 4 TIP
Read through the tip box with the class. You can ask: What should
you do when you read the questions and options? What should you
Warmer do when you listen for the first time? What should you do when you
Write the following phrases on the board: leave school, have a job listen for the second time? Stress the importance of focusing on
interview, graduate from university, get a job, go to university, start the key words. Students shouldn’t try to write down full sentences
school, take exams, get a promotion, retire, apply for a job, leave home. otherwise they will not be able to listen properly.
Ask students to work in pairs and put them in the order that these
events usually happen. Get class feedback and number the phrases Answers Students’ own answers
1 – 11 on the board.
5 4.22 Transcripts page 347 Students do the task in silence.
ABOUT THE EXAM Check answers together and go through any difficult questions.
Read through the box with the class and then check students
understand what monologue and dialogue mean. You can also ask: Answers
How many recordings are there? How many options are there per 1 A 2 C 3 B 4 C 5 A 6 B 7 B 8 C
question?
1 4.21 Transcripts page 347 Before you listen, read through

the question and possible answers with the students. Elicit words
students might hear in the recording, e.g. forget, put, missing,
bathroom, wash, clothes.
Answers
A
2 Give students two minutes to read the script and check their
answers.
3 It’s important that students see why the answer is correct and
the other two options are wrong. Highlight the ‘distractors’ in the
script (toilets, trousers). These words are included to make it more
difficult for students to identify the correct answer.
Extra activity
Give students a short text about the same length as the one in
exercise 2. Ask them to write a question about it with three multiple
choice answers, one correct and two incorrect. Encourage them to
make them difficult by including ‘distractors’ in the wrong answers.
Students swap questions with their partner, and try to choose the
correct answers. Get class feedback and ask students if they thought
their partner’s question was too easy / hard.
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Warmer Teaching tip

Write the following words on the board: try, start, decide, continue, Sometimes students won’t be able to explain why they think an
want, stop. answer is correct. Remind them that if something sounds correct,
Ask students to think about how they can improve their English in they should trust their instinct and choose that answer. It’s not a
preparation for the exam. good idea to change an answer unless they are completely certain
Ask them to write a sentence for each of the verbs above, starting it is wrong. Tell them that in exams students change more correct
with: I’m going to … Give them two minutes. Then listen to some of answers than incorrect answers. If they have no idea which answer
their answers. is correct, they should start by eliminating those they know are
definitely incorrect, then guess between the remaining answers.
ABOUT THE TEST
Read through the box with the class and make sure students 5 Set a maximum time limit for this activity of ten minutes. Students
understand the difference between form and meaning. do the task in silence. Before they start, remind them to read
through the text first before completing the gaps. They should read
1 TIP through the whole text again once they have made their choices.
Read through the tip box with the class. You could elicit some
examples of other verb forms that students should know, e.g. Answers
continuous forms, passive forms, and write some examples on the 1 C 2 A 3 D 4 C 5 C 6 B 7 B
board. Students shouldn’t have a problem with this exercise if they
have done the warmer as most of the verbs were practised there. 6 Students work in pairs checking their answers. Then check answers
together.
Answers
1 studying 2 to gain 3 taking 4 to go 5 writing
2 Once students have compared answers you could ask them to draw
the following table in their books and put the verbs in the correct
column. Elicit more examples of both patterns.
verb + -ing verb + infinitive
3 Ask students what they think a potato chip inspector does. Then ask
if anyone in the class would like to do that for a job. Give students
two minutes to read the text and choose the correct answers.
Remind them to read the whole text first before choosing the
answers.
Answers
1 Have you ever eaten 2 we’ve been checking 3 have completed
4 you’ve been looking for
4 Encourage students to explain their answers to each other, and

then go through them together.
If students have problems with this exercise, you could spend a
few minutes revising the differences between the present perfect
simple, present perfect continuous, the past simple and the present
continuous.
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This lesson focuses on Part 2 of the Writing Paper from the Cambridge 5 TIP
English: First exam. Read through the box with the class and answer any questions
the students might have about the task. Remind students how
Warmer important it is to plan their writing. They should use the same
Pictionary structure as the review in exercise 2. If you’re going to do the
This game aims to engage students in the topic (Art) and revise writing in class, give students a time limit of 40 minutes to think,
related vocabulary. Divide the class into two teams. Give five plan, write and check their review.
students from each team a word related to the topic, e.g. artist,
painting, gallery, museum, modern art, sculpture, exhibition, sketch. Answers Students’ own answers
Tell them not to let anyone see their words, not even their own team
members. Invite these students to come to the front of the class
one at a time to draw their word on the board. Students from either 6 You might choose to do this activity in the following lesson. It’s
team can guess the word. Set a time limit of 30 seconds for each worthwhile spending ten minutes on this exercise because it’s good
drawing. The team with the most correct guesses is the winner. practice for the students to read and analyse someone else’s work
and to reflect on someone else’s comments on their own work.
ABOUT THE EXAM Answers Students’ own answers

Read through the box with the class. Check that students
understand what a review is. Ask them what kind of information
you expect to find in a review (a brief description of the thing you
are reviewing, your opinion about it including what you liked and
what you didn’t like).
1 Give students time to read the task carefully. Then ask: Where is
the review going to be published? How many different things do you
have to include in the review? What are they?
Then give students two minutes to discuss their museum visits.
2 Students read the whole review first before trying to complete the
gaps. With a weaker class, you could check the meanings of the
adjectives in the box first.
Answers
1 fantastic 2 best 3 well-presented 4 perfect 5 famous
6 unique 7 vivid 8 weird 9 atmospheric 10 plain
3 Students compare answers. Ask them if they found the task

difficult, and which gaps were difficult to fill.
Extra activity
As a follow-up, ask students to read through the review again and
think of other suitable adjectives that they could use to fill the gaps.
This will help them expand their vocabulary which is important in
the writing exam.
4 With a weaker class, you could do this together.
Answers
Paragraph 1: A personal opinion, Paragraph 2: An introduction to the
exhibition, Paragraph 3: A description of the exhibition, Paragraph 4: A
recommendation
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Warmer
Picture prompt
Find a painting that has lots of people in it, such as Seurat’s A
Sunday Afternoon on the Island of La Grande Jatte, and either project
it onto the board or give students a copy. Write on the board: Who?
What? Where? When? Why? Ask students to work in pairs, and
ask and answer questions about the picture using the question
words. Possible questions might be: Where are the people? Why are
some ladies carrying umbrellas? When do you think the picture was
painted? What is the man in the foreground wearing on his head? Who
is holding a bunch of flowers? Then ask and answer questions about
the picture together as a class.
1 ABOUT THE TEST

