Think - 4 Teacher's Book PDF

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Student’s Book pages 4-5 Descriptive verbs

1 Students work with a partner to complete the
A WHAT A STORY! exercise. During whole-class feedback, say the verbs
for students to repeat and check pronunciation. Ask:
A lucky pilot Which three o f the verbs have an irregular past tense?
1 С И1.02 Books closed. As a warm-up, divide the (flee-fled; strike-struck; dive has two past forms,
class into pairs and ask students: Have you ever flown dived and dove).
in an aeroplane? Where did you fly to? Which o f you
Answ ers
I
has flown the furthest? Give students a couple of
minutes to discuss in pairs, and then listen to some 1 d 2 c 3 b 4 f 5 h 6 e 7 a 8 g
o f their answers in open class. For further speaking
practice, ask students to work in pairs and make a list
o f reasons why people are afraid o f flying.
Fast finishers
Students can write sentences including some of the verbs to
Books open. If there is an interactive whiteboard
describe any recent news events they’ve heard.
(IW B) available in the classroom, this activity
would best be done as a heads-up activity with the
2 If you’re short on time, set this exercise for
whole class. Display the picture on the IWB. Ask:
homework. Give students time to read through the
Have you ever flown in a plane like this? How is this
sentences and check understanding. Students work
plane different from the planes you have flown in? Tell
individually to complete the exercise. Allow them to
students they are going to read about a flight in a
compare answers with a partner before whole-class
small aeroplane. Ask students to read the instructions
feedback.
and the list o f verbs and check understanding.
Check/clarify: engine; fuel tanks; parachute; life raft.
Ask students to read the text quickly, ignoring the Mixed-ability
gaps, to answer the question: Why was the pilot lucky? Stronger students may like to cover the rest of the page and
(He survived when his plane crashed into the sea.) try to complete the sentences before looking back at Exercise
1 to check their answers.
Students work individually to complete the gaps.
When the majority o f students have completed the
exercise, divide the class into pairs or small groups Answ ers
for students to compare their answers. Play the audio 1 had fled 2 demolished 3 Grab 4 had been raging
for them to check their answers. 5 had smashed 6 screamed 7 dived
Answ ers
Optional extension
1 set 2 added 3 carry 4 dive 5 hit 6 destroyed
7 managed 8 pulled 9 end 10 find 11 screamed Divide the class into pairs. Ask students to think of a story (a
news story? a film? a TV programme?) in which:
2 Give students a minute to read through the questions. 1 there was a raging fire
Check/clarify: safely; rescued. Students work with a 2 something demolished something else
3 someone screamed
partner to decide which key information they need
4 someone grabbed something
to look out for in the conversation. Students read 5 someone fled a place
the conversation and complete the exercise. As they 6 something was smashed
read, encourage them to underline the parts o f the Monitor and help with any questions about vocabulary or
article that support their answers. During whole-class to give students ideas for storylines. Make sure all students
feedback, ask students to refer to the text and to are taking notes to help them remember their stories. Put
explain why they chose their answers. students with different partners to tell each other their
stories. As feedback, ask some volunteers to tell their stories
Answ ers in open class.
1 From California to New Orleans.

2 Because it’s usually too far for a small plane.
3 He tried to use a parachute.
4 People from a fishing boat rescued him.
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WELCOME
Phrasal verbs Elements of a story
1 Students complete the sentences, then look back at 1 Books closed. Choose a film or story that the majority
the conversation to check their answers. o f your students will know and write the title on the
board. Ask individuals to describe what happens in
Answ ers the film/story and try to elicit the words from the list.
1 set off 2 end up 3 find out Books open. Ask students to work with a partner to
complete the exercise. During whole-class feedback,
2 Students work individually to complete the exercise say the words for students to repeat and check
before comparing answers with a partner. Monitor understanding. When checking pronunciation, write
and help with any questions about vocabulary. Check the words on the board and mark the stress for
answers in open class. Point out the use o f the -ing clarification.
form after the prepositions in sentences 1, 4 and 8.
During feedback, elicit/explain the meanings o f each Answ ers
o f the options in the sentences.
Answ ers
1 gave up 2 take up 3 sort it out 4 carry on
I 1 set 2 hero 3 characters
6 ending 7 dialogue
4 villain
2 (SPEAKING Before asking students to work together,

5 plot
5 looking forward to 6 stands out 7 broke down you may like to elicit some examples in open class
8 ended up
to give them some ideas. Divide the class into small
groups and give students five minutes to think o f as
Fast finishers many examples o f each o f the four things as they
Students think of three examples of things that break down can. Monitor and encourage competition. After five
and three things that people find hard to give up. minutes, establish which group came up with the
most ideas. For feedback, regroup students and ask
them to take it in turns to describe one o f their ideas
Childhood memories for the rest o f their group to guess who/what is
1 ISPEAKING Books closed. To introduce the topic of being described.
cinemas, divide the class into pairs or small groups
and ask students to take turns to describe films they Talking about past routines
have seen recently to their partners/groups, who Before asking students to complete the exercise, you
must guess the film. During whole-class feedback, ask may like to review the difference between would and
students which films they described. You could also used to. Write the following sentences on the board.
initiate a class discussion around this question: Which I used to live in France.
is better, watching films at home or at the cinema? Why?
When my brother was young, he loved chocolate and would
Books open. Ask students to discuss the questions in eat three chocolate bars a day.
pairs. Nominate individuals to describe what they
Elicit/explain that we use used to to describe a repeated
remember in open class and write some o f their
past action or past state that no longer occurs. Would
memories on the board.
is also used to describe repeated past actions but not
2 Tell students they are going to read about a man’s states.
memories o f cinemas in his childhood. Set a three-
Students work individually to complete the four
minute time limit and encourage students not to
sentences. Allow them to compare answers with a
worry about unknown vocabulary, but to focus on
partner before checking in open class. During feedback,
answering the question. Allow students to compare
clarify that used to would be acceptable in all four
answers with a partner before a whole-class check.
sentences, but would only in sentences 1 and 3, which
During feedback, compare the memories in the
mention a time frame.
passage to the ones written on the board.
3 Ask students to read the questions and check Answ ers
understanding. Give students a minute to try to 1 used to (would is not possible as the sentence is
answer the questions without looking back at the describing a state) 2 used to (would is possible)
text. Before students re-read, check/clarify: front 3 would (used to is also possible) 4 used to (would is
row; boo; cheer; villain. Students re-read the text also possible)
and answer the questions. Allow them to compare
answers with a partner before whole class-feedback. Optional extension
Write the following questions on the board and ask students
Answ ers
to write five sentences about themselves using used to and
1 Adults couldn’t go. would.
2 He went with his older brother. Think about yourself when you were in primary school.
3 They went early so they could get seats near the front.
What routines did you have?
4 They cheered when they saw the opening pictures and
when the hero won. What things did you regularly do?
5 They booed when they saw the villain. Divide the class into pairs or small groups for students to
compare their answers.
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Student’s Book pages 6-7 interrupt the conversations unless inaccuracy hinders
comprehension. Listen to some o f their ideas in open
B AN UNCERTAIN FUTURE class as feedback.
Future plans Future continuous

1 С И 1.03 Write the following questions on the board, 1 To remind students o f the future continuous, write
or dictate them, and ask students to discuss them in the following sentence on the board:
pairs or small groups: Do you want to go to university A t 7 o’clock tonight I ______________ eat___dinner.
when you finish school? Why (not)? I f so, what do you
Elicit words to complete the gaps (will be eating).
want to study? I f not, what do you want to do? Listen to Give them the answer if they are unable to guess.
some o f their ideas in open class.
Tell them we call this tense the future continuous.
Ask students to read the conversation quickly in Remind students that we use continuous tenses to
order to answer the question: Has Greg decided refer to an activity in progress at a particular point
what to do in the future? (no). Ask students to in time.
work individually to complete the exercise before
To check understanding at this point, ask a few
comparing answers with a partner. Play the audio students to give you an example o f their own for
for students to check their answers.
each verb in the list.
Answ ers Ask students to work individually to complete
the exercise. Check answers in open class. During
1 get a good degree 2 then retire 3 when you leave
feedback, point out the double l in travelling.
school 4 and then travel the world 5 before I think
about settling down 6 to start a family
Answ ers
2 Ask students to read the sentences and try to 1 be travelling 2 be living 3 be studying
complete the exercise based on their first reading. 4 be working 5 be listening 6 be wondering
Students re-read the conversation to decide if the
sentences are true or false or if the information is not
Fast finishers
mentioned in the text (DS). Ask them to underline
Students write sentences im agining what they will be doing
key text that supports their answers. Allow students
five, ten years from now.
to compare answers with a partner before feedback in
open class. During feedback, ask students to correct
2 ( SPEA K ING Divide the class into pairs or small
the false sentences.
groups. Students discuss which statements are true
Answ ers for them. Monitor to prompt them to use the future
I1 T
Life plans
2 DS 3 F 4 T 5 T
continuous in their answers and to check they are
using it correctly. Listen to some o f their ideas in
open class as feedback.
Optional extension
1 To introduce the topic, you might like to tell students
Ask students to work in pairs to ask each other questions
what your life plans are (or what they were when
with the future continuous.
you were younger). Try to include some o f the words
For example: What will you be doing tomorrow at 3 pm?
from the list in your plans. Ask students to work with
a partner to complete the sentences. Check answers You could extend this and ask students to speculate about
their futures.
in open class. During feedback, it is good practice
to check students’ understanding o f vocabulary by For example: What do you think you will be doing in 2027?
asking concept check questions e.g. Do you intend to
travel the world when you are older? How would you Future perfect
feel if you got promoted? Why? etc.
To remind students o f the future perfect, write the
Answ ers following sentence on the board:
By 2050 we will have used up our planet’s resources.
1 travel 2 leave 3 degree 4 promoted 5 retired
6 career 7 settled 8 start Ask students if the action w ill take place before, in or
after 2050 (before). Ask them if we know exactly when
(no, we don’t - we only know it will be sometime before
Fast finishers
2050). Emphasise that the future perfect action is
Ask students to write down a list of things that they want to something that will be completed before a given time
do before they’re 30. Listen to some of their ideas in open
in the future. Compare this with the future continuous,
class after feedback on Exercise 1.
where the action will still be in progress at a particular
point in the future.
2 (SPEAKING Divide the class into small groups and
ask them to discuss the questions. For better results, Students read the text. Do the first sentence in open
you may like to give students a few minutes to think class if necessary, making sure students understand
about their ideas before they start their discussions. why will have left is the correct answer. Working
Monitor and answer any questions about vocabulary, individually, students complete the exercise. Check
but as this is a fluency practice activity, do not answers with the whole class.
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Answers 2 Books closed. If there is an IWB available in the
1 will have left 2 will have saved 3 will have travelled
classroom, introduce this language point with a
4 will have decided 5 will have settled 6 will have heads-up activity in open class. Before the lesson,
started use the text icon to prepare a screen with the twelve
words, each in a separate text box. Ask students
to categorise the words into gradable or extreme
Optional extension adjectives. After two minutes, ask individuals to
Divide the class into small groups. Ask them to work come to the board to drag and drop one o f the words
individually and write sentences making predictions about into the correct column. Ask other students to agree
their partners. Students can then share and discuss their
or disagree.
predictions.
Books open. Ask students to put the adjectives into
the correct place. Allow them to compare answers
Being emphatic: so and such with a partner before feedback in open class.
1 Ask students to try to complete the sentences from
memory before looking back at the conversation Answ ers
on page 6 to check. Check answers in open class. 1 terrible 2 brilliant 3 interesting 4 scared
Elicit rules for the use o f so and such. (We use them 5 funny 6 delighted 7 miserable 8 exciting
to make statements more emphatic. We use so + 9 huge 10 tiny 11 freezing 12 hot
adjective and such + a/an + adjective + noun.)
Answ ers
I
homework. Go through the example in open class.
1 so 2 such Students work individually to complete the exercise.
Remind them to look back at the lists in Exercise 2
before they make their choice. Allow them to check
2 Working in pairs, students complete the sentences.
answers with a partner before feedback in open class.
Check answers in open class. During feedback, say
the statements for students to repeat, and check Answ ers
pronunciation. Make sure students are putting the
1 delighted 2 hilarious 3 tiny/minute
main stress on the words so or such.
4 fantastic/wonderful/brilliant/amazing
5 terrified 6 awful/terrible
Answ ers
1 The thought of working in the same job for 40 years is 4 IWRITING Ask students to read the instructions,
so terrifying. and then work with a partner to write dialogues.
2 Travelling gives you such important experience.
Monitor and give suggestions for how students could
3 It’s such an awful waste of time to go travelling.
use extreme adjectives. Give students time to practise
4 Deciding to settle down is such a huge decision.
5 It’s such amazing news that you want to start a family. their dialogues several times before listening to some
examples in open class.
3 Students work with a partner to discuss who might
have said statements 1-5. Check answers in open Student’s Book pages 8-9
class.
Answ ers
C HOW PEOPLE BEHAVE
I 1 G 2 G 3 M 4 G 5 M
4 (SPEAKING In open class, say: Going to university is

such a fantastic idea. Do you agree? Listen to some o f
Conversations
1 С Й 1.04 Books open. If there is an IWB available in
the classroom, this activity would best be done as a
heads-up activity with the whole class. Display the
their ideas and encourage discussion. pictures on the IWB. Ask students: What’s happening
Ask students to work with a partner and discuss in the pictures? Listen to some o f their ideas in open
which o f the five statements in Exercise 2 they agree class but do not comment at this stage. Play the
or disagree with. Encourage them to give reasons for audio while students listen and match the pictures to
their answers. Monitor and help with vocabulary, but the conversations. Students compare answers with a
do not interrupt unless errors impede conversation. partner before a whole-class check.
Listen to some o f their ideas in open class.
Answ ers
Extreme adjectives
1 Ask students to try to remember words to complete
the exercise before looking back at the statements in
Exercise 2 to check. Remind students that we do not
I 1 C 2 A 3 B
2 С Й 1.04 Give students two minutes to read the

conversations and try to complete the gaps from
use very with extreme adjectives so we can say very memory. Play the audio again for students to
scary but we can’t say very terrifying. listen and check their predictions. When students
have compared answers with a partner, check in
Answ ers
I
open class.
1 terrifying 2 fantastic/amazing 3 awful 4 huge
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Answers Mixed-ability
Conversation 1 kind, rude, shouldn’t Give weaker students time to think about whether their
Conversation 2 have, allowed, unfriendly answers refer to the past, present or future before deciding
Conversation 3 mind, hang, have, let whether to use should have + past participle or should + base
infinitive.
Optional extension Career paths

Disappearing sentences: You’ll need to write out the
dialogues on the board or IWB for this one. Make AB pairs so 1 Books open. Look at the pictures with students and
that half of the class are A and half are B. Students practise nominate individuals to name the jobs. Write the
the conversations from Exercise 2 in their pairs. Cover a small names on the board. If there is an IWB available in
section of the dialogue, beginning from the right-hand side the classroom, the picture description would best be
of the screen or board. Students repeat the dialogues in done as a heads-up activity with the whole class.
their same AB pairings trying to remember the whole thing,
including the parts they can no longer see. Cover more and Answ ers
more of the dialogue, with students practising at each stage,
until eventually nothing is left on the board and students
have memorised the entire conversation. Ask for volunteers
to perform for the class or have all As and all Bs perform in
unison. This activity involving lots of repetition is a fun way
I A engineer B nurse
E child minder
C bus driver D street cleaner
2 Tell students they are going to read an article about

for students to memorise useful chunks. choosing a career. Set a time limit o f two minutes
to encourage students to practise reading quickly
3 (SPEAKING Read the instructions in open class. Point to search for specific words. Tell them not to worry
out the use o f would have + past participle to refer about unknown words, but to just focus on checking
to a possible past situation. Students work with a which of the jobs are mentioned. Check answers,
partner to complete the exercise. Listen to some o f referring back to the jobs listed on the board.
their ideas in open class as feedback.
Answ ers
Mixed-ability engineer, childminder
Stronger students could create new conversations based on
the pictures. 3 ( SPEA K ING Students re-read the article to complete
the exercise. Encourage them not to use dictionaries,
Personality but to try to understand difficult vocabulary from its
SPEAKING Books closed. As a lead-in, give students context. Get them to underline the parts o f the article
three minutes to work in small groups and make a list that helped them decide on their answers. Students
o f personality adjectives. Elicit examples and create compare answers in pairs before a whole-class check.
a mindmap on the board, grouping similar adjectives During feedback ask students to refer to the parts o f
where possible. Encourage students to copy the the article they underlined to justify their answers.
mindmap into their notebooks for future reference. You could hold a class vote to find out which o f the
tips students found most useful.
Books open. Ask the class: Which, if any, are on your
mindmaps? Read through the list o f adjectives and check Decisions
understanding. Students work in pairs or small groups
1 The article contains a variety o f expressions
to complete the activity. Listen to some examples in
connected to decisions. Give students two minutes to
open class as feedback.
try to complete the questions from memory before
looking back at the article to check. Confirm answers
Mixed-ability in open class. During feedback, elicit some possible
Give weaker students time to prepare their answers before answers to the questions in preparation for the
saying them to their partner. following exercise.
Using should Answ ers

SPEAKING Ask students to read the instructions and
the example. Ask: Why do they say ‘shouldn’t have’ in the
example? (to express regret or give advice about a past
action). Elicit further possible responses to the example
I 1 make 2 mind 3 make up 4 come to
2 ( SPEA K ING Working individually, students make

5 long, hard
notes on their answers to the questions in Exercise 1.

to check students understand how to use should(n’t) Monitor and help with ideas or deal with questions
have. Students work with a partner to complete the about vocabulary. Divide the class into pairs or small
exercise. Listen to some o f their ideas in open class as groups for students to compare and discuss their
feedback, checking their use o f should and correcting, as answers. Listen to some o f their ideas in open class as
necessary. feedback and encourage further discussion.
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WELCOME
Permission
Mixed-ability
1 To quickly review this area o f grammar, nominate Stronger students could be asked to close their books
individuals to describe school rules. Elicit sentences and answer the questions based solely on listening to the
such as: conversation.
Our teachers (don’t) let us bring our phones into the
classroom. Answ ers
We are (not) allowed to ride bicycles in the playground.
1 They are at the sports/leisure centre.
My teacher makes (doesn’t make) us do homework every
2 Tom doesn’t want to be there because he feels
week/evening. uncomfortable wearing sports gear.
Point out the absence o f to with let and make and the
use o f be with allowed. Also draw students’ attention 2 С И 1.05 Give students time to read the dialogue and
to the negative forms. clarify any difficult vocabulary. Play the audio again
Ask students to work individually to complete the while students complete the dialogue. Ask them to
sentences. Encourage them to look carefully at the compare answers with a partner before checking in
context o f each one before deciding which verb open class.
to use. Allow students to compare answers with a
Answ ers
partner before feedback in open class.
1 impatient 2 agreed 3 unhealthy 4 persuaded
Answ ers 5 encouraged 6 uncomfortable 7 should 8 hadn’t
1 let 2 make 3 are allowed to 4 makes
5 was allowed to 6 lets 3 Divide the class into pairs or small groups for
students to complete the exercise. Check answers in
open class.
Optional extension
Ask students to describe rules at home. Elicit sentences Answ ers
such as: 1 Because he’s fed up with his unhealthy lifestyle.
My parents (don’t) let me stay up until midnight at the 2 Because he’s got thin legs.
weekend. 3 Because they’re too busy doing exercise.
I am (not) allowed to play on my Xbox every day. 4 Because Tom keeps complaining.
My dad makes/doesn’t make me tidy my bedroom every week.
Reporting verbs
2 IWRIT ING If you’re short on time, set this exercise 1 This activity could be done via a Test-Teach-Test
for homework. Ask students to work individually approach. Read the instructions with students and
and write sentences about their perfect job or ask them to work individually to complete the
career. Monitor carefully to ensure students are exercise ( Test). Allow students to compare answers
using the structures correctly and to make a note o f with a partner. During open-class feedback, focus on
any common errors. Divide the class into pairs for the different structures that follow each verb ( Teach).
students to read each other’s work. During feedback, If students have had difficulty with particular verbs,
listen to some examples in open class and elicit give them further examples ( Teach) and ask them to
corrections to any repeated errors. think o f examples o f their own ( Test). Approaching
the exercise in this way allows you to see which areas
Student’s Book pages 10-11 students are already aware o f and which they need
further practice in.
D NEW THINGS Answ ers
A change of lifestyle? 1 He recommended I watch that film.
1 С Й 1.05 Books closed. As a lead-in, write these 2 He refused to help Molly.
3 She explained that she was late because there hadn’t
questions on the board, or dictate them, and ask
been any buses.
students to discuss their answers with a partner: Do 4 He agreed to lend Tony his jacket.
you like doing sports? What sports do you do? What 5 Alice persuaded me to go to the cinema with her.
sorts o f clothes do you like wearing fo r sports? Give 6 I encouraged Sue to ask him.
pairs a few minutes to discuss and then listen to some
o f their answers in open class. 2 ISPEAKING Give students two minutes to read the
Tell students they are going to hear a conversation sentences and think about their answers. Divide the
about going to the gym. class into pairs or small groups for them to discuss.
Monitor to check students are using language
Play the audio while students listen, read and answer
correctly and to make a note o f any repeated errors.
the questions. Tell them to focus on answering the
Write these up on the board, ensuring anonymity
questions and not to worry if they do not understand
and ask students to correct them during whole-class
every word. Allow them to compare answers with a
feedback. During feedback, ask students to share
partner before a whole-class check.
any interesting information they discovered about
their partner.
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Negative adjectives Suggested answers

1 Books closed. Write happy on the board and elicit the
negative form ( unhappy). In open class, brainstorm a
list o f other prefixes used to make adjectives negative
and write them on the board.
Ithe noise
Changes
a different currency the climate
Books open. Ask students to work with a partner to Ask students to work with a partner and complete
complete the exercise. Write answers on the board, sentences 1-7. During whole-class feedback, say the
and elicit and mark the stress during feedback. words for students to repeat and check pronunciation.
Say the adjectives for students to repeat and check
pronunciation. Answ ers
1 taking up 2 struggle 3 doing well 4 form
Answ ers 5 give up 6 ways 7 break
1 unhappy 2 impatient 3 impossible 4 unconcerned
5 irregular 6 illegal Regrets: I wish ... / If o n ly...
2 Ask students to read the instructions and example. 1 Ask students to try to complete the sentences from
Check/clarify: logical; responsible. Students work with memory before looking back at the text to check
a partner to complete the exercise. During feedback, their answers.
pay attention to pronunciation o f the adjectives, and
Answ ers
correct as necessary.
1 had told 2 I’d listened
Answ ers
I1 informal 2 unimportant
5 irresponsible
3 illogical 4 impolite
2 Get students to read the instructions and the list o f
verbs. Elicit the past participle o f each verb to remind
students to use them in their answers. Students
complete the exercise individually before comparing
Another country answers with a partner. Check answers in open class.
1 If there is an IWB available in the classroom, this
activity would best be done as a heads-up activity Answ ers
with the whole class. Focus on the pictures on the 1 I’d brought 2 I’d worn 3 I’d known 4 had found
left o f the page, or ask students to cover the text
on the right o f the page in their books. Nominate
individuals to describe the things in the photograph Optional extension
and write their answers on the board. Students then Write the following question on the board:
read the blog and complete the exercise. Tell them What things would you change about the last year if you could?
not to worry if they don’t understand every word; Ask students to write three sentences beginning I wish ... or
they should just focus on answering the question. Ask If only ...
students to check their answer with a partner before Divide the class into pairs. Ask students to take turns to read
feedback in open class. one of their sentences to their partner. Their partner asks
them questions about it. Listen to some examples in open
A nsw er class as feedback.
Ithe temple
2 Check/clarify get used to by giving an example

Alternatively, you could ask students to think of celebrities
who have done things they wish they hadn’t. Students could
find pictures of celebrities and write their thoughts in a
speech bubble, for example a footballer might think: If only
situation, for example: driving abroad on the other I ’d scored that goal!
side of the road felt very strange at first, but after a few
weeks, I got used to it and it seemed normal. Students
read the text again to complete the exercise. Tell
them to underline information in the text that helped
them answer each question. Students check answers
with a partner before whole-class feedback. During
feedback, students can justify their answers by
quoting the text they have underlined.
Answ ers
Ithe traffic, the time it takes to get to school, the language
3 ISPEAKING Working individually, students think

o f two more things Hayley has to get used to. Divide
the class into pairs for students to compare their
ideas. Listen to some o f their answers in open class
as feedback.
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SURVIVAL
Objectives Answ ers
1C 2 F 3 A 4 H 5 B 6E 7G
FUNCTIONS making and accepting a challenge D is the extra sentence
GRAMMAR verbs followed by infinitive or gerund; verbs
which take gerund and infinitive with different
5 (SPEAKING Give students two minutes to read
meanings: remember, try, stop, regret, forget
VOCABULARY verbs of movement; adjectives to describe the instructions and the questions. Check/clarify
uncomfortable feelings paradoxical, owe. Divide the class into pairs or small
groups for students to discuss the questions. Monitor
and help with any questions about vocabulary
Student’s Book pages 12-13
but, as this is a fluency activity, do not interrupt
conversations unless errors impede communication.
READING Listen to some o f their ideas in open class for
1 Books closed. As a lead-in, ask students: Have you feedback and encourage further discussion.
ever been up a mountain? What was it like? What did
you see there? Listen to some o f their answers in Mixed-ability
open class. Make similar-ability pairings. Allow weaker students some
time to think about their answers before discussing them.
Books open. I f there is an interactive whiteboard
Monitor, helping with vocabulary as required. Listen to some
(IW B) available in the classroom, this activity would of their answers in open class.
best be done as a heads-up activity with the whole
class. Display the photos on the IWB. Say a summit,
and nominate a student to point to the photo on the Optional extension
board. The rest o f the class agree or disagree with A reading race: Ask students to find as many different
the answers. Alternatively, students do the matching infinitives and gerund forms in the text and the A-H
activity in pairs before checking answers with the sentences as they can in three minutes (not including to be/
whole class. Say each o f the four words for students to have). Get them to work in pairs. When the time is up,
students count how many verbs they have found. Ask the
to repeat and check pronunciation.
pair with most verbs to read them out and make a list on the
2 Divide the class into pairs or small groups for board. Ask other pairs to add to the list where they can.
students to discuss the questions and make a list of There are thirteen infinitives and seven -ing forms:
dangers. Listen to some o f their ideas in open class to climb, reaching, to go, to melt, to descend, lowering,
and write a list on the board. hanging, dying, to leave, to understand, giving, to cut, to
3 С И1.06 Tell students they are going to read and descend, crawling, hopping, to cross, to leave, to save, to
listen to an article about two mountain climbers. Play survive, to crawl
the audio while students read the text to find the
answer to the question. Tell them it is not important
to understand every word. Students compare their H T R A IN TO T iMK
answer with a partner before checking in open class.
Thinking rationally
4 This exercise is closely modelled on Reading and
1 Read the introduction in open class.
Use o f English Part 6 o f the Cambridge English: First
exam. Read through the sentences with students To encourage students to think about relevant and
and check/clarify: failed, survive, crawl, stove, fuel, irrelevant ideas, say: I am looking for a present for my
exhausted. Encourage students to underline the key sister and I need to decide what to buy, which of the
information in the sentences that w ill help them following is relevant to my decision?
place the sentences in the text (e.g. Then in sentence Read out the following sentences and ask students to
A; him in sentence B). Students read the text in more say relevant or irrelevant in response to each one.
detail to complete the exercise. Suggest that they I have got a dog. (irrelevant)
underline the parts o f the text that helped them I have got £20. (relevant)
find their answers. Students check their answers My sister’s name is Sally. (irrelevant)
with a partner before whole-class feedback. During Sally loves chocolate. (relevant)
feedback, ask individuals to refer to the parts o f the
Ask students to work with a partner and decide
text they underlined.
which of the facts were relevant. Check answers in
open class.
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Answ ers Rule
I
3 ✓ 4 ✓ 6 ✓
2 ISP^ AKING Students work with a partner to discuss

1 a gerund 2 an infinitive
4 an infinitive/a gerund
3 a gerund/an infinitive
the question. Encourage students to think of several LANGUAGE NOTE

different feelings that Simon may have had. Listen to
Point out that there are no specific rules to decide which verb is
some o f their ideas in open class. followed by what form and that verb patterns need to be learnt
3 ISP^ AKING Ask students to work individually to individually.
note down their answers to questions 1-3. Remind
them that they should write what they should do and 2 If you’re short on time, set this exercise for
what they might do in each situation. Divide the class homework. Students work individually to complete
into pairs or small groups for students to discuss sentences 1-8. Allow them to compare answers with
the questions. Monitor and help with vocabulary as a partner before feedback in open class.
necessary. Avoid error correction unless errors really
hinder comprehension. The focus o f this task is on Mixed-ability
fluency, not on practice o f structures or lexis. Listen Stronger students can complete the exercise before looking
to some o f their ideas in open class as feedback and back at the rule to check their answers. Encourage weaker
students to look at the rule to help them with their answers.
encourage whole-class discussion.
Optional extension Answ ers

Organise a simple balloon debate. Elicit the names of four
1 clim bing 2 going 3 to show 4 reading 5 walking
famous people, historical or living, real or fictional. This
6 to buy, to get/to get, to buy 7 helping 8 being
activity works best if the four characters have different
backgrounds or professions e.g. a politician, a sportsman,
an actor and a cartoon character.
Fast finishers
Tell students that the four characters are in a hot air balloon
Students can write sentences including some of the verb
which is falling from the sky due to the number of people
patterns from the rule which are not used in Exercise 2.
on board. Students have to throw the characters out of the
balloon, one at a time, in order for the remaining character
to survive. Divide the class into groups of four and ask
students to discuss the order in which the characters should
Optional extension
be thrown from the balloon. During whole-class feedback, Ask students to work in threes to practise using the different
ask students to share their orders and also get them to give verb patterns. Students take it in turns to say a verb for their
one relevant and one irrelevant reason for throwing each partners to race to respond with a full sentence. For example:
character from the balloon. Their classmates should say A: suggest
which is the relevant and which is the irrelevant reason.
B or C: My brother suggested going to the cinema.
The first student to offer a correct sentence scores one point.
PRONUNCIATION
Workbook page 10 and page 122
For practice o f a ltern ative spellings o f dipthongs
g o to Student’s B ook page 120.
Be aware of common errors related to verb patterns.
Go to Get it right! on Student's Book page 122.
GRAMMAR VOCABULARY
Verbs followed by infinitive or gerund Verbs of movement
1 Remind students that there are a variety o f verb 1 Ask students to complete the sentences and then look
patterns in English. Look at the sentences from the
back at the article to check their answers. During
article. Ask students to look back at the article and feedback, ask concept-check questions, for example:
check which is the correct form. Students work with
Do you hop on two feet or one? (one); When you
a partner to complete the rule before all answers are crawl, where are your hands? (on the floor); When you
checked in open class.
descend, are you going up or down? (down).
Mixed-ability Answ ers

Stronger students can complete the exercise before looking
back at the article to check their answers. Allow weaker
students to look directly at the article. I 1 climb 2 descend 3 crawling, hopping
2 Divide the class into pairs and ask students to discuss

the meaning o f the verbs. Listen to some o f their
Answ ers ideas in open class, but do not comment at this stage.
1 to climb 2 to lower/lowering 3 dying 4 giving Ask students to match the verbs to the definitions.
5 to cut 6 to descend/descending Allow them to use English-English dictionaries if
necessary. Check answers, giving further examples
or demonstrating to clarify meaning, as required.
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1 SU R V IV A L
Answers
A u d io Script Track 1.09
a 3 b 4 c 8 d 6 e 10 f 1 g9 h 7 i 2 j 5 Radio Host Good morning. This is Desperate Measures, our
programme for young people, with young people.
We have three of them on the show. We gave
Fast finishers each of them today’s question three minutes ago,
Students think of more verbs to add to the list of verbs of so they’ve had time to think a bit. The person
movement. Allow them to use a dictionary. Listen to some of with the most original and humorous answer is
their examples in open class after feedback. the Desperate Measures Champion of the Week.
And today’s question is: ‘Imagine you are in an
3 If you’re short on time, you can set this exercise for awkward situation, how do you get out of it?’ And
here we go. Our first guest is Dawn.
homework.
Dawn Hi.
Give students time to read sentences 1-10 and to
Radio Host Hi, Dawn. Give us your answer. You’ve got 30
ask about any difficult vocabulary. Check/clarify:
seconds.
harbour, steep, ankle. Students work individually to
Dawn If you have food in your mouth, no one can expect
complete the gaps, being careful to put the verbs into
you to speak. It would even be rude to talk with
the correct tense. Ask them to check with a partner your mouth full, wouldn’t it? So remember to take
before whole-class feedback. a snack with you wherever you go. Just imagine
you are in class, and your teacher has asked you
Mixed-ability a question but you’re stuck and can’t answer it ...
Stronger students can cover the verbs in Exercise 2 and that can be awful, right? But you don’t need to feel
complete the sentences before looking back at the pictures ashamed. Ju st stuff your face with things to eat,
to check their answers. chips, fruit, chewing gum ... whatever you have.
And if you want to be absolutely safe, put toffees in
your mouth. At least seven and ...
Answ ers Radio Host Lovely answer. I remember eating a sandwich
during a Maths class once because I was so hungry.
1 descending/to descend 2 wandering 3 swinging
I regret doing it as the teacher saw me and told me
4 climbed 5 tiptoed 6 to stagger 7 hop 8 rushed
off. And now we have Philip. Hello.
9 crawl 10 leaped
Philip Hi!
Radio Host Philip. Give us your answer. You’ve got 30 seconds.
Optional extension Philip When was the last time you were in an awkward
Divide the class into pairs. Ask students to make a list of situation? Wasn’t it awful? I’m sure it was. But
situations when they might have to or want to: 1 climb, did you have a choice? Yes, you did. It’s your own
2 crawl, 3 hop, 4 tiptoe, 5 leap, 6 rush. fault! Want to know why? Because the only way
Listen to some of their ideas in open class as feedback. of getting out of an awkward situation is not to
get into it. So here’s my point. Never leave your
room again. Just stay inside forever. If you stay
in your room forever, you’ll never get into any
embarrassing situations in your whole life any
more. Nothing to regret ...
LISTENING Radio Host Sorry, Philip, but I regret to tell you that you’ve
1 Г И 1.09 As a lead-in, write the following questions run out of time. And now our third guest on the
show, Amanda. Give us your answer. You’ve got
on the board:
30 seconds.
What radio shows or podcasts do you listen to? Amanda Imagine you’re in a shopping centre, hanging
Do your parents/grandparents listen to different radio out with some friends, and suddenly you can
shows or podcasts to you? see someone you want to avoid. You can try
Divide the class into pairs for students to discuss the pretending that you don’t feel awkward but it
won’t work. But don’t worry. Playing Dead is a
questions. Monitor and help with vocabulary and
simple trick. Try to find a place where you can
prompt students to describe programmes in detail. sit down, and pretend you’re asleep. It’s always
Listen to some o f their answers in open class. worked for me ... as long as you have your eyes
Tell students they are going to listen to part o f a closed, you and the other person can’t see each
radio show called Desperate Measures. Nominate other ... and there’s one more point. This strategy
gives you a chance to relax, and gain energy for the
students to guess what the show might be about
rest of the day.
in open class, encouraging as much speculation as
Radio Host Perfect, thanks so much, Amanda, and thanks too
possible. Play the recording while students listen
to Philip and Dawn. And now it’s time to ...
and answer the question, checking their predictions.
Students can check answers with a partner before
2 Ц з ) 1.09 This exercise is closely modelled on
whole-class feedback.
Listening Part 2 o f the Cambridge English: First
A n sw er exam. Give students some time to discuss what
they remember from the first listening and to read
Contestants are given 30 seconds to give an original and sentences 1-8. Check/clarify: rude, awkward, scenario,
humorous answer to a question.
tactic. Play the audio again while students listen
and complete the sentences. Allow them to compare
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If necessary, play the audio again, pausing to clarify Fast finishers

answers, during feedback. Students write sentences about themselves or people they
know, and include some of the verb patterns. You could ask
Answ ers them to write two true and two false sentences. They could
1 young people 2 original, humorous 3 food 4 fault then read them out to another fast finisher, who should
5 stay in 6 shopping centre 7 asleep 8 eyes guess which are the false sentences.
Optional extension
GRAMMAR Write the following on the board:
Verbs which take gerund and infinitive with different Think of:
meanings: remember, try, stop, regret, forget • something you remember doing as a child
• something you often forget
4>)1.09 Books closed. As an introduction write to go
• something you regret doing
and going on the board. In open class, read out verbs
• something you have tried to do but failed
from the rule on page 14 and nominate individuals
• something you have stopped doing
to say whether they are followed by to go or going or
both. This could be turned into a game with the class Monitor to help with vocabulary and ideas. Divide the class
into pairs to discuss their answers.
divided into two groups, answering questions in turn
and scoring a point for each correct answer.
Books open. Remind students that certain verbs are Workbook page 11 and page 122
followed by to + infinitive or the gerund form with
no difference in meaning (give examples o f begin, Be aware of common errors related to verb patterns.
start and continue from page 14). Explain/elicit that Go to Get it right! on Student's Book page 122.
other verbs can be followed by to + infinitive or the
gerund form but with a change in meaning.
Ask students to work with a partner and complete
the exercise. Check answers in open class. During
feedback, check understanding with concept-check VOCABULARY
questions (e.g. Which sentence is giving advice? Which
Adjectives to describe uncomfortable feelings
sentence refers to the past?).
1 In pairs, students choose an adjective for sentences
Answ ers 1-6. Do not let them refer to dictionaries at this
I1 to take, eating 2 doing, to tell 3 pretending, to find
2 Books closed. If there is an IWB available in the

stage. Check answers.
Answ ers
1 awkward 2 ashamed 3 guilty 4 desperate
classroom, this activity would best be done as a
5 puzzled 6 stuck
heads-up activity with the whole class. Display
the pictures on the IWB. Nominate individuals to
2 Students match the adjectives to the definitions. Ask
describe each one. Read out sentences 1-4 in turn
concept-check questions to check understanding
and ask a student to match a sentence to one o f the
and give further explanation if necessary to clarify
pictures A-D, giving reasons for their choice. The
meaning.
rest o f the class agree or disagree with the answers.
If they disagree, ask them to say why. Alternatively, Answ ers
students do the matching activity in pairs before
1 ashamed 2 puzzled 3 stuck 4 awkward
completing the rule. Check answers in open class.
5 guilty 6 desperate
Answ ers
I1 B
Rule
2 C 3 D 4 A Optional extension
Students write three sentences beginning: I felt awkward/
guilty/ashamed when ... Tell them they can write about real
or invented situations. When students have come up with
1 gerund 2 infinitive 3 gerund 4 infinitive some ideas, divide the class into pairs for students to discuss
5 gerund 6 infinitive 7 infinitive 8 gerund their answers. Listen to some of their examples in open class.
9 gerund 10 infinitive

homework. Students work individually to complete
sentences 1-8. Allow students to compare answers
with a partner before feedback in open class.
SPEAKING
Ask students to work individually to complete the
Answ ers exercise and then compare answers with a partner.
1 to buy 2 telling 3 to get 4 to buy 5 playing
6 to find 7 putting 8 loving 2 W RITING Look at the examples in the book and
give further examples o f your own to get students
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1 SU R V IV A L
started. While students write their sentences, monitor IT iNK SELF-ESTEEM
to help with vocabulary and to encourage them
to use adjectives from the Vocabulary exercise to How adventurous are you?
describe uncomfortable feelings. 1 SPEAKING Ask students to work individually to
3 Refer back to the problems in Exercise 2 and ask make a list o f four or five adventurous activities.
students to read the example advice. Point out the If students have difficulty coming up with ideas,
use o f imperatives and verb patterns with stop; brainstorm activities in open class and create a group
remember; start; try. Divide the class into pairs to list on the board. Ask students to work with a partner
listen to each other’s problems and give each other to discuss which activities they have tried or would
advice. Monitor to make a note o f any examples o f like to try. Encourage them to go into detail and give
good usage. Praise students who make attempts to reasons for their answers. Listen to some examples in
expand on their answers. Nominate individuals to open class as feedback.
feed back problems and advice in open class. 2 SPEAKING In pairs or small groups, students
complete the exercise. Encourage them to use the
language in the list o f points when describing the
READING activities. When students have discussed several
1 A recording of this text is available with your digital activities, ask: Following your discussion, would you like
resources. Books closed. As a lead-in, write the to try any different activities? Why? Listen to some of
following situation on the board: Your plane has their ideas in open class.
crashed in a remote forest. Everybody has survived.
What skills will you need to survive in the forest? Optional extension
In pairs, students discuss the question. Listen to some Ask students to work in pairs or small groups. Tell them that
o f their answers in open class. they have a friend coming to stay and they need to plan a
week of adventurous activities which should include as many
Books open. Look at the photos and the headline of the points in Exercise 2 as possible. Make sure all students
o f the article with students. Check/clarify: GPS, note down their ideas. Re-group students for them to explain
shelter, survive, tie knots. Divide the class into pairs their plans to other groups.
for students to complete the exercise. Focusing on
the topic in this way encourages prediction, a useful
technique for improving reading speed.
WRITING
BACKGROUND INFORMATION An email about an experience
Edward ‘Bear’ Grylls (born 7 June 1974) is a British television This exercise can be done for homework or in class. Ask
presenter, famous around the world for his television series such
students to read the instructions and work in pairs or
as Born Survivor, Man vs Wild and Running Wild with Bear Grylls.
As well as teaching survival techniques, the shows involve stunts small groups to discuss the topic and note down their
such as parachuting, ice climbing, fighting wild animals and so answers. Monitor and help students with any questions.
on. Among his other death-defying feats, he has climbed Mount Students work individually to expand their notes into
Everest, spent 30 days circumnavigating the British Isles on jet an email. In the next lesson, put students back into the
skis and crossed the North Atlantic in an inflatable boat. same groups to read each other’s emails. Encourage
them to work together to correct each other’s mistakes
2 Give students a three-minute time limit (or longer and to say what they like about each other’s emails.
with weaker classes) to read the text and check
their predictions. Tell them not to worry about
understanding every word and to just focus on
checking their predictions. Allow students to compare
with a partner before whole-class feedback. PHOTOSTORY: episode 1
Answ ers The challenge
how to build a fire ✓ 1 To introduce the concept o f challenges, say I bet
how to build a shelter in the wild ✓ you can’t say the alphabet in 15 seconds. Tell students
how to survive outdoors in bad weather ✓ that you are issuing a challenge. You could ask
how to tie knots ✓ for volunteers to accept the challenge and say the
alphabet quickly in open class, to change the pace
3 Divide the class into pairs or small groups for and add an element o f fun to the lesson.
students to discuss the questions. Encourage them Tell students they are going to read and listen to
to underline the parts o f the text that support their a story about a group o f students. If you are using
answers. Listen to some o f their ideas in open class an IWB, project the images on to the board and ask
as feedback. students to close their books. Students look at the
title and photos and read the questions. Ask them to
Optional extension guess answers to the questions. Write some o f their
Ask students to work in pairs and make a list of films, books ideas on the board.
or television dramas which deal with people surviving in
the wild. Regroup students into different groups for them to A nsw er
compare their lists, discuss what happens in each one, and
make recommendations.
I2 To not use their phones at all during the whole weekend.
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2 С И 1.10 Play the audio for students to read, listen Books open. Ask students to work with a partner and
and check their answer to Exercise 1. During whole- complete the exercise. Check answers in open class.
class feedback, refer to students’ ideas on the board. Give further examples to outline meaning o f the
Ask: Who guessed correctly? phrases if necessary.
Answ ers
DEVELOPING SPEAKING 1 right away 2 Too right 3 right up to 4 right?
3 Ask students what they think happens next. Get 5 Right 6 All right!
them to brainstorm possible endings to the story,
2 Students work individually to complete the sentences
in groups, with one student in each group acting
using phrases from Exercise 1. During whole-class
as secretary and taking notes. During whole-class
feedback, say the phrases for students to repeat and
feedback, write students’ ideas on the board to refer
check pronunciation.
back to once they have watched the video. Don’t give
away answers at this stage.
Answ ers
4 О EP1 Play the video for students to watch and
1 right 2 right up to 3 right away 4 Right
check their answers. During whole-class feedback,
5 Too right 6 All right
refer to students’ ideas on the board. Ask: Who
guessed correctly?
5 Divide the class into pairs and ask students to Optional extension
complete the exercise. Monitor and help with any Divide the class into AB pairs. B closes his/her book. A
says each sentence (in random order) replacing the right
difficulties. Play the video again, pausing as required
expression with beep for A to guess it. Repeat the activity
for clarification. Check answers with the whole class.
with B asking A.
Answ ers
1 He thinks she doesn’t want him to overhear what she’s
saying.
2 She watched YouTube videos on her phone.
3 He didn’t last one night without using his phone. FUNCTIONS
4 Three hours.
5 She spoke to her friend Ju lia on the phone. Issuing and accepting a challenge
1 Look at the eight phrases. Students work with a
partner to decide which are used to issue a challenge
PHRASES FOR FLUENCY and which to accept or turn one down. Check
answers. Say the phrases for students to repeat and
1 Ask students to locate expressions 1-6 in the story on
check pronunciation.
page 18 and underline them. To encourage speed-
reading, you could do this as a race and ask students Answ ers
to find the expressions as quickly as possible. Ask
1 issue a challenge
students to compare their answers with a partner
2 accept a challenge
before whole-class feedback.
3 issue a challenge
4 accept / turn down a challenge
Answ ers
I
5 issue a challenge
Nicole says phrases 1-5. They all say phrase 6. 6 accept a challenge
7 issue a challenge
8 accept a challenge
2 Working in pairs, students complete the dialogues.
Check answers. Drill the dialogues in open class (for
2 IWRIT ING Check/clarify: doughnut, licking your
students to repeat together), paying attention to the
lips. Students work with a partner to write short
intonation o f sentences and questions. Give students
dialogues, then practise acting them out. Encourage
time to practise saying the dialogues with a partner.
them to sound enthusiastic when issuing or accepting
challenges. Listen to some examples in open class as
Answ ers
feedback. Ask: Why would these challenges be difficult?
1 something or other, Same here 2 give me a shout, It’s a Students discuss in pairs.
deal 3 You know what 4 where were we
Mixed-ability
Weaker students can write their dialogues and practise
W ordW ise them before trying to act out their dialogue without looking
at their notes. Stronger students can perform dialogues
Expressions with right spontaneously.
1 Books closed. To introduce this activity, write the
word right in the middle o f the board. In open class,
ask students to think o f different meanings for right Optional extension
and any words that could go before or after right. Ask students to work in pairs and issue each other challenges
Write any correct answers on the board. that could be taken up in the classroom.
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GOING
PLACES
Objectives Answ ers
1 Many people in the 1990s left Riace because of a shortage
FUNCTIONS expressing surprise of jobs.
GRAMMAR relative clauses (review); which to refer to a 2 The refugees had to work to get food and
whole clause; omitting relative pronouns; accommodation.
reduced relative clauses 3 The refugees had to learn Italian.
VOCABULARY groups of people; phrasal verbs (1) 4 The refugees lived in empty houses.
5 Between two and three hundred immigrants live in Riace
now.
Student’s Book pages 20-21 6 More local people are staying in Riace.
7 Many politicians have tried to use Lucano’s ideas.
READING 8 Lucano came third in the 2010 ‘World Mayor’ award.
1 Books closed. As a lead-in, write the names o f three 6 (SPEAKING Students work in pairs or small groups
countries on the board including the country in to discuss the questions. Nominate students to share
which you are teaching. Ask students: What are the their ideas during whole-class feedback. Ask: Do you
differences between these countries? Students discuss think this would be successful in your town? Why (not)?
the question in pairs. Listen to some o f their answers
in open class and write some o f their ideas on
the board. H T R A IN T O T iNK
Books open. Draw students’ attention to the photos Distinguishing fact from opinion
and nominate one or two students to describe them.
1 Books closed. As an introduction to this topic, write
If there is an interactive whiteboard (IWB) available
the following on the board:
in the classroom, the picture description would best
be done as a heads-up activity with the whole class. A: Drinking water is good fo r you.
Focus attention on the exercise. Ask students to work B: Children eat too many sweets.
individually to choose two more things and rank the Ask: Are these sentences fact or opinion? (A is fact, B
items 1-6. Monitor and help with any difficulties. is opinion). Elicit answers in open class prompting
students to explain their answers and to react to each
2 ISPEAKING Divide the class into pairs or small
other’s ideas.
groups for students to compare their answers. Listen
to some o f their findings in open class and hold a Books open. Ask students to read the introduction
class vote to find out which things students think and statements. Point out the use o f Does that mean
would be most difficult to get used to. that...? and What evidence is there that...? to start the
questions. Elicit answers in open class.
3 (SPEAKING Check/clarify: shortage, workshops,
refugees, renovation. Students work with a partner to A nsw er
predict the topic o f the article. Listen to some o f their
ideas in open class and write them on the board, but
do not comment on them at this stage.
4 Г И 1.11 Students read and listen to the article to
I The purpose of question B is to check if statement A is true.
2 Ask students to read the statements and check

understanding. Get students to work with a partner
check their ideas. To encourage students to skim-read
and think o f questions to separate opinions from
in order to get an overall understanding o f the text,
facts. Monitor and help if students are having
set a two-minute time limit for this exercise. Allow
difficulties thinking o f questions. Listen to some of
students to compare answers with a partner before
their ideas in open class and write good answers on
doing feedback in open class.
the board.
5 Before students read the text again, ask them to work
with a partner and choose and underline the key Mixed-ability
information in the sentences that they w ill need to Stronger students can write questions for all five statements.
look for in the article. Students read the article and Weaker students can focus on just the first three statements.
complete the exercise. Encourage them to underline
parts o f the text that support their answers and to
correct any false information. Allow them to check
answers with a partner before whole-class feedback.
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Suggested answers 2 ( SPEAKING Students work with a partner to

1 Does that mean there will be no young people in the
complete the sentences. Check answers in open
town? Could the town have a future with other people? class. Ask students to work in small groups to discuss
2 What evidence is there to show that the refugees are whether or not they agree with the statements.
troublemakers? Monitor to help with any difficulties and to prompt
3 Have the refugees caused problems before? What sorts of students to give reasons for their answers. Listen to
problem? some o f their opinions during whole-class feedback.
4 Why don’t people from different countries get on?
5 Does that mean there is no work available in the village? Answ ers
Optional extension
Set up a role play in which different people from Riace are
interviewed about life in the town. Divide students into two
I 1 who/that 2 who/that 3 who/that
They are all defining relative clauses.
4 which/that

groups, A: residents and B: immigrants. A students should
homework but perhaps do number 1 in open class to
think about life as a refugee and also write questions to
ask immigrants. B students should think about life as a make sure students are clear on what they have to
resident and think about questions to ask residents. Give do. Students work individually to complete sentences
students time to prepare their characters and questions 1-4. Allow them to compare answers with a partner
with a member of their own group before making AB pairs before feedback in open class.
to interview each other. Each time students express an
(in character) opinion, their partner should ask a further A nsw ers
question with the aim of separating opinions from facts.
Monitor and help with vocabulary. Listen to some of their 1 The locals, who were very kind, gave them food.
questions and answers during feedback and encourage 2 Rome, which is my favourite city, is an exciting place.
further group discussion. 3 I’ve been reading a book by William Boyd, who is one of
my favourite writers.
4 My neighbour Rubens, who is from Guatemala, has been
living here for ten years.
Fast finishers
GRAMMAR Ask students to write three sentences about members of
Relative clauses (review) their family including non-defining relative clauses. Give
them an example to get them started e.g. My father, who was
1 At this level, students will have seen relative clauses born in France, moved to England in 1984.
before, but may still make mistakes when using them, Alternatively ask them to work out the difference in meaning
particularly with the use o f commas in non-defining between these two sentences (in the first sentence, the
clauses. speaker has just one cousin whereas the implication of the
Ask students to read through the sentences and then second is that the speaker has many cousins, one of whom
lives in Paris):
work with a partner to complete the rule. Check
answers. Read the sentences without the relative My cousin, who lives in Paris, is a lawyer.
My cousin who lives in Paris is a lawyer.
clause to show that B and C define the noun and A
and D add extra information.
which to refer to a whole clause
Rule
I
4 Look back at sentences A and B in Exercise 1 and
1 B 2 C 3 A 4 D ask students what which refers to (A: Calabria; B:
buildings). Explain that which can be used to refer to
specific things or to whole clauses. Ask students to
LANGUAGE NOTE
read sentences 1 and 2 and decide what which refers
Remind students that we do not use that as a relative
to. Check answers.
pronoun in non-defining relative clauses.
Answ ers
Optional extension
Ask students to find more examples of relative clauses in the
article about Riace and to decide if they are defining or non
defining. Students can check answers with a partner before
I 1 Calabria 2 Citta Futura has 13 local employees
5 This exercise gives more examples o f which being

whole-class feedback. used to refer to whole clauses. Read the example in
open class and point out that which is used to join
A nsw ers
the two sentences and makes the language sound
Non-defining:
more fluent and interesting. Students work in pairs to
Riace is now home to between two and three hundred
complete the exercise. Check answers in open class.
immigrants, who live happily alongside the locals.
Citta Futura also has 13 local employees, which makes it the
biggest employer in the village.
Defining:
But these days it’s a different story, because of one man whose
dreams have turned Riace into a village with a future.
But it is not only the refugees who have gained from Lucano’s
plans.
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2 G O I N G PLACES
Answers the recording while students check their answers
to Exercise 1. Tell them not to worry if they don’t
1 Some people go and live in another country, which is not
always easy. understand every word, but to just focus on checking
2 You have to learn new customs, which can be challenging. they’ve matched the right route with the right
3 Some people are nervous about strangers, which makes animal. Confirm answers in open class.
life difficult for new arrivals.
4 Sometimes there are differences in culture, which often Answ ers
results in misunderstandings.

