extracted_text:
Introduction

Spotlight 11 is an English course based on the Common European Framework of
Reference and designed for B2 level students.
Spotlight 11 develops all four skills (listening, speaking, reading and
writing) through a variety of communicative tasks, and systematically recycles
key language items. Above all, it is designed to promote active (activating all
new vocabulary and structures in meaningful, everyday situations), holistic
(encouraging the creative collective use of students’ brains as well  as the
linguistic analytical use of their brains) and humanistic (acquiring and
practising language through pleasant tasks and topics, paying attention to
their needs, feelings and desires) learning.
The coursebook consists of eight modules of nine lessons each. Each
module is designed to be taught in nine 50-minute lessons. Each
module ends with a Spotlight on Exams section as well as a Progress Check
section.
COURSE COMPONENTS
Student’s Book
The Student’s Book is the main component of the course. Each
module is based on a single theme and the topics covered are of general
interest. All modules follow the same basic structure (see Elements of a
Module).
Workbook
The Workbook is in full colour.
The Workbook contains units corresponding to those in the
Student’s Book. It can be used either in class or for homework upon completion
of the relevant unit in the Student’s Book. It aims to consolidate the language
presented in the Student’s Book through a variety of exercises, incorporating
all four skills.
My Language Portfolio
My Language Portfolio contains material to be used in a variety
of tactile tasks throughout the course. This material is printed on pages which
students may then cut out and file in their individual Language Portfolios (see
Students’ Language Portfolios).
Teacher’s Book
The Teacher’s Book contains detailed Teacher’s notes, which
provide:
ñ objectives of each unit in a clear and concise way
ñ step-by-step lesson plans and suggestions on how to present the
material
ñ
a
full Key to the exercises in the Student’s Book
and
Workbook
ñ tapescripts of all listening material
Class Audio CDs
The Class Audio CDs contain all the recorded material which accompanies
the course.
Student’s Audio CD
The Student’s Audio CD contains the recorded dialogues and the
main texts in the Student’s Book, and may be used for the purposes of homework,
preparation and practice.
ELEMENTS OF A MODULE
Each module starts with a module presentation page to
familiarise students with the language and patterns in the module. The module
presentation pages also whet students’ appetites by familiarising them with
some of the text types, pictures and activities found in the coming module.
Each module contains the sections described below.
Vocabulary
Vocabulary is introduced in a functional and meaningful context,
and is practised through a variety of exercises such as picture-word
association and completing set phrases in order to help students use everyday
English correctly. Further Practice is provided in the Word Perfect section at
the back of the book.
Reading
Dialogues
In each module there is a situational dialogue set in an
everyday context in order to familiarise students with natural language. This
dialogue also presents useful expressions so that students can practise
everyday English.
Texts
Throughout each module there is a wide variety of reading texts
such as e-mail, text messages, letters, articles, poems, etc, which allow
skills such as reading for gist and reading for specific information to be
systematically practised.
Grammar
The grammar items taught in each module are first presented in
context, then highlighted and clarified by means of clear, concise theory
boxes. Specific exercises and activities methodically reinforce students’
understanding and mastery of each item. There is a Grammar Reference Section at
the back of the Student’s Book which offers detailed explanation of each
grammar point. Further practice is provided in the Grammar Check section at the
back of the book.
Listening
Students develop their listening skills through a variety of
tasks which employ the vocabulary and grammar practised in the module in
realistic contexts. This reinforces students’ understanding of the language
taught in the module. Many tasks included in the Student’s Book are
multi-sensory, enabling students to practise all four language skills as they
complete the task.
Speaking
Controlled speaking activities have been carefully designed to
allow students guided practice before leading them to less structured speaking
activities.
Pronunciation/Intonation
Pronunciation/Intonation activities help students to recognise
the various sounds of the English language, distinguish between them and
reproduce them correctly.
Everyday English
These sections provide practice in real-life communication
skills and promote active learning. Standard expressions and language
structures associated with realistic situations are presented through everyday
situations and students are given the opportunity to fully activate the
language taught.
Songs
There are song sheets at the back of the Student’s Book
containing songs connected to the theme of the modules as well as related
tasks. Listening to lively, high quality songs is a humanistic activity which
lowers the students’ affective filters and allows them to absorb language more
easily.
Games
These sections use the format of a team competition to
consolidate the learning of vocabulary, expressions and grammar presented in
the module. Games enable students to use new language in an enjoyable way and
promote humanistic learning.
Study Skills
Brief tips, explanations and reminders, at various points
throughout each module, help students to develop strategies which improve
holistic learning skills and enable students to become autonomous learners of
the English language.
Writing
In the fifth lesson of each module, students develop their
writing skills through the use of all four language skills.
Guided practice of the relevant vocabulary is given and
consolidated and followed by a model text which is thoroughly analysed.
Further Writing Practice
There are writing activities throughout the modules, based on
realistic types and styles of writing, such as letters, descriptions, notes,
postcards and articles.
Culture Corner section
In these interesting and informative pages, students are
provided with cultural information and read about aspects of English speaking
countries which are thematically linked to the module. The section also
contains related tasks and creative projects, which give students the chance to
process the information they have learnt and compare it to the culture of their
own country.
Literature section
This section enables students to familiarise themselves with
literature extracts from various authors in English.
Across the Curriculum section
This section enables students to link the theme of the module to
a subject on their school curriculum, thus helping them to contextualise the
language they have learnt by relating it to their own personal frame of
reference. These units contain lively and creative tasks which stimulate students
and allow them to consolidate the language they have learnt throughout the
module.
Going Green section
Through a variety of reading texts, these pages raise students’
awareness of environmental issues.
Progress Check
These sections appear at the end of each module, and reinforce
students’ understanding of the topics, vocabulary and structures that have been
presented. A marking scheme allows students to evaluate their own progress and
identify their strengths and weaknesses.
SUGGESTED
TEACHING TECHNIQUES
A ― Presenting new vocabulary
Much of the new vocabulary in Spotlight 11 is presented
through pictures, or by encouraging students to refer to the Word List or their
dictionaries. Vocabulary is always presented in context, and emphasis is placed
on collocations, phrasal verbs, idioms and word association, since memorising
new words is easier when they are presented in lexical sets.
Further techniques that you may use to introduce new vocabulary
include:
ñ Miming. Mime the word to be introduced. For instance, to present sing,
pretend you are singing and ask students to guess the meaning of the word.
ñ Synonyms, opposites, paraphrasing and giving definitions. Examples:
–
Present
store by giving a synonym: A store is a shop.
–
Present
tall by giving its opposite: He isn’t short, he’s tall.
–
Present
weekend by paraphrasing it: I don’t work at the weekend. I don’t work
on Saturday and Sunday.
–
Present
garage by giving a definition: A garage is the place next to the
house where we put our car.
ñ Context. Place vocabulary items in context with examples which make
understanding easier and more complete. For instance, introduce the words city
and town by referring to a city and a town in the students’ own
country: Moscow is a city, but Suzdal is a town.
ñ Visual prompts. Show photographs or drawings to make understanding easier.
ñ Use of (bilingual/monolingual) dictionary. Encourage students
to guess the meaning of a word, then use their dictionaries to check if their
guess is correct.
ñ Sketching. Draw a simple sketch on the board to illustrate the word(s) to
be explained. For instance:
tall
short
ñ Flashcards. Make Flashcards out of magazine or newspaper pictures,
photographs, ready drawings and any other visual material which may serve as
vocabulary teaching tools.
ñ Use of L1. In a monolingual class, vocabulary can be explained in the
students’ mother tongue, although this method should be used only in
moderation. Students also need to compare their mother tongue to the English
language to find similarities and/or differences.
The choice of technique depends on the type of word or
expression. For example, it may be easier to describe an action verb through
miming, and not through a synonym or definition.
B  ― Writing
All writing tasks in Spotlight 11 have been carefully
designed to guide students to produce a successful piece of writing.
ñ Always read the model text provided and deal in detail with the
vocabulary tasks. Students will then have acquired the language necessary to
cope with the final writing task.
ñ Make sure that students understand they are writing for a
purpose. Go through the writing task in detail so that students are fully aware
of why they are writing and who they are writing to. ñ It would be
advisable to complete the task orally in class before assigning it as written
homework. Students will then feel more confident about producing a complete
piece of writing on their own.
C  ― Assigning
homework
It is recommended that homework is regularly assigned and
routinely checked according to the specific needs of the class.
When assigning writing tasks, prepare students as well as
possible in advance. This will help them avoid errors and get maximum benefit
from the task.
Commonly assigned homework tasks include: ñ Vocabulary. Students memorise
the meaning of words and phrases.
ñ Spelling. Students learn the spelling of particular words without
memorising the text in which they appear.
ñ Reading aloud. Assisted by the Student’s CD, students practise at home in
preparation for reading aloud in class.
ñ Writing. After thorough preparation in class, students are asked to
produce a complete piece of writing.
D ― Correcting students’ work
All learners make errors; they are part of the process of
learning. The way errors are dealt with depends on the activity.
ñ Oral accuracy. In drill work correct students on the spot, either by providing
the correct answer and asking them to repeat it, or by indicating the error but
allowing students to correct it.
Alternatively, indicate the error and ask other students to
correct it.
ñ Oral fluency. In pairwork or free speaking activities allow students to finish
the task without interruption, but make a note of the errors made and correct
them afterwards.
ñ Written work. Do not over-correct; focus on errors that are directly related
to the point of the exercise. When giving feedback you may write the most
common errors on the board and help the class to correct them.
Remember that praising students and rewarding good work is of
great importance. Post written work on a notice board in the classroom or
school, or give ‘reward’ stickers. Praise effort as well as success.
E  ― Class
organisationñ Open pairs. The class focuses its attention on two students doing the
assigned task together. Use this technique to provide an example of how the
task should be done.
ñ Closed pairs. Pairs of students work together on a task or activity, while the
teacher moves around the classroom offering assistance and suggestions. Ensure
the task is clearly understood before closed pairwork begins.
Stages in pairwork:
–  Organise students
into pairs
–  Set the task and
time limit
–  Rehearse the task
in open pairs
–  Ask students to do
the task in closed pairs
–  Go around the class
and help students
–  Pairs report back
to the class ñ Groupwork. Groups of three or more students work together on a task or
activity. Class projects or role play are often most easily done in groups.
Again, ensure students clearly understand the task in advance.
ñ Rolling questions. A student answers a question, then proceeds to ask a question
directed at the next student in turn. This continues around the class.
F  ― Using the
Student’s Audio CD
All
dialogues and texts in the Culture Corner and
Extensive Reading sections are recorded on the Student’s
Cassette or CD. Students have the chance to listen to these recordings at home
as many times as they want in order to improve their pronunciation and
intonation. The suggested stages of such self-access study are:
ñ The student listens to the recording and follows the lines in
the text or dialogue.
ñ The student listens to the recording with pauses after each
sentence or exchange. The student repeats as many times as needed, trying to
imitate the speaker’s pronunciation and intonation.
ñ The student listens to the recording again, then reads aloud.
STUDENTS’ LANGUAGE PORTFOLIOS
At the beginning of the course, students should be asked to
obtain a suitable folder, or sectioned document wallet, which they will bring
to each lesson and which will hold their personal Language Portfolio.
This will be used to store not only the material cut out of the
printed supplement, My Language Portfolio, but also a wide variety of
other documents and material.
In practice, Language Portfolios may include projects or other
written work; computer diskettes with work or drawings completed inside or outside
the class; video cassettes with the students’ favourite story, filmed
performances of songs, school plays, Evaluation Sheets and reports from
teachers, various realia or pictures and so on. In short, it is a collection of
what the learners want to keep as evidence of what they are learning through
the medium of the English language. This Language Portfolio is the student’s
property. It is a tool to accompany the students’ language learning throughout
the course and is suitable for documenting their learning both inside and
outside the classroom. The main emphasis is on the process of learning, so that
while compiling their Language Portfolios, learners develop the skill of
working independently.
The aim of the Language Portfolio is to develop the learners’
autonomy. However, they should be guided at first on how to organise their
work, keep records, access their own information, etc. Learners are usually
willing to experiment and try new things, but at the same time, can be
discouraged if they are not sure what is required of them. Once a routine has
been established and learners begin to develop their autonomy, they can be
given more responsibility and freedom. Learners will still appreciate feedback
and appraisal though, so it is important that their efforts are monitored and
facilitated.
First Steps
It is suggested that work on the Language Portfolio is started a
few weeks into the course once students have made some progress in the English
Language. At this level a letter can be sent home to parents to inform them
that the students will need a folder, plastic envelopes, etc. At the beginning
of the first session, ask the students to turn to page three of their Language
Portfolio. Go through the letter together, making sure that the students have a
thorough understanding of the concept of the Language Portfolio. Encourage them
to ask questions about anything they do not understand. Then give the students
some time to arrange their Language Portfolio. Go around, providing any
necessary help.
Once the students have arranged their Language Portfolio, go
through each page together, commenting on the layout and pictures, and giving a
brief explanation of the content of each page. Spend some time going through
the Language Biography section, providing any necessary help. Once this
has been completed, encourage the students to do the activities in the Dossier
section.
How to approach each section
I)
Language Passport
Read out the introductory paragraph as the students follow
silently. Answer any questions they may have. Each time they are given
something for this section, remind them to make a record and file it in the
appropriate section of their Language Portfolio.
II)   Language Biography
Spend some time on each section, making sure the students know
what is required of them. Here is a brief explanation of the rationale of each
section:
–    All about me: Students fill in
their personal information and record their exposure to the English language.
–    How I learn: Go through the
section along with students, providing any necessary help. The purpose of this
section is for both students and teacher to be able to determine each student’s
individual learning style (i.e. visual, auditory, tactile/kinaesthetic) and
needs.
–    My World of
English: By updating the record, students get a sense of achievement in
the target language.
–    Now I can: Students have the
opportunity to assess their own learning. If a student moves to a new school
his/her teacher will also be able to gauge this student’s level.
–    Future Plans: Students record
their intentions and ambitions concerning their improvement in the target
language.
III)  Dossier
The activities have been designed to reinforce the language
covered in each module. They can be done upon completion of each module or at a
time convenient to the teacher, provided that students have covered the
corresponding module.
It is suggested that teachers participate in the activities by
bringing in a completed version of an activity to be presented. Students need
to be motivated and inspired, and the following is a suggestion on how to
approach each activity. Every time students present an activity, give them due
praise and attention, reward them with stickers, etc. In general, make them
feel that they have done something special; in this way, all the class will be
encouraged to do likewise.
TYPES OF LEARNING STYLES
Experienced teachers will be aware that some of their students
learn best by listening to new information, some prefer to read about it,
whereas other students need to do something with the new information. There is
no absolute ‘best’ method of learning; these are all valid learning styles, as
different people learn in different ways. Consequently, a coursebook should
offer a variety of exercises and material which stimulate all types of learning
style in order to help the learners learn according to their personal learning
styles.
ñ Visual Learners need to see the teacher’s body language and facial expression to
fully understand the content of the lesson. They think in pictures and learn
best from visual displays, including diagrams, illustrations, transparencies,
videos, flashcards and handouts.
ñ Auditory Learners learn best through verbal explanations, discussions, talking
things through and listening to what others have to say. Written information
may have little meaning until it is heard. They often benefit from reading a
text aloud and using a tape recorder.
ñ Tactile/Kinaesthetic Learners learn best through a hands-on
approach, actively exploring the physical world around them. They may find it
hard to sit still for long periods and may become distracted by their need for
activity and exploration. These learners express themselves through movement.
They have a good sense of balance and hand-eye coordination. By interacting
with the space around them, they are able to remember and process information.
Involve them in role play, pairwork and other classroom activities.
ABBREVIATIONS
The
following abbreviations are used in the Student’s Book and Teacher’s Notes:

T

teacher

S(s)

student(s)

HW

homework

L1

students’ mother tongue

Ex.

exercise

p(p).

page(s)

e.g.

for example

i.e.

that is

etc

et cetera

sb

somebody

sth

something

Before you start …
Direct Ss’ attention to
the title of the module, Relationships. Explain that in this module they
will learn about families, relatives and relationships as well as how to
describe people’s appearance, personality and behaviour.
Look at Module 1
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows and what they think the unit
might be about).