Read through the box with the class. Make sure they understand
that they will only hear the discussion once.
TIP
Read through the tip box with the class. Elicit what is meant by ‘the
speaker’s intention’. Explain that people don’t always say exactly what
they mean and that sometimes we have to infer, or work out, what
they are saying, either from how they say it or the words they use.
Read the first extract with the class and ask students where they
think the conversation is taking place (in a school). Then discuss the
question with them. Students then do questions 2-4 on their own.
Answers
1 C 2 D 3 C 4 C
2 Students discuss their answers in pairs. Ask students to think

about who is speaking, who they are talking to, and where they are
speaking. This should help them explain why the other answers are
wrong.
Extra activity
Write the following words on the board: complain, persuade, thank,
enquire, accuse, explain, apologise, recommend. Explain that when
we are speaking, these are some of the intentions we might have.
As an example, say the following sentence: I’d like to know when the
museum opens at the weekend. Ask students what your intention
was here (to enquire). Then ask where you might say this (in a
tourist office). Then, in pairs, ask students to think of a question or a
sentence with one of the other intentions. Ask students to say their
sentence / question so their partner can guess their ‘intention’.
3 4.23 Transcripts page 348 Give students a minute to read

through the questions and answers before playing the recording.
Students should listen and do the task on their own before checking
answers together as a class.
Answers
1 B 2 D 3 B 4 D
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This lesson focuses on Part 2 of the Speaking Paper from the Cambridge 4 TIP
Read through the tip box with the class and stress how important it
is that students listen to their partner when he or she is speaking.
Warmer Read through the instructions together and check students
Spot the difference understand what they have to do. Monitor closely and note down
Bring in about 12 objects and place them on a table in front of the any common errors. Go through these in a class feedback session
class. Ask students to describe what they see. Elicit the following afterwards.
phrases: There is a … next to / in front of / behind the … . At the back
… / On the right / left. Then ask students to turn around. While their Answers
backs are turned, move five of the objects. Tell students to turn
round and look at the table again. Ask them to work in pairs and say Suggested answer
what has changed. Elicit some answers from students to give an There are a lot of people in both the photos. In the top picture, the
example of the language you want them to use, e.g. Before, the … was people are relaxing on the beach, and in the bottom picture, the people
next to the … , now it is … . are going shopping. The first picture is outdoors and the people are not
wearing many clothes. The second picture, on the other hand, is indoors
in a shopping centre.
ABOUT THE EXAM
Candidate A: I don’t like crowded beaches because it is difficult to find
Read through the box with the class and ask questions to check
somewhere to sit, and also you can’t play ball games. More importantly,
students’ understanding. You can ask: How many photos do you you need to be careful with your personal belongings. It is possible
compare? How long do you have to talk about them? What else do that they might get stolen. Crowded shopping centres are annoying
you have to do? because you can’t get around very quickly and, if you want to buy
something, there are long queues at the cash tills. It is also difficult to
1 4.24 Transcripts page 348 When you have checked answers find somewhere to sit in the cafes and bars.
with the class, you could draw a simple picture on the board, point
Candidate B: I like crowded beaches because they are more fun. You
to various places on the picture, and elicit the phrases on the left /
can meet people, and there’s a good atmosphere. Also, if someone had
right, at the top / bottom, in the foreground / background. difficulties in the water, there would be a lot of people around to help
and to call the emergency services. Crowded shopping centres are safer.
Answers It is not so easy for people to mug you or steal your handbag. It is also
good for the economy that so many people are out spending money in
1 on the left 2 at the top 3 in the background 4 the advantages
the shopping centre.
5 would prefer 6 On the other hand
Opposites:
1 on the right 2 at the bottom 3 in the foreground
4 the disadvantages 5 would prefer not 6 On the one hand
2 4.25 Transcripts page 348 Elicit what students can see in the
photographs (people on a funfair ride / watching a horror movie),
but don’t let students go into too much detail, as they will do that
in the next exercise. After you’ve played the recording, elicit what
question the student is answering. If students have difficulty, write
the first sentence on the board: I don’t really know why. Elicit that
this tells us that the question must begin with Why…
Answers
Why do people choose to do these activities?
Teaching tip
Remind students that when they compare two photos they should
look for both similarities and differences. It’s a good idea to begin
with the similarities, even if they may appear to be obvious.
3 If necessary, revise adjectives for describing emotions (scared,

terrified, excited, frightened, happy). Remind students that we often
use the –ed form of the adjective to describe how people feel, and
the –ing form of the adjective to describe the thing which makes us
feel this way (terrifying, exciting, frightening). Get students to time
each other using their watches or phones. Remind them to use the
phrases in exercise 1.
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Warmer Extra activity

Object stories Same sounds
Find different objects to help students invent a story, such as keys, Make a grid of 8 x 8 squares and write in words with a variety of
a ticket, a photo, a stone or an old book, and put them in a bag. Tell different vowel sounds, e.g. cat, water, book, moon, lost, more, well,
students you’re going to invent a story together using the things in behind. Project the grid onto the board or give students a copy.
the bag. Write the first line on the board: I was walking home from Explain to the students that you will say some words and they have
school one day when … Then ask a student to take an object from to find the word on the grid with the same vowel sound. They should
the bag and include it in the next line of the story. Give them about write the word in the correct square on the grid. Read out ten words,
20 seconds to think of something. Write it on the board. Then ask making sure that they have the same sound as one of the words on
another student to take out an object and do the same. Continue the grid. Then check answers with the class.
until you run out of objects.
4 Give students one minute to look at the pictures and prepare their
1 ABOUT THE TEST story. Encourage them to make notes. After a minute, ask them
Read through the box with the class. As students only have a to work in pairs and tell their story to their partner. Give them one
minute, they should keep their stories brief. minute to tell their stories. Monitor round the class and make a
note of common errors. Ask one or two students to read their stories
TIP to the class, and encourage the rest of the class to say what was
Read through the tip box with the class. Practise using the fillers in good or could be improved.
complete sentences with students. These can be very useful in the
exam. They will demonstrate an ability to use natural English and Answers Students’ own answers
will also give students time to think. Stress that in this part of the
exam mistakes will cost the students marks, so it is important to
keep the language simple.
4.26 Transcripts page 348 Look at the picture and ask the
students what they think is happening. Then listen to the three
people talking and elicit answers. You could draw a table on the
board like this:
Speaker What they did well What they can improve