IA3 B 1 C 2

Be aware of common errors related to relative clauses Man Now, I’ve been reading a new book called On the Move
Go to Get it right! on Student's Book page 122. by wildlife expert Sally Harker, and she’s with us in the
studio today to tell us a bit about it. Hi, Sally.
Sally Hello.
VOCABULARY Man So, tell the audience what your book is about.
Sally Well, it’s about the movement of animals and birds. All
Groups of people over the world, the natural world, there are examples
Books closed. To introduce this topic, write groups of how birds and animals don’t stay in one place, but
o f people in the centre o f the board and brainstorm move around, either all the time, like whales, or at
certain times, like a lot of migrating birds. And there are
names o f different groups. Give one or two examples
some really extraordinary cases, amazing stories of the
to get them started (footballers, students, men, etc). journeys that animals or birds make.
Alternatively, if you have access to an IWB, do an
Man Why do you say ‘extraordinary’?
internet search for photos o f different groups and
Sally Well because sometimes the journeys are incredibly
display them on the board for students to name.
long, in others they’re very, very risky, dangerous for the
Books open. Ask students to read the list and check animals, and in some cases we just don’t understand
understanding. In pairs, students complete the gaps in how the animals do it at all!
sentences 1-11. Check answers in open class. Man So can you give us some examples? Let’s start with really
long journeys.
Answ ers Sally OK, for really long journeys it’s hard to beat the grey
1 pedestrians 2 the staff 3 motorists 4 the crew whale. In the winter, grey whales can be found near
5 Inhabitants 6 employees 7 politicians 8 Refugees California or Mexico; the whales have their babies there.
9 Employers 10 residents 11 Immigrants And then in the summer, the grey whales like to be near
Alaska, where the sea is full of food for them. So, every
year, they swim from one place to the other and back
Fast finishers again - it’s a trip of about 18,000 kilometres altogether.
Ask students to add further examples of groups of people to Man That’s quite a distance!
the list. Sally It certainly is! Now, in terms of dangerous trips, it’s hard
to beat the wildebeest of central Africa. Every year,
more than a million wildebeest travel from Tanzania to
Kenya, where there’s more food. It’s a trip of over 2,000
kilometres. The real danger is near the end of the journey,
when they’re already tired, hungry and thirsty, they have
LISTENING to cross the Mara River. The river flows very fast, and it’s
full of hungry crocodiles. And the wildebeest are very
Migration in nature scared of water. But they jump in and struggle to swim
1 ISPEAKING Books closed. As a lead-in, ask students: across. Thousands of them don’t get to the other side. We
Do wild animals always stay in the same place? Which think that every year, about 250,000 wildebeest die on
this journey.
animals migrate from one place to another? Give
students two minutes to discuss their answers, and Man Unbelievable! Good heavens.
make a list in pairs. Listen to some o f their answers Sally Yes, it’s amazing isn’t it? And here’s a third example.
in open class and write any correct answers on the Birds, this time - the Arctic tern. This bird, you know,
every year, it flies a distance of about 70,000 kilometres
board.
from the north of Canada down to Antarctica, and back.
Books open. If there is an IWB available in the Man Wow. That’s phenomenal.
Sally And so in its lifetime, a single bird could fly about 2
heads-up activity with the whole class. Display the million kilometres - that’s like going to the moon and
pictures on the IWB. Say wildebeest, and nominate back five or six times! And, the big question for us is,
a student to choose the correct migration route how do the birds manage to find exactly the same places
1-3. The rest o f the class agrees or disagrees. every year?
Alternatively, students do the matching activity in Man No GPS.
pairs before a quick show o f hands in open class and Sally That’s right. They fly thousands of kilometres and arrive,
tally their answers on the board. Do not give answers every year, in exactly the same place.
at this stage. Man That’s incredible. Do we really have no idea how they do it?
2 Г И 1.12 Tell students they are going to listen to Sally Not really, although of course research is being done all
a radio interview about animal migration. Play the time ...
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3 С И 1.12 Ask students to work with a partner to try Answers

to remember what the numbers referred to. Play 1 That’s quite a distance. 2 Unbelievable! Good heavens.
the audio again for students to check their answers. 3 It’s amazing, isn’t it? 4 Wow. That’s phenomenal.
During feedback, encourage students to answer in 5 That’s incredible.
full sentences by prompting them and praising those
who do. 2 Divide the class into AB pairs to create dialogues.
Give some examples o f your own to get them started.
Answ ers For example:
1 The distance in kilometres swum by grey whales every A: My brother can run 100m in 10.3 seconds.
year. B: Wow. That’s phenomenal! Is he going to be at the
2 The number of wildebeest that travel from Tanzania to next Olympics?
Kenya every year. Or A: I have been to 37 different countries.
3 The distance in kilometres travelled by the wildebeest.
B: That’s incredible. Which was your favourite?
4 The number of wildebeest that die on the journey every
year. Monitor to make sure students are asking follow-
5 The distance in kilometres flown by Arctic terns every up questions and encourage them to continue the
year. conversation where possible. If space allows, this
6 The distance in kilometres flown by an Arctic tern during activity also works well as a mingle with students
its lifetime.
swapping partners after each exchange. Listen to
some examples in open class as feedback.
4 С И 1.12 Give students time to read the sentences
and check understanding. Clarify that all the
sentences contain incorrect information. Students
work together to correct the information. If
necessary, play the recording a third time for READING
students to check their answers. 1 A recording o f this text is available with your digital
resources. Books closed. As a lead-in, ask: I f you could
Answ ers
live in a foreign country, where would you live? Why?
1 Grey whales swim to Alaska to find food. Give students one minute to think o f their answers
2 Grey whales can be found near California or Mexico in and make notes. Divide the class into small groups
the winter.
for students to compare answers. During feedback,
3 The Mara River is near the end of the wildebeests’
hold a class vote to find out which country would be
journey.
4 The Mara River is full of crocodiles. the most popular destination and why.
5 Arctic terns do their journey every year. Books open. Ask students to work individually and
6 People don’t know how the terns always arrive at the make notes on the questions.
same place.
Answ ers
5 ISP^ AKING Divide the class into pairs or small
1 She’s in France. 2 She’s from the UK / England.
groups for students to discuss the questions. If
3 It’s about living abroad.
students have access to the Internet in the classroom,
ask them to do a search to find further examples
2 Ask students to read the blog and check their ideas.
o f migratory animals or birds to share with the
Tell them not to worry if they do not understand
class. Monitor and help with any questions about
every word, but to focus on finding the answers to
vocabulary. For feedback, nominate students to share
the questions. Allow students to compare answers
their group’s ideas with the class and encourage
reaction and further discussion.
3 Give students time to read the questions and check
understanding. Check/clarify: deal with, homesickness.
FUNCTIONS Students re-read the blog and answer the questions,
then compare with a partner before feedback in open
Expressing surprise class.
1 С Я 1.12 Books closed. Elicit/explain that there
were many phrases used to express surprise in the Answ ers
recording. Ask students if they can recall any of 1 She’s studying.
them, and if they can think o f any other phrases used 2 Because some films give that impression of living
to express surprise. Write all correct expressions on abroad. / Because she has to do lots of things you
the board. wouldn’t do on holiday.
3 Because she has to speak French all day.
Books open. Look at the gapped sentences 1-5 with
4 Some were unhappy and wanted to leave.
students. Play the recording again for students to 5 Keep going because it won’t last forever.
listen and complete the gaps. Pause after each phrase 6 She tries to ignore them and concentrate on nice people
and ask students to repeat the phrase using suitable she meets.
intonation. Encourage students to sound enthusiastic!
Repeat the phrases several times chorally and
individually.
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2 G O I N G PLACES
VOCABULARY o f any particularly good usage and nominate these
individuals to repeat their answers during whole-
Phrasal verbs (1)
class feedback.
1 Divide the class into pairs. Ask students to cover the
blog and try to complete sentences 1-8. When the
majority o f the class have completed the sentences,
students can look back at the text to check answers.
Ask students to discuss the meaning o f the phrasal
GRAMMAR
verbs and to try to deduce their meanings from Omitting relative pronouns
context. During whole-class feedback, elicit/clarify
1 If you’re not using an IWB, write the two example
the meaning of each phrasal verb with further
sentences on the board for clarity when explaining
examples as necessary.
the answers. Give students a minute to work with a
Mixed-ability partner and answer the questions. In open class, elicit
answers and the position o f that, adding it to the
Divide students roughly according to level. Ask stronger
students to cover both the blog and the list of phrasal verbs
sentences on the board with an arrow pointing to the
and try to complete the sentences before looking at the list of object in each case. Then ask students to complete
phrasal verbs to check. the rule in pairs before a whole-class check.
Weaker students can complete the exercise with any verbs
(phrasal or otherwise) that fit the context. They then try to A nsw ers
match with phrasal verbs from the list before checking in the 1 It’s a phase that you have to go through. (phase is the
blog. This approach will help them more quickly grasp the object)
meaning of the target phrasal verbs. 2 I concentrate on the nice people that I meet. (people is
the object)
That refers to the object.
A nsw ers
1 pick up 2 go through 3 put up with
Rule
I
4 hang out with 5 wears, out 6 turning out
7 ran into 8 bring about 1 object 2 subject
Fast finishers 2 Remind students/elicit that we can remove the

relative pronoun when it refers to an object, but
Ask students to close their books and write down as many of
the eight phrasal verbs as they can remember. Students then
we need to keep it if it refers to a subject. Students
open their books to check. work with a partner to complete the exercise. During
whole-class feedback, ask individuals to say what the
relative pronoun refers to in each sentence.
PRONUNCIATION Answ ers

For practice o f phrasal verb stress g o to Student’s
B ook p age 120.
2 Students work with a partner to match the phrasal

I 1 ✓ 2 X 3 / 4 X 5 ✓
Reduced relative clauses

6 X
verbs to their meanings. Check answers in open class. 3 If you’re not using an IWB, write the sentences on
During whole-class feedback, clarify the meaning the board. Give students a minute to work with a
o f the phrasal verbs by giving/eliciting further partner and answer the questions. In open class, elicit
examples, as necessary. answers and add that is/who is to the sentences on the
board. Point out that we use reduced relative clauses
A nsw ers
in written English to make sentences flow more easily
1 run into 2 pick up 3 put up with 4 go through and improve ‘readability’. They are also a good way
5 turn out 6 hang out with 7 bring about to show examiners that you are a high level, and so
should be encouraged in written work.
Optional extension Next, ask students to complete the rule with a
This activity could be done as a game of pelmanism, allowing partner. Check answers.
for extra focus on the meanings of the verbs. Write each of
the phrasal verbs and definitions on separate cards. Give A nsw ers
one set of cards to each group of three or four students. Ask 1 I’m a student who is living and studying in France.
students to put all the cards face down on the table and take 2 The experience that is gained by living abroad is
turns to turn over two cards until they find a matching pair invaluable.
(phrasal verb/definition). The winner is the player with most
matching pairs at the end of the game.
Rule
3 Ask students to read questions 1-6 and check B
understanding. Students discuss the questions in
pairs or small groups. Monitor to encourage students 4 Ask students to work individually to complete the
to use the phrasal verbs in their answers and to exercise. Clarify that there is a mixture o f reduced
check they are being used correctly. Make a note relative clauses and omitted relative pronouns in the
35
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paragraph. Allow students to compare answers with a they don’t understand every word; they should just
partner before feedback in open class. focus on answering the question. Ask students to
check their answer with a partner before feedback in
Answ ers
I
open class.
2 who are 3 who were 4 that 5 that 7 that 3 Give students a minute or two to read the sentences
and circle the key information that they need to
look for. Students read the text again to complete
Fast finishers
the exercise. Tell them to underline information in
Ask students to look back at the article on page 21 to find
the text that helped them answer each question.
further examples of relative pronouns and any sentences
where relative pronouns have been omitted. Students check answers with a partner before whole-
class feedback. During feedback, ask students to
justify their answers by quoting the text they have
Workbook page 19 and page 122 underlined.
Answ ers
Be aware of common errors related to omitting
relative pronouns. Go to Get it right! on Student's Book 1 The Shahsavan 2 Aborigines 3 Aborigines, the Tuareg
page 123. 4 Aborigines 5 The Tuareg 6 The Tuareg, the Shahsavan
4 VOCABULARY Ask students to cover the definitions.

Give them two minutes to find the highlighted words
Ш Т i 4K VALUES in the article and to try to deduce meaning from
context. Get them to discuss what they think each
Learning from other cultures word means with a partner. Students uncover the
1 Refer back to the blog on page 24. Give students two definitions to check their ideas and complete the
minutes to rank the five things, individually. exercise. Check answers in open class, giving further
explanations to clarify meaning as necessary.
2 Give students a minute to read sentences 1-5 and
check understanding. Working individually, students
Answ ers
complete the exercise.
1 national borders 2 destination 3 diet 4 droughts
3 SPEAKING Divide the class into small groups for 5 principally 6 possessions 7 annual 8 remain
students to compare their answers. During feedback,
hold a class vote and create a class ranking on the
board. To develop discussion further, this exercise
can be done as a mingle with students comparing SPEAKING
their answers with different students until they find In pairs or small groups, students discuss the questions.
a student with the same, or very similar answers to Monitor and make a note o f any nice expressions in
themselves. English that students use during the activity. A t the end
write them on the board for the whole class to copy,
Optional extension and praise the student who used them. For feedback,
Divide the class into pairs or small groups. Ask students to ask for volunteers to report back to the class on their
make a list of the things that immigrants to their own country discussion.
would find difficult to get used to. Write some general
topics on the board to guide students if necessary e.g. food;
weather; working hours; daily timetable; transport; noise, etc. WRITING
During feedback, elicit and write up a list of things students
have come up with on the board and ask students to work in An informal email
pairs to rank them in order of difficulty to adapt to.
BACKGROUND INFORMATION
The Inuit are a group of indigenous people in Greenland, Alaska,
Student’s Book pages 26-27 Canada and Denmark. There are roughly 135,000 Inuit people
in the four countries. Traditionally, Inuit people were nomadic
and live on hunted fish, seals, polar bears and whales. They
CULTURE lived in igloos or tents made from animal skins. While hunting
1 If there is an IWB available in the classroom, this is still a part of Inuit life, nearly all Inuit have migrated south to
activity would best be done as a heads-up activity urban areas or live in Inuit communities with access to satellite
television and the Internet.
with the whole class. If your IWB allows zooming,
zoom in on the photos and nominate individuals
1 Tell students they are going to read an informal email
to say what they have in common. Alternatively,
from a girl who is staying with the Inuit people.
students can look at photos in their books and answer
Check/clarify Inuit. Students read the article to
the question.
answer the questions. Set a two-minute time limit to
encourage them to read quickly for gist and focus on
A nsw er
2
IThey all have a nomadic way of life.
48 1.15 Play the audio while students read and

listen to the article. Tell students not to worry if
the questions. Allow them to compare answers with a
partner before checking in open class.
36
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2 G O I N G PLACES
A nsw ers Students book pages 28-29
1 10 days 2 A couple of days ago. 3 She’s learning
about patience, because Inuit hunting involves a lot of CAMBRIDGE ENGLISH: First
waiting in the cold.
2 Divide the class into pairs for students to complete

Ш Т H K EXAMS
the exercise. Monitor and help with any difficulties.
Check answers in open class. READING AND USE OF ENGLISH
A nsw ers Part 4: Key word transformations
1 loads 2 Well, here I am at last 3 said I could go along 1
with them 4 I’m over the moon 5 how I’m getting on
A nsw ers
with things 6 a couple of days ago
1 worn/tired me 2 regret going 3 which really annoyed
3 Give students a minute to discuss the question in 4 put up with 5 forgot to post 6 can’t stand getting
pairs before checking in open class.
A nsw er
I They are too formal for an email to a friend.
4 Working individually, students make notes in

TEST YOURSELF UNITS 1 & 2
VOCABULARY
preparation for writing an email. Monitor to help
with any questions. Encourage them to use some
o f the vocabulary and expressions from the article,
A nsw ers
adapting larger chunks o f language as necessary.
1 wandering 2 ran into 3 refugees 4 go through
5 guilty 6 staff 7 residents 8 crawl 9 puzzled
homework. 10 turned out
Students can either write the email individually
or in pairs, as an exercise in collaborative writing
in class. On completion, ask students to exchange GRAMMAR
their emails with another pair. If students have
access to the Internet in the classroom, this could 2
be done electronically for added authenticity. Ask Answ ers
them to read and evaluate on the basis o f content
(were all points included? how interesting were the
ideas?); organisation (did each paragraph include
a clear and distinct idea like the model answer?);
3
I1 to go 2 falling 3 to do 4 to live 5 doing 6 living
communicative purpose (were you convinced by A nsw ers

it?); and language.
1 I really like that guy which who plays Sam on TV.
If you mark the writing yourself, focus on how well 2 My brother Julian, that who lives in New York, is coming
students have communicated, how clear and easy to stay with me.
their writing is to follow and whether they wrote 3 It isn’t a film which/that makes everyone laugh.
about relevant details. Avoid focusing too much on 4 The man what who plays the drums in the band is on the
left in the photo.
accuracy, as a heavily marked piece o f writing is
5 My brother broke my phone, what which means he has to
more likely to de-motivate learners than to make buy me a new one.
them try harder next time. 6 She’s the runner who won the gold medal.
FUNCTIONAL LANGUAGE
4
A nsw ers
1 quite a, amazing 2 phenomenal, incredible
3 bet, can’t 4 will, dare
37
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THE NEXT
GENERATION
find the answers. Students compare answers in
Objectives pairs before a whole-class check. During this stage
FUNCTIONS emphasising ask students to refer to the parts o f the article they
GRAMMAR quantifiers; so and such (review); do and did for underlined to justify their answers.
emphasis
VOCABULARY costumes and uniforms; bringing up children Answ ers
1 They waved from the doorstep. 2 180 days.
Student’s Book pages 30-31 3 Rain’s brother and his mum. 4 American football
player; pirate. 5 $50
6 He used the family fancy-dress collection, and friends
READING and neighbours helped.
1 As a lead-in, show some photographs o f people 7 He was embarrassed at the beginning, but thought he
was pretty cool in the end.
wearing fancy dress. Ask students: Have you ever
8 He’s going to get more sleep each morning.
worn fancy dress to a party? What sorts o f thing have
you dressed as? What was your favourite costume when
5 ( SPEAKING In pairs, students discuss the questions.
you were little? Students discuss the questions in
Monitor and help with any difficulties, but as this is
small groups. Listen to some o f their answers in open
a fluency activity, do not interrupt to correct errors
class as feedback. You could also brainstorm a list of
unless they impede communication. Listen to some
typical fancy dress costumes to gauge how familiar
o f their ideas in open class as feedback, encouraging
your students are with the vocabulary explored later
students to react to and debate with each other.
on in this unit.
I f there is an interactive whiteboard (IW B) available
in the classroom, this activity would best be done H TRAIN TO T-liM K
as a heads-up activity with the whole class. Read Changing your opinions
through the four captions, and nominate a student to
1 Ask students to read the introduction and sentences
choose a caption for each picture A-D. The rest o f the
1-3. Ask them to work with a partner to complete the
class should confirm or reject answers. Alternatively,
exercise. Check answers.
students do the matching activity in pairs before
checking answers with the whole class. Answ ers
Answ ers
A - Kiss the chef; B - Go Chargers!; C - King for a day;
D - Batman and Boy Wonder
I 1 Rain 2 Rain’s friends 3 Rochelle
2 ( SPEAKING Point out the use o f Initially and with

time. Ask students to work in small groups to discuss
2 (SPEAKING Ask students to work with a partner
how the opinions o f the other people changed.
to predict what the blog is about. Elicit students’
Encourage them to find evidence in the article to
predictions during open-class feedback, prompting
justify their answers. Listen to some o f their thoughts
students to expand as much as possible on their
in open class as feedback.
ideas, and noting them on the board to refer to after
Exercise 3. 3 ( SPEAKING Give students a few minutes to prepare
their answers. Monitor, help with ideas if necessary
3 Г Я 1.16 Play the audio while students listen and
and prompt students to make notes. Divide the class
read to check their ideas from Exercise 2. Tell them
into small groups. Students discuss their answers.
not to worry about unknown words, but to focus
Monitor, encouraging all students to participate in
on checking their ideas. The focus here is on gist
the discussion, but avoid error correction unless
understanding. Check answers, referring back to the
errors really hinder comprehension. Ask each group
ideas on the board. Ask: Did anyone guess correctly?
to nominate a secretary to note down their answers
4 Ask students to read questions 1-8 and underline (this could be one o f the quieter students, as a way
any difficult words or phrases. Clarify these in to encourage them to participate). When students
open class before students read the blog in more have some ideas, regroup them into new groups and
detail and answer the questions. Tell them not to encourage them to share information. Listen to some
use dictionaries, but to try to understand difficult o f the best ideas in open class during the feedback
vocabulary from its context. Encourage them to stage.
underline the parts o f the article that helped them
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3 THE NEXT GENERATION
Optional extension activity. At the end write them on the board for the
Write the following statements on the board: whole class to copy, and praise the student(s) who
used them. Also ask for volunteers to report back to
Cycling should not be allowed in the city centre.
the class on their discussion during feedback.
People who write graffiti on walls should go to prison.
If students do not pass an exam they should do extra Optional extension
classes on Saturdays.
Ask students to create a table in their notebook with six
Divide the class into two groups: A and B. Group A agrees columns. Ask them to write hardly any / loads o f / not many /
with each of the statements. Group B disagrees. Give a sm all number of / a lot of / a little at the top of the columns.
students three minutes to work with a student from their Call out various categories and a letter for students to race to
own group in order to brainstorm reasons why they might complete as many columns as they can in, say, one minute.
agree or disagree. Regroup students into AB pairs for For example: things in the classroom beginning with ‘s ’. You
students to debate the statements and to try to change could set this up as a competition and get students to do this
each other’s opinions. Ask volunteers to report back on their in groups, awarding points for each correct answer.
discussions during open-class feedback.

Be aware of common errors related to quantifiers.
GRAMMAR © Go to Get it right! on Student's Book page 123.
Quantifiers
1 Students should have seen most of the quantifiers in VOCABULARY
these exercises before, but it is still an area in which
students make a lot o f errors, so certainly worth Costumes and uniforms
reviewing. 1 Ask students to look at the photos on pages 30-31
Ask students to try to complete sentences 1-6 before and work with a partner to find the items. If there
looking back at the article to check their answers. is an IWB available in the classroom, this activity
This encourages students to notice language and would best be done as a heads-up activity with the
helps activate their curiosity around the target whole class. Say each item individually and nominate
language. Check answers in open class. a student to say in which picture the object appears.
Say the words for students to repeat and check
Then ask students to work with a partner to complete
pronunciation.
the rule before checking answers. Use the sentences
in Exercise 1 and further examples o f your own to
Answ ers
clarify.
Answ ers I sword and shield - 5 leather jacket - no picture

wig - no picture belt - 6 sunglasses - 4 helmet - 2
• 1 many
6 little
2 all 3 loads 4 several 5 Some, most
cape - 7 mask - 8 apron - 1 football top - 3
Fast finishers
Ask students to write a list of classic fancy-dress costumes
Rule and what they consist of (e.g. Father Christmas: a red jacket
and trousers, a red hat with a white bobble, a big white beard,
1 none 2 a little 3 several 4 loads 5 all
a sack.) After feedback on Exercise 1, ask students to describe
their costumes in open class for other students to guess the
2 Students work with a partner to complete the character.
exercise. Refer them to the rule to help them decide
on and check their answers. Check answers in 2 Students work with a partner to answer the
open class. questions. Check answers. Give students two minutes
to discuss the difference between a costume, a uniform
Answ ers
and a kit (a costume is worn to create the appearance
1 loads 2 a lot of 3 most 4 Most 5 Most o f a particular period or character e.g. a cowboy
6 hardly any costume; a kit is worn for a specific sport e.g. football
kit; a uniform is worn by members o f an organisation
Fast finishers for doing a specific job e.g. an army uniform). You
could ask students to work in small groups and
Write the following on the board:
brainstorm further examples o f each one to extend
Loads of students ... , Hardly any students ... ,
their vocabulary further. Write some o f their ideas
Almost all students ... , The vast majority of students ...
on the board.
Ask students to complete the sentences to describe students
in their school. Answ ers
A kit B costume C uniform
3 ISPEAKING In pairs or small groups, students
discuss the sentences. Monitor and encourage them
to answer in full sentences. Make a note o f any nice
expressions in English that students use during the
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3 (SPEAKING Give students time to read the questions allowed to not try it. And, if the child seems not to like a
and check understanding. Ask them to work particular item of food, that’s no reason to never try it again.
individually for a few minutes to note down their Just wait a while and reintroduce it a little later. Unsurprisingly,
Miriam found that French children were a lot less fussy than kids
answers. Monitor and make a note o f any lexical
in the UK.
errors to correct during feedback. Divide the class
In Japan Miriam discovered an interesting idea on how to deal
into pairs or small groups to discuss the questions.
with children fighting. While watching children in one Japanese
Listen to some o f their answers in open class. primary school she was surprised to see that when two five-
year-olds started to argue about whose turn it was to use the
computer, the teacher did nothing even though the children
were getting quite loud. The teacher only did something if
the children started to get physical. But she was even more
LISTENING surprised at how often the children were able to sort out their
1 С И 1.17 Books closed. As a lead-in, write the problem themselves. Instead of having an adult feeling they
had to control the child’s world, the children were learning the
following questions on the board:
important life skill of negotiating from an early age.
How often do you see your extended family (family
Other chapters look at Poland, where the family is always kept
members other than your parents and brothers/sisters)? very close together and Mexico where mothers teach their
Do you have a fixed bedtime? children how to cook from a very early age. Adults are bringing
up children all over the world. The clear message from Bringing
In pairs, students discuss the questions. Nominate
up Babies is that there is no single right way to do it and that
students to report back on their discussions in it might be a good idea to take note of how parents in other
open class. cultures are doing it.
Books open. Ask students to work in pairs to describe
what they can see and to try to explain what the 2 С >>31.17 This exercise is closely modelled on
captions refer to. Listen to some o f their ideas in open Listening Part 4 o f the Cambridge English: First
class. Play the audio while students listen and match exam. Check/clarify: guilty, bring up, attention, strict,
the countries to the pictures. Students check answers argue. Play the audio again while students complete
with a partner before whole-class feedback. the exercise. Allow them to compare answers with a
partner, encouraging them to explain their choices
Answ ers as they do this, before checking in open class. If
No time for bedtime - Argentina necessary, play the audio again, pausing to clarify
Let them solve their own problems - Japan answers.
Introduce them early - France
Keep it in the family - Poland Mixed-ability
Early to bed - Britain
To increase the challenge for stronger students, give them
Young chefs - Mexico
the questions without the multiple choice options.
Give weaker students just two options for each question by
A u d io Script Track 1.17 identifying one incorrect option in each.
Hello and welcome to Family Matters.
What is the best way to bring up children? Now there’s a Answ ers
question. Many parents are caught between what they think
they should do and what they end up doing and feeling guilty 1C 2C 3A 4B 5C
about. Well a new book by sociologist Miriam Keating might
just help make those parents feel a little bit better. In her new
book Bringing up Babies, Miriam questions some of the ideas
we have on parenting and looks to other cultures to show how Ш Т i Ж SELF-ESTEEM
they do things differently. In each chapter she takes a different Developing independence
problematic area and shows us how parents from other
countries do things differently. 1 Give students time to read the statements. Check/
For example, in the first chapter, Miriam looks at the British clarify: set their own bedtimes, earn pocket money.
obsession with bedtimes and making sure we get our children To check understanding, ask: Who sets children’s
to bed before a certain hour. To look at this from a different bedtimes? (parents); Who receives pocket money,
perspective, Miriam takes us to Argentina where parents often children or adults? (children); What might you do
let their children stay up late and where it’s not uncommon to to earn pocket money? (clean cars, do gardening).
see children eating out late in restaurants with their parents. Working individually, students complete the exercise.
But it doesn’t seem to do them any harm. What is important is
Monitor and help with any difficulties.
that children get enough sleep. So if they go to bed late, they get
up late. And that’s exactly what they do. Furthermore, by going 2 ( SPEAKING Divide the class into small groups.
out in the evenings with their parents, Argentinian children also Nominate a secretary (or get students to do this)
learn how to socialise well from a very early age. to make notes on the group’s decisions. Students
Another familiar problem that Miriam looks at is food and most compare their answers. Monitor to encourage
parents’ fight to get their children to eat healthily. For a solution students to give reasons for their answers. During
to this one she takes an example from France where children whole-class feedback, find out which questions the
are introduced to all sorts of food from a very early age. French
majority o f the class agree/disagree on.
children are allowed to not like an item of food but they are not
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Optional extension 3 This exercise requires a deeper understanding o f the
Tell students they are going to prepare a survey about texts. Give students time to read the sentences and
teenagers and parents. Ask students to work in small groups check understanding. Clarify who Amy, Stephanie
and write questions like those in Exercise 1. Point out that and Tim are. Working individually, students re-read
all the questions should score 1 for strongly agree and 5 for the texts to complete the exercise. Divide the class
strongly disagree. into pairs for students to compare their answers and
When students have come up with at least five questions, then check answers in open class.
regroup them for students to ask each other their questions
and then discuss teenager/parent relationships. Listen to Answ ers
some of their findings in open class.
1 Tim 2 Amy 3 Stephanie 4 Tim 5 Amy
6 Stephanie
READING SPEAKING
In pairs or small groups, students discuss the questions
BACKGROUND INFORMATION and make notes on their answers. Monitor and answer
Amy Chua (born October 26, 1962) is an American lawyer any questions about vocabulary, but as this is a fluency
and writer. She is Professor of Law at Yale Law School. She practice activity, do not interrupt the conversations to
published her parenting book Battle Hymn of the Tiger Mother correct students unless inaccuracy hinders comprehension.
in 2011. The book explains the strict methods she used to Listen to some o f their ideas in open class.
bring up her children. She describes these methods as typical
for Chinese immigrant parents. The book was a bestseller
Optional extension
in many countries, but the child-rearing methods described
received a lot of criticism for being too strict and focussing on This topic is likely to lead to quite a lot of discussion. It will be
academic achievement over self-esteem. Other critics agreed even more productive if you divide your class into teenagers
with the sentiments of the book and welcomed a more and strict parents. Ask them to work initially with members
disciplinary approach to parenting. Chua maintains that her of the same group and make notes on their opinions on Amy
book was ironic and should not be taken too seriously. Chua’s parenting methods. Then re-group into groups of four
with two parents and two teenagers for students to discuss
their opinions. Assigning roles and giving preparation time
1 A recording of this text is available with your in this way often leads quieter students to interact more and
digital resources. If there is an IWB available in voice their opinions. Monitor and encourage all students
the classroom, this activity would best be done as to speak. Develop the conversation into a whole-group
a heads-up activity with the whole class. Zoom in discussion.
on the book cover and ask: What kind o f book do
you think this is? Elicit ideas in open class, but do
not comment at this stage. Ask students to read the
introduction. Tell them not to worry if they do not
GRAMMAR
understand every word, but to focus on getting a so and such (review)
general understanding o f what the book is about. 1 Ask students to complete sentences 1-2 before
Check/clarify: the Chinese Way. Allow them to discuss finding the sentences in the text to check their
their ideas with a partner before checking answers in answers. Ask students to work with a partner to
open class. Ask: Would you like to read the book? complete the rule. Check answers in open class.
Refer to the examples in Exercise 1 to clarify and
A n sw er
add further examples if necessary.
A story about bringing up children the ‘Chinese way’.
Answ ers
2 Tell students they are going to read two different
opinions on the book. Students read the two opinions
and answer the questions. Ask them to underline any
phrases that support their answers. Students compare
I 1 so
Rule
2 such

Encourage students to refer to the texts when giving
their answers. I 1 such 2 so
2 If you’re short on time, you can set this exercise for

Answ ers homework.
Stephanie’s opinion is ‘against’. She believes that children Students fill the gaps and complete the sentences
should be able to enjoy their childhoods and watch TV and with their own ideas. Divide the class into pairs
play computer games. for students to compare answers. Listen to some
Tim ’s opinion is ‘for’. He thinks parents are too soft on their examples in open class as feedback.
children and let them do what they want. They also don’t
Mixed-ability
have enough time for their children.
Weaker students could do the exercise in pairs before
comparing with a different partner.
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Answ ers 2 Ask students to read the definitions and check that
I1 so 2 such 3 so
do and did for emphasis

4 such
they understand the language used. Students work
with a partner to match the expressions in the text
with their meanings.
3 To promote noticing, ask students to fill the gaps, Answ ers

and then find the sentences in the text to check their a to get ahead in life b bring up c grow up d do well
answers. Before they look at the rule, you could e soft f do your best g strict h childhood
ask them to consider the effect of do and did in the
example sentences.
Fast finishers
Answ ers Ask students to circle the words to look for other interesting
Look!
I1 do 2 did
lexical chunks in the text. One approach would be for them to
circle all of the words to the right of the space.
Optional extension
Read through the information with students. Check that This exercise can be made into a matching activity. Before
they are clear on the different usage o f so/such and too/ the lesson, write each expression and each meaning on
not enough by writing the following gapped examples on cards. Create enough sets of cards to allow for one set per
the board. Elicit the answers in open class: four students. Mix up all the expressions and meanings
and distribute one set to each group of students. Either ask
It was cold that we didn’t go to the beach. (so)
students to match the expressions and meanings or ask them
It was cold to go to the beach. (too) to turn all the pieces of paper face down and play a game of
It was __ a cold day that we didn’t go to the beach. (such) pelmanism, taking it in turns to try to find a matching pair.
4 This exercise is closely modelled on Reading & Use of

English Part 4 o f the Cambridge English: First exam.
If you’re short on time, you can set this exercise for
homework. Student’s Book pages 36-37
Students work individually to complete the exercise,
then check their answers with a partner before LITERATURE
whole-class feedback. During feedback refer to the
rules and Look! box for clarification. BACKGROUND INFORMATION
Nick Hornby (born April 17, 1957) is an English novelist and
Answ ers
screenwriter. His novels include Fever Pitch (1992), High Fidelity
1 weren’t enough chairs 2 doesn’t save enough (1995), About a Boy (1998) and A Long Way Down (2005), all of
3 too boring to 4 did like 5 do think we shouldn’t which have been made into films. His novels mainly focus on
music, sport and the difficulties of human relationships.
Workbook page 28 and page 123 About a Boy was made into a film in 2002, starring Hugh Grant
as a rich lazy man who lives off the royalties from his father’s
music. Nicholas Hoult plays a young boy who is bullied at school
PRONUNCIATION and brought up by his single mother (Toni Collette). The film
focuses on the difficulties of growing up, both for the young boy
For practice o f addin g em phasis g o to Student’s and the older man. It is an excellent film to show to teenagers
B ook page 120. in the classroom and can lead to a lot of discussion about
relationships, bullying, parenthood, life as a teenager and so on.
VOCABULARY 1 Books closed. As a lead-in, brainstorm a list o f films

about teenagers and write the titles on the board.
Bringing up children
Divide the class into pairs for students to take turns
1 Before filling the gaps, ask students to read the to describe the plot of the films listed for their
text to answer the question: Does the text suggest partners to guess the title. Listen to some examples
that parenting is easy or difficult? (The aim o f this in open class and write any repeated themes on
is to encourage students to read a text first for gist the board.
understanding and then only on a second read, to
Books open. If there is an IWB available in the
complete the task assigned.) Divide the class into
pairs for students to complete the exercise. Check
heads-up activity with the whole class. Ask students
answers. Draw attention to the expressions: do
to look at the photos and read the introduction.
their best; get ahead in life; bring up; grow up; do well
Check/clarify: depressed, bullied. Ask students to
and give further examples to clarify meaning as
quickly discuss the question with a partner. Listen to
necessary.
some o f their ideas in open class and write them on
Answ ers the board to facilitate feedback on Exercise 2.
1 do 2 get 3 bring 4 childhood 5 grow 6 do 2 С И 1.20 Play the audio for students to listen and
7 strict 8 soft read to check their answer to Exercise 1. Tell them
to concentrate on answering the question and not
to worry about understanding every word. Allow
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students to compare with a partner before feedback Answ ers
in open class. Nominate students to give reasons for
1 He’s such a good father.
their answer. 2 She gets on so well with children./She does get on well
3 Check/clarify think highly of. Ask students to with children.
underline the key information they w ill need to read 3 She’s so patient.
4 My dad did try his best.
for. You could encourage students to try to answer
5 My parents did make some mistakes.
the questions before reading again. Students then
6 She’s so soft on her children.
read the text again in order to check. Let students 7 He’s such a strict father.
compare answers with a partner before feedback in 8 Parents do get it wrong sometimes.
open class. During feedback, ask students to refer to
the parts o f the text that support their answers. 2 Students discuss the question in pairs. Monitor to
answer any questions and to help with ideas. Listen
Answ ers
to some o f their answers in open class.
1 when you were only twelve?
3 IWRITING Students work in pairs and develop one of
2 Marcus looked out of the bus window
the sentences into a dialogue. Students then practise
3 neither of them was doing all right
4 But his mum seemed to be saying that there was more their dialogues. Monitor during both stages. Do not
to it than that. / He hadn’t even known until today correct errors unless they hinder comprehension. You
5 (there were loads of kids at school, he reckoned, kids who could note down any repeated errors to discuss later
stole and swore too much and bullied other kids, whose as a class. Ask a few pairs to perform for the rest of
mums and dads had a lot to answer for). the class.
6 Marcus thought he was lucky to have found him.
Mixed-ability
4 IVOCABULARY Students work individually to If your class has a mix of levels, make similar-ability pairings
complete the exercise, then check their answers with where you can.
a partner before feedback in open class. Encourage stronger students to speak spontaneously and to
perform their dialogues without looking at their notes.
Mixed-ability Encourage weaker students to write their dialogues in full
Stronger students can refer solely to the context provided before practising them.
by the extract in order to deduce meaning before referring
to the definitions to check.
4 Give an example of your own to get students
started. Use emphasis when describing the person’s
Answ ers personality and anecdotes to show how the person is
good with children. Ask students to work individually
1 trendy 2 mess it up 3 doesn’t know the first thing
4 straightforward 5 for nothing 6 swore
to complete the exercise.
7 off her head 8 whichever way 5 In pairs or small groups, students talk about the
person they’ve chosen. Monitor to encourage
5 (SPEAKING In pairs or small groups, students discuss students to use emphatic structures where possible.
the questions. Monitor and encourage students to During feedback, ask for volunteers to share their
answer in full sentences. Make a note o f any nice descriptions with the class.
expressions or lexical errors to refer to during
feedback. At the end write both questions on the Mixed-ability
board to discuss and ask students to identify and With stronger groups, ask students to give a two-minute
correct the errors. Also ask for volunteers to report presentation on their chosen person.
back to the class on their discussion.
FUNCTIONS WRITING
Emphasising An essay
1 Books closed. As a lead-in, ask students: Which This could be done as a collaborative writing activity in
words can we use to make sentences more emphatic? class or planning for this exercise can be done in class
Elicit answers in open class and write so/such/do/ with the writing set as homework.
did on the board. If students have difficulty, write Ask students to discuss which essay they’d like to
the following on the board and point out where the choose. Before writing, students should write a plan
words should go in each sentence. for their essay. This involves thinking of ideas for and
He is (such) a nice man. against the statement and imagining other people’s
I am (so) tired. opinions, not just their own. Their own opinion should
I (do) like swimming in the sea. be presented and argued in the final paragraph.
I (did) do my homework. When students have completed their essay, ask them
Books open. Students work with a partner to to exchange with a partner/another pair and read each
complete the exercise. During whole-class feedback, other’s essays. Ask them to add a comment to the article
say the sentences for students to repeat and check o f the type you might make in response to an online
pronunciation. Encourage them to be emphatic! article. You may like to display the essays around the
class for students to circulate and read.
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T H I N K I N G OUTSIDE
THE BOX
Objectives 3 Tell students they are going to read an article about
lions in Africa. Students read the article to find the
FUNCTIONS expressing frustration answer to the question. Tell them it is not important
GRAMMAR b e/ get used to (doing) vs. used to (do); adverbs to understand every word, but to focus on matching
and adverbial phrases the summaries to the sections. To encourage students
VOCABULARY personality adjectives; common adverbial
to read quickly, set a two-minute time limit. Students
phrases
compare their answers with a partner before
checking in open class.
Answ ers
READING
The Masai are a nomadic tribe in Kenya and Tanzania,
IA4 B3 C (extra summary) D1 E5 F2

'K' Use o f English Part 6 o f the Cambridge English:
numbering roughly 1.6 million people. Despite modern First exam. Check/clarify cowsheds, posed, kept well
influence, they largely maintain their traditional lifestyle of
away, conflict. Tell students that the best approach
desert farming. They are famous as warriors and herders of
for this type o f exercise is to first underline the key
cattle. They measure wealth by the number of cattle owned
and the number of children in a family. If you have access to the information in the sentences that w ill help them
Internet in the classroom, students may like to see examples of place the sentences in the text (e.g. that in sentence
Masai people who have particular clothes, body modifications A; this motionless thing in sentence B). Next, they
and dances. should read the words around the gap in the text
and look for connections between the text and the
1 Books closed. As a lead-in, divide the class into sentence in the gap. Do the first one as an example in
teams and give them two minutes to make a list of open class and clarify how the sentence in the gap is
countries in Africa. Who can write the most? After connected to the text. Students complete the rest of
two minutes, find out which team listed the most and the exercise individually. Suggest that they underline
ask them to read their list to the class while others the parts of the text that helped them find the
cross o ff countries which also appear on their lists. answers. Students check their answers with a partner.
Ask students: What do you know about Africa? How do Do not confirm answers at this stage.
people live? What problems do they have? What places
or things would you like to visit there? Answ ers
Students discuss the questions in pairs. Listen to some
o f their ideas in open class.
(IWB) available in the classroom, this activity would
I1 G 2 A 3B 4 E 5 D 6H 7C
5 Г Н 1.21 Play the audio for students to check their

answers to Exercise 4. Confirm answers in open class,
best be done as a heads-up activity with the whole asking students to refer to the parts of the text to
class. Say lions and nominate a student to point to the explain the answers.
correct picture on the board. Alternatively, students
6 ( SPEAKING Divide the class into pairs or small
do the matching activity in pairs before checking
groups to answer the questions. Monitor to help with
answers with the whole class.
vocabulary and to prompt students to give reasons
Answ ers for their answers. Asking students to come to an
agreement as a group focuses their speaking towards
lions - C cattle - D a scarecrow - A a light bulb - E
the achievement o f a tangible goal, which in turn
a battery - B a solar panel - B
motivates them to speak more. Listen to some of their
answers during open-class feedback. Have a quick
2 (SPEAKING Divide the class into pairs for students to
show of hands to find out how impressive they think
complete the exercise. Give some examples o f your
the invention was and nominate students to give
own to get them started if necessary (e.g. they could
reasons for their opinions.
put a scarecrow on the back o f some o f the cattle to
scare the lions). During feedback, listen to some of
their ideas in open class and praise the most creative
ideas.
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4 T H I N K I N G O U T S I D E T H E BOX
Optional extension
Make groups of three. One student in each group is Richard
the inventor and the other two are members of the audience. GRAMMAR
The audience members can ask their questions for Richard
to respond. be/ get used to (doing) vs. used to (do)
1 Ask students to read sentences 1-4. Ask: Which
two words are in all o f the sentences? (used to). Ask
■ TRAIN T O T -liN K students to work with a partner to complete the
exercise. During feedback, point out that in sentence
Lateral thinking 2, used to is preceded by are and in sentence 3 by got.
1 Books closed. Refer students to the title o f the unit Students work with a partner to complete the rule.
Thinking Outside the Box. Ask students to work with a Encourage them to refer to the example sentences to
partner and discuss the meaning o f the phrase. Elicit help them. Check answers.
ideas and explain the correct meaning with examples.
Answ ers
I
Ask: Is this a useful skill? Why? Listen to some o f their
ideas in open class. 1 exist 2 attacking 3 seeing 4 play
Books open. Ask students to read the text in the
yellow box and try to think o f answers before they
Rule
I
read the text that follows to see i f any o f the ideas
they came up with are mentioned. 1 used to do 2 be used to doing 3 get used to
2 ISPEAKING Give students time to read situations
1-3. Check/clarify: operating theatre. Divide the class LANGUAGE NOTE
into pairs or small groups for students to discuss
Students often make the following mistake due to L1
possible answers. Remind students that there may interference:
be more than one possible solution and encourage
I am used to get up early.
them to come up with as many ideas as they can.
Point out that we use the gerund form here to talk about
Monitor and praise students who make the effort to
something familiar, not to describe something as a regular or
explain their ideas in English rather than reverting to habitual event.
their first language. Nominate two or three students
I am used to getting up early. = Getting up early is normal for me,
to share their ideas in open class and have a class it’s not particularly difficult.
discussion as to which are the most likely answers.
2 Ask students to work individually to choose the
Possible answers correct form in each sentence and encourage them to
1 The doctor is the boy’s mother. refer to the rule to check their answers. Allow them
2 The woman is in a hotel room and the person in the next to compare answers with a partner before feedback
room is snoring loudly. She calls the number to wake in open class.
them up and to stop the snoring.
3 The man is not tall enough to reach the button for the A nsw ers
twelfth floor.
1 to look after 2 to hearing 3 to seeing 4 to watch
5 to imagine 6 to speaking
Optional extension
Here are two more lateral thinking problems:
Fast finishers
A cowboy rode into town on Friday, spent one night there,
Ask students to write sentences about famous people with
then left on Friday. How is that possible? (His horse is called
used to and be/get used to + -ing. For example: Lionel Messi
Friday)
used to live in Argentina. Now he lives in Spain. When he
A women had two sons, Billy and Bobby, who were born at arrived in Spain, he found the language quite different, but
the same hour on the same day of the same year, but they now he’s used to Castilian Spanish.
were not twins. How is this possible? (They were two of a set
of triplets)
Alternatively, do an internet search for lateral thinking
homework.
problems and choose two which would be suitable for your
group. Ask students to work in pairs and complete the
Divide the class into AB pairs and give each student a exercise. Remind them to check if the sentence
different problem with the solution. Give students time requires a positive or negative form. Check
to read and understand their problem and solution. Ask answers with the whole class, checking students’
students to exchange problems, but not solutions. Students pronunciation o f used to. Draw attention to the
ask each other questions to find the solution to each elision o f the /d/ and /t/. If necessary, refer back
problem. Tell them they can only ask yes/no questions
to the rule to clarify understanding.
(Not Who, What, Why, etc.) as this makes the exercise more
difficult and maximises language practice.
Answ ers
I 1 am/’m 2 get 3 got 4 get 5 Are 6 weren’t
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4 ISPEAKING Divide the class into pairs for students Fast finishers
to discuss their answers. Encourage them to go into Ask students to think of things that someone who is each
detail and to ask each other questions. Monitor as adjective does. For example, an im aginative person has a lot
they are doing this and make a note o f common of ideas, makes up stories, dreams a lot, etc.
errors with used to and be/get used to + -mg. Write
these up on the board, ensuring anonymity, and
ask students to correct them as part o f whole-class Optional extension
feedback. Higher level students may like to work with a partner to
rank the adjectives from best to worst. This can lead to
Workbook page 36 and page 123 some interesting discussions - Is it better to be decisive or
responsible? Dull or arrogant?
Be aware of common errors related to used to.
VOCABULARY SPEAKING
1 Ask students to read the instructions and the
Personality adjectives example. Students can do the exercise together but
1 Books closed. As a lead-in, brainstorm personality make sure that they all write the sentences. Monitor
adjectives in open class and write them on the board. and help with any questions about vocabulary. Be
alert to students describing other class members
Books open. Ask students to work with a partner to
negatively. Encourage stronger students to write
discuss meaning o f the adjectives. During whole-
about adjectives that are new to them.
class feedback, ask questions to check understanding.
For example: Does a decisive person take a long time
Mixed-ability
to make a choice? (no); If you are confident, do you
Weaker students can write sentences about three different
get shy when you meet new people? (no). When
people.
checking pronunciation, you may like to write the
words on the board and elicit and mark the stress.
2 Regroup students and ask them to read their
Answ ers sentences to their partner, who should then guess
which adjective is being described. Encourage
bright, responsible
students to sit facing each other and to hold their
books up to force students to speak and listen,
Optional extension rather than just read each other’s sentences. During
As a further check on understanding, ask students to work feedback, listen to some examples in open class.
in pairs to group the adjectives into positive and negative. 3 Students ask each other extra questions about the
Check answers. adjectives. Monitor and help with vocabulary as
Positive: bright, responsible, decisive, imaginative, necessary. Avoid error correction unless errors
organised, practical, confident, cautious really hinder comprehension. Make a note o f
Negative: bad-tempered, impatient, arrogant, dull any nice expressions in English that students use
during the activity, emphasising lexical range over
2a Ask students to work individually and read the accuracy. At the end, write them on the board for
sentences to complete the exercise. Allow them to the whole class to copy, and praise the student who
check their answers with a partner before feedback used them. Giving positive feedback like this will
in open class. encourage students to be more adventurous in similar
communication tasks.
Answ ers
1 ✓ 2? 3 / 4 X 5 ✓ 6? 7 ✓ 8 / Mixed-ability
Give weaker students time to work with a partner and think
b Students work with a partner to choose a word from of further questions before completing the exercise.
Exercise 1 for each sentence. Check answers in open
class. During feedback, ask concept-check questions
to check understanding, for example: Which adjective LISTENING
would describe a boring film? (dull); Do impatient
people like waiting? (no). Also make sure students are Being imaginative
pronouncing the words correctly, paying particular 1 Books closed. As an introduction to this activity,
attention to word stress. take a piece o f realia (a frying pan or coat hanger
are good examples) into the classroom and show it
Answ ers to students without saying anything. In open class,
1 bright 2 cautious 3 decisive 4 dull 5 imaginative brainstorm possible uses for the object, encouraging
6 impatient 7 organised 8 responsible students to be as inventive as possible by praising
those who come up with the most imaginative ideas.
Books open. Read through the task with students
and ask them to work individually to complete the
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exercise. Divide the class into pairs for students to 3 (SPEAKING Divide the class into pairs for students to
compare their ideas with a partner. Listen to some of compare their ideas with those o f Briony and Mark.
their ideas in open class as feedback. 4 С Я 1.22 This exercise is closely modelled on
2 С И 1.22 Ask students to read the instructions. Play Listening Part 2 o f the Cambridge English: First
the audio for them to listen and answer the questions. exam. Ask students to read the sentences and check
Ask students to check answers with a partner before the meaning o f any unfamiliar words or phrases. Get
whole-class feedback. them to underline the key information they w ill need
to listen for and to make predictions as to possible
Answ ers answers or the types of word needed to complete
1 paperweight, doorstop, laptop stand, something to stand the sentences, before listening. Play the audio while
on, hammer, car wheel chuck students check their answers. Let students compare
2 two faces, tree, broccoli, human brain with a partner before feedback in open class.
Answ ers
Boy So, did you do the one with the brick? 1 comes up with 2 pile of papers 3 nails 4 cheating
5 how im aginative 6 hard
Girl Yes.
Boy OK. So. How many things did you think of?
Girl Well I only came up with six things.
Boy Only? I think six is a lot! What are they, then, your six?
T INK VALUES
Girl Well, first of all, a paperweight - you know, put it on top Appreciating creative solutions
of a pile of papers to stop them blowing away when you
open the window. 1 Ask students to work individually to choose the best
Boy Right. Of course! Why didn’t I think of that? ending for the sentence. Tell students that there isn’t
only one correct answer. Students compare ideas
Girl Then, a doorstop, to stop a door banging in the wind.
Then, er, something to put your laptop on, make it with a partner. During feedback, have a quick vote
higher so you don’t have to look down at the screen. to find out which sentence students chose. Nominate
Erm then you can use the brick to stand on ... one or two students to give reasons for their choice.
Boy What? 2 Working individually, students rank the five items
Girl You know, when you’re at a concert or something, and in order o f importance. Remind them to think about
you can’t see, you stand on the brick. That’s four. And what is important for themselves, not for people in
the other two are ... a hammer, to knock nails into a general. Encourage them to reflect on the reasons for
wall, and lastly you can put the brick behind the wheel
their choices and to note these down.
of a car to stop it moving.
Boy You’re not serious, are you? 3 (SPEAKING Ask students to compare their answers
Girl About what? in pairs or small groups. Listen to some o f their ideas
in open class during feedback and also decide on the
Boy About using a brick as a hammer. I mean, it’s too soft,
the brick would break. best order to rank the five items, as a class.
Girl Oh please. It’s only a game. Don’t take it so seriously.
Optional extension
Boy Yeah, OK. What about the picture one?
Write the following questions on the board:
Girl I haven’t done that one yet. Have you?
1 In which school subjects do you have to be imaginative?
Boy Yes, and I got four things. Do you like those subjects? Why (not)?
Girl Come on then. What are they? 2 Do scientists need to be imaginative? Why (not)?
Boy Well, I can see ... two people’s faces looking at each
3 What would a society full of very imaginative people
other if you focus on the trunk ... and I can see a tree ...
be like? What about a society where nobody had any
Girl Yes, yes. That’s obvious. What else? Come on! imagination?
Boy OK, OK, don’t be so impatient! A piece of broccoli ... Ask students to discuss the questions in pairs or small
Girl OK ... hmm, yes, OK, although any tree could be said to groups, then listen to some of their ideas in open class and
look like a piece of broccoli. And ...? encourage further debate and discussion.
Boy . and then lastly, a human brain .
Girl What? How do you see a human brain in this picture?
Boy Can’t you see it? Look - there! The top bit ... if you
ignore the trunk.
Girl Oh come on! You can’t just base it on one part of the READING
picture and ignore the other ... that’s cheating!
1 A recording of this text is available with your digital
Boy Now who’s taking things too seriously? resources.
Girl Yes, sorry. But honestly - who makes these things up?
Books closed. As a lead-in to this exercise, ask
Do you think they really say anything about a person?
students: Do you know what you want to do when
Boy Well they’re supposed to show how imaginative you are.
you finish school? Go to university/start work? Is there
And I’m a bit hopeless, so I guess it means I’m not very
imaginative! anything that worries you about going to university or
Girl No, don’t be so hard on yourself. What’s so creative
starting work? Ask students to work with a partner
about thinking of things to do with a brick? and discuss the questions. During feedback, make a
Boy You’ve got a point, I guess. Fun, though, isn’t it?
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note of the most common worries and elicit ideas on GRAMMAR

the best way to overcome them.
Adverbs and adverbial phrases
Books open. Tell students they are going to read a
1 Books closed. Divide the class into two teams and
post from a student who is worried about university.
Working individually, students quickly read the text have a game o f ‘vocabulary tennis’. Teams take it in
turns to say an adverb. Elicit one or two in whole
and answer the question. Set a two-minute time limit
to encourage them to read quickly, for gist, rather class to check students are clear on what an adverb
is. If a team makes a mistake or takes more than five
than getting bogged down in trying to understand
every word. Check answers with the whole class. seconds to think o f an adverb, the other team scores
a point. To avoid stronger students dominating the
A n sw er game, nominate a different student for each answer.
As well as acting as an introduction to this language
He’s worried about the course he’s planning to do at
point, this game w ill give you an idea o f the extent o f
university because he doesn’t think he’s creative enough
to be able to succeed at it. students’ current knowledge o f adverbs.
Books open. Ask students to read the instructions.
2 SPEAKING Working in pairs, students discuss the Check/clarify time, manner, place and certainty with
best way to reply to Paul’s post. Listen to some of adverbs that do not appear in the exercise (e.g.
their answers in open class and make a note on the finally, happily, outside and certainly or clearly). Ask
board for future reference, but do not comment at students to work with a partner and complete the
this stage. exercise. Check answers in open class.
3 Tell students they are going to read a reply from
Answ ers
I
Sarah. Check/clarify: relate, denying, brought up,
assumption, enthusiasm. Ask students to read the 1T 2 C 3C 4 P 5 M 6 P 7 C 8T 9M
reply and underline the sections that refer to specific
advice for Paul. Allow them to compare answers with
2 Check understanding of qualify. Do number 1 in
a partner. During whole-class feedback, refer back
class to make sure students understand the activity.
to the ideas on the board. Ask: Did anyone suggest the
Students look back at the text on page 42 to complete
same advice?
the exercise. Allow them to check answers with a
4 Do the first one with students to clarify the task. partner before whole-class feedback.
Before reading the text again, ask students to
A nsw ers
underline the key words in the statements that will
help them decide if the sentence is true or false. 1 relate 2 start, believe 3 think 4 thinking 5 work
Students read the letters again and complete the
activity. Check answers with the whole class. Ask 3 Explain to students that an adverbial phrase is a
students to correct false statements. group o f words that act in the same way as an adverb
i.e. they qualify a verb. Look at the examples in lists
Answ ers A and B with students. Ask students to work with a
1 F (He wants to work in TV.) partner and complete the exercise. Check answers in
2 T open class.
3 T Read through the rule in open class and elicit
4 F (She says she can completely relate to his post.)
answers. Refer back to the sentences in Exercise 3
5 T
for examples o f the two types o f adverbial phrase.
6 T
7 F (She thinks we shouldn’t see things as ‘right’ or ‘wrong’.) Put the adverbial phrases into sentences for further
8 T clarification. For example He completed the exercise
without difficulty.
5 SPEAKING Divide the class into pairs or small
groups for students to discuss the questions. Monitor Answ ers
and help with vocabulary as necessary. Try the ‘silent A B
tick’ - writing a tick on a student’s notebook i f they friendly fear
speak well. Students can be quite motivated by this! interesting surprise
Ask some o f the students to share their opinions with strange enthusiasm
the whole class and encourage open-class discussion.
Rule
PRONUNCIATION
For practice o f pron ou n cing w ord s w ith gh g o to
Student’s B ook page 120.
I 1 adjective 2 noun

homework. Ask students to work individually and
complete the sentences with an adverbial phrase of
their choice. Allow students to compare answers with
a partner before feedback in open class.
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Answers Student’s Book pages 44-45
1 a friendly / strange / horrible way
2 difficulty / interest / enthusiasm PHOTOSTORY: episode 2
3 a / an interesting / strange / different way
4 excitement / interest / enthusiasm Writer’s block
5 enthusiasm / excitement / interest 1 Look at the title and elicit/explain the meaning.
If you are using an IWB, project the photos on
the board and ask students to close their books.
Fast finishers
Ask students to try to remember the names o f the
Ask students to close their books and write down all of the
teenagers (Emma, Liam, Justin and Nicole) from
adverbs and adverbial phrases from page 43 that they can
remember. When they have completed their lists, students episode 1. Students look at the photos and read
open their books to check. the questions. Ask them to predict answers to the
questions based solely on the photos. Write some of
their ideas on the board.
2 С Й 1.25 Play the audio for students to listen and
check their answers from Exercise 1. During whole-
VOCABULARY class feedback, refer to students’ ideas on the board.
Ask: Who guessed correctly?
Common adverbial phrases
1 Look at the example in open class. Ask students Answ ers
to work with a partner and complete the exercise. 1 To write a story. 2 She’s anxious about it.
Check answers in open class. During feedback, say 3 No, he isn’t being helpful.
the adverbial phrases for students to repeat. Pay
particular attention to the pronunciation o f row /гаи/
and purpose /'p3:pss/. DEVELOPING SPEAKING
Answ ers 3 Ask students: What do you think happens next? Get
1 in public 2 in private 3 on purpose 4 by accident them to brainstorm possible endings. Students work
5 in a panic 6 in a hurry 7 in a row in groups, with one student in each group acting
as secretary and taking notes. During whole-class
2 Give students time to read through the sentences. feedback, write students’ ideas on the board to refer
Check/clarify: behaved, staring. Working individually, back to once they have watched the video. Don’t give
students choose the correct option for each sentence. away answers at this stage.
Students compare answers with a partner before 4 О EP2 Play the video for students to watch and
feedback in open class. check their answers. During whole-class feedback,
refer to students’ ideas on the board. Who guessed
Answ ers
correctly?
1 in private 2 on purpose 3 in public 4 in a row 5 Ask students to complete the exercise in pairs.
5 in a hurry 6 in a panic 7 by accident 8 in secret
Monitor and help with any difficulties. Play the video
again, pausing as required for clarification.
Optional extension Check answers with the whole class.
Divide the class into AB pairs. Ask As to close their books and
Bs to read sentences from Exercise 2 at random, replacing the Answ ers
adverbial phrases with ‘beep’ for A to guess them. After three
1 c 2 e 3 g 4 a 5 f 6 d 7 b
minutes ask students to switch roles and repeat.
3 (SPEAKING Ask students to read the questions and

reflect on their answers. As these questions are PHRASES FOR FLUENCY
difficult to answer spontaneously, give students some 1 Ask students to locate expressions 1-6 in the story on
thinking time to make notes on their answers. You page 44 and underline them. To encourage speed-
could also give some example answers o f your own reading, you could do this as a race and ask students
to get them started. Students discuss the questions to find the expressions as quickly as possible. Ask
in pairs or small groups. Monitor and answer any students to compare their answers with a partner
questions about vocabulary, but as this is a fluency before whole-class feedback.
practice activity, do not interrupt to correct mistakes
unless inaccuracy hinders comprehension. Listen to Answ ers
some o f their ideas in open class for feedback. 1 Emma 2 Justin 3 Nicole 4 Emma
5 Nicole 6 Liam
2 Working in pairs, students complete the

dialogues. Check answers. If you’d like to do some
pronunciation work with your students, focusing
on intonation, drill the dialogues in open class (for
students to repeat together).
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Answers Answers
1 again 2 can’t be serious 3 Calm down 1 It’s all good 2 for good 3 not very good
4 give it a rest, out of order 5 That’s just it 4 It’s a good thing 5 So far, so good 6 it’s no good
| Workbookpage38| ^
Optional extension
Disappearing sentences: you’ll need to write out the dialogues FUNCTIONS
on the board or project them on the IWB for this one. Make
AB pairs so that half of the class are A and half are B. Students Expressing frustration
practise the conversations from Exercise 2 in their pairs. Cover a
small section of the dialogue, beginning from the right-hand side
1 To introduce the concept o f frustration, tell a story
of the screen or board. Students repeat the dialogues in their about something frustrating that happened to you.
same AB pairings trying to remember the whole thing, including For example: running for a flight only to find that
the parts they can no longer see. Cover more and more of the it has been delayed, or finding it impossible to
dialogue, with students practising at each stage, until eventually memorise something. Include some o f the phrases
nothing is left on the board. Ask for volunteers to perform for to express frustration in your anecdote. Ask students
the class or have all As and all Bs perform in unison. This activity
to work with a partner to think o f examples o f
involving lots of repetition is a fun way for students to memorise
useful lexical chunks. frustrating things that have happened to them.
Look at the seven phrases. Students work with a
partner to answer the questions. Ask students to
W ordW ise find the phrases in the photostory before checking
answers in open class. Say the phrases for students
Expressions with good
to repeat and check pronunciation.
1 Books closed. To introduce this activity, write good
in the centre o f the board. Divide the class into A nsw ers
pairs and ask students to make a list o f as many
She doesn’t say 2, 3, 5 or 6.
expressions with good as they can in three minutes. The sentences all express a negative opinion about personal
Elicit and write any correct answers on the board. ability or a situation.
Books open. Ask students which of the expressions
on the board appear. Next, ask them to work with a 2 In open class, elicit as much information as students
partner and complete the exercise. Check answers in can recall about the woman who loses her key in the
open class. photostory. Refer students to the first sentence in
Exercise 1 (I can’t (do that)) and ask students what
A nsw ers the woman might have thought using this expression.
1 not very good at 2 So far, so good. 3 It’s all good. Nominate one or two students to share their ideas
4 It’s no good 5 It’s a good thing and then ask students to work in pairs to think of
and write down three thoughts using other sentences
2 Students work individually to match the phrases from Exercise 1. Monitor to check that students
from Exercise 1 with the meanings. During whole- are using the sentence stems appropriately. During
class feedback, say the phrases for students to repeat feedback, ask students to share their ideas with the
and check pronunciation. Give further examples to class and review any common errors.
outline meaning of the phrases i f necessary.
A nsw ers
WRITING
1 for good 2 It’s no good. 3 It’s all good. A story
4 So far, so good. 5 not very good at 6 It’s a good thing The planning for this exercise can be done in class and
the writing can be set as homework.
Optional extension Tell students they are going to write a story ending with
Ask students to work with a partner to complete sentences the words Thanks, you saved my life! and that the story
1-6 with one of the phrases from Exercise 1. Check answers doesn’t have to be true. You could tell them a story of
in open class. your own to act as an example or elicit Emma’s story.
1 - the children are asleep. We can watch a film! Give students a short while to think o f ideas for a
2 She’s not going to Australia just for a holiday - she’s going story and to make notes. Divide the class into pairs for
there . students to share their ideas with a partner. Encourage
3 Oh no! This food is awful! Well, I guess I’m at partners to ask questions to elicit further details about
cooking. the story and to give suggestions as to how they might
4 A It’s really cold today. make their stories more interesting. In open class,
B Yes. we’re wearing our coats. brainstorm adverbs or adverbial phrases (from page 43)
5 A How are you getting on? and personality adjectives (from page 40) that students
B . I think I’ll finish in ten minutes. could use in their stories. When students have told their
6 I’ve apologised three times to her, but - she’s still stories, ask them to work individually to expand on
angry with me. the notes they have made in order to make the story as
interesting as possible and to try to use four items of
vocabulary from the unit. Finally, students should write
their final version in class or at home.
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Student’s Book pages 46-47 Answ ers
Speaker 1 - G Speaker 2 - F Speaker 3 - H
Ш Т i Ж EXAMS Speaker 4 - A Speaker 5 - E
LISTENING w Orkbookpage ^
♦)1.26
VOCABULARY
You will hear five different people talking about an after-school
art group. Choose from the list (A-H) what each speaker likes 1
most about the group. Use the letters only once. There are three
Answ ers
extra letters that you do not need to use.
1 strict 2 organised 3 helmets 4 bad-tempered
Speaker 1 5 well 6 public 7 imaginative 8 panic
There’s a massive emphasis at our school on sport and we’re 9 secret 10 grow
really encouraged to get involved. There are clubs for loads of
different sports and most kids want to get into at least one team.
It’s definitely the thing to do if you want to be in. Being into
art is most definitely not cool so if you’re creative like me, you GRAMMAR
usually don’t talk too much about it. When I heard Mr Bowden 2
was starting an art club I got really excited. Not only is he a really
inspiring teacher but it was my chance to find out if there were Answ ers
any other secret artists like myself at school. It turns out there
1 enthusiasm 2 None 3 live 4 few 5 living
are and I’ve made loads of new friends. I couldn’t be happier.
6 little
Speaker 2
3
I’ve been into art as long as I can remember. When I was a little
kid I was always colouring in and cutting out and making things.
Answ ers
It’s my favourite subject at school by a long way, and I know that
when I leave school, I’m definitely going to art college. So this 1 The test was such so difficult that nobody got everything
club was always going to be for me. It’s been really interesting right.
and a good chance to learn about different ways of doing 2 Harry was used to being alone in the old house so he
things. I’ve never had lessons with Mr Bowden before. He’s an wasn’t worried.
absolutely amazing teacher and he really brings out the best in 3 Sara was much too scared to stay there after dark.
me. I’ve made a massive improvement and it’s all been with his 4 Manu listened with interesting interest to the interview
help. He’s been the best part of this club, for sure. with the local politician.
5 There was hardly any of space on the shelf, so I couldn’t
Speaker 3 put the books there.
I’d always thought of myself as a bit of a maths geek. I mean 6 My grandmother always preferred her laptop. She never
I already know that I want to work in IT when I leave school. I got used to using a tablet.
never really thought of myself as having much imagination so
I’ve been really surprised at the kind of work I can produce with
a paint brush or a camera in my hand. I’m learning all sorts of
things I never knew about myself. In truth, I only went to art club FUNCTIONAL LANGUAGE
because I wanted to make new friends. I wasn’t really all that 4
interested in art. I have met some really nice people but what
has surprised me most is how much I’m enjoying being creative. Answ ers
Speaker 4
I consider myself to be a really creative person and I love
painting and drawing so this was the perfect after-school
club for me. The fact that it’s run by Mr Bowden, my favourite
I
1 ’ll never, so 2 such, I can’t 3 so, such 4 hopeless, so
teacher, and that my two best friends go to it too, are just

bonuses. What’s really great is that we don’t just do painting and
drawing. Mr Bowden introduces us to other types of art too and
encourages us to have a go. We’ve done sculpture, photography
- we’ve even made a short film too. I can’t wait to see what we
do next. I really enjoy the class; even the short lectures about
famous artists aren’t too bad.
Speaker 5
If I’m honest, I didn’t really want to do extra art classes but my
parents made me because they didn’t want me in the house
on my own after school. I’d rather have gone to a history club,
but there isn’t one. But it’s not as bad as I thought it would be
because the teacher gives us quite a bit of art history too. It’s
good to learn about which famous artists were doing what and
when. I’m not really a very creative kind of person so I don’t
really enjoy the practical side of the lessons, although we do do
different stuff, which makes it less boring.
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TIME
a partner, giving reasons for their choices before
Objectives conducting feedback in open class.
FUNCTIONS advice and obligation
Answ ers
I
GRAMMAR obligation, permission and prohibition (review);
necessity: didn’t need to / needn’t have; ability in
A3 B (extra title) C 1 D 2
the past (could, was / were able to, managed to,
succeeded in)
VOCABULARY technology (nouns); technology (verbs) 5 Check/clarify: harm, implications. Students read the
article again to match the questions with the answers.
Ask students to underline the parts o f the text that
helped them find the answer. Students can compare
answers in pairs before whole-class feedback. During
READING feedback, ask students to explain which parts o f the
1 Books closed. As a lead-in, ask: On an average day, text helped them decide on their answers.
how long do you spend looking at a screen (e.g. TV, PC,
Mixed-ability
mobile phone)? Ask students to write their answer
Put students into mixed-level groups. Students discuss
on a piece o f paper, then divide the class into small
and agree on their answers as a group. One student acts
groups to compare answers and find out who spends as secretary, noting down the group’s answers. This adds
the longest and who, the least amount o f time an extra layer of thinking about the texts, gives students
looking at screens. Encourage students to detail how practice in negotiating, and involves a valuable element of
long they spend looking at different types o f screen. peer teaching with stronger students explaining answers to
Take feedback in open class. weaker students.