Suggested
  Answer Key
Focus
  Ss’ attention on picture 1.
T: What page is picture
  1 from?
S1:
  It’s from page 10.
T: What can you see in
  picture 1?
S2:
  A couple with their family.
T: What do you think
  this section will be about?
S1:
  Probably about how people get on with
members of their family.
  etc
Pic
  2 (p. 23)
What
  does this picture show? Are there lots of trees in your neighbourhood? Why is
  it good to have trees around us? Have you ever planted trees or flowers?
  Where?
Pic
  3 (p. 24)
What can you see in the
  picture? Which city do you think it is? What are the advantages/disadvantages
  of living in a big city? Which big cities have you visited?
Pic
  4 (p. 25)
Who is this a picture of? What is she famous for?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key a letter (p. 14)
(a
  long note to a friend) Who is this letter from?
What is the letter about? Who is it written for?

Relationships

an extract from a tale (p. 16)
(a tale
is a story, often about magic or exciting events) What is the title of the
tale? What do you think it will be about? Who wrote it? When was it written?
a pie chart (p. 21)
(a pie
chart is a graph in the form of a circle in which relative quantities are shown
by the different sizes of the sectors) What do the pie charts show? What do
they tell us about Britain?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section seems to be about authors, books and literature extracts. This one
(pp. 16-17) is about Oscar Wilde and an extract from one of his tales The
Devoted Friend.
The Culture
Corner (p. 21) contains an article about multicultural Britain.
The Across
the Curriculum section (p. 22) looks at how different families lived during
Victorian times.
The Going
Green section looks at different green issues. This particular one (p. 23)
is about how we can make our neighbourhood cleaner and greener.

Listen, read and talk about …/Learn how
to …/ Practise …/Write/Make …
Select Ss to read through
the list of items that will be covered in the module. Ask questions and give
examples as appropriate. If necessary, explain any new vocabulary. Ask Ss to go
through the list and put a tick next to the items that they think they know or
can do, a cross next to the ones they don’t know or are nor sure about, and a
star next to the ones they think will be the most useful. Select Ss to report
each item they have ticked or put a star next to.
            1 a       Reading Skills
Objectives
Vocabulary: families
Reading: an article about families in various parts of the world
(multiple matching)
Skills ―scanning
―reading for
specific information
Speaking: giving information about your family
Writing: a short text about your family
1     Focus ➤ Imagining a scene
ñ Ask Ss to close their eyes and imagine that they are at home on
a cold winter’s evening as they listen to the recording.
ñ Select individual students to describe what they imagined. Encourage
them to describe all of their senses.
(Ss’ own answers)
Reading
2
Focus ➤ Reading for specific information ñ Explain to Ss that
they are about to learn about families in different parts of the world. Play
the recording to Ss and ask them to follow the text on pp.10-11.
ñ Allow Ss some time to reread the text and answer the questions.
ñ Check Ss’ answers around the class.

Answer
Key
1    Takumi (Japan)
2    Cheung (China), Aalia (Jordan), Takumi (Japan)
3    Cheung (China), Natasha (Russia)
4    Aalia (Jordan)
5    Thomas (England)
6    Natasha (Russia)

3
Focus ➤ Matching synonyms
ñ Focus Ss’ attention on the vocabulary in the exercise and check
comprehension.
ñ Explain the task and allow Ss time to match the words and their
meanings.
ñ Ask individual Ss to share their answers to
correct with the class.

Answer Key cultural traditions ― customs  policy ― scheme honour ―
good reputation elders ― seniors only child ― no
brothers or sisters dull ― boring dropped ― become
less takes priority ― is the most important thing stroll ―
walk remain ― continue to be maternal ― mother’s hierarchy
― ranking concept ― idea support ― help obey
― comply with

Vocabulary
4 a) Focus ➤ Providing male/female
equivalents ñ Complete item 1 together as a class and then allow Ss time to
complete the rest of the task individually.
ñ Ss check their answers using dictionaries.

Answer Key
1
  stepmother

6
  granddaughter

2
  sister-in-law

7
  great-grandmother

3 niece

8
  ex-wife

4
  half-brother

9
  widower

5
  father-in-law

10 twin brother

b) Focus ➤ Finding out who your partner is related to ñ Ask Ss to work in
pairs and explain the task. ñ Monitor the task.
(Ss’ own answers)
1a      Reading
Skills
5    Focus ➤ Practising vocabulary ñ Focus Ss’ attention
on the sentences and the vocabulary items in brackets. Explain/Elicit the
difference in their meanings.
ñ Ss work in pairs to select the correct answers. ñ Check Ss’ answers
around the class.

Answer
Key
1    marriage, wedding
2    immediate, extended
3    elderly, old
4    relations, generations
5    relatives, ancestors
6    nuclear, single parent

6    Focus ➤ Practising vocabulary to
describe people
ñ Explain the task and ask Ss to complete it individually. ñ Check Ss’ answers.

Answer Key
1
  engaged, married

5 widow

2
  separated

6 foster

3
  single

7 in-laws

4 get,
  divorced

8 stepmother

Speaking
7 Focus ➤ Speaking about your family
ñ Brainstorm questions
we can ask people about their family and write them up on the board. Then
direct Ss’ attention to the list of questions given in the task and compare.
ñ Ss work in pairs and take it in turns to ask/
answer questions. Monitor the activity.

Suggested
Answer Key
S1:  Who’s in you immediate family?
S2: My
parents, two brothers and myself.
S2: Who’s
in your extended family?
S1:
I have five aunts, three uncles, five cousins and my grandparents. etc

Writing
8 Focus ➤ Writing a short text about
your family for a magazine ñ Ss read the rubric. Check comprehension by asking Ss: What
are you going to write? ( a short text) What will it be about? (your family)?
ñ Allow Ss time to
complete their texts. Select
some Ss to read out their
writing to the class.

Suggested
Answer Key
My Family
My
immediate family consists of my mother, my father and my baby brother. My
grandparents live in another part of the country so I don’t get to see them
very much. I get on well with my parents and they encourage me to express
myself. They say that my life is my own and that I have to take responsibility
for the choices I make. I wouldn’t want to live without my family as they are
the centre of my life.

Words of Wisdom
ñ Write the quotation by Durant on the board. ñ Arrange Ss in groups
of 5 or 6 to discuss. Monitor the activity. ñ
A spokesperson from each group reports back to the
class.
(Ss’ own answers)

1 Listening & Speaking Skills

b
Objectives
Vocabulary: relationships; idioms related to people
Listening: filling in a form
Skill ― listening
for specific information
Reading: a dialogue (comprehension questions)
Skill ― reading for
specific information
Speaking: making a complaint, apologising
Writing: about relationships
Vocabulary
1     Focus ➤ Describing pictures of people
ñ Ask Ss to look at the pictures and ask: Who do we see in the
pictures? Where are they and what are they doing? How are the people related?
ñ Allow Ss a few minutes to discuss in pairs and then invite a few
pairs to report back to the class.

Suggested
Answer Key
In the
first picture we can see five people around a table ― two children and
three adults. They are in someone’s house. It looks like it is the girl or
boy’s birthday as there are presents in front of them. I think the boy and girl
are brother and sister and their parents and grandmother are with them. In the
second picture there are also five people ― three children and two
adults. They are standing outside someone’s house and talking. One of the boys,
a girl and a man are standing on one side of the fence; the woman and the other
boy are on the other side. I think they are two different families and that
they are neighbours. In picture three we can see two young people – a girl and
a boy. They sitting outside in a park. The girl is looking at the boy. Maybe
she is trying to talk to him but he is looking away. Maybe they are boyfriend
and girlfriend.

2
Focus ➤ Choosing the correct word
ñ Complete item 1 together as a class, then allow Ss some time to
complete the rest of the task individually.
ñ Ss check their answers using their Word List.

Answer Key
1
  interfering, concern

9
  relationship,

2
  picking, make

have

3 gets

10 makes, breaks

4
  showing

11 let

5
  typical, blame

12 relies

6
  pleased

13 approve

7
  popular

14 object

8
  takes, close

15 know, say, keep

3
Focus ➤ Discussing relationships ñ
Direct Ss’ attention to the language boxes. Explain that there
are many different ways to describe our relationships with people ― some
of it positive (the blue box) and some negative (the yellow box).
ñ Select a pair of Ss to read the example exchange.
ñ Ss work in pairs, describing their relationships with family
members, friends and neighbours. Remind Ss to use ideas from Ex. 2. Monitor the
activity.

Suggested
Answer Key
S1:
I think a lot of my grandmother who died three years ago. She was very special
to me.
S2:
I’m not very close to my grandparents as they live far away.
S1:
I have a really good relationship with my little sister.
S2:
My brother and I often don’t see eye to eye and constantly argue. etc

1b Listening
& Speaking Skills
Listening
4 Focus ➤ Listening for specific
information ñ Direct Ss’ attention to the form. Elicit what it is for (to
record a complaint made by a member of the public about a neighbour) and
explain what a 24-hour Help line is (a number you can call at any time of
day or night to get help with a problem).
ñ Play the recording. Ss listen and fill in the gaps.
ñ Check Ss’ answers.

Answer Key
1
  Smythe

4 3

2
  visitors

5 diary

3
  rubbish

6 the police

TAPESCRIPT
Volunteer: Hello. ‘Neighbours From Hell’ help line.
Who’s calling, please?
Woman: My name is Mary Smythe.
Volunteer: Mary Smith?
Woman: No, Smythe. It’s S-M-Y-T-H-E.
Volunteer: Ok, Mrs. Smythe. How may I help you? Woman: Well,
I’ve been having some serious problems with my new neighbours and I just don’t
know what to do.
Volunteer: What kind of problems?
Woman: Well, my main complaint is that they are so noisy. They play
their music full blast and always have lots of visitors coming round to their
house and making a lot of noise. There is so much noise that I can’t sleep at
night, and I can’t work during the day. I can’t even watch TV quietly in my own
home!
Volunteer: I see. Any other complaints?
Woman: Unfortunately, yes. Lots of rubbish has also appeared in my back
garden recently. I’m sure they have been throwing it there. It looks so untidy!
What can I do?
Volunteer: How long as this been going on?
Woman: For about three months now.
Volunteer: Have you tried talking to them and explaining how you feel?
Woman: Yes, I spoke to them the first week they moved in and explained
that this was a quiet neighbourhood, but they just laughed.
Volunteer: Well then, I suggest you do the following. Write down the dates,
times and causes of the noise and any other trouble in a diary.  If you can’t
resolve the problem in a friendly way, you may need to involve the police and the
more information you have, the better.
Woman: Ok. I’ll start doing
that right away. Volunteer: And please call us any time. We are
there to support and help in any way we can. Woman: Thank you
very much.
Everyday English
5     Focus ➤ Acting out exchanges
ñ Brainstorm with Ss some of the problems people can have with
their neighbours. Write them on the board.
ñ Read through the language boxes for making a
complaint/apologising. Invite a pair of Ss to read the example exchange.
ñ Ss practice acting out exchanges in pairs. Monitor the activity.
Invite some pairs to reenact their exchanges to the class.

Suggested
Answer Key
S1:
Do you think you could do something about the children making so much noise in
the early morning?
S2:
I’m really sorry. We’ll try to do something about it.
S2:
I was wondering if you could stop your dog from digging up my plants.
S1: Oh I
do apologise. It won’t happen again. etc

Reading
6 Focus ➤ Reading for specific information ñ Ask Ss to read the
questions.
ñ Play the recording. Ss listen and follow the text in Ex. 6.
ñ Allow a few minutes for Ss to answer the questions individually.
ñ Select individual Ss
to read out their answers. ñ Ss explain the underlined phrases. Ask Ss to infer meaning from
the context first and then check in their dictionaries.

Listening & Speaking Skills 1b

Answer
Key
1    John is Phil’s new neighbour.
2    John has been having problems sleepingbecause of Phil’s loud
music/the noise coming from Phil’s house.
3    to make less noise in future4 Phil

Suggested
Answer Key
I’m on my way: I’m
going have a quick word: speak briefly going on: happening keep
it down: make less noise

Speaking
7     Focus ➤ Acting out a dialogue
ñ Tell Ss to imagine that they have a problem with a new
neighbour.
ñ In pairs Ss act out their dialogues, using the dialogue in Ex. 6
as a model. Write the dialogue plan on the board to help Ss.