1
2
3
Answers
1 Good use of tenses. Good use of ‘suddenly’. Some incorrect
expressions: climbing home, ears peeled
2 Good use of tenses and adjectives. Lots of hesitations and pauses
3 Good use of tenses. Sounds fluent. Some words mispronounced:
special, friends, walking, step
2 4.27 Transcripts page 348 Ask students what speaker 2 did

wrong in their first attempt (too many pauses / hesitations). Ask
students to listen to the second attempt. How has the speaker
improved? Which fillers do they use?
Answers
well, anyway, basically
3 With a weaker group, you could drill the words in groups A - C

before asking students to match them with sentences 1 - 3. With a
stronger group, students can read and match the words with their
partner first, before drilling the words together.
Answers
1 B 2 C 3 A
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the Cambridge English: First exam.
Warmer
Change places
Ask students to stand up so you can see what everyone is wearing.
Then give instructions for students to change places if they are
wearing certain clothes, e.g. Say: Change places if you are wearing
black jeans / red socks / brown shoes / a stripy t-shirt.
Change places if you wore a cap / a tracksuit / a leather jacket / an
expensive dress at the weekend. When everyone has moved at least
once, begin the class with the new seating arrangement.
ABOUT THE EXAM

check students’ understanding. You can ask: How many sentences
have been removed? How many extra sentences are there?
1 Do the first one together. Read sentence 1 with the class, then ask
students which sentence it matches with. Ask them which word
helped them decide (the city). Ask them to do the rest in pairs,
making sure they explain their answers.
Answers
1 D 2 C 3 A 4 B
TIP
Read the tip together and check students understand everything.
You can refer back to exercise 1 if students need more explanation
on how to do this.
Extra activity
What’s the link? Write the following words on separate pieces of
paper and give one piece to each student.
why because my brother him
building house employers they
on the one hand on the other hand pay salary
furthermore additionally tragedy disaster
when last summer here this country
Ask students to look at their word, then walk round the class and
try and find someone else with a word that links with their word.
It could be grammatical, lexical, or words or phrases that follow
on from each other in a text. Once they have found someone with
a link, they should sit down and write two sentences including the
words.
2 Remind students to quickly read the whole text first to get a general
understanding before they try to match the sentences with the gaps.
Set a maximum time limit for this activity of 15 minutes. Students
do the task in silence.
After checking answers with the class, highlight any difficult or
unknown vocabulary on the board.
Answers
1 C 2 G 3 A 4 F 5 B 6 E
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Warmer Teaching tip

Hangman It is really important that students learn how to plan their written
Tell the class you are going to play hangman using different types work effectively. When writing an opinion text, they should plan
of shops. their paragraphs as follows:
Choose a shop and write a dash for each letter on the board. Then - An introductory sentence that refers to the question asked
get students to guess the letters. Each time a student shouts out - Their opinion about the question asked
an incorrect letter, write it on the board and draw a section of the - Reasons to support their opinion
hangman's scaffold. If students can guess the shop before you - Summing up
complete the ‘hangman’, they win the game. Remind them to keep within the word limit, so each paragraph
should be around thirty words.
1 ABOUT THE TEST

Read through the box with the class, and then ask questions to 4 This exercise analyses the structure of the text. Ask students to note
check students’ understanding. You can ask: How much do you have down any key expressions that signal the different sections.
to write? How long do you have to write it?
Answers
TIP 1 In the past, people shopped locally for things they needed.
Read through the tip box with the class. Then elicit some linking 2 in my opinion this is wrong for the following reasons.
words from the students, e.g. as, because, so, also, consequently, 3 First of all, you will probably end up spending money on things you
despite. Ask students to give you some example sentences using the don’t need.
linking words. Another reason is that your children may grow up thinking that life is
all about shopping.
With a stronger class, after students have put the expressions in the Furthermore, / What’s more, there are many other activities you
correct categories, try and elicit a few more expressions for each could be doing
category. 4 So, in summary/to sum up, it’s fine to go to the mall when you need
something, but it’s better to spend weekends doing other things as a
Answers family.
Time expressions: first of all, in the past, these days 5 Remind students to read the task carefully, and to note down key
Giving an opinion: I agree with…, in my opinion…, I believe that… words and phrases in the question which they need to address. Set
Adding information: another reason (is that)…, first of all…,
a maximum time limit for this activity of 10 minutes. Students do
furthermore…, what’s more…, finally
Contrasting information: although, however the task in silence.
Giving examples: for example, for instance
Concluding: so, in summary, to sum up
2 Give students two minutes to skim read the text, ignoring the gaps.
To check their understanding you could ask them if the following
statement is true or false:
The writer thinks shopping malls are good places to spend the
weekend.
Tell them to read the text again and fill in the gaps. If students find
it difficult, tell them to first decide what the function of the missing
word is, e.g, a time expression.
Answers
1 In the past
2 These days
3 I believe
4 However
5 in my opinion
6 First of all
7 Another reason
8 What’s more / Furthermore
9 for example / for instance
10So, in summary / To sum up
3 When students have compared their answers in pairs, go through