(IW B) available in the classroom, this activity Answ ers
would best be done as a heads-up activity. Display
a 2 b 3 c 1 d 3 e 2 f 1
the pictures on the IWB and nominate a student
to describe one o f the pictures. Give students two
6 SPEAKING Give students time to reflect and make
minutes to think o f as many different types o f screen
notes. Divide the class into pairs or small groups
as they can in pairs. During feedback, elicit and write
for students to discuss their answers. Monitor and
a list o f different types o f screen on the board.
help as necessary, encouraging students to express
2 Students discuss in pairs or small groups. Make themselves at length, expanding on and justifying
sure they are thinking about the advantages and their opinions, in English. Ask pairs or groups to feed
disadvantages o f so much screen time in general, back to the class and discuss any interesting points
rather than discussing individual screens, by eliciting further.
one advantage and one disadvantage in open class.
You could encourage groups to compete with each Optional extension
other to come up with the most advantages and Ask students to draw a pie chart showing how their screen
disadvantages. During feedback, elicit and list time is divided. Draw an example of your own and explain it
advantages and disadvantages on the board, possibly to students (e.g. I spend 40% of my screen time watching TV,
by asking the group with the most items to read their 40% on my laptop and20% on my mobile). When students
list to the class. have drawn their charts, divide the class into pairs for
students to ask each other questions and compare.
3 ФЭ1.27 Tell students they are going to read and
listen to three texts about screens. Tell them to just
focus on checking which o f the advantages and
disadvantages listed on the board are mentioned, and H TR A IN TO T iNK
not to worry if they don’t understand every word. The PMI strategy
After playing the audio, allow students to compare
1 Refer students back to Exercise 2 on page 48 and
emphasise the need to weigh up advantages and
Refer back to the lists on the board at this stage.
disadvantages before making decisions. Divide the
4 Ask students to try to match the titles to the class into pairs and ask students to add as many
paragraphs individually, before re-reading the texts ideas to each column as they can. Listen to some
to check. Allow them to compare answers with o f their ideas in open class and encourage further
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5 SCREEN TIME
discussion. To focus on the importance o f asking Answ ers
questions before making decisions and considering
1 should 2 must 3 let
the consequences o f different decisions, stress the
particular relevance o f the third column.
Rule
Optional extension 1 must 2 should 3 need to 4 let 5 not allowed to
Divide the class into two groups, one supporting the idea of
banning books from schools and the other opposing it. Ask
students to work in small groups and debate the pluses and LANGUAGE NOTE
minuses of their group’s position. They should also discuss Students may be confused by the difference between have to
any questions in the ‘interesting’ category. Make new groups and must. A simple distinction is that we use must when the
of four students with two in favour and two against, and get obligation comes from the speaker [theirparents], as in sentence
them to debate. 2 in Exercise 1 (... their parents say they must switch their
electronic devices off).
2 SPEAKING Divide the class into three groups and If the speaker is describing a rule or obligation imposed by
ask students to find a partner within their group. somebody else, they use have to, for example: I have to switch my
Assign one o f the three situations to each group. electronic devices off [because my parents tell me to]. An added
Students use the PMI strategy to come to a decision difficulty is that the negative form in each case is mustn’t: You
on their situation, in pairs. When the majority of must arrive by 9 a.m. = You mustn’t arrive late; I have to arrive by
9 a.m. = I mustn’t arrive late I don’t have to arrive late. Reinforce
students have reached a decision, regroup students
that don’t have to expresses a lack of obligation in a sim ilar way
into the original three larger groups for them to to don’t need to.
discuss their ideas and agree on the best decision
for their situation.
Look!
Read through the information in the Look! box in open
class. Write the following examples on the board:
1 This suitcase is very old. We had better buy a new one
before we go on holiday.
Optional extension
Point out that we had contracts to we’d and should not
Ask students to work in small groups and think of a situation be confused with we would.
of their own. Monitor while they do this. Ask them to write
their situation at the top of a piece of paper and draw the 2 Drivers are supposed to drive slowly when they are near
three PMI columns underneath. Students then hand their a school (but sometimes they don’t).
situation to another group and give them two minutes to
add an idea to one of the columns. Repeat this process until 2 This exercise is closely modelled on Reading and
all the groups have seen each situation, at which stage the Use o f English part 4 o f the Cambridge English: First
situation returns to the original group. Give students time exam. Ask students to work individually to complete
to read all of the ideas and then nominate one student from the exercise. Allow them to compare answers with
each group to respond to the ideas in open class. Finally, a partner before feedback in open class. During
encourage discussion around how useful students find the
feedback, refer to the rule and the Look! box to
PMI strategy as a way to make decisions.
clarify answers, as necessary.
Answ ers
Stu dent’s Book pages 50-51
1 isn’t allowed to 2 ’re supposed to 3 don’t let
4 ’d better turn
GRAMMAR
Obligation, permission and prohibition (review) Fast finishers
1 Books closed. As a simple introduction, write the Ask students to write sentences describing five things they
letters l, m, s, n t and n a t on the board. Tell students are supposed to do, but don’t always do.
that they are the initial letters o f five modal and semi-
modal forms (let, must, should, need to and not allowed
Optional extension
to). Elicit the forms in open class and once they are
written on the board, give students one minute to Ask students to imagine that they are allowed to introduce
new rules in their house. Ask students to make a list of the
silently reflect on their knowledge o f the form and
rules that they and their parents will have to follow, in pairs.
meaning o f each verb. This will focus students on the Tell them to use modals appropriately to express obligation,
verbs and ready them for the exercise. permission and prohibition. When students have completed
Ask students to work in pairs to read the three their lists, regroup them into new pairs for students to role-
sentences and try to complete them before looking play a conversation in which they describe the new rules to
their parents, with one student playing the role of parent,
back at the article to check. During feedback,
and the other the child.
remind students that modal verbs are followed by an
infinitive without to. This is o f course not the case for
semi-modal verbs. In pairs, students then complete Workbook page 46 and page 124
the rule. Elicit answers in open class giving further
examples to clarify the usage o f each modal verb, Be aware of common errors related to modals.
as necessary. Go to Get it right! on Student's Book page 124.
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FUNCTIONS Optional extension

Advice and obligation If students are interested in this topic, brainstorm more
nouns connected to technology and create a mindmap on
1 Check/clarify: exchange student. Working the board for students to copy into their notebooks.
individually, students write down three rules and Or
three pieces o f advice. To get students started, elicit
Ask students to work in pairs or small groups to discuss the
one rule and one piece of advice in open class. following questions relating to students’ use of technology:
Encourage students to use supposed to and had better
1 Which of the things have you used today?
where possible. Monitor to help with vocabulary and
2 Which of the things do you never use?
to check students are using the verbs correctly.
3 What other technology do you use?
Mixed-ability
Allow weaker students to create their list in pairs before
comparing with another pair in Exercise 2.
2 ISPEAKING Divide the class into pairs for students to LISTENING

compare their sentences. For feedback, ask pairs to 1 |SPEAKING Books closed. In open class, elicit ten
read out the most important rule and the best piece popular TV programmes from the class. Ask students
o f advice they came up with. to rank them individually from best to worst before
agreeing on a joint ranking in pairs. Listen to their
choices in open class and have a quick show of hands
VOCABULARY to find out which are the most popular programmes.
Technology (nouns) Books open. Ask students to work individually to
1 Ask students to cover the words and work with a complete the exercise. Divide the class into small
partner to try to name the objects in the pictures. groups for students to compare their findings.
After two minutes, ask students to uncover the Encourage students to justify their choices. In open
words, check their answers and match any remaining class, compare findings by asking students to raise
pictures with the correct words. Check answers in hands if they agree with a statement. Nominate
open class and take the opportunity to say the words individuals to give reasons for their choices.
for students to repeat and check pronunciation. Pay 2 С Й 1.28 Tell students they are going to listen
attention to the unstressed schwa sound in the final to a conversation between a girl (Sheena) and a
syllable o f adaptor, charger, power and router. boy (Aaron) about television. Tell them to just
concentrate on checking which of the statements in
Answ ers
I
Exercise 1 the girl mentions and not to worry about
A3 B 1 C6 D 2 E 9 F 10 G4 H5 I7 J8 understanding every word.
Optional extension A u d io Script Track 1.28

Ask students to close their books and write down as many Sheena Hi, Aaron. Why weren’t you at the stadium on
of the items as they can remember in one minute, then open Saturday? You missed a really good game.
their books to check. Alternatively, ask students to work in Aaron Well, I didn’t need to go because I was able to watch it
pairs and take it in turns to say the first letter of one of the live online.
words for their partner to recall the whole word without
Sheena What!
looking in their books.
Aaron Yeah, we had wifi installed a couple of weeks ago, and
I’ve just been watching films and TV on my tablet for
2 Give students time to read the sentences. Check/ the past two weeks.
clarify: out o f battery (item 3). Ask students to work
Sheena What!
individually to complete the sentences then compare
Aaron Yeah, it’s great. I watch anything I want anytime.
answers with a partner before feedback in open class. Anyway, what have you been doing?
Sheena Reading actually. In fact I’ve just read an article called
Mixed-ability ‘Three reasons why you shouldn’t watch too much TV’
Stronger students can cover the words in Exercise 1 and - something you might be interested in?
attempt to complete the sentences from memory. Aaron On no, here we go.
Sheena So the first reason - you know what a ‘couch potato’
Answ ers is, don’t you?
Aaron You’re not saying I’m turning into one, are you?
1 ‘at’ symbol 2 adaptor 3 charger 4 wireless router
Sheena Well, you’d better be careful. Medical studies have
5 USB port 6 power lead 7 headset 8 plug
shown that when people watch films and other things
on screens too much, their brains become slower, and
they feel sleepy.
Fast finishers
Aaron That probably explains why I’m half asleep most of
Ask students to underline the verbs in the sentences and use
the time. Mind you I can’t remember the last time I
them in sentences of their own.
went to bed before two in the morning.
Sheena Second reason. Not watching too much TV actually
saves you money!
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5 SCREEN TIME
Aaron What? You mean watching TV costs me money? How To check understanding at this point, elicit a few
come? more examples from the class o f things they didn’t
Sheena OK, any regular one-hour segment on TV is made up need to/needn’t have done in the last week and
of 40 minutes of actual content and 20 minutes of check that their choice o f didn’t need to vs. needn’t
advertising. That’s a third of all TV viewing time. have is the correct one.
Aaron But I don’t spend that much time watching TV
actually. I watch downloaded films mostly so I don’t Answ ers
Sheena
see the advertising.
Right. But did you know that there’s a lot of product
placement in the films themselves, which is like being
brainwashed? People buy what they see on TV and in
I 1 No
Rule
2 Yes
Aaron
Sheena
films, and not what they need. This is why watching
less TV or fewer films saves you money!
I’d never thought of that.
OK, and finally the third reason and this is the key, the
I 1 needn’t have done 2 didn’t need to do
key to changing your life NOW.

Students may produce statements like He needn’t has bought
Aaron Can’t wait to hear it. a new bicycle. Remind them that because have follows an
Sheena It’s so much more rewarding to spend time with real auxiliary, it does not change in the third person.
people than with the people you see on TV or in films.
Aaron Eh? 2 Students work individually to complete the exercise.
Sheena You know what I mean. Life’s about friendships. It’s Let them compare answers with a partner before
about getting together with your friends, talking checking answers in open class. During feedback,
about the music you like, and sports, and other insist on students explaining why they chose the
things. It’s about caring for real people, as I’ve said, answers they chose.
and not about worrying about the people on screen.
Aaron Well, of course I know that! I’m not a fool. In fact I just A nsw er
Sheena
Aaron
wanted to ask you ... erm.
To watch a film with you?
No! But there’s a concert in the park on Sunday, and I
bought two tickets.
I 1a 2b 3b
Optional extension
4a 5b 6a
Sheena Hey, you needn’t have done that! Tell students to imagine they are preparing for a party at
their house. Write the following sentences on the board and
Aaron Why?
ask students to work in pairs and think of how they would
Sheena Because I did the same thing. say them in a different way using the words in brackets.
Aaron Oh no! 1 I bought some cakes for the party, but my brother had
already bought some. (needn’t have)
2 My sister had already chosen some music. (didn’t need)
Answ ers
3 Our neighbours are on holiday. (didn’t need)
1, 4 and 5
4 The party was very informal, but my friend John wore a
suit. (needn’t have)
3 Ф)1.28 Check/clarify hidden advertising by eliciting
Suggested answers
an example. Ask students to underline the key
1 I needn’t have bought any cakes.
information they w ill need to listen for in each
sentence. Students may like to work in pairs and 2 I didn’t need to choose any music.
try to answer the questions from memory and by 3 I didn’t need to tell the neighbours.
making predictions before listening to the audio 4 John needn’t have worn a suit.
again to check their answers. Let students compare
answers with a partner before conducting feedback Workbook page 47 and page 124
in open class.
Answ ers
VOCABULARY
1 the game 2 watching film s and TV 3 couch potato
4 two/2 am 5 product placement 6 concert (in the Technology (verbs)
park) Books closed. If you are using an IWB, create two text
boxes and copy and paste them nine times to make
twenty boxes. Break up the verb phrases into smaller
GRAMMAR chunks and write one half in each o f the boxes. Mix the
boxes up on the board and ask students to work in pairs
Necessity: didn’t need to / needn’t have to match the boxes and create the ten phrases as quickly
1 Ask students to work with a partner to answer the as possible. Ask the first pair to finish to come to the
questions. Check answers, and then draw students’ board and drag and drop the boxes to make correct
attention to the words that follow need to and needn’t phrases.
have. Next, students complete the rule in pairs. Check Books open. Go through the first item as an example
answers in open class. in open class. Ask students to work with a partner to
complete the exercise. During whole-class feedback,
say the phrases for students to repeat and check
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pronunciation. Draw attention to the stress on the Answ ers

second syllable o f upgrade, extract and connect. Also
point out that upgrade and extract are stressed on the
first syllable if they are nouns (as is update).
I Skype, Facebook, email, making a YouTube cooking tutorial,
making a rap video, reconnecting with people
4 Students answer the questions. Ask them to underline

Answ ers
key text in the article that gives them their answers.
1 streaming 2 connect to wifi 3 browsing the Internet Allow them to check answers with a partner,
4 upgrading 5 sync devices 6 plugged in
encouraging them to refer to the article to explain
7 posted an update 8 save
their answers, before whole-class feedback.
Fast finishers Answ ers

Ask students to make a list of any other nouns that collocate 1 It’s a documentary.
with the verbs. Alternatively they could make a list of any 2 It shows the story of teenagers teaching elderly people to
other English verbs related to technology that are used in use the Internet.
their language. Encourage students to share their lists with 3 Poppy and Amy Raynes
the class/a partner following feedback on Exercise 1. 4 They were inspired after witnessing how the Internet had
changed their grandparents’ lives.
5 friends
6 in a local home for elderly people
7 using Facebook / getting ideas for travelling, learning how
to play an instrument or cooking
SPEAKING 8 making a YouTube cooking tutorial, making a rap video
and reconnecting with people
In pairs or small groups, students discuss the questions
and make notes on their answers. Monitor and answer
any questions about vocabulary, but as this is a fluency 5 ISPEA K ING Give students three minutes to read
practice activity, do not interrupt the conversations the questions and make notes to refer to in their
unless inaccuracy hinders comprehension. During discussions. In pairs or small groups, students ask
feedback, nominate one or two students, for each and answer the questions. Encourage them to develop
question, to share their ideas in open class. their answers as much as possible and monitor to
praise students who are making attempts to speak
at length.
PRONUNCIATION
For practice o f the schwa sound, g o to Student’s
B ook page 120.
GRAMMAR
Ability in the past: could, was/ were able to, managed
S tudent’s Book pages 52-53 to, succeeded in
1 You might like to point out the use o f even in
READING sentence 1. Elicit/explain that it is used to emphasise
something surprising. Put students into pairs to
1 A recording o f this text is available with your digital
complete the rule. Remind them to refer to the
resources.
example sentences to help them to do this.
Books closed. As a lead-in, ask students: How much do
your parents know about technology? What technology Rule
do they use? What about your grandparents? Divide
the class into pairs for students to discuss these
questions.
I 1 could
LANGUAGE NOTE
2 managed 3 succeeded 4 couldn’t
You may like to tell students that managed to and succeeded in

are usually used to describe the ability to do something difficult.
heads-up activity with the photo projected on the
For example: On his fourth attempt, he finally managed to pass/
board. Ask students to work with a partner and make succeeded in passing his driving test.
predictions based on the photo.
2 Go through the first sentence as an example, if
Answ ers necessary, making sure students are clear on why
1 probably grandson and grandmother 2 He’s teaching that particular modal form is used, perhaps by
her how to use a computer, how to use the Internet. eliciting an explanation from the class. Remind
students to think about the context o f each sentence
2 Students read the article quickly to check their and to refer to the rule if necessary. Check answers,
predictions. Set a two-minute time limit for this to asking students to explain their choice o f answer
encourage students to read quickly and to focus each time.
on gist rather than specific information. During
feedback, confirm answers to Exercise 1 in open class Answ ers
and ask if students’ predictions were correct. 1B 2 A 3B 4 B 5 B 6 C
3 Students re-read the article and scan for examples.
Allow them to compare answers in pairs before doing
feedback in open class.
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5 SCREEN TIME
Fast finishers Optional extension
Ask students to write sentences of their own describing Divide the class into small groups. Ask students to decide
difficult things they managed to do or succeeded in doing in on the three most important things that we can learn from
the past two years. elderly people. Nominate a student from each group to
report their findings to the rest of the class and have a quick
class vote to decide on the most important qualities.
Optional extension
Write the following sentences on the board and ask students
to work with a partner to find the error in each one. Then Stu dent’s Book pages 54-55
ask them to imagine a scenario in which they might say each
sentence.
1 I finally managed pass my exam.
CULTURE
2 I succeeded at explaining the problem. 1 (SPEAKING Ask students to discuss the questions in
pairs. Listen to some o f their answers in open class.
3 I could convince them after three hours of discussion.
If you have access to the Internet, you could lead
Answers
into the topic o f cinema by showing a clip from a
1 I finally managed to pass my exam. silent film o f your choice. For example, films with
2 I succeeded in explaining the problem. the Keystone Cops or Buster Keaton. Ask: Did you
3 I managed to convince them after three hours of enjoy the clip? How were these films different from films
discussion. today?
2 Ask students to circle the key information in the
Workbook page 47 and page 124 questions that they need to look for in the article.
Tell them that they need to scan for specific
information and they do not need to read every word
Ш Т iNK SELF-ESTEEM o f the text to complete the exercise. Set a two-minute
time limit to encourage students to scan quickly
Learning from elderly people
rather than attempt to read in detail.
1 Ask students to choose a person they admire.
3 С И 1.31 Play the audio while students read and
Perhaps allow them to discuss possible choices in
listen to the article to check their answers to
pairs. It might be difficult for students to think
Exercise 2. Allow them to compare answers with
o f someone by themselves or without discussion.
Once they’ve chosen someone, students can make
notes individually. Encourage students to reflect on Answ ers
whether they admire the things the person does or
their personality, or both. Monitor and help with 1 A magic lantern.
2 They invented a camera that took a picture every half
ideas for people and qualities.
a second.
2 Ask students to read through their notes and work 3 The 1930s.
with a partner to discuss which of the qualities they
would like to have themselves. Ask: Why would that 4 Divide the class into three groups (A, B and C). Ask
quality be useful to you? Group A to re-read the first part of the text (Early
3 Students make notes o f the ways in which they could days: the magic lantern), Group B to read the second
develop these positive qualities. Encourage them to part (The invention o f film ) and Group C to read
go into detail and think o f examples. Get students the third part (Hollywood) and to prepare to give
to compare ideas in pairs and think of alternative/ a summary o f what they’ve read. Form new ABC
additional ways in which their partner might develop groups for students to take it in turns to give their
these qualities. summaries and then to work together to answer the
questions. Check answers in open class.
4 (SPEAKING Make different pairs or put pairs together
to form groups of four for students to discuss their Answ ers
answers to Exercises 1-3. Listen to some o f their
1 Hand-drawn pictures on a reflecting surface, a candle and
ideas in open class as feedback.
a sim ple lens.
5 IWRITING If you’re short on time, set this exercise 2 He projected images of witches, ghosts and other spooky
for homework. As a lead-in, ask the class to read the creatures.
paragraph and answer the question: What has the 3 It could only be watched by one person at a time.
4 They filmed a train coming towards the camera.
writer learnt from M r Carter?
5 It developed talkies, documentaries and Westerns,
Ask students to work individually and write their creating over 800 films a year.
own paragraph summarising their notes from
Exercises 1-3. When students have finished writing, 5 (VOCABULARY Ask students to complete the activity,
make small groups and ask students to read each looking back at the text to find the highlighted
other’s paragraphs. Ask students to give each other words or phrases that match the descriptions. Check
feedback on the content o f the paragraph they read answers and during feedback say the words for
(without going into detail on grammatical or lexical students to repeat and check pronunciation.
accuracy) and encourage them to show interest by
asking questions to get further information.
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Mixed-ability Students should organise their stages in the same way as

Stronger students could just look at the eight words in the the example. They should use words and phrases from
text and try to deduce meaning from context before referring Exercises 2 and 3. When they have finished, ask them to
back to the definitions and completing the exercise. With share their instructions with a (different) partner. Ask
weaker classes, you could even give students the first letter students: How clear are your partner’s instructions?
of each word to guide them.
Answ ers
1 startled 2 reel 3 spooky 4 lens 5 forerunner
6 transparent 7 shutter 8 flourish
SPEAKING
Students should discuss the questions in pairs.
Encourage them to develop their answers with examples
where possible. Monitor and praise those expanding on
their answers. Avoid error correction except in cases
where errors really hinder comprehension. The focus
o f this task is on fluency, not on the practice o f specific
structures or lexis.
WRITING
Instructions
1 Books closed. As a lead-in, ask: How often do you read
instructions? I f you need help with a computer, where do
you get advice? Ask students to read the instructions
and answer the question. Allow them to compare
answers in pairs before a whole-class check.
Suggested answ er
I
It has been written for people who do not know how to save
a file on a computer so that they do not lose files.
2 Ask students to complete the sentences in pairs.

During feedback, point out that the words in the gaps
are commonly used when giving instructions.
Answ ers
1 If, then 2 first thing 3 To do 4 To 5 This means
6 Finally
3 Ask students to work with a partner to complete the

sentences with the words or phrases from the list.
Check answers.
Answ ers
I
1 first thing 2 If, then 3 this means
4 (SPEAKING Ask students to make notes on why

4 To 5 Finally
they think each o f the tips is important. Put them

into pairs or small groups to compare ideas. During
feedback, nominate students to report back on
their discussions and invite reactions and further
comments from the class.
5 Students choose one o f the processes and list all
important stages, in preparation for writing their
instructions. Monitor and help with any difficulties.
6 Students can do the preparation in class, and
complete the writing at home. Or, this could be done
as a collaborative writing task in class with students
working in pairs to write their texts.
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6 TOGETHER
Objectives
B R I N G IN G PEOPLE
answers. Allow them to compare answers with a

partner before whole-class feedback.
FUNCTIONS using intensifying comparatives
GRAMMAR comparatives; linkers of contrast Answ ers
VOCABULARY ways of speaking; love and relationships
1 20 minutes.
2 They complained about the trains.
3 Tourists’ nationality and their holiday plans/experience,
a businesswoman’s mountain-climbing hobby, what
an older fellow pupil from school thought about their
READING teachers.
4 Offering each other food and drink, playing/singing
1 ISPEAKING Books closed. As a lead-in, brainstorm music, medical assistance.
different types o f public transport and write them on 5 Because she helped a diabetic man.
the board. Divide the class into groups and assign one 6 Clapped, cheered and hugged.
o f the types o f public transport to each group. Ask 7 The same as usual. People weren’t as friendly as the
them to make a list o f at least five advantages and day before.
five disadvantages o f using that type o f transport.
Regroup students so that each type o f public 5 SPEAKING Ask students to work with a partner
transport is represented within each group. Ask and answer the questions. Monitor and help with
students to compare lists and come to an agreement vocabulary, but do not interrupt unless errors impede
on which is the best and worst way to travel. communication. Instead, note down any recurring
mistakes, write them on the board, ensuring
Books open. Check/clarify: stuffy (lacking fresh air),
anonymity and ask students to correct them in
packed (tightly filled). To check understanding, ask:
open class.
I f you were at a very busy football match on a cold
day, would you say it was packed or stuffy? (packed);
Mixed-ability
I f you are in a stuffy classroom, is it easy to breathe?
Divide the class into pairs or small groups by level for this
(no). Students work together in pairs to discuss the
speaking exercise. Give weaker students a minute or two to
people in the photos. To encourage them to say as think about their answers and make notes before they begin
much as possible, you could ask students to take their discussions in pairs.
it in turns to say a sentence about a photo and to
compete to continue adding details until their partner
cannot think o f anything else to say. You could also Stuck in a lift
ask students to come to an agreement on where the ROLE PLAY Put students into groups o f four and
people might be feeling most and least comfortable. assign a letter (A, B, C and D) to each member. Give
Conduct feedback by nominating one or two students students time to read their role card. Put As, Bs, Cs
to share their ideas in open class. and Ds together to check understanding o f their roles
2 (SPEAKING Working individually students make and to brainstorm things they could say. Tell students
notes about what they imagine to be the thoughts o f that it is important to stay in character to make the
one o f the people in the photos. Get them to think activity interesting and fun. During the role playing
about where the person they’ve chosen might have stage, monitor to encourage quieter students to
been, where they’re going and why, etc. Students speak and to remind students that they need to reach
read out the person’s thoughts (this is more fun if agreement on what to do. During feedback, nominate
done in the first person) for their partner(s) to guess a member o f each group to report back to the class
who it is. Listen to some examples in open class. on what they decided to do.
3 Г Н 1.32 Ask students to make predictions based on

the title. Elicit some ideas in open class and write ■ TRAIN TOT-liNK
these on the board. Students read and listen to the
Exaggeration
blog to check which o f the ideas on the board are
mentioned. 1 Books closed. To introduce the topic, tell students the
same story twice. The first time you tell the story, use
4 Working individually, students re-read the blog and
very ordinary adjectives (good, nice, not bad, etc.).
answer the questions. Encourage them to answer any
from memory before they re-read and check, and to For example: I went on holiday last year. It was nice.
underline the sections o f the blog that support their The food was OK and the weather was good. I went on a
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trip to some mountains and I saw some trees and a lake. decide if they are true or false. For example Spain is
It was good. I took some pictures. not nearly as big as China. (true); The more you eat,
When you repeat the story, use language o f the thinner you get. (false) etc.
exaggeration, as follows, stressing the adjectives:
Answ ers
I went on the best holiday o f my life last year. It was
absolutely fantastic. The food was delicious and the
weather was incredible. I went on a trip to some really
beautiful mountains and saw the tallest trees I ’ve ever
I 1 c
Rule
2d 3 e 4a 5b
seen. They were touching the clouds. There was also

a massive lake. It all felt like a dream. I took some
amazing pictures!
Ask students: What was the difference between the
I A 2 B3, 4 C 5 D 1

Use o f English Part 4 o f the Cambridge English:
two stories? Elicit that the second included more
First exam. You could do the first one in open class
exaggeration and was possibly more interesting to
to clarify the task. Students work individually to
listen to, as a result, though it might have not been
complete the exercise before checking with a partner.
any truer an account o f my holiday than the first one.
Refer them to the rule to help them decide on their
Divide the class into pairs for students to discuss and answers before doing feedback in open class.
answer the questions in Exercise 1. Check answers in
open class. Answ ers
I Answ ers 1 nowhere near as difficult 2 practise, the better

3 more and more expensive 4 the less
1 five
2 journey was terrible; worst journey of my life; stopped for
ages; middle of nowhere; so bored I thought I was going Ask students to write five sentences comparing themselves
to go mad to a member of their family using some of the comparative
3 journey was terrible = journey was annoying/ structures in the rule box.
inconvenient
worst journey of my life = it wasn’t a good journey
stopped for ages = stopped for quite a long time Optional extension
middle of nowhere = not at a station/in the countryside Write the following sentence openers/endings on the board.
so bored I thought I was going to go mad = impatient with Ask students to work together to complete the sentences and
having to wait on a train fill the gaps.
1 The older I get, ...
Optional extension 2 ... is far more exciting than ...
During feedback, read the example text (in the speech 3 ... is getting better and better.
bubble) for students to repeat and check stress/intonation. 4 ... are not nearly as expensive as ...
Point out that we put a strong stress on words which we use
Nominate one or two students to share their answers with
to exaggerate meaning, e.g. terrible - worst; two hours - ages.
the class. For further practice, ask students to work in pairs to
Ask students to take it in turns telling the story to a partner
write sentences of their own using comparatives, then read
using suitable stress and intonation.
them out to another pair without saying the adjectives for
their partners to guess.
2 SPEAKING Give pairs time to come up with an idea
For example:
for a story, make notes and think about how they
A Barcelona is nowhere near as ... as Madrid.
w ill exaggerate their story. Also, allow them time
B Barcelona is nowhere near as big as Madrid.
to take turns to practise telling it. Regroup students
with different partners to tell each other their stories. A Correct!
Listen to some examples in open class as feedback.
PRONUNCIATION Be aware of common errors related to comparatives.

For practice o f lin k in g w ord s w ith /d 3 / and/tj/, Go to Get it right! on Student's Book page 124.
g o to Student’s B ook page 120.
Student’s Book pages 58-59 FUNCTIONS

GRAMMAR Using intensifying comparatives
1 If there is an interactive whiteboard (IWB) available
Comparatives in the classroom, this activity would best be done
1 Working in pairs, students match the sentence halves as a heads-up activity with the whole class. Display
before referring back to the text to check their the grid on the board, covering the second and third
answers. You could elicit the comparative forms in columns with the reveal tool. Alternatively, ask
each sentence and ask students to underline them students to cover the second and third columns in
before they go on and complete the rule. To check their books. Read the information with students and
understanding o f these uses o f comparatives during elicit reasons for each statement. Encourage students
feedback, say some sentences and ask students to to use comparative forms in their answers.
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6 BRIN G IN G PEOPLE T O G E T H E R
Reveal or ask students to uncover the second and third 3 Look at the example with students and explain that
columns and work with a partner to match the three we can form nouns from the verb roots using the
parts. During whole-class feedback, draw attention to suffixes in the list. Also point out that we can make
the phrases in italics. Say the phrases for students to verb phrases using make or give + noun, e.g. make
repeat. Point out that primary stress is often placed on an enquiry. Ask students to work with a partner
the intensifying comparatives and that they are often and choose the correct suffix to make nouns. Check
used to exaggerate information in stories. answers in open class.
Answ ers Answ ers
I 1 b ii 2 ci 3 a iii
2 Ask students to work individually and make a list

2 confession 3 introduction 4 enquiry
5 announcement 6 complaint
o f recommendations for visitors to their country. Fast finishers

Divide the class into pairs for students to compare Ask students to make a list of more nouns that include the
ideas. Encourage students to say whether they agree suffixes in the list.
or disagree with each piece o f advice and to agree
on five ‘top tips’ as a pair. Monitor to make sure 4 Give students time to write three sentences. In pairs,
they are using intensifying comparatives. During students take turns to read out their sentences and
feedback, nominate two or three students to each identify the function.
share their favourite piece o f advice with the class
and encourage reactions from the rest o f the class. ^ orkbookpa|e5A
VOCABULARY LISTENING
Ways of speaking 1 Ask students to look at the pictures. Ask: What do
you think is the relationship between Sophie and Rob?
1 Books closed. As a lead-in, read out the following
What type o f story do you think it is? Do you think it’s
sentences and elicit the communicative purpose of
a story with a happy or a sad ending? Why? Working
each one, in L1 if necessary, and using the first one
individually, students order the pictures to make
as an example:
a story. Divide the class into pairs for students to
You should buy a new computer. (to recommend) compare their ideas.
My neighbours make a lot of noise. (to complain)
2 С И 1.35 Tell students they’re going to listen to
The concert w ill begin in five minutes. (to announce)
Sophie and Rob’s story. Tell them not to worry
Hello, I’m Brian. (to introduce)
if they don’t understand everything, but to just
I told him your secret. (to confess)
concentrate on checking the order they came up
What time is it? (to enquire)
with in Exercise 1. Play the recording. Let students
Write correct answers on the board. compare answers with a partner before whole-class
Books open. With a partner, students answer the feedback. Did they guess the story correctly?
question. Do whole-class feedback prompting
Answ ers
I
students to justify their answers.
A 4 B3 C 2 D 1 E 8 F7 G6 H5
A n sw er
2 In pairs, students match the verbs to the sentences A u d io Script Track 1.35
in Exercise 1. During feedback, say the verbs for And now it’s that time in the morning to stop what you’re doing,
students to repeat and check pronunciation. sit back and enjoy Radio Romances. Today’s story comes from
Sophie, who describes herself as a work-at-home mother.
Answ ers Sophie used to work in a big law firm in London. She had friends,
she had a job she liked, she was happy, but there was one thing
to recommend 2 to introduce 4 to announce 5 missing in her life - she wanted to fall in love. She used to dream
to confess 6 to enquire 1 to complain 3 about meeting the perfect man. But at the same time, she used
to believe that ‘love at first sight’ only happened in films. Until ...
LANGUAGE NOTE Sophie still remembers the first time she saw him on the
While this exercise does not focus on reported speech, you platform. She was waiting for her usual train to work. She
might like to point out to stronger classes that some of these recognised lots of the regular passengers, but this time there was
verbs can be used to report what has been said. You could elicit/ a new face. A tall, good-looking guy in his twenties. That was the
give the following sentences and draw attention to the verb beginning of Sophie’s love story with the stranger she decided to
patterns in each: call ‘Train Man’.
He enquired about the train. (to enquire about + noun) In the mornings, on the train, she used to sit where she could
She recommended visiting Manchester. (to recommend + -ing) see him. Soon all her friends at work knew about him and every
He complained about the lack of free seats. (to complain about + day they would ask her: ‘Did you see Train Man today?’ And she’d
noun) smile back. There was only one problem: she had never spoken
to him.
She introduced herself and her friend. (to introduce yourself)
They announced a problem. (to announce a problem)
He confessed to eating the last piece of cake. (to confess to + -ing)
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One day she came up with a plan. While he was walking past her, 2 Students complete the exercise individually, then
she dropped her ticket. Train Man picked it up and gave it to her. check answers in pairs before feedback in open class.
‘Thanks,’ was all Sophie managed to whisper as he walked away.
Two months passed and nothing happened. Then Sophie Answ ers
decided she had to do something. One day she wrote him a note.
1 split up 2 got over 3 went on a date 4 going out
It said: ‘It’s my birthday, and everyone should do something silly
on their birthday. Would you like to go for a coffee sometime?’ 5 fell in love 6 got engaged 7 got married
8 start a family
and included her email address. She walked by him as she was
leaving the train, her hand shaking and gave him the note. Train
Man looked confused. ‘What’s this?’ he asked, but Sophie had
already run away.
Fast finishers
Ask students to close their books and write as many of the
That evening Sophie got an email. It was from Rob. Train Man
phrases from page 59 as they can remember. They can then
finally had a name. It was a lovely email but it mentioned that
open their books to check.
Rob had a girlfriend. The next day on the train, they smiled
nervously at each other and that was all.
And so life went on, until a few months later when Sophie got Optional extension
the best email of her life. It was from Rob. He had split up with
Make AB pairs. All Bs should close their books while As read
his girlfriend a few months before, and now that he’d got over
phrases, at random, without the preposition for Bs to recall.
her he had decided to write to Sophie. She couldn’t believe it. He For example:
was asking her out! Three days later they went on their first date.
A: To fall in love beep someone
They started going out, and they fell in love. Some months later,
on a train travelling across Australia on holiday, Rob asked B: with
Sophie to marry him. They got engaged and then they got
married the following summer. A year later they decided to start 3 ISPEAKING In pairs, students tell the story o f a
a family. Today they have a daughter called Megan. And Sophie
famous couple. Get them to use as many phrasal
still calls Rob her ‘Train Man’.
verbs from Exercise 1 as they can. Once they’ve
finished, nominate pairs or ask for volunteers to tell
3 1^5)1.35 This exercise is closely modelled on their story to the class. To give students a reason to
Listening Part 2 o f the Cambridge English: First listen, ask them to note down all o f the phrasal verbs
exam. Check/clarify: proposed. Ask students to from Exercise 1 that they hear. The winning pair is
predict the words or type o f words that could go in the one who used the most phrasal verbs.
each space before they listen a second time. Play the
^ огкЬоокра|е5Л
recording again while students complete the gaps.
Check answers in open class. If necessary, play the
recording a third time to clarify answers. Student’s Book pages 60-61
Answ ers
READING
1 love/falling in love 2 platform
3 work friends/friends at work 4 note 5 email 1 A recording of this text is available with your digital
6 girlfriend 7 few months 8 got engaged resources.
If you have an IWB available in the classroom, this
would best be done as a heads-up activity. Project the
VOCABULARY photos and ask students to discuss the two questions
in pairs. Take some feedback in open class and write
Love and relationships students’ ideas on the board but don’t give anything
1 Books closed. As a lead-in, write the following away at this stage.
phrases from the listening on the board in random
order: get engaged; split up; ask out; fall in love; first Answ ers
date; get married; start a family; meet someone. 1 They are throwing buckets of water over their heads.
Ask students to work with a partner to order the 2 They are probably doing it to raise money for charity.
phrases according to the typical chronology o f a
2 Students quickly read the article to check their
relationship. Listen to some o f their ideas in open
answers. The article contains some quite difficult
class. Remove the phrases from the board before
language. Tell students not to worry if they don’t
asking students to open their books.
understand every word but to just focus on checking
Books open. Students work with a partner to their ideas. Refer them to the ideas on the board at
complete the phrases. During feedback, check
this point. Allow them to compare answers with a
understanding by eliciting meaning referring to partner before whole-class feedback.
the story o f Sophie and Rob. You might also like to
highlight dependent prepositions, e.g. fall in love Answ ers
with someone.
‘Cool’ refers to both the popularity of the challenge and the
icy water.
Answ ers
1 fall 2 split 3 get 4 get 5 ask 6 go 7 go 3 Give students time to read sentences 1-8 and
8 start 9 get underline key words. Check/clarify: challenge, refused,
donated. Ask students to read the article again to
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6 B RIN G IN G PEOPLE T O G E T H E R
answer the questions. Encourage them to underline Answ ers
the parts o f the text that give them their answers
1 Despite studying hard for the test, I failed it.
and correct any false statements. Students compare 2 He doesn’t earn a lot of money. However, he gives a lot
answers with a partner before whole-class feedback. of it to charity.
3 Although I’d seen the film before, I still really enjoyed it.
Answ ers 4 In spite of starting to eat less, I didn’t lose any weight. /
I didn’t lose any weight, in spite of starting to eat less.
1 T 2 DS 3 F (You had to pay $10) 4 T 5 F (He
1refused to do the challenge. He gave $100 to charity) 5 It w asn’t very warm. Nevertheless, we had a good time
at the beach.
6 Even though I don’t speak a word of Chinese,
I understood what he said. / I understood what he said,
6 F (They felt it put pressure on people) 7 F (only 10% of
even though I don’t speak a word of Chinese.
participants gave money to charity) 8 T
Optional extension
The article contains a variety of interesting vocabulary. Fast finishers
Write the following phrases on the board.
Ask students to rewrite the sentences using different linkers
1 weird; 2 swept across; 3 bright future; 4 cut short; of contrast.
5 prove; 6 viewed; 7 put pressure on; 8 take part;
9 seen as being; 10 criticised
Ask students to find them in the article and work with a Optional extension
partner to work out their meaning from the context. Check Divide the class into small groups. Write the following mixed
answers in open class, giving further clarification where
up sentences on the board one at a time. If you’re using an
required.
IWB, write each word in a separate text box and drag and
drop to order. Alternatively, you could dictate them. Ask
students to race to be first to correctly order the words. Give
a point for each correct answer.
SPEAKING
1 a Despite managed the finish having she to finger race
Put students into pairs or small groups to discuss the broken.
questions. Monitor and help as necessary, encouraging 2 raining tennis at Even hard, we went though park it was
students to develop their answers. Make a note o f any to play the.
students with particularly interesting anecdotes and call 3 before met. had really Nevertheless on never, they They
on them to share them with the rest o f the class during got well.
feedback. 4 the was we Although meeting the late, arrived train at.
5 a friends doesn’t big., he have family has He a lot
However of.
GRAMMAR Answers
1 Despite having a broken finger, she managed to finish
Linkers of contrast the race.
1 Draw attention to the words in bold and elicit/ 2 Even though it was raining hard, we went to play tennis
explain that they are used to join, or link, contrasting at the park.
3 They had never met before. Nevertheless, they got on
information. Divide the class into pairs for students
really well.
to read the sentences and complete the rule. Monitor 4 Although the train was late, we arrived at the meeting.
and help with any difficulties. During whole-class 5 He doesn’t have a big family. However, he has a lot of
feedback, refer to sentences 1-6 and give further friends.
examples for clarification if required. Stress the
importance o f the position (beginning, middle or 3 Students work with a partner to do this.
end o f sentence) o f the linker and the correct use of
pronunciation. Mixed-ability
Ask stronger students to complete the exercise without
Rule referring to the rule box. They can refer to Exercise 2 to
1 in spite of 2 even though 3 nevertheless remind them of the actual linkers.
Answ ers
LANGUAGE NOTE
In spite of and despite can be followed by a negative gerund, Although I felt really tired, I stayed up till midnight to
for example: celebrate the new year. / I stayed up till midnight to
In spite of/Despite not having an umbrella, he walked home in celebrate the new year, although I felt really tired.
the rain. Even though I felt really tired, I stayed up till midnight
to celebrate the new year. / I stayed up till midnight to
2 If you’re short on time, do number 1 as an example celebrate the new year, even though I felt really tired.
in open class, then set the rest o f the exercise for I felt really tired. However, I stayed up till midnight to
celebrate the new year.
homework.
Despite feeling really tired, I stayed up till midnight to
Students work individually to rewrite the sentences. celebrate the new year. / I stayed up till midnight to
Remind them to check the position o f the linker and celebrate the new year, despite feeling really tired.
punctuation with the rule. Students check answers In spite of feeling really tired, I stayed up till midnight
with a partner before whole-class feedback. to celebrate the new year. / I stayed up till midnight to
celebrate the new year, in spite of feeling really tired.
I felt really tired. Nevertheless, I stayed up till midnight to
celebrate the new year.
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Workbook page 55 and page 125 2 *31.36 Play the audio for students to listen and
read to check their answer to Exercise 1. Tell them
to concentrate on answering the question and not
Be aware of common errors related to linkers of to worry about understanding every word. Allow
contrast. Go to Get it right! on Student's Book students to check their answer with a partner before
page 124.
feedback in open class. Nominate individuals to give
reasons for their answer. Check the answers on the
IWB to see if anybody predicted correctly.
Ш Т i Ж VALUES 3 Ask students to read the questions and underline the

key information they will need to read for. You could
Doing good encourage students to try to answer the questions
1 Divide the class into groups o f four to complete this before reading again to check their answers. Let
task. Monitor to help with vocabulary and ideas. As students compare answers with a partner before
students are going to present their ideas to the class, feedback in open class. During feedback, ask students
you may like to ask them to consider using visual to refer to the parts o f the text that support their
cues as part o f their presentation. Depending on answers.
what’s available in the classroom, you could ask
Answ ers
them to produce a PowerPoint presentation.
1 She talks about the people who work at Whittaker’s.
2 I s PEAKING Ask each group to decide who is going
2 He’s thinking about how to ask her out.
to present which part o f their presentation and give 3 That he thinks the musical is good, and that he was
them some time to practise. Groups take it in turns to thinking of seeing it that week.
present their ideas to the class. Ask students to think 4 Because he’s excited that Ingrid has agreed to go to the
o f one question to ask the group presenting. Allow musical with him.
time for questions after each presentation. Hold a 5 Because he got there early.
class vote to decide on the best charity idea.
4 VOCABULARY Students work individually to
Optional extension complete the exercise and then check their answers
Before students vote on the best charity, ask them to work with a partner before feedback in open class.
with their original group of four and discuss the other
presentations. Ask them to discuss the positive and negative Mixed-ability
points of each charity idea and discuss ways they might Ask stronger students to look back at the extract and try and
have done things differently. When students vote, nominate deduce meaning of the highlighted words using the context,
individuals to give reasons for their choices. without referring to the definitions in Exercise 4. Weaker
students can match definitions and words directly.