ñ Ss record their dialogues. Play a few dialogues to the class.

Suggested
Answer Key
A:
Hi, I’m Paula Jenkins from next door. I don’t think we’ve met yet.
B:
Oh, hi. I’m Carla. Pleased to meet you. Would you like to come in?
A:
Oh, no thanks. I’m on my way to town. I just wondered if I could have a quick
word.
B: Sure,
go ahead.
A:
Well, it’s just that your dog has been coming into my garden and has dug up a
few of my plants.
B:
Oh dear, I’m sorry. I’ll make sure that he stays at home in future.
A: Thanks
so much, Carla, I appreciate that.
B:
You’re welcome! Oh, by the way, I’m going to a dog show this weekend! You could
come too!
A: Oh,
err.. well, Ok then. That would be fun!

Say it right
8 Focus ➤ Listening for specific
information ñ Direct Ss’ attention to the list of exchanges.
ñ Elicit/explain the meaning of any new vocabulary. Explain the
task. Ss complete the task. ñ Play the recording for Ss to check their answers. ñ Play the recording
again with pauses.
ñ Ask various pairs to repeat the exchanges following the
intonation patterns in the recording.

Answer Key
1 a             2 b

3 b

4

a

Idioms
9 Focus ➤ Learning idioms ñ Read out the rubric
and allow Ss time to complete the idioms, using their Word List. ñ Check Ss’ answers.
Elicit/explain what the idioms mean. Elicit from Ss whether there are similar
expressions in their language.
1b Listening
& Speaking Skills

Suggested
  Answer Key
Friends
  are people we choose to be close to. They are people we get on well with.
  They usually have the same interests as us. Friends may live far away from
  you and so you have to make an effort to keep in touch with them. Family
  members, on the other hand, live in the same house as you and may be totally
  different from you!

Answer Key
1 blood

3 black sheep

2
  trousers

4 apple

10 Focus ➤ Writing about
relationships ñ Explain the task. Allow Ss exactly three minutes to write on the
topic.
ñ Ss check their partner’s writing.

13    have been looking
14    have not found
15    get (future meaning)
ñ Present simple is used
  for facts and permanent states; general truths and laws of nature; habits and
  routines; timetables and programmes; feelings and emotions.
ñ Present continuous is
  used for actions taking place at or around the moment of speaking; temporary
  situations; fixed arrangements in the near future; currently changing and
  developing situations; with adverbs such as always to express anger or
  irritation.
ñ Present perfect is used
  for an action that happened in an unstated time in the past; an action that
  started in the past and continues up to the present, especially with stative
  verbs; a recently completed action; personal experiences or changes.
ñ Present perfect continuous is used to emphasise the duration of an action that started in
  the past and continues up to the present.
The present
  simple tense can be used with a future meaning. Present simple is
  used for timetables and programmes (e.g. My lectures at the university start
  next Tuesday).

Answer
  Key
1
  have been
2
  seems
3
  like
4
  feel
5
  rushes/is rushing
6
  always get/am always
  getting
7
  is getting
8
  start (future meaning)
9
  am staying10 has helped
11    really enjoy
12
  chat

ñ Explain the task,
reminding Ss of the basic rules for using the present tenses. Ask Ss to refer
to the Grammar Reference section if they require further assistance. Ss
complete the task individually. ñ Check answers with the class.

2
Focus ➤ Practising present tenses ñ
Do the first item as an example.
ñ Ss complete the task individually and then compare answers with
a partner. ñ Check answers with the class.

Answer
  Key
1    A: are you smelling (action)
B: smells (state)
2    A: am seeing (action)
B: see (state)
3
  A: are looking
  (action)   B: looks (state)
4
  A: are thinking (action)
  B: think (state)
5    A: is (state)
B: is being (action)
Actions
  are thinks that are happening at the
  moment of speaking and are described using the present continuous tense
  (this tense can also be used for fixed arrangements e.g. 2A: I am seeing my
  niece tonight).
States describe how something/someone is at the moment of speaking
  (e.g. 1B: It smells wonderful) or what something/someone is usually like
  (e.g. 5A: He is usually so cheerful) and are described using the present
  simple tense.

3
Focus ➤ Reviewing future tenses
ñ Review with the Ss when it is appropriate to use future simple,
future continuous, future perfect and other tenses with future meaning. Offer
examples if necessary.
ñ Ss complete the task. Remind Ss to explain the uses of each. ñ Check Ss’ answers.

Answer
Key
1    are going to trip over (Are going to for a prediction
based on what we can see)
2    is starting (present continuous for a fixed arrangement)

                                 Grammar in Use        1c

3    will have finished (future perfect for an action that
will have been completed by a fixed time in the future)
4    won’t be late (future simple for a promise)
5    will be lying (future continuous for an action that will
be happening at a stated time in the future)
6    will come (future simple for a decision made at the
moment of speaking)had bee
7    will make (future simple for a prediction based on what
we believe)
8    are visiting (present continuous for a fixed arrangement)
9    will be working (future continuous to emphasise the
duration of an action that will be completed by a stated future time)

4
a) Focus ➤ Reading about future
events
Read the example
sentences with Ss around the class. Explain that they express different kinds
of future events, some more formal/ certain or nearer in the future than
others. Ask Ss to provide similar examples of their own using the language
presented.

Suggested
Answer Key
I think
she is about to cry.
Karen is
on the point of going to the police if her neighbours don’t stop making noise.
The film
is certain to be a success. Her baby is due in January.

b) Focus ➤ Completing a text using new
vocabulary
ñ Explain the task. Allow Ss a few minutes to complete it
individually. ñ Ss compare answers with a partner.

Answer Key
1    on the point of

4 bound to

2    are to
3
  is due to

5 are about to

1c      Grammar
in Use
       5   Focus ➤ Reviewing past tenses
ñ Review with the Ss when it is appropriate to use the various
forms of the past tense.  Offer examples if necessary.
ñ Ss complete the task. Remind Ss to explain their choices.
ñ Check Ss’ answers.

Answer
  Key
1    A: happened (past simple)
B: was walking (past continuous), stole (past simple)
2    A: Did you go (past simple)
B: had been working (past perfect continuous), stayed (past
  simple), watched (past simple)
3    A: Did you see (past simple)
B: had already left (past perfect), woke (past simple)
4
  A: were you running
  (past continuous), saw (past simple)
B: had been chatting (past perfect continuous), realised (past
  simple)
5    A: called (past simple)
B: didn’t hear (past
  simple)
Past
  simple is used for an action
  completed at a stated time in the past.
Past
  continuous is used for an action
  that was happening in the past and was interrupted by another action.
Past
  perfect is used for an action
  that happened in the past before another past action.
Past
  perfect continuous is used
  to emphasise the duration of a past action that happened before another
  action.

Speaking
6   Focus ➤ Composing sentences using time expressions
ñ Divide the class into teams of four/five Ss. Ask one student
from each group to be the ‘scribe’ for the group.
ñ Explain the task, drawing Ss’ attention to the time expressions.
If necessary check their meanings using Ss’ L1.
ñ Set a time limit of 8 minutes for Ss to write their sentences.
Check which team has the most correct answers. The winning team reads out their
sentences to the class.

Suggested
Answer Key
I have
not spoken yet with my teacher about the exam as she was sick today. You still
have time to talk to her before we must leave.
They have
already notified all the applicants of their acceptance.
They had
been waiting for two hours before we arrived.
She
started teaching at the school five years ago.
I am
going to a friend’s house after school today.
Now is not a good time to
talk. She is talking on the phone at the moment, can I take a message?
The
children had been playing in the garden for a long time, so they were very
tired.
They have
known each other since primary school.

7 a) Focus ➤ Matching sentences and
their meanings ñ Instruct Ss to close their books.
ñ Write the following sentences on the board and draw Ss’
attention to the different structures. Check their meanings using Ss’ L1.
I’m getting used to the cold, wet weather in England. (an action in progress now)
I’ve been jogging for so
long that I’m used to getting regular exercise. (an action that has
become a habit)
I used to like eating fish but I don’t any more. (a past state that is no
longer true) As a child I would always look forward to my birthday.(a
repeated action in the past)
ñ Ask Ss to match the sentences in Ex. 7a with their meanings. ñ Check Ss’ answers.

Answer Key
1 c            2   a

3

d

4

b

b)    Focus ➤ Consolidating the use of used
to, be/get used to and would ñ Allow Ss time to fill
in the gaps and compare answers with a partner.
ñ Select a S to read out the text to the class.

Answer
  Key
1 used to

6
  would/used to

2 used to

7
  wasn’t used to

3 would

8 got
  used to

4    used to
5
  would

9 got
  used to

c)
Focus ➤ Talking about personal
experiences in the past
ñ Read out the rubric. Ask Ss to discuss the topic in groups of 3
or 4. ñ Monitor the activity, checking Ss’ use of the
structures.

Suggested
Answer Key
I used to
visit my grandparent cottage by the sea.
I used to
spend all day at the beach. I would hunt for seashell to make a collection.
Some days
I used to play chess with my grandfather.
We used
to go often to the town nearby for an evening stroll. etc

                                    Grammar in Use        1c
8       Focus ➤ Practising dependent
prepositions ñ Explain the task. Ss work individually. ñ Ss check their
answers using Appendix 1.

Answer Key
1 to           2 for

3 of

4 to   5 about

9       Focus ➤ Phrasal verbs (come)
ñ Explain the task. Ss work individually. ñ Ss check their
answers using Appendix 2.

Answer Key
1 across          3 down with

5 up with

2 over            4   over

6   into

10    Focus ➤ Practising sentence
transformations ñ Read out the rubric, stressing that the second sentence must
have the same meaning as the first and that Ss must not use more than five
words.
ñ Do the first item with Ss. Ss complete the task individually. ñ Check Ss’ answers on
the board.

Answer Key
1 used
  to be a fast

4 can’t get used to

2    long ago did they
3
  is due (to arrive)

5 is sure to get

1   Focus ➤ Reading for specific
information
ñ Ask Ss to look at the picture and the title. Elicit ideas from
the Ss about the content.
ñ Ss read the biography and check their predictions.

Suggested
Answer Key
The title
of the story is ‘The Devoted Friend’, so I think the story is about a very good
friend. In the picture we can see two people – one fat and one thin. The thin
one is giving the fat one some vegetables/flowers. I think that no matter how
little you have, it is good to share it with other people. True friendship asks
for nothing in return.

2
Focus ➤ Reading for specific information
Explain the task. Allow Ss
two or three minutes to silently read the first paragraph and answer the
question.

Suggested
Answer Key
No, I
don’t think he was a devoted friend. He always took things from little Hans and
gave nothing to him.

3
Focus ➤ Reading for detailed comprehension ñ Read through
sentences A-H with Ss and explain that they have been left out of the text and
must be put back into their appropriate position but there is one extra
sentence they will not need to use.
ñ Ss read the entire text again and complete the task. Remind Ss
to read the text one more time to ensure that their answers are correct. ñ Ss listen to the
recording and check their
answers.

Answer Key
1     E        3   H

5

B

7

D

2     A        4   C

6

G

4
Focus ➤ Matching vocabulary
ñ Read through the vocabulary in Ex. 4 and elicit their meanings.
ñ Ss match the words with the words in bold in the text.
ñ Ss check their answers using dictionaries.

Answer Key devoted ―
dedicated plucking ― picking noble ― morally good in
return ― back lasts ― continues bothered ―
troubled envious ― jealous spoil ― ruin temptations
― lures on credit ― by instalments drowsy ―
sleepy finer ― better sternly ― seriously ashamed ―
embarrassed scarlet ― bright red

5   Focus ➤ Understanding verbal irony
ñ Select a S to read the theory box to the class. ñ Explain the task and
set a time limit of 8-10 minutes for Ss to find examples. ñ Ss share ideas with
the class.

Answer
Key
… the most devoted friend of all was big Hugh the Millar. (lines
1-2)
… so devoted was the rich miller to little Hans, … .(lines 2-3)
“Real
friends should have everything in common,” (line 7)
… and felt very proud of having a friend with such noble ideas.
(lines8-9)
..nothing
gave him greater pleasure than to listen to all the wonderful things the Miller
used to say about the unselfishness of true friendship. (lines 14-16)
… and he will be able to give me a large basket of primroses and
that will make him so happy. (lines 28-29)
“It is
quite a treat to hear you talk about friendship.” (line 32)
“You are
certainly very thoughtful about others …, very thoughtful indeed. (lines 30-32)
“I am sure the clergyman himself could not say such beautiful things as you do.
(lines 33-34) “I am his best friend, and I will always watch over him, and see
that he is not led into any temptations.” (lines 43-45)
“How well
you talk!” (line 49)
“Lots of
people act well, … “but very few people talk well, which shows that talking is
much the more difficult thing of the two, and much the finer thing also;”
(lines 51-53)

6   Focus ➤ Describing the characters in the story
ñ Write up the adjectives to describe the characters on the board.
Explain/Elicit what they mean.
ñ Explain the task. Ss work in pairs. Remind Ss to provide reasons
for their answers. ñ Check Ss’ answers around the class.

Answer
Key
Hans:
lonely (the miller didn’t visit him in
the winter), kind-hearted (he gave the Miller things and never thought about whether
he would have enough for himself), polite/wellmannered (Hans nodded and smiled)

Literature
1d

Hugh:
selfish (he would always take things
from Hans and never thought about giving him anything), vain (he thought his
friendship towards Hans meant everything and that being able to give him things
made him happy)
the
Miller’s youngest son: compassionate
(he understood that Hans might be in trouble and offers to give him half of his
porridge/to show him his white rabbits)

7    Focus ➤ Developing vocabulary
(collective nouns)
ñ Revise the concept of collective nouns by holding up various
items, e.g. a bunch of keys, a pile of books. Explain that sometimes the same
noun can be used to describe a few different things (‘bunch’ is also used to
describe grapes). ñ Ss complete the task and check their answers
using a dictionary.