them with the class, discussing any difficulties. Encourage them to
explain how they worked out the answers.
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PREPARE FOR EXAMS TRANSCRIPTS
I’ve had my blog for about two years now. I use it to write about my Student A
hobby, which is parkour. That’s a French word. Here we call it free At the moment, I’m reading a book about travel.
running, but the idea for parkour came from France. Student B
The people who read my blog are mostly teenage guys like me. I At the moment, I’m reading a book about travel.
give them tips about the best places to go and do parkour in our city.
Student C
Sometimes a bunch of us meet up and go running together.
At the moment, I’m reading a book about travel.
I’m the editor of an online book review site. I review a lot of books 1 Because of the bad weather, they stayed in and read books.
myself, between 5 and 15 a month, but I’m also responsible for 2 These days, I read everything on my e-reader.
checking the reviews of our collaborators. 3 Since she moved, she hasn't been to the book club.
I started reviewing about 13 years ago. I’ve always been an avid
reader who really enjoys analysing and discussing books with other
book lovers. So, when the newspaper I worked for asked me to run 4.14 Student’s Book page 123, exercise 5
their book review section, I jumped at the opportunity. I loved the
work: I got free books to read, plus the chance to meet and interview
Examiner
some of my favourite authors.
Now you will read a paragraph about international reading habits.
Gradually, I specialised in reviewing and gave up my career as a First read the passage silently. After the beep, you will have one
journalist. I mostly published in newspapers and literary magazines. minute to record your reading of the passage. The reading passage
Unfortunately, many of them started cutting back on space for includes the following words:
reviews, so I had to change. That’s when I got the idea for the
website. survey genre majority
The site is doing well. We have a permanent staff of five, plus many
volunteer reviewers, and we’re getting a lot of hits from readers,
publishers and authors. Generally, our relation with the authors
is friendly. I always remind my reviewers that authors are human 4.15 Student’s Book page 127, exercise 1
too. That doesn’t mean they can’t be objective, or critical, but they
should criticize in a polite way. Teacher 1
Over the next few weeks, we’re going to study financial Math. This
Still, sometimes authors get angry, or aggressive. If that happens, I
includes looking at banking terms and conditions, interest rates,
may adjust the offending review, or take it off the site, but only if I
and saving money. For homework, I’d like you to choose an online
think the author has a point.
bank, read through the terms and conditions, and make a note of
Fortunately, negative reactions are the exception. Most authors are
charges and interest rates. In the next class, we’ll be comparing this
happy to use our site to promote their books. We have a growing
information in groups.
readership and we can offer authors advertising space, as well
as audio or written interviews. However – and I think this is very Teacher 2
important for our readers to know – we never accept payment for Next month, we have our annual charity week when we do
our reviews. The reviews are for our readers, to help them decide; fundraising events. As usual, we’ll be having the math-a-thon and
otherwise they would just be advertising. the charity run, but we’d like some new ideas from students. Now,
We’re always looking for new collaborators, so I would like to I’m going to place this box in the main office for you to place your
include a few tips for listeners who are interested in reviewing. suggestions in. Write them clearly on a piece of paper, along with
Firstly, always review books that have really caught your attention; your name and your grade. The box will be there immediately after
don’t waste your time on badly-written or dull books. Secondly, this assembly.
analyse the book, see how the writer develops and structures his Teacher 3
story. Are the characters interesting? Does it have a catchy title? Today, we’re going to discuss ethics. I’d like you to get into small
The biggest mistake reviewers make is to give away too much of groups to discuss some moral dilemmas that I’m going to give you.
the plot. Another one is to write a summary of the story, without You don’t need to agree with each other, but I’d like you all to explore
any analysis or explanation of why they recommend it. I’m also the various arguments for each dilemma and then write your own
very suspicious of reviews that rave about a book ecstatically, or opinion in the box. Afterwards, choose one person from your group
completely destroy it. to share the ideas you discussed with the rest of the class.
The bottom line in a review should tell you if a book is good. Readers
have different opinions about what makes a good book; some argue
it depends on the quality of the writing; others say it’s the story.
Personally, I agree with the second view; if the plot is too far-fetched, 4.16 Student’s Book page 127, exercise 3
incomprehensible or simply boring, it doesn’t matter how well the
book is written. See track 4.15, Teacher 2 and Teacher 3
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4.17 Student’s Book page 127, exercise 6 in the middle of the Pacific could be hit by these giant waves from
any direction.
This is true of Hawaii, which is located in the center of this danger
Examiner
zone. An earthquake could occur in Alaska or Chile, and it would
Listen to an English teacher explaining the next class project.
probably result in a tsunami in Hawaii. In fact, Hawaii has recorded
Teacher more tsunami warnings than any other place on earth.
We’re ready to move onto our next theme now, which is Money. Japan is also located within the Pacific Ring of Fire; however it
Over the next few weeks we’re going to explore this theme – first, by actually sits on some of the active fault lines. This means that
looking closely at how money is referred to in literature and popular Japan has very little warning: if there is an earthquake near Japan,
culture. We will also examine extracts from novels, poems, and a tsunami could hit the islands within a few minutes, giving people
discussion essays all on this theme. At the end, we’ll be producing near the coast little time to get away. So, although there may be
our own essay on the topic. Now, to start – for homework, I’d like fewer tsunamis on Japan compared to Hawaii, the death tolls in
you to come up with some different names we use for money. For Japan are much higher.
example, “bucks” is one of my favorites. We’ll see how many we can
Examiner
come up with as a whole class in the next lesson.
Now get ready to answer the question.
Examiner Write a paragraph that explains the reasons why 80% of tsunamis
What do you think the teacher will probably do in the next lesson? occur in the Pacific Ocean. Be sure to include as many details as
possible in your answer. Write in complete sentences. When you
are finished writing, check your response for grammar, spelling, and
punctuation. You have 10 minutes to write your response.
1 Earthquakes are caused by movement of plates, which makes the
surface of the earth vibrate. 4.21 Student’s Book page 132, exercise 1
2 The strength of an earthquake is measured on a Richter scale,
which is numbered 0–10.
I hate flying. As soon as I get on a plane, I get so nervous I don’t
3 Volcanoes are formed when magma rises through cracks in the
really know what I do. And this time was no exception; for some
Earth’s surface.
reason I put my passport in the pocket of the seat in front of me and
4 Tsunamis are formed when there has been an earthquake near or
completely forgot about it. I was already in the baggage reclaim
under the ocean.
area, waiting for my suitcase, when I noticed I didn’t have it. I
5 Tsunami waves get bigger in height as they approach land and can
checked my jacket, my trousers, nothing. Then I thought it might
cause massive destruction.
have fallen out of my handbag in the toilets, and I rushed over
there… I was getting desperate when I heard the announcement. It
seems one of the cleaners found it.
Tornadoes can form when warm moist air meets cool, dry air. When 4.22 Student’s Book page 132, exercise 5
warm air rises, it meets cold air and forms a thundercloud, and
there may be a storm with rain, thunder, and lightning. As warm 1
air continues to rise into the thundercloud, wind from various A lot of my friends were quite indecisive when they had to make up
directions can make the rising air rotate. A cone shape may drop out their minds about what to study, but I wasn’t. Ever since I was a kid,
of the cloud towards the ground. This creates a tornado which may I’d liked putting things together, taking them apart; you know, finding
be small or hundreds of meters wide, and may last a few seconds out how they worked… Actually, my only real doubt was whether to
or up to an hour. Winds can reach speeds of nearly 500 kmh and stay in a hall of residence, or share a flat with friends. My mum was a
usually tornadoes cause lots of damage. bit concerned that I might be going into a very masculine world, but
my dad was delighted. He’d always wanted to be an engineer himself.
2
4.20 Student’s Book page 129, exercise 6 At first I felt quite depressed and useless. Most of my mates were
working and earning money; why wasn’t I? Then, as time passed and
Examiner the crisis got worse, more and more people around me started losing
Now you will hear a short talk in a Geography class. The teacher their jobs. I felt I had to do something, so I set up a website where
is talking about why 80% of tsunamis occur in the Pacific Ocean. people could exchange knowledge and help each other; all free of
You will hear the talk only once. You may take notes as you listen. charge. For example, I might sort out someone’s computer problems
You will then be asked a question about the talk. You will have 10 and that person would teach me how to write a business plan, or how
minutes to write your response. Listen carefully. to advertise my services. In fact, I learnt so much from the experience
Teacher that I’ve been able to start my own small computer company.
Tsunamis are formed when there has been an earthquake near or 3
under the ocean. The earthquake can move huge amounts of water I jumped at the opportunity, because it meant being my own boss.
creating immense waves, which can travel at up to 800 kmh. They The previous owner decided to give it up because his wife didn’t like
can travel across the entire ocean and get bigger in height as they the irregular hours, but that has never bothered me. When I was
approach land. young, my parents ran a grocery store and their shop was always
An incredible 80% of tsunamis happen in the Pacific Ocean due open; people would knock on the door on Saturday night, Sunday
to the Pacific Ring of Fire. This is an area that circles the Pacific morning, you name it. So I was used to all that. What I like about it is
Ocean, where a large number of earthquakes and volcanic eruptions the contact with the customers, the different characters you meet,
happen. So an earthquake happening at any point in this ring can the stories they tell you once they’ve had a few beers… Though, of
result in a tsunami traveling across this vast ocean. Islands located course, it’s not all about the drink, some people are just lonely.
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4 MJ Teenagers – don’t you just love them!