Answ ers
LITERATURE
I1 fib 2 That makes us quits 3 scandal 4 make it
5 draughtsman 6 whiff 7 tearing 8 chattering
5 ( SPEAKING In pairs or small groups, students discuss

Stan Barstow (28 June 1928-1 August 2011) was an English
novelist from Yorkshire in the North of England. His novels the questions. Monitor and encourage students to
include Ask Me Tomorrow (1962) and The Watchers on the Shore expand on their answers. Make a note o f any nice
(1966). A Kind of Loving (1960) was his most popular novel and expressions in English that students use during the
was made into a film starring Alan Bates and June Ritchie. The activity and also o f any repeated errors. At the end
story centres on a working-class man whose girlfriend has a write your notes on the board praising students who
baby. He is forced to marry her and change his lifestyle, learning
produced nice expressions and eliciting corrections
the difference between the initial excitement of a relationship
and the reality (and tedium) of everyday love. o f any mistakes. Also during feedback, ask for
volunteers to report back to the class on their
1 Books closed. As a lead-in, task students with making discussion and encourage others in the class to react.
a list o f five romantic novels or films, in pairs or
small groups. Encourage students to discuss the main
plot points o f each and to agree on a ranking o f the
WRITING
five novels or films from best to worst. Nominate An essay
pairs to share their lists with the class during
1 To lead in to this activity, ask students: When did you
feedback.
last write an essay? What was the topic? Elicit answers
Books open. If there is an IWB available in the in open class. Ask: What do you need to do to write a
classroom, this activity would best be done as a very good essay? Brainstorm ideas. You can then use
heads-up activity with the whole class. Check/ students’ answers to inform you as to their existing
clarify: attracted to, run into each other. Draw students’ knowledge o f essay writing and adapt your input
attention to the photos and ask them to discuss the accordingly. Students read the essay and answer the
question with their partner. During feedback, note question. Let them compare their answers with a
down students’ ideas on the board. partner before checking in open class.
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6 B RIN G IN G PEOPLE T O G E T H E R
A nsw er Student’s Book pages 64-65
IThe author agrees.
2 Ask students to work with a partner to complete the

Ш Т MKEXAMS
exercise. Point out that in a well-structured piece of READING AND USE OF ENGLISH
writing, each paragraph should have its own purpose,
1 Part 7: Matching
which is exactly why it is written as a separate
paragraph. Check answers in open class. Answ ers
I
Answ ers
1 D 2 B 3 C 4 A
I
1 C 2 B 3 D 4 A 5 B 6 A 7 C 8 D
Wojkbook
9 C
pSy
10 A
3 Ask students to complete the sentences, and then

check their answers in the essay. During feedback, TEST YOURSELF UNITS 5 & 6
elicit other linkers that could also fit into the
sentences. If students find any o f the linkers difficult, VOCABULARY
take the opportunity to go back to page 61 and
review them.
Answ ers Answ ers
1 However 2 As a consequence 3 Furthermore 1 split 2 going 3 confessed 4 introduced 5 zip

4 As a result 5 Nevertheless 6 Therefore 6 upgrade 7 back up 8 startled 9 complained
10 recommendation
4 If you’re short on time, students can do the
preparation in class and complete the writing
at home. Alternatively, this could be done as a GRAMMAR
collaborative writing activity in class with pairs o f 2
students o f a similar level working together.
Ask students to make a note o f any vocabulary they Answ ers
could use in their essays and to include linkers of 1 even though 2 succeeded in 3 wasn’t allowed to
contrast. Remind them that they should leave their 4 nowhere near as 5 needn’t have 6 been able
own opinion until the conclusion.
3
5 Students expand their notes into an essay.
On completion, you could ask students to swap Answ ers
their essays with a partner (or another pair where 1 We ran as fast as we could, but we didn’t manage to
you opted for a collaborative writing approach) get there in time.
for them to read and give each other feedback on 2 Despite he earns earning a good salary, Mario says he
content (Is it interesting and engaging to read?) never has enough money.
and coherence (Are linkers used? Are they used 3 Nicole’s parents weren’t as strict with her brother than
as they were with her.
accurately? Have they followed the structure of
4 Nevertheless Although/ Even though Barry’s French isn’t
the model answer?). Alternatively, you may prefer
great, he understood a lot of the film.
to collect their writing in for marking. When you 5 It is very kind of you, but you don’t need to pick me up at
mark their essays, check for the above points. The my house. I can walk to the restaurant.
main focus should be on how successful you feel 6 Jam es always does well in tests, although nev er studying
each piece is as an informative essay to read - not despite/in spite of never studying / although he never
on particular grammar or lexical errors. Write short studies.
feedback for each student, saying first what you liked
about each essay, and two or three things they may
like to improve on in the future. Make a note o f any FUNCTIONAL LANGUAGE
persistent errors that occur in the class, then go over 4
these points (and bring in extra practice for them) in
a subsequent lesson. Answ ers
1 far and away, even 2 must, don’t need to 3 let, have
4 easily, whole
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ALWAYS LOOK ON THE

BRIGHT SIDE
Objectives students to compare answers in pairs and to come
to an agreement on their answers before checking
FUNCTIONS cheering someone up in open class.
GRAMMAR ways of referring to the future (review); future
continuous; future perfect Answ ers
VOCABULARY phrases to talk about the future: about to, off to,
on the point of; feelings about future events 1 T
2 F The main reason the blogger writes the post is because
she wants to change people’s attitudes.
Student’s Book pages 66-67 3 F The main character of the story is a man whose attitude
to life was the same after he was attacked.
4 F The robber got into the shop intending to steal the
READING money.
1 Books closed. As a lead-in to the topic, ask students 5 T
to work in pairs or small groups and make a list of 6 T
blogs they have read, including the topic o f each one. 7 F The man made a joke and everyone found it funny.
8 T
Elicit the names o f a few blogs in open class and ask
students: Have you ever taken advice from a blog?
5 ISPEA K ING Students discuss the questions in pairs
If there is an interactive whiteboard (IWB) available or small groups. Encourage them to go into detail in
in the classroom, this exercise would best be done as their answers and refer to the blog to explain their
a heads-up activity. Focus attention on the pictures opinions. Monitor to help with vocabulary, but do
and ask students to discuss the questions in pairs. not interrupt to correct errors unless they impede
Monitor and encourage students to be as creative communication. The aim here is to give students the
and open-minded as possible and to accept all of opportunity to build their fluency.
their classmates’ ideas and interpretations equally.
Nominate one or two pairs to share their ideas in
open class. Have a quick show o f hands to find out ■ TRAIN TO " П Н К
whether the majority thought that the pictures were Learning to see things from a different perspective
mostly positive or negative, and invite comments.
1 Books closed. To introduce this activity, draw a glass
2 ISPEAKING Books open. Give students time to on the board with a line halfway up. Ask: Is the glass
read the two statements before they begin their half-full or half-empty? Take a show o f hands on this.
discussions in pairs. During feedback in open class, Ask: Does your answer to this question reflect your
ask for volunteers to report on their discussions and attitude to life in general? Ask students to discuss the
to say who is more like them and why. question in pairs and listen to some of their ideas in
3 Check/clarify: do fo r a living. Ask students to read the open class.
blog and answer the questions. Set a three-minute Books open. Give students time to read the two
time limit to encourage students to read quickly and paragraphs. Students work in pairs to discuss what
not to focus on trying to understand every word. and who helped the people change their attitudes.
Allow students to compare answers with a partner Check answers in open class.
before a whole-class check.
Answ ers
Answ ers
I1 Jim 2 He owns a shop. 3 He’s an optimist.
4 С И 2.02 Check/clarify: in a good mood, allergic,

First speech bubble: A teacher helped them by telling them
a useful saying.
Second speech bubble: Their best friend helped them by
advising them to ignore the person making fun of them.
bullets. Before reading, ask students to underline
key words in the statements that they should look 2 ISPE AKING Give students some time to think of
for in the text. Ask them to underline the part of situations individually. Monitor and help with
the text which helped them decide and to compare vocabulary and ideas, as necessary. Put students into
their answers with a partner. Tell students that pairs to discuss their ideas with a partner. Re-group
they should read the article carefully and check students into small groups for students to report back
that the text matches the information in a sentence on their discussions and share opinions.
exactly before deciding if an answer is true. Ask
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7 A LW A YS L O O K O N T H E B R IG H T SIDE
Optional extension Answ ers
Write the following situations on the board: 1 arrives/is arriving/will arrive
A young man in your street has bought a very expensive car. 2 are going to spill/will spill
3 will, rain
Eaden passes exams easily and never seems to study.
4 are seeing/are going to see
George says: ‘I ’m not clever enough to go to university.’ 5 starts/is starting/is going to start
Ask students to think of different ways people might react to 6 go
the situations. What could be a positive reaction and what 7 am going to buy/am buying/will buy
could be a negative reaction? For example: Positive: What a 8 is/is going to be/will be
lovely car - he must have worked really hard to get the money
for that. Negative: He only has an expensive car to show other
people how rich he is. Fast finishers
It may help if students try to imagine the reactions of As students tend to have more difficulty with present simple/
different members of their family. Would their reaction be continuous as future forms, ask them to write sentences
different to their grandmother’s, for example? After some showing the difference between the forms, e.g. I ’m playing
individual thinking time, divide the class into small groups football tomorrow. The game starts at 10.30.
for students to compare and discuss. During feedback,
ask: What would you say to people to change negative
perspectives? Optional extension
Do a teacher-student role play. Ask students to write
sentences containing mistakes with future forms. Students
Student’s Book pages 68-69 pass their sentences to a partner. The partner has to act as
the teacher, explain the problems wth the sentences and
elicit the correct answer from the student.
GRAMMAR
Ways of referring to the future (review) Workbook page 64 and page 125
1 At this level, students should have quite a good
awareness o f the four forms, so you could ask them
to cover the rule box and divide the class into small VOCABULARY
groups for students to explain the uses o f each one.
Phrases to talk about the future: about to, off to,
Elicit some o f their ideas in open class, but do not
on the point of
comment at this stage. Ask students to complete the
rule. Did they manage to come up with all o f the 1 In pairs, students match sentences 1-3 to their uses.
various uses for each form? Check answers in open Check answers.
class, referring to the example sentences and giving
Answ ers
I
further examples for clarification, as necessary. Draw
attention to the use o f time expressions used in the 1 b 2 a 3 b
sentences: later today; two weeks from now; in five
minutes.
Look!
Rule Refer to the Look! box to clarify the forms o f the
I 1 will 2 present simple 3 going to 4 will 5 going to

6 present continuous 7 present sim ple 8 will
phrases. To check understanding, ask students to write a
sentence about their future; one for each o f the phrases.
Monitor to check the phrases are being used correctly.
Make a note o f any repeated errors. Write them on the
Optional extension board and elicit corrections in open class.
Ask students to write two true and two false sentences about
themselves using each of the tenses. In pairs, students read LANGUAGE NOTE
out their sentences for their partners to guess which are true. Clarify that about to and on the point o f are often used to
Students should take turns to quiz each other in order to describe actions in the near future, but these may not be very
work out which are the two false sentences before immediate; it all depends on context. For example:
revealing them. We’re about to buy a new house. (in the next few days or weeks)
They are on the point of splitting up. (It’s going to happen soon.)
homework. Consider doing number 1 in open class as
an example. Students work individually to complete
homework.
sentences 1-8. Allow them to compare answers with
a partner before feedback in open class. Where more Give students time to read sentences 1-6 and check
than one answer is possible, ask students to explain understanding. Ask them to put their pens/pencils
any subtle differences in meaning. down before they start reading to dissuade them
from answering straight away. Go through the first
sentence in open class as an example. Once they’ve
Mixed-ability
completed the exercise, ask students to compare
Weaker students could do this exercise in pairs.
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Answers Anna Well, on Tuesday afternoon my friends will be playing

football. But I’ll be sitting in the new ice cream
1 about to 2 off to 3 about to 4 about to 5 off to shop near school, enjoying a delicious ice cream -
6 on the point of strawberry, vanilla and chocolate. That’s my silver
lining.
Fast finishers Presenter OK, so now over to the audience. If you think Dan’s
answer is best, press the green button. If you think
Ask students to write three sentences which are true for them Anna should get the point, press the red button. And
using about to, offto and on the point of. ... the winner is Anna. Well done, Anna - one point
for you. OK, round two. You and your family are off
^ orkbookpa|e6A to Italy on a skiing holiday, but at the airport you
find that your flight has been delayed for six hours
because of bad weather. Six hours at Heathrow
airport. What can possibly be good about that? Anna?
LISTENING Ann Well, I don’t want to sound like a stereotype of every
1 С Й 2.03 Books closed. As a lead-in, ask students: girl but ... but, erm ... all those shops at big airports
Which quiz shows have you watched on TV or listened ... I think I could easily spend six hours looking at
to on the radio? What are the rules? Students discuss things ...
the questions with a partner. To make the second Presenter So while your parents try to entertain your little
question more challenging, ask them to imagine they brother, you’ll be walking around the shops?
are explaining the rules to a person who has never Anna Yes, that’s about it.
seen the show. Elicit a few examples of rules in open Presenter Poor parents! OK, Dan. What’s your silver lining?
class as feedback and see if others in the class can Dan Well this one’s really quite easy, isn’t it?
guess the show.
Presenter Is it?
Books open. Ask students to read question 1 before Dan Yes. It’s logical. Think about it. The plane is delayed
you play the audio. You could ask them to discuss because of bad weather. OK so I’m going to have this
possible meanings o f the phrase (question 2) before bad weather in Italy in the form of snow. Can I do
they listen and check. that?
Allow them to compare answers with a partner Presenter You can do whatever you want.
before open-class feedback. Dan OK. Snow in Italy. And I’m going on a skiing holiday.
I’ll just relax with a good book knowing that by the
A nsw er time the plane leaves London a lot of snow will have
I1 cloud

fallen on our ski resort in Italy. And I’ll be happy
knowing that in a couple of days we’ll be skiing in
perfect snow on a perfect Italian mountain.
Presenter Well, of course.
Dan Anna will still be shopping in Heathrow and she’ll
Presenter Hello and welcome to Silver Linings, the show have missed her flight.
where our guests try and find a little bit of good in Presenter OK, audience, again please. Red for Anna, green for
everything. Well, we all know the expression: ‘Every Dan. 3, 2, 1 and ... It’s Anna again. Dan, you have
cloud has a silver lining’ and that’s exactly what my some catching up to do.
special guests Dan and Anna are here to do: find the
silver lining. I’m going to give them some potentially
disastrous situations and they’re going to tell me why 2 #)2.03 Students may like to work in pairs and
in fact it’s actually a really good thing. A point goes try to answer the questions from memory before
to whoever gives the most imaginative answer. Dan, listening to the audio again to check and complete
Anna, all clear? Great. So let’s play Silver Linings.
their answers. After you’ve played the audio a second
So Dan and Anna, round one. It’s Monday morning,
you arrive at school and the sports teacher tells you time, give students time to review and expand
you’ve been dropped from the school football team. their notes before comparing with a partner. Check
Dan So the teacher is telling me I’m not good enough. answers in open class.
Presenter Exactly. Answ ers
Dan Well that’s easy. This is actually a really good
thing because I’ve always wanted to learn to play Round 1:
basketball. So I’ll do that now ... and one day the Dan says it’s a good thing because he’s always wanted to
teacher will regret it, and come back and ask me if I play basketball and he’ll become a big basketball star.
want to join the football team again ... well, by then, Anna says that instead of playing football she’ll be eating a
I’ll have become a big basketball star. I’ll say: ‘I’m so delicious ice cream at the ice cream shop near school.
sorry, all I’m interested in is basketball these days ...’ Round 2:
Dan says that he can just relax with a good book and that it
Presenter So, Anna. What about you? What would your silver
means that there’ll be lots of snow to ski on when they get
lining be?
there.
Anna OK, so this is on a Monday morning? Anna says she can spend the time shopping.
Presenter Yes.
Anna So tomorrow is Tuesday. 3 SPEAKING Divide the class into pairs for students to
Presenter Er, yes. Very good. compare notes and decide who should get the points
in each situation. Listen to some o f their ideas in
open class, insisting on students giving reasons for
their answers.
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GRAMMAR feedback. During feedback, ask students to explain
why they chose their answers and why another form
Future continuous is not a possible answer in each case.
1 Put students into pairs to complete the rule. Check
answers in open class. Use the examples in Exercise 1 Answ ers
and a timeline like the one below to clarify the rule. 1 have finished 2 have found 3 be sleeping
now on Tuesday afternoon 4 be flying 5 have spent 6 be teaching
7 have watched 8 be touring
Optional extension
I’ll be sitting in the new ice cream shop.
Divide the class into pairs. Students take it in turns to say
a time on a particular day. Their partner has to say what
Rule they will be doing at that time and what they will have done
I 1 around 2 be 3 -ing
2 Before filling the gaps, ask students to quickly read

previously. For example:
A: 8 o’clock on Monday morning.
B: I will have had a shower and got dressed. I will be eating
my breakfast.
the dialogue to answer the questions: Is Jessie going
to have a busy weekend? Why? (Yes. She is going to
London with her father.) This will ensure students Workbook page 65 and page 125
have a gist understanding o f the dialogue before they
start focusing on form. Students work individually
to complete the dialogues. Let them compare Be aware of common errors related to the future
continuous. Go to Get it right! on Student's Book
answers with a partner before checking in open
page 125.
class. During feedback, explain/elicit that we use the
future continuous to talk about an action happening
around a specific future time and the future simple
to describe one particular action which takes place SPEAKING
in the future. Check that students are contracting will
1 Write Silver Linings on the board. Divide the class
to ’ll and that they are placing the main stress on the
into four groups (A, B, C and D). You might like
principal verb rather than equally stressing all three
to pair students within their groups (AA, BB, CC,
words.
etc.) for this preparation stage. Ask students to read
Answ ers the situation that corresponds to their letter and to
discuss and make notes on their optimistic solutions.
1 will be sitting 2 will be w alking 3 will phone
4 will be watching 5 will come 6 will be thinking Point out that students should try to use the future
7 will put perfect and continuous in their answers, where
possible.
Future perfect 2 Form ABCD groups to play the game. Monitor and
make a note o f any future tenses being used correctly
3 Get students to complete the rule in pairs. During
to highlight and praise during feedback. Also note
whole-class feedback, use the example sentences to
down any examples where a future tense could
clarify. Again use a timeline like the one below to
have been used but wasn’t for students to transform
show the difference between the future perfect and
during feedback. Before focusing on future forms, ask
future continuous.
students with the highest scores to give examples of
now by the time we leave London
their solutions.
S tu d en t’s B ook pa ges 70-71

a lot of snow will have fallen in Italy
READING
To check understanding at this point, elicit a few
more examples of sentences with the future perfect BACKGROUND INFORMATION
and future continuous. Write some sentence stems on If students have access to the Internet in the classroom, you may
the board to get students started. For example: like to divide the class into three groups and ask each group to
By this next time next week ..., research one of the three famous people quoted in the article.
A t 7 o’clock tomorrow morning ... etc. When they have made notes on their findings, regroup into
groups of three for students to share information.
Rule
I
Charlie Chaplin (16 April 1889-25 December 1977) was an
1 will 2 have 3 past participle English comic actor and director. His most famous films were
The Kid (1921) in which he played his best-known character
The Tramp, Modern Times (1936) and The Great Dictator (1940).
4 If you’re short on time, set this exercise for Another famous quote from Chaplin is ‘A day without laughter is
homework but perhaps do number 1 in open class. a day wasted.’
Students complete the exercise individually and
check their answers with a partner before open-class
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Mahatma Gandhi (2 October 1869-30 January 1948) was the Mixed-ability

leader of the Indian Independence Movement from 1921 until
Give weaker students time to make notes on their answers
India became independent from Great Britain in August 1947. before they begin their group discussions.
He was a great advocator of non-violent revolution. He is widely
described in India as the father of the nation. Another famous
quote from Gandhi is ‘Live as if you were to die tomorrow; learn
Optional extension
as if you were to live forever.’
To give students practice in scanning texts, write the
Winston Churchill (30 November 1874-24 January 1965) was a
following words on the board in random order: inspirational;
British politician. He was Prime Minister of the United Kingdom
cool; weird; great; disappointed; gloomy.
from 1940 to 1945 and from 1950 to 1955. His speeches inspired
the United Kingdom to victory in the Second World War. He was Divide the class into pairs and have a race to see who can be
named the Greatest Briton of all time in a 2002 poll. Another the first pair to find the six adjectives in the texts. When the
famous quote from Churchill is ‘If you’re going through hell, first pair finishes, check answers and check understanding.
keep going.’ As a follow-up, ask students to discuss what the adjectives
refer to in the text.
resources.
As a lead-in, show photos o f worried-looking people VOCABULARY
o f varying ages. Divide the class into pairs and ask:
Why do you think the people look worried? Encourage Feelings about future events
students to use future forms in their answers where 1 To introduce this section and give students an
possible. Students discuss the question in pairs. example, elicit typical situations that make
Listen to some o f their ideas in open class. students worried.
Students read the website and answer the questions. Ask students to make a list in pairs. Monitor and
To encourage them to read quickly, set a three- help with vocabulary as required. To extend the
minute time limit for the exercise. Students check discussion, ask students to rank their situations from
answers with a partner before whole-class feedback. most to least worrying. Regroup students and ask
them to compare lists with different partners. Ask:
Answ ers Which three situations would worry you most? Listen
It’s for people who worry. The worries mentioned are about to some examples in open class.
a decision to take a trip and being good enough to play 2 Ask students to read the extracts and decide which
drums in a band.
event each one refers to. Set a one-minute time limit
to encourage students to read quickly and to focus
2 Students read the website page again to match each
on overall meaning rather than specific vocabulary.
o f the worries (A-B) with one o f the answers 1-3.
Allow students to compare answers with a partner
Before they read, check/clarify inspirational, hang out
before open-class feedback.
with, audition. Ask students to underline the parts of
the text that helped them decide on their answers. Answ ers
Allow students to compare answers in pairs before
A a football or rugby match B going back to college/
university as a mature student C an exam D a visit to
the dentist
Answ ers
1 - 2 B 3 A
Fast finishers
3 Ask students to read the questions and then re-read Ask students to look back at the two worries on the website
the text to find the answers. Check answers in open on page 70 and rewrite them using some of the expressions
class. in bold.
Answ ers 3 Students complete the exercise in pairs. Allow them

to use dictionaries if necessary. While students are
1 The writer used to be a worrier too.
2 The writer can see the positive in their situations. working, re-create the two columns on the board for
3 Worrier A is less pessimistic, seeing both positive and use during feedback. Check answers in open class,
negative sides of the situation. writing answers in the two columns. Ask students to
4 The Charlie Chaplin quote. copy the lists into their notebooks.
4 (SPEAKING Give students time to read the questions. Answ ers

Clarify any difficult vocabulary. Divide the class into expressing optimism:
small groups for students to discuss the questions.
I’m really looking forward to I feel quite positive
Ask each group to appoint a secretary to note down I’ve got a really good feeling about
their answers. When students have completed the
exercise, you regroup students and ask them to expressing pessimism /worry:
repeat the exercise with new partners. As well as I’m ... dreading I’m feeling quite apprehensive
maximising speaking practice, this is often motivating I’m also a bit unsure I just don’t know where to start
It’s a nightmare - I’m really worried
for students as they are able to express themselves
I’m getting so worked up I’ve just got a bad feeling about
more fully on the second attempt. Ask individuals to
report back to the class on their discussions.
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Optional extension the classroom, make a note and choose some to show
Ask stronger students to discuss which of the expressions are in the next lesson.
more or less optimistic. 2 Students make notes on the reason why the things
cheer them up. Monitor and help with vocabulary
4 Refer students back to the lists they created in as necessary.
Exercise 1 and ask them to complete the exercise in 3 ISPEAKING Divide the class into pairs or small
pairs. You may like to ask students to write answers groups for students to discuss. Monitor, but
so that you can monitor and check they are being avoid error correction unless errors really hinder
used correctly. comprehension. The focus o f this task is on fluency,
not on practice o f structures or lexis. Make a note
Optional extension o f any nice expressions in English that students use
To help students memorise the expressions, put students during the activity and write them on the board at
into pairs. Students take turns to close their books while the end o f the exercise for the whole class to copy.
their partner says the expressions for them to decide if they Praise the students who used the expressions, as
express optimism or pessimism.
giving positive feedback will encourage students to
be more adventurous in similar communication tasks.
^ rkbookpag^ k
Optional extension
Ask students to refer back to the events they wrote down in
FUNCTIONS Vocabulary Exercise 1 and ask: Which of the events are you
likely to face soon? Think about how you feel about each one
Cheering someone up and make notes.
1 С Й 2.04 As a lead-in, ask for volunteers to talk As students make notes, monitor and help with vocabulary.
about one o f their worries from Vocabulary Exercise Ask students to work in pairs or small groups and discuss
4. Encourage the other students to cheer them up their future events together, offering encouragement where
and tell them not to worry. Write any interesting they can. Students could suggest some of the things in
vocabulary on the board and try to elicit some o f the Functions Exercise 1 when recommending ways to cheer
each other up. For example:
expressions from the exercise.
A: I ’ve got an important exam on Friday. I ’ve got a bad feeling
Give students time to read sentences 1-5 and about it.
complete them with the words from the list. Play the
B: It’s normal to feel apprehensive when you’ve got an exam,
audio for students to listen and check their answers. but don’t let it get you down. I ’m sure you’ll be fine. Why
Allow them to compare answers with a partner don’t you go and buy some chocolate, that always cheers
before feedback in open class. Write answers on the me up!
board and ensure students are clear on what the full
expressions are: Cheer up! Things will seem better after/
when ...; Hang in there; Don’t let it get you down; It’s
not the end o f the world; Look on the bright side; There
WRITING
is light at the end o f the tunnel. Say each expression for A short story
students to repeat and check pronunciation. Ask them
The planning for this exercise can be done in class and
to cover the expressions to discourage them from
the writing set for homework.
reading and to ensure they repeat with feeling.
Tell students they are going to write a story which
Answ ers finishes with the words Every cloud has a silver lining.
I 1 Cheer 2 Hang 3 down 4 bright 5 light
2 Ask students to complete the exercise in pairs.

Elicit the meaning in open class as a reminder. You
could tell them a story o f your own as an example.
Give students a short while to work individually to
come up with an idea and make notes. Divide the class
Encourage them to give reasons for their answers
into pairs for students to take turns to tell their stories,
rather than just using an expression to cheer them
expanding on the notes they made. When students have
up. Listen to some o f their ideas in open class.
told their stories, ask them to give each other feedback.
They should say how it could be made more interesting
PRONUNCIATION and point out any important elements that should
F or practice o f approp riate in ton ation w hen be included. Give students time to revise their notes
accordingly.
en cou ragin g som eone, g o to Student’s B ook page
121. Ask students to write the story. If time allows, suggest
they write a first draft, then exchange stories with a
partner for students to read each other’s stories and
Ш Т i Ж SELF-ESTEEM make comments and suggestions. Tell them not to
correct every error, but to look for the following:
What cheers me up
What further information would you like?
1 Ask students to think o f two more things that cheer
In what ways could vocabulary be improved?
them up. Give an example o f your own to get them
What punctuation and spelling mistakes are there?
started. If students mention a song or humorous
video and you have access to digital technology in
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Finally, ask students to write a second draft 2 Students work with a partner to complete the
incorporating their partner’s suggestions and comments. exercise. Check answers. Say each of the phrases for
Ask students to work in small groups and read each students to repeat and check pronunciation.
other’s stories.
Answ ers
PHOTOSTORY: episode 3
I a 5 b 4 c 3 d 6 e 2 f 1
3 Ask students to complete the dialogues. Go through

number 1 with them in open class as an example,
The competition if necessary. During feedback, say the sentences for
1 If you’re using an IWB, project the photos onto the students to repeat.
board and ask students to close their books. Get
students to try to recall what happened in previous Answ ers
episodes o f the photostory. Next, ask them to guess 1 for a start; Fair enough 2 go for it; get your hopes up
answers to the questions, based on the photos. Write 3 make a fool of myself; Anyway
some of their ideas on the board.
2 О Й 2.07 Play the audio for students to listen as Optional extension
they read, and check their answers from Exercise 1. Disappearing sentences: you’ll need to write out the
During whole-class feedback, refer to students’ ideas dialogues on the board or IWB for this one. Make AB pairs so
on the board. Ask: Who guessed correctly? that half of the class are A and half are B. Students practise
the conversations from Exercise 3 in their pairs. Cover a small
Answ ers section of the dialogues, beginning from the right-hand
side of the screen or board. Students repeat the dialogues
1 He wants to win a photo competition. in their same AB pairings trying to remember the whole
2 She thinks it’s a bad idea. thing, including the parts they can no longer see. Cover more
and more of the dialogue, with students practising at each
stage, until eventually nothing is left on the board. Ask for
volunteers to perform for the class or have all As and all Bs
DEVELOPING SPEAKING perform in unison. This activity involving lots of repetition is
a fun way for students to memorise useful chunks.
3 Ask students: What do you think happens next? Ask
them to brainstorm possible endings for the story.
Students work in groups, with one student in each
group acting as secretary and taking notes. During WordWise
whole-class feedback, write students’ ideas on the
board to refer back to once they have watched the Expressions with so
video. Don’t give away answers at this stage. 1 Books closed. As a lead-in, write so on the board and
4 О EP3 Play the video for students to watch and ask students to give different examples o f its use in
check their answers. During whole-class feedback, open class. Write any correct examples on the board.
refer to students’ ideas on the board. Ask: Who Books open. Ask students to work with a partner and
guessed correctly? complete the exercise.
5 Give students time to read the statements. Students During whole-class feedback, elicit or explain
complete the exercise in pairs. Play the video again, the meaning o f the five phrases and give further
pausing as required for clarification, for students to examples as necessary to clarify meaning.
check their answers.
Check answers with the whole class. Ask students to Answ ers
correct any false statements. 1 I told you so 2 So 3 I’m afraid so 4 I guess so
5 or so 6 so far
Answ ers
I1 T 2 T 3 T 4 F 5 T 6 F
2 Students work individually to complete the
sentences. Encourage them to refer to the sentences
in Exercise 1 to help them choose the correct phrase.
Students compare answers with a partner before
PHRASES FOR FLUENCY whole-class feedback. During feedback, work on
1 Ask students to locate expressions 1-6 in the story on pronunciation and intonation o f the sentences.
page 72 and underline them. To encourage speed- Finally, ask students to work in pairs and practise
reading, you could do this as a race and ask students the dialogues. You could adopt the ‘disappearing
to find the expressions as quickly as possible. Ask sentences’ approach here if you didn’t do it earlier.
students to compare their answers with a partner
Answ ers
before feedback in open class.
1 So 2 I’m afraid so 3 or so 4 so far 5 I guess so
Answ ers 6 I told you so
1 Liam 2 Emma 3 Justin 4 Emma 5 Emma

6 Nicole ^ огкЬоок ^П А
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Q I MAKING
O I LISTS
Objectives Answ ers
1 The fact that no one was wearing a mask.
FUNCTIONS saying ‘Yes’ and adding conditions 2 There were almost no infections over 27 months and
GRAMMAR conditionals (review); mixed conditionals it was estimated that around eight lives were saved.
VOCABULARY phrasal verbs (2); alternatives to if: suppose, 3 A plane could crash; a skyscraper could fall down.
provided, as long as, otherwise, unless 4 A lot of them weren’t very enthusiastic because they
thought it would be too difficult to use.
5 Because it’s relevant for all people to avoid making
Student’s Book pages 74-75 mistakes.
READING 5 (SPEA K ING Divide the class into pairs or small

1 (SPEAKING Books closed. As a lead-in, ask students: groups, roughly according to ability, to discuss the
How do you organise your revision before exams? How questions. Monitor but do not interrupt unless errors
do you make sure you don’t forget to do any homework? hinder comprehension. Make sure all students are
What can you do to be more organised? Give students speaking and encourage quieter students to give their
time to discuss the questions in pairs or small groups. opinions too. Nominate one or two students to report
Invite students to report back to the class on their back to the class on their discussions.
discussions in open class.
Books open. If there is an interactive whiteboard H TR A IN TO T iNK
(IWB) available in the classroom, this activity would
The ‘goal setting’ checklist
best be done as a heads-up activity. Focus on the
photos. Ask students to work with a partner and note 1 Ask: What goals have you set yourself in the last year?
down their answers. Regroup students into small Have your parents ever set goals fo r you? What goals
groups to compare ideas and expand on their notes. have they set? Why is it important to set goals? Students
You may like to suggest that students use this as an discuss the questions with a partner. Invite volunteers
opportunity to review and practise comparative forms. to report back to the class on their discussions and
encourage reactions from the rest o f the class.
2 Tell students they are going to read a book review. To
encourage them to read the text quickly, give them Give students time to read through the ideas (a-h)
three minutes to read the review to find the answer. and the checklist. Check/clarify: approach, discipline.
Ask students to work individually to complete the
A nsw er exercise. Ask students to compare their answers in
I A checklist
3 С Й 2.08 Ask students to read the paragraph titles.

pairs, prompting them to justify their opinions and
challenge each other’s answers. Check answers in
open class.
Play the audio while students re-read the review Answ ers
and match the titles to the paragraphs. Ask them
to underline the parts o f the text that helped them
choose their answers. Allow them to compare
I 1 d 2 f, h 3 b, g 4 e 5 a, c, e
2 (SPEAKING Working individually, students think of

something they want to achieve. Perhaps elicit one or
Answ ers two ideas in open class to get them started. You could
I A 2 B 3 C extra title D 1 E 4 F 5
4 Give students time to read the questions. Encourage

also give students time to work in pairs to brainstorm
possible goals. Once they have something in mind,
students make notes on points 1-5 in the checklist
in order to define their goals. Monitor to help with
them to underline the key information in the vocabulary and ideas. As you monitor, make a note
questions that they w ill be looking for in the text. of some interesting checklists to come back to during
Students then read the text in more detail to find the feedback. Allow students to compare ideas in small
answers. Suggest that they underline the parts o f the groups and encourage them to give each other ideas
text that support their answers. Students compare on how to improve their checklist, for example, do
answers with a partner before whole-class feedback. they need to be more specific?
Ask individuals to refer to the parts o f the text that
support their answers at this stage.
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Optional extension Mixed-ability

Point out that goal-setting is often done in groups as well With stronger groups, ask students to close their books.
as by individuals. Divide the class into small groups and tell Dictate the words in each sentence in random order for
students they are going to set a goal for the group as a whole. students to order correctly.
Give examples: form a band; organise an end-of-term party;
set up a study group; start a tennis club, etc.
Students work together to create a checklist. Regroup for Answ ers
students to share their ideas. 1 If you read books, you learn things about life.
2 You’ll discover interesting things about pilots and doctors
if you read it.
Student’s Book pages 76-77 3 If Gawande w asn’t a doctor, he w ouldn’t understand so
much about this.
4 I wouldn’t have found out about the importance of
GRAMMAR checklists if I hadn’t read it.
Conditionals (review)
1 Students complete the sentences individually and Optional extension
then look back at the book review on page 75 Write the following sentence endings on the board.
to check. Ask students to read through the table ... I would never have said it.
and work with a partner to complete it, using the ... I will cry.
sentences in Exercise 1 to help them. ... she wouldn’t be in class now.
It may be helpful to copy the table onto the board ... he goes to the park.
and to ask students to come out and complete it with Ask students to write the beginning (first clause),
their answers. During feedback, ask concept-check encouraging them to be as imaginative as possible. Prompt
questions to help clarify meaning and usage o f each them to think carefully about which conditional form (zero,
type o f conditional e.g. What does sentence 1 refer to: 1st, 2nd, 3rd) they should use in each sentence. Get students
the past, present, future? Or does it refer to an imaginary to compare their sentences in small groups and come to an
agreement on which are the most imaginative or humorous.
situation? Does sentence 2 refer to the past or present?
Were they wearing masks?
Answ ers
1 run, will be 2 had worn, wouldn’t have been
3 use, don’t ... use 4 had, ’d want Be aware of common errors related to the use of
would in conditional sentences. Go to Get it right!
on Student's Book page 125.
Rule
1 present sim ple 2 1
3 present sim ple 4 future simple
5 4 6 past simple VOCABULARY
7 2 8 would(n’t) have + past participle
Phrasal verbs (2)
2 Do number 1 in open class as an example. Students 1 Ask students to read the sentences and work with a
work with a partner to complete the exercise. partner to try to complete them. Ask students to look
During feedback, refer to the rule in Exercise 1. back at the text to check their answers. This stage
Say sentences 1-4 for students to repeat. Check could be done as a class competition with students
pronunciation and intonation. racing to be the first to find all eight phrasal verbs in
the book review. Check answers in open class.
Answ ers
Answ ers
1 b 2d 3c 4a
1 came down with 2 turned out 3 run through
4 carried out 5 points out 6 comes up with
Fast finishers 7 look into 8 work out
Ask students to write about what they would do if they found
a million pounds.
Mixed-ability
At the initial gap-fill stage, ask students to cover the eight
Optional extension phrasal verbs in the word list. Stronger students can attempt
to complete each sentence with a phrasal verb while weaker
Make AB pairs. Ask As to close their books and Bs to say
students complete them with any verb which would give the
the first half of the sentences for As to complete. After two
sentence meaning. All students then uncover the phrasal
minutes, students swap roles and repeat.
verbs. Stronger students check their answers while weaker
students choose a phrasal verb to replace each verb they’ve
3 If you’re short on time, set this exercise for homework come up with.
but go through the example in class, as necessary.
Remind students to refer to the rule while they
complete the exercise. Allow students to compare
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8 M A K IN G LISTS
2 ISPEAKING Put students into pairs to discuss the A n sw er
meaning o f the phrasal verbs. Encourage them to People write lists for the following reasons: to organise
brainstorm other situations in which the verbs could information, to remember things, to focus their mind, to
be used. Monitor to get a sense o f how well students reduce stress by making them feel they’re in control, to
understand their meaning. Nominate students to make them feel good about themselves
share their definitions in open class. Clarify/check
understanding as necessary.
3 Give students time to read the sentences. Students
work with a partner to complete the exercise. During Brian The world is full of lists! Every time I turn on the TV
there’s a programme like ‘the 50 best horror films of all
whole-class feedback, ask: What is different about the
time’ or ‘100 great football moments’. The Internet is full
verbs work out and point out? Elicit/point out that all
of ‘top ten’ this and ‘top ten’ that sites. My guest today is
the phrasal verbs are inseparable apart from work Katy Spencer, a social psychologist. Katy, why are we so
out and point out. crazy about lists?
Katy Hi, Brian, and yes, you’re right. List-making has become
Answ ers incredibly popular and you know, it’s not a bad thing,
1 looking into 2 came down with 3 work out because there are a number of reasons why making
4 carried out 5 point out 6 run through 7 turned out lists can be good for us. If I were more organised, I
8 come up with would have made a list of them, I suppose. But I’m not
organised, so I haven’t. But seriously, I can tell you,
there are really five reasons. One reason why lists are so
Fast finishers popular these days is because we’re surrounded by new
Ask students to look back at reading exercises in previous information all the time, lots of it. People make lists to
units in the book and find more examples of phrasal verbs. try and organise this information. But I think the most
Get them to use the context of the reading to work out the obvious reason we make lists is to help us remember
meaning of the verbs. They can use a dictionary to check. things. I don’t know about you but I often find myself
standing in the supermarket, and I’m thinking ‘If I had
made a list then I would know what to buy.’
Optional extension Brian I know exactly what you mean. OK, so lists help our
memory. What else?
Divide the class into two groups. One group calls out a
phrasal verb and the other group has 30 seconds to use it Katy Well, lists are also a really good way of focusing our
correctly in a sentence. In large classes, form four groups minds. For example, imagine you’re planning a party.
(ABCD) with A and B competing with each other, and C and When you write down all the things you need to do,
D competing. you’re making sure that you won’t forget anything
essential.
Brian Oh, right.
^ jrkbjoTg g j a^ Katy And here’s another good thing. Making this kind of list
can really help reduce stress.
Brian How exactly?
LISTENING Katy Well let’s take my party list as our example. Organising
Why do we make lists? something like a party is often really quite stressful. Have
I got enough food and drink? Where’s everyone going to
1 ISPE AKING Books closed. As a lead-in, write a list on sit? What kind of music should I play?
the board outlining what you are going to do/have Brian Absolutely.
done in the lesson today. Ask: Do you think this is a
Katy Well, when you sit down and make the list, it
useful list? Who for? Why? Students discuss in pairs immediately relaxes you, because it gives you the feeling
or small groups. Listen to some o f their ideas in open that now you’ve got some kind of control over things.
class. Ask: Would you like me to write up a list like this Maybe you haven’t got any control at all, but you feel
at the beginning o f every lesson? like you have! The list shows you what needs to be done
and now you can concentrate on doing it.
classroom, this activity would best be done as a Brian Right! But what about those people who make lists like,
all the airports in the world they’ve been to, or their 20
heads-up activity. Focus on the lists. Ask students to
favourite songs?
discuss the questions in pairs. Regroup students into
Katy They’re what I call ‘me’ lists, they’re all about the person
small groups to compare ideas. Nominate students
writing them. And I think people write them because it
to report back on their group’s discussion in open makes them feel good about themselves. They can see
class and note their answers on the board to refer to what they’ve done in their lives. They feel good because
during feedback on Exercise 2. they’ve done things, been places, that sort of thing.
2 С Й 2.09 Tell students they are going to listen to Brian So, making lists to help you feel important? Interesting
an interview with a social psychologist. Ask them ... but I don’t think anyone sensible does that, do they?
to listen for which o f the ideas on the board are Katy Don’t say that. I’ve made loads of lists like that!
mentioned. Brian Oh, sorry! Anyway, Katy, thanks for coming in this
Allow them to compare answers with a partner morning. That was really interesting and you’re now in
my list of ‘top five people I’ve interviewed’!
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3 С Й 2.09 Students may like to work in pairs and Answers

try to answer the questions from memory before 1 If Anna and Dan hadn’t had a big argument, they would
listening to the audio again. Where they can’t be talking to each other.
remember, they can note down types of word 2 If we’d left early, we w ouldn’t be late now.
appropriate to each space. Play the audio again for 3 If I had a good memory, I wouldn’t have forgotten her
students to check and complete their answers. Allow birthday.
them to compare answers with a partner before 4 If I had eaten breakfast, I wouldn’t be hungry now.
5 If he’d paid attention, he’d be able to do the homework.
Answ ers
I
Fast finishers
1 organise 2 memory 3 focus 4 stress 5 feel good Ask students to write alternative would clauses for
sentences 1-5.
4 (SPEAKING You may like to match the first list as a
group, to clarify the exercise. Students work in pairs 4 Give an example of your own or elicit possible
or small groups to discuss which list(s) corresponds answers to number 1 in open class, to get students
to which reason(s). Nominate individuals to describe started. Divide the class into mixed-ability pairs.
one of the lists as feedback. Adapt the time-limit according to the level o f your
class. To vary the pace and encourage an element of
Possible answers competition, tell students they should write as many
The world’s top five capital cities: to organise information sentences as possible in the time available. When
The shopping list: to aid your memory, focus your mind the time is up, find out who has written the most
Top five action films: to organise information sentences and ask the winning pair to share their
Party list: to aid your memory, to reduce stress sentences with the class.
5 (SPEAKING Before starting the discussion, give Workbook page 73 and page 125
students some time to work individually and think
about their answers to the questions before they
discuss in pairs. Monitor and encourage students to
PRONUNCIATION
go into detail and give reasons for their answers. For pron un ciation practice o f w ea k form s w ith
Avoid error correction unless errors really hinder con dition als g o to Student’s B ook page 121.
comprehension. The focus o f this task is on fluency,
not on practice o f structures or lexis. Listen to some Student’s Book pages 78-79
o f their ideas in open class.
READING
GRAMMAR 1 ( SPEA K ING A recording o f this text is available with
your digital resources.
Mixed conditionals
Books closed. As a lead-in, elicit the names of ten
1 С И 2.10 Ask students to complete the sentences with
school subjects studied by your students and write
the words or phrases in the list. Let them compare
them on the board. Divide the class into pairs for
answers with a partner before playing the audio to
students to agree on a ranking of their lists from most
check answers.
to least interesting, useful or difficult. You could
Answ ers start them off by tasking them to rank them by ‘most
I
1 were, would have 2 had, would
2 Give students time to read the instructions and

interesting’ and then assign ‘most useful’ and/or
‘most difficult’ to any fast finishers.
Books open. Students work with a partner to discuss
the question. Ask students to make notes on any lists
the rule. Students work in pairs to complete the they’ve seen. Nominate one or two students to share
rule. Check answers. Give further examples for their ideas with the class.
clarification, as necessary. Remind students that it
2 Set a three-minute time limit to encourage students
is possible to start conditional sentences with the
to read the blog quickly for this initial reading-for-
would clause.
gist task. Allow students to compare answers with a
Rule partner before feedback in open class.
I
1 2 2 1

Answ ers
1 Because no one sent him a list.
2 In the blog archive.
homework. Ask students to work individually to 3 He wants them to send him lists.
write sentences to describe situations 1-5. Get them
to check in pairs prior to a whole-class check. 3 Give students time to read the sentences. Check/
clarify: rub, warthog. Point out that students need to
decide which of the top ten lists the sentences might
be found in. Students read the blog more carefully in
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8 M A K IN G LISTS
order to complete this exercise. Ask them to compare Books open. Ask students to read the Look! box and
answers in pairs before a whole-class check. then to work in pairs and match the sentence halves
from the blog. Check answers in open class.
Answ ers
I a 9 b 2 c 1 d 4 e3
4 I s PEAKING Ask students to work individually to I

Answ ers
1c 2b 3 e 4a 5 d
decide which five lists they would like to read in full, 2 Ask students to work in pairs, encouraging them to
and why, before they begin discussing in pairs. Listen refer to the sentences in Exercise 1 to help them.
to some o f their choices in open class and have a show Check answers in open class. Prepare to give
o f hands to find out which lists were most popular. example sentences of your own to clarify meaning,
as necessary.
Optional extension
If students have access to the Internet, ask them to do a Answ ers
search for one of the lists, in pairs. Give students time to 1 as long as/provided 2 suppose 3 unless
make notes on the information they find. Put pairs together 4 otherwise
to make groups of four to share the most interesting
information they found.
3 Ask students to work individually to choose the
5 (SPEAKING Students work in pairs to choose a correct option in each sentence. Let them compare
category and make a list. Monitor and help with answers with a partner before a whole-class check.
ideas. Encourage students to be as funny and During feedback, check understanding by asking
imaginative as possible when choosing and creating students to rephrase the sentences using if.
their lists. Put three pairs together to form groups of
Answ ers
six and ask students to feed back on their lists within
their groups. 1 provided 2 otherwise 3 provided 4 unless
5 as long as 6 Suppose
Ш Т i 4KVALUES Fast finishers

Lists Ask students to review Grammar Exercise 3 on page 77
and see which of the sentences could be rewritten using
1 Ask students to tick the sentences they agree with
alternatives to if, and rewrite them.
(they can choose more than one).
2 (SPEAKING Divide the class into pairs or small
groups for students to compare their choices. Monitor
and help with vocabulary as necessary. Encourage
students to give reasons for their choices and to try FUNCTIONS
to use conditional sentences in their discussions
where possible. Note down any repeated errors Saying ‘Yes’ and adding conditions
related to conditionals and elicit corrections during 1 Give students time to read the sentences before they
feedback. Also, invite students to share their begin discussing who could be talking to whom in
opinions in open class. pairs. Do the first one in open class to demonstrate
3 Students complete the exercise individually. Ask the activity. Tell them there is not one correct
them to compare answers in pairs. During feedback, answer. Encourage strong students to think of various
nominate one or two students to share their ideas situations for each sentence. Listen to some of their
for list number 7. ideas in open class.
2 Ask pairs to rewrite the sentences. Tell them to
Optional extension refer to the vocabulary section for help if necessary.
Students work in pairs to write one of the top ten lists Again, you could do the first one in open class as an
mentioned in Exercise 3. Monitor and help with vocabulary example. Monitor to deal with any problems and to
and ideas if necessary. If you have space, display the support weaker students. Check answers.
completed lists on the walls and ask pairs to circulate and
discuss whether or not they agree with the choices. Answ ers
1 You can borrow it as long as you drive it really carefully.
2 Yes, you can go to the party, provided you promise to be
VOCABULARY home by 11 o’clock.
3 I’ll get really bad marks unless you help me.
Alternatives to if: suppose, provided, as long as, 4 I’ll fix it as long as you let me play games on it.
otherwise, unless 5 Close the door, otherwise it’ll get cold in here.
6 Yes, you can practise, provided you don’t make a lot
1 Books closed. To focus students on the vocabulary, of noise.
write the five alternatives to if on the board and 7 Suppose you could play the guitar - what kind of music
ask: What do these words mean? What do they have in would you play?
common? (They are all alternatives to if.) Listen to
some of their ideas but do not comment at this stage.
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3 Students read the questions and make notes with a partner, using the context provided by the
individually. Ask them to try to think o f at least article to help them. Students uncover the definitions
two conditions for each one. to check their ideas and complete the exercise. Check
4 Students work in pairs to create their own dialogues. answers in open class.
Monitor to check they are adding conditions
Answ ers
correctly. Invite volunteers to perform their
dialogues in open class. 1 abandoned 2 bury 3 flourished 4 hostile
5 icon 6 spectacles 7 succession 8 carved
Mixed-ability
Weaker students can write their dialogues and practise them
before trying to act out their dialogue without looking at SPEAKING
their notes. Stronger students can be encouraged to be more
In pairs or small groups, students discuss the questions.
spontaneous and perform dialogues on the spot.
Make a note o f any nice expressions in English that
students use during the activity. At the end write them
on the board for the whole class to copy, and for you
to praise the student who used them. Invite students to
report back to the class on their discussions. Also focus
CULTURE on any recurring errors and elicit corrections during
feedback.
The Seven Ancient Wonders of the World: the Great Pyramid
of Giza (in modern-day Egypt); the Hanging Gardens of Babylon WRITING
(whereabouts unknown); the Colossus of Rhodes (a 30m statue
on the Greek island of Rhodes, destroyed by earthquake in Essay
226 в с е ); the Lighthouse of Alexandria (a 130m lighthouse in 1 Draw students’ attention to the photo. Ask: What
Egypt which survived until the 13th century); the Mausoleum at
do you know about the Simplon Tunnel? Why do you
Halicarnassus (an ornate tomb in modern-day Turkey destroyed
by earthquakes in the 12th-15th Centuries); the Temple of
think it is special? When and how do you think it was
Artemis (a Greek temple in modern-day Turkey destroyed in 401 built? Get students to speculate in pairs before they
a d ); and the Statue of Zeus (a 13m statue in Greece, destroyed read and check. Set a two-minute time limit to
in the 5th century a d . Only the Great Pyramid remains (mostly) encourage students to read the essay quickly to check
intact today. predictions and answer the questions. Allow students
to compare answers in pairs before whole-class
1 Put students into small groups to discuss the feedback.
question. Elicit answers in open class and make a
list on the board. If you have access to the Internet Answ ers
in the classroom, search for images o f any ‘wonders’
Because they were the longest tunnels in the world when
mentioned by students and discuss why they might they were built. / They were a big engineering achievement
be on the list. at the time.
2 С Й 2.13 First, ask students to look at the photos and
guess the answers. Play the audio while students read 2 Ask students to work in pairs and try to find the five
and listen to the article to check their predictions. mistakes. This can be done as a class competition
Ask students to check their answers with a partner with pairs competing to be first to find the mistakes.
before feedback in open class. Check answers.
Answ ers Answ ers
Petra is the oldest. • a spelling mistake - 9

Christ the Redeemer is the newest. • a mistake with the verb tense - 4
• a mistake which is the wrong choice of connecting
3 Give students a minute or two to read the sentences word - 6
• a preposition mistake - 1
and circle the key information that they need to look
• a mistake which is a m issing word - 2
for. Students read the text again in order to answer
the questions. Tell them to underline information in
3 Students work in pairs to correct the mistakes. If
the text that helped them. Students check answers
you’re using an IWB, project the text onto the board
with a partner. During feedback, ask students to
to refer to during feedback. Check corrections in
justify their answers by quoting the text they have
open class.
underlined.
Answ ers
Answ ers
1 in 2 the 4 took 6 during 9 than
1 Petra 2 Taj Mahal 3 The Colosseum
4 Great Wall of China 5 Machu Picchu
6 Christ the Redeemer 7 Chichen Itza 4 This exercise is designed to get students thinking
about the mistakes they make when writing. Ask
4 IVOCABULARY Ask students to cover the definitions. students to work individually to note down their
Give them two minutes to find the highlighted words answers to each question. If available, ask students to
in the article and discuss their possible meanings refer to pieces o f writing they have recently produced
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8 M A K IN G LISTS
to help them create a checklist. When students 3
have completed the exercise, make small groups for
Answers
students to compare ideas and checklists.
5 Ask students to choose a modern wonder and make 1 It’s Diana’s birthday next Friday and she will have is
having a party on Saturday.
notes on reasons for their choice. Monitor to help
2 I would have been happy if he would have had come.
with vocabulary and ideas. Get them to share ideas 3 If I hadn’t made so many mistakes, I would w in have won
in pairs or small groups. Can they add any ideas or the tennis match.
reasons fo r why it would be a good choice fo r a modern 4 This time tomorrow, I’m lying I’ll be lying on a beach in
wonder o f the world? the sun.
5 If I had been were/was taller, I wouldn’t need the ladder.
6 Encourage students to make a plan before they begin
6 We must finish cleaning the kitchen before our parents
writing their essays and to organise their writing as are arriving arrive.
outlined in the instructions. They should also refer to
their checklist of past mistakes once they’ve written it.
Alternatively, this could be done as a collaborative FUNCTIONAL LANGUAGE
writing activity in class with pairs o f students writing
their essays together. On completion, ask students to
exchange their essays with another pair for them to Answ ers
read and correct any grammatical errors, using the
1 no, bright 2 provided, a good 3 unless, cheer
checklists they created earlier.
4 if, as long
Optional extension
Ask students to work in pairs to create a peer feedback
checklist and use it to comment on each other’s writing
so they’re also feeding back on things like content and
organisation, as well as accuracy.
Student’s Book page 82-83
Ш Т i К EXAMS
READING AND USE OF ENGLISH
1 Part 2: Open cloze
Answ ers
1 on 2 if/provided 3 by 4 have 5 out 6 an
7 long 8 will

VOCABULARY
1
Answ ers
1 down 2 about 3 up 4 unless 5 worried
6 flourishes 7 succession 8 through 9 forward
10 point
GRAMMAR
2
Answ ers
1 would be 2 will have 3 are going 4 will
5 would have 6 will be
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9 LIFE COACH
Objectives
FUNCTIONS
BE YOUR OWN
asking somone politely to change their

and complete the exercise. You may like to suggest
that they read the first paragraph and then decide
which is the most suitable heading, before moving
behaviour on to the second paragraph. As they read, encourage
GRAMMAR I wish and ifonly; I would prefer to / it if, It’s time, them to underline the parts o f the article that support
I ’d rather / sooner their answers. During feedback, ask students to refer
VOCABULARY life’s ups and downs; work and education
to the text to explain why they chose their answers.
S tudent’s Book pages 84-85 Answ ers

A 2 B 5 C 6 D 1 E (extra heading) F 3
READING G (extra heading) H 4
1 Books closed. As a lead-in, ask: Other than your school SPEAKING Put students into pairs or small groups to
teachers, who teaches you things? Students discuss discuss the questions. Monitor and encourage debate
the question in pairs and make a list of the different between students by tasking them with reaching
types o f people who teach them things. After a few consensus on their answers within their groups.
minutes, elicit answers in open class and make a list During feedback, have a quick show o f hands to
on the board. find out which pieces o f advice students chose for
Books open. I f there is an interactive whiteboard question 2 and nominate individuals to give reasons
(IW B) available in the classroom, the lead-in to this for their answers.
activity would best be done as a heads-up activity.
Display the photos on the IWB and get students to
speculate about the relationship between the people ■ TRAIN TOT
in the photos, in pairs. Ask: What might have happened Jumping to a hasty conclusion
before the photo? What might happen next? Elicit one
1 Do number 1 in open class as an example. Ask
or two ideas in open class before students work
students to work with a partner to complete the
individually to complete the exercise and match the
exercise. Check answers.
thoughts to the people in the photos.
Suggested answers
Answ ers
1 Many Brazilians love football.
A ‘She doesn’t understand me.’ 2 A lot of teenagers get up late.
B ‘I like it this way.’ 3 It often rains at the weekend.
C ‘I hate doing this.’ 4 People who live in big cities can be less caring than
D ‘This is fun.’ / ‘Won’t they just stop?’ people who live in the countryside.
E ‘Why? Why? Why?’ 5 Almost everyone loves a box of chocolates for a present.
6 Maths is sometimes hard for people who are good at
2 SPEAKING Put students into pairs or small groups to languages.
compare their answers to Exercise 1 and to think o f a
piece o f advice for each person. Nominate one or two 2 SPEAKING Before students begin their discussions,
students to share their ideas in open class. elicit one or two examples in open class. Put students
3 Give students a three-minute time limit to into small groups to discuss hasty conclusions they’ve
encourage them to read the presentation quickly heard. Monitor to help with vocabulary and to
in order to choose a title. The focus here is on gist ensure quieter students have an opportunity to speak.
understanding. Also clarify that the question is about Avoid error correction unless errors really hinder
students’ opinions. There are no right or wrong comprehension. The focus o f this task is on fluency,
answers. Have a quick show o f hands to see which not on practice o f structures or lexis. Ask each
titles students chose and invite one or two students to group to nominate a secretary to make notes o f their
give reasons for their choice. answers (this could be one o f the quieter students,
to encourage participation). Do feedback in a more
4 С Я 2.14 Give students time to read the paragraph
student-centred way by forming new groups within
headings and check understanding. Also, check/
which students report back on their discussions.
clarify: overdramatising, shame, simplistically, snap at,
put things in perspective. Students re-read the article
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9 BE Y O U R O W N LIFE C O A C H
Optional extension Optional extension
Set up a role play. Divide the class into small groups. Half Put students into pairs. Ask them to take turns to make a
the group are adults who make hasty conclusions about statement to which their partner responds with I wish ...
teenagers. The other half are teenagers who must respond For example:
to the conclusions and say why they are not true. This can be A: I haven’t got any money.
done as a mingle with students changing partners every time
B: I wish I hadn’t spent all your money.
you clap your hands. This gives the activity more spontaneity
and encourages students to think on their feet.
Stu dent’s Book pages 86-87 Be aware of common errors related to wish.
GRAMMAR
I wish and If only PRONUNCIATION
1 Ask students to try to complete sentences 1-4 before For practice o f lin k in g sounds, focu sing on
looking back at the presentation to check their intrusive /w/ and /j/, g o to Student’s Book
answers. Confirm answers in open class. Ask students page 121.
to work with a partner to complete the rule. Check
answers.
VOCABULARY
Answ ers
I 1 could
Rule
2 understood 3 had studied 4 hadn’t said
Life’s ups and downs
1 Books closed. Write Life’s ups and downs on the board.
Ask students: What do you think this phrase means?
Elicit their ideas in open class.
1 past sim ple 2 past perfect Books open. Ask students to race to find expressions
1-8 in the article and to underline them. They could
do this individually or in pairs. Ask them to try to
LANGUAGE NOTE
explain the meaning o f each expression to a partner,
Remind students that if you want somebody else to do
using the context provided by the presentation and
something, we use I wish + subject + would (not) + infinitive.
without looking at the definitions on page 86. To
For example: I wish my brother would help me with my homework. check their answers, ask them to match expressions
1-8 with definitions a-h. Check answers.
homework but do number 1 in open class to check Answ ers
that students fully understand the task. Students fill
the gaps and then compare their answers in pairs 1 h 2 f 3 a 4 b 5 g 6 c 7 d 8 e
Fast finishers
Answ ers
Ask students to make notes on times or situations in which
1 didn’t tell 2 hadn’t told 3 hadn’t stayed 4 won they’ve experienced ups and downs.
5 hadn’t given 6 hadn’t lied 7 didn’t eat 8 had
invited
2 If you’re short on time, you can set this exercise
for homework. In order to encourage students to
Fast finishers just focus on gist understanding the first time they
Ask students to write sentences of their own using I wish and read the text, ask them to read it quickly in order
if only - one related to how they’d like things to be different to answer these questions: What did the writer decide
in the present and one relating to the past. to do to make his parents less angry about his mistake?
Was it a success? Why (not)? Check answers. Next,
3 ISPEAKING Working individually, students imagine ask students to work in pairs to complete the text
and write possible wishes for the people in the with expressions from Exercise 1. Check answers in
photos on pages 84 and 85. You may like to give an open class.
example to get them started. Monitor to help with
any questions, to encourage creativity and to check Mixed-ability
students are using I wish and if only correctly. Make Stronger students can try to complete the text without
a note o f any repeated errors and write them on the looking back at Exercise 1, and then refer to it to check
board, ensuring anonymity, for correction during their answers.
feedback in open class. Prior to doing delayed error Weaker students can look back at Exercise 1 to complete
correction, put students into pairs and get them to the text from the outset.
take turns to read their sentences for their partner to
guess the photo. Answ ers
1 get in the way of 2 let ... down 3 dwell on
4 tried ... hardest 5 not worked out
6 lived up . expectations 7 blam e 8 go . way
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Optional extension though they’re not sure exactly what they want
to do, and today’s university students know that
The phrases in this exercise can be made into a matching
they’ve got to pay for it all themselves. Because it’s
activity. Before the lesson, write each phrase and each
so expensive there’s a lot of pressure on making sure
definition on a different piece of paper. Create enough sets
you choose the degree course that’s right for you. But
of cards to allow for one set per four students. Mix them up
what happens when you’re not sure what you want
and distribute one set to each group of students. Either ask
to study? How can you make the right decision? And
students to match the phrases and definitions or ask them
this is why I’m recommending more and more young
to turn all the pieces of paper face down and play a game of
people who are in this position to take some time off
pelmanism, taking it in turns to try to find a matching pair.
before they go to university. And I’m not talking about
a gap year to travel around the world. Realistically,
Workbookpageif r how many of today’s teenagers can afford that? I’m
talking about getting a couple of years’ experience of
the working world. Try out a few jobs: work in a shop,
an office, in a hospital or hotel. Or think about working
LISTENING abroad. Find out what you like and don’t like. Then
1 ISPEAKING Books closed. As an introduction to the maybe you’ll have a better idea of whether a university
topic, ask: Do all 19-year-olds go to university? I f not, education is the right choice for you and if so, what
what do they do? Give students time to discuss the you want to study.
questions in pairs, then listen to some o f their ideas Alex But won’t that put me at a disadvantage compared
in open class, encouraging others in the class to react. with all the students who go straight to university?
I mean if I don’t start until I’m 22 or something, I’ll be
Books open. Students discuss the questions in pairs. 25 when I’m finished and ...
Elicit/point out that the photo on the left refers Jo ... 25 is nothing. You’re going to be working until
to working as a life choice and the photo on the you’re at least 65 and probably longer. You won’t
right refers to study. Monitor and encourage them be at any disadvantage if you start a few years after
to speculate and expand on their ideas. Nominate other people. In fact, if you use your time off wisely,
students to share their ideas in open class and write go and work abroad for a while, get some useful work
answers on the board to refer to after the audio. and life experience, then you’re going to be much
more attractive to most employers than your average
2 С Я 2.17 Play the audio for students to listen and 21-year-old fresh out of university. You really are.
answer the question. Ask students to check answers
with a partner before whole-class feedback.
3 Ц 3 2.17 This exercise is closely modelled on
A nsw er ■X" Listening Part 4 o f the Cambridge English: First
IWorking in a coffee shop/restaurant

exam. Ask students to read the questions and answer
as many as they can based on memory and/or
general knowledge. Play the audio for students to
check their answers. Get students to check answers
in pairs before feedback in open class. During pair-
Chris Hi, I’m Chris Williams and welcome to a special edition checking and feedback stages, encourage students to
of Radio Helpline. Latest government figures show explain why they chose their answers and why other
that of last Ju ly ’s school leavers one in every three
answers are not possible.
is currently unemployed. Furthermore, nearly 25%
of last year’s university graduates are also without a
job. And when you consider that university fees for Mixed-ability
the average student are nearly £30,000 for a three- To simplify this exercise for weaker students, for each
year course, higher education is not as attractive an question, tell them one option which isn’t correct.
option as it used to be. Faced with such a depressing
set of statistics it’s no wonder that many of today’s
teenagers are worried about the future. I’m joined in Answ ers
the studio today by careers advisor Jo Harvey who
is here to take some of your calls and help you with
decisions about your future. Jo, welcome and
thank you.
I 1C 2 C 3B 4 B 5 A 6C
Jo Thank you. First of all I’d like to say that it’s true that
the figures aren’t great, but that there are still plenty
VOCABULARY
of opportunities for young people out there and lots Work and education
of reasons for them to get excited about their future.
1 Ask students to cover the eight definitions and
Chris Well, that’s good to hear. Let’s go straight to a caller.
We’ve got Alex on the line. Hello, Alex, and what
read the words. Students work with a partner to
would you like to ask Jo? try to define the words. They can then uncover the
Alex Hi. Yes, I’m finishing school next July. My family and
definitions and match them to the words. Check
teachers are all expecting me to go to university, but answers in open class. Ask students to mark where
I’m not so sure it’s such a good idea. they think the main stress is on each word. Say the
Jo Hi, Alex. Can I ask you what you’re thinking of words for students to check and repeat.
studying at uni?
Answ ers
I
Alex Well, that’s one of the problems. I’m not really sure.
Jo Alex, I’m so glad you called. I think Alex is typical of so 1 b 2d 3 h 4 e 5 g 6 f 7a 8c
many school leavers these days. They feel pressure to
go on to university straight after leaving school even 2 Give students time to read the paragraph once in
order to get a general understanding without trying
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to complete the spaces. To encourage them to do instances where a or b might be better responses to
this, ask them to answer this question, ignoring the the remaining questions in their pairs or groups. They
spaces: What would the writer like to do after leaving could also suggest alternative responses. Follow up
school? Check answers before students read a second with a class discussion on alternative best responses,
time and complete the exercise. Check answers in encouraging students to give reasons to support
open class. their opinions.
Answ ers
1 work experience 2 school leavers 3 higher education
GRAMMAR
4 graduate 5 degree course 6 careers advisor I would prefer to / it if, It’s time, I’d rather / sooner
7 degree 8 life experience
1 Ask students to work with a partner to choose the
correct option in each sentence before checking
Fast finishers answers by referring back to the quiz. Students then
Ask students to close their books and write as many of the complete the rule. Check answers in open class.
collocations from Exercise 1 as they can remember before
opening their books to check. Answ ers
SPEAKING
Ia didn’t
Rule
b go c got d didn’t e take
Ask students to work individually to mark each

sentence A or D. Put students into small groups to
compare. Encourage students to justify their opinions
and challenge each other’s. You could tell them they
I1 c 2 b 3 e 4 a 5 d
2 If you’re short on time, you can set this exercise

should try to convince the rest of their group that their for homework. Students work individually to
opinion is the right one as a way to generate maximum complete the exercise. Let them compare answers
discussion. During feedback in open class, nominate with a partner before you do a whole-class check.
one or two students to report back on their group’s During feedback, refer to the rule for clarification
discussion and encourage further discussion. as necessary.
I WorkbookpageS ^ Answ ers
1 played 2 didn’t tell 3 went 4 didn’t invite
Stu dent’s Book pages 88-89 5 eat 6 leave 7 learned 8 to stay
READING Fast finishers