Answer
  Key
1
  sack (of coal)
2
  handful (of sand, of
  coins) 3            set (of drums, a chess set)
4    pack (of wolves, of cards, of lies)
5    flock (of birds, of goats)
6    gang (of youths, of criminals)
7    herd (of elephants)
8    swarm (of insects, of people)
9
  bunch (of bananas, of
  keys)

8    a) Focus ➤ Discussing friendship ñ Allow Ss a few minutes to reread the text individually to find
statements about friendship.
ñ Ss compare their quotes in groups of 3 and discuss. Monitor the
activity.

 Literature

Answer Key
‘Real friends should have everything in common.’ (line7)
‘the unselfishness of true friendship.’ (line 16) ‘..when
    people are in trouble they should be left alone, and not be bothered by
    visitors. (lines 25-27)
‘Flour
    is one thing, and friendship is another, and they should not be confused.’
    (line 47)

Suggested Answer Key
Some
    of my best friends are people I only see occasionally. But when we get
    together, it’s like they have always been in our lives. Our friends are
    only a phone call away. We can speak to them when we need to. You can think
    about your friends and support them even if you are not nearby. etc

Suggested
  Answer Key
S1:
  I don’t agree with the first statement.
S2: Neither do I. If people have everything in common, then
  life is boring. I think it is good to have friends who are slightly different
  to you.
S3: Yes, I agree. But it is good to have some common
  interests.
S1: Do you think that true friendship is unselfish?
S2: Yes, I think that’s right. You must be able to think of
  the other person and not just about yourself.
S3: Yes, that means that you are willing to do things for
  others and that you value a person’s friendship.
S1: Do you agree that when people are in trouble they should
  be left alone?
S2: No, I think that’s wrong. If someone is in trouble, that’s
  when they really need their friends.
S3:
  I agree. What about the last quotation?
S2: I think it is saying that friendship should only go so
  far. Food (flour) is more important than friendship ― we have to think
  about ourselves first.
S3:
  Do you agree with that?
S2:
  No, I don’t. Do you?
S3: Not al all. etc

Suggested
  Answer Key
The Miller: Hans,
  my good friend. How was the winter?
Hans: Ah,
  Hugh, it’s so good to see you. Winter was freezing cold and I had to burn
  chairs to keep warm.
The Miller: Never
  mind! Hardship is good for the soul and too much furniture only gathers dust.

Hans: Some days I didn’t even have enough to eat. And look ―
  all I have today are these two raw potatoes. The Miller: Excellent!
  Just what I need to go with the roast chicken my wife’s cooking for lunch. Do
  you mind if I borrow them?
Hans:
  Er, no, but..
The Miller: We’re having a party tonight and everyone in the village is
  invited. There’s going to be food, drink and dancing. I’d invite you but I
  know you only have those dirty rags to wear. And it’d be very noisy. Hans:
  Well, I wouldn’t mind..
The Miller: Never mind. I’ll call round next week and if you buy me lunch,
  I’ll tell you about the party. Bye!

9 a) Focus ➤ Writing and acting out a
dialogue ñ Brainstorm possible ideas for how the story might continue.
Write them on the board. ñ Allow Ss some time to write their dialogues. ñ Ss pair up to read
out their dialogues to the class.
b) Focus ➤ Writing about friendship ñ Write the quotation
on the board.
ñ Give Ss exactly 3 minutes to write their sentences.
ñ Listen to Ss’ answers around the class.

b)
Focus ➤ Listening to the next section
of the story
ñ Play the recording to the class. Ss say how it
compares to their
versions.
(Ss’ own answers)
TAPESCRIPT
Miller: Good morning, little Hans.
Hans: Good morning.
Miller: And how have you been all winter? Hans: Well,
really, it is very good of you to ask, very good indeed. I am afraid I had
rather a hard time of it, but now the spring has come, and I am quite happy,
and all my flowers are doing well.
Miller: We often talked of you during the winter, Hans, and wondered how
you were getting on. Hans: That was kind of you. I was half
afraid you had forgotten me.
Miller: Hans, I am surprised at you. Friendship never forgets. How
lovely your primroses are looking, by the way!
Hans: They are certainly very lovely, and it is a most lucky thing for
me that I have so many. I am going to bring them into the market and sell them
to the Burgomaster's daughter, and buy back my wheelbarrow with the money.
Miller: Buy back your wheelbarrow? You don't mean to say you have sold
it? What a very stupid thing to do! Hans: Well, you see the
winter was a very bad time for me, and I really had no money at all to buy
bread with. So I first sold the silver buttons off my Sunday coat, and then I
sold my silver chain and lastly I sold my wheelbarrow. But I am going to buy
them all back again now.
Miller: Hans, I will give you my wheelbarrow. It is not in very good
repair; indeed, one side is gone, and there is something wrong with the
wheel-spokes; but in spite of that I will give it to you. ..I think that
generosity is the essence of friendship, and, besides, I have got a new
wheelbarrow for myself.
Hans: Well, really, that is generous of you. I can easily repair it,
as I have a plank of wood in the house.
Literature
1d
Miller: A plank of wood! Why, that is just what I want for the roof of
my barn. There is a very large hole in it, and the corn will all get damp if I
don't stop it up. How lucky you mentioned it! I have given you my wheelbarrow,
and now  you are going to give me your plank. Pray get it at once, and I will
set to work at my barn this very day.
Hans: Certainly.
Miller: It is not a very big plank, and I am afraid that after I have
mended my barn-roof there won't be any left for you to mend the wheelbarrow
with; but, of course, that is not my fault. And now, as I have given you my
wheelbarrow, I am sure you would like to give me some flowers in return. Here
is the basket, and mind you fill it quite full.
Hans: Quite full?
Miller: Well, really, as I have given you my wheelbarrow, I don't think
that it is much to ask you for a few flowers. I may be wrong, but I should have
thought that friendship, true friendship, was quite free from selfishness of
any kind.
Hans: My dear friend, my best friend, you are welcome to all the
flowers in my garden. I would much sooner have your good opinion than my silver
buttons, any day.
Miller: Good-bye, little Hans. Hans: Good-bye.

1    Focus ➤ Understanding how to write
descriptive articles
ñ Ss’ books closed. Ask Ss what they would put in an article
describing someone. Then ask Ss how they would organise their writing. ñ Ss’ books open, Ss
read the theory box and
paragraph plan and compare
ideas.
2    a) Focus ➤ Reading for detailed comprehension
ñ Select a S to read the model article to the class.
ñ Draw Ss’ attention to paragraph headings AE. Allow Ss a few
minutes to reread the article individually and match the headings and
paragraphs. ñ Check Ss’ answers.

Answer
Key
A  personality and justifications ― para 3
B  comments and feelings ― para 5
C  name and when/where/how met ― para 1
D  physical appearance ― para 2E interests ― para 4

b) Focus ➤ Providing alternative topic
sentences ñ Review the concept of
topic sentences with Ss and select some Ss to read out the topic sentences in
the article.
ñ Working individually, Ss provide alternative topic sentences and
then compare answers with a partner.

Suggested
Answer Key para 1: School was boring
until a new girl with a strange name joined the class.
para
2: Everyone agrees that Sunny is very attractive.
para 3:
Sunny is a really sociable character.
para
4: She always makes sure she has plenty to do.
para 5:
Sunny is the best friend I have.

3 a) Focus ➤ Matching words and
headings ñ Ss’ books closed, brainstorm vocabulary for the headings in Ex.
3a and write suggestions up on the board.
ñ Ss’ books open, read through the headings and vocabulary given
in Ex. 3a. Check Ss’ comprehension by using Ss’ L1 as necessary. ñ Allow Ss a few
minutes to find the relevant vocabulary from the article in Ex. 2.
ñ Check Ss’ answers.

Answer
Key
HEIGHT:
tall
BUILD:
slender
AGE:
late teens
COMPLEXION:
dark-skinned
FACE:
attractive, high cheekbones, long,
oval
HAIR:
shoulder-length, brown, ponytail
EYES:
almond-shaped
CLOTHES:
fashionable

b) Focus ➤ Describing people using
pictures ñ Focus Ss’ attention on the photo of Jane. Explain to Ss that
they must complete the description of her physical appearance using vocabulary
from Ex. 3a.
ñ Ss write their answers and compare with a partner.
ñ Read the notes on personality and behaviour as a class. Invite
Ss to come up with their own examples.

Suggested
Answer Key
1    Jane is quite good looking. She’s slim with around face and
brown curly hair. She’s paleskinned with an upturned nose. She always looks
well-dressed in fashionable clothes.
2    Bob is tall with short red hair. He is in his mid-thirties with
a freckled face and a long nose. He loves to dress in formal clothes.
3    Megan is in her fifties and has shoulderlength grey hair. She
has a heart-shaped face and sad eyes.
4    Steve is tall and well-built. He shaves his head because he is
going bald but he keeps a goatee because he says his chin is too pointy.
5    Laura is short for her age and quite petite. She has an oval
face with a cheeky grin that is framed by her long brown hair usually in a
ponytail.

4    a) Focus ➤ Understanding character adjectives
ñ Read through character adjectives 1-10 with the class and check
Ss’ comprehension. ñ Complete item 1 together as a class and then allow Ss a few
minutes to complete the rest of the task individually.
ñ Ss compare answers with a partner.

Answer Key
1      e        3 b

5 c

7 i

9 j

2 g             4 h

6 a

8 d

10 f

Suggested
Answer Key
1       My little brother is so energetic that hewon’t sit still for one
minute.
2       John’s a really easy-going guy and nothingannoys him.
3       Dan is so talkative that I can’t get anywork done.
4       My brother is too lazy to get out of bed inthe morning.
5       Ira is so bossy that no-one likes him at all.
6       I’m always optimistic and can see thebright side of anything.

Writing
Skills 1e

7       She is very ambitious as she wants a betterstandard of life.
8       John is too selfish to share his CDs.
9       He is extremely hot-tempered and frequently gets into arguments.
10     She is so popular that she is never at homeat the weekend.

b) Focus ➤ Practising character
adjectives ñ Explain the task. Allow Ss some time to complete the task.
ñ Elicit answers from Ss around the class.

Answer Key
1
  hard-working

5 cheerful

2
  aggressive

6 generous

3
  out-going

7 arrogant

4
  pessimistic

8 sensitive

5    Focus ➤ Rephrasing sentences using
milder language
Remind Ss why it is
important when we write to describe negative qualities using mild language (so
as not to offend anyone).

Suggested
Answer Key
1    Andy can sometimes be rather proud.
2    My sister tends to behave immaturely.3 He seems to be quite
disorganised.

6    Focus ➤ Matching descriptions and
adjectives ñ Explain the task.
ñ Ss complete the matching task individually and check their work
using a dictionary. ñ Check Ss’ answers.

Answer Key
1     confident

4 moody

2 shy

5 impatient

3
  sensitive

6 nervous

1e Writing
Skills

ñ
She is supportive and knows how to encourage people when they’re
feeling down.
ñ
She tends to be very stubborn and determined. Once she’s made up
her mind about something, no one can make her change her mind.

7
Focus ➤ Using linking words and phrases ñ Read through the
information box about linking words and phrases with the class.
ñ Allow Ss some time to complete the task individually.
ñ Elicit answers from Ss around the class.

Suggested
Answer Key
1    Although she is outgoing, occasionally shecan be moody.
2    He is trustworthy and reliable.
3    She is sensitive, but tends to get upseteasily.
4    In spite of being helpful, she tends to be immature at times.
5    He is intelligent as well as sensible.
6    He’s down-to-earth. However, he can sometimes be stubborn.

8
a) Focus ➤ Understanding how to use
the senses in descriptions ñ Brainstorm the five senses with the class and write them on the
board. Ask Ss why it is a good idea to use the senses when we describe
something (it brings the description to life and makes it more interesting to
read).
ñ Read the theory box with Ss. Allow Ss a minute or so to find an
example of this technique in the model in Ex. 2. Confirm the correct answer.

Answer
Key
She’s
always humming her favourite songs, too, whatever she’s doing.

b) Focus ➤ Rewriting sentences ñ Read out the rubric
and the example sentence with Ss.
ñ Allow Ss some time to complete the rest of
the exercise individually. Check Ss
answers.

Answer
Key
2    Dave is clean-shaven and dresses in a suitand tie with
neatly-combed hair.
3    She always smelled beautiful like sweetfresh summer flowers.
4    Sam has a wide smile that makes the skinwrinkle around his eyes.
5    I love to run my fingers through my mum’ssoft, silky hair.
6    She is always touching my arm and hugging me.
7    Angie moves expertly to the rhythm andglides across the floor
when she dances.

9 a) Focus ➤ Understanding a rubric ñ In pairs Ss read the
rubric and answer the questions.
ñ Select a pair to explain the details of the
task to the class.

Answer
Key
You could
describe a family member, a neighbour, someone in your local area, a famous
person (alive or dead).

For
someone who is alive, you would use present tenses. For someone who is dead or
someone you no longer see, you would use past tenses.
You
should write 5 paragraphs according to the paragraph plan in the Ss’ book.

b) Focus ➤ Writing an article to
describe someone ñ Allow Ss time to plan and write their article. ñ Remind Ss to use the
checklist. If necessary, Ss can complete the task as homework.

Suggested
Answer Key
A Person I admire
Alison
and I went to secondary school together, but we didn’t become friends until she
left school and I moved to the same town as her. I always thought she was
different and admired her for not caring about what people thought of her.
Suddenly, we found ourselves spending a lot of time together and we became
really close. I have always admired her individuality and her sense of style.
As you enter a room you notice her unique clothes ― bright garments that
have a sense of fun. She is a qualified hairdresser, so she is always
experimenting with her hair! You never know from one day to the next what she
will look like! She is far from boring! Another thing I admire about Alison is
her calm personality. She never seems to be in a hurry. She is both patient and
caring.

Writing
Skills 1e

Moreover,
she is good at giving advice. However, she does tend to take ages to make
decisions and in that way she is very different from me. But, I think that she
is wise not to rush into things. In her free time she likes to take up new
hobbies. She is far more adventurous than I am and I often wish I was more like
her. There seems to be nothing she can’t turn her hand to ― she designs
jewellery, makes her own clothes and paints landscapes. She is very creative.
But the most important thing of all is that she makes an effort to keep our
friendship going.  She regularly writes, calls and comes to visit. I think we
will be very good friends for a long time to come. I sincerely hope so.