I like looking at people’s reaction when I tell them what I do. I can see MS Well, part of their attitude comes from the old-fashioned, stuffy
them thinking: she’s not that pretty, or young, or tall… What they don’t atmosphere that’s still common in a lot of museums: everybody
realize is that anybody – any size or shape - can be a body part model. In behaves so seriously, and the guards tell you to be quiet all the
my case, it’s usually my hands or feet they want for advertising or fashion time. Another problem is that nobody has ever tried to talk to
shoots, because they are quite small and nicely shaped. For me, it’s the the students – I mean talk, not lecture – about the works of art
perfect job because I don’t need any qualifications and it’s compatible they’re seeing and what the artists tried to express in them.
with looking after my family and three small kids. I usually work a couple MJ I see. So, how do you convince them that art is fun?
of mornings, or early afternoons a month, when the kids are in school. MS First, I try to get them to talk and say what they really think of the
5 works we’re looking at. I encourage them to be honest, but also to
I = Interviewer, YM = Young Man give reasons for what they’re saying. Sometimes I tell them a little
about the artists, as some of them aren’t well-known. I also ask the
I Many spectators say that you’re all overpaid and spoilt and that you
students to discuss the artist's possible inspiration or motifs. Then
don’t contribute anything to society; what would you say to them?
we all get to work; I put the students in groups and they make their
YM Well, obviously, I disagree. I’ve had to work hard to get to where I
own versions of the works we’ve been discussing. That way they
am now. I’ve put in hours and hours of training and sacrifice, like
realize creating a work of art isn’t as easy as they thought!
not going out with my mates, having to play on holidays, getting
MS That sounds like a great idea. I think we’re all going to learn a lot
injured and so on. And as I grow older, it gets harder all the time.
from this visit.
Mind you, I’m not complaining, I wouldn’t want to do anything
else! I just think people shouldn’t be so jealous. If it wasn’t for us, Examiner
what would they watch on telly? Now answer the questions.
6 1 What are the two people mainly discussing?
I’d been looking forward to retiring, but when it happened it caught 2 Does the teacher have to bring anything to the gallery?
me by surprise. I didn’t really know what to do with myself. I’d always 3 What does Mr. Johnson probably think about the teenagers who
worked so hard that I’d had no time for hobbies. I did a bit of reading, say art is boring?
worked in the garden, walked the dog and basically, got on my wife’s 4 Why are the students asked to create their own piece of art?
nerves. That’s when I saw the advert, they were looking for volunteers
to teach English to immigrants and help them get settled and find a
job and so on. I started six months ago and I absolutely love it! In fact,
it’s so much more rewarding than my real job ever was. 4.24 Student’s Book page 136, exercise 1
7
Some of my friends think it’s weird, and dangerous, but I’ve been doing 1 In the photo on the left we can see a very old cottage.
it for years and nothing bad has ever happened to me. In fact, lying in a 2 The photo at the top shows a beautiful rainbow.
hospital bed and getting looked after is probably one of the best ways of 3 There are some people in the background.
revising for an exam. And the money isn’t bad either; it’s usually about 4 One of the advantages of this type of transport is cost.
a hundred pounds a day. I once earned £3000, but I did have to stay in a 5 I would prefer to spend my holiday there because it is more relaxing.
testing unit for two weeks and take quite a lot of pills. The worst time was 6 On the other hand, it might be healthier to do that.
when I had to stay awake for days; I probably wouldn’t do that again.
8
B = Boy, G = Girl 4.25 Student’s Book page 136, exercise 2
B What happened with that job you applied for, Katie?
G Oh, the usual story; they gave it to someone else who had more I don’t really know why. In my case, I watch horror movies because
experience. all my friends do. I suppose we think they’re funny and not really
B That’s so unfair. You’ve got a brilliant CV and I think your designs scary at all. My friends also like going to the funfair; they say it’s
are so creative... really exciting. Personally, I don’t really like it; I just get dizzy or sick.
G I know, I know, but it doesn’t mean anything. They said they liked
my drawings, but that they preferred someone more mature.
Basically, unless you’ve got experience, or contacts, nobody will
hire you. 4.26 Student’s Book page 137, exercise 1
B But how can you get experience, if nobody wants to give you a
chance? 1
G I’m not sure, but I’m thinking of doing some voluntary work. It was a dark night, and three friends were climbing home through
the forest. They were keeping their ears peeled, when suddenly they
saw something strange.
2
4.23 Student’s Book page 135, exercise 3 Mmmmm, ummm, three friends were walking through a
mmmm dark forest, when ermmmmm they saw a strange shape.
MJ = Mr. Johnson, MS = Ms. Smith Ummmmm like a huge animal footprint on the ground.
3
Examiner One dark night, three special friends were walking through the
Listen to a teacher talking to the specialist in the art gallery. forest, when they saw a huge step on the ground.
MJ Hello, Ms. Smith, I’m interested in finding out more about your
workshop at the art gallery. I’m attending with a class next week.
Is there anything we need to do before our visit, or bring with us?
MS Just come with an open mind.
MJ Well, OK, we’ll try. How do kids usually react when you talk to
them about art? Well, three friends were walking through a dark forest, when anyway, they
MS It depends but, quite often, before I start my talk, you can see the saw a strange shape, basically like a huge animal footprint on the ground.
kids thinking: "Oh, this is going to be so boring… "
348
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PREPARE FOR EXAMS WORKBOOK ANSWERS