Ask students to rewrite sentences 1-8 using one of the other
1 A recording o f this text is available with your digital
expressions. e.g I ’d prefer it if you listened to something else.
resources.
Books closed. Ask students to discuss these questions
in pairs or small groups: Which magazines do you Optional extension
read? Have you ever seen a multiple choice quiz in a Write the following pairs of phrases on the board. Ask
magazine? What was it about? What are typical features students to work individually and choose which one from
o f a magazine quiz? Who does them? How much do you each pair they’d prefer to do, then think of a reason for their
choice. They should express their choice using I would prefer/
believe the answers? Nominate students to report back
rather/sooner. Put students into pairs for them to compare
on their discussions in open class.
preferences.
Books open. Tell students they are going to do a go to Paris go to London
quiz to find out if they are in control. Before they go swimming play tennis
begin the quiz, students should read the questions eat spaghetti eat fish and chips
and underline any vocabulary they don’t understand fly drive
- they can then ask about these words or check in a go to the beach go skiing
dictionary. They should only check words that they
need to know in order to be able to complete the Workbook page 83 and page 126
quiz. Be strict on this.
2 Get students to compare their answers in pairs.
Encourage them to give reasons for their choices. FUNCTIONS
Ask: How similar were your answers?
Asking someone politely to change their behaviour
3 In pairs, students read the key and discuss the
1 If there is an IWB available in the classroom, the
questions. During feedback in open class, ask who
lead-in to this activity would best be done as a heads-
agrees with the description, who doesn’t and why.
up activity with the whole class. Project the pictures
4 IsPEAKING Regroup students into new pairs or small and ask students to speculate as to what is happening
groups so that they have different partners. Before in each one. Next, ask students to work with a
students begin, elicit suggestions as to why or in partner to complete the conversation. Suggest they
what circumstances c might not be the best answer refer to the rule above if they are having difficulty
to number 1, in open class. Students then discuss
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and/or to check their answers. Check answers in 1 Books closed. As a lead-in, ask students to make a
open class and say each phrase with suitably polite list o f five sad novels or films and to discuss what
intonation for students to repeat. happens in them, in pairs or small groups. Elicit a
few in open class.
Answ ers
I
Books open. Ask students to look at the photos and
1 didn’t use 2 didn’t eat 3 put discuss: Who might the people in the photo be? What’s
their relationship? Where do you think the book is set?
2 Working in pairs, students create a short conversation What do you think it might be about? Listen to some
using expressions from Exercise 1. Monitor and make o f their ideas in open class and then get students
sure students are using the expressions correctly. to read the introduction to check. Check/clarify:
Ask them to focus on using appropriate intonation butler. Ask students to quickly discuss the question
and also encourage students to be polite in their with a partner, encouraging them to give reasons for
responses. Invite one or two pairs to perform their their answer.
conversations in open class. 2 Ask students to quickly read the extract and choose
the best ending. You could set a three-minute time
Ш Т i К SELF-ESTEEM limit to encourage speed-reading. Allow students

to check answers with a partner before whole-class
Being diplomatic feedback.
SPEAKING Books closed. As a lead-in, describe a
A nsw er
I
situation in which you would need to be diplomatic.
For example, your friend has had a bad haircut. Ask b
students: What do you say to your friend? Elicit ideas in
open class. 3 4>)2.18 Play the audio for students to listen as
Books open. Clarify diplomatic and cause offence. Give they read the extract a second time. Allow students
students time to read situations 1-4 and think about to check their answers with a partner. Nominate
how they would respond. Students complete the students to give reasons for their answers during
exercise in pairs. Monitor to help with vocabulary. whole-class feedback.
Make a note o f any good responses to the different
Answ ers
situations and ask those students to share them with
the class during feedback. 1 Lord Darlington died three years ago.
2 Stevens thinks that Lord Darlington made mistakes/his
Optional extension own decisions.
3 The stranger is an old man.
Ask students to work in small groups and discuss the
4 The people on the pier are happy when the lights
following questions:
come on.
Why is it important to be diplomatic? 5 Stevens thinks that it’s pointless/not important to reflect
Can you remember any situations when yo u’ve had to be on what he could have done better in his life.
diplomatic? How did you do this?
Do you know anybody you often have to be diplomatic with? 4 VOCABULARY Students work individually to
To give students intensive listening practice, dictate the complete the exercise and then check their answers
questions instead of putting them on the board. with a partner before feedback in open class.
Ask students to think of their own situation where they would
have to be diplomatic and to create a role play. Listen to Mixed-ability
some examples in open class as feedback. Stronger students can look at the highlighted words in the
extract and try to define them based on the context provided
within the extract before referring to the definitions provided
S tudent’s Book pages 90-91 in the exercise.
Weaker students go straight to the definitions in order to
complete the exercise.
LITERATURE
BACKGROUND INFORMATION Answ ers
Kazuo Ishiguro (b. 8 November 1954) was born in Japan to
1 dignity 2 pleasure-seekers 3 youth 4 butler
Japanese parents. His family moved to England in 1960. He
became a British citizen in 1982. He has written seven novels. 5 contentment 6 misguided 7 aspirations
8 vouch for
His second novel, An Artist of the Floating World, won the 1986
Whitbread Prize. He received the 1989 Man Booker prize for his
third novel The Remains of the Day, which was made into a film 5 ISPEAKING Students discuss the questions in pairs or
starring Anthony Hopkins and Emma Thompson. Other notable small groups. Monitor and make a note o f any nice
books include Never Let Me Go (2005) and The Buried Giant (2015). expressions in English that students use or any nice
The Remains of the Day was published in 1989 to wide critical contributions they make during the activity. At the
acclaim. The novel recounts the memories of a butler who has end write good expressions on the board to present to
spent most of his working life in the employment of an upper- the whole class, and praise the student(s) who used
class English family. The butler tells stories of his working them. Also, ask for volunteers to report back to the
life and of his unrequited love for a housekeeper who is now
class on their discussions.
married with children. The film of the novel received eight Oscar
nominations but won no awards.
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WRITING
A magazine article
1 As a lead-in, ask students to discuss the following
questions with a partner: Is it important to get work
experience before going to university? What sort o f work
experience can you get when you are a teenager? Listen
to some o f their answers in open class and encourage
further class discussion.
Students read the article and answer the questions.
Let them compare answers with a partner before a
whole-class check. Also ask if any o f the ideas they
came up with during the lead-in discussion
are mentioned.
Answ ers
1 Yes
2 Graduates are feeling the pressure precisely because so
many of them are looking for the same jobs at the same
time and there’s very little for an employer to choose
between them; people who wait some years before they
go to university will, as long as they have used their time
well, be far more attractive as an employee; their extra
experience of life will mean they can offer companies
more than a 22-year-old graduate can; the fact they’ve
taken time to decide exactly what it is they wanted to do
shows that now they really want to do it.
2 Students complete the exercise with a partner, noting

down reasons for their answers. Check answers in
open class.
A nsw er
She questions/challenges the reader, which has the effect
of m aking the reader think about their own life. She
asks questions in the first paragraph and then uses the
imperative in the final paragraph.
3 Students work with a partner to make notes on one

o f the topics. You might like to give students an
example on the board based on the model text, using
bullet points and note forms. Ask: How would Eve’s
plan have looked? During feedback, elicit examples of
the type o f things students have decided to include.
4 Students work with a partner to think about how
they will start and finish their article and then
compare with a partner, who could also give
additional suggestions.
homework.
Ask students to write their articles. This could be
done as a collaborative writing activity in class with
students writing one article as a pair. Encourage
them to expand their notes and organise their writing
in a similar style to the example on page 91. On
completion, ask students to exchange their articles
with another student/pair for them to read and
comment on each other’s first and last paragraphs
and the overall organisation o f the article.
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! SPREADING THE
Ю NEWS
Objectives the other ways o f sharing news that they came up
with in Exercise 1. During feedback in open class,
FUNCTIONS making a point; introducing news ask: What do your parents/grandparents think about
GRAMMAR reported speech (review); reported questions the different ways o f sharing news?
and requests
4 П.Ы2.19 Before students read the article, ask them
VOCABULARY sharing news; reporting verbs
to work with a partner and discuss these questions:
What do you know about Twitter and its uses? Do you
Student’s Book pages 92-93 use it? How? Give pairs a couple o f minutes to discuss
and then elicit responses in open class. Tell students
they are going to read and listen to a magazine
READING article in order to find the three ways mentioned.
1 Books closed. As a lead-in, tell students about an Set a two-minute time limit to encourage them to
interesting piece o f news you have heard recently read the text quickly and focus on gist understanding
and then ask: What’s the most interesting news you’ve rather than on trying to understand every word.
received this week? Make it clear that this could be Students compare their answer with a partner before
news from a friend/family or from a newspaper/TV checking in open class.
programme. Divide the class into pairs for students to
discuss the question. Listen to some examples in open A n sw er
class. Ask: Who heard the most interesting news?
Posting news, following celebrities, campaigning/
Books open. I f there is an interactive whiteboard sharing information
(IW B) available in the classroom, this activity would
best be done as a heads-up activity. Ask students to 5 Give students time to read the sentences. Check/
discuss the questions in pairs or small groups. Elicit clarify: cruelty, sources, protest. Encourage students
answers in open class and create a list on the board to underline the key information in the sentences
o f other ways o f giving or getting news. that will help them match each of the tweets to the
corresponding paragraphs in the article. Students
Answ ers read the article in more detail to complete the
A talking on the phone B texting C by mail exercise. Suggest that they underline the parts o f the
D talking in person/talking face-to-face text that helped them find their answers. Students
E reading a newspaper should check their answers with a partner before
whole-class feedback.
2 If there is an IWB available in the classroom, this
activity would best be done as a heads-up activity. Answ ers
Give students time to read the opinions. Nominate
a student to point to the photo that corresponds
to the first opinion on the board. Ask students to
work in pairs to match the remaining opinions and
I 1 -2 2 - 3 3 - 1
Optional extension
4 - 1 5 -2 6 -3
discuss if each one is an advantage or disadvantage. As a follow-up to working with a text, it can be useful to give
Students w ill speak more if they disagree, so you students time to reflect on any new or unusual vocabulary
could tell one o f each pair to say that the opinions they might be curious about. For example, this text includes
are advantages, while their partner says they are phrases such as: took on a life of its own; to get the attention
of; they get to hear what ... etc. which you might like to
disadvantages. Have a quick show o f hands to check
draw your students’ attention to. Or, you could ask them to
answers and nominate one or two students to justify choose five phrases (not single-word items) they would like
their opinions. to remember.
Answ ers
I
6 |SPEAKING Put students into pairs or small groups to
1C 2 B, E 3 A 4 D 5 B, C 6B discuss the questions. To maximise communication,
give students time to think about their answers prior
3 ISPEAKING Students work in pairs to come up with to their discussions. Monitor to help with vocabulary
more advantages and disadvantages. Make groups of and to prompt students to give reasons for their
four for pairs to compare their answers. Encourage answers. Listen to some o f their answers during
them to think o f any advantages or disadvantages o f feedback in open class.
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10 SPR EA DIN G T H E NEWS
H TRAIN TO T LANGUAGE NOTE

Point out that the past perfect and would do not change in
Identifying the source of a piece of news reported speech. Also remind students that we do not change
Ask students to read the introductory paragraph and the other words in the list if the time or place of speaking
answer these questions: What is the doctor’s agenda/ remains the same. For example, ‘I will finish it today’ is reported
reason fo r his statement? What about the politician’s? as ‘He said he would finish it today’ if it is being reported on the
Check/clarify: impartial (point out that we would same day as the original direct speech.
normally use biased as the opposite rather than partial);
2 Ask students to work individually to report the
suit their own agenda. Give students time to look at the
tweets. Point out that they should look at the rule
jobs and the statements. Check/clarify: abbreviations,
to check their answers. Allow students to compare
helplessness, spread, effective. Students work with
answers with a partner before feedback in open class.
a partner to match the statements to the people.
Encourage them to give reasons for their choices.
Mixed-ability
Check answers in open class, insisting on students
Support weaker students with more staging. Ask them to
qualifying their answers.
first circle the verb that will need to be changed, then note
down the tense it will change to before finally rewriting the
Answ ers
I
sentence in full.
1 b 2d 3a 4c 5e
Answ ers
Optional extension
1 He said he’d be in town later that evening.
Ask students to work in pairs to write a statement about 2 They said they’d had a great time at my house.
Twitter that might be made by the following people. Tell 3 She said she was m issing me and that she couldn’t wait
them to think about what their opinion might be and how for the next day.
they might try and say it: 4 Jo h n ’s mum said John had missed his train and he was
1 a teacher; 2 a teenager; 3 someone over 80; 4 a journalist going to be late.
5 Becca said she was seeing Jan that night and would tell
her when she saw her.
6 Jim m y said the baby was due that day.
3 W RITING Working individually, students write
GRAMMAR four tweets. Remind them that tweets cannot exceed
140 characters. Monitor and help with vocabulary
Reported speech (review)
and ideas and to encourage students to use a variety
1 Books closed. As this is a review, you may like to of tenses in their tweets. To make the activity more
give students time to work in pairs to discuss what authentic, ask students to work in threes. They each
they remember about the rules o f reported speech write a tweet, and take it in turns to send their tweets
before starting the exercise. This helps prepare to another student in their group o f three who should
their minds for the review and encourages them to then report what was said to the third student.
look for answers in the material. Listen to some of
their thoughts in open class but do not comment at Mixed-ability
this stage. Stronger students can write four or more tweets. Weaker
Books open. Ask students to work in pairs to rewrite
the sentences. Remind them to think carefully about
the tenses they use. Let them check their answers on
page 93, then discuss any changes between direct and
Optional extension
indirect speech in open class. Students then read and For further practice, ask students to look back at the
photostory on page 72. Working in threes, students take
complete the table with a partner. Check answers.
it in turns to report something that was said by one of the
characters. The other two students should race to be first to
Answ ers
find the direct speech.
1 I’ve just heard about Robin Williams - so sad.
2 I just saw Ariana Grande in town. Can’t wait for the
concert tonight. Workbook page 90 and page 126
3 (We should) save our cinema. Join us tonight 8 pm
outside the mayor’s house.
Be aware of common errors related to reported
speech. Go to Get it right! on Student's Book
Rule page 126.
1 past continuous 2 past perfect 3 past perfect

4 would 5 could 6 then 7 that 8 that day
9 the next day 10 the day before 11 that night
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VOCABULARY LISTENING
Sharing news 1 Books closed. As a lead-in, ask students to work in
pairs. Ask half the class to make a list o f sections
1 Match the first phrase to the definition in open o f a newspaper and the other half a list o f types of
class, as an example. Ask students to complete the item on a news programme. You could start with a
exercise in pairs. Check answers in open class. During couple o f examples: business; sport. Elicit answers in
feedback, say the phrases for students to repeat. Pay open class and create a list on the board. Make sure
particular attention to the linking o f sounds between international/foreign news is on the list.
words such as let you /letju:/, pass on, got in, keep in.
Books open. Students discuss the question in pairs.
Clarify that the object pronouns (you, me, etc.) can
Write some o f their answers on the board, but do not
be replaced by other objects or names and give some
comment at this stage.
examples e.g. I’ll let him know.
2 С Й 2.22 With weaker classes, play the audio for
Answ ers students to check which o f the things they came
1 f 2a 3 g 4b 5 h 6c 7 d 8e up with in Exercise 1 are mentioned before setting
up this exercise. Give students time to read the
sentences. Ask them to underline the key information
LANGUAGE NOTE they will need to listen for. Play the audio while
Break the news is used when giving bad news. We use get in students decide if the sentences are true or false.
touch with people we haven’t contacted for some time. Let students compare answers with a partner before
feedback in open class. During feedback, ask students
2 Working individually, students choose the correct to explain the reasons for their answers.
option for each sentence. Students compare answers
with a partner before feedback in open class. Answ ers
1 T 2 F (It’s dangerous some of the time.)
Mixed-ability
3 F (She can’t imagine working in an office.)
Stronger students can cover Exercise 1 and complete the 4 T 5 T 6 T
sentences before looking back to check their answers.

Answ ers
Janice Hello, everyone. It’s great to see so many of you here
1 let 2 break/pass on 3 keep 4 get 5 break today. Well, I’m what’s called a foreign correspondent.
6 retweeted 7 dropped 8 give That means that I’m a reporter, for my newspaper,
who reports on things that are happening abroad.
So of course I spend a lot of time away from home,
Fast finishers I travel around the world and I try to tell readers at
Ask students: What do you use social media for? Students home what’s going on in other places. I’m here today
write sentences to answer the question using phrases from to answer your questions so I hope you have lots of
Exercise 1. them. Where shall we start? The young man in the
front row.
3 ISPEAKING Give some example answers o f your own Boy Do you travel to dangerous places?
to get them started. Students discuss the questions Janice Yes. Sometimes you go to a war zone, for example,
in pairs or small groups. Monitor and answer any because to get a really good story you have to get
questions about vocabulary, but as this is a fluency close to the action. And sometimes the action is in a
place where there’s fighting, and that’s dangerous of
practice activity, do not interrupt the conversations
course. But often, it’s more dangerous for the local
unless inaccuracy hinders comprehension. If you
people who help me - drivers, translators, even the
want to give students extended speaking practice, ask people who arrange interviews for me. I might stay in
them to repeat the exercise with a different partner. the country for a few days or weeks and then I come
They w ill then have an opportunity to improve home, but they stay there because that’s where they
their answers from the first attempt and should be live, and it’s not always easy for them. But you asked
motivated by their own sense o f progress in being me if my job was dangerous. And, yes, it is some of the
time.
able to produce clearer, more fluent answers. Listen
to some o f their ideas in open class for feedback. Girl So why do you do it?
Janice Good question! Well, I do it because I think it’s
Mixed-ability important and helpful. And of course it’s exciting. It’s
very, very exciting and in a way you get hooked on it.
Divide the class into pairs roughly according to level. Allow
I mean, I can’t imagine working in an office, sitting
weaker students some time to think about their answers
behind a desk every day.
before discussing them.
Boy How do you prepare for each story?
«ЯЯЯЯк Janice Well you have to know quite a lot about the place
you’re going to. You have to spend time reading
and talking to people and finding things out. And
depending where you’re going, sometimes you have to
PRONUNCIATION train physically, you know, you might be in a desert or
up some mountains so you have to be fit. For one story
F or practice o f o m ittin g the /h/ sound g o to
I did, where I had to follow the army in the Sahara,
Student’s B ook page 121. I had two weeks of training with an army instructor.
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He asked me to run ten kilometres with a heavy pack Rule
Girl
Janice
on my back. I didn’t like that much!
What is the most difficult part of your job?
Right. Well, I’d say the most difficult part is trying to
be objective, you know, to write about what you see
I 1 yes/no questions 2 wh- questions 3 requests
2 Ask students to work individually to complete the

and not what you think you see or what you want to exercise. Monitor and help with any questions. Allow
see. And sometimes people think your report isn’t a students to compare answers with a partner before
fair representation of the facts. In one country - I’m whole-class feedback.
not going to say which one - I sent a report to my
newspaper and the government of that country didn’t Answ ers
like it and they asked me to leave. And so I left, of
course. 1 One of the students asked her which newspaper she
worked for.
Boy Would you recommend your job to other people? 2 One of the students asked her where she was going next.
Janice Oh, yes, absolutely. I mean it isn’t for everyone - just 3 One of the students asked her if she had ever been scared
now, someone asked me why I do it and it’s not the in her job.
first time I’ve heard that question! But it’s a fantastic 4 One of the students asked her if her job was well-paid.
job, I love it and feel very privileged to have the 5 One of the students asked her who her boss was.
opportunity to do the work I do.
Fast finishers
3 U £ 2.22 Ask students to work with a partner to try
Ask students to report the questions from Listening
to answer as many o f the questions as they can from Exercise 4 on page 95, starting: My partner asked me ...
memory before you play the audio again for them to
check. Get students to check answers in pairs before
you do a whole-class check. Optional extension
Ask students to write three questions and two requests about
Answ ers next weekend. Students work in pairs and take it in turns to
1 Be close to the action. ask a question or make a request. Their partner has to put
2 She’s helped by drivers, translators and people who the question or statement into reported speech.
arrange interviews.
3 She has to train. Workbook page 91 and page 126
4 She was asked to leave a country.
5 Because the government of the country didn’t like
what she wrote.
SPEAKING
4 ISP^ AKING Divide the class into pairs or small 1 In open class, elicit names o f famous people that
groups to discuss the questions. Monitor and help as students would like to meet. Divide the class into
necessary, encouraging students to expand on their groups o f four for students to agree on the best four
ideas and to use any vocabulary they have learned and write questions to ask them. Monitor to help
from the text. Ask pairs or groups to feed back to the students with ideas for questions if necessary.
class and discuss any interesting points further. Ask: 2 Students act out the interviews, noting down answers
Do you think foreign correspondents are necessary? Why? given. Encourage students to get into character and
give detailed answers.
GRAMMAR 3 When the interviews are complete give students
time to change the sentences into reported speech.
Reported questions and requests Monitor to make sure students are reporting
1 Ask students to work in pairs to quickly decide questions correctly and to make a note o f any
which o f the sentences are reported questions and interesting questions to refer to during feedback.
which, requests. Check answers. Students then write Ask groups to decide which were the most interesting
the direct questions. Remind them that they may questions and responses from their interviews.
need to change pronouns and add auxiliaries when Groups take turns to report back their highlights
transforming sentences from indirect to direct speech. in open class.
During feedback, draw attention to the differences
between the reported questions and the direct
questions. Ask students to read through the rule WRITING
with a partner and fill the gaps. During whole-class
A magazine article
feedback, refer to Exercise 1 and further examples of
your own to clarify the answers. Students can do the preparation in class, and complete
the writing at home. Clarify that students should use
Answ ers reported questions and statements. You could even
establish a number and tell students to include at least
1 question 2 request 3 question
three reported questions and statements. When they
a Is your job dangerous?
have finished, put students into small groups. Ask
b Can you run with a heavy pack on your back, please?
c Why do you do that job? them to read each other’s articles, count the number
o f reported statements and questions and check that
all bullet points have been included.
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Student’s Book pages 96-97 SPEAKING

Divide the class into pairs or small groups for students
READING to discuss the questions. Check/clarify: set someone
up, cross the line, go too far. Monitor, but avoid error
BACKGROUND INFORMATION correction unless errors really hinder comprehension.
John Higgins (b. 18 May 1975) is a professional snooker player. The focus o f this task is on fluency and on reacting to
He has won the UK championship three times and the world the text, not on practice o f specific structures or lexis.
championship four times. After the sting operation in 2010,
Higgins was cleared of match fixing, but fined £75,000 for not
reporting the attempted cheating to the snooker authorities. VOCABULARY
Jude Law (b. 29 December 1972) is an English actor, famous for
films such as The Talented Mr. Ripley (1999), Cold Mountain (2003) Reporting verbs
and The Grand Budapest Hotel (2014). 1 Books closed. As a quick lead-in, write say and tell on
Sienna Miller (b. 28 December 1981) is an English actress and the board and ask students when we might use these
model. Her most famous films are Alfie (2004), Factory Girl verbs (to report speech). Ask: Do you know any other
(2006) and American Sniper (2014). She was pursued by tabloid verbs we use to report speech? Brainstorm verbs in
newspapers for many years after she became engaged to Jude
open class and write them on the board.
Law in 2004. She has compared her life to a video game in which
she is constantly chased by 10 to 15 men with cameras. In May Books open. Ask students to work with a partner
2011 she was paid £100,000 by the News of the World to settle her to choose a verb to complete each sentence. Check
claims that her phone had been hacked. answers in open class. Discuss the meaning of the
Amy Winehouse (14 September 1983-23 Ju ly 2011) was an verbs using the article to help if necessary.
English singer. She released two albums: Frank (2003) and Back
If you’re using an IWB, display the sentences in
to Black (2006). Her most popular songs were Rehab and Valerie.
Exercise 1 and the rule box. Look at sentence 1 and
elicit that the word that follows accuse is an object, and
1 A recording of this text is available with your digital that the object is followed by a preposition (of) and a
resources. gerund (taking). Point out the position of accuse in the
Books closed. As a lead-in, ask: Which celebrities do rule. Do the same for sentence 2, if necessary. If you’re
you see most photos of? Where do you see the photos? not using an IWB, write the sentences on the board and
What are the celebrities doing in the photos? Where do follow the same procedure. Ask students to work with
the photos come from? Divide the class into pairs or a partner to complete the rule. Elicit answers in open
small groups for students to discuss the questions. class. Tell students that they should think about these
Listen to some o f their ideas in open class as structures when they learn any new reporting verbs to
feedback. ensure they are using them correctly.
Books open. Look at the title o f the article with
students and give them time to read the introduction. Answ ers
Ask students to work with a partner to read the 1 accused 2 agreed 3 admitted 4 denied
titles o f the sections (1-3) and predict what each 5 regretted 6 apologised 7 warned
section might contain. Students then read the article 8 criticised 9 ordered
and match each section with a title. Tell them
not to worry if they don’t understand some o f the Rule
vocabulary, they should just focus on the matching
task. Allow students to check answers with a partner
I 1 apologise 2 agree 3 deny 4 order

5 criticise
Answ ers homework. Students work in pairs to complete

sentences 1-6. Ask fast finishers to do 7-8 and/or
A 2 B 3 C 1 set as homework. Check answers in open class.
2 Before re-reading the article, ask students to read Answ ers

the questions and underline the key information
1 He denied stealing the money.
they should look for in the text. As they answer the
2 She accused me of telling Jim her secret.
questions, they should underline the part of the text 3 He warned me not to touch the dog.
which gave them their answers. Also get them to 4 She regretted saying those things.
compare with a partner before checking in 5 He apologised for breaking my phone.
open class. 6 She criticised me for driving too fast.
7 He agreed to take me to the party.
Answ ers 8 She ordered me to tidy my room.
1 Journalists
2 He admitted being foolish but didn’t think he had done Optional extension
anything wrong. Ask students to work in pairs and test each other on the
3 He used it in newspaper stories. reporting verbs. e.g.
4 Because newspaper editors have to obey the law.
A: Accuse
5 Because she was followed by photographers wherever
she went. B: Accuse someone of doing
90
I6 He ordered the photographers to stay away from her
home.
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FUNCTIONS For feedback, have a show o f hands to decide on the
most popular stories and ask students to give reasons
Making a point
for their choices.
1 С Й 2.23 Ask students to read the news story and
answer this question: Do you think this is an interesting Optional extension
story? Ask students to discuss in pairs. Listen to some If students have access to the Internet, ask them to work
o f their ideas in open class. in pairs and search for some unusual additional stories to
Play the audio once for students to listen and make include on the front page of their newspaper. Ask them to
make notes on their story and then describe it to a different
notes on the editors’ opinions. Repeat the audio for
pair. They should also give reasons as to why they chose
students to note down how the editors justify their the story.
opinions. Allow students to compare their answers
Answ ers
Editor 2 wants to run the story because their readers like
controversy.
PHOTOSTORY: episode 4
Editor 1 doesn’t want to run it because the woman is not
The news clip
really famous now, so it’s not news.
1 If you’re using an IWB, project the photos onto the
board and ask students to close their books. Ask them
A u d io Script Track 2.23 to try to recall what happened in previous episodes
Editor 1 I’m sorry but there’s no way this is a news story. o f the photostory and to predict answers to the
I mean just because this woman was famous for questions, based on the photos. Write some o f their
a short while a few years ago doesn’t mean that ideas on the board.
everything she says is news. I’m really against
running this story. My mind’s made up! 2 С Й 2.24 Play the audio for students to listen and
check their answers from Exercise 1. During whole-
Editor 2 This is exactly the kind of story we want. This woman
always causes controversy and that’s what our class feedback, refer to students’ ideas on the board.
readers like to read. She sells papers. We’re definitely Who guessed correctly?
going with this story. And that’s final.
Answ ers
1 They’re going to the skate park.
2 С Й 2.23 Divide the class into pairs for students to
2 She was stopped by a news interviewer in the street.
order the words. Do number 1 in open class as an
example if necessary. Once students have completed
the exercise, play the audio again for them to check
their answers. Confirm answers in open class, saying DEVELOPING SPEAKING
each o f the sentences for students to repeat and
3 Ask students: What do you think happens next? Ask
for you to check their pronunciation. Point out the
them to brainstorm possible endings. Students should
strong stress on really, no way, exactly and definitely
work in groups, with one student in each group
to emphasise the speaker’s opinion.
acting as secretary and taking notes. During whole-
Answ ers class feedback, write students’ ideas on the board
to refer back to once they have watched the video.
1 I’m really against running this story. Don’t give away answers at this stage.
2 There’s no way this is a news story.
3 My mind’s made up. 4 О EP4 Play the video for students to watch and
4 This is exactly the kind of story we want. check their answers. During whole-class feedback,
5 We’re definitely going with this story. refer to students’ ideas on the board. Who guessed
6 And that’s final. correctly?
5 Ask students to answer the questions in pairs.
Monitor and help with any difficulties. Play the video
Ш Т i Ж VALUES again, pausing as required for clarification. Check
answers with the whole class. Encourage students to
News or not? use language from the photostory in their answers.
1 ISP^ AKING Give students time to read each of
the five stories and deal with any comprehension Answ ers
issues. Discuss the first story in open class to 1 Because he didn’t know the cinema was closing.
demonstrate the amount o f detail you expect from 2 6.25
their discussions and the sorts o f thing they should 3 She tells her that she’d really miss the cinema, that she
discuss. Students continue in pairs to agree on which went there at least once a month with her friends and
stories they would publish and which not. Monitor to that she hoped someone would open up a new one soon.
4 Julia
encourage students to expand on their answers and to
5 Because she tripped over the camera after the interview.
make sure all students are giving their opinions.
2 ISP^ AKING Regroup students to discuss their
choices. If they agree quickly, encourage them to
discuss why they would not run the other stories.
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PHRASES FOR FLUENCY FUNCTIONS

1 Ask students to locate expressions 1-6 in the story Introducing news
on page 98 and underline them. To encourage speed-
reading, you could do this as a race and ask students 1 As a lead-in, tell a story about something frustrating
to find the expressions as quickly as possible. Ask that happened to you (e.g. They are opening a late-
students to compare their answers with a partner night disco next to your house). Include some o f the
before whole-class feedback. phrases to introduce news. In open class, elicit further
examples o f interesting news items (local, national or
Answ ers international) that students have heard recently.
1 Emma 2 Liam 3 Liam 4 Liam 5 Emma Look at the two sentences. Students work with a
6 Emma partner to fill the gaps before checking answers in
open class. Say the phrases for students to repeat
2 Students work with a partner to complete the and check pronunciation.
exercise. Check answers. Say each o f the phrases
Answ ers
I
in Exercise 1 for students to repeat and check
pronunciation. 1 guess 2 guess
Answ ers
1 on earth 2 at least 3 don’t bother 4 or something sentences. During whole-class feedback, drill the
5 in any case 6 It’s none of your business phrases, not being afraid to exaggerate slightly, and
encourage students to use wide-ranging intonation as
they say them.
W ordW ise
Answ ers
Expressions with way
1 Books closed. To focus students on the topic, give
them five minutes to look back through the unit to
find examples o f expressions with way. They could
I 1 heard 2 about 3 know 4 Guess 5 believe
3 ( SPEAKING Put students into pairs to make notes on

some interesting pieces o f news. Monitor to help with
also include any other expressions they may know. vocabulary and ideas. Regroup into new pairs for
Write their expressions on the board, but don’t students to give and react to their news and create
comment on meaning at this stage. short dialogues. Listen to some examples in open
Books open. Ask students to work in pairs to class as feedback.
complete the sentences with phrases from the list.
Check answers. Student’s Book pages 100-101
Answ ers
IT INK EXAMS
1 the same way 2 in my way 3 on my way 4 way too
5 the way 6 in a way
LISTENING
2 Students work individually to match the phrases
1 С Й 2.25 Part 4: Multiple choice
from Exercise 1 with their meanings. During whole-
class feedback, give further examples to outline the Answ ers
meaning of each of the phrases, as necessary.
1B 2 B 3 A 4 B 5 C 6B 7A
Answ ers
1 the same way 2 way too 3 on my way 4 in my way
5 the way 6 in a way
3 If you’re short on time, set this exercise for Narrator You will hear an interview with a teenager called
homework. Students work with a partner to choose Diana Hollingsworth about the ‘Good News
the correct option for each sentence. Check answers. Project’. For questions 1-7 choose the best
For further practice and to personalise the language, answer (A, B or C).
you could ask students to write questions using the Interviewer We all like to complain that there seems to be
expressions in pairs. Put pairs together to make nothing but bad news when we turn on the TV or
groups o f four to ask and answer their questions. open the newspaper but do we ever think of doing
Monitor to check that students are using the target something about it? One person who has decided
to do just that is 16-year-old Diana Hollingsworth
expressions appropriately.
who is here with me today to tell us all about her
‘Good News Project’. Diana, welcome. Tell us, just
Answ ers
what is the Good News Project?
1 in my way 2 the same way 3 on his way 4 the way Diana The Good News Project is exactly what its name
5 in a way 6 way too suggests. It’s a project to hunt down and report
stories that will make us feel happy about the
w Orkbookpage ^ world that we live in. We have links with the local
newspaper and radio station and, if they like our
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stories, they will make sure our story gets into the Interviewer Diana, it’s been a pleasure. Thank you so much
news. We’re also hoping to get involved with local for telling us all about the ‘Good News Project’
TV, but as of yet, that hasn’t happened. and good luck for the future.
Interviewer And how did you come up with the idea? Diana You’re welcome and thanks for having me.
Diana Well, as you said in your introduction, I was
tired of seeing nothing but bad news on the
telly but I was even more tired of hearing people
complaining about this and I thought to myself,
‘I can do something about this.’ I was the editor
of the school magazine so I decided that the next
issue would contain nothing but good news. I also VOCABULARY
used the magazine to explain my idea to pupils.
I was amazed by the response I got. Loads of 1
them came forward with stories. That’s when
Answ ers
I thought I could do more.
Interviewer And what was the next step? 1 degree 2 way 3 drop 4 apologise 5 regretted
Diana My mum has a friend on the local newspaper 6 careers 7 let 8 denied 9 live 10 blame
and she arranged for me to meet her. I took along
some of the stories that I’d been given by people
at school and explained my idea to her. She loved
the idea and said that each week they would
GRAMMAR
publish one of our stories to see how the public 2
responded to the idea. It was such a success that
Answ ers
I
after a few months we were publishing around
five stories in each edition and that’s when the 1 hadn’t 2 had 3 would 4 didn’t 5 was
radio station got involved. 6 wouldn’t
Interviewer The radio? Tell us more.
Diana The producer of the radio station had seen our
3
stories in the newspaper and really liked the
idea of doing something similar. I had a meeting Answ ers
with him and he asked if each morning we could
produce one ‘feel-good’ story that they could 1 I’d sooner-had have a quick salad and then go back
broadcast at the end of their news bulletins. Of to work.
course, I said yes, even though it meant quite a 2 I wish he didn’t give hadn’t given me so many presents -
bit of extra work. But the best thing is that he it was so embarrassing.
lets me read out the story. So every evening I have 3 Sheila said the film on TV the day before was had been
to record a story and send it in to the station. excellent.
4 They announced that the president w+H would make a
Interviewer It sounds like you’re quite busy.
speech before tomorrow’s ceremony.
Diana I am. I mean I don’t do all the work myself. I have
5 I’d rather you come came round to my house, if that’s
a team of reporters who find the stories but I’m possible.
the one who makes the final decision as to which
6 He accused me to break of breaking his camera.
stories we’re going to pass on to the paper and
the radio. It’s actually quite a bit of responsibility
because you need to be sure that the stories are
100% true, which can be difficult. It’s probably FUNCTIONAL LANGUAGE
the toughest part of the job.
Interviewer So tell us more about your reporters. Are they all
young people like yourself? Answ ers
Diana Most of them are. Most of them are pupils from 1 guess, play 2 rather, prefer 3 didn’t, to go
our school but actually anyone can get in touch 4 seen, know
and send in a story. They can do it just once or
they can contribute regularly. And they don’t have
to write the story. I’m happy to do that if I have
all the facts. The only thing we ask any potential
contributor is that they can prove their story is
true and, of course, the story has to be uplifting.
We can’t forget that.
Interviewer And finally - can you give us some examples of
the types of story you report on?
Diana Oh my goodness. Where do I start? Animals always
make good stories. Animals doing funny things,
people finding their lost cats, that sort of thing.
We also have lots of stories about people doing
amazing things to raise money for charities. Sport
is also a good area. We had a story the other day
about an 82-year-old man who still plays football
every week. The stories can be about anything and
everything. Well, that’s not quite true. We avoid
religion and politics completely. They’re subjects
that will always get you into trouble.
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SPACE AND
BEYOND
2.26 Before students read the text again, ask
Objectives 4
them to work with a partner and underline the key
FUNCTIONS sympathising about past situations information in the sentences that they will need to
GRAMMAR speculating (past, present and future); look for in the article. Check/clarify: paid us a visit;
cause and effect linkers abducted; resources. Students listen to and read the
VOCABULARY space idioms; adjectives commonly used
article and complete the exercise. Encourage them
to describe films
to underline parts o f the text that support their
answers and to correct any false information. Allow
Student’s Book pages 102-103 them to check answers with a partner before whole-
class feedback.
READING Answ ers
BACKGROUND INFORMATION 1 T 2 F (He is almost certain.) 3 F (He thinks that some

could be intelligent.) 4 T 5 F (He believes they may take
Stephen Hawking (b. 8 January 1942) is an English physicist. He
what they want, destroy the rest and leave.) 6 T
suffers from motor neurone disease, which has slowly paralysed
him over the years to the point where he now communicates
with a single muscle in his cheek attached to a speech- 5 SPEAKING Students work in pairs or small groups
generating device. His book A Brief History o f Time (1988), which to discuss the questions. Elicit a couple o f answers
explains theoretical physics in popular terms, has sold nearly ten in open class to get them started. Also consider
million copies. encouraging them to agree on just one thing for each
question in order to maximise debate. Listen to some
1 SPEAKING Books closed. As a lead-in, ask: How o f their ideas during whole-class feedback.
many planets are there? What evidence is typically
presented as evidence o f alien or UFO sightings? Divide Optional extension
the class into small groups to make a list o f planets Write the following statement on the board. Ask students
and typical evidence. If students have access to to discuss it in pairs and make a list of the advantages and
digital technology, encourage them to show each disadvantages of space exploration.
other photos illustrating their ideas. Listen to some The world currently spends billions o f dollars on space
examples in open class. programmes every year. What are the advantages and
disadvantages of this?
(IW B) available in the classroom, this would best
be done as a heads-up activity. Display the picture
on the IWB. Put students into pairs to answer the ■ TRAIN TO T iNK
questions. Listen to some o f their answers in
Spotting flawed arguments
open class.
1 Explain/elicit the meaning o f flawed (describes
2 ISP^ AKING Regroup students so that they are
something which is not perfect or doesn’t work
talking to different partners. Students discuss the
properly). Ask students to read the introduction and
questions. Encourage them to use comparative
invite comments. Divide the class into groups o f
forms to compare life on other planets to life on
three and ask each student to read one o f the three
Earth. Monitor and note down any errors related
paragraphs A-C, then summarise it for their partners.
to comparatives and make a note o f any interesting
To check understanding o f the different types of
comments to refer to during feedback. Listen to some
o f their answers in open class and write them on the flawed argument, ask students to match quotations
1-3 with the explanations A-C. Check answers.
board to facilitate feedback on Exercise 3.
3 Tell students to focus their reading on checking Answ ers
which o f the ideas on the board are mentioned, and
not to worry if they don’t understand every word.
Set a three-minute time limit to encourage students
to read quickly. Students compare answers with a
I1C 2 B 3 A
2 ISP^ AKING Look at the three statements with

partner before whole-class feedback. Refer back to students and check understanding. Read through the
the ideas on the IWB and compare with those in example flawed arguments for the first statement
the article. and elicit which type o f argument they are (A-C).
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11 SPACE A N D B E Y O N D
Students work in pairs to create arguments for the
other statements. Listen to some examples in open Remind students that the opposite of must be when making
class as feedback. Ask: Which types o f flawed argument deductions is can’t be, not mustn’t be.
are most convincing? Could/might/may have sim ilar meanings when used to
speculate. Point out that may is more formal and less
Mixed-ability commonly used than could or might.
Put students into pairs roughly according to level. Ask weaker
students to focus on one statement and think of three flawed 3 SPEAKING Divide the class into pairs for students
arguments to support it. Stronger students can create three to discuss the statements and rank them in order of
flawed arguments for all three statements.
probability. Monitor as they are doing this and make
a note o f repeated errors, in relation to the target
Optional extension language. Write these up on the board, ensuring
anonymity, and ask students to correct them as part
Make small groups. Ask students to take it in turns to expand
on one of the flawed arguments and try to convince their o f whole-class feedback. At the same time, make a
groups that their argument is correct. They could then go on note o f any nice contributions to quote and praise
to discuss their own personal opinions on each statement. at the end o f the activity. Have a show o f hands to
decide on the order o f probability as a class.
Student’s Book pages 104-105 Optional extension

Students work in AB pairs. A claims to have seen a UFO and
B is sceptical. A has to present pieces of evidence to try to
GRAMMAR convince B, as follows:
Speculating (past, present and future) 1 A large circle appeared in the field next to your house;
2 You heard the sound of a very large engine in the sky;
1 Books open. Look at the eight forms and ask: What 3 You saw a circle of light hovering in the sky;
do these have in common? (They are all used to 4 You heard voices speaking in a strange language;
speculate or express different levels o f probability.) 5 You found the map of another planet on the ground;
Ask students to work in pairs to read sentences 1-8 6 You saw a small man with long, green fingers in the
and try to complete them with the words in the list distance. (Note: order of evidence from trivial to silly/
before looking back at the article to check. Check ridiculous.)
answers in open class and then ask pairs to complete B uses past modals to explain away each piece of evidence.
the rule. Elicit answers in open class, referring back
to sentences 1-8 for clarification. Workbook page 100 and page 127
Answ ers
1 may have already 2 must have 3 very likely PRONUNCIATION
4 can’t be 5 certain to 6 might be 7 bound to
For practice o f stress on m odal verbs for
8 may
speculation g o to Student’s B ook page 121.
Rule
1 could 2 can’t 3 must 4 have 5 base infinitive
FUNCTIONS
6 certain Sympathising about past situations
1 Books closed. To introduce the topic, tell students
2 Working in pairs, students discuss the meaning of
about something sad that happened to a friend of
the various forms and match the sentence halves.
yours e.g. my friend lost his wallet yesterday. Elicit
During whole-class feedback, elicit the form/phrase
sympathetic responses from students and write all
for expressing uncertainty within each sentence and
suitable examples on the board.
ask students to explain their answers by giving the
meaning o f the target forms. Books open. Give students time to read the sentences
and replies. Students complete the exercise with a
Answ ers partner. Check answers in open class. Elicit/clarify
that the phrases in italics are used to show sympathy.
1 f 2 h 3 a 4 b 5 c 6 d 7 e 8 g
Ask students to underline the speculative language.
Fast finishers Answ ers

Ask students to speculate about life on other planets and the
possibility of aliens coming to Earth, using some of the words
from Exercise 1. Listen to some examples after feedback on
Exercise 2.
I1 c 2 d 3 b 4 a
2 Look at the first sentence in the dialogue with

students. Ask them to work with a partner to order
the rest o f the dialogue. Check answers in open
class. Nominate students to read full sentences and
pay attention to pronunciation and intonation. Ask
students to practise the dialogue with a partner.
Monitor to make sure students sound sympathetic
when giving sympathy.
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Answers So what did the committee decide to put on the discs? What was
it that they decided would best represent our planet?
7, 1, 9, 5, 11, 3, 4, 6, 10, 2, 8
The first thing you’d want to say to any extra-terrestrial life
form would naturally be ‘hello’, so greetings in 55 languages
Optional extension were recorded and put on the disc from [sound clip of Akkadian
language] which translates into English as ‘may all be very well’
Disappearing sentences: you’ll need to write out the dialogue in the ancient Akkadian language to [sound clip of Wu language]
in the correct order on the board or IWB for this one. Make AB which means ‘Best wishes to you all’ in the Wu language of
pairs so that half of the class are A and half are B. Students Shanghai.
practise the dialogue in their pairs. Cover a small section
of the dialogue, beginning from the right-hand side of the After the greetings, Sagan decided to include audio clips of
screen or board. Students repeat the dialogue in their same sounds from Earth. These included sounds like a crying baby
AB pairings trying to remember the whole thing, including being comforted by its mother, a train, footsteps, a heartbeat,
the parts they can no longer see. Cover more and more of and wild dogs.
the dialogue, with students practising at each stage, until Next to be recorded were extracts of music to show any extra
eventually nothing is left on the board. Ask for volunteers terrestrial life-forms the creative side of the human race. The
to perform for the class or have all As and all Bs perform in selections were mainly classical with some traditional songs
unison. This activity involves lots of repetition in a fun way from different cultures and a little rock and roll.
for students to memorise useful chunks. Finally 115 photographs and diagrams were added to the disc
to give aliens an idea of what we all look like and how our world
3 Working individually, students complete the exercise. works. The discs also include instructions on how to play them.
Monitor to help with vocabulary and ideas. So what would any alien life form make of us if they should
ever encounter either of the Voyager space-craft? What kind of
4 ISPEAKING Students work in pairs to tell each other
message have we sent about ourselves? Well, it’s estimated that
their stories. Encourage them to refer to replies a-d in it will be around 40,000 years before Voyager passes through the
Exercise 1 and sympathise with speculative language. next planetary system so it could be quite a long wait until we
Listen to some examples in open class as feedback. find out.
3 О И 2.29 Give students time to read the sentences

LISTENING and try to complete the exercise from memory.
1 (SPEAKING If there is an IWB available in the Where they cannot recall the answer, ask them to
classroom, this would best be done as a heads-up try to predict words or even the type o f word (noun,
activity. Display the pictures on the IWB and nominate verb, etc.) for each gap. Play the recording again for
a student to say what aliens might learn about humans students to check and complete their answers. Do a
from the first picture. Divide the class into pairs to whole-class check. If necessary, play the recording a
talk about all of the pictures. Nominate students to third time to clarify answers.
share their ideas in open class during feedback.
Answ ers
2 С Й 2.29 As a lead-in ask: Have you ever heard o f the
Voyager mission? What do you know about it? Elicit 1 Saturn, Jupiter 2 large metal discs 3 the human race
answers in open class. Tell students they are going 4 greetings/recorded greetings 5 dogs 6 classical
7 instructions 8 40,000
to listen to an extract from a radio show about the
Voyager mission. Play the audio while students
answer the questions. Tell them that they should just
focus on answering the question and that they do not Ш Т i Ж SELF-ESTEEM
need to understand every word.
Who we are
Allow them to compare answers with a partner
1 ISPEAKING Ask students to read the instructions.
before open-class feedback.
You could give some ideas o f your own or elicit
Answ ers one or two in open class to get them started. You
could also input some expressions for negotiating
The mission was to explore Saturn and Jupiter. The
before students begin. For example, Why don’t we
spaceship took discs with recordings and photographs of
life on Earth. include ...? What about including ... ? That’s a great
idea but I ’m not sure about... Great idea! We should
definitely include that on our list. Write these on the
A u d io Script Track 2.29 board for students to refer to while speaking.
In 1977 two unmanned spaceships, Voyager I and II, were Students work in pairs to agree on what should be
launched from Earth to explore the giant planets of Saturn and put on the disc. Ask pairs to choose one student
Jupiter. After they had successfully completed their mission, they to make notes on what they agree on. Monitor to
continued their journey deeper into space to explore the outer
prompt students to use the expressions you put on
planets of our solar system. From August 2012, Voyager I and II
the board.
entered an area called interstellar space. No other object has
ever travelled further from our planet. 2 ISPE AKING Ask students to compare their ideas
Before the spaceships were launched into the sky, the scientists with another pair. Make sure all students have the
placed large metal discs in each one. On these discs were chance to speak when describing their list o f objects.
recordings and photographs of life on Earth. They were chosen Encourage them to give detail on the reasons for their
by a special committee headed by the famous astronomer Carl choices rather than simply reading through their lists.
Sagan. The idea behind them was that if the Voyagers should
Ask each group to agree on a final list. For feedback,
come across any alien life-forms, the data on the discs would
educate them about the human race.
listen to some o f their ideas and try to come to an
agreement on a final list in open class.
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Optional extension films and invite them to read out their list to the class
Ask students to work in pairs to write a fifty-word message while the rest o f the class crosses off any o f the films
to send to aliens. How would they describe life on Earth? they hear that also appear on their lists, just to give
And how would they invite aliens to come and visit? Listen them a reason to listen.
to some examples in open class and have a show of hands to Books open. Tell students they are going to read a
decide on the best message.
blog about space films. To encourage students to
read quickly, set a two-minute time limit for them
to read and answer the question. Tell them not to
VOCABULARY worry about any difficult language at this stage and
to ignore the words in italics. Check answer.
Space idioms
A nsw er
I
1 Give students time to read the sentences. Ask them
to work with a partner to match sentences 1-6 with The Martian
sentences a -f and to use the context provided by
each sentence to help them to deduce meaning and
2 Check/clarify: against all the odds (something
complete the exercise. Encourage students to guess
happened which seemed very unlikely to happen).
answers if they are not sure, by elimination, if
Students re-read the blog in more detail to answer
necessary. Check answers in open class.
the questions. Ask them to underline the parts o f the
Answ ers text that support their answers. Allow students to
check their answers with a partner before feedback
1 e 2 f 3 a 4 b 5 c 6 d
in open class.
Answ ers
Fast finishers
Ask students to discuss whether they have any sim ilar space 1 WALL-E 2 Avatar 3 Apollo 13 4 The Martian
idioms in their own language. 5 Avatar 6 WALL-E 7 The Martian 8 Apollo 13
2 If you’re short on time, set this exercise for 3 ISPEAKING Put students into small groups to discuss
homework. the questions. As they speak, ask them to discuss
the merits o f any films they mention and to describe
Students work with a partner to complete the
the plots o f any films other students have not seen.
exercise. Check answers in open class. Clarify that we
Monitor to help with vocabulary and ideas. During
use over the moon to describe somebody’s reaction to
feedback, invite students to share their favourite
a certain situation. It does not describe somebody’s
space film with the class and perhaps hold a vote to
happiness over a long period o f time.
find out the class’s favourite space film.
Answ ers
Optional extension
1 over the moon 2 down to earth 3 out of this world If you feel your students need extra writing practice, ask them
4 It’s not rocket science. 5 once in a blue moon to write a blog entry describing a film of their choice. First,
6 starry-eyed ask them to underline collocations and expressions that they
like in the blog on page 106, and to try to incorporate them
in their own blog. They should include information on the
Optional extension lead actors, a brief outline of the plot and their reasons for
Put students into small groups to discuss the following liking the film. This could either be done individually or as a
questions: collaborative writing activity with students working in pairs
1 When did you last see or hear something out of this world? or small groups.
2 Give an example of a situation when you might use the
phrase ‘It’s not rocket science’
3 Name something you do once in a blue moon.
4 Do you know anybody who is starry-eyed? How do they
GRAMMAR
behave? Cause and effect linkers
5 When did you last feel over the moon about something?
6 Do you know anybody who is down to earth? 1 Ask students to complete sentences 1-4 with possible
words that fit before locating the sentences in the
blog to compare their answers. Ask students to work
with a partner to complete the rule. Check answers
in open class. Refer to the examples in Exercise 1 to
Student’s Book pages 106-107 clarify and add further examples if necessary.
Answ ers
READING
resources. Books closed. As a lead-in, ask: How many
films about space can you think of? Divide the class
I 1 Due to
Rule
2 as a result of 3 because of 4 consequently
into small groups and ask them to list as many space

films as possible in a three-minute period. When time
is up, find out which group came up with the most I 1 because of 2 Consequently
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2 If you’re short on time, set this exercise for Fast finishers

homework. This exercise is closely modelled on Ask students to try to rewrite the sentences so that they
Reading and Use o f English Part 4 o f the Cambridge make sense with the other adjective. e.g 1. The ending of the
English: First exam. Ask students to read the film was really sentimental. I don’t mind a happy ending but
instructions and example. Students work individually this was too much!
to complete the exercise and then check their
answers with a partner before whole-class feedback. 3 Students work in pairs to come up with examples.
During feedback refer to the rule for clarification. Ask them to write them down in their notebooks.
Monitor and help with vocabulary and ideas as
Answ ers necessary. For feedback, listen to some o f their ideas
1 result of eating 2 due to the bad weather in open class. Ask: Which adjectives was it easier to
3 because of a 4 as a result of 5 due to (a) think o f example films for? Why?
Workbook page 102»

Fast finishers
Ask students to transform the sentences in different ways
using the other linkers. SPEAKING
Give some examples o f your own or elicit some in open
Workbook page 101 and page 127 class to get students started. Put students into pairs to
create their lists. Encourage them to go into detail when
giving their reasons for choosing films and challenge
Be aware of common errors related to cause and them to use all o f the adjectives in Exercise 2. When
effect linkers. Go to Get it right! on Student's students have completed their lists, put pairs together to
Book page 126. make groups o f four. Ask them to compare and agree on
a list o f four for each category. Listen to some example
lists in open class and decide on the best films in each
category as a class.
VOCABULARY
Adjectives commonly used to describe films Student’s Book pages 108-109
1 Ask students to look back at the blog for help in
completing the exercise. Allow them to compare CULTURE
answers with a partner before checking with the 1 If you have internet access in the classroom,
whole class. Say the words for students to repeat and introduce the topic with some film clips of rockets
check pronunciation. Write the words on the board to taking off or astronauts in zero gravity. As they
elicit and mark the stress on each word. Point out the watch, ask students to imagine what would be most
stress on fetch in far-fetched. difficult, frightening, fun about daily life in space.
Get students to share their thoughts in pairs before
Mixed-ability inviting comments in open class.
Stronger students can go to the text and try to deduce
Ask students to circle the key information in the
meaning of the words from the context, without looking at
questions that they w ill be looking for in the article.
the definitions in Exercise 1. They then look at the definitions
to check their answers. Tell students that they need to scan the text for
specific information, so they do not need to read
every word o f the text in order to successfully
Answ ers complete the exercise. Set a two-minute time limit
1 delightful 2 stunning 3 thrilling 4 sentimental to encourage them to read quickly. Listen to some
5 far-fetched 6 breathtaking 7 memorable o f their ideas in open class, but do not comment at
8 action-packed this stage.
2 С Й 2.30 Play the audio while students read and
listen to the article to check their answers to
homework. Give students time to read the sentences
Exercise 1. Allow them to compare answers with
and deal with any queries. Check/clarify: on the edge
o f my seat; car chases; dull. Ask students to work with
a partner to choose the correct word to complete Answ ers
each sentence. During feedback, ask students to say
1 The United States, Russia, China, Japan and India
why the wrong answer is not suitable.
2 Eating, washing and sleeping
Answ ers
3 Give students time to read through the questions.
1 thrilling 2 sentimental 3 delightful Ask students to re-read the article to complete the
4 action-packed 5 far-fetched 6 stunning exercise. Ask them to underline parts o f the text that
7 memorable 8 breathtaking
support their answers. Students compare answers
with a partner before whole-class feedback.
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Answers Answ ers
1 People who can afford them and are keen to have the 1 A brief description of what the report is about
experience. 2 An outline of the problem
2 It went everywhere because there’s no gravity. 3 Suggestions for changes
3 Because the water doesn’t run down when there’s no
gravity. 3 You may like to approach this exercise with a
4 It’s comfortable and you don’t need floor space, just an test-teach-test approach. Ask students to work
attachment to something.
individually to rewrite sentences with the words in
5 In a sleeping bag floating in the module.
6 She meant the trip in the Soyuz spacecraft was as rough brackets. Do not offer any guidance at this stage.
as she expected it to be. Monitor to gauge how well students are able to do
this and to make a note o f any repeated problems.
4 IVOCABULARY Ask students to look back at the text During whole-class feedback, pay attention to the
to find the highlighted words or phrases that match use o f the words in brackets and elicit/clarify rules
the descriptions. Check answers and during feedback, regarding punctuation and position in the sentence.
say the words for students to repeat and check If necessary, ask students to refer back to the
pronunciation. grammar section on page 107 for further clarification
and examples.
Mixed-ability
Answ ers
Stronger students may like to look at the eight words in the
text and try to deduce meaning from context before referring 1 The computer had stopped working as a result of it being
back to the definitions, and checking and completing the covered in a thick orange liquid.
exercise. 2 The computer had stopped working because of it being
covered in a thick orange liquid.
3 The crew were able to run the back-up computer.
Answ ers However, the incident has raised serious concerns about
dining habits.
1 embark 2 profits 3 reputation 4 squeezed
4 Despite the crew being able to run the back-up computer,
5 drifting off 6 quest 7 bonus 8 portrayed
the incident has raised serious concerns about dining
habits.
SPEAKING 4 Ask students to read the situation and to work in