1

Focus ➤ Understanding a pie chart ñ Focus Ss’ attention
on the pie chart. Explain that a pie chart is used to illustrate the relative
proportions of a group of things.
ñ Ss work in pairs. Allow Ss some time to look at the pie chart
and discuss how Britain’s population is made up. ñ Invite pairs to
comment to the class.

Answer
Key
The pie
chart tells us about the variety of races that have found a home in Britain.
Half of Britain’s ethnic population is Asian, a quarter is Black, 15 % is of
mixed race, 5 % is Chinese and 5% is something else.

2
Focus ➤ Reading for specific information
(matching)
ñ Allow Ss time to read the text and complete the task
individually.
ñ Check answers around the class. Ss justify their answers.

Answer Key
1
  Jerome

3 Rupa

5 Rupa

2 Li

4 Jerome

Culture Corner
3
Focus ➤ Expanding vocabulary ñ Ss explain the words in bold by giving a definition, synonym,
miming, etc. Encourage Ss to try to guess the meaning of the word from the
context before using their dictionaries to check their guesses.
ñ Ss make sentences using the new vocabulary.

Suggested
Answer Key community: people of
shared national identity generation: period of 25-30 years/people of a
similar age make up the majority: be the largest in number origin: ancestry
picked on: bullied
diverse: made up
of a wide variety of things E.U.: European Union brought up: raised
from childhood integrated: connected to the host community unheard
of: not known mixed race marriages: husband and wife from different
ethnic groups household names: everyone has heard of
1    The local community is incredibly warm and friendly.
2    The older generation rarely understand the younger
generation.
3    The natives of the country still make up the majority.
4    My father has Irish origins.
5    Being picked on is one of the worst childhood
experiences.
6    The town has a diverse population from many different
nations.
8      I was brought up in a small village.
9      My family integrated well into the new culture.
10    Prejudice isn’t unheard of in any nation.
11    Mixed race marriages are
becoming more and more common.
12    The celebrity party was full of household names.

4
Focus ➤ Preparing and acting out an interview ñ Divide Ss into groups
of 4. Allocate roles. ñ Allow Ss some time to prepare their questions/ answers.
ñ Ss conduct their interviews in front of the class.

Suggested
Answer Key
Interviewer:
How would you describe your
nationality?
Rupa:
I’m third generation British–Indian. Interviewer:
Why did your family move to
Britain?
Rupa:
To work in a factory.
Interviewer:
When did they come to Britain?
Rupa:
In 1962.
Interviewer:
What language do you speak at home?
Rupa:
Gujarati.
Interviewer:
Do you spend a lot of time in the
Indian community?
Rupa:
Yes, I do. I enjoy taking part in all
of our celebrations ― weddings and Hindu festivals. But I also have
friends that are not Indian. etc
Interviewer:
How would you describe your
nationality?
Li:
I always call myself British because I
live in Britain but I am of Chinese origin.
Interviewer:
Where do you live?
Li:
I live in Newham in East London
― it’s great! Interviewer: What do you like about living in
Newham?
Li:
It is culturally diverse. etc
Interviewer:
Where are you from?
Jerome:
I was born in Birmingham, England. But
my parents are from The Caribbean, from Jamaica.
Interviewer:
How would you describe the Caribbean
community?
Jerome:
I would say it is well integrated. A
lot has changed since the 1940s when there was a lot of racism. etc

5   Focus ➤ Writing a short article for an international school magazine ñ Explain the task and
organise Ss into groups. Go through the questions and elicit answers from Ss
around the class.
ñ Allow Ss time to write their articles. Ss may need access to the
Internet/library.
ñ Select some groups to present their work to the
class.

Suggested
Answer Key
Russia is
a diverse multicultural society. More then 120 ethnic groups, many with their
own national territories make up the population of Russia. Post-soviet Russia
has evolved with three distinct minority ethnic groups in the country.
Germans
are the largest of these minority groups with a population of one million.
Germans first came to Russia in 1682 and settled along the Volga River. The
Germans came to Russia to provide essentials skills as craftsman and as
traders. They became an autonomous republic that was dissolved in World War
II.

Culture Corner

The North
Koreans are a recently new minority group to Russia. In 1992 North Korea
allowed many Koreans to migrate to Russia due to poor economic conditions in
their own country. They immigrated to Russia and concentrated working in
commercial activities. There is a history of racism suffered by the North
Koreans due mainly to their threat to local merchants. The Roma people are a
very detached minority group in Russia whose origins date back to the 1800s
when they migrated into Russia from Europe. They live in small separate
communities and tend to sell items in street markets. They have yet to
integrate into Russian society and are often discriminated against.
Russia struggles with racial discrimination due to its vast
ethnic diversity. However, this diversity helps create a culturally rich
society with much to offer for everyone.

 Across
the Curriculum – History

Answer
  Key
1
  An upper class family as
  they are wearing good clothes and appear to be posing in front of their own
  house.
2
  In front of a house,
  possibly in the country.
3
  They are dressed in
  their best clothesbecause in Victorian times having your picture taken was an
  important event.
4    The man in the middle seems to be the headof the household as
  he is older than the rest and is the only man sat down.

photograph
ñ Focus Ss’ attention on the photograph. Explain that it was taken
during the Victorian era in Britain.
ñ Ask the questions around the class. Accept any reasonable
answers.
Across the Curriculum – Science

2   Focus ➤ Practising word formation/Expanding vocabulary
ñ Elicit from Ss some of the ways in which life was different in
the Victorian era.
ñ Explain/Elicit the difference in meaning between
upper/middle/working class families. ñ Draw Ss’ attention to gaps 1-10 and the words in brackets.
Explain task
ñ Allow Ss time to read the text and complete the task
individually.
ñ Ss listen to the recording and check their answers.
ñ Ss explain the words in bold by giving a definition, synonym or
example using their dictionaries as necessary.

Answer Key
1
  having

6
  comfortable

2
  politely

7
  visited

3
  running

8
  uncommon

4 their

9
  outdoor

5 heard

10 younger

Suggested
Answer Key average: typical, normal household:
the people in a family or group who live together in a house nursery: a
room in a family home in which the young children of the family sleep or play servants:
people who are employed to work at another person’s home running water: water
that you can get by turning on a tap pump: a machine that is used to
force a liquid or gas to flow coal mines: places where coal is dug out
of the ground cotton mills: factories where cotton is processed chimney
sweeps: people who clean chimneys fairgrounds: areas of land where a
fair is held firework displays: events at which many bright fireworks
are lit to entertain the public 3 Focus ➤ Comparing and contrasting
different types of Victorian families ñ
Revise the use of linking words to compare and contrast and
write a few examples on the board.

ñ Working in pairs and rereading the texts, Ss write as many
sentences as they can comparing and contrasting different types of Victorian
families.
ñ Select a few pairs to read out their sentences to
the class.

Suggested
Answer Key
Upper,
middle class and working class families have large families but working class
families were usually larger.
In upper
and middle class families the children were looked after by a nanny, whereas in
working class families it was the older siblings who looked after the younger
ones.
Working
class fathers usually worked in factories, whereas fathers from the upper and
middle class worked in banking or insurance. Upper and middle class families
lived comfortably and did not have to carry out dirty jobs but working class
families did.
In
working class families the mother was responsible for the household chores but
in upper and middle class families they had servants.
For
entertainment, working class families went to cheap music halls, watched sports
matches or went to see firework displays whereas upper and middle class
families visited museums. etc

4   Focus ➤ Comparing families and their lifestyles
Ask Ss to bring a photos
of their family to the next lesson. Alternatively, explain the task and set it
as homework. In the next lesson, Ss read their projects to the class.

Across the Curriculum
  – Science

Suggested Answer Key

My family has only two children whereas the Victorian family
  has twelve children. The Victorian family is dressed very formally while my
  family is dressed casually. My family is smiling and appears happy in the
  photo whereas the Victorian family is very serious and they are not smiling.
  Both my family and the Victorian family had their picture taken in front of
  their house. etc

Going
  Green

Objectives
Listening: describing a scene; listening for specific information
Vocabulary:  adjectives         to         describe           your
neighbourhood
Reading: a leaflet about how to make your neighbourhood greener
Skills
―reading to understand purpose (scanning) ―reading for specific
information Portfolio: organising a ‘Clean, Green Neighbourhood’ day; giving a
presentation
1
Focus ➤ Describing a scene
ñ Read the rubric to Ss. Eyes closed, Ss listen and imagine the
scene.
ñ Ss compare what they imagined with a partner.

Suggested
Answer Key
I see
children rushing to the bus stop, deliveries being dropped off at he local
stores and people rushing about to get to work. I smell bread baking in the
local bakery. I hear lots of noise from the traffic in the streets. I feel
alert and tense as the busy day is about to begin. etc

2
Focus ➤ Describing your neighbourhood ñ Focus Ss’ attention
on the adjectives. Elicit/ explain their meanings.

ñ Describe your neighbourhood to the class, giving reasons.
ñ Allow Ss time to describe their neighbourhoods individually. ñ In pairs Ss describe
their neighbourhoods to
each other.

Suggested
Answer Key
My
neighbourhood is busy as many people live in the area. It is somewhat polluted
and noisy because of all the traffic. There is however a quiet green park
nearby that we can go to when we want to escape the crowed street. I like my
neighbourhood as it is lively and never boring. etc

3   Focus ➤ Reading to understand
purpose
Direct Ss’ attention to
the leaflet. Remind Ss that we can understand the purpose of a leaflet by
1)looking at the pictures and 2) reading the headings. Elicit from Ss what the
purpose of the leaflet is.

Answer
Key ñ The leaflet is about helping the environment. ñ Its purpose is to get
the local community to do something to improve the area.

Going Green
4
Focus ➤ Expanding vocabulary ñ Ss explain the words in bold by giving a definition, synonym,
miming, etc. Encourage Ss to try to guess the meaning of the word from the
context before using their dictionaries to check their guesses.
ñ Ss make sentences using the new vocabulary.

Suggested
Answer Key set up: arrange for sth to
happen take turns: alternate with someone limited raw materials: few
basic resources preserve landfill space: not use up land in rubbish
dumps reduce: make smaller greenhouse gases: substances that
cause the atmosphere to get hotter time-consuming: taking a long time councils:
local governing bodies remove: take away wastes: does not use
well services: public assistance provided by governments sick and
tired: extremely bored concrete jungle: aggressive urban environment
filtering out pollutants: reducing poisonous substances in the air
1    My friends and I set up a study group to help us prepare
for the exams.
2    My sister and I take it in turns to do the washing
up.
3    By recycling we can help preserve theamount of limited raw
materials in the world.
4    Cutting down on the amount of rubbish weproduce helps to preserve
landfill space.
5    Many shops reduce the price of items to tempt shoppers to
buy their products.
6    Greenhouse gases are
harmful for the ozone layer.
7    Preparing nutritious meals needn’t betime-consuming.
8    It is the responsibility of local councils to collect the
rubbish from the streets.

9 It is extremely difficult to remove a red wine stain
  from a light carpet.10
Leaving the lights on
  when you are not in the room wastes energy.
11    I am quite happy with the services my local community
  offers.
12
  My mum is sick and
  tired of tidying up after my little brother.
13
  Many big cities are
  unpleasant to live inbecause they resemble a concrete jungle.
14    It is a good idea to have plants in yourhouse as they are good
  at filtering out pollutants.

5
Focus ➤ Reading for specific information
ñ Brainstorm            some    ways     of         making  our
neighbourhoods greener and write Ss’ ideas on the board. ñ Ss read the text for
suggestions. ñ Check answers with the class.

Answer Key ñ recycle as much as possible ñ organise
a litter collection day ñ plant some flowers and trees

6
Focus ➤ Planning a ‘Clean, Green
Neighbourhood’ day and
presenting ideas to the class ñ Organise Ss into groups. Explain the task. ñ Allow Ss time to plan
and write their ideas. (Ss should make a poster similar to the one in the
unit.)
ñ Ss present their posters to the class and vote for the best one.

Suggested
  Answer Key
Clean,
  Green Neighbourhood Day Thursday,
September 8th, 2008
Come Out and Join Your
  Fellow Neighbours to Make Our Home a Better Place!
Don’t
  Miss:
―
  the green parade at 9 am
― the green exhibits on the lawns of the houses on James
  Street.
― the green café at 9 Pelican Street (all
  proceeds go to Save Your Planet
environmental group)
Day’s
  Activities:
10-12 pm: Clean up walk around the neighbourhood (everyone meet at
  Charleston bakery to start the street rubbish collection).
12-3
  pm: Tree planting in Percy
  Park.
3-5 pm: The great recycle and reuse round up (drop off recyclable
  items and reusable items at the parking lot of Kelly’s Supermarket)
3-5pm: The car hospital (have your car or motorcycle checked for
  proper emissions by George’s Garage-no cost)
Take action and see the difference in your Neighbourhood!

Reading
Focus ➤ Reading for detailed
understanding ñ Explain the task.
ñ Remind Ss that there is one phrase they do not need to use.
ñ Set a time limit for Ss to complete the task. ñ Check Ss’ answers.

Answer Key
1     D      2      A

3

G

4

B

5

C

6

E

Going Green
7     Focus ➤ Explaining a quotation
Write up the quotation on
the board. Invite Ss to rephrase it into their own words and discuss to what
extent they agree with it.

Suggested
Answer Key
I think
the quote is talking about not being so selfish and thinking only about
ourselves and what we want and rather to think about what we must do in our
daily lives to help others and the world around us.

Spotlight
on Exams
Listening
Focus ➤ Listening for specific
information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct answer.