1 Greece Students’ own answers
2 997
3 the poor/ poor people Workbook page 131
4 tourist
5 herbs 1 B
6 decorations 2 B
7 king 3 C
8 Italian flag 4 D
9 19th
10afford Workbook page 132
1 B
Workbook page 123 2 A
Students’ own answers 3 C
4 C
5 B
Workbook page 124
6 A
1 D 7 B
2 A 8 B
3 B
4 D Workbook page 133
5 C
6 E 1 B
7 E 2 C
8 A 3 A
9 D 4 C
10A 5 D
6 B
Workbook page 125
Workbook page 134
1 B
2 B Students’ own answers
3 D
4 C Workbook page 135
1 B
Workbook page 126
2 D
1 application 3 C
2 simply 4 C
3 membership
4 trainers Workbook page 136
5 personal
6 swimming Students’ own answers
7 inexperienced
8 healthily Workbook page 137
Workbook page 127
1 B Workbook page 138
2 C
1 B
3 A
2 D
4 D
3 E
Workbook page 128 4 A
5 F
1 has 6 C
2 to
3 where Workbook page 139
4 to
5 will
6 who / that
7 in
8 the
Workbook page 129

349
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PREPARE FOR EXAMS WORKBOOK TRANSCRIPTS
1.29 Workbook page 122 Teacher 2