Put students into pairs or small groups to discuss the pairs to make notes on the problem and a possible
questions. Ask one student in each group to act as solution. Monitor to help with vocabulary and to give
an ‘English police officer’, giving one penalty point ideas, as necessary.
each time somebody speaks in L1. The winner is the 5 This exercise can be set as homework or done as a
group with the fewest points at the end o f the exercise. collaborative writing activity in class with pairs o f
Monitor and help as necessary, encouraging students to students writing together.
express themselves in English and to use any vocabulary Before they begin writing, encourage students to
they have learned from the text. Ask pairs or groups to underline collocations and expressions in the model
feed back to the class and discuss any interesting points report that they could use in their report. Remind
further. them that they should also use linkers o f cause and
effect. When students have finished writing, ask them
WRITING to exchange reports with another pair. Tell them
not to worry about minor grammatical errors, but
A report to make comments on the formality o f the report
1 Give students two minutes to quickly read the model and whether the problem and solution are clearly
report and answer the questions. Allow them to explained. Students can then return reports and
compare answers with a partner before a whole- incorporate comments to create a final draft.
class check. Ask students: Is the language used formal
or informal? (formal); What makes it formal? (use
o f linking words to join sentences; repeated use of
passive forms e.g. can be done; being covered; is being
prepared; can be introduced).
Answ ers
Problem: computer malfunction due to food spillage
Solution: ban all liquid food
2 Give students time to read the functions. Ask them to

re-read the report and complete the exercise before
comparing answers with a partner. Encourage them
to underline the parts o f the report that support their
answers and to refer to these during pair-checking
and whole-class feedback.
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П 'Л ! MORE ТО
Z EXPLORE
Objectives Answ ers
1 Because it is so inaccessible and inhospitable to humans.
FUNCTIONS speaking persuasively 2 Because caving is very popular in those places.
GRAMMAR passive report structures; the passive: verbs with 3 Freezing temperatures and immense water pressure.
two objects 4 98%
VOCABULARY geographical features; verb + noun collocations 5 Because of its climate, resources and biodiversity.
6 Understanding the history of the Earth’s environment.
S tudent’s Book pages 110-111 7 Explorers have died.
8 They have developed to survive in very high temperatures
and with very little water.
READING
1 Books closed. As a lead-in, ask students: Do you like
Optional extension
visiting foreign countries? I f you could go anywhere in
To give students extra practice in scanning, write the
the world, where would you go? Elicit some answers in
following terms on the board and ask students to find them
open class. Next, give students three minutes to agree in the text and say what they refer to. To make the exercise
on a list o f the five most exciting places in the world, more challenging, write the terms in random order for
in pairs. Nominate students to share their lists in students.
open class. Most o f (the caves remain unexplored)
Books open. If there is an interactive whiteboard Thousands (of caves are thought to exist in China)
2% (of the ocean floor has been explored)
(IW B) available in the classroom, this activity would
50% (of the world’s rainforest is in the Amazon)
best be done as a heads-up activity. Focus on the
2.000 (species of bird and animal live in the Amazon)
pictures and nominate students to describe them. Ask 2 .5 million (insect species have been documented)
students to discuss the photos on pages 110-111 in 400.000 (plant species have been documented)
pairs. Monitor and help with vocabulary as necessary. 81% (of Greenland is covered in ice)
During whole-class feedback, write some o f the limited (the extent to which Greenland has been explored)
students’ answers on the board to refer to when they very few (desert explorations have been conducted)
have read the article.
4 ( SPEAKING Put students into small groups to discuss
2 To encourage students to read the article quickly,
the questions. Monitor but do not interrupt unless
set a four-minute time limit to read and check their
errors hinder comprehension. Make sure all students
answers to Exercise 1. Allow students to compare
are contributing to the discussion and encourage
quieter students to voice their opinions too. To
Refer back to students’ ideas on the board to check if
facilitate the involvement o f quieter students, you
anyone guessed correctly.
could assign them the role o f group secretary. They
Answ ers are then tasked with making detailed notes on the
group’s answers. Regroup students and ask them to
Voronya Cave, Mariana Trench, Amazon rainforest,
share their ideas with their new groups. Nominate
Greenland, deserts
two or three students to report back on their
discussions in open class.
3 CM 2.31 Give students time to read the questions
and deal with any questions about vocabulary.
Play the audio while students re-read and listen to ■ T R A IN T O T iNK
the article and answer the questions. Ask them to
underline the parts o f the text that gave them their
Exploring hidden messages
answers. Allow them to compare answers with a 1 Ask students to read the introduction and to consider
partner before whole-class feedback. whether they do this. Ask: Do you ever avoid saying
what you really think? Can you give any examples?
Students discuss with a partner. Invite students to
share their answers in open class.
Give students time to read the statements and think
about what the person might be hiding. Do the first
one in open class as an example if necessary. Ask
students to work in pairs to complete the exercise.
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12 MORE T O EXPLORE
Tell them to think about who could have said each The present perfect passive: already has been, has
statement. Check answers in open class. Tell students been explored, has been almost impossible, species have
that we sometimes use ‘hidden message’ language been officially documented, has only been explored, have
when we want to avoid being direct. For example, been drilled
statement 4 might be used as a ‘polite’ way of Modal passives (e.g. will/can/could): could be
accusing somebody o f copying. discovered
2 Students complete the exercise in pairs. Encourage Passive infinitives: to be revealed, to be opened up,
them to practise responding in such a way that to be determined, to be explored, to be learnt
the true message is hidden. Listen to some o f their
Next, ask students to read sentences 1-5 and ask:
responses in open class and ask the rest of the class
Which of the sentences are facts and which are opinions?
to decide if the answers sound authentic.
(1 and 2 are opinions; 3-5 are facts.) Students work
with a partner to find sentences in the article with
Optional extension
the same meaning as sentences 1-5. Ask students to
Tell students that if two people do not particularly get on,
discuss the differences in the form of the sentences
they may have conversations which include a lot of hidden
messages. This is commonly seen in comedy films where
in pairs or groups. Check answers. Students work
characters do it for comic effect. Students may enjoy creating together to complete the rule. During whole-class
dialogues containing a variety of hidden messages. For feedback, elicit/give further examples to clarify the
example: usage of each passive report structure, as necessary.
(At Anne’s party) Ask: When and why do we use passive report structures?
A: Hi, Anne. Great party! I like parties without too many (mostly in written language; to make language
people. (there’s no atmosphere) more formal and to avoid starting sentences with
B: Hi! If I’d known you were coming I’d have invited John. impersonal subjects such as people or experts).
(for you to speak to because I don’t want to)
1 Answ ers
A: The music’s good - I haven’t heard this song since I was
about 10. ( you like children’s music) 1 tens of thousands more are believed to live there
Ask students to create dialogues with a partner, then act 2 thousands of caves are also thought to exist in China
them out for another pair, who have to guess the true 3 The Amazon rainforest is said to comprise around 50% of
meaning of the statements at the end of the dialogue. all the rainforests in the world.
4 over 2,000 species of birds and mammals are known to
live there
5 many people are known to have died on such expeditions
Rule
GRAMMAR
1 present 2 past 3 written
Passive report structures
1 Before focussing on sentences 1-5, you may like to 2 If you’re short on time, you can set this exercise for
give students a brief review o f the passive. Write the homework but perhaps do number 1 in open class.
following sentences from the article on the board or Students work individually to complete the exercise,
project them if you have access to an IWB and ask then check their answers with a partner before
students: What do these sentences have in common? whole-class feedback. During feedback refer to the
(They are all in the passive.) rule for clarification.
1 Only 2% o f the ocean floor has been explored.
2 Research and development exhibitions are being Mixed-ability
carried out. Give weaker students the answers to the exercise showing
3 It’s easy to think that everything that could be the passive structures (you’ll need to prepare this before
discovered already has been. the lesson) and ask them to write down the original (active)
sentences. Stronger students can complete the exercise as it
Ask students to work in pairs to name the passive appears on the page.
forms. Check answers.
1 present perfect passive
Answ ers
2 present continuous passive
3 modal passive; present perfect passive 1 is believed to be disappearing
2 is said to be 500 metres deep
Ask students to look through the text and underline
3 in the deep ocean are thought to be blind
more examples of: the present simple passive; the 4 is known to have contained water only 5,000 years ago
present perfect passive; modal passives (e.g. will/ 5 are believed to have existed for m illions of years
can/could); and passive infinitives (to be + past
participle).
Answers:
The present simple passive: very little is known, is
known about our solar system, studies are conducted,
rainforest is said, are known to live there, more are
believed to live there, is covered in ice
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Optional extension This can also be turned into a quiz, with students
Write the following verbs on the board. Tell students that all asking each other where the geographical features
of them can be used with the structure it is + past participle are. Listen to some o f their answers in open class.
+ that:
agree, announce, believe, calculate, claim, consider, discover, Optional extension
estimate, expect, feel, hope, know, report, say, show, suggest, Ask students to work with a partner to decide which of the
think, understand eight features they would most like to visit and rank them
Students work with a partner to write six sentences about from 1 to 8. Hold a class vote to find out which is the most
their country using some of the verbs in the passive report popular geographical feature.
structure. They should write three sentences that they think
are true and three false. When students have written their
sentences, ask them to share their sentences with another
W ^ bookpage ^W
pair and work out which sentences are true and which are
false. Listen to some of these as examples in open class.
LISTENING
Workbook page 108 and page 127 Discovering new species
1 Books closed. As a lead-in, ask students: How many
different animal species can you name in English? Elicit
Be aware of common errors related to been and being
one or two in open class to make sure that students
when using the passive. Go to Get it right! on Student's
Book page 126. are clear on the meaning o f species, and then ask
them to make a list in pairs. Monitor and ask the pair
with the longest list to share it with the class. Ask
the class: How many different animal species are there
VOCABULARY in the world? (There were estimated to be 8.7 million
different species in 2011.) Finally, give students three
Geographical features minutes to work in pairs and brainstorm things that
1 If you have access to an IWB, this would best be animals have but humans do not, for example: tusks;
done as a heads-up activity with the images enlarged hooves. Write all correct answers on the board.
and projected onto the board. Ask students to cover Books open. If there is an IWB available in the
the words and work with a partner to try to name classroom, this would best be done as a heads-up
each o f the things. After two minutes, ask students activity with the whole class. Project the pictures
to uncover the words and match the words to the onto the board. Ask students to do the matching
pictures, in pairs. Check answers in open class and activity in pairs. During feedback, point to/elicit
take the opportunity to say the words for students the following in the pictures: fins; wings; antennae;
to repeat and check pronunciation. Pay attention to feathers; beak; scales.
the long vowel sounds in bay; volcano and the short 2 Students discuss the questions in pairs. Ask them
vowel sound in glacier.
to rank the animals in order of beauty and danger.
If students have access to the Internet, they could
Answ ers
I 1 D 2 F 3 G 4 B 5 E 6A 7H
2 Use the images to check/clarify: surface; erupts.

8C
search for the animals to find out if they are
poisonous or endangered.
Answ ers
Ask students to work individually to complete the Poisonous: tree frog; monitor lizard
sentences, then compare answers with a partner All of them are endangered
3 #)2.32 Play the recording while students listen for
Mixed-ability the creatures mentioned. Students can check answers
Stronger students can cover the words in Exercise 1 and with a partner before whole-class feedback.
attempt to complete the sentences from memory before they
uncover the words and check. A nsw er
Answ ers
1 mountain range 2 dune 3 waterfall
5 volcano 6 glacier 7 bay 8 canyon
4 reef
Irainbow fish, monitor lizard, honeyeater

Well, good morning everyone. My name’s Jeanine Wiley and
I’m from an organisation called Species Specialists. I’ve been
Fast finishers given the job of talking today about discovering new species,
Ask students to think of adjectives to describe each of the of animals, birds, plants and so on.
places in the photos. Now, I don’t know about you, but a lot of people imagine that
we know all the animals and birds and fish and other creatures
3 SPEAKING Divide the class into small groups to that we share this planet with. But in fact that’s simply not true.
complete the exercise. Make the activity into a Not at all. Of course we have found lots of different creatures,
but what’s fascinating is that we are finding new species all the
competition by setting a three-minute time limit and
time, and in particular in certain places that are more difficult for
counting down every 30 seconds. When time is up, people to get to - like, the bottom of the sea or in the rainforest.
regroup students so that they can compare their lists.
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12 MORE T O EXPLORE
Erm, I’d like to give you just one example here and it’s the island Answ ers
of Papua New Guinea. Papua New Guinea is a pretty big island
just north of Australia. It’s covered in rainforest and it’s an 1 consequences 2 terrible 3 don’t act 4 vital
incredibly, erm, an amazing place in terms of wildlife. 5 don’t you
Now, here’s something that might surprise you - in ten years
between 1998 and 2008, just in Papua New Guinea alone, one
thousand and sixty new species were found. One thousand and
sixty, that’s more than two species every week for ten years. ... and so these animals find it harder and harder to live. The
Now, that includes plants and flowers, but lots of different kinds consequences of this will be more and more animals becoming
of animals and fish and things too. One example is a monitor extinct - and that’s a terrible thought. If we don’t act now, to
lizard, a beautiful black lizard with blue markings that can stop habitats being destroyed, many animals will disappear and
grow to about a metre in length. They also found a bird called a future generations will only see them in books. I think it’s vital
honeyeater, with beautiful orange patches around its eyes. And for humans to find ways to live well and without harming other
this honeyeater is a very different bird because it’s almost silent, living creatures, don’t you?
makes no sounds at all, and that’s why no one found it for so
long, no one heard it! 2 To check understanding o f terminology (adjectives;
adverbs; question tag; conditional clause) elicit
And then there’s fish, there’s what’s called the rainbow fish, and
in fact seven different kinds of rainbow fish have been found examples o f each in open class. Students work in
over the last ten years or so. pairs to complete the exercise. Check answers.
So, the good news is that we’re finding new species all the time.
We don’t know how many more species are still out there. What
Answ ers
we do know is that more will be found - it’s just inevitable, really, 1 harder and harder, more and more 2 don’t you?
that we’re going to find more species. 3 If we don’t act now
What’s not so good, of course, is that all these animals and
birds and fish are endangered. Their habitat, that is the places 3 Refer students to the extract in Exercise 1 as an
where they live, is being destroyed, and it’s human beings who example of what is required. Students write persuasive
are doing it. Um, forests are being turned into fields to grow sentences. Monitor and help with vocabulary and
food, and trees are being cut down to get wood, and rivers are
to check students are including examples of the
being used by more and more boats, and so these animals find
it harder and harder to live. The consequences of this will be structures in Exercise 2 to make their points strongly.
more and more animals becoming extinct- and that’s a terrible Give students time to think about which words they
thought. If we don’t act now, to stop habitats being destroyed, will stress when giving their speeches. Put students
many animals will disappear and future generations will only see into small groups to take turns to give their speeches.
them in books. I think it’s vital for humans to find ways to live Students could vote on the most persuasive speech for
well and without harming other living creatures, don’t you? each o f 1-3 in their groups.
Anyway, back to discovering new species. There are other places,
too, not just Papua New Guinea, where we ... Mixed-ability
Stronger students can complete the exercise alone. Weaker
4 С Й 2.32 Give students time to read the questions
students can work with a partner.
and underline the key information that they will be
listening for. Play the audio again while students listen
and answer the questions. Allow them to compare
answers with a partner before a whole-class check. PRONUNCIATION
For practice o f lin k in g w ith the in tru sive /r/
Answ ers
sound g o to Student’s B ook p age 121.
1 an organisation called Species Specialists
2 1,060
3 Because it’s a silent bird, so no one heard it. Ш Т i Ж VALUES
4 That we’re finding new species all the time.
5 Destroying animal habitats. Human activity and the natural world
1 Students work with a partner to discuss questions
Optional extension 1-3 and note down their ideas. Encourage students
Ask students to work with a partner and discuss what they to use bullet points and to write down any interesting
would do if they discovered a new species. Ask them to vocabulary they w ill need to use in their discussions.
think about the procedure they would need to follow to get Monitor to help with vocabulary and ideas.
the new species recognised as a different species to those 2 ISPEAKING Tell students they are going to give a
already listed. Ask them to imagine what the creature might
presentation. You could ask students to choose their
be and what they would name it. More artistic students
might also like to draw a picture of their creature. own question from Exercise 1 to concentrate on, or
you can assign questions if you want to make sure
there is a balance o f different presentations. Before
students prepare their presentations, elicit/clarify
FUNCTIONS that students should include a brief introduction
before giving their opinions and ending with a strong
Speaking persuasively
conclusion. Remind students to use the kind of
1 С Й 2.33 Ask students to work with a partner to try persuasive language used in the Functions exercise.
to complete the extract from memory. Play the audio
Monitor and help with any questions. When students
for them to check their answers. Check answers in
have completed the exercise, divide the class into
open class.
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small groups for students to share their presentations GRAMMAR

(with smaller groups, this could be done in open
The passive: verbs with two objects
class).
1 Students find the sentence in the article. Ask students
Optional extension to complete the rule and then compare their answers
As students listen to their classmates’ presentations, ask them with a partner. During whole-class feedback, give
to grade them from 1 (poor) to 5 (excellent) in the following further examples o f your own to clarify the rules,
areas: enthusiasm; eye contact/body language; subject as necessary.
knowledge; organisation. When the presentations have all
been given, ask students to give each other feedback. Answ ers
Sentence 3 is used in the text.
Student’s Book pages 114-115 Rule

1 indirect 2 direct 3 person
READING
2 Ask students to look at the four pairs o f sentences.
1 ISP^ AKING A recording o f this text is available with
Clarify that both are grammatically possible, but
your digital resources. As a lead-in, ask students: How
one o f each pair is more usual. Students work with a
would you travel to ... (city near the school)? Elicit
partner to complete the exercise.
answers from students in open class and make a note
on the board. Ask: How could you travel if there were Answ ers
no roads or railways? How long would it take? Ask
1 B 2 A 3 A 4 A
students to discuss with a partner before listening to
some o f their ideas in open class.
Students discuss the questions in pairs. If they have Fast finishers
access to the Internet, give them time to research Ask students to find further examples of the passive in the
their answers to the questions before discussing them. article and think about why the passive is used in each case.
2 Ask students to work with a partner to discuss the
pictures and title before checking their answers by 3 If you’re short on time, you can set this exercise for
reading the text quickly. Confirm answers in open homework. Students complete the exercise and then
class. Note: the highlighted state on the map is o f check their answers with a partner before whole-class
Rondonia. feedback. During feedback elicit which is the indirect
object in each sentence in order to clarify answers,
3 Before reading the text again, ask students to
as necessary.
underline the key words in the statements that will
help them decide if the sentence is true, false or
Mixed-ability
not in the article. Students read the article again
Ask weaker students to underline the direct objects and
to complete the activity and correct the false
circle the indirect objects before they rewrite the sentences
statements. Check answers with the whole class. Ask taking the indirect object as subject.
students to refer to the parts o f the article to explain
their answers.
Answ ers
Answ ers
I
1 My mum was offered a job.
ID S 2 T 3 F 4 T 5 DS 6T 2 My dad was owed a lot of money.
3 He was given some medicine.
4 We were promised a week’s holiday.
Fast finishers 5 I was shown the right way to do it.
Ask students to write two more statements about the article
for their partners/the class to decide if they are true, false or
not in the article. Optional extension
Write the following words on the board, randomly, for
students to order into sentences. Stronger students/classes
could follow up by writing example sentences of their own for
SPEAKING their partners to order.
Students discuss the questions in pairs or small groups. 1 I was given a bicycle for my birthday.
Monitor and help with vocabulary as necessary. Make 2 She was told a story by her mother.
3 I was promised a big present if I passed my exams.
sure all students get an opportunity to speak. Make
4 He was given some advice.
a note o f any interesting answers and refer to these
during whole-class feedback.
Optional extension
Ask students to write five questions based on the article, in
pairs. Put pairs together to form groups of four for them to
ask each other their questions. Students score two points
if they can answer correctly from memory and one point if
they can find the answer after looking at the text for only
15 seconds.
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12 MORE T O EXPLORE
VOCABULARY and then note down some collocations to include. As
they write, monitor to help with any questions and to
Verb + noun collocations
check students are using collocations correctly. Ask
1 Ask students to complete the exercise in pairs. students to exchange paragraphs with other pairs and
Remind them to put the verbs into the correct form. to consider how similar or different their stories are,
During whole-class feedback, say the collocations for then take feedback on this in open class.
students to repeat and check pronunciation.
Optional extension
Answ ers
I
Divide the class into pairs for students to test each other on
1 made 2 made 3 take 4 play the collocations. For example:
A: a speech
2 Books closed. Display the five columns on the IWB B: make a speech
and add the four noun collocates from Exercise 1.
Books open. Ask students to work with a partner
to complete the exercise. If you are using an IWB,
prepare a board with the words written in individual
text boxes. Check answers. During feedback, ask
individuals to come to the board and drag and drop
words into the correct column. Elicit any further LITERATURE
examples o f noun collocates from students and add
them to the table. The Lost World by Arthur Conan Doyle
1 Books closed. As a lead-in, ask: Can you think o f any
Answ ers novels or films about dinosaurs? What happens in them?
Students discuss the questions in pairs. Listen to some
make take play do give
o f their ideas in open class and write any repeated
friends a photograph a part exercise advice themes on the board.
a deal exercise the fool a deal a speech
a journey advice a joke a favour money Books open. Look at the photo and title and ask
a speech a journey a role an exam an example students to read the introduction. Check/clarify:
progress an exam research a test plateau. Ask students to discuss the question with a
a wish a decision good partner. Nominate one or two students to share their
an effort revenge a test ideas in open class.
a decision a joke
money advantage of 2 Ask students to quickly read the extract and choose
an example a test the best ending. You could set a three-minute time
a joke limit to encourage speed-reading. Allow students
a complaint to check answers with a partner before whole-class
amends feedback.
fun of
A nsw er
3 You could encourage students to first read the text
in order to get a general understanding, before they
read in detail to complete the exercise, by asking
them to ignore the gaps and answer this question:
I Ending 2
3 С И 2.36 Play the audio for students to listen to

and read the extract. Tell them to concentrate on
What preparations did the writer make before starting
answering the questions in note form and not to
his journey up the river? Students read again and fill
worry about understanding every word or writing full
the gaps. Allow students to compare answers with a
sentences. Allow students to check their answers with
partner before feedback in open class.
a partner before feedback in open class. Nominate
Answ ers students to share their answers and to give reasons.
I take/make 2 gave 3 m aking 4 gave 5 made Answ ers

6 done 7 taken 8 made 9 did/made 10 take
I I make 12 take 1 To avoid any conflict.
2 They remained motionless and looked frightened.
3 Different groups of drummers were using the drums to
Fast finishers communicate.
4 ‘We will kill you if we can.’
Write the following questions on the board. Ask fast finishers
5 To avoid being attacked by native people. / So that they
to write answers.
could escape more quickly. / So that they were more
What do you usually take photos of? difficult to steal.
How do you know when you are making progress with your
English? 4 |VOCABULARY Students work individually to
How might you make amends when you do something wrong?
complete the exercise and then check their answers
Do you ever make fun of your friends?
4 I W RITING In pairs, students write the next

paragraph o f the story. Before they start to write,
ask them to discuss what they are going to write,
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Mixed-ability Students write their biography. Encourage them to

Stronger students can look at the words in the text and try use the structure o f the text about O.R. Tambo as a
to deduce meaning from context before referring to the template. In the next lesson, ask students to share
definitions on page 117. their work with other students and decide which is
the most interesting.
Answ ers
S tudent’s Book pages 118-119
1 breaking out 2 clum sily 3 aware of 4 gazing
5 motionless 6 anchor 7 dawn 8 intently TEST YOURSELF UNITS 11 & 12
5 ISPEAKING In pairs or small groups, students discuss
the questions. Monitor, encouraging students to fully
VOCABULARY
develop and expand on their answers. Make a note
o f any nice expressions in English that students use
during the activity. A t the end write them on the Answ ers
board for the whole class to copy, and praise the 1 squeezing 2 solar 3 breathtaking 4 volcano
student(s) who used them. During feedback, ask 5 waterfall 6 reef 7 took 8 bonus 9 do
for volunteers to report back to the class on their 10 far-fetched
discussion.
Optional extension GRAMMAR

Give students five minutes to work in pairs and search for as
2
many adjectives as they can find in the extract (there are 30).
When time is up, elicit answers but don’t discuss meaning or
Answ ers
what the adjectives refer to. Regroup students into groups of
three pairs. Pairs take it in turn to say an adjective. The other 1 to have 2 consequently 3 can’t have 4 to be
two pairs race to be first to say what the adjective refers 5 must be 6 was given
to in the extract. They should also discuss and check they
understand the meaning of the adjective at this stage. 3
You could end with a memory activity - students close their
books and work with a partner to write down as many of the Answ ers
adjectives as they can remember.
1 I’m sure a lot of people have met the new boy. Sue
mustn’t can’t be the only one.
2 Only a few people are thought to have survive survived so
WRITING long alone in the desert.
3 Oh dear, I’m bound to got have got this all wrong - I
A short biography didn’t understand the question.
4 My father was brought up by his aunt after his parents
1 Ask students: Have you ever read a biography o f a were died.
famous person? Elicit responses in open class. Ask 5 Kelly Jones is know known to have owned three houses,
students to read the short biography o f O.R. Tambo although she has always said that she’s very poor.
and answer the questions. Allow them to compare 6 I suppose it’s possible - Carol might be have been at the
answers with a partner before doing a whole-class party last night, but I didn’t see her.
check.
Answ ers FUNCTIONAL LANGUAGE

1 Education and law. 2 Zambia and London. 4
3 Because he had a stroke and could not work any longer.
Answ ers
1 must, dear 2 had been, terrible 3 believed, can’t
exercise. Check answers. Point out that the
4 thought, seen
information is presented chronologically.
Answ ers
A Fourth paragraph B Second paragraph
C First paragraph D Third paragraph
3 Give students time to read the instructions. In open

class, elicit the names o f some places in students’
cities which are named after famous people and write
them on the board. Divide the class into pairs for
students to choose a subject they are both familiar
with and answer the questions. If students have
access to the Internet, they can do the research in
class. If not, this could be done at home. Students
make notes, decide which information to include in
their biography and then make a plan.
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UNIT 1 UNIT 2
Diphthongs: alternative spellings Phrasal verb stress
Aim: Students recognise and practise different spellings Aim: Students identify and practise primary and
for the diphthongs /ei/ (e.g. aim), /ai/ (tie), /эи/ (toe), secondary stress in phrasal verbs.
/au/ (out) and /oi/ (boy). Diphthongs are made by 1 L Й1ИШ Ask students to tell you what they think
merging two vowel sounds to create one long sound; primary and secondary stress in the context of
the mouth changes shape when making the sound. phrasal verbs could mean. Elicit that it involves
1 L Р1ЧИ Ask students to listen and read the five two stressed syllables. The primary stress is the
tongue twisters. Students identify the long vowel stronger one. To ensure that students are clear on
sound in bold in each sentence. the overall meaning o f the text before looking at the
pronunciation ask them to listen and read in order
Answ ers to answer this gist question: What helped Gillian learn
1 /ai/ (e.g. ice), 2 /эи/ (e.g. snow), 3 /ei/ (e.g. late), French? (hanging around with her French friends).
4 /au/ (e.g. out) and 5 /oi/ (e.g. boy). 2 Students listen and read while you play the recording
again, paying attention to the two stresses indicated
Ask students to identify the different spellings o f the by the red (primary) and blue (secondary) colours.
same sound. They practise saying the phrasal verbs from the
dialogue in isolation before repeating the whole
Answ ers
dialogue. Note that three-part phrasal verbs follow
1 igh, ie, i and i_e, 2 oe, o_e and ow, 3 ay, a_e, ai and aigh, the same pattern (the final preposition isn’t stressed).
4 ou and ow, 5 oi and oy.
A nsw ers
Optional extension
Write the following diphthongs on the board - high, snow,
late, town, boy. Encourage students to say the diphthongs
aloud, noticing how the shape of the mouth changes as they
I 1 primary 2 secondary 3 particle 4 verb
3 L ШИЕ! Students listen to the recording and repeat.

Then they practise with a partner.
say the phonemes. (The mouth ends in a wider, stretched
position when saying the /ai/ (high), /ei/ (late), and /oi/ (boy)
EXTRA INFORMATION
sounds. It ends in a smaller, circular position when saying the
/эи/ (snow) and /au/ (town) sounds.) • Some phrasal verbs only have one stress (look at, care for),
in which case the stress always falls on the verb.
If you can, let students use a mirror or the camera on their
mobile phones to see the way their mouths change. • However, many more phrasal verbs have two stresses,
including all those targeted in this unit (put up with, bring
about, run into, turn out, hang out with, pick up, go through
2 L Р1ЧМ Students listen again and repeat. They take and wear out). In these phrasal verbs, the main (primary)
turns saying the sentences with a partner. stress falls on the particle, with the secondary stress placed
on the verb.
EXTRA INFORMATION • Three-part phrasal verbs are practised in the WB. The pattern
• Recognising alternative and irregular spellings of the same is the same, with the primary stress falling on the particle
phonemes is an important skill which will help students and the secondary stress on the verb. The final preposition
improve their pronunciation enormously. Encourage is never stressed: ftang 'out with; p u t 'up with
students to regularly look for and identify different spellings
of the same sound as part of the language learning process.
• Note that the phonemic script indicates the changes to the
mouth when saying the diphthongs. The wider, stretched
position in /ai/ (high), /ei/ (late), and /oi/ (boy) is shown by
the /i/ ending and the circular position when saying /эи/
(snow) and /au/ (town) with the /и/.
• Note that the phonemic script symbols show how
diphthongs are a merging of two short vowel sounds to
create a long sound, for example /эи/ (e.g. toe) and /ei/
(e.g. late). Long vowel sounds where the mouth doesn’t
change shape are indicated by a double colon (they are
monophthongs) e.g. / i:/ (e.g. see) and / a :/ (e.g. car).
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UNIT 3 UNIT 4
Adding emphasis Pronouncing words with gh
Aim: To raise students’ awareness o f the increase Aim: Students recognise and practise the two
in intonation range across a whole sentence when pronunciations o f the gh spelling in words found in
emphasisers are used. this unit.
1 L Р М И Focus students on these gist questions 1 I- ft im u Ask students to listen and read the extracts,
before they listen and read the dialogue for the first paying attention to the pronunciation o f the words
time: Did Hannah win or lose the match? (She lost.) in bold. They w ill notice that they are pronounced in
Is she a good or bad player according to Rob and Millie? many different ways!
(very good). Elicit from the class that in the text there are two
Play the audio again and tell students to pay pronunciations o f gh.
attention to the stressed emphasisers, shown in bold. The letters gh are pronounced with the /f/ consonant
Ask: Why do Millie and Rob sound so enthusiastic? sound in laugh and enough. The letters are silent in
(Because they obviously love tennis and think that thought, through, brought and right.
Hannah Smith is going to be a champion.)
2 L РДИМЦ Students listen to the recording and
2 I- Р М И Ask students to tell you whether they think repeat. Then they take turns saying the extracts
the intonation in the sentences with emphasisers has with a partner.
a high range or not. (It does.)
Tell the students to say each line o f the dialogue EXTRA INFORMATION
without using the words such, so, did and do, and • Although words containing the digraph gh are often among
then say them again with them. When saying the those chosen to show how irregular the English spelling-
sentences without the emphasisers, they will notice pronunciation relationship is, there are only three possible
that their voices are flatter. Encourage them to pronunciations of this digraph: i) as silent letters (through,
really stress the emphasisers. Explain that these high, straight), ii) as /f/ (laugh, enough) and iii) most rarely
words don’t add meaning, but that they do make /g/ (ghost, ghastly - there are only about five words in this
category).
the meaning stronger.
• Sometimes the digraph is part of a spelling pattern for a
3 I- f t im Students listen to the recording and repeat. particular phoneme, for example igh is an alternative spelling
Then they practise the dialogue with a partner. for the /ai/ phoneme: right, night, light, high: and augh is an
alternative spelling for the /о:/ phoneme in daughter, caught
EXTRA INFORMATION and taught.
• When we use the words so and such or do/does and did in the • Pronunciation problems are mainly caused by the ough
ways shown in the dialogue, our intonation range increases spelling, where pronunciation of words must be learned
across the whole sentence to show that we are making a individually (compare thought, through, enough and
strong point. thorough).
Optional extension
As an extension activity, you could ask students, in pairs,
UNIT 5
to write three or four sentences about their weekend. They The schwa sound
then see which of the sentences they can add emphasisers
to. Once they have some emphasisers in place, ask them to Aim: Students revise and extend their knowledge and
change their sentences into a dialogue to practise and then practice o f saying the schwa /э/ in phrases, recognising
act out for the class. the role o f this short vowel sound in giving English its
characteristic rhythm.
1 I- Students listen to the recording while
reading the recorded message, paying special
attention to the words in blue. Students may say that
the small words are ‘lost’ or ‘swallowed’ or are hard
to hear. Ask: All the words in blue have the same sound.
What is it? (It’s the schwa.)
2 L M l №] Students listen to the recording and repeat.
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P R O N U N C IA T I O N
EXTRA INFORMATION UNIT 7

• Students tend to pronounce these small words the way Intonation: encouraging someone
they’re spelled, so that the words all sound different, when in
fact they all contain the schwa /э/ sound. Not only does this A im : Students identify and practise using a higher
sound unnatural, but it prevents students from using English intonation range in phrases to show interest and
rhythm patterns. encouragement.
• To make students aware of the fact that this is the most *32.05 As a gist question students listen and read
frequent sound in the English language, you could play them the dialogue and answer the question: What’s Becky
recordings of native speakers, asking them to specifically
trying to do in this conversation between her and Harry?
listen to the frequency of this sound.
(Becky’s trying to cheer Harry up and give him
• Remind students that this sound also appears in many
encouragement to try again.)
unstressed syllables in words, for example, connect,
computer and internet. Note, however, that in American 2 L i » 2№5 Students listen again and draw arrows
English the final -er in words such as computer is stronger over the phrases in blue.
and is pronounced with the /з:/ phoneme.
A nsw ers
UNIT 6 'don’t let it get you ,down.
Linking words with and ft\ f

,Look on the 'bright side 'It’ll be all ,right!
Aim: Students identify the voiced /d$/ and unvoiced
/tj/ in connected speech. For example, these consonant
sounds appear in do you (often pronounced ^ з э / ), did I 'know you can ,do it!
you /А^зэ/ and don’t you /^untjs/.
Note the primary and secondary stress in the
431.33 Students read and listen to the dialogue.
phrases as shown.
As a gist question, ask: What does Sally choose; tea or
coffee? Why? (Sally chooses tea because they’ve both Students practise saying the phrases in blue using
forgotten to get coffee.) a rise-fall-rise-fall intonation pattern. Encourage
students to exaggerate the range, explaining that
Explain that when the consonant sounds /d/ or /t/
they may come across as rude or uninterested if their
are found at the end o f joining words, the consonant
voice is too flat.
sounds /d3 / and /tj/ often intrude. This is a natural
effect o f connected speech and students will need to 3 432.06 Students listen to the recording and repeat.
be aware o f it in order to understand fluent speakers Then they practise with a partner.
in conversation. Note that in do you the two words
can be joined to create the short ^ з э / in order to EXTRA INFORMATION
maintain the rhythm. • More than the actual pattern shown, which can vary, tone of
Tell students to circle the linked words that have the voice is very important in transmitting our feelings. Explain,
if necessary, that in English the range within the sentence
/d3 / sound and underline the ones that have the
can be greater than in other languages. Non-native speakers
/tj/ sound. Play the recording again for them to
may be considered rude or uncaring if they don’t use a high
listen and check. rise-fall range to show they’re interested or sympathetic
in conversation.
A nsw ers
• When acting out the dialogue, you could ask students to
/d3 / sound: Would you, Do you, Did you, told you, Do you; take on American or English personas, allowing them to
/tj/ sound: Didn’t you, Don’t you. exaggerate their intonation range in a fun and less self
conscious way.
2 I- t>ll*E! Students listen to the recording and repeat.
UNIT 8
EXTRA INFORMATION
Weak forms with conditionals
• Note that in do you the /d/ is at the beginning of the word,
but as it isn’t stressed, the word is swallowed. This is A im : Students recognise that when spoken quickly
common in English since maintaining the rhythm of the modal contractions would, could and should + have
language involves losing whole syllables at times. are pronounced /wudэ, 'kudэ, 'judэ/. However, when
• Once again the voiced and unvoiced consonants play a role. the contraction is followed by a vowel sound, the /v/
Explain to students that the voiced /d/ sound becomes is pronounced: I could’ve asked /kud^va:skt/.
/ d 3 / (did you /'Ш Тзэ/) and the unvoiced /t/ sound becomes
43 2.11 Students listen and read. As a gist question
/ t j/ (don’t you /УэиШ:|э/). This doesn’t occur in all cases,
however; for example in did everyone and didn’t it the original ask students What has Kim forgotten? (Kim’s forgotten
sounds actually become stronger (this point has been her mother’s birthday) and Is her friend sympathetic?
covered in a previous level). (Nellie isn’t sympathetic - she thinks Kim should
• Students are likely to find this activity difficult. Assure them have remembered.)
that, although they will practise saying the phrases, this is
an awareness-building exercise which aims to help English
learners understand native speakers better.
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2 L !)Ш 11 Explain that in fast speech the unstressed, EXTRA INFORMATION

contracted have is pronounced with the schwa /э/ • These intrusive sounds are actually quite natural, since
in most cases. However, sometimes we pronounce the they’re directly related to the vowel sound that ends the first
/v/. Students listen again and circle the phrase where word, that is, our mouth is already in the position to make
the /v/ is pronounced. the intrusive sound, e.g. let’s go (w) out and you may be (j)
able to. Therefore it shouldn’t be difficult for students to
A nsw ers understand and pronounce these intrusions, increasing the
naturalness of their spoken English and making it easier for
When the contraction is followed by a vowel sound, the /v/ is them to understand other features of connected speech.
pronounced: You should’ve asked your dad /Ju d ^ va isk t/.
• To reiterate the rule: when the first word has the /i:/ sound,
we join the two words with a /j/ sound, e.g. me off/'m i:jof/.
3 L PJ2HI2 Students listen to the recording and repeat. When the first word has the /эи/ or /u:/ sound, we join the
Then they practise with a partner. two words with a /w/ sound e.g. so angry^ u w $ r | g r i/ .
EXTRA INFORMATION
• Sometimes it can be difficult to understand English when UNIT 10
it’s spoken quickly because syllables and unstressed words
are shortened to a schwa - or even lost. The pronunciation Linking: omission of the /h/ sound
section in this unit aims to help students understand native
Aim: Students recognise that the /h/ phoneme in
speakers by focussing on the shortened contractions in
modals + have. Students should enjoy practising these unstressed words is often lost in natural speech
contractions, but explain to them that it’s more important e.g. Did you ask her? /а^кэ/
that they recognise what native speakers are saying. They 1 L РИММ Students listen to the recording and answer
will still be understood if they pronounce the contractions
the gist question: Why is Hilary upset with Harry?
more carefully!
(Harry told he didn’t like her new haircut.)
• An interesting and somewhat related fact that may interest
your students is that native speakers sometimes write these 2 L ЙМММ Students listen to the recording again,
words incorrectly, as would of, could of and should of because underlining the silent letter /h/.
that is what they think they are saying.
A nsw ers
The letter h is silent in unstressed words he and her: He hurt
UNIT 9 her feelings. He said he didn’t like her new haircut. Did he
mean to upset her? Of course he didn’t!
Linking: intrusive /w/ and /j/
Aim: Students recognise how vowel sounds at the end 3 L М2 Ш Students listen to the recording and repeat.
of a word and at the beginning o f a word are connected Then they practise with a partner.
in natural speech, using sound intrusions /w/ and /j/,
e.g. you /w/ always and tell me /j/ off. EXTRA INFORMATION
1 I- МШИ Students read and listen. As a gist question • The aim of this pronunciation focus is to help students
ask: Why is Ellen annoyed with Evan? (She’s annoyed understand native speakers. Although they may enjoy
practising omitting the /h/ when speaking, it’s not necessary
because she doesn’t really want Evan’s advice - she
for them to do so.
wants his sympathy.)
• When a word is stressed, which is often the case with verbs
2 И РШ И Explain that when a word in a sentence and nouns carrying meaning, the /h/ is pronounced.
ending in a vowel sound is followed by a word • In a very formal setting we may pronounce the /h/ in all
starting with a vowel sound, we add a /j/ or a /w/ words - for example, when giving a speech. This is mainly
sound to join them together. Students listen again due to speaking more slowly and carefully.
and write a letter j or a letter w above the gap
between the words.
A nsw ers
UNIT 11
me (j) off/ so (w) angry / you (w) ask / to (w) explain / Stress on modal verbs for speculation
be (j) able / you (w) always / to (w) everything / so (w) Aim: When using modals to express degrees o f
annoying / be (j) angry / be (j) annoying probability, students recognise that placing stress on the
modal or the verb is significant. It shows how likely we
Elicit the rule: when the first word has the /i:/ sound think something is, e.g. she might be coming (probable)
e.g. me, we join the two words with a /j/ sound. as opposed to she might be coming (unlikely).
When the first word has the /эи/ or /u:/ sound e.g.
1 L РИМ7 Students listen to the recording and answer
so or to, we join the two words with a /w/ sound.
these gist questions: What does Ned think about the
3 И МШИ Students listen to the recording and repeat. information in the TV show? What about Gina? (Ned
Then they practise with a partner. doesn’t think that the information in the TV show is
likely to be true whereas Gina tends to believe it.)
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P R O N U N C IA T I O N
2 L fc»<M7 Students listen and colour the squares black UNIT 12
(primary stress) or leave them clear (secondary) to
Linking: /r/
show the primary and secondary.
Aim: Students recognise that two words can sometimes
Elicit/explain that when we place the stress on the
be linked with an /r/ sound, e.g. your own car;
modal verb instead of the meaningful part of the
more animals.
phrase, it means w e’re not sure that something is
true, or that it will happen. When we place the 1 I- РИМЕ! Students listen to the recording and find out
stress on the verb or noun we are more certain of the answer to this gist question: How can you be part
something. o f this adventure? (They can follow the blog.)
Notice how Gina puts the main stress on the 2 РИМЕ! Explain that in syllables with a vowel
information rather than might and may, which shows and the letter r, we often don’t pronounce the /r/
that she thinks the information is likely to be true. sound. However, when these syllables end a word
Ned is doubtful and therefore puts the main stress on and the next word begins with a vowel sound, we do
might and could instead o f the information itself. pronounce the /r/. Students say We’re o ff and We’re
coming to hear the difference. Students listen again
A nsw ers and circle the linked words where an /r/ is present.
(main stress shown in bold with secondary stress
A nsw ers
underlined):
might have already visited us / might have, I suppose / 1 We’re off on our adventure on Saturday.
may have built the pyramids / could be true / may be in 2 We’re going far away to explore amazing places.
our town. 3 We hope to learn more about ourjncredible Earth.
4 We’ll remember our adventure for ever!
3 I- ИМИИ Students listen to the recording and repeat. 5 Join us on our adventure - follow our excellent blog!
3 И ИИМИ Students listen to the recording and repeat.
EXTRA INFORMATION Then they practise with a partner.
• It is interesting to note the difference in stress in sentences
containing a modal + verb + noun, e.g. they may have built EXTRA INFORMATION
the pyramids. If we think this is unlikely the main stress • Note that in American English the /r/ is often pronounced
and secondary stress are as follows: they m ay have built so that this is a more simple linking pattern as is found
the pyramids. However, if we think it’s probable, the stress with other consonant sounds followed by a vowel, e.g.
pattern is: they may have built the pyramids. the carrying over of the /r/ phoneme in for ever and ever is
comparable to carrying over the /m/ and /d/ sounds in ham
and eggs.
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UNIT 1 Explain/elicit that the meaning changes depending on

whether the verb stop is followed by to + infinitive
Verb patterns or gerund. Ask the class for other verbs which behave
similarly (remember, try, regret, forget) and give
Focus: Students at this level often use the wrong verb form
after certain verbs, using the gerund instead of to + infinitive students a couple o f minutes to work in pairs and
and vice versa. think of example sentences which show the difference
in meaning. Take feedback and write all correct
Books closed. Write on the board: 1 1 to go to the suggestions on the board. Books open. Students work
cinema with Sarah. 2 I going to the cinema with through the exercise individually before comparing
Sarah. Ask students to try and complete the sentences answers in pairs. Then check answers as a whole class.
with suitable verbs. Tell them there are various possible
answers and encourage them to discuss their answers in Answ ers
pairs before doing feedback. (Possible answers: 1 want / 1 to buy 2 to get a drink 3 clim bing 4 to climb
decided / managed / refuse / hope / chose / expected; 5 studying 6 going 7 to complete 8 to inform
2 like / imagined / feel like / suggested / couldn’t stand
/ enjoy / detest / didn’t mind.)
Elicit/explain that some verbs are followed by to + UNIT 2
infinitive while others are followed by the gerund,
and that there is no rule for this - students w ill need that and which in relative clauses
to learn what follows each verb. Give students a
minute to brainstorm other verbs which fall into one Focus: Students at this level often use that instead of which in
non-defining relative clauses.
of the two categories. Take feedback and write all
correct suggestions on the board. Books open. Students Focus students on the example sentences and ask them
complete the exercise and check their answers in pairs to discuss why the second sentence is wrong. Give
before you check answers as a whole class. them a minute for this. In open class elicit what type of
relative clauses these are (non-defining) and therefore
A nsw ers
that the pronoun that cannot be used. Books open.
1 They wanted going to go sailing but the weather Explain what the students have to do in the exercise
conditions were too extreme. 2 I enjoy to wander and point out/elicit that a non-defining relative clause
w andering around outdoor markets when I’m on
must always have a comma before the pronoun and that
holiday. 3 Correct 4 Do you think you’ll manage
therefore if there is a comma they can’t use the pronoun
completing to complete the mountain climb?
5 Correct 6 Kate had hoped reaching to reach the glacier that. Do the example together as a class and then
by early afternoon but slipped on the ice and broke her leg. instruct students to continue the exercise by themselves.
7 The children learnt building to build a shelter during the Allow them to check answers in pairs before doing a
survival course. 8 Megan was thrilled when she got her whole-class check.
exam results as she’d expected falling to fail.
Answ ers
remember, try, stop, regret and forget 1c The grey whale is the animal that/which swims about
18,000 km every year. (defining)
Focus: Students at this level often use the wrong verb form 2e Domenico Lucano had an idea that/which saved his
after the verbs remember, try, stop, regret and forget. These village. (defining)
can all be used with both the gerund and infinitive but with 3a Our teacher always praises us when we’ve done well in
different meanings. a test, which helps give us confidence. (non-defining)
4f I spoke to him using Italian, which I had learnt while
Books closed. Write on the board: 1 Dave stopped to working there. (non-defining)
eat a sandwich. 2 Dave stopped eating sandwiches. Ask 5d Elana has decided to live abroad, which I think is very
students to discuss any differences in meaning between brave of her. (non-defining)
them in pairs. Ask them to add a new sentence to
each one to try and show the difference in meaning. Relative pronouns
e.g. 1 Dave stopped to eat a sandwich. He was starving.
2 Dave stopped eating sandwiches because he was putting Focus: Students at this level often omit relative pronouns in
on weight. defining relative clauses when it’s incorrect to do so.
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GET IT RIGHT!
Books closed. Write on the board: 1 She’s the woman UNIT 4
having the party. 2 She’s the woman had the party last
night. 3 She’s the woman I met at the party last night.
used to
Tell students that two o f the sentences are correct and
Focus: Students at this level often make mistakes with used to,
one is incorrect. Elicit which one is incorrect and why. writing use to instead of used to and also using it to talk about
(Answer: Sentence 2 is incorrect because the pronoun present habits.
who is needed as it is the subject o f the clause.) Elicit/
explain why sentences 1 and 3 are correct. (Answer: Books closed. Say to the class the following sentence:
Sentence 1 contains a reduced relative clause as the I used to play tennis when I was a child. Ask a student
words who is can be omitted; in sentence 3 the pronoun to write the sentence on the board. If the ‘d’ in used is
who can be omitted because it’s the object not subject omitted, add it in and then explain/elicit that although
o f the clause.) Books open. Do the example sentence it is silent we always say used to when talking about
in open class and ask students to complete the exercise past habits in positive statements, never use to.
in pairs. Now write the sentence Now I use to go running every
day. Elicit/explain that this sentence is incorrect as
A nsw ers
we cannot use used to to talk about present habits or
1 ✓ 2 ✓ 3 They went through a bad time which/that routines. We use adverbs such as usually or typically.
lasted a few months. 4 ✓ 5 Those are the residents Books open. Do number 1 in open class and ask students
who/that live in that building over there. 6 The Tuareg to complete the rest o f the exercise in pairs. Check
are the people who/that regularly cross national borders.
answers as a whole class.
A nsw ers
UNIT 3
much vs. many I1 Liam use used to be very bad-tempered but he’s nicer
now.
2 There’s a lot of planning involved in my job so I use to be
am usually organised.
Focus: Students at this level often confuse much and many. 3 When I was at school we use used to sit in a row in some
lessons.
Focus students on the example sentences and ask them 4 They use to usually go to school by bus except for
to discuss in pairs why much and many are correct in the Tuesdays when they walk.
first sentences but wrong in the second ones. Elicit that 5 The man who use used to live there moved to Spain.
many is used with plural countable nouns while much is 6 Sarah used to watch usually watches a lot of TV when she
used with uncountable nouns. Ask students to complete hasn’t got much homework.
the exercise. Check answers with the whole class.
Answ ers UNIT 5

1 many 2 much 3 much 4 many 5 much 6 much
should
much and most Focus: Students at this level often use would, can and must
instead of should.
Focus: Students at this level often make mistakes with most
by preceding it with the or following it by o f when this isn’t Focus students on the example sentences and elicit
necessary. why the second sentence is incorrect. (When talking
about opinions - saying that something is a good or bad
Books closed. Write on the board: 1 The most of the idea - we usually use should. We use must to talk about
students at school have lunch in the canteen. 2 Most of
obligation and necessity or to give very strong advice or
teachers give out homework once a week. 3 Most of them recommendations.) Books open. Do number 1 in open
set an exam every term. Ask students: Which of these
class before students continue with the exercise. Ask
sentences are correct? (Sentences 1 and 2 are not correct; them to compare and agree on their answers in pairs
sentence 3 is.) Elicit corrections o f the sentences.
before you give feedback.
(1 Most o f the students at school have lunch in the
canteen. 2 Most teachers give out homework once a A nsw ers
week.) Explain/elicit that we never use the before the
quantifier most unless it’s followed by a superlative
adjective. Books open. Do number 1 in open class and
ask students to complete the rest o f the exercise in pairs.
I1a 2a 3a 4b
Answ ers
1 The Most of my teachers at school were quite
strict. 2 Correct 3 Correct 4 Sally tried on a few
outfits but the most of them were too big for her. 5 It
would be interesting to know if most of people agreed with
Amy Chua’s parenting ideas. 6 Were the most of your old
school friends at the reunion?
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UNIT 6 UNIT 7
Comparatives Future continuous
Focus: Students at this level often use the comparative instead Focus: Students at this level often use the present continuous
of the superlative and vice versa. when the future continuous is more commonly used.
Books closed. Write on the board: Books closed. Ask students: What will you be doing at
Comparative Superlative 7 o’clock this evening? Elicit two or three responses
and write them on the board, reformulating them if
better the best
necessary to include the future continuous form. Then
bad the worst
ask students: What are you doing this weekend? Again
funny the funniest
elicit two or three responses and write them on the
and elicit full sentences using each o f these words from board, again reformulating as necessary to include the
the class. Books open. Focus students on the examples in present continuous. Remind students that we use the
the box and elicit why the two sentences are incorrect. present continuous when we are talking or asking about
(The first contains a comparative when a superlative general plans or arrangements and that we use the
is needed and the second contains a superlative when future continuous to talk about an action that will be
a comparative is needed.) Do number 1 in open class in progress at a specified future time. Do number 1 in
and ask students to complete the rest o f the exercise open class and ask students to complete the rest o f the
in pairs. exercise in pairs.
A nsw ers Answ ers

1 harder 2 best 3 happiest 4 higher
6 better 7 highest 8 happier
Linkers of contrast
5 hardest
I1 / 2 I’ll be seeing you sometime over the weekend, so

I’ll show you then. 3 / 4 I’ll come to the airport to pick
you up. I’ll be w aiting for you at arrivals. 5 John won’t be
com ing to the party on Saturday as he’s busy. 6 This time
next week they’ll be lying on a beach relaxing.
Focus: Students at this level often confuse linkers or make
mistakes with form when using them.
Books closed. Write the following two sentences on the

UNIT 8
board and the list of linkers and tell the class that they would
must use each linker to join the two sentences (to create
a total o f five new sentences). Focus: Students at this level often use would in the if clause of
conditional sentences instead of using a present, past simple or
I studied really hard. I still failed the exam. (despite,
past perfect form.
although, nevertheless, in spite of, even though)
Elicit the answers making sure that the correct form is Focus students on the example sentences and elicit why
used with each linker. Write the correct sentences on the second sentence is incorrect. (W e don’t use would
the board. (Answers: Despite studying really hard, I still in the if clause.) Do number 1 in open class and ask
failed the exam. Although I studied really hard, I still failed students to complete the rest o f the exercise in pairs.
the exam. I studied really hard. Nevertheless, I still failed
the exam. In spite o f studying really hard, I still failed the Answ ers
exam. Even though I studied really hard, I still failed the 1 If they had run through the calculations they would have
exam. ) Books open. Look at the example in open class realised their mistake. (extra word: would)
and ask students to complete the rest o f the exercise in 2 The meal w ouldn’t have turned out so well if you hadn’t
pairs. Then check as a class. lent me your cook book. (extra word: wouldn’t)
3 She’ll do it provided that we help her. (extra word: would)
A nsw ers 4 If you don’t wash your hands, you might get an infection.
(extra word: would)
1 Despite the fact she confessed to the crime, the police 5 The cloth wouldn’t have ripped if it had been stronger.
didn’t arrest her. / Even though she confessed to the (extra word: would)
crime, police didn’t arrest her. 6 It won’t be a problem as long as you arrive on time. (extra
2 We made an enquiry about the delivery. However / word: would)
Nevertheless, no one got back to us. / Despite this, no
one got back to us.
3 In spite of / Despite the fact that they made a complaint
about the food, the chef didn’t apologise.
4 The children took the move to the countryside in their
stride, despite the fact / in spite of the fact they had been
happy living in the town.
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GET IT RIGHT!
UNIT 9 Answers
wish 1 Simon asked me if I had remembered to pass on the

message to the class.
Focus: Students at this level often use wish when hope or want 2 ✓
are required and vice versa. 3 Sandra asked how efficiently the machine worked.
4 She asked if any politician could ever be impartial.
Books closed. Write on the board: I want i t ... , I wish it 5 The students asked the speaker how big the impact of
war had been.
... and I hope i t ... . Elicit from students how the three
6 The chief editor asked the journalist if he thought the
sentences could be finished. (e.g. I want it to be sunny
article was newsworthy.
tomorrow. I wish it wasn’t so cold. I hope it doesn’t rain
during our picnic.) Elicit from or explain to the class
that all three verbs have a similar meaning but are all
followed by different structures and that we use wish to UNIT 11
talk about how we would like something to be different Cause and effect linkers
either in the present or the past:
want + object + to infinitive Focus: Students at this level often make mistakes with cause
hope + object + clause and effect linkers: so, consequently, because of, due to, as a
wish + object + past simple/past perfect result.
Books open. Look at the first sentence in open class Books closed. Write the linkers on the board and the
and ask students to complete the rest o f the exercise in following two sentences: Josh didn’t study very much
pairs. Then check as a class. fo r the exam. He failed the exam. Ask students to make
sentences using them. Correct as necessary. Books open.
Answ ers
Focus students on the example sentences and ask them
1 wishes 2 hope 3 wants 4 wish 5 hopes to discuss why the second sentence is wrong. (We do
6 hope 7 hope not use fo r with the meaning o f because.) Look at the
first sentence in open class and ask students to complete
wish / if only the rest o f the exercise in pairs. Then check as a class.
Focus: Students at this level often use the past simple instead of A nsw ers
the past perfect after wish / if only when talking about the past. 1 Due to 2 As a result 3 because of 4 consequently
5 so 6 because of
Books closed. Write on the board: He wishes his parents
weren’t so strict. He wishes his parents hadn’t been so
strict. Elicit the difference in meaning between the
two sentences. (The first sentence is talking about a UNIT 12
present situation - his parents are strict now; the second
been and being
sentence is talking about a past situation - his parents
were strict in the past.) Elicit that when talking about Focus: Students at this level often confuse been and being.
present situations we use the past simple after wish
while we use the past perfect after wish when talking Books closed. Write on the board: been and being and
about past situations. Explain/elicit that we also use if ask students what these words are (been is the past
only in the same way and with the same meaning. Books participle o f be and being is the gerund or -ing form).
open. Students complete the exercise in pairs. Then Then read out the example sentences in the Student’s
check as a class. As an additional activity ask students Book. Ask students which o f the two words you
to complete sentences 1-8 in their own words. are saying - been or being? Books open. Elicit from
students why the second sentences are incorrect. (The
A nsw ers
I
first sentence requires the gerund as it is a present
1 c 2 f 3 g 4 a 5 d 6 h 7 e 8 b continuous passive while the second requires the past
participle as it is a present perfect form.) Look at the
first sentence in open class and ask students to complete
the rest o f the exercise in pairs. Then check as a class.
UNIT 10
A nsw ers
Reported speech
Focus: Students at this level often omit if when reporting yes/no
questions, or use the auxiliary do when it isn’t needed in reported
questions. Learners also need to be careful with word order.
I1 being 2 being 3 been 4 being 5 being 6 been
Focus students on the example sentences and ask them

to discuss why the second sentence is wrong. Give them
a minute for this. In open class elicit that in reported
yes/no questions we use either if or whether and that we
don’t use question word order. Look at the first sentence
in open class and ask students to complete the rest of
the exercise in pairs. Then check as a class.
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WELCOME UNIT Exercise 2

1 such - C 2 such - F 3 so - D 4 so - E 5 such - B
A WHAT A STORY!
Descriptive verbs
Exercise 1
16 so - A
Extreme adjectives
Exercise 1
1 demolished 2 dived 3 fled 4 grab 5 raged
16 screamed 7 smashed 8 struck
Phrasal verbs
Exercise 1
1
1 fascinating 2 hilarious 3 freezing
5 enormous 6 tiny 7 boiling
Exercise 2
4 terrified
1 take 2 ended 3 broke 4 give 5 carried Suggested answers
16 sort 7 looking 8 stands / stood
Elements of a story
Exercise 1
1 fantastic 2 huge 3 amazing 4 hilarious 5 exciting
6 tiny 7 delighted 8 terrified
SUMMING UP
Exercise 1
1 e 2 h 3 g 4a 5 d 6c 7b 8 f
1 retire 2 enormous 3 so 4 promote 5 amazing
Exercise 2
1 plot 2 characters 3 hero 4 villain 5 dialogue 16 such 7 travel 8 degree
16 setting 7 opening 8 ending
Talking about past routines

Exercise 1
C HOW PEOPLE BEHAVE
Personality
Exercise 1
1 selfish 2 polite 3 thoughtful 4 calm 5 lively
4, 2, 6, 1, 3, 5
SUMMING UP
Exercise 1
16 shy 7 generous 8 rude
Using should
Exercise 1
5, 1, 9, 3, 7, 8, 2, 6, 4
Suggested answers
B AN UNCERTAIN FUTURE 1 You should buy him a present.
2 We should have got up earlier.
Future plans 3 You should go to the dentist.
Exercise 1 4 You should say sorry to her.
5 You should take up a hobby.
1 e 2 f 3a 4b 5c 6 d
Exercise 2
Life plans
1 should have brought 2 should’ve got up
Exercise 1
4, 2, 3, 6, 1, 8, 7, 5
Future continuous
13 should have set 4 should have put
5 shouldn’t have stayed
Career paths
Exercise 1 Exercise 1
1 ’ll be lying 2 won’t be doing 3 ’ll be eating 1 street sweeper 2 engineer 3 lawyer 4 childminder
14 won’t be getting up 5 ’ll be staying 6 won’t be taking
Being emphatic: so and such

Exercise 1
15 nurse 6 bus driver
Mystery profession: teacher
Exercise 2
1 healthcare 2 public service 3 education
1
1 so 2 such 3 such 4 so 5 such 6 so 7 so
1
4 qualifications 5 employees 6 employers
8 such
7 finance 8 law
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W O R K B O O K AN SW ER KEY
Decisions UNIT 1 SURVIVAL
Exercise 1
GRAMMAR
1c 2 e 3a 4b 5 d
Exercise 1
Permission to + infinitive gerund
Exercise 1 manage keep
1 let 2 allowed 3 make 4makes 5 let 6 allowed
promise suggest
Exercise 2 ask detest
1 allowed 2 let 3 make 4 made 5 allow 6 let
decide don’t mind
SUMMING UP want miss
Exercise 1 offer can’t stand
7, 1, 5, 9, 3, 4, 6, 10, 8, 2
choose enjoy
D NEW THINGS
Exercise 2
Reporting verbs
1 to finish; to come; to give 2 taking; to carry; carrying
Exercise 1 3 going; walking 4 playing; practising; to help 5 climbing
1 explain 2 refuse 3 demand 4 invite 5 persuade
16 encourage 7 recommend 8 agree
Exercise 2
1 He explained how to get to the station by bus.
Exercise 3
1 clim bing 2 to climb 3 to go 4 to stay
6 to reach 7 seeing 8 clim bing
Exercise 4
5 to get back
2 She refused to take Bella to the party.