Answer Key
1     A             3

B

5

B

7

C

2     C             4

F

6

A

Spotlight on Exams
TAPESCRIPT
Rep: Good Morning, Neighbourhoods in Bloom, how can I help you?
Man: Good Morning, I’d like to find out if I’m eligible for the
Neighbourhoods in Bloom project please.
Rep: Certainly, Sir. Which area do you live in?
Man: I live in East Swinton.
Rep: Ok, that’s fine. That area is included in the project. Can I
have your name, please?
Man: Mike Browne. That’s B-R-O-W-N-E Rep: Ok, and for our
records, could I ask where exactly you are going to plant the bulbs?
Man:     Well, the
members of our neighbourhood gardening group are going to plant them in their
gardens and then we’re going to get together and plant them in the local park
too, under the trees.
Rep: That sounds like a great idea, Mr Browne. Now, we usually send
out a variety of bulbs but are there any that you’d like in particular?
Man: Oh…errr…well, I’d be happy with a mixture but perhaps you could
include some tulips in different colours? Oh, and perhaps some daffodils and
snow drops?
Rep: Yes, that should be fine. We have plenty of all of those types.
Now, we’ll send you 500 to begin with and if you need any more just contact us.
And to which address should we send the bulbs?
Customer: You can send them to 51, Green Road. That’s my address.
Rep: OK, I think that’s everything then. You should be receiving the
bulbs within the next week. We’ll also send you some leaflets to hand out to
friends. We have 1 million bulbs to give away altogether! Man: Wow!
Well, it’ll be great to see the city looking more colourful!
Rep: Yes, that’s our aim. Thank you for signing up and happy
planting!
Man: Thank you! Goodbye.
Use of English
Focus ➤ Answering multiple choice
cloze questions
ñ Explain the task, reminding Ss of the importance of using
contextual clues when determining answers.
ñ Ss complete the task individually and then compare answers with
a partner. ñ Read out the text.
ñ Ss check their answers.

Answer Key
1     A             3

B

5

A

7

C

2     B             4

D

6

C

Writing
Focus ➤ Writing a letter ñ Ask a S to read out the extract. ñ Elicit/Explain any
new vocabulary. ñ Explain the task.
ñ Check Ss’ understanding by asking questions: What are you
going to write? (a letter) Who is the letter for? (my pen-friend Sue) What do
you need to include? (a question about her neighbourhood, three questions about
her new friends).

Suggested
Answer Key
Dear Sue,
It was
great to hear that you are doing well in your new town and I’m glad you like
your new neighbourhood. What’s it like where you live? I miss you a lot too!
But, you must have made some new friends by now! What are they like? Do your
new friends love going to the cinema as much as you do? Do they go to the same
school as you? And what about sports ― are your friends as sporty as you
are?
Well,
I’ve got to go now. Mum’s calling me!
Best
wishes,
Francine

Speaking
Focus ➤ Giving a 2-minute talk
about your family ñ Explain the task.
ñ Allow Ss time to prepare their talks. Remind Ss to include
information about all the prompts. ñ Working in pairs, Ss take it in turns to give their talks/listen
and ask and answer questions.

Spotlight on Exams

Suggested Answer Key

My family has five members and we are all very close. My
  mother, father, and grandmother take good care of my little sister and
  myself. Even though my parents work long hours, they always find some time to
  spend with my sister and me. We try to eat together every night when it is
  possible. I am proud that I can talk about anything with my parents and
  grandmother. I really think my grandmother is great, as she has lived such an
  interesting life and always gives great advice. We all think family is very
  important and enjoy spending time together. We often go to the beach or for a
  picnic on Sundays. We also play card games together or spend an evening
  talking and laughing. etc

What is your favourite thing to do with your family? Are you
  closer to a particular family member? Why? What is your relationship with
  your sister like? etc

Progress
  Check
Progress Check 1 and Look
  at Module 2 should be done in one lesson.

Answer Key
1
1           essential            6          accommodate
2
supportive          7          devoted
3
ambitious           8          priority
4
overweight         9          appreciate
5
potential            10        secure
2
1     leaves   4          went
2
have been getting          5          was doing
3
will buy
3
1     is bound to
2
am not used to
3
are going to buy
4
haven’t seen Mary since
5
have been learning French
4
1     up with 3 over   5 down with
2
across    4 into
5
1     of         3          to         5          to
2
about    4          for
6
1     d          2          c          3          a          4          e          5          b

Before you start …

Where there’s a will, there’s a way

ñ Revise one or two points from the previous module (e.g.
families, relationships, personality and behaviour, etc).
ñ Direct Ss’ attention to the title of the module Where there’s
a will, there’s a way. Explain that in this module they will learn about
stressful situations, peer pressure, how to express negative feelings, how to
sympathise, encourage and persuade, etc.
Look at Module 2
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows, what else Ss can see on the
page and what they think the unit might be about).

Suggested
Answer Key
Focus Ss’ attention on picture 1.
T: What
page is picture 1 from?
S1: It’s
from page 30.
T: What
can you see in picture 1?
S2: Two
teenage girls talking to each other.
T: What
do you think they are talking about?
S3:
They might be talking about someone in their class at school.
Pic 2 (p.
36)
What does
the picture show? What celebration is it for? Do you bake things at home? What
other things do people eat and drink at that time of the year? What is your
favourite celebration? Why?
Pic 3 (p.
43)
What can
you see in the picture? Where is it? Do you like eating fast food? Why (not)?
What are the good things about living in a big city? Are there any
disadvantages?
Pic 4 (p.
32)
Who is in
the picture? Which country is it from? What’s happening in the picture? Have
you ever seen anything like this before?

Find the page number(s)
for
Allow Ss time to browse
through the module and find the relevant information. Then ask them to explain
what each one is and elicit simple information about each item.

Suggested Answer Key a biography (p. 34)
(an
  account of someone’s life written by someone else) Whose biography is this?
  When did she live? Where was she born? What is she famous for?
a
  diagram (p. 40)
(a
  drawing which explains how something works) What does the diagram show? Which
  parts of the body does it explain? What do you know about how they work?
a
  dictionary extract (p. 30)
(the
  definition of a word or phrase in a dictionary) What phrase is given? What
  does it mean? Have you ever experienced this?
an
  email (p. 38)
How
  many emails can you see on this page? What are they about? What style are
  they written in?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section is about an author and a literature extract. This one (pp. 34-45)
is about Charlotte Brontë and has an extract from her novel Jane Eyre.
The Culture
Corner (p. 39) contains a text about Childline, a free 24-hour helpline for
children.
The Across
the Curriculum section (p. 40) looks at the nervous system and how the
brain works, a topic in Science.
The Going
Green section looks at different green issues. This one (p. 41) is about
how we can cut down on packaging.

Listen,
read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.
           2 a       Reading Skills
Objectives
Reading: a poem and a text about stress
Skill ― reading for
specific information
Speaking:
giving a two-minute talk about stress Vocabulary: words
related to pressure and stress; body language
1     Focus ➤ Discussing a poem
ñ Ss’ books closed, write the title of the poem on the board. Ask
Ss to predict some of the vocabulary they expect to find in the poem. Write
words on the board.
ñ Ss’ books open, play the recording. Ss follow the text and
listen.
ñ In pairs Ss discuss whether they agree with what
the poem says.

Suggested
  Answer Key
S1: I agree with the poem that stress is a natural reaction
  and that it is a normal part of our lives.
S2: I agree that change is what usually brings on stress, but
  I do think that it is unique that some people handle it better then others.
S1: Stress is the way our bodies cope with the environment. I
  guess there is also emotional stress as well as physical stress.
etc

Reading
2 a) Focus ➤ Reading for specific information ñ Allow Ss time to read
the text.
ñ Ss complete the multiple choice task and compare answers with a
partner.
ñ Ss listen and read to confirm the correct answers.

Answer Key
1 A            3 C

5 A

7 B

2 B            4 D

6 C

8 D

b) Focus ➤ Identifying
the purpose of a text
Ask Ss why the text was
written and who it was written for. In other words, to name the purpose of the
text.  Confirm the correct answer.

Answer
Key
The
purpose of the text is to give advice to teenagers about how to handle stress.

3   Focus ➤ Matching words/phrases and their meanings
ñ Draw Ss’ attention to the words/phrases in the text that are
underlined and read through the list of meanings. Check Ss’ comprehension. ñ Allow Ss time to
complete the task. Check answers around the class.
ñ Once Ss have finished matching, tell them to write a sentence
for each item of vocabulary.

Answer Key mounts ― increases run-up ― time just before lowdown
  ― important information in a nutshell ― basically  keep
  you on your toes ― cause you to remain alert/ready
in the long term ―
  over a long period of time  out of hand ― uncontrollable
lighten
  the load ― make a difficult
  situation better grin and bear it ― accept it without
  complaining overwhelmed ― unable to manage keep things in
  perspective ― judge how important something really is pulling
  your hair out ― going crazy

2a Reading Skills

Suggested
  Answer Key
1       As pressure at work mounts, so does my level of stress.

2
  I was so excited in the run-up      to
Christmas.
3
  What’s the lowdown on
  the new generation of mobile phones?
4
  Global warming, in a
  nutshell, is the rise in the Earth’s temperature.
5
  Having regular tests at
  school will keep you on your toes.
6
  Saving the environment
  will, in the long term, save the human race.
7
  The police did not let
  the football fans getout of hand.
8
  I need a secretary to lighten
  the load.
9       My car broke down when it was pouringwith rain, but I just had
  to grin and bear it.
10     Graham was overwhelmed with work and had to stay late
  at the office.
11     Always keep things in perspective and try not to
  exaggerate.
12     Polly was pulling out her hair with worry.

4 Focus ➤ Understanding Vocabulary ñ Draw Ss’ attention to
the words in bold in the text. Elicit what part of speech they are.  ñ Explain the task.
Allow Ss a few minutes to complete the task. ñ
Check Ss’ answers.

Answer
Key
tense: to tighten shallow: to take small amount of air in with
each breath rationally: based on reason nutritious: healthy and
nourishing essential: Important, necessary positive: hopeful,
confident

Speaking
5 Focus ➤ Preparing a talk about
stress ñ Review with Ss how to prepare a talk. (Preparing short notes
using the categories given, practising their talk and timing it). Remind Ss
that they should refer back to the text for ideas and that they should not
write every word down. ñ Allow time for Ss to prepare their talks. ñ Ss deliver their
talks to the class.

Suggested
Answer Key
Stress is
the natural reaction the human body has to deal with life’s changes. When we
are stressed, our muscles tense, our breathing becomes shallow and adrenaline
is released into our bloodstream. This helps us focus and gives us the strength
to survive in difficult situations. Stress is sometimes good because it keeps
us alert, but it is bad for the heart and our general well-being if we have a
lot. Thankfully, we can quite often avoid stress and we can also learn how to
cope with it. When I feel stressed, for example, when I have too much work to
do, am sitting exams or am organising an important event, I try to do a lot of
aerobic exercise or listen to some calm music. That usually helps. etc

Vocabulary
6
Focus ➤ Choosing the correct word ñ
Explain the task.
ñ Allow Ss time to complete the task and check their answers using
the Word List.

Answer Key
1 A:
  under

4 B: eyes

B:
  losing

5 A: take

2 A:
  cope

B: hurt

B: Take

6 B: caused

3 A:
  chest

7 A: killing

B:
  broken

B: over

7
Focus ➤ Expanding vocabulary ñ Explain the task.
ñ Allow Ss time to read through the items, filling in the gaps.  ñ Check Ss’ answers
around the class.
ñ Allow Ss time to explain the phrases in bold by
giving a definition or
synonym.

Answer Key
1     tired

5 temper

2
  getting

6 strain

3 take

7 building

4
  proportion

8 giving

Suggested
Answer Key
1    sick and tired of: extremely
bored of
2    getting me down: depressing
me
3    can’t take it any more: the pressure is too much for me
4    get things out of proportion: exaggerate
5    lost my temper: suddenly
became angry
6    feeling the strain of: come
under pressure from
7    building up: gradually
increasing
8    giving me a hard time: causing
problems for me

Reading
Skills 2a
8
Focus ➤ Choosing the correct verb
ñ Explain the task. ? Allow Ss time to read through the items,
filling in the gaps.
ñ Ss check their answers using the Word List.

Answer Key
1
  snarled

3 sighed

5 groaned

2
  stammer

4 whisper

9
Focus ➤ Practising vocabulary to describe body language
ñ Complete the task as
a class, eliciting the answer to each and miming the body movements with Ss.
ñ Elicit the equivalent phrases in Ss’ L1.

Answer Key
1 b             3 d

5 c

7

h

2 a             4 f

6   e

8

g

Words of Wisdom
ñ Write the quotation by Harris on the board.
ñ Arrange Ss in groups of 5 or 6 to discuss. Monitor the activity.
ñ A spokesperson from
each group reports back to the class.
(Ss’ own answers)

 Listening &
Speaking Skills
Objectives
Vocabulary
Vocabulary:peer pressure; language to sympathise/
                                                                                1   Focus ➤ Introducing the topic
encourage/persuade; idioms
with numbers
         Listening: a radio interview                                                        ñ Direct Ss’ attention
to the picture. Ask the
Skill ― listening for specific information questions to the class. Invite Ss to justify their Reading: a
dialogue between two friends answers.
Speaking:
acting out short exchanges                                  ñ Invite a S to read
the definition. ñ Check Ss’ comprehension by using Ss’ L1.
2b Listening and Speaking Skills

Suggested
Answer Key
In the
picture there are two teenage girls whispering to themselves while another
teenage girl stands, arms crossed, in the background. It seems that the two
girls are talking about the other girl. The picture is ripped in two to show
separation. The girl in the background is obviously unhappy and might even be
angry because the other girls are teasing her or excluding her.

2 a) Focus ➤ Choosing the correct word ñ
Explain the task.
ñ Allow Ss time to complete the task and check their answers using
the Word List.

Answer Key
1 A:
  committing

4 A: influence

B: out,
  rough

B:
  missing

2 A:
  tell

5 A: come

B: made
3 A: on
B:
  regret, made

B: fit

b) Focus ➤ Practising vocabulary ñ Direct Ss’ attention
to the verbs given. ñ Explain the task and complete item 1 as an example.  Allow Ss a
few minutes to complete the rest of the task. ñ
Check Ss’ answers.

Answer
  Key
1    influence     4 give in
2    persuade      5 discourage
3    dissuade       6 resist
opposites:
  persuade and dissuade
resist
  and give

Listening
3 Focus ➤ Listening for specific information ñ Explain the task.
ñ Play the recording. Ss listen and complete the task. Play the
recording again for Ss to check their answers.
ñ Confirm the correct answers.