Now that we’ve finished reading Hamlet, we’ll be moving our
discussion of Shakespeare’s play online for the next two weeks before
Examiner
writing short essays about it during the winter break. By next Friday,
You will hear a man talking about the history of pizza. For questions please write one paragraph of no more than 150 words describing
1-10, complete the sentences with a word or short phrase. your favorite scene in the play. Remember you are not to describe the
There can’t be too many foods that could claim to be as well-known whole play, just one scene. Please post your paragraph on the online
as the pizza. In most cities all over the world, you can find one, even discussion board, where you’ll be able to read each other’s work. Using
late at night. And whatever country or background you are from, you the comments tab, I then want you to make at least three comments
are more than likely to have tried a pizza at least once. You may even about three other students’ paragraphs. We’ll be doing this because it
eat them every week! will help us to brainstorm ideas for the essay.
Nowadays everyone associates pizza with Italy, but a few historians Teacher 3
actually believe the first pizzas were made in Greece. This is just one I hope you all had a nice weekend. I did too, though I have to say it
aspect of pizza’s history that is a little controversial. It’s been around wasn’t ideal. Last night I was up quite late looking at your papers
for a long time; in fact, the first use of the word ‘pizza’ has been from last week’s test. Now I thought many of them were very good.
traced as far back as the year 997 AD. In fact, most of you showed a clear understanding of the multiple
It wasn’t until the 16th century though that ‘pizza’ became a common intelligences topic. But I’m afraid about half of the students in this room
word, and at this time it was used to describe a food normally wrote answers that I found difficult to read due to the number of basic
consumed by poor people. Rather than being found in restaurants as it spelling mistakes. Now, I understand that some of the vocabulary was
often is today, the poor would cook, buy and sell pizzas on the streets. new and some of the spelling was quite difficult. But it seemed to me
This first took place in Naples, Italy and as the dish became more and that many of you had not read through your work carefully after you
more popular, pizza became a tourist attraction in this Italian city. finished writing, which is an important skill. Anyway, tomorrow you’ll
find out which of you applied this skill during the test.
At this time, however, the dishes called pizza were quite different in
both appearance and taste from how they are today. The people of Teacher 4
Naples used flat bread, as is usually the case today, but the toppings So can you remember what’s happening tomorrow morning? I’m
they added were simple: just oil, cheese and herbs. It wasn’t until quite sure Group B can. Tomorrow, Sarah, Yuki and Raul are going to show
a few years later that tomatoes became a popular ingredient. They us the poster they’ve designed about energy sources. They’ll be
were introduced in Italy during the 16th century but were initially used giving a presentation too, which I’m sure will be very interesting, just
as decorations, admired for their beauty rather than used for their taste. like Group A’s presentation on organic food last week. Now, after the
presentation we’re all going to be planning, drafting, and eventually
By the 19th century the people of Naples had begun to use tomatoes
submitting essays about different sources of energy, so I’d like you to
as an additional topping for their pizza, but arguably it was not until
think about this topic tonight and get ready to interview each other
June 11th 1889 that the tomato became a staple ingredient of the
about it during our discussion after tomorrow’s presentation.
pizza. On this day, famous pizza-maker Raffaele Esposito created
the first pizza Margherita to honour Princess Margherita of Savoy,
who was married to the Italian king. He designed the special pizza
with tomatoes, white mozzarella cheese and basil – ingredients that 1.32 Workbook page 129
were selected to represent the colours of the Italian flag.
The popularity of pizza spread to the United States of America, where Teacher
it was taken by immigrants from Italy in the late 19th century. The first Good morning class. Today I’ll be talking to you about the role of
official pizzeria was opened in 1905 by Gennaro Lombardi. His shop sold supermarkets. Now, most of your parents probably buy a lot of,
whole pizzas for five cents, but as it was located in a poor neighbourhood, maybe all of their fruit, vegetables and other food from supermarkets.
many people could not afford this price, so Lombardi and his staff would But why do we do this? Why don’t we simply buy directly from the
slice up the pizza and give his clients as much as they could pay for. farmers who produce the food?
Well, today I’d like to explain three main benefits of supermarkets,
and the reasons behind these. Most people don’t buy their food
1.30 Workbook page 123 directly from farmers for a reason. Often, farmers themselves are not
the best people to sell the food they produce. As farmers focus their
Examiner efforts on production, they may not have time or money for the sales
Listen to and read three words that will appear in the passage. process. So the first main advantage of supermarkets is that they
politicians have the resources – time and money - that most farmers don’t have.
aspire For example, a supermarket chain can spend a lot of time finding
profession out what customers want and what they need, and they can spend
money advertising a lot of different products. This eventually means
more choice for customers, more sales, and lower prices.
Supermarkets can also store and transport large amounts of food,
1.31 Workbook page 127 which reduces the risk of theft and damage. This means that less food is
wasted, reducing the farmers’ costs and allowing them to sell produce
Teacher 1 more cheaply, which of course benefits shoppers too. This also helps
During last week’s field trip to the Wilshere farm on Ridgemont supermarkets stock a wider range of food so shoppers have more choice.
Avenue, we all saw what it takes to run a greenhouse and grow A third benefit is that supermarkets research the entire market and use
vegetables. To follow up from the trip, tomorrow Mr. Krautter, the it to predict demand - they can guess how many tomatoes will be sold
farm’s owner, will be coming to talk to us about how we can all grow in our city, for example. It can be difficult for a farmer to know exactly
our own tomatoes. He’ll be giving a short presentation about what how much of a particular type of food to grow, and also they may not
seeds we need, where we should plant them, and how to look after know exactly what consumers want. The idea is that supermarkets can
them. So if you love eating pasta or salad and want to help your gather information on all this, and they know how much food needs to be
parents reduce the cost of food, tomorrow you’ll be able to learn how. produced. This means less food is wasted, and again, leads to lower prices.
350
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PREPARE FOR EXAMS WORKBOOK TRANSCRIPTS
7
1.33 Workbook page 132
Well, I’ve got quite used to surfing the web over the last few years.
Honestly, barely a day goes by when I’m not searching for something
Examiner online, which is strange because a few years ago I thought I would
You will hear people talking in eight different situations. For never use this strange and difficult new internet thing. Now, I use
questions 1-8, choose the best answer (A, B or C). video calls to communicate with my grandson in Dubai and I love
1 being able to see real-time bus timetables. You know, I can find out if
So, we all met in the first floor interview room to organise the party a bus is on time even before leaving the house! But I do get annoyed
we’re having for our regional manager David, who’s retiring after 34 by the way websites keep updating their appearance. Just after I’ve
years. I assumed I’d been asked to attend so that I knew what food got used to one way of doing something, it seems there’s a new
I’d have to order, but then Mrs. Voles started asking me whether we version and I have to start learning how to use it again.
should have the party in a hotel or a conference suite, what sort of 8
present we should give him and that sort of thing. So it seems I’ve Me and Simone’s other teachers are generally impressed by the way she
been put in charge of organising everything, which is nice, but it’s applies herself in class. She seems very confident when doing paper-
going to be a lot of work. based tasks, such as writing and math exercises. She works hard and
2 this is reflected in her test scores, which have been improving steadily.
M= Man, W = Woman However, she’s clearly a perfectionist and I get the impression she is
M Oh no! Has the 8:10 just gone? unsatisfied with her own performance at times. In some ways this is
W Yes, just a minute ago. I arrived as the doors were closing and good, but she should not be afraid to give answers in class even when
watched it pull away from the platform. she is unsure. It’s important she knows that it’s OK to get something
M Did you get caught in the traffic jam on Station Road, too? wrong, and that she should participate more in discussions.
W Yes, any idea what that was? Road works?
M I imagine it was a car accident. I saw some flashing lights so the
emergency services had obviously been called.
W Do you know what time the next one is? I start work in an hour. 1.34 Workbook page 135
I’m going to be late.
M There should be another along in about 15 minutes. There’s T = Teacher, S = Student
usually one every 20 minutes at this time in the morning. Examiner
W Thanks. I should be able to get there before my shift starts then. I
just hope the next one is on time! Listen to part of a discussion in a design class. Then answer the
3 questions.
I’m over the moon. Just couldn’t be happier. It’s a new club, which is T Today we’ll be talking about how new ideas are developed.
so exciting. I mean, to be in from the start - making history, as they Whether it’s an idea for new cutting-edge technology or a simple
say. The salary means I don’t have to do other part-time jobs, I can gadget to solve a household problem, only thinking of the idea is
focus completely on training and improving my performance with not enough. Ideas need to be developed, and the process of making
the rest of the team. Actually, I haven’t needed to work part-time for an idea a successful reality often involves creating a prototype.
two seasons now. I used to be a waitress after training before that. S Sorry, did you say pro-to-type?
But best of all, this is the first time I have had a contract for more T Yes, that’s right Frances, a prototype. A prototype is the initial version
than one season. Usually half way through the season I have had to of a creation from which other, usually improved, versions are
start worrying about what’s happening next, but now I know I’ll be developed. In a way, you can consider it like the first draft of an essay.
here for at least three years. I can’t wait to start! Building a prototype can allow an inventor or designer to check that
4 their creation works in the way that they want it to, without spending
So on the first floor there’s a large foyer, where there’s a reception a lot of money on producing larger quantities only to then discover
desk, and then behind that, an office. The office was used by the that they don’t quite fulfil their purpose. Showing a prototype to
previous manager and his secretary, but it could potentially hold others can allow creators to work out what their market is. They can
up to four staff. On both the second and third floors, there are four also receive useful feedback and advice from others.
bedrooms, and then another six on the top floor. It has been closed S Can I ask a question? Are prototypes only used for technological
to the public for 3 years, but when it was open, despite the quieter inventions, like computers?
months in the winter, it did a roaring trade, especially from May to T Good question Nick. Actually, a wide variety of other fields, such
September. as fashion, web design, and food production, also use prototypes.
5 Before producing, say, ten thousand sweatshirts a clothing
The north of the country can expect changeable weather company will want to check that there is a market for their
throughout most of the day, with a strong chance of heavy showers particular design. So they’ll produce a limited number and ask
this evening and early tomorrow morning. Once those have passed, people what they think in order to see if the design is likely to be
it should be bright for most of tomorrow. Today, the Midlands will popular. What kinds of questions to you think they ask?
be mostly sunny, while it will be grey until late afternoon and then S Um, ‘do you like this sweatshirt?’
clear in the south. The blue skies will remain in both parts of the T Well, they might ask that, yes. But I don’t think that is the best
country tomorrow, but there will be a chance of light showers in the question they could ask. After all, what if the person answering
Midlands. the question just said ‘no’? How would the designer respond?
It’s necessary to ask more specific questions than simply ‘Is
6 this sweatshirt good or bad?’, because yes or no questions do
I hate history; it’s just so dull. Yes, yes, I get it – there were all these not let you know why someone does or doesn’t like something.
wars and so on, but that was years ago. I mean, remembering all Questions like ‘What is good, or what is bad about this
these events and dates isn’t going to help me in the future is it? If sweatshirt?’ would lead to a more detailed answer, and would
I need to know any of these facts, I can always find them online therefore be more useful for the designer. With the information
anyway. I hate maths too. Mr. Giles is so annoying. He keeps asking they receive from testing a prototype designers can ensure the
me questions and then even when I get the right answer, he asks me successful development of their ideas.
to explain how I got it. What’s the point of doing that?
351
657874_U11_P346-351.indd 351 5/26/15 17:09