3 He demanded that Ben get out of his house immediately. KATE I can’t believe it. I managed clim bing to clim b Devil’s
4 She invited Jenny to the cinema. Rock this weekend.
5 He persuaded Jim to go to the party with him. MATT Did you? That’s great.
6 She encouraged Lucy to enter the talent show. KATE I’ve watched you climb it a couple of times but I never
7 He recommended that Matt read this book. imagined to climb clim bing it myself. I’m hoping doing
8 She agreed to talk to Sim on’s dad. to do more clim bing next weekend. I learnt descending
to descend the rock face using the rope. That was scary!
Exercise 3 What did you do at the weekend?
MATT I wanted coming to come clim bing with you and the
1 agreed 2 explained 3 invited 4 refused 5 persuade
others but I had some homework to do.
Negative adjectives
Exercise 6
Exercise 1 1 g 2 e 3b 4 f 5 h 6 d 7a 8c
1 It’s untrue. 2 It’s an informal party. 3 They’re impatient.
14 That was irresponsible of you. 5 Buy it. It’s inexpensive.
6 They’re impolite children.
Changes
7 I think that’s impossible.
Exercise 7
1 to tell 2 to finish 3 not leaving
5 lending 6 to pick it up
4 playing
Exercise 8
Exercise 1 1 to listen 2 listening 3 watching 4 to watch
5 eating 6 to eat 7 to tell 8 telling
1 f 2 h 3 e 4 g 5 d 6a 7b 8c
Regrets: I wish ... / If o n ly... GET IT RIGHT!

1 Jenny couldn’t afford to do the survival course.
Exercise 1 2 He started feel to feel a bit awkward as no one was talking
to him.
Suggested answ ers 3 Ethan suggested have having an early night before the exam.
1 I wish/If only I could tell her I’m sorry. // I wish/If only I hadn’t 4 I never promised to help you with your homework!
upset her. 5 Do they practise to sing singing every evening?
2 I wish/If only I was at home. // I wish/If only I hadn’t gone to 6 We wanted to leave right away but we couldn’t.
bed so late.
3 I wish/If only I was in the school football team. // I wish/If
only I had tried harder to get into the football team.
4 I wish/If only I had something to do. // I wish/If only I had
organised something to do today.
SUMMING UP
Exercise 1
1 unhappy 2 take up 3 hadn’t given it up 4 impossible
15 struggle 6 wasn’t 7 encourage 8 refuse
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VOCABULARY Exercise 4
Adjective Noun New choice:
suggested answers
1 tough tre k k in g challenging
2 exhausted I/Miriam worn out
3 icy cold nights freezing
4 challenging climb tough
5 spectacular views breathtaking
6 fierce sun scorching
LISTENING
Г frMI Exercise 1
1 2 2 3 3 1
Exercise 2
Г frMI Exercise 2
1 swung 2 tiptoed 3 climbed 4 descended
15 rushed 6 hopped 7 wandered / staggered
Exercise 3
1 stuck 2 guilty 3 awkward 4 puzzled
1 video 2 France
6 challenge
A u d io Script Track 04
3 tunnel 4 snow 5 friendly
15 ashamed 6 desperate
Exercise 5
1 right away 2 right up to 3 Too right 4 Right
Dialogue
Sammy
Jam es
Sammy
1
Hey! Come and watch this video, James. You’ll love it.
What’s that, Sammy? Has it started yet?
Not yet. I’m just downloading it.
1
Jam es When you’ve finished downloading it, give me a shout
5 right 6 All right
and I’ll come and watch it.
Sammy OK. All right, James. Come and sit down. I’m ready to
READING start the video.
Jam es Wow! That’s really cool. I don’t know how they do it.
Exercise 1 What do they call this sport?
1 It was faster. 2 because of bad weather 3 his leg Sammy Passour or Parkour or something or other.
14 Because he realised he couldn’t save both his own life and

Jo e ’s life. 5 three and a half days 6 Joe saved his own life.
Exercise 2
Jam es
Sammy
Jam es
That’s right, Parkour. I read about it. It started in
France. People jump, run, climb and swing over walls
and buildings.
Wow! Did you see that? I bet you can’t do that.
I bet you I can.
1 fingertips Sammy All right. I challenge you to jump onto the kitchen
2 914: the height in metres of El Capitan; 19: the number of table.
days it took the two climbers to make it to the top; 27: the date Jam es But that’s too easy.
in December that they began their climb Sammy Yes, easy and safe. You need proper training to do
Parkour.
Exercise 3
Dialogue 2
1T 2 F 3 F 4 T 5 F 6F 7T 8F Chris You go on ahead, Susie. I’ll never manage to crawl
DEVELOPING WRITING through that tunnel.
Susie Of course you can, Chris. Come on. Keep going. You’re
doing really well. I bet you can crawl through that
Exercise 1 tunnel faster than I can.
Chris You know what? I don’t think I can continue. I’m too
b
tired and it’s too difficult. We’ve still got that hill to
Exercise 2 climb. And look! Now it’s started to snow! I’ll never
manage it.
a Susie You can’t give up now. You’re so close to the finish
line.
Exercise 3
Dialogue 3
1 4,167 metres high; a challenge
2 exhausted Louise Hey, Jake, I’m so glad you joined this club. Are you
enjoying it?
3 her mum, dad and older brother
Jake Totally, Louise! Everyone’s very friendly. I get on well
4 more confident
5 take a hat, a water bottle and some water purification with everyone and it’s good fun. And of course I love
the climbing. We’ve been on some great climbs.
tablets; prepare for a challenging walk
Louise Too right. I never thought I’d have the opportunity to
climb Ben Nevis. It’s the best climb I’ve ever done.
Jake It was a challenge but I’m glad I’ve done it.
Louise Same here. What’s our next challenge? I bet we can
climb Mount Everest one day.
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Jake No problem. It won’t be for a few years though. I don’t Exercise 5
think we’re ready for that yet. 1 - 2 who/that 3 - 4 - 5 that/which 6 who/that
Louise I think you’re probably right. We need a bit more
practice before we take on that challenge. Now, where Exercise 6
were we? ... I know. You were showing me how to do
1 - 2 that/which 3 - 4 - 5 who/that 6 which
that knot.
7 who/that 8 - 9 that/which 10 which 11 -
DIALOGUE Exercise 7
1 Walter fell and hurt himself painting a wall.
Exercise 1 2 We gave a lift to two students trying to get to London.
1 I bet you; I bet you I; I challenge you; that’s too easy 3 I met a French guy on the train going to the same place as me.
12 I’ll never manage to; Of course you can

3 No problem; I think you’re probably right
PHRASES FOR FLUENCY

4 A scientist accidentally discovered Post-It notes trying to
invent a strong glue.
5 The crew of the ship found a man hiding in the lifeboat.
GET IT RIGHT!
Exercise 1
1 which 2 who 3 who 4 which 5 which 6 who
1 e 2 f 3a 4b 5 d 6c 7 who 8 which
Exercise 2 VOCABULARY
1 It’s a deal. 2 Give me a shout 3 you know what?
14 where were we? 5 Same here. 6 something or other
CAMBRIDGE ENGLISH: FIRST

Exercise 1
1
1 employer 2 employees 3 pedestrian 4 residents
5 inhabitants 6 immigrants 7 crew 8 motorist
9 staff 10 audience 11 refugee 12 politician
Exercise 1
Exercise 2
1 would prefer not to see 2 refuse to leave him
13 don’t have enough 4 didn’t manage to complete

5 will never forget my
Exercise 2
Suggested answers
1 motorists; pedestrians 2 employees; staff 3 politicians
4 immigrants; refugees 5 audience 6 residents;
immigrants; refugees
1 haven’t been swimming for 2 too late to go
13 wasn’t able to see 4 has succeeded in climbing

5 stopped to buy 6 feel like having
UNIT 2 GOING PLACES

Exercise 3
1
1 turned out 2 hang out with
4 brought about 5 picked up
7 worn out 8 going through
3 put up with
6 run into
GRAMMAR Exercise 4
Exercise 1 1 into 2 out 3 out 4 out with 5 through 6 up
7 about 8 up with
1 who ND 2 which ND 3 who ND 4 who D 5 that D
Exercise 2 READING
1 This is a photograph that/which I took in Italy. Exercise 1
2 The boy who/that bought my bike lives in this street.
1 Many young people left Riace because there weren’t enough
3 My mother, who is a doctor, often has to work at weekends.
jobs.
4 I’ve got a new phone that/which is far better than my old one.
2 Domenico Lucano saw some people on the beach who had
5 The player who scored the winning goal in the 2014 World
escaped their own country.
Cup final was Mario Gotze.
3 Lucano started an organisation called Citta Futura.
6 I don’t really like people who talk a lot.
4 The refugees had to work to earn their food and
accommodation.
Exercise 3 5 Lucano used empty buildings to house the refugees.
1 My father walks to work, which is good for his health. 6 The male refugees renovated houses so they could be rented
2 My grandfather has three large dogs, which means he gets to tourists.
plenty of exercise. 7 There are more children, which meant that the school could
3 Some blind people have guide dogs, which gives them more reopen.
independence. 8 Other politicians went and visited Riace to get ideas for their
4 My sister spends hours working on the computer, which towns and cities.
sometimes gives her a headache.
Exercise 2
Exercise 4 She usually feels strange, uncomfortable and scared. Now she
1 I like w atching films at home, which is cheaper than going to feels being lost is something to enjoy.
the cinema.
2 My friend is going to live in Colombia, which will be a big Exercise 3
change in lifestyle.
1T 2 F 3 F 4 DS 5 F 6F 7T 8 DS
3 My mother’s car was stolen last week, which means she has
to take the bus to work.
4 A famous band is playing in our town next week, which
doesn’t happen very often.
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DEVELOPING WRITING Monika Oh yes, most of it is. He’s got things, for example,
from countries in Europe before the Euro started -
Exercise 1 Italian lire, French francs, that kind of thing.
Graham It sounds fascinating. I’d love to see the collection one
1 Oakridge, Vancouver day.
2 understanding what people are saying; remembering to Monika Sure, no problem. But now let’s look at this one here!
leave tips in restaurants, and that tax is added when you buy
something
DIALOGUE
Exercise 2
Exercise 1
1b 2 c/f 3 a 4 c/f 5 d 6 e
D ialogu e 1
Exercise 3
1
1 No worries, we can do this easily.
3 See what I mean?
2 Having a good time?
I3, 1, 5, 4, 6, 2
D ialogu e 2
LISTENING
Г M>M Exercise 1
I3, 1, 5, 2, 6, 4
D ialogu e 3
1
1 competition in 2 seven 3 pay for anything 4 the trip
5 a collection of 6 money 7 in the navy 8 Most of
Г И>М Exercise 2
I3, 1, 5, 4, 6, 2

1 the end 2 incredible 3 hardly believe Exercise 1
14 an unbelievable 5 over 6 quite a
Conversation One
1 Yes
2 a best; eleventh; white; usual; excited; fantastic; different;
real; incredible; scary; fun; drenched; great
b The best place I’ve ever visited? / And can you guess what
Jill Hey, Max ... Do you remember that competition we it was? / what’s not to like?
saw in that magazine? The one where the winner
would get a trip to South Africa? Exercise 2
Max What’s that, Jill? Oh yes, I remember. Why?
Jill Well, in the end, I entered it. I kind of thought I knew Suggested answers
lots of the answers, most of them in fact. And so I had always been my dream / I guess my real favourite / what’s
thought ‘OK, why not?’ not to like?
Max And ...? Hold on, you’re not telling me ...
Jill Yes. I won! I heard today. The magazine phoned me
up and told me I’d won. CONSOLIDATION UNITS 1 & 2
Max That’s incredible! Wow. Well done. So - you’ve got a Exercise 1
free trip to South Africa?
Jill That’s right. I can hardly believe it myself. But it’s true. 1 the weather 2 the people 3 the food 4 transport
It’s three days in Cape Town and four days on a safari
in the Kruger National Park, seven days all in. I’ve Exercise 2
always wanted to go there! And everything’s included 1T 2 F 3 F 4 F 5 T
- plane ticket, hotel, food, the lot! Nothing for me to
pay for.
Max Brilliant. That’s amazing. I’m really happy for you, A u d io Script Track 07
Jill. But tell me - is the trip for one person or for two? Tom Have you ever lived abroad, Amelia?
Because, you know, I wouldn’t mind ... Amelia Yes, I spent a bit of time in Indonesia when I was about
Jill Sorry, Max - just one! eight.
Tom Really? How come?
Conversation Two
Amelia My dad worked for the British Council and they wanted
Monika Thanks for bringing me here, Graham. This museum’s
him to go over there and help start up an office in a city
so interesting.
called Surabaya. Originally it was only supposed to be
Graham That’s right. Wow, look at this collection of comic
for six months but he decided to take us all anyway.
books! There must be well over a thousand. Do you
I’m glad he did because it ended up lasting for more
collect anything, Monika?
than a year.
Monika No - but my grandfather’s got an unbelievable
Tom So what was it like?
collection of money from all over the world. I think
Amelia What I remember of it was brilliant. It was so different
he’s got coins and notes from over a hundred different
from the UK. I remember stepping out of the airport
countries.
when we first arrived and feeling this wall of heat. It
Graham That’s quite a collection! How did he get so many
was always so warm there. Even in the rainy season. I
different kinds of money?
mean that was really wet but it still felt hot.
Monika Well he was in the navy as a young man and went to
Tom Did you find it difficult to get used to the heat?
lots of different places, and he always brought back
Amelia At first, but after a while you soon get used to it. I must
a coin and a banknote. Then he got other people to
admit I found it more difficult to get used to the cold
bring things for him when they travelled, and so his
again when we returned to the UK.
collection just grew and grew.
Tom So what were the people like?
Graham That’s amazing. I guess some of the money is old, too,
Amelia They were so friendly. I mean, it’s obvious that you’re
right?
not from the country and everyone wants to talk to
you. They make you feel so welcome. I made loads of
friends there and I’m still in touch with most of them.
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Tom So what is your biggest memory of the whole Exercise 7
experience?
Amelia I’ve got to choose two. Firstly, the street food, Suggested answers
especially a spicy rice dish called nasi goreng. It’s 1 the queue is too long
fantastic. Every Thursday night this man used to 2 this equation is too difficult
walk around the house pushing his food cart and he 3 You don’t spend enough time cleaning your room.
rang this sort of bell and we all ran out to get our nasi
goreng from him. Just thinking about it makes me Exercise 8
want to get back on a plane to Surabaya. 1 d 2 f 3a 4b 5c 6e
Tom And the other thing?
Amelia The other thing was the bejaks, which are a kind of Exercise 9
bike with a double seat at the front where you can sit
and be cycled around the city. 1 You do know Alan. You met him at Steve’s party, remember?
Tom Like a taxi service. 2 We do spend a lot of our time talking about the same things.
Amelia Yes, only much more exciting than your regular taxi. It’s getting a bit boring.
I mean, the way they used to weave in and out of the 3 My dad does embarrass me sometimes but I guess all dads do.
traffic. I’m surprised I’m still alive. But it was so much 4 I don’t know what May said but I did enjoy your party.
fun. Just like all my time in the country. It was the best 5 Miss Holloway’s great but she does talk a lot.
time ever! 6 I’ve hardly got any money left. We did buy a lot of things
today.
7 I do miss my mum when she travels abroad for work.
Exercise 3
1 helping 2 to take 3 eating 4 taking 5 telling GET IT RIGHT!
16 to have
Exercise 4
7 to post 8 inviting
1 My sister spends all day on her phone, which I find very

Bringing up children is not an easy job and some parents can
be such so strict that their children sometimes rebel. There is
so such a lot of advice out there about raising children that it’s
not always easy to make the right decisions. Amy Chua’s book
annoying. was such so interesting I read it twice and it contained so many
2 My favourite town is Brighton, which is on the south coast. useful pieces of advice. Childhood is so such a significant time
3 I thought that the film I watched last night was really boring. in your life and it’s so important to get things right.
4 My best friend is Al, who was born on the same day as me.
VOCABULARY
Exercise 5
Exercise 1
1 f 2 g 3a 4 e 5 h 6c 7b 8 d
1 wig - C 2 belt - E 3 sunglasses - I 4 helmet - G
Exercise 6
1 crawl 2 residents 3 crew 4 wandered 5 tiptoed 15 sword - D 6 mask - A 7 shield - D 8 cape - H
9 apron - B
16 audience 7 employees 8 swung
Exercise 7
1 Of course I can 2 You know what? 3 I bet you can’t
Exercise 2
1 apron 2 sword 3 shield 4 helmet
7 cape 8 sunglasses 9 wig
5 mask 6 belt
14 That’s too easy
Exercise 8
5 It’s a deal 6 You’ll never manage to do it
1 bad weather; a great white shark 2 none 3 She was

Exercise 3
1 d 2 f
Exercise 4
3a 4b 5c 6 h 7e 8 g
bitten by a black widow spider. 4 She brushed the spider

1 get ahead in life 2 do your best 3 childhood 4 bringing
away. 5 She used a golf tee to make a hole in her leg, and
5 did 6 soft 7 growing 8 strict
then squeezed the poison out. 6 She finished her game.
UNIT 3 THE NEXT GENERATION READING

Exercise 1
GRAMMAR 1 Dale stood at the bus stop (outside his house) to wave Rain off.
Exercise 1 2 Dale wore fancy dress to wave Rain off to school every day.
1 a , c, b, d 2 c, d, a, b 3 Rain could hear all of his school friends laughing at
13 d, b, c, a something as he was clim bing onto the bus.

4 Dale waved Rain off come rain or shine.
5 Dale got a lot of his costumes from the family fancy dress
Exercise 2 collection.
1 majority 2 plenty 3 several 4 all of 5 most 6 Rochelle Price took photos of her husband to put on their
16 almost 7 number
Exercise 3
1 loads of 2 plenty 3 hardly any
8 few 9 deal 10 hardly
4 loads
website.
7 Rain was eventually able to see the funny side and realised
that his dad was pretty cool after all.
8 Dale has no plans to wave Rain off to school next year.
15 vast majority 6 All
Exercise 5
1 It’s so hot today. 2 My uncle’s such a rich man.
Exercise 2
C
Exercise 3
13 Dawn’s got such a lot of problems. 4 I ate such a lot. A 5 B3 C6 D 1
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DEVELOPING WRITING Sue You are joking, right? It’s the sort of haircut that
footballers used to have about ten years ago. No one
Exercise 1 wears their hair like that now.
Mum Well your dad does. He likes it that way. And what
1 More parents are relying on their own mothers and fathers to difference does it make to you, anyway?
look after their children so that they can go back to work. Sue My friends think it looks silly.
2 Children are well cared for, and feel loved and secure. They Mum Do they? Which friends exactly?
can grow up to have a close bond with their grandparents, Sue Well, no one’s actually said anything but I know they’re
knowing they can turn to them for help with problems they thinking it.
don’t want to share with their parents. Mum Sue, you need to worry less about what your friends
3 Parents should be careful not to forget their responsibility for might be thinking and more about hurting your dad’s
their child’s upbringing and happiness. feelings.
Exercise 2 Conversation 3 - Dawn

Dawn Dad’s so embarrassing.
1 far 2 Of course 3 always 4 indeed
1
Mum Really, Dawn? What’s he done now?
These words add emphasis to the sentences.
Dawn Well, when my friends come round to our house, he
tries to act really cool and join in our conversations.
Exercise 3 Mum What do you mean?
Dawn For example, he tries to pretend he’s really into music
Suggested answ ers and mentions all the bands that he thinks we’re
1 You must always think of the child’s safety. listening to. Of course, he gets it all wrong. I mean he
2 It’s far more difficult to spend all day looking after young thinks we’re into stuff like Avril Lavigne and Fall Out
children. Boy.
3 Grandparents love their grandchildren very much indeed. / Mum I thought you liked that kind of stuff.
Of course, grandparents love their grandchildren very much. Dawn Yes, I did like it when I was about eight. But now?
4 Grandparents always want to help their own children. / Of Please ...
course, grandparents want to help their own children. Mum Well, he’s only trying to be friendly. Don’t be too hard
on him.
LISTENING Dawn I know, but to make it worse, he starts singing the
songs. Mum, it’s awful. You’ve got to make him stop.
г м»ы Exercise 1 Mum Yes, that is embarrassing. I’ll have a word with him.
Dawn Thanks, Mum.
A Sue B Dawn C Jen
Exercise 2 DIALOGUE
1 F 2 F 3T 4 F 5 T 6T
Exercise 1
Exercise 3 5, 3, 11, 7, 1, 9, 12, 4, 10, 6, 2, 8
1 Dad does know how to embarrass me.
2 We’re your parents, Jen, we do care about you.
Exercise 2
3 It’s such an inappropriate hairstyle for a man of his age. 1 But I did clean it, Mum.
4
5
Dad’s so embarrassing.
I did like it when I was about eight.
12 Really? Last time I looked it was such a mess.
3 Well go and have a look now. It’s so tidy. You won’t believe it.
Conversation 1 - Jen
Jen Dad does know how to embarrass me. L Л1 М Exercise 1
Mum What’s he done this time, Jen?
Speaker 1 E Speaker 2 A Speaker 3 H Speaker 4 C
Jen Well, I was walking home from school with Chloe and
Speaker 5 G
Amelia and Dad pulls up in the car by the side of the
road.
Mum And? A u d io Script Track 10
Jen Well, at first I didn’t even know it was him but then he
opened the window and called my name so I turned You will hear five short extracts in which people are talking
round and he asked me if I wanted a lift.
about family holidays. For questions 1-5, choose from the
Mum What’s wrong with that? list (A-H) what each speaker says about them. Use the letters
Jen I’m 16, Mum. I’m not a baby. When did I last need a lift only once. There are three extra letters which you do not need
home from Dad?
to use.
Mum Um, last Saturday, when you needed to get back from Speaker 1
Tom’s party at midnight. We go on a family holiday for two weeks every Ju ly and we
Jen That’s different, Mum. always go to the same place, a campsite by a beach in South
Mum Is it? He was probably just driving past and saw you and Wales. I know some people might think this sounds a bit boring,
wondered if you wanted a lift. We’re your parents, Jen, but I really enjoy it. It’s just me, my brother and Mum and Dad
we do care about you. and we always have a great time. We don’t really do anything
Conversation 2 - Sue special. We go for a few walks, swim in the sea and Dad makes
the most amazing meals on the fire. We’re all so busy in our day-
Sue Mum, you’ve got to have a word with Dad.
Mum Why, Sue? to-day life, it’s great just to hang out and spend some real time
Sue It’s his hair, Mum. I mean, I don’t mind him having long together - stress free. And amazingly, we never argue like we do
all the time at home.
hair but does he have to tie it back in a ponytail? It’s
such an inappropriate hairstyle for a man of his age.
Mum What do you mean? I quite like it.
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Speaker 2 have the basic needs they require to have a chance in life. But of
I always like the idea of a family holiday. Mum and Dad take us course, it’s not just material things that a child needs. Parents
to some amazing places, we’re really lucky. But when we get also have the obligation to provide love. But then, it’s almost
back from them I always feel a bit let down. The problem is that impossible to be a parent and not do that.
Mum can never really switch off from work. We can be lying on
Speaker 3
a beach in the south of France and Mum will spend half the time
Children need to be disciplined. You see too many children
talking on the phone while Dad just reads his book. It’s a shame
these days who have absolutely no respect for older generations
because it would be nice to have some quality time together but
and think that the world revolves only around them. I blame
we just don’t really get any chance to sit down and talk. Even
the parents for letting them get away with doing whatever
when we’re having an evening meal together you can bet that
they want. You see it in the streets all the time, young children
Mum’s phone will ring. It’s a shame.
hanging out in large groups without a parent in sight. And if a
Speaker 3 policeman tries to move them on, they treat it as if it was just
I quite enjoy our annual family holiday but as I get a bit older, one big joke. They’ve no respect for anyone.
I find I’m enjoying them less and less. The problem is that
Speaker 4
because I’m the oldest I get a bit bored with hanging out with
It’s very difficult to be a parent these days, that’s for sure. The
my brother and sister. They’re still happy messing around on the
world is changing so quickly that it’s hard to keep up with all
beach and swimming in the sea, but I don’t really find that sort
the things that are going on. Having said that, some things will
of thing much fun anymore. This year I spent most of the time
always be the same: love, respect, tolerance, living without
playing games on my phone, which, of course, led to arguments
prejudice. These are the things that are really important and
with Mum. It was just like being at home. I’d really like to go
these are the things that parents should pass on to their
on holiday with my friends next year but I’m not sure Mum will
children. If they are successful in doing so then their children can
let me.
pass them on to their children and so on. It means the world will
Speaker 4 always be a good place to live in.
I love family holidays. I’m an only child so Mum and Dad
Speaker 5
always let me invite a friend along to keep me company. It
There’s no one in the world who can love you like your mum and
means that they don’t have to worry so much about keeping
dad and this love is what makes a child feel safe and protected.
me entertained. They can go off and do the sorts of things that
Luckily it’s probably the most natural thing a parent can do and
adults enjoy doing, while my friend and I just have fun hanging
something that they won’t need to work too hard at. Of course,
out without having parents telling us what to do all the time.
it’s not easy bringing up children and there are many things you
Everyone’s happy and we all go home completely refreshed. My
will need to do to make sure that they grow up into healthy, well-
only problem is trying to choose which friend to invite. Maybe
rounded individuals. But so long as you love them and give them
they’ll let me take two this year.
a home where they feel safe, then you’re giving them the best
Speaker 5 possible start to their lives.
I don’t really enjoy family holidays. It’s just me, Dad and my
sister and my dad only takes us to the places that he wants to
go. That usually means some place of historical interest with a UNIT 4 THINKING OUTSIDE THE BOX
castle and lots of museums for him to drag us around. Why do
we always have to do what he wants us to do? It would be much GRAMMAR
more fun if he let me and Jenny choose for a change. We’d take Exercise 1
him to Disneyland and show him a really good time.
1 be 2 hearing 3 having 4 eating 5 wear
6 seeing 7 living 8 driving
4>) 11 Exercise 2
Speaker 1 G Speaker 2 A Speaker 3 H Speaker 4 C Exercise 2
I
Speaker 5 F
You will hear five short extracts in which people are answering
1 used to 2 was used to 3 got used to 4 used to
5 got used to 6 was used to 7 am used to 8 get used to
Exercise 3
the question, ‘What is the most important role of a parent?’ For 1 is 2 get 3 get 4 got 5 is 6 was 7 get
questions 1-5, choose from the list (A-H) what each speaker says 8 are 9 get
about it. Use the letters only once. There are three extra letters
which you do not need to use. Exercise 5
1 fast 2 beautifully 3 well 4 slowly 5 hard
Speaker 1
There are so many roles that a parent has to play in a child’s life
that it’s almost impossible to choose the most important. I mean
Exercise 6
they need to be teachers, friends, providers, protectors; they 1 enjoyable 2 surprise 3 friendly 4 excitement
need to discipline us from time to time. I mean the list is endless. 5 different 6 fear 7 strange 8 interest
But I suppose that if I was forced to choose just one, then I would
go for ‘friend’ because I guess in a way, a good friend is sort of all Exercise 8
the other things too. The most important thing about a friend is 1 Ja c k approached the lion with fear.
knowing they will always be there for you, no matter what you
2 Candy carried three suitcases with difficulty.
do. And that’s exactly what a good mum or dad should do too.
3 The boys ate their hamburgers with enthusiasm.
Speaker 2 4 Jerry rode his horse in an awkward way.
Of the many roles that a parent plays in a child’s life, the 5 Helen watched the football match with interest.
most important by far is that of being a provider. The first
responsibility of any parent is to make sure that there is a roof
over their children’s heads and a meal on the table three times a
day. Then they have to make sure that they get educated and are
healthy. If you can ensure all these things then all children will
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GET IT RIGHT! LISTENING

1 I’ll definitely finish the project by next Monday. ♦014 Exercise 1
2 It’s a good thing that you came immediately.
A 2 B 3 C 1
3 I totally understand your point of view.
4 Dan worked hard on his homework and got top marks.
5 Jo and Kate were speaking quietly so no one would hear them. C f r lH Exercise 2
6 Do you always have to think creatively in your job? Conversation 1
7 I live locally so I can walk home. I to take off/undo 2 panic 3 undo it 4 pull it over
8 This is probably the best pizza I’ve ever eaten. 5 stuck
Conversation 2
VOCABULARY 6 as good as 7 it’s not 8 give up 9 take up 10 see
Exercise 1 Conversation 3
1 bright 2 imaginative 3 responsible 4 arrogant I I three new ideas 12 tomorrow 13 it’s eight
5 cautious 6 confident 7 decisive 8 organised 14 stay up 15 possibility 16 leaves her
9 practical
Mystery word: impatient
Man It’s completely stuck. This is the third time it’s
I 1 bad-tempered 2 cautious 3 im aginative 4 practical

5 responsible 6 arrogant 7 impatient 8 dull
Exercise 3
happened. Now I can’t take it off.
Woman Do you want me to help you? I’m usually pretty good
at things like this.
Man No, just let me have another go, I think I can do it. Oh,
I 1 in a hurry
5 in private
Exercise 4
2 by accident 3 in public 4 in a row
6 in secret 7 in a panic 8 on purpose
no. This is hopeless! I’ll never undo it. It just won’t
move! And now I’m soaking wet! Why can’t people
make .
Woman Don’t panic, calm down a bit, OK? You won’t get
I
anywhere if you lose your temper. Here. Let me have a
1 for good 2 not very good 3 It’s a good thing
look. Oh, no. I can’t undo it, either.
4 So far, so good 5 it’s no good
Man I think perhaps I’ll just have to pull it over my head.
It’s the only way to get it off. Here goes. Oh no! Now
READING it’s stuck on my head.
1 F 2 F 3T 4 T 5 F 6T 7T 8F Boy So, what do you think?
Girl Let me have a look. Well, it’s . interesting. I mean, I
Exercise 2 don’t think it’s quite as good as your last one.
Boy Come on, admit it. It’s not very good, is it?
Possibility thinking: letting yourself imagine things that are Girl Well, I’d have to say, no, it’s not that good. Sorry, but
often way outside reality, and pushing the limits of what you you did ask me for my opinion.
know. Boy No, it’s OK. You’re absolutely right. I give up. I’m
Concentrated thinking: devoting a period of time every day to useless at painting.
practise creative thinking. Girl No, no, don’t give up. Why don’t you just start again?
Thinking about a problem for a long time and not giving up. Maybe if you do that you’ll get a better idea of what
(also possible: Thinking in images) you want in the end.
Boy No chance. I’m going to take up photography instead.
Exercise 3 I never want to see a paintbrush and a pot of paint
ever again!
1c 2d 3 g 4 f 5a 6 h 7e 8b
Conversation 3
Woman Oh, this is pointless!
DEVELOPING WRITING Man What’s the matter? Are you having trouble?
Woman Trouble? Yes, I am having trouble. Big trouble. I’m
Exercise 1 supposed to have three new ideas for the company for
tomorrow morning’s meeting.
Mamie wants her sister Becca to give her some tips on how
I
Man And you’re stuck?
to revise.
Woman Completely. I’ve been thinking for an hour - nothing!
I’ll never come up with any ideas. And it’s eight o’clock
Exercise 2 already, I’m going to have to stay up the whole night if
1 The thing is 2 you know that 3 Well 4 Now I don’t get some ideas soon.
Man Perhaps you’re going about it the wrong way. Perhaps
Exercise 3 you need a different approach.
Woman Like what?
1 you know that 2 the thing is 3 Well 4 Now Man Well, I was reading something the other day about
Einstein, and how he used ‘possibility thinking’.
Exercise 4 Woman Einstein? Jack, I’m an editor at a gardening magazine,
I 1 B 2 D 3 C 4 A not a physicist. I don’t think Einstein’s going to help
me get a good idea, thank you.
Man Oh, OK then. I’ll leave you to it. Good luck.
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DIALOGUE Lucy Wow, no TV. That must have been hard. So what did you
do?
Exercise 1 Paul I don’t know, really. I mean, I used to read quite a bit and
we used to play a lot of board games. I used to play a lot
D ialogu e 1
I
of sport. Dad taught me to play tennis. Mum taught me
3, 1, 7, 5, 4, 8, 2, 6 how to swim. I think we just spent a lot of time together
as a family.
Lucy What about friends? Were you allowed to invite friends
D ialogu e 2
I
over?
3, 5, 1, 7, 6, 2, 4, 8 Paul Absolutely. All the time. Our house was like an open
house. It was always full of friends and Mum and Dad
PHRASES FOR FLUENCY always made them feel very welcome. There was always
homemade cake and biscuits for everyone. And they
Exercise 1 weren’t embarrassing at all. My friends used to enjoy
talking with my parents and my parents were always
1 just calm down 2 you’re really out of order 3 That’s just it
1
interested in getting to know them too.
4 again 5 give it a rest 6 You can’t be serious
Lucy It sounds like it was a really happy time.
CAMBRIDGE ENGLISH: FIRST Paul It was. I hope I can do the same for my kids when I have
them.
Exercise 1
Exercise 3
1 Dear 2 Thank you so much 3 I’m writing now 4 two
15 great 6 I’m not very keen on 7 almost anything

8 Best wishes
Exercise 2
1
2
3
4
5
The vast majority of my friends have their own tablet.
We haven’t got enough players for the board game tonight.
He is so practical that he can fix anything.
I do enjoy listening to music when I’ve got nothing to do.
I’ll never get used to waking up so early.
1B 2 A 3 A 4 A 5B 6 Mr White teaches chemistry in an enjoyable way.
1 mask 2 arrogant 3 shield 4 a helmet 5 decisive
Suggested answ ers
6 wig 7 impatient 8 bright
1 Explain to her why I am writing. / Tell her I’m easy-going.
2 Yes Exercise 5
3 I want to tell her what I can’t eat/don’t like. Yes, both.
4 Ask her if there is anything else she needs. 1e 2 h 3 g 4c 5 b 6 d 7 f 8 a
Exercise 6
CONSOLIDATION UNITS 3 & 4
4 » 15 9, 3, 5, 1, 11, 7, 4, 12, 8 , 10, 6, 2
Exercise 1
1 B 2 B 3 C Exercise 7
1 She refused to do what he had asked.
Exercise 2 2 She showed him a list of all the important occasions in her
1T 2 F 3T 4 T 5F life that he had missed.
3 important phone calls, travel, urgent meetings, sudden
problems at work
A u d io Script Track 15 4 He realised that he had lost control of the balance between
Lucy Would you say you had a happy childhood, Paul? work and family, and that he had been neglecting his
Paul Oh absolutely. I think my mum and dad did a really good daughter.
job of bringing us all up. 5 He resigned from his job and now has more time to spend
Lucy What do you remember most about it? with his family.
Paul It was just a lot of fun. There was a lot of laughter. I can’t
remember my parents ever arguing. They just seemed to UNIT 5 SCREEN TIME
be really happy together and that meant we grew up in a
really positive atmosphere. GRAMMAR
Lucy What! There weren’t ever any fights in your house?
Exercise 1
Paul Not between my parents. Of course, I had a few with my
brother and sister - just like all children I suppose. 1 aren’t supposed to 2 didn’t need to 3 are not allowed to
Lucy Would you say your mum and dad were quite soft? 4 don’t let me 5 have to 6 shouldn’t
Paul No, they weren’t soft at all but they weren’t overly strict
either. I think they were fair. They had their ideas on how Exercise 2
to bring up children and they were always consistent 1 made 2 mustn’t 3 aren’t allowed to 4 had better
with them, which was great because we always knew 5 didn’t let 6 didn’t have to
what they expected from us. Some of the decisions they
made were quite tough for us but we learned to live with Exercise 3
them.
Lucy For example ...? 1 My mum made me leave it at home.
Paul For example, we grew up with no TV. You’ve got to 2 My parents didn’t allow me to go.
remember that this was back in the 1980s. Everyone had 3 You had better find it soon.
a TV. This was in days before the Internet so all the kids 4 Sorry, I had to tidy my bedroom.
at school used to watch the same programmes and then 5 But you mustn’t give your phone to anyone.
discuss them the next day in the school playground. 6 No, my parents didn’t let me stay up for it.
But I never could because I hadn’t seen them. That was
pretty tough for a while. But you know, I got used to it.
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Exercise 5
DEVELOPING WRITING
1 d 2 h 3 g 4b 5a 6c 7 f 8e
B, D and E
1 Daniel didn’t need to do his homework last night.
2 Sally didn’t need to revise for her History exam.
3 I needn’t have taken a thick jum per with me yesterday.
Exercise 2
4 Lucy needn’t have cooked Brian a birthday cake. First Next Then After that Finally
5 Liam didn’t need to have dinner at home.
6 We needn’t have taken a taxi to the hotel. LISTENING
7 I didn’t need to call Lara.
4 » 17 Exercise 1
Exercise 7 1 video games 2 texts 3 upset
1 Jam es hasn’t succeeded in passing his driving test yet.
2 I haven’t been able to find my charger yet. Ф ) 17 Exercise 2
3 Sarah wasn’t able to swim yesterday. 1 Write a video gam ing guide for parents.
4 We succeeded in clim bing Ben Nevis at the weekend. 2 Because Alicia’s mum is already worried that she spends too
5 They weren’t able to access the Internet at the hotel last night. much time playing video games.
6 He didn’t have much time but he managed to finish the project. 3 She should stop sitting around staring at screens all day.
4 He suggests that Alicia calls Jo. / He suggests that Alicia does
GET IT RIGHT! some exercise.
5 J o ’s skiing trip.
1 must 2 shouldn’t 3 must 4 can’t 5 must 6 Must
17 wouldn’t 8 must 6 Because Alicia hadn’t called her for weeks.
Ф ) 17 Exercise 3
VOCABULARY 1 is making us write; won’t let me play; should go out
Exercise 1 2 need to do 3 don’t need to bring
1 protective case - C 2 webcam - E 3 charger - D
14 power lead - F 5 plug - B 6 headset - A
Exercise 2
1c 2d 3a 4b
Matt
Alicia
What do you think of the homework? I can’t believe Mr
Harrow is making us write this thing.
You mean the video gaming guide for parents? I think
it’s OK. Mind you, I’m not going to show it to my mum.
Exercise 3 She’s already worried about me spending too much
time playing video games. She won’t let me play during
1 wireless router 2 protective case 3 power lead the week at all.
14 headset 5 webcam
Exercise 4
1 stream 2 posts 3 zip 4 plug 5 upgrades 6 extract
Oscar
Alicia
You do spend a lot of time on the games console, Alicia.
You should go out more.
Oh, no. Here we go. You’re going to give me another
lecture now, Oscar, aren’t you? I don’t always play
1
games on the console. I stream movies and videos and I
7 save 8 sync 9 browse 10 connect watch DVDs.
Oscar Yeah, but Alicia, you don’t play tennis any more and
Exercise 5 you’ve stopped going to the swimming club. You just sit
at home now.
1 posted 2 upgrade 3 was browsing 4 zip
1
Alicia What do you mean?
5 connect 6 save
Matt You know what he means. You just sit around staring at
screens all day.
READING Oscar You’re turning into a couch potato. You need to do some
exercise.
Exercise 1 Alicia Do you really think that?
1 Children feel unfairly disadvantaged compared with their Oscar Yes. You don’t see your friends any more. You just sit at
peers, which can lead to stressful family situations. home.
2 In the 1960s. Alicia I text my friends all the time.
3 Sao Paulo in Brazil. Matt That’s not the same as seeing them. You should see
4 70% your friends more often. You’ll end up losing them
5 Any three of the following: take photos; record videos; check otherwise. They’ll all make new friends.
emails and Facebook; surf the Internet; get directions; play Alicia You’re right. I haven’t seen Jo for weeks. We used to do
games; shop; check in for a flight everything together.
6 To be unreachable and truly switch off. Oscar She came back from her skiing trip yesterday. You
should call her.
Exercise 2 Alicia OK. I’ll call her now and ask her to come and meet us at
Bob’s Cafe.
1 The number of known copies of Shakespeare’s First Folio that Jo Hi, Alicia. I haven’t heard from you for ages.
still survive today. Alicia I know, I’m sorry. Listen. Matt, Oscar and I are going to
2 The year from which the US Library of Congress have Bob’s Cafe. Would you like to come along? We can’t wait
archived all public Tweets sent by Americans. to hear about your skiing trip.
3 The number of articles on Wikipedia. Jo I’d love to come. I’ll meet you all there in an hour.
Alicia Great. We’ll see you there. Oh, and you don’t need to
Exercise 3 bring any money - it’s on me!
1 1623 2 13th; Mesopotamia 3 special equipment Matt She’s coming then?
14 print
126
5 archive websites 6 printed copies
www.frenglish.ru
Alicia Yes. GET IT RIGHT!
Oscar We already knew that. 1 c - Ethan was offered the position of school counsellor.
Alicia How come? However, he turned it down.
Matt Jo rang me this morning. She was upset because you 2 f - Loom bands used to be a big craze. However, it seems to
haven’t called her for weeks. I told her not to worry. be over now.
You’d call her today. 3 b - The passengers were stuck on the train for two hours.
However, nobody spoke to each other.
4 e - The Ice Bucket Challenge raised awareness about ALS.
DIALOGUE However, it also wasted a lot of water.
Exercise 1 5 d - President Obama refused to do the challenge. However,
he donated money instead.
1 made me 2 have to help me; need to finish; make me do it
13 had better get; should leave

VOCABULARY
Exercise 1
1 recommend; e 2 confess; b 3 introduce; f
Exercise 1 4 enquire; a 5 announce; c 6 complain; d
1 D 2 B 3 A 4 C 5 B 6A 7D 8C 9B 10 A
Exercise 2
UNIT 6 BRINGING PEOPLE TOGETHER 1 enquiry 2 complaint 3 announcement
4 recommendation 5 introduction 6 confession
GRAMMAR
Exercise 3
Exercise 1
1 confessed 2 enquired 3 complained 4 recommended
1 F 2 F 3T 4 T 5 F 6T 7T 8T 5 introduced 6 announced
1 Euroair is much more expensive than Budgetline. 1 in 2 split 3 married 4 engaged 5 out 6 going
2 Budgetline is just as popular as Euroair. 7 on 8 start 9 over
3 Euroair is far quicker than Budgetline.
4 Budgetline is nowhere near as good as Euroair. Exercise 5
5 Euroair is just as frequent as Budgetline.
6 Euroair is not nearly as cheap as Budgetline. 4, 9, 1, 6, 8, 2, 7, 3, 5
Exercise 3 READING
1 Every year the roads get busier and busier. Exercise 1
2 I love spring. Every day the sun stays up longer and longer.
1 The amount people paid to the charity if they did the Ice
3 Scientists say the temperature of the Earth is getting hotter
Bucket Challenge.
and hotter.
2 The amount people paid to the charity if they refused to do
4 The price of food is getting more and more expensive by
the Ice Bucket Challenge.
the week.
3 The number of hours people had to post a video of their
challenge online.
Exercise 4 4 The number of people to be nominated for the challenge by
1 The hotter the weather is, the angrier I get. each person who had done the challenge.
2 The faster you drive, the more dangerous it is. 5 The number of videos posted on Facebook.
3 The hungrier you are, the better food tastes. 6 The number of countries where the videos were posted from.
4 The older you are, the less sleep you need. 7 The percentage of the British population who did the
challenge.
Exercise 5 8 The percentage of the British population who did the
challenge and gave money to charity.
1 e 2 f 3a 4b 5c 6 d
1 Although 2 In spite of 3 Even though 4 despite Suggested answers
15 Nevertheless 6 However
Exercise 7
1 Although I’ve got two bikes, I can’t ride a bike.
Using the Internet to communicate a message; stories going
viral; being featured in the media; acts of kindness from
strangers
2 My mother’s French; however, I don’t speak French.

Exercise 3
3 Even though I love Italian food, I don’t like pizza. / I don’t like 1 Glenn Buratti to Ashley Buratti
pizza, even though I love Italian food. 2 Alan Barnes to Katie Cutler
4 I always go to bed early; nevertheless, I’m always late for 3 Ashley Buratti to Glenn Buratti
school. 4 Katie Cutler to Alan Barnes or journalists
5 In spite of the fact I’m only 14, I’m 1.75m tall. / I’m 1.75m tall, 5 Alan Barnes to Katie Cutler
in spite of the fact I’m only 14. 6 Alan Barnes to his attackers
7 Glenn Buratti to Ashley Buratti
8 Ashley Buratti/Glenn Buratti to Glenn’s classmates
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DEVELOPING WRITING Woman Yes, the difference between a regularand a large juice
is only 30p and a chocolate bar is 70p so it’s easily the
Exercise 1 best deal for you. It’s usually best to go for one of our
deals. And it’s even cheaper if you’ve got a Trainclub
She believes that all donations are welcome. card.
Ava I don’t have one of those but I would like to go for the
Exercise 2 meal deal please.
Suggested answ ers Conversation 3

Boy So are you staying in Glasgow or are you going to have
How people donate their time:
a look around the rest of Scotland?
Driving elderly people to hospital
Ava No, it’s just one night in Glasgow, then I’m off to Oban
Doctors and rescue workers who help when earthquakes hit
to catch the ferry to Mull.
How people donate their money:
Boy Mull, you’ll love it. It’s beautiful.
Make online payments
Ava Yes, I’ve seen photos. It seems a bit like the Lake
Buy items from charity organisations
District.
Boy Mull’s far and away more spectacular than the Lake
LISTENING District. It’s amazing. Are you going to any other
Г И И Exercise 1 islands?
Ava I don’t think so. I’ve only got four days so I don’t think
A 2 B 3 C 1 I’ll have enough time.
Boy Well you must at least take a boat trip to Iona. It’s just
t- Я1 Н Exercise 2 off the coast of Mull but it’s smaller and miles less
Conversation 1 crowded.
1 £108 2 9.55 Ava Iona. OK, I’ll keep it in mind. Thanks!
Conversation 2
3 a large orange juice, a chicken sandwich and a chocolate bar DIALOGUE
4 30p
Exercise 1
Conversation 3
12, 15, 7, 3, 1, 5, 10, 13, 2, 11, 4, 8, 9, 6, 14
5 one night 6 four days
Г Ш Я Exercise 3 CAMBRIDGE ENGLISH: FIRST

Conversation 1
whole lot; by far 1 D 2 B 3 A 4 B 5 C 6D 7B 8C 9A 10 D
Conversation 2
easily; even CONSOLIDATION UNITS 5 & 6
Conversation 3 г. Exercise 1
far and away; miles 1 the trumpet 2 (about) eight 3 at the theatre
Conversation 1
Ava I’d like a single to Glasgow, please.
14 on their wedding night
1T
Exercise 2
2 F 3 F 4 F 5 T 6T
Man What train are you thinking of catching?
Ava I’m sorry? A u d io Script Track 20
Man Do you want to catch the next one leaving at 8.55?
Ava I think so. Is there a problem? Ollie So Sam, how did you and Jim get together?
Man It’s just very expensive. If you can wait an hour and get Sam Well, it’s a quite a story. How long have you got?
the 9.55 it’s a whole lot cheaper. Ollie Don’t worry about me. I’m in no rush.
Man Really? Sam OK. So Jim was in a band. He played the trumpet.
Man Yes, the 8.55 is £145 and the 9.55 is £37. If you’re not in Ollie A rock band?
a hurry then you’d be much better offwaiting. Sam Yes, they were very cool. They had a trumpet player.
Ava No, there’s no hurry. I’m going to spend the night at my Anyway, they weren’t a very famous band but they were
friend’s house so I can arrive an hour later, no problem. quite popular in the part of London where I lived and
Man The 9.55 is actually half an hour quicker so you’ll only they were always playing shows in the area. A friend of
be arriving 30 minutes later anyway. mine took me to see one of their shows and I really liked
Ava Yes, that’s a much better idea by far. Thanks! the band.
Ollie Especially the trumpet player.
Conversation 2 Sam Well actually it was quite a big band. I think there were
Woman Hi there. What can I get you? about eight of them on stage and Jim always stood at
Ava Umm, let me see. I’d like a regular orange juice and a the back so you couldn’t really see him very well. But
chicken sandwich, please. after a couple of shows I did start to notice him and I
Woman A regular orange juice and a chicken sandwich? thought he was quite cute.
Ava Oh, and a chocolate bar too. Ollie So did you go up and introduce yourself to him?
Woman Why don’t you have a large juice then? Sam No way. I mean they weren’t a well-known band but
Ava No, a regular one’s fine. they were still a band. I was far too shy to go and talk to
Woman It’s just if you get a sandwich and a large drink, you get anyone in a band. No, I just watched and daydreamed.
a free chocolate bar. It’s part of our meal deal. Ollie So what happened?
Ava Really?
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Sam Well after about year the band just broke up. That was Exercise 4
it. No more shows. I’d never see my mysterious trumpet 1 Your computer will have a sense of smell. / Your computer
player again. I was heartbroken. Then one day about won’t have a sense of smell.
two years later I was at work. I should say here that I 2 Facebook will still be the biggest social network. / Facebook
worked in a theatre. I was what they call ‘front of house’, won’t still be the biggest social network.
which meant I was responsible for getting the audience 3 Robots will do all the work on farms. / Robots won’t do all
in and out. Anyway, my manager called me into the office the work on farms.
to introduce me to a new member of the team I was in 4 Planes will fly without pilots. / Planes won’t fly without pilots.
charge of. And there he was ... 5 We’ll be able to upload the contents of our brains to our
Ollie Jim? computers. / We won’t be able to upload the contents of our
Sam Yes, although at that time I still didn’t know his name. brains to our computers.
Anyway, he started working with me and after a few 6 People will be able to touch each other through their phones. /
weeks he asked me out on a date. And that was it. Soon People won’t be able to touch each other through their phones.
we were going out together.
Ollie So did you tell him that you used to be secretly in love Exercise 5
with him when he was in a band?
1 I’ll be swimming in the sea. 2 Sam will be looking for shells
1
Sam Well, that’s the funny thing. I pretended that I never
on the beach. 3 Mum will be exploring the town.
knew. He used to talk about the band all the time but I
didn’t say a thing. And then on our wedding night I finally
confessed and told him the truth. You should have seen 4 Dad will be buying food at the local market.
his face.
Exercise 6
Exercise 3 1 ’ll have eaten; ’ll have left 2 will have gone
3 ’ll have swum 4 ’ll have travelled
1 g 2 e 3a 4b 5 h 6c 7 f 8 d
Exercise 7
Exercise 4
1 will have landed 2 will be sailing 3 will have found
1 connect; wireless router 2 plug; power lead; adapter 4 will be eating 5 will do
13 webcam; headset 4 protective case 5 USB port

6 charger 7 browse; upgrade 8 sync Exercise 8
1 ’ll be 2 ’ll be staying 3 ’ll send 4 ’ll be going
1
Exercise 5 5’ll be having 6 ’ll have visited 7 ’ll have seen
1 announced; a family 2 recommended; on a date
13 enquired; out with 4 confessed; in love with
Exercise 6
5, 11, 7, 9, 3, 1, 4, 10, 2, 6, 8
8 ’ll have been shopping
GET IT RIGHT!
1 will 2 would
9 ’ll text
3 will 4 would 5 will 6 would
Exercise 7
VOCABULARY
5, 9, 3, 1, 2, 8, 7, 6, 4
Exercise 1
UNIT 7 ALWAYS LOOK ON THE BRIGHT 1 point 2 off 3 about
SIDE Exercise 2
GRAMMAR 1 a- B 2 c- C 3 b- A
1 My dad’s going to Berlin on business next month. 1b 2d 3a 4c 5 f 6e
2 The lesson starts in ten minutes.
3 As soon as Mum gets home we’ll go to the cinema. Exercise 5
4 We won’t have dinner until Dad comes home.
5 Tina and Tom will be staying with their aunt in Mexico in the 1 I told you so 2 so far 3 So 4 I guess so
summer holidays. 5 I’m afraid so 6 or so
Exercise 2 READING
1 ’m going to ask 2 aren’t planning 3 ’re travelling Exercise 1
14 ’re going to drive 5 ’re going to take

6 ’s Mr Jones going to hold 7 ’s organising
Exercise 3 1
1 to be in a good mood 2 They thought he was going to die.
3 He said he was allergic to bullets. 4 playing the piano (OR
her piano lessons)
1 are you doing; ’m going 2 will let; ’ll ask 3 does the Exercise 2
1football match start; starts 4 ’m going to look for; are joining

5 ’s; ’re having; ’ll rain 6 does the train leave; leaves
1 Jim Carrey was 14 years old when he took a factory job to
help pay the family’s bills.
2 Stephen King’s first book, Carrie, was rejected 30 times by
publishers.
3 Vincent Van Gogh painted more than 2,000 artworks in a
decade.
4 Michael Jordan has lost almost 300 games in his career.
Exercise 3
1c 2 e 3 f 4 d 5a 6b
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DEVELOPING WRITING Matt I’m 1 metre 95.