Answer Key
1 D           2   A

3

F

4

E

5

B

TAPESCRIPT
Interviewer: I spoke to some young people about their views on peer pressure.
Here’s what they had to say. Speaker 1: I wanted to just get a
job last year when I finished school, but all my friends were going to
university and I started to feel like the odd one out. I ended up applying to
go to university too. It was the best thing I ever did!
Speaker 2: It’s really difficult to say no when you are with a crowd of
friends – you don’t want to be different. But don’t be weak. Stand up for
yourself and say no if you don’t want to do something!
Speaker 3: I gave up playing the violin when I started secondary school
because it was taking up too much time and I was missing chances to go out with
my friends. Now I really wish I could play a second instrument because I’m
hoping to go to music college next year.
Speaker 4: There was a new girl in my class and all my friends were horrible
to her. She tried to be my friend but I ignored her. I know she was upset but I
was scared of what the others would say if I was nice to her. Speaker 5: Last
year I started hanging out with a new group of friends. They were into punk
music and crazy hairstyles. So, I decided to get my hair dyed purple! I thought
I looked cool, but now when I look back at old photographs I can’t believe I
did such a thing! I looked absolutely ridiculous!
4 Focus ➤ Learning idioms ñ Read out the rubric
and allow Ss time to complete the idioms.
ñ Check Ss’ answers. Elicit/Explain what the idioms mean. Elicit
from Ss whether there are similar expressions in their language.

Answer Key
1     hundred and one

4 sixes

2    two
3
  million

5 six

Listening
  and Speaking Skills 2b

Reading
5    Focus ➤ Reading to understand
structure, sequence and content ñ Ask Ss to read the gapped dialogue, then allow Ss time to
complete the task.
ñ Play the recording for Ss to check their answers.

Answer Key
1 E          2   A

3 C

4

B

5 F

6 D

6    Focus ➤ Matching words/phrases and
their meanings
ñ Draw Ss’ attention to the words/phrases in the text that are
underlined and read through the list of meanings. Check Ss’ comprehension. ñ Allow Ss time to
complete the task. Check
answers around the class.

Suggested
Answer Key bumped into ― met unexpectedly the odd one out ― the
person who is different from everyone else
It’s
no big deal ― it’s nothing to
worry about  it’s your loss ― you’ll regret not doing something suit
yourself ― do whatever you want let them down ―
disappoint them

Everyday English
7 Focus ➤ Expressing negative
feelings/ sympathising/encouraging ñ Ask Ss to focus on the language box on p.31. ñ Read through together
and explain any new vocabulary.
ñ Explain the task and read through the situations. ñ In pairs, Ss complete
the task.
ñ Encourage Ss to use each prompt and allow each other to play
both roles,
ñ Monitor progress around the class, providing any necessary
assistance.
ñ Allow each pair to perform one exchange each for the class.

Suggested
Answer Key
A: I
can’t stand it any more.
B: What’s
wrong?
A:
I have just found out that Suzie has been lying to me. I thought she was my
best friend.
B:
I’m sorry to hear that, but I’m sure everything will be all right. You should
speak to her ― ask her why she didn’t tell you the truth.
A: You’re
right, I should.
A: Are
you alright? You look a bit worried.
B:
Well, I could be better. You see, Lucy and Hannah want me to go shopping with
them this afternoon and miss Art class. I want to go with them but I know I
shouldn’t.
A:
I know what you mean. It’s difficult to do what your friends want you to do
sometimes. I think you should do what you think is right for you.
B: Thanks
for listening. I know you’re right.
A:
Nothing’s going right in my life right now.
B: What’s
up?
A:
I got really poor marks in all my exams and I’ve fallen out with nearly all of
my friends.
B:
Cheer up! Things can’t be all that bad! I’m sure you’ll do better next time. As
for your friends, I’m sure everything will be all right soon. etc

Say it right
8 a) Focus ➤ Listening for specific information ñ Direct Ss’ attention
to the list of exchanges. ñ Elicit/Explain the meaning of any new vocabulary.
ñ Explain the task and allow Ss time to complete it individually.
ñ Play the recording for Ss to check their answers.
ñ Play the recording again with pauses. Ask various pairs to
repeat the exchanges following the intonation patterns in the recording.

2b
  Listening
  and Speaking Skills

Answer Key
1 a            2   b

3

a

b) Focus ➤ Practising language to persuade ñ Explain the task.
ñ Ss work in pairs, practising the language in Ex. 8a.
ñ Monitor the activity.
ñ Invite some pairs to act out the exchanges
for the class.

Suggested
Answer Key
A: Can
you help me with my homework? B: No, I’m afraid I really can’t.

A: Please come to the party. It would mean so much to me.
B:
  Oh, all right then, just this once!
A:
  Please wash the dishes for me! B: Well, I suppose I could.
A: Come on holiday with me! Come one, it’ll be fun!
B: Well, I suppose I could. etc

9    Focus ➤ Revising new vocabulary
Ss close their books and
discuss with a partner new words and phrases they have learned in this unit.
Ask Ss to make sentences using them.

(Ss’ own answers)

1   Focus ➤ Rewriting sentences using informal style
ñ Ss’ books closed, write the example on the board.
ñ Ask Ss which sentence is more formal (sentence 1). Explain that
it is more informal to end a sentence with a preposition.
ñ Explain the task. Allow Ss some time to complete the task
individually. ñ Check Ss’ answers.

3    The office (where) she works in is nearby.
4    He’s the man (who) we gave the parcel to.
5    Tomorrow is the day (when) I go on holiday.

Game
ñ Read out the rubric and select a pair of Ss to read out the
example. ñ Play the game in teams.
2 a) Focus ➤ Understanding defining and
nondefining relative clauses ñ Revise with Ss the concept of relative clauses. Remind Ss that
they provide extra information, some of it necessary (defining) and some of it
unnecessary (non-defining).

Grammar in Use 2c
ñ Write up the
  following examples. Ask Ss to

say which is defining
(sentence 1) and nondefining (sentence 2):
The woman who lives at
number 14 has been arrested.
Mr Jenkins, who is very
friendly, lives near the park.
ñ Draw Ss’ attention to the commas in sentence 2.
         ñ Draw Ss’            attention
to the Grammar
Reference section and the
different types of relative pronouns and adverbs. ñ Ss complete the task
individually. ñ Check Ss’ answers.

Answer
  Key
1
  Buckingham Palace,
  where the royal family live, is a popular tourist attraction in
  London. (non-defining)
2    Jenny, whose brother is in my class, won the
  beauty contest. (non-defining)
3    The boys who were sitting behind us are in the same
  class as me. (defining)
4    The suit (that/which) he wore to the party was very
  expensive. (defining)
5    People who dress smartly make a good impression.
  (defining)
6
  London, which has
  a population of over 7 million, is a multi-cultural city.
  (nondefining)
7    The woman who just entered the room is our new teacher.
  (defining)
8    The office where my mother works is in the centre of
  the city. (defining)
The
  relative pronoun/adverb could be omitted in sentence 4.
Who,
  which, where and that can be omitted when they are the object of a relative
  clause.
Whose is never omitted.

b) Focus ➤ Completing a text using relative pronouns and adverbs
ñ Explain the task. Ss work individually to fill in the gaps. ñ Ss compare answers
with a partner.

Answer Key
1 who

4   when

7 whose

2 which

5 who

3 where

6 which

3    Focus ➤ Understanding clauses of
purpose ñ Select 5 Ss to read the sentences. ñ Ask Ss to say which
words express purpose.

Answer Key
1    so  3 in case
2
  to  4 with a view to

5 for

4    a) Focus ➤ Practising clauses of purpose ñ Direct Ss’ attention
to the words in brackets. ñ Explain the task. ñ Ss complete the task individually. ñ Check answers with
the class.

Answer
Key
2    He’s going to bed early so that he won’t betired tomorrow.
3    He is whispering so as not to wake hisbrother up.
4    We’re trying to save up some money with aview to buying a house.
5    These are nail clippers for cutting toenails.

b) Focus ➤ Consolidating clauses of
purpose ñ Draw Ss’ attention to the fact that there are many ways of
expressing purpose which have the same meaning. ñ Read out the example
sentences. ñ Ss work in pairs to complete the task. ñ Invite some pairs to
read out their sentences
to the class.

Suggested
Answer Key
2    He’s going to bed early so as not to be tiredtomorrow.
3    He is whispering so that he won’t wake hisbrother up.
4    We’re trying to save up some money so thatwe can buy a house.
5    These are nail clippers to cut toenails. etc

2c Grammar
in Use
5 Focus ➤ Describing preparations
for a trip ñ Draw Ss’ attention to the things Paul and his friends have taken
on their mountain trip. ñ Elicit reasons why they have taken them using ‘in case’ and
write them on the board.

Suggested
Answer Key
They’ve
taken a camera in case they see some nice views.
They’ve
taken some water in case they get thirsty.
They’ve
taken a tent in case they need to stay the night.
They’ve
taken a map in case they get lost. They’ve taken some sandwiches in case they
get hungry.
They’ve
taken jackets in case the weather is cold.

6 a) Focus ➤ Understanding clauses of
result ñ Select a S to read out the extract.
ñ Draw Ss’ attention to the language in bold. ñ Explain the task. Ss
answer individually. ñ Check Ss’ answers.

Answer
Key
Such
goes with countable/uncountable nouns,
adjectives and ‘a lot of’.
So
goes with adverbs,
few/little/much/many.

b)
Focus ➤ Making up a story about a
disastrous party
ñ Write the title of the story A disastrous party on the board. ñ Draw Ss’ attention to
the ideas for the story. ñ Divide Ss into groups of 3-4. Ss make up a ‘chain story’, taking
it in turns to say what went wrong.

Suggested
Answer Key
A disastrous
party
…. my
house that it took two hours to get there.
S2:
When I got there, it was so noisy that I couldn’t have a conversation with
anyone.
S3:
There were so many people there that there was nowhere to stand and people kept
bumping into me. S4: I was so bored that I kept looking at my watch.
S1:
The food was so awful that I couldn’t eat any of it.
S2:
The music was so loud that the police came to tell us to turn it down.
S3:
I had such a bad time that I never want to go to a party ever again!
S4:
On my way home I felt so cold that I wanted to cry. etc

7      a) Focus ➤ Understanding clauses of result ñ Read the examples
with the class. ñ Explain the task. ñ Check Ss’ answers.

Answer
Key introduce clauses of reason: due
to/because of, because, since, due to the fact that, because of the fact that
followed
by a noun: due to/because of   followed
by a clause: because, since, due to the fact that/because of the fact that

b) Focus ➤ Forming sentences using
clauses of reason ñ Explain the task. ñ Read out the example to the class. ñ Allocate Ss 10 minutes
to form their sentences working in pairs.

Suggested
  Answer Key
2    She didn’t enjoy the party due to/since/ because/because of
  the fact that it was crowded.
3
  Ann couldn’t walk due
  to/ because of a broken leg.
Ann couldn’t walk
  because/ since/ due to the fact that/ because of the fact that she had broken
  her leg.
4
  He couldn’t sleep due
  to/ because of the noise.
He couldn’t sleep
  because/ since/ due to the fact that/because of the fact that there was a lot
  of noise.
5
  The road was closed due
  to/because of an accident.
The
  road was closed due to the fact that there had been an accident.
6
  The trains were
  cancelled due to/becauseof the strike.
7
  He didn’t go to school
  as/because/becauseof the fact that he was ill.
8
  He gave up his job due
  to/because of badhealth.
He gave up his job due
  to the fact that he was suffering from bad health. etc

8      Focus ➤ Practising phrasal verbs (put)
ñ Explain that each sentence can be completed using a phrasal
verb.
ñ Ss complete the task individually.
ñ Check Ss’ answers, eliciting the meaning of each phrasal verb.
ñ As an extension activity ask Ss to choose a phrasal verb and
draw a picture to illustrate its meaning. Play in teams. Ss from each team show
their drawings in turn. The other team guesses what the phrasal verb is.

Answer Key
1    up  3 on
2
  off             4 up
  with

5 down

Suggested
Answer Key
1    My grandparents always put me up when I visit their
country cottage.

Grammar
in Use 2c

2    The concert has been put off because the singer has
caught a cold.
3    A baby needs help to put on its clothes.
4    It’s hard to put up with mobile phones going off all the
time when you are travelling on public transport.
5    My sister is always putting her husband down.

9      Focus ➤ Revising dependent
prepositions ñ Direct Ss’ attention to Appendix 1.
ñ Explain the task. ñ Allow Ss time to complete the task.
ñ Ss make sentences about themselves using the
phrases.

Answer Key
1        on        3
  on 2 to    4 on

5 about

Suggested
Answer Key
1    My mother likes my new friend Jane because she’s a good influence
on me.
2    If you don’t pay attention to the teacher, you won’t
learn anything.
3    In order to make a good impression on my new boss I
worked long hours.
4    Garry insisted on paying for the meal at the restaurant.
5    I don’t like people who boast about how much money they
have.

10    Focus ➤ Practising sentence
transformations ñ Read out the rubric, stressing that the second sentence must
have the same meaning as the first and that Ss must not use more than five
words.
ñ Do the first item with Ss. Ss complete the task individually.
ñ Check Ss’ answers on the board.

Answer
Key
1    is the house in which
2    a good time
3    such a heavy suitcase
4    in case it gets
5    put off because of the

        2 d    Literature
Objectives

Answer Key

Vocabulary: adjectives to describe people
Reading: a short biography; an
extract from                             1 F    (He    bullied    and   punished
   me    …
Jane Eyre (T/F/DS statements)                                                          continually)
Skill ― reading for detailed comprehension                              2
T       (Mrs Reed was blind and deaf on the
Writing: a modern version of
the story                                              subject)

3
T (she never saw him strike … though he did … behind her back)

1      Focus ➤ Reading for specific
information          4 F (That is for your
impudence … your

sneaking way … and the look … in your

ñ Ask Ss what they know about Charlotte Brontë eyes) and
her novels. Explain that they will be reading 5 DS
           an extract from Jane Eyre.                                               6
F   (You are like the Roman emperors)
ñ Ss read the biography to find out what Jane Eyre   7 F        (Eliza
and Georgiana had run for Mrs is about.  Reed)

8 T (How disgraceful to fly at Master John!)

Answer
Key
Jane Eyre
is about an orphaned girl who is

3 a) Focus ➤ Expanding vocabulary

brought
up by her unkind aunt and then sent to

an awful school. It is the
story of Jane’s ñ Ask Ss to look at the underlined words and difficult life and
her search for love and phrases in the text. Elicit their meanings.
         happiness.                                                                                ñ Ss match the
underlined words to the
meanings in Ex. 3a.
ñ Check Ss’ answers.