STORIES ANSWERS
Student’s Book pages 140–141 Student’s Book pages 142–143
Warmer Warmer
Ask students to look at the illustration on page 141 and in pairs, Ask students to think of a science fiction film or book that
write down as many words as they can – nouns that they can see they’ve seen or read. In small groups, ask them to describe the
in the picture, adjectives to describe it, and verbs that someone film or book to each other. Give them the following questions
could do in that place. Give them 5–10 minutes to make their to help their descriptions: Where is it set? Who are the main
lists, then ask them to swap lists with another pair and count characters? What happens in the film or book? How is the setting
their words. See which pair got the most words. different from our world? Does it give a positive or negative view
of the ‘world’ that it describes?
1 Students’ own answers After about 10 minutes, ask each group to feed back on one film
2 4.28 Students’ own answers or book that they discussed.
3 1 Her phone isn’t working, she can’t connect to the internet and
she’s alone without her friends Zadie and Alice. 1 Students’ own answers
2 They have a family crisis. 2 4.29 Students’ own answers
3 She heard a bird screeching, heard noises in the bushes and then 3 1 D
heard the whine of a mosquito. 2 E
4 He had been born in the old lighthouse, spoke English and he 3 F
could tell amazing stories. 4 A
5 Andreas told her many different stories and to her it seemed like 5 C
every stone, tree and ruin had its own tale to tell. 6 B
6 She feels calm and relaxed because she is comfortable on the
island alone now.
4 dull roar: the waves

5 1 They drifted along, they fell asleep and when they woke the fog
had lifted. They arrived at an unknown place and saw Big Ben
electronic music: Melissa’s phone
collapse into the River Thames.
screeching: a bird
2 The Earth was floating at the far side of the universe. It had trees
tinkling: bells
and swans gliding along a crystal stream. He imagined it like this
whine: a mosquito
because he wanted to be there; it was perfect and what he hoped
5 Students’ own answers for. It was his dream planet.
3 A solitary tower (Big Ben) moving in the air.
358
657874_U12_P352_359.indd 358 5/26/15 17:13

STORIES ANSWERS
Student’s Book pages 144–145
Warmer
Before students open their books, tell them they are going
to read a story called The Body Artist. Get them to work in
small groups and make predictions about the story, i.e. main
characters, setting, plot. Get each one to make a record of
their predictions. At the end of the lesson, read out the groups’
predictions and see who was closest to the actual story.

2 4.30 Students’ own answers
3 1 He was an artist and was working in a gas station.
2 He painted with oils. His pictures reflected and enhanced what he
saw in the world.
3 By giving his paintings in exchange for meals at a cheap
restaurant.
4 She had an idea, other companies loved this idea and were willing
to pay for it.
5 They wanted something that would last.
6 He now had no job and was covered in tattoos that were
worthless.
4 1 make a career of
2 adore
3 end up
4 ornate
5 chuckle
6 twitch
7 worthless
359
657874_U12_P352_359.indd 359 5/26/15 17:13

PRONUNCIATION ANSWERS
Student’s Book page 147 UNIT 4

UNIT 1
2 1 /ju:st/
2 /ju:zd/
1 4.31 Students’ own answers 3 /ju:st/
2 4.32 4 /ju:st/
1 brother’s ... clever 5 /ju:zd/
2 novel’s ... better 6 /ju:st/
3 been ... Venice
4 lived ... Britain 3 4.38 Students’ own answers
5 bought ... van
6 books ... every
UNIT 5
7 bored ... movies
8 bet ... Avatar 1 4.39
3 4.32 Students’ own answers Individual letters: RSPV, DIY, ASAP, PS, ATM, SOS, UFO, BBC, FYI, VIP
New word: IKEA, PIN, UNESCO
UNIT 2 2 4.40 Students’ own answers
1 4.33 Students’ own answers UNIT 6

2 4.34 1 4.41 Students’ own answers
1 will ... you’ll
2 I’ll ... I’ll 2 4.42
3 will 1 No, I’ve been listening to Pink Floyd.
4 I’ll 2 No, I’ve actually been living in Chicago.
5 will 3 No, I’ve been talking for five minutes.
6 we’ll 4 No, I’ve actually been studying English.
Student’s Book page 149
Student’s Book page 148
UNIT 7
UNIT 3
1 4.35 2 4.44
1 I wouldn’t have gone if I’d known.
1 firm
2 If the car had started, we wouldn’t have arrived late.
2 polite
3 If you had asked, I would have called you.
3 polite
4 It would have been great if it hadn’t rained.
4 firm
5 I wouldn’t have failed the exam if you’d helped.
5 firm
6 polite
2 4.36
1 left ... asked
2 crashed ... been
3 laughed ... heard
4 been ... come
5 complained ... seen
6 loved ... gone
364
657874_U13_P360_368.indd 364 5/26/15 17:17

PRONUNCIATION ANSWERS
UNIT 8
1 In the nouns, the first syllable is stressed.
In the verbs, the second syllable is stressed.
UNIT 9
1 4.47
delegate delegation
revise revision
converse conversation
investigate investigation
compete competition
inform information
receive reception
2 1 televise
2 discussion
3 introduce
4 description
5 operate
6 occupation
365
657874_U13_P360_368.indd 365 5/26/15 17:17

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

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

Teacher’s Book
• Includes all Student’s Book pages
• Unit overview for quick lesson plans
• Complete teaching notes, transcripts
and answer keys
• Tests at two levels for every unit, plus end-of-
term and end-of-year tests
• Vocabulary and Grammar worksheets at two levels
• Speaking worksheets for fun communicative activities
• Festivals worksheets
Teacher’s Audio Material
Teacher’s i-book for smartboards
• A complete digital version of the course with instant
access to audio, tapescripts and answer keys
CEF
www.richmondelt.com/achievers A1 A2 B1 B2 C1 C2
657874_cubierta_TBB1mas_001_001.indd 2 6/1/15 8:16

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Additional material by Jeremy Bowell

Publisher: María Lera

Cover Design: Marisela Pérez

All rights reserved.

Every effort has been made to trace the holders of copyright,

TOEFL Junior® is a registered trademark of Educational Testing Service (ETS).

The publisher would like to thank all those who

657874_retiracion _ 0002-0002.indd 2 5/27/15 11:53

Terry Prosser B1+

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

657874 _ 0001-0001.indd 1 5/26/15 13:29

Achievers has an ambitious vocabulary and

● Teacher’s Audio Material Pack eks)

and co r questio and (4 / lot of vis

s, (5 …the moment, / I’m rea view, sh

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Every unit has Cambridge and TOEFL® exam preparation

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657874_P002_0015.indd 3 5/26/15 13:45

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Reading snacks to school or to sports events. Use plastic

5 Save energy! Don’t let your gadgets use more energy

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integrated Study Skill which Matching information LIVE

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