Harry That’s tall! You should get in the team - no problem.
Exercise 1 However, I know Mike and Jake want to get in the team
too.
1C 2 B 3 A 4 C Matt Everyone wants to be in the basketball team and there’s
only one place. I don’t want to make a fool of myself.
Exercise 2
Conversation 3
1 kick off 2 upbeat 3 goodies 4 vintage
1
Pia Hey, did you hear? Jam ie wants to join us.
5 open-air 6 Thanks a million
Joe Well, he can’t, Pia.
Pia Why not?
Exercise 3 Joe Well, for a start, he can’t play any musical instruments.
1 A big mug of creamy hot chocolate. Pia I thought he could play the guitar.
2 In her favourite sports car. Joe Maybe a few notes. Anyway, I’ve already asked Amanda.
3 A barbecue in the castle grounds. Pia Asked her what?
4 Darcy Night Carol Joe I’ve asked her to be the new drummer in our band.
5 They will be toasting marshmallows on a campfire and Pia When did you decide that, Joe?
looking at the stars. Joe Yesterday. She’s brilliant at the drums. And I’ve got a
really good feeling about her being in the band.
Pia But you could have discussed it with the rest of us first.
LISTENING You know Steve and Amanda don’t get on.
4 » 21 Exercise 1 Joe But I want what’s best for the band. Amanda’s a brilliant
drummer. You know she is and Steve knows that too.
a 1 b 3 c 2 He’s just jealous because she’s a better musician than
♦121 he is.
Exercise 2 Pia That’s not fair, Joe. Steve’s just as good a musician as
Conversation 1 Amanda.
1 F 2 T Joe Come on, Pia. Let’s just give her a try. And if it doesn’t
work out, then we find someone else.
Conversation 2 Pia OK, but you tell Steve.
1 T 2 F
Conversation 3
1 T 2 T DIALOGUE
Exercise 1
A u d io Script Track 21 3, 1, 7, 5, 2, 8, 6, 4
Conversation 1
May Are you going to the rehearsal tomorrow night, Gina? PHRASES FOR FLUENCY
Gina Yes, but I haven’t practised all week. I’m feeling quite
apprehensive. Exercise 1
May You’ve got nothing to worry about. You always play 1 get my hopes up 2 make a fool of myself 3 go for it
beautifully.
Gina Did you hear that Marcus is going to audition tonight?
May Really? I didn’t know he played a musical instrument.
Gina He plays the violin but I don’t think he’s good enough
for the orchestra.
14 Fair enough 5 Anyway 6 for a start
Exercise 2
1 Fair enough 2 go for it 3 get your hopes up
May Are you going to tell him?
Gina No, I don’t want to be the one to tell him.
May Fair enough. I expect Mr Williams will. By the way, how
are you getting on with your piano lessons?
Gina I found playing the piano really difficult at first and I
14 make a fool of myself 5 for a start 6 Anyway

nearly gave up but my mum told me to hang in there. Exercise 1
And now I’m starting to get quite good at it and I’m 1 because 2 when 3 with 4 much 5 lots/plenty
really enjoying playing.
May There is light at the end of the tunnel then.
Gina Yes, I suppose there is.
May I’d love to be able to play the piano.
Gina You could have lessons, May. My piano teacher’s really
16 to 7 so 8 while
Exercise 2
1 up 2 are 3 but 4 like 5 been 6 of
good. You can come and practise with me.
May Why not? I’ll go for it!
Conversation 2
Harry Hi, Matt. What’s the matter with you? You look
17 compared 8 or
UNIT 8 MAKING LISTS

miserable. Cheer up. Things can’t be that bad. GRAMMAR
Matt Can’t they? Now be honest. Do you reckon I’ve got
Exercise 1
a chance of being in the team? I’ve got myself really
worked up about it. 1 f 2d 3 i 4a 5 h 6b 7c 8e 9 g
Harry You shouldn’t let it get you down like this. Now, I don’t
want to get your hopes up, but I think you’ve got a
chance. Anyway, you should always look on the bright
side. That’s what my dad always says.
Matt He’s right. But do you really think I’ve got a chance?
Harry Yes, you’d be good in the team. You’re a great player.
How tall are you?
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1 If Charles didn’t work so much, he’d have (more) time to relax. 1 I didn’t know where the shop was until Kate pointed out the
2 Mark would have taken part in the race if he hadn’t broken store guide.
his leg. 2 The instructions for the game were really long, so we just ran
3 If people love cats, they often don’t like dogs much. through them quickly.
4 Steve will buy a car if his father lends him the money. 3 The head teacher is looking into the disappearance of the
5 Ed would ask Jenny out if he wasn’t so shy. school’s pet snake.
6 Anne wouldn’t have fallen if she had seen the ice on the path. 4 We couldn’t think of what to do until Sally came up with a
brilliant idea.
Exercise 3 5 Janet was having difficulty working out the clues in the
crossword.
1 had come; would have met 2 will put; goes on
6 Some volunteers are carrying out repairs to old people’s
3 own; don’t use 4 would visit; lived 5 see; ’ll tell
houses.
6 wouldn’t have fallen; hadn’t been riding
7 I think we ate something bad - we came down with a
7 was; would be able 8 doesn’t hurt; relax
stomach bug.
Exercise 4
Exercise 4
1 is 2 will 3 can’t 4 won’t 5 don’t 6 can’t 7 had
1
1 Otherwise 2 Suppose 3 as long as/provided 4 unless
8 ’d have 9 had 10 wouldn’t have 11 ’d have 12 hadn’t
5 provided/as long as
1 If I had read his text carefully, I’d know where to meet him. 1 Suppose you didn’t live here, where would you like to live?
2 If Kim had seen the step, she w ouldn’t feel so silly. 2 The teacher said I wouldn’t do well unless I did my
3 If Len hadn’t arrived so early, he wouldn’t be waiting for his homework. / The teacher said I would do well as long as I did
friends. my homework. / The teacher said I would do well provided I
4 If I had studied Spanish at university, I could help you with did my homework.
your Spanish homework. 3 OK, you can use my phone, as long as you don’t make long
5 If I hadn’t leftthe map at home, I’d know the way to their distance calls. / OK, you can use my phone, provided you
house. don’t make long-distance calls.
6 If Monica liked opera, she would have accepted Oliver’s 4 I have to go, otherwise I’ll miss the bus.
invitation. 5 Mum says we can go, as long as we promise to be back in
7 If Tessa had watched the last episode, she would know the time for dinner. / Mum says we can go, provided we promise
ending. to be back in time for dinner.
8 If Tim hadn’t lost control of his car, he wouldn’t be in a
hospital bed.
READING
1 face masks 2 get things right 3 five-point
Suggested answ ers
4 around two-thirds 5 too difficult 6 would
1 wouldn’t have slipped on the banana skin if he looked where
he was going. Exercise 2
2 wouldn’t be so tired if they hadn’t stayed up late last night.
well-known - a person who is invited onto the programme
3 hadn’t spent all his money, he could buy the new game.
eight - the number of pieces of music the guest is allowed to
have on the island
GET IT RIGHT! luxury - a special item the guest is allowed to have with them
1 If the police hadn’t looked into the matter, the crime would on the island
never have been discovered. im agination - something belonging to the people who come on
2 Unless we come up with some new ideas, we won’t have a the show
chance of winning the competition.
3 Dave will get the answer as long as we help him. Exercise 3
4 Suppose I did go to the party, what would I wear? 1 A man called Roy Plomley had the idea for the programme,
5 Provided that the calculations were correct, the structure and wrote a letter to the BBC.
w ill be totally safe. 2 The guests are well-known people such as actors, singers,
6 Come to my house by eight at the latest, otherwise we will politicians and celebrities.
miss the beginning of the film. 3 eight pieces of music, one book, one luxury item
4 four
VOCABULARY 5 Seven of her music choices were of herself singing.
6 Having to leave out pieces of music that you love.
Exercise 1
1 turn out 2 come up with 3 come down with
DEVELOPING WRITING
14 carry out 5 look into 6 work out 7 point out
8 run through
Exercise 1
1 cold and wet 2 hat; sweaters; coats; waterproof shoes;
gloves 3 sunglasses; sunscreen; lip balm; sim ple medicines
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Exercise 2 Alan Yes, really. When I’m cycling, I feel free. It’s a great
1 one that covers your ears 2 several layers of thin clothing feeling and it keeps me fit too.
3 the cold and wet 4 light and waterproof 5 to protect Colin Fair enough.
your eyes from the bright reflection off the snow 6 with lip Beth But come on, Colin - we’ve come up with three each,
balm 7 when you’re going to be a long way from a town but so far you’ve only got one.
Colin Two - the phone and the headphones, remember?
Exercise 3 Beth Yes, sorry, I forgot the headphones. But anyway, what’s
it going to be? The third thing that would make your life
1 He repeats the information that Laura has given in her email.
miserable if you didn’t have it?
2 He uses bullet points.
Colin Easy - you two!
3 He uses full stops, commas and dashes to separate the
Alan Nice try, Colin, but no way - we’re people, not things.
reasons from the things he suggests taking.
You have to think of a third thing.
Colin OK then. My guitar. If you heard me play it, you’d know
LISTENING how bad I am! But it’s the best way I know to relax.
CE>>25! Exercise 1
Colin DIALOGUE
1 phone 2 headphones 3 guitar
Exercise 1
Beth
1 phone 2 bed 3 trainers D ialogu e 1
Alan
1 laptop 2 cat
Exercise 2
3 bicycle
I5, 3, 1, 7, 4, 2, 8, 6
D ialogu e 2
1T 2 DS 3T 4 F
5 F 6 DS 7T 8F
I3, 5, 1, 7, 8, 4, 2, 6

Alan Hey, guys. So Beth, why isn’t Jacky here today? She’s
Exercise 1
usually around on Fridays.
Beth Well, Alan, believe it or not, she’s gone on a special kind
Suggested answers
of weekend with her parents.
Colin Special how? In picture A the people look unhappy and a bit fed up with
Beth Well I don’t know the details, but it’s some kind of the weather. In picture B, the people look relaxed and happy,
camping place I think, where you spend three days enjoying the good weather.
living in the most basic way possible. And she told
me that all you can take with you are some clothes - ♦ )2 5 Exercise 2
nothing else at all. 1 A 2 A 3B 4 B 5 A 6B
Alan What? No books? No music?
Colin No phone?
Beth No, nothing at all. Ju st clothes. Nothing else. A u d io Script Track 25
Colin Wow. I couldn’t do that. I couldn’t possibly not have my Examiner Thank you. Now, Student B, I’d like you to compare
phone with me. It’s one of the two things I couldn’t live your photographs, and say what you think the
without. people in the photographs feel about being outside
Alan So what’s the other one, Colin? in these situations. Talk for about a minute, OK? You
Colin OK - my phone’s the first, and I’d have to have my MP3 can start now.
player with me, otherwise I’d go crazy. Alexander OK, well, in both of these two photographs, we
Beth MP3 player? You don’t need that. I mean, as long as can see some people in a town. And in Picture A,
you’ve got your phone, you’ve got music too, right? it doesn’t look like they’re enjoying it very much
Colin Oh, yes, I suppose you’re right. OK, so just the phone. because it seems to be raining, some people have
But maybe headphones too - it’s totally the best way to umbrellas. And apparently they’ve been shopping,
listen to music, right? because it looks like they are walking past some
Alan What about you, Beth? Are there any things you couldn’t shops. OK. And in Picture B, it’s really much
live without? nicer, there’s some sunshine and the people look
Beth Oh absolutely. My top three things I couldn’t live relaxed, it looks as though they’re enjoying the
without - my phone, naturally; my lovely comfortable nice weather. And I think perhaps it’s somewhere
bed - you know how much I like sleeping, right? And in Europe, I don’t know exactly where it is but it
then, third, these blue trainers. could be Sweden or Denmark? Anyway, maybe it’s
Colin Huh? Trainers? How come they’re something you can’t somewhere where the weather isn’t always so nice,
live without? so they’re happy because today the sun is shining
Beth Because they’re amazingly comfortable. I’d wear them and they can sit outside and meet their friends, so
all the time if I could. So they’re in my list, for sure. And it’s pleasant. And so, in Picture A, I’m not so sure, I
you, Alan? don’t think they are really very happy to be outside
Alan Well, my list of three would be - my laptop WITH the but in Picture B, yes, they seem to be having a good
computer games on it, erm, hold on let me think a bit time.
... well, you know, I think the second’s my cat and the Examiner Thank you. Student A, what do you think?
third, well, I’m not so sure to be honest. I mean, do we
actually have things that we absolutely couldn’t live
without? Because it’s a bit sad if that’s true, isn’t it? Exercise 3
Beth Oh, you’re taking this too seriously! 1 it doesn’t look like; very much 3 it looks as though
Alan Maybe. Anyway. My bicycle. That’s my third thing. 4 exactly 5 really 6 seem to be
Colin Your bicycle? That’s really in your top three?
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CONSOLIDATION UNITS 7 & 8 Exercise 5
1 point 2 forward 3 dreading 4 provided 5 worked
1
с и ла Exercise 1
6 positive 7 turned 8 apprehensive
Tick: A, C, D, E
Exercise 6
Exercise 2
1 I’m afraid so 2 for a start 3 I think so 4 Fair enough
1 the cold; no proper bed or showers; the drinking water isn’t
very good
2 In case the water is really bad.
3 She might be a long way from a chemist’s.
4 That she didn’t sit around looking at it all the time.
15 Anyway 6 cheer up
Exercise 7
1 Elvis Presley 2 Claude Monet 3 Steven Spielberg
5 He says there might not be a signal where she’s going.
6 That Maggie will have had the best holiday of her life.
14 Elvis Presley 5 Charles Schultz 6 Claude Monet
7 Steven Spielberg
UNIT 9 BE YOUR OWN LIFE COACH

Dave So you’re off on holiday next week, right?
Maggie Yes, and to be honest with you, I’m dreading it.
GRAMMAR
Dave Sorry? You’re dreading it? Exercise 1
Maggie Yes. My parents have decided that we’re going
1 PR 2 PA 3 PA 4 PR 5 PA 6 PR
camping somewhere in the middle of nowhere for two
weeks. Camping!
Dave Yes, that doesn’t sound like your thing really. Still, look
Exercise 2
on the bright side, eh? All that fresh air and nature ... 1 listen 2 understood 3 let 4 got 5 help
Maggie ... and the cold, and no proper bed, and no proper
showers, and I’ve discovered that the drinking water
there isn’t very good either. That’s why I’m making this
list.
16 wouldn’t get 7 been 8 worked
Exercise 3
1 If only; hadn’t eaten 2 I wish; wasn’t 3 I wish; knew
1
Dave What list?
Maggie A list of things that I have to take with me. 4 If only; had paid 5 I wish; hadn’t gone 6 I wish; played
Dave And what’s on your list so far?
Maggie Well, I’ve got ... tablets for stomach ache in case the 7 I wish; hadn’t told 8 If only; could go
water really is bad, some cold and cough medicine
since we’re going to be outside so much of the time. Exercise 5
I’m bound to catch a cold, I always come down with a 1 didn’t 2 to invite 3 started 4 took 5 spend
Dave
Maggie
cold as soon as the temperature drops a bit.
Well, always good to go prepared. And you might be a
long way from a chemist’s.
That’s right. What else? Erm, a torch so I can see where
I’m going and to read in bed. I mean, I have to be able
16 didn’t
Exercise 6
1 had
7 didn’t 8
2 to watch 3 talked
took
4 chat 5 watch
to read my book in bed, otherwise I’ll go crazy.
Dave Hmm, yes. What else? Exercise 7
Maggie OK. Well, I asked my parents if I could take my tablet,
1 ’d prefer to play 2 time you learnt 3 only the film didn’t
1
and they said ‘Yes’ as long as I don’t just sit around
looking at it all the time, so of course that’s on the list 4 we ate 5 wish I hadn’t told 6 ’d prefer it if
too. 7 time someone told
Dave Can I just point out that there might not be a signal
Maggie
where you’re going?
Oh, Dave - don’t say that! There will be a signal,
GET IT RIGHT!
surely? Dave, tell me there’ll be a signal! 1 would rather 2 would prefer 3 would rather
Dave
Maggie
Dave
OK, Maggie, OK. Calm down. I don’t know why I said
that. I’m sure there will be a signal. There almost
always is these days.
But suppose there isn’t? Then what am I going to do?
Cheer up, Maggie! Stop being so pessimistic! There’ll
14 Would you rather 5 would prefer 6 would rather
VOCABULARY
Exercise 1
be a signal and you’ll have a great time. By the time I
1 hardest 2 blame; way 3 get 4 dwell; work
1
see you again, you’ll have had the best holiday of your
5 let; expectations
life!
Maggie Well, I wish I could be so sure. But thanks anyway,
Dave. Exercise 2
Dave No problem, Maggie. 1 Rule 2 2 Rule 4 3 Rule 1 4 Rule 5 5 Rule 3
1 degree 2 degree course 3 careers advisor
1
1 get 2 ’d be 3 don’t 4 will have arrived 5 are going
1
4 school leaver 5 work experience 6 life experience
6 wouldn’t be 7 be w atching 8 will have lived
7 graduate 8 higher education
Exercise 4
Exercise 4
1c 2d 3 f 4b 5a 6 g 7h 8e
1 higher education 2 degree 3 work experience
14 graduates 5 school leavers 6 life experience

7 degree course 8 careers advisor
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READING A u d io Script Track 28

1 Question 5 2 Question 2 3 Question 3 Steve Is that my tablet, Lucy?
14 Question 6 5 Question 1 6 Question 4
Exercise 2
The ‘villains’ are some of the obstacles that might get in the
Lucy Sorry, Steve?
Steve Let me see. Yes, it is. Here - give it to me.
Lucy I was only checking my email. What’s the big deal?
Steve Well, it’s mine. I’d rather you didn’t take my tablet
I
without asking.
way of teenagers achieving their true potential. These villains Lucy Well you shouldn’t leave it out on the kitchen table if it’s
need to be faced and defeated. so special.
Steve I didn’t leave it on the kitchen table. I just put it down
Exercise 3 temporarily while I unpacked my schoolbag.
Lucy Rubbish. You’re always leaving your tablet hanging
1 robot 2 ghost 3 zombie 4 ninja 5 vampire
1
about somewhere. You should be more careful with it.
6 pirate Steve That’s not true. I am careful with it. Anyway I don’t know
why you’re arguing with me. You’re in the wrong. Why
DEVELOPING WRITING aren’t you using your own tablet anyway?
Lucy Because I don’t know where it is. I haven’t seen it for
Exercise 1 days.
a dedicated welfare officer; a careers office; a mentoring Steve And I’m the one who’s not careful? Sometimes I don’t
Ischeme
Exercise 2
know why I even bother talking to you.
Conversation 2
Rob Lydia, you’ve done it again. I don’t believe it.
Lydia Done what exactly, Rob?
Suggested answ ers Rob Your trainers. You’ve just walked across my room in your
dirty, muddy trainers.
I expect this is true of most schools around the country. / There
Lydia Really? They’re not that muddy.
are many more important issues that young adults need to
address other than just learning the facts. / This would certainly Rob So what’s that then? I suppose that muddy footprint just
appeared by magic.
be useful in helping us make more informed decisions when
Lydia Whoops. Sorry. But there’s no need to be sarcastic. I only
we leave. / This would help make the transition from primary
school to secondary school a lot smoother. came to ask you if you wanted to play Playstation with
me.
Rob Well I don’t. I’m too busy studying for my maths exam
Exercise 3
tomorrow and next time I’d sooner you took your shoes
1 someone 2 a place 3 a system off before you walked into my room.
Lydia So why are you in such a bad mood then?
Exercise 4 Rob I’m not. I just don’t like you messing up my room. I spent
Important teen issues (non-educational): hours tidying it up. I don’t really need you to come and
Learning how to deal with conflict at school and at home / spoil it all.
Understanding how our emotions affect us / Knowing what Lydia OK, if that’s how you feel, I’m off. Bye.
opportunities are available after leaving school Conversation 3
Things school could offer: Alan Hey, Cindy. Any chance you could turn the music down a
Dedicated welfare officer / Careers office / Mentoring scheme little?
Cindy Sorry, Alan. What did you say? I can’t hear you.
LISTENING Alan That’s because your music’s too loud. I said could you
turn it ...
Exercise 1 Cindy Here, let me turn the music down.
1 Alan 2 Rob 3 Steve Cindy Sorry, Alan. What did you want to ask me?
Alan To turn the music down.
Г Е>Ш Exercise 2 Cindy Oh. Sorry.
Alan Yeah, and I’d prefer it if you kept your door shut too. I’m
1 to check her email 2 she doesn’t know where it is trying to study. I’ve got a really important English test
3 if he wanted to play Playstation with her tomorrow and I haven’t looked at a thing yet.
4 because she’s walked across his room in dirty trainers Cindy OK, no problem. Will do. Anything else I can do for you?
5 he’s trying to study 6 a sandwich and some juice Alan Well you could make me a sandwich and bring me some
juice since you’re asking.
Exercise 3 Cindy Of course I will. For my favourite brother I’d do anything.
1 I’d rather you didn’t take my tablet without asking.
2 I’d sooner you took your shoes off before you walked into
my room. DIALOGUE
3 I’d prefer it if you kept your door shut too. Exercise 1
7, 3, 9, 1, 5, 4, 8, 2, 10, 6

С >)Ш Exercise 1
1B 2 B 3C 4 A 5 C 6 A 7C
134
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Interviewer So would you recommend a year out for all school
leavers who are planning on going to university?
You will hear an interview with Abby Jones talking about her Abby Well, if you’re the kind of person who likes
gap year before going to university. For questions 1-7, choose adventure, then it really is a good opportunity to
the best answer (A, Bor C). do something a bit different. Of course, you don’t
have to go travelling halfway around the world.
Interviewer More and more young people are going into
You can do loads of cool things at home, but the
further education and most of them are going
important thing is to have a plan. I know I said
straight from school but is it always a good idea?
that I didn’t really have one but I was so lucky. My
One girl who decided to take some time off before
whole year off could easily have been a disaster.
starting university is Abby Holmes and she’s here
I wouldn’t recommend leaving it to chance for
today to tell us all about it. Abby, why did you
others.
decide to take some time off?
Abby Well my original plan was to finish school and
then try and get into the police force. I didn’t even
consider university. But then I did some research
UNIT 10 SPREADING THE NEWS
and found out that with a degree I could enter the GRAMMAR
police force at a higher level. Anyway, by the time
I finally made up my mind it was too late to apply Exercise 1
for university that year so I was going to have to 1 Matt said that he liked horror stories.
wait 12 months. 2 Ali said that he would see us at the concert on Saturday.
Interviewer How did you feel about that? 3 Helen said that she had been to Spain many times.
Abby At first I felt really stupid. I couldn’t believe I’d 4 Elif said that she was looking forward to seeing me.
missed the opportunity to go straight to university.
I was also a bit scared. All my friends were going Exercise 2
and I know it sounds a bit silly but I thought all
the good jobs would be gone by the time I’d finally 1 he would see us all at Ja ke ’s birthday party on Saturday.
graduated. It was then that I realised I had to do 2 it was half-time and that their team had scored two goals.
something useful with my year off. 3 he couldn’t get tickets for the concert because it had sold out.
Interviewer So what did you do? 4 they weren’t playing Sunnyhill School because they had
Abby Well my dad suggested I get in contact with the cancelled the match.
police and see if there was any way I could work 5 his Maths teacher had quit yesterday and that he couldn’t
with them for a year as a volunteer. It seemed like believe it.
a good idea but there was something troubling 6 he hadn’t done enough revision for the History exam.
me. I already knew I wanted to be a police officer.
I knew I was going to spend my life working for Exercise 3
the police. This year off was going to be my only 1 that in 2013, it had taken one week for users to send a billion
chance to do something different. Tweets.
Interviewer So what was that ‘something different’? 2 that 40% of registered Twitter users had never sent a Tweet.
Abby Well that was the problem. Now I had to think of 3 that Twitter was available in 25 languages then.
something else to do. I didn’t want to waste the 4 that 75% of world leaders used Twitter.
year. One of my friend’s brothers had spent a year 5 that Barack Obama’s victory Tweet had been the most
living at home while working in a local hotel. I retweeted Tweet in 2013.
didn’t want to do anything like that. I wanted to 6 that the country with the most Twitter users in 2014 had
do something more exciting. I wanted to see some been China.
of the world. Then my dad reminded me he had 7 that Twitter had become the fastest way to break news.
a cousin living in Thailand. He said maybe I could 8 that Twitter would become more like Facebook in the future.
spend some time with her. I didn’t even need to
think about it. Thailand! I mean who wouldn’t Exercise 5
want to go there.
Interviewer Wow, who wouldn’t indeed! 1 why I wanted to be a journalist.
Abby So three weeks later I was in Bangkok staying with 2 to think of a name for the school online magazine.
dad’s cousin. My parents gave me the money for 3 to interview a foreign correspondent (for the school magazine).
the flight. Dad’s cousin was cool and said I could 4 to prepare some questions for the interview.
stay with her as long as I wanted for free. She even 5 which countries he had reported from.
found me a job teaching English at a local school. 6 if he had reported from any war zones.
Almost straight away I put the money I earned 7 if I could get her a glass of water.
towards a mega holiday through Southeast Asia at
the end of the year. So while all my friends were Exercise 6
getting used to their new lives at university, I was 1 e 2 f 3a 4b 5 h 6c 7 d 8 g
thousands of miles away leading my new exotic
life. Exercise 7
Interviewer So what did you learn from your year in Thailand?
1 telling 2 of printing 3 for failing 4 for being
1
Abby Oh where do I start? I learned how to be
5 to speak 6 driving 7 that he had made
independent and look after myself. I learned how
8 about entering
to live in a completely different culture and make
friends with people who I could barely speak to.
On a practical level I learned how to speak Thai GET IT RIGHT!
quite well eventually just from chatting to people
1 X 2 The teacher said to John that his essay was amazing.
1
and I learned how to make Thai food. I did a
3 X 4 You need to tell them something to keep them quiet. /
course on that - it was great.
You need to tell them to keep quiet. 5 X
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VOCABULARY A u d io Script Track 31

Exercise 1 Marcus I’m really against running this story, Lucy.
1 d 2 f 3a 4 e 5b 6c Lucy But why, Marcus? It’s a great story. It’s a story of
success against all odds.
Exercise 2 Marcus Yes, and it’s a story about ballet. Nobody at this
school’s interested in ballet. What do you think, Sarah?
1 keep in touch 2 break the news gently 3 got in touch
1
Sarah Marcus is right. Very few people are into ballet. And
4 retweeted 5 pass on the message 6 let you know
anyway, there’s no way this is a news story. At least,
7 give me a call 8 drop you a line
it’s not a news story for our school magazine. It’s not
about somebody at this school.
Exercise 3 Lucy You’re right. It’s not about our school or anybody at
1 accused 2 admitted 3 apologised 4 ordered our school but it’s an inspiring story. It’s not just a
1 5 regretted 6 criticised 7 agreed 8 warned
Exercise 4
1 the same way 2 one way or another 3 way too
Tom
Lucy
story about ballet. It’s a story that encourages you to
follow your dreams.
I agree with Lucy. This is exactly the kind of story we
want.
Thank you, Tom.
1 4 the way 5 on her way 6 in my way
READING
Exercise 1
Marcus
Tom
Marcus
But why? You hate ballet.
I know, I know. But this is a story that says you can
achieve anything. If you are determined, anything is
possible.
I’m sorry, guys. My mind’s made up. We’re not running
this story in our school magazine.
1 the co-founder of Twitter 2 breaking news 3 140
1
Tom But you haven’t heard the whole story yet. When
4 to follow their pop idols 5 campaigns 6 the power to
Michaela DePrince was three years old, her father
make a difference
was killed in the civil war in Sierra Leone. Then her
mother died, and her uncle sent her to an orphanage.
Exercise 2 Whilst she was at the orphanage, she saw a picture
of a ballerina in a pink ballet dress on the front cover
Suggested answ ers of a magazine. She decided she wanted to be that
A girl created an invitation to her party on Facebook, but the ballerina and she kept the picture. And that’s exactly
post was open to the public and 3,000 people turned up. what happened. She is now part of the Dutch National
Ballet.
A waitress complained about some customers and a tip they Marcus So what happened? How did she become a ballerina in
gave on Facebook. Her company found out and fired her. the Dutch National Ballet?
Thirteen crew members of an airline criticised customers and Lucy You see. It is an interesting story. You want to know
complained about the cleanliness and safety of the planes on what happened. She was adopted by an American
Facebook. The airline found out and fired them. couple and she went to live in America. Her parents
enrolled her at ballet school in Philadelphia.
Exercise 3 Marcus So after that it was all easy. What’s the story?
Lucy No it wasn’t easy. She still had to work hard to achieve
1 thirty thousand 2 had turned into 3 unhappy with a tip her dream.
4 an hour longer 5 their messages on Facebook Tom Now with the help of her mother she’s written a book
6 had replaced the 7 have issued warnings about her life. It’s called Taking Flight: From War
8 to be more careful Orphan to Star Ballerina.
DEVELOPING WRITING Lucy Yes, and she’s going to use the money she earns from
the book to open a free arts school in Sierra Leone.
And she’s going to teach ballet there. I think that’s
Exercise 1
amazing.
1 Paul Smith, a British blogger, writer and former radio Tom We’re definitely going with this story.
executive 2 March 2009 3 all around the world, from Lucy And that’s final.
Newcastle in the UK to Stewart Island in New Zealand
4 Paul travelled around the world. 5 using Twitter
DIALOGUE
Exercise 2
Exercise 1
1 Lead sentence 2 Introduction 3 Main body
1
1 Have you heard 2 have you heard about 3 guess what
1
4 Closing paragraph and a quotation
4 You’ll never believe 5 did you know
LISTENING PHRASES FOR FLUENCY

L *>*>■ Exercise 1
Exercise 1
b 1 d 2 e 3a 4c 5 f 6b
I- Exercise 2
Exercise 2
1T 2 T 3 F 4 T 5 T 6 F
1 on earth; In any case 2 it’s none of your business
13 or something 4 at least; don’t bother
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CAMBRIDGE ENGLISH: FIRST Brown, why such action had been taken and he replied that the
Tweet had damaged the reputation of the college. Next Monday
Exercise 2 there’ll be a meeting at the college to decide whether to end
Ms Green’s contract. Well, I don’t know about you, but I think
The Everest Files by Matt Dickinson everyone hates their job sometimes, don’t they? But perhaps it’s
The Everest Files is an action adventure thriller for young adult better not to tweet about it, eh?
readers. Its It’s the first book in a series of three books and it And last but not least ... schoolgirl Annabel Lee from Longbury
was inspired by Matt Dickinson’s own climb up Mount Everest. has won first prize in a magazine competition. Annabel wrote an
Ryan, an eighteen-year-old American, is on a gap year essay entitled ‘Living up to expectations’ and her answer was
adventure. He is working for a medical charity in the Nepal. A chosen by a panel of judges as the best one. Her prize? A one-
local girl asks him to find out why her sixteen-year-old Sherpa week trip to Portugal, all expenses paid. Well done, Annabel!
friend Kami never have come came back from an expedition Don’t forget to send me a postcard, OK?
up Mount Everest with a wealthy American politician. Some
says say he’s alive and others say he’s dead. Ryan, who is Exercise 3
determined and adventurous, can’t resist the challenge. Kam i’s
1 to help 2 wasn’t 3 got 4 if he wanted 5 had told
1
story takes place a t on the magnificent and terrifying slopes of
6 hadn’t bought 7 I had left 8 didn’t 9 left
Mount Everest and it is very moving. The story was fast paced
and there were some very tense moments.
Exercise 4
One of the themes of the book is how climbers disturb the
natural order of the Nepalese mountains and Mount Everest 1c 2 f 3 e 4 g 5a 6 h 7b 8 d 9 i 10 j
itself is one of the main characters of this dramatic mystery.
Another theme of the book is the importance of showing Exercise 5
respect for other cultures, and the author is has dedicated his 1 way 2 deny 3 blame 4 touch 5 degree 6 hardest
book to the three Sherpas who he climbed up Everest with.
The Everest Files is very much exciting and the ending
was unexpected. I really enjoyed to read reading it and I
recommend it to both girls and boys who like learn learning
17 experience 8 expectations 9 break 10 graduate
Exercise 6
1 never guess 2 at least 3 I’d rather 4 in any case
about other cultures and love adventure. I’m looking forward to
the second book in the series.
Exercise 3
determined, adventurous, exciting, fast-paced, magnificent,
15 none of her business 6 don’t bother
Exercise 7
1 It’s believed that as primitive people cooked meat over fires,
Iterrifying, unexpected
CONSOLIDATION UNITS 9 & 10

L рю т Exercise 1
they began to stare at the flames and think in a different,
more relaxed way.
2 Around the middle of the 20th Century.
3 sitting down in a cross-legged position with eyes closed
4 slowly and calmly
5 what you and your body are doing
b, c and e 6 outside, in an environment with nature
7 while going to school, work or the shops
I- Exercise 2 8 It helps you deal with the stresses and strains of everyday
1 didn’t have any regrets 2 hadn’t gone his 3 consider life, and towards living more peacefully.
1 4 been suspended from work 5 damaged the reputation

6 will end 7 writing an essay 8 to Portugal for
UNIT 11 SPACE AND BEYOND
GRAMMAR
And so here are our local news stories for today, here on radio Exercise 1
AON news. First up, the manager of our local football team, 1 PA 2 PR 3 F 4 PR 5 F 6 PA
Wenbridge United, Dave Godber, has decided to resign from his
job with immediate effect. Mr Godber said that he didn’t have Exercise 2
any regrets about his three years at the club but he thought
1 have taken 2 be 3 have gone 4 know
1
that perhaps it was time for someone else to take control and
5 ’re bound to 6 are likely to
to try and improve the team’s performance. He admitted that
the situation hadn’t always been easy at the club but he said he
had always tried his hardest and that some things hadn’t gone Exercise 3
his way. When we asked him what he intended to do now, he 1 It’s bound to rain 2 could be 3 must have spent all week
said that he wanted to take a few months off with his family, to
relax and to consider his futu re. The director of the club, Gordon
Marsh, said that they would start looking for a replacement for
Mr Godber as soon as possible. Let’s hope they can find someone
who can win a match now and again!
14 might have worked 5 Federer is certain to win
6 can’t be inside 7 is likely to pass
Exercise 4
Now, a teacher at the local Wenbridge College of Art has been 1 e 2 h 3a 4b 5 g 6c 7 d 8 f
suspended from work after a Tweet that she sent last week, in
which she said that she hated her job. Marjorie Green has been Exercise 5
at the art college for twelve years. Ms Green admits that she 1 As a result of my broken alarm clock, I overslept. / As a result
sent the Tweet but says that it was not meant seriously and of my alarm clock being broken, I overslept.
that it was intended only to be read by her closest friends. She 2 Due to my messy room, I couldn’t find my tie. / Due to my
also says that she now regrets sending the Tweet, that she’s room being a mess, I couldn’t find my tie.
apologised to the college for sending it and she has closed her 3 Because of my bike’s flat tyre, I couldn’t ride it to school.
Twitter account. We asked the head of the college, Mr George 4 I couldn’t run to the bus stop as a result of my twisted ankle.
5 The bus journey was really slow due to an accident.
6 I couldn’t get into school because of the locked school gate.
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GET IT RIGHT! Exercise 2

1 must 2 might 3 can’t 4 see 5 made 6 must 1 The writer tells us what type of film it is, who it’s made by,
and whose famous voices it features.
2 Suggested answer: The Boov are aliens who come to Earth to
VOCABULARY make it their home and to hide from their enemies, the Gorg.
Exercise 1 But when one of them, called Oh, accidentally sends out a
house-warming party invitation to the whole universe, he
1 d 2 f 3a 4 e 5b 6c needs the help of Tip, the last free human on Earth, to save
the planet.
Exercise 2 3 The writer thought the film was enjoyable with plenty
1 E 2 C 3 A 4 D 5 F 6B of hilarious moments, but that the story wasn’t that
memorable.
4 The writer recommends watching this film on a rainy day
during the holidays.
LISTENING
34 Exercise 1
AD B T C J
EM tZI Exercise 2
C onversation 1
1 David Smith
2 really badly
C onversation 2
3 She thought it would be cool to have another guitarist in
the band.
4 She asked him to leave immediately.
C onversation 3
5 She thinks there must have already been some really good
players in the team.
6 He plans to take up tennis.
Exercise 4
1b 2a 3c 4b 5c 6a Ф )34 Exercise 3
1 Oh dear. 2 How terrible. 3 What a shame. 4 Poor him.
READING
Exercise 1 A u d io Script Track 34
1 the pyramids; seeing strange spaceships in the sky Conversation 1
2 Because the universe is such a big place. Sara Did you get a part in the school play, Hannah?
3 mainly simple single-celled organisms, but there could also Hannah Yes, Sara. I’m going to be Juliet.
be intelligent and dangerous life forms out there Sara Juliet! That’s the main part.
4 He suggests they might take the Earth’s valuable resources Hannah I know. Isn’t it cool?
and then destroy the rest. Sara It’s more than cool. You must be really excited. So
5 He suggests that if we make contact with other life forms, who’s going to be your Romeo? Don’t tell me. Tim
things might not turn out very well for us. Lewis. I’m so jealous.
6 He suggests it could be so advanced that they might exist in Hannah Actually no. It’s going to be David Smith, which is cool
forms that are too complicated for us to understand. because he’s also really cute.
Sara So didn’t Tim audition for the part?
Exercise 2 Hannah No, he did. He went for an audition but Miss Rose
chose David.
District 9 Sara He can’t have been happy about that. How did he take
it?
Exercise 3 Hannah Really badly. I mean really badly. Miss Rose offered
1T 2 T 3T 4 F 5 F 6F 7T 8F him another really big part but he just walked out and
said he didn’t want to be in the play.
Sara Oh dear. Maybe I should go and talk to him to see if I
DEVELOPING WRITING can cheer him up.
Hannah Good luck.
Exercise 1
Conversation 2
1 a race of aliens from outer space 2 enemies of the Boov Liam Hi, Liz. How’s the band going?
13 the most unpopular Boov on the planet 4 the last free

human on Earth
Liz
Liam
Liz
Hey, Liam. It’s going well. We’re going to be playing at
the end of the school party.
Cool. I’ll look forward to it. By the way, is it true that
Dan Ryan’s playing guitar with you?
Um, no.
Liam Oh, I heard that he was. Well, that’s what he told me a
few weeks ago.
Liz Actually it’s a bit of tricky situation.
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Liam What do you mean? Tanya Yes, and we don’t really learn very much about this
Liz Well, he told me he played really well and asked if he in our school science lessons.
could be in the band. I thought it would be cool to Alexander I don’t think archery is a good club. It’s a very
have another guitarist so I said he could. dangerous sport.
Liam So he is in the band. Tanya Oh. Umm. OK archery. I don’t think we are
Liz Let me finish. So he came along to a practice and supposed to talk about what we like. The question
after about 30 seconds it was obvious that he really says ‘Why might students want to go to these
can’t play guitar at all. Like, not at all. So it was really clubs?’
awkward. There was absolutely no way we could have Alexander Oh. I think people who like dangerous sports will
him in the band so I had to ask him to leave, there and like this.
then. Tanya OK, what do you think about ‘Rock star’?
Liam How terrible. It must have been really embarrassing. Alexander What is it?
Liz Tell me about it. It was awful and now he won’t even Tanya I think it’s a club for people who want to be in a
speak to me. band. It’s for them to meet and get together and
start to make music.
Conversation 3
Alexander So not for learning an instrument?
Amelia Hey, Carl. What’s up with Josh? I saw him earlier and
Tanya Probably not. I think you need to play something
he barely spoke to me.
already but this club will show you how to play with
Carl Haven’t you heard, Amelia? He didn’t get into the
other people, umm write songs, ummm perform on
football team.
stage, that sort of thing I guess.
Amelia What! I thought he was almost guaranteed a place.
Alexander OK, and this one. Baking. I don’t like cooking.
Carl So did he. I think that’s why he’s feeling so bad. But
Tanya Yes, but lots of students do. I think it would be
the coach didn’t want him apparently.
popular. Students would go to this club to learn
Amelia What a shame. He really wanted to get it. He must be
about interesting things to cook and how to do it.
feeling awful.
Alexander Yes, that’s a good idea.
Carl He is. It’s probably best not to talk to him about it for
a while. Part 2
Amelia OK, I’ll keep that in mind. So there must have been Examiner Thank you. Now you have about a minute to decide
some really good players. which two clubs would be the most popular.
Carl Yes, I guess so. He didn’t even make the second team. Alexander That’s easy. I want a film making club and the space
Amelia Poor him. So what’s he going to do now? I suppose he one. Film making is good because people like films.
could try for another team. Tanya That’s true - people like watching films but do they
Carl I think he’s pretty much given up on football. He was want to make them? I’m not sure.
talking about taking up tennis. Alexander What clubs would you choose?
Amelia He should. He’d be good. Tanya Well, I agree with you about the space club. I think
that lots of students would want to learn more
about this.
DIALOGUE Alexander Me too. Let’s choose it.
Tanya OK.
Exercise 1 Alexander What is your second choice?
6, 3, 7, 4, 1 Tanya Let’s see. Umm I don’t think Rock stars would be
so popular. Not many students play instruments so
there’s a problem already.
CAMBRIDGE ENGLISH: FIRST Alexander Yes, and if you want to be in a band then probably
you are already in a band.
Exercise 1 Tanya So we agree. Not Rock stars. How about the baking
1 They both agree that Wonders of the universe and Archery club?
club would be popular, and that a Rock stars club wouldn’t Alexander No. Boys don’t like cooking.
be popular. They disagree on the Film making club and the Tanya What! Lots of boys like cooking.
Baking club. Alexander My friends don’t like it.
2 Which two clubs would be more popular? Tanya Well, OK. That leaves us with Archery.
3 Wonders of the universe and Archery Alexander Yes, people like sports.
Alexander OK, archery and ...
Tanya Wonders of the universe. Agreed.
A u d io Script Track 35 Alexander Yes. Agreed.
Part 1
Examiner Now I’d like you to talk about something for two
minutes. I’d like you to imagine your school is
UNIT 12 MORE TO EXPLORE
planning to start a new after-school club. Here are
some ideas for the kind of club they could start and
GRAMMAR
a question to discuss. First you have some time to Exercise 1
look at the task.
1 is known - C 2 are believed - D 3 is expected - A
1
Now, talk to each other about why students might
4 is said - E 5 is thought - B 6 are known - F
want to go to these clubs.
Tanya Umm. Let’s talk about the film making club. This is
Exercise 2
a good club for artistic people.
Alexander Yes, and it’s something different to other art clubs. 1 is 2 to have 3 are 4 to be 5 are 6 to have used
Tanya
Clubs for painting and drawing and that sort of
thing.
What about ‘Wonders of the universe’ - that sounds
interesting. Lots of people are interested in space
now so this is a popular club.
17 was 8 to be 9 is 10 to have suffered
Alexander It’s good for science-y people.
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Exercise 4 READING
1 The newsagent showed Penny the new magazine .
Exercise 1
2 They offered the students free books .
A 2; 5 B 6; 8 C4 D 1; 7 E3
3 Someone promised a room with a view to Kenneth.
4 The police didn’t give any information to the reporters. Exercise 2
5 Someone sent me a strange email . 3 Someone found money in an old house.
6 The manager offered her a job .
7 They sold faulty goods to their customers.
Exercise 3
8 The company gave excellent conditions to their employees. 1 tunnels underground; old ruined buildings; abandoned
structures
Exercise 5 2 to take photographs
3 He was taking photographs when he saw the bag of money
1 Jim was shown the photos. sticking out from under the mattress of a bed.
2 Jackie was promised a part in the new play. 4 Because one of the principles of urban exploration is: ‘take
3 Film stars are asked a lot of questions. nothing but pictures, leave nothing but footprints’.
4 Michael was given a horrible tie for his birthday. 5 He did some research into who had owned the house.
5 The inventor is going to be paid a lot of money for her idea. 6 The money had come from a fruit stall that had been owned
6 My grandmother was sent an advertisement for sports by the last owners of the house.
equipment. 7 Because she was grateful that Dave had given her the money.
7 My school was offered a new IT centre. 8 It can be dangerous and illegal.
8 He wasn’t told the truth.
9 The customers weren’t given a refund.
10 The employees weren’t offered good benefits. DEVELOPING WRITING
1 The new students were told the class rules. / The class rules 1 She says her family were risk-takers.
were told to the new students. 2 She was a PE teacher and then a wilderness instructor.
2 My father was offered a job in London. / A job in London was 3 the first woman to get to the North Pole; the first woman ever
offered to my father. to get to both the North Pole and the South Pole; the first
3 A large audience was shown the new film. / The new film was woman to ski across Greenland
shown to a large audience. 4 Most of her expeditions are done with all-women teams.
4 The winner was presented with a trophy. / A trophy was 5 She aimed to bring attention to the world’s water problems.
presented to the winner.
5 Alice was sent some flowers for her birthday. / Some flowers Exercise 3
were sent to Alice for her birthday.
1C 2D 3 A 4 B
GET IT RIGHT! LISTENING

1 There are still many places on Earth that haven’t been
explored yet. EMtM Exercise 1
2 A research trip to the glacier was taken/is being taken this b and c
week.
3 He left the room after a joke had been made about him. Г . Ш Л Exercise 2
4 Every effort was made to find the m issing man but to no
avail. 1 an increasing population
5 A lot of progress has been made recently in Sam ’s work. 2 incredible overcrowding
6 It’s essential for good communication to be established 3 He thinks it would take too long to find other planets to live on.
between nations. 4 finding other civilisations in space
5 She says the money could be used to find real solutions on
Earth.
VOCABULARY 6 science fiction stuff
1 dunes 2 canyon 3 volcano 4 waterfalls 7 They initially disagree but then react positively.
15 and 7 mountain range 6 bay 8 glacier 9 reef
Exercise 2
1 make 2 made 3 playing 4 make 5 done
Teacher So, now, it’s Mike’s turn this week to give us a talk, and
1
his topic is . ?
6 taking 7 made 8 gave Mike It’s ‘Should we be doing more to explore space?’
Teacher OK, then, it’s over to you, Mike.
Exercise 3 Mike OK, thank you. Well, as I said, my topic is ‘Should we
be doing more to explore space?’ and basically, my
1 make 2 give 3 made 4 give 5 make 6 played
argument is that, yes, we should. What are my reasons
for thinking this way? Well, I don’t think anyone
Exercise 5
here can be in any doubt that there are problems
1 I think that I am making progress with the piano. here on Earth, and to my mind, one of the biggest is
2 Sally made an effort to reach the top shelf. population. Now, I’ve heard arguments both ways
3 She made a complaint about the food. about whether or not our planet can sustain our
4 Matthew took advantage of Kelly’s offer of a lift home. current population of over seven billion people. And by
5 I forgot J o ’s birthday, so to make amends, I took her out for the way, it’s getting bigger and bigger all the time. But
dinner. if we don’t do something soon - now, really - then the
consequences could be very serious. I mean, incredible
overcrowding. So, if we explore space more and find
ways to let people go and live on other planets,
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like Mars, then we can help ease the pressure on Earth.
And that’s important, don’t you think?
Steve Excuse me, can I say something? Examiner So now I’d like to ask you this question. Do you
Mike Sure, Steve. think that it’s important for young people to have
Steve Well, the way I see it, it will take far too long to find ways interests outside school? And if so, why? Student B,
to let people live on Mars, and even if we did, then a what do you think?
billion people aren’t going to be living there, right? Tanya Well, it’s a good question. To my mind it’s very
Mike Well, you’ve got a point, Steve. But I think there are important. That’s because in my country, if you
other good reasons for exploring space. want to go to university, I mean to one of the really
Teacher OK, Mike, go on. good universities, um, well you have to have an
Mike Well, if we explore space more, then we might find interview and you have to show that ... um, you
other civilisations that could help us develop more have to show a lot of things, not just that you are
technology to solve some of our problems here. For good at the subject you want to study, you know?
example, find ways to grow more and better food very The universities, they want people, young people,
quickly and safely. who can give more than just their knowledge
Hazel Sorry, I have to interrupt here. I mean, sorry, Mike, but and interest in science, for example. They want
that’s just never going to happen, is it? people who have lots of interests and abilities, it’s
Mike Well I’m not so sure. important.
Angie Hazel’s right, Mike. We might never find another Examiner Student A?
civilisation out there - in fact, there might not even Alexander Well, yes, I also think it’s important. But I’m not
be any. And the consequences of spending so much sure I agree with Tanya. My own view is that, you
money in space exploration, with no definite result, I know, we’re people, and even if you want to go
mean, it’s crazy. All that money on sending space ships to university to study something ... medicine, for
out there, when we could be using the money to find example ... well, what do I want to say? Sorry! Um,
real solutions here on Earth. I mean, it’s great to be really good at something
Teacher Mike? like being a doctor, it’s fantastic, but in our lives, we
Mike Um, well, the thing is, we’ve been trying for a long time need lots of different things, so if you’re a doctor
to do what Angie said, find solutions to the problems but you can also do other things, for instance,
on Earth, and it hasn’t worked yet, has it? I think it’s um, you can play the guitar or you love football,
vitally important for the human race to start looking well that’s great. And it’s great if a school makes
outside our little world here - the answers are more sure that we don’t only study but we learn lots of
likely to be out there. different things according to our interests. Actually,
Tom Well, Mike, I just have to disagree with you there. If if a school doesn’t do that, I think it’s not a good
anything, I’d say that we need to solve our problems school!
right here where we are, don’t you agree? Tanya Can I talk now?
Hazel I think Tom’s right. Perhaps you need to rethink some Examiner Yes, of course.
of those arguments, Mike. What do you think? Tanya OK, well, absolutely Alexander! I mean you’re
Mike Yes, you could be right. Maybe I’m too influenced by completely right. I agree with you.
science fiction stuff. I don’t know. Alexander OK.
Teacher No, don’t worry, Mike, your points are valid too. Thanks Examiner OK, here’s another question, it follows from what
for your presentation. Seems like people don’t really Alexander said. Should schools offer things like
agree with you, but it’s always good to have someone clubs for music, or sport, or art? Or should they just
put their ideas out there, it makes us think. Right, do school subjects like mathematics and history?
everyone? Alexander Well, you know what I think, already! I think for a
All That’s right / Way to go, Mike / Nice one, Mike. good life you have to have as many things in your
life as possible. And I think that, well ...
Tanya That’s right. I think that a school, the job of a school
DIALOGUE is to, um, to help people see what the possibilities
are. I mean, I’m very lucky. In my school, there
Exercise 1 are lots of things. One example is that there are
classes in art, in painting. Now, I’m really bad at it
D ialogu e 1
I
and I don’t like it but it’s good that we did painting
7, 1, 5, 3, 4, 2, 8, 6 classes, I had that experience. And you know,
one time, a boy many years ago from our school
became a very good artist and it started in our
D ialogu e 2
I
school, in the art lessons!
5, 1, 7, 3, 2, 8, 6, 4 Alexander It’s a good story and I couldn’t agree more that, um,
well, a school, I mean, a school can help you see
CAMBRIDGE ENGLISH: FIRST what you like, what your future ... I mean, what
you want to do in your future. And maybe that’s
Г Е>щ Exercise 1 mathematics, great, that’s great, but maybe it’s
dancing or I don’t know, looking after little children.
Suggested answ ers Schools have to help us, I think.
Tanya Yes, it’s true. You’re right.
1 Do you think that it’s important for young people to have
Examiner Well, that’s great. Thank you. That’s the end of our
interests outside school?; Why?
speaking test today. Thanks very much to both of
2 It helps them to get into university.
you. And good luck!
3 To learn to be good at lots of different things.
Alexander / Tanya Thank you / Thank you very much.
4 She doesn’t like art, but she’s glad that she had the experience.
5 They should help them see what they like and what they want
to do in the future.
Exercise 2
aG bG cB d B eG f B
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CONSOLIDATION UNITS 11 & 12 Exercise 3

1 e 2 h 3a 4b 5 g 6c 7 d 8 f
t- мсы Exercise 1
b, c and e Exercise 4
1 made 2 stunning 3 moon 4 take 5 give
Exercise 2
6 far-fetched 7 science 8 make
1T 2 F 3 F 4 F 5 T 6T 7T 8F
Exercise 5
A u d io Script Track 39 1 They might come.
2 He was absent from school due to a bad cold.
Mark Hi, Josie. Have you got a moment? I want to show you
3 The house was destroyed by the earthquake.
something.
4 He’s bound to win.
Josie Sure, Mark. What is it?
5 You can’t have tried your hardest.
Mark Well, I was sent a link yesterday for an amazing website
6 It’s likely there will be bad weather at the weekend.
- it’s a guy who puts up photos that he takes when he
7 I was given some money by my grandparents.
goes urban exploring. Some of them are just stunning!
8 The president is thought to be doing a good job.
Josie Hang on. Urban exploring? I don’t think I know what that
is. Though I can kind of guess from the words.
Mark Well, right, it’s doing some exploration in towns and
Exercise 6
cities but to places where people don’t usually go. So 1 terrible 2 Poor 3 the consequences 4 don’t act
this guy, for example, he finds a way to get into places 5 a shame 6 vitally important
- I mean, he posted some photos that he took in the
tunnel of an underground railway system, at night, just Exercise 7
breathtaking.
1 Because they thought old films wouldn’t be all that good.
Josie Wow. What else?
2 not very long
Mark Well he also found a way to climb up inside the tower
3 examples of Earth plant life
of a bridge, and from right up at the top of the tower he
4 Lowell is helped by three people and three robots: Huey,
took photos of the bridge down below and the traffic
Dewey and Louie.
going past. A n d .
5 to blow up all the domes
Josie And?
6 to make people on Earth think that all the domes have been
Mark Well, he got into an empty office building at night too,
destroyed
took photos there as well. This guy’s amazing, he just
7 He sends it into space.
goes everywhere. You know, I’m really excited and I think
8 Dewey
it might be something I’d like to do.
Josie Really? I didn’t think you were into stuff like that. And I
mean, isn’t it all a bit dangerous?
Mark Well, yes, but that’s why it’s so exciting. And I’m pretty
keen on photography, well you know that, so it’d be an
opportunity to do some really different stuff.
Josie Can we see the website?
Mark Oh, yeah sure, of course. I’ve got my tablet with me here
somewhere. Hang on a moment while I just ... right,
here we are. See the photos?
Josie Yes, you’re right, they are stunning. Do you think he does
all this on his own?
Mark Well I think so. Let’s have a look if there’s anything about
it further down the page. Ummm ... no, it doesn’t say
anything here about other people so I guess he does
work alone then.
Josie But it does say something else down here Mark ... look.
Mark Oh, right yes. I hadn’t seen that before.
Josie He says ‘I realise that if I get caught doing this, I’m very
likely to be arrested, and that’s why I’m not using my
real name here.’
Mark Right. So maybe I’d better think again.
Josie I think you should. But that doesn’t stop us looking at
these photos - look at this one, it’s out of this world. I
wonder where he was .
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UNIT 1 Exercise 3
2 There are no operators free to take your call at the
Diphthongs: alternative spellings
moment.
Exercise 1 3 Press 1 to leave a message.
/ei/: ate, straight, wait, weight 4 Press 2 if* you wish to speak to an operator.
/ai/: climb, decide, height, high 5 Please don’t shout or scream at the operators.
/эи/: although, hole, know, tiptoe 6 Now please hang up and make yourself a cup of tea.
/au/: allow, how, loud, shout
/ai/: boil, enjoy, join, noise *NB: the other unstressed sound we use is the / i/ phoneme
(e.g. is, if)
UNIT 2
UNIT 6
Phrasal verb stress
Linking words with /&$/ and /t§/
Exercise 1
Exercise 1
The verb’s always stressed when it isn’t part of a phrasal verb.
The phrasal verbs are: 1 don’t 2 did 3 Would 4 Do 5 Could 6 Won’t
1 picked up, 2 turned out, 3 ran into, 4 hang out with, 7 just 8 can’t
5 going through, 6 brings about, 7 put up with
Words linked with a /ё% / sound:
UNIT 3 0 should you; 2 did you; 3 Would you; 4 Do you; 5 Could you;
Words linked with a / tf/ sound:
Adding emphasis 1 don’t you; 6 Won’t you; 7 just you; 8 can’t you.
Exercise 1
1 John gets on so well with his parents.
UNIT 7
2 We had such a fantastic holiday! Intonation: encouraging someone
3 It may not seem like it, but he does like you.
4 I didn’t pass the test - but I did study hard. Exercise 1
5 What a wonderful day - I do love it when the sun’s shining! Uninterested: 3, 5 and 6; Interested: 1, 2 and 4.
UNIT 4 UNIT 8
Pronouncing words with gh Weak forms with conditionals
gh silent: although, brought, caught, daughter, fight, height, In questions 1, 2, 4, 6, and 7 the contractions are pronounced
high, light, straight, thought, through, weigh / k u d э /, / ] ^ э / and / т й э / .
gh pronounced /f/: cough, enough, laugh, tough;
gh pronounced /g/: ghost UNIT 9
Linking: intrusive /w/ and /j/
Exercise 3
a thought - sport; b laugh - half; c enough - stuff; d through Exercise 1
- you; e ghost - toast; f high - buy; g straight - late; h height - 1 Marie(j)always has a solution to(w)everything.
white; i weigh - play; j brought - taught; k daughter - water; 2 Have you(w)eaten yet? Would you like some tea(j)and
lcough - off. biscuits?
3 Do you(w)understand the question? If not, I might be(j)able
UNIT 5 to help you.
4 I’m so(w)upset! We’ve lost another match. Why do
The schwa sound we(j)always lose?
5 If she(j)ever needs a lift she can come with us. We’ve got
Exercise 1
room for two(w)in the back.
1 a 2 the 3 to 4 an 5 or 6 and / of 6 I don’t want to see(j)anotherfilm like that. It was too(w)awful
for words!
7 I(j)asked Ashley to(w)explain her problem to me.
143
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UNIT 10
Linking: omission of the /h/ sound
Exercise 1
Hugo was a hairdresser in a hotel. Harry went to him for a
haircut. Hugo spent an hour cutting Harry’s hair. The haircut
was horrible and Harry wasn’t happy. He decided to be honest
and tell Hugo how he felt. He didn’t want to pay for his haircut.
Hugo was upset because he liked the haircut and he also
wanted his money. In the end, Harry paid him half.
Exercise 3
The two words in the story where the letter h is always silent
Iare hour and honest (there are very few words like this; the
others are honour and heir).
UNIT 11
Stress on modal verbs for speculation
Exercise 1
Likely: 1B, 2A, 3A, 4A, 5A. Unlikely: 1A, 2B, 3B, 4A, 5B.
UNIT 12
Linking and intrusive /r/
Exercise 1
1 I don’t know why they’re(r)angry with us. We didn’t do
anything wrong!
2 Some animals are finding it harder(r)and harder to live on
our planet.
3 From her(r)accent I’d say Ju lie is French.
4 We’re flying into Atlanta(r)airport on our trip to the USA.
5 It’s another(r)awful day - I wish it wasn’t raining again!
6 I’d like to go to Australia(r)and America when I’m older.
7 Hannah(r)always leaves her homework until the last minute.
144

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Student’s Book pages 4-5 Descriptive verbs

1 From California to New Orleans.

2 (SPEAKING Before asking students to work together,

Future plans Future continuous

4 (SPEAKING In open class, say: Going to university is

2 С Й 1.04 Give students two minutes to read the

Optional extension Career paths

2 Tell students they are going to read an article about

Using should Answ ers

2 ( SPEA K ING Working individually, students make

notes on their answers to the questions in Exercise 1.

Negative adjectives Suggested answers

2 Check/clarify get used to by giving an example

Ithe traffic, the time it takes to get to school, the language

3 ISPEAKING Working individually, students think

Answ ers Rule

2 ISP^ AKING Students work with a partner to discuss

the question. Encourage students to think of several LANGUAGE NOTE

Optional extension Answ ers

Mixed-ability Answ ers

2 Divide the class into pairs and ask students to discuss

If necessary, play the audio again, pausing to clarify Fast finishers

I1 to take, eating 2 doing, to tell 3 pretending, to find

2 Books closed. If there is an IWB available in the

3 If you’re short on time, set this exercise for

2 Ask students to read the statements and check

Suggested answers 2 ( SPEAKING Students work with a partner to

3 If you’re short on time, set this exercise for

5 This exercise gives more examples o f which being

Workbook page 18 and page 122

A u d io Script Track 1.12

3 С И 1.12 Ask students to work with a partner to try Answers

Fast finishers 2 Remind students/elicit that we can remove the

PRONUNCIATION Answ ers

2 Students work with a partner to match the phrasal

Reduced relative clauses

4 VOCABULARY Ask students to cover the definitions.

48 1.15 Play the audio while students read and

2 Divide the class into pairs for students to complete

I They are too formal for an email to a friend.

4 Working individually, students make notes in

communicative purpose (were you convinced by A nsw ers

2 ( SPEAKING Point out the use o f Initially and with

Workbook page 28 and page 123

Answ ers I sword and shield - 5 leather jacket - no picture

Student’s Book pages 34-35

answers with a partner before whole-class feedback.

2 If you’re short on time, you can set this exercise for

do and did for emphasis

3 To promote noticing, ask students to fill the gaps, Answ ers

4 This exercise is closely modelled on Reading & Use of

VOCABULARY 1 Books closed. As a lead-in, brainstorm a list o f films

4 This exercise is closely modelled on Reading and

5 Г Н 1.21 Play the audio for students to check their

I 1 am/’m 2 get 3 got 4 get 5 Are 6 weren’t

note of the most common worries and elicit ideas on GRAMMAR

4 If you’re short on time, set this exercise for

3 (SPEAKING Ask students to read the questions and