Answer Key affection
  ― feelings of love/fondness bewildered
  ― confused taking my side ― supporting me
dreading
  ― feeling anxious/unhappy
  about sth that will/may happen shortly ― soon sneaking ―
  doing sth without being seen or heard accustomed to ― used to rummage
  ― search for sth in a careless/hurried way trickle ―
  flow slowly bellowed ― shouted in a deep, angry voice

2      a) Focus ➤ Listening for specific information ñ Play the recording. ñ Ask Ss to identify
the narrator. ñ Confirm the correct answer.

Answer
Key
Jane Eyre
is narrating the story.

b) Focus ➤ Reading for detailed comprehension ñ Ask Ss to read the
text again.
ñ Explain the task and allow Ss time to complete the exercise.
ñ Check answers with the class.

b) Focus ➤ Expanding vocabulary
ñ Ask Ss to try to guess the meaning of the words from the context
before checking in their dictionaries.
ñ Ss then explain the words in bold using their dictionaries by
giving synonyms, explanations, antonyms or examples.

Suggested
Answer Key threats: statements of intent
to hurt inflictions: harm or damage obedient: following orders tottered:
almost fell over dependant: someone who relies on others for
financial support predominated: became most important

4    Focus ➤ Completing sentences using
the correct verb form
ñ Explain/Elicit the meaning of the verbs and explain the task.
ñ Ss complete the task individually and then
compare answers with a
partner.

Answer Key
1 hurled         2 grasped

3 trickled

5    a) Focus ➤ Understanding the use of hyperbole ñ Read through the
study skills box with Ss. Clarify Ss’ understanding, using Ss’ L1 if necessary.
ñ Allow Ss a couple of minutes to find the example in the extract.
ñ Confirm the correct
answer.

Answer
Key he spent some three
minutes in thrusting out his tongue at me as far as he could, without
damaging the roots

Literature
2d
b) Focus ➤ Rewriting sentences using
hyperbole ñ Explain the task and read the example. ñ Ss complete the task
pairs. ñ Check Ss’ answers.

Answer
Key
2    She’s so forgetful (that) you have to remindher of her name.
3    I’ve already told you a million times.
4    He’s so funny (that) I nearly died laughing.

6    Focus ➤ Listening for detailed
understanding ñ Explain the task and play the recording to Ss again.
ñ Elicit answers from the class.

Answer
Key
John:
cruel (He bullied and punished me),
badmannered (thrusting out his tongue at me), arrogant (You ought to beg, and
not to live here with gentlemen’s children like us)
Jane:
educated (I had read Goldsmith’s
History of Rome), lonely (an assumption based on how she must feel living in a
house where no one wants her)

7    Focus ➤ Matching visual stimuli
and language ñ Focus Ss’ attention on the picture. Invite individual Ss to
describe it.
ñ Allow Ss some time to find an appropriate
sentence from the extract.

Answer
Key
‘I
returned to the window and fetched it’.
It refers
to the book that Jane was reading and in the picture she is handing it to John.

2d Literature
8   Focus ➤ Writing a modern version of the story ñ Ss read the rubric.
ñ Check comprehension of the task by asking Ss: What are you
going to write? (a modern version of Jane Eyre) What will it be about? (the
characters, what they wear, how John mistreats Jane and why, what happens in
the end). ñ Allow Ss time to complete the task.
ñ Select some Ss to read out their stories to the
class.

Suggested
Answer Key
I often
remember relaxing on the sofa and my step-brother Danny would storm in and
disturb me. How I hated living in that house! Ever since mum died and dad
married Sharon my life had been hell. Danny always found new ways to
irritate me. He used to grab my mobile phone and hide it somewhere. Just
because he was Sharon’s little ‘golden boy’, he thought he could do anything.
He hated sharing his house with me as much as I hated being there. He wanted
all of the attention to himself. And he did get more attention than me ―
and more pocket money too. He spent it all on clothes. He liked to wear
designer stuff whereas I had to make do with second-hand. Many years later,
when I got married to my true love and had my own family, I vowed to treat my children
equally and make our home full of happiness. I am glad to say things are
working out really well for me now. etc

1
Focus ➤ Reading for gist
ñ Direct Ss’ attention to descriptions A –F. Explain that each
piece of writing usually has a purpose. ñ Elicit the vocabulary we would expect from such letters/emails.
ñ Allow Ss some time to scan the extracts and complete the
matching task. ñ Check Ss’ answers.

Answer Key
A 6            C 5

E

2

B     1         D 4

F

3

2
Focus ➤ Understanding the style of informal and semi-formal letters ñ Ask Ss what makes a
letter formal or informal (the choice of language). Elicit some examples
of formal/informal language and write them on the board under two columns.
ñ Select a S to read out the theory box to the class.
ñ Ss’ books closed, Ss explain the theory to a partner using their
own words. ñ Explain the task. Ss work in pairs.
ñ Invite pairs to share their answers with the class.

Answer
Key
1    semi-formal (Looking forward to meeting you)
2    informal (Hi Sally!)
3    semi-formal (Regarding our recent telephoneconversation …)
4    informal (Lots of love)
5    semi-formal (Dear Mrs Carter, I am writingon behalf …)
6    informal (Hi Megan)

3
Focus ➤ Identifying the possible recipient of a letter ñ Focus Ss’ attention
to the list of people in Ex. 3. ñ On the board draw a scale marked ‘most formal’ ➝ ‘least formal’. With Ss,
place the people in the right position on the scale (e.g. a good friend =
least formal). ñ Explain the task and allow Ss some time to complete it
individually.
ñ Ss check their answers with a partner.

Answer
  Key
ñ a good
  friend ― letters 4, 6 ñ a school teacher ― letter 5
ñ a stranger you have spoken to on the phone ― letter 3
ñ
  a couple you are going to stay with
  in
England ― letter 1 ñ
  a new friend of your own age ―
  letter 2

4
a) Focus ➤ Identifying the style and
purpose of a letter
Select 2 Ss to read out
letters A and B to the class. Elicit the purpose of each and invite comments
from the class about how they differ stylistically.

Answer
Key
A    giving advice to a friend (informal)
B    asking for advice from an agony aunt (semi-formal)
The style
is different because of the person the letter is being written to. We use an
informal style for letters to friends and a semi-formal style for letters to
people we do not know well or when we want to be more polite or respectful.

Writing
Skills 2e
b) Focus ➤ Understanding the structure of a letter
Read the questions in the
rubric to the class and elicit the answers from Ss around the class.

Answer
Key
A    begins with Dear Sarah and ends with Lotsof love
B    begins with Dear Dr Kelly and ends with
Diana
Smith
There are
4 paragraphs in each letter.
Paragraphs
2 and 3 contain the main subject(s) of the letter.
Paragraph
4 contains the closing remarks. Paragraph 1 contains the reason for writing/
opening remarks.

5
a) Focus ➤ Analysing the style of a
letter ñ Explain the task.
ñ Allow Ss some time to complete the task in pairs.
ñ Collect feedback from different pairs.

Answer
Key
short
forms ― A (Hi, I’d, It’s,
don’t etc)
colloquial
language ― A (they don’t
sound, it’s cool etc)
phrasal
verbs ― A (bunking off,
meet up, works out) idioms ― A (drop you a line)
polite language ― B
(I am writing to you in the hope that …, I would really appreciate it …) full
forms ― B (I am, did not, it would etc)

b) Focus ➤ Finding words/phrases
with similar meaning ñ Explain the task. ñ Allow Ss time to complete the task individually.
ñ Check Ss’ answers, writing up the words and phrases on the
board.
2e Writing
Skills

Answer
Key
Thought
I’d drop you a line ― I am writing
to you pals ― friends
If
you ask me ― I think
I
don’t like ― I rarely feel
like/I am really dissatisfied with
Why
not ― Maybe it would be
a good idea to
Write
back ― I look forward to
your reply

6
Focus ➤ Matching pairs of sentences ñ Explain the task.
ñ Allow Ss time to complete the task individually. ñ Check Ss’ answers.

Answer
Key
A    2 (give information)
B    5 (thank)
C    7 (offer help)
D    4 (refuse an invitation)
E    8 (make a suggestion)
F    6 (apologise)
G    1 (ask for information)
H    3 (accept an invitation)

7
Focus ➤ Rewriting sentences in semi-formal style
ñ Explain the task and complete the first item as an example.
ñ Allow Ss time to complete the task individually. ñ Check Ss’ answers.

Answer
Key
1    I hope my advice helps you.
2    It would be a good idea if you started adiet.
3    Could you give me some advice?
4    I would like to apologise for not attendingthe party.
5    I would like to spend the weekend with you.

8
Focus ➤ Understanding a rubric
ñ Direct Ss’ attention to the rubric and the note. ñ Select a S to read
out the note.
ñ Allow Ss time to find the key words and answer the questions.
ñ Check Ss’ answers as a class.

Answer Key key words: English friend’s mum, asking you to help,         write    an             email,
   120-150            words,
appropriate
  style
1    Pat Jacobs is sending the email to Matthew.
Matthew is a friend of
  Pat’s son, Steve.
2    an email
3
  semi-formal because you
  want to be politeand respectful
4
  you should include all
  the notes you havemade
5    Dear Mrs Jacobs
Regards/Best
  wishes, Matthew + (surname)

9
a) Focus ➤ Checking an answer
ñ Select a S to read out the email to the class. ñ Ask Ss the questions
in the rubric around the
class.

Answer
Key
No, it is
not written in an appropriate style because it uses too many short forms,
colloquial language and the greeting and ending are inappropriate for a
semi-formal email.

b) Focus ➤ Rewriting a letter in a more appropriate style ñ Explain the task. ñ Allow Ss time to
write their letters. ñ Ss compare their work with a partner.

Writing
Skills 2e

Suggested
  Answer Key Dear Mrs Jacobs,
I think it would be an excellent idea to have a party for
  Steve. I would be happy to help you out.
Maybe it would be a good idea to invite Steve’s friends from
  his class at school and his football team too. I would be pleased to send you
  a list of all their email addresses.
It
  would be a good idea to have the party on a Friday or Saturday night because
  it would be difficult for everyone to come on a Thursday. In addition, you
  needn’t worry about all the preparations. I would not mind coming earlier to
  help you.
Regards,
Matthew Summers

Suggested
  Answer Key
A
  Dear Miss Jones,
I am
  writing on behalf of my class at Offerton High School where you recently gave
  an excellent talk on peer pressure. I would like to express our gratitude for
  what we felt was an informative and enjoyable afternoon. In particular, the
  members of my class were impressed by the useful advice that you gave
  regarding how to deal with peer pressure. Many of my classmates have problems
  in this area and I’m sure they found your comments very helpful.
I would also like to ask
  you is it would be possible for you to come again in the future and talk to
  another class. Several teachers expressed a desire to share your good advice
  with other classes in the school as the problem is one that all pupils may
  face. We would be most grateful if you could find the time to visit us again
  in the near future and look forward to your reply
Regards,
Peter
  Quinn

what
information to include in each paragraph A &B:
para 1       opening remarks/reason for writing paras 2, 3  main
subject(s) of letter/ email para 4      closing remarks

11   Focus ➤ Writing a semi-formal/informal letter/ email

Answer
  Key
A
  key words: talk on peer pressure, write letter, on behalf of class, thank
  her reason for writing: thank and invite who will read the
  letter/email: visiting speaker
how to
  begin/end: Dear Mrs + (surname)/
  Regards, (full name)
what style to write in: semi-formal
B    key words: English
  friend, Tom, request, email, notes reason for writing: invite and give
  information who will read the letter/email: Tom (a friend)
how to begin/end: Hi Tom!/Lots of love, Paula what style to write in: informal

ñ Ask Ss to select any of the rubrics in ex. 10 and write a
letter/email. Allow Ss time to complete the task.
ñ Allow Ss time to review and revise their work. ñ Ss correct their
partner’s writing using the checklist.
10      Focus ➤ Understanding rubrics
ñ Read out the rubrics one at a time and ask Ss to underline the
key words.
ñ Then elicit answers to the questions in the rubric from various
Ss around the class.
2e Writing Skills

B

Hi
  Tom!
How’s
  things? Great to hear that your exams are over. How did they go? I’m sure you
  did well because you studied really hard for them.
I’d
  love to go camping with you this summer. You can’t imagine how much I want to
  get out of the city. Tell me where you’re thinking of going and also when. My
  mum wants me to help in the shop over the summer so I’ll have to arrange for
  someone else to take my place.

I’ve been
camping many times with my dad so we’re old hands! We’ve got all the gear we
might need. Dad won’t mind if we borrow it!
Before I
go, who else have you invited? I hope you’ve invited your cousin, Fiona. I
haven’t seen her for ages and she’s great fun! Email me soon!
Lots of
love,
Paula

1

a) Focus ➤ Introducing the topic
ñ Select a S to read Sophie’s words. ñ Elicit from the class
what ‘ChildLine’ is.

Answer
Key
‘ChildLine’
is a telephone helpline that offers advice to children who have problems.

b) Focus ➤ Reading for specific
information ñ Allow Ss a few minutes to prepare their questions individually.
ñ Ss read the text to see if they can answer them.
ñ Invite a few Ss to report back to the class about the
information they found.

Suggested
Answer Key
1    When can I call?
2    Who will I speak to?
3    How many calls do you get every day?

2
Focus ➤ Reading for detailed understanding ñ Allow Ss time to read
the text and complete the task individually. ñ
Play the recording while Ss listen/read and
check their answers.

Answer Key
1     trained

6 pressure

2 have
  been saving

7 most common

3
  living

8 listening

4    thought
5
  more

9 donation

3
Focus ➤ Expanding vocabulary
ñ Draw Ss’ attention to the words in bold in the text and the
meanings in Ex. 3.
ñ Explain the task. Ss use dictionaries as necessary.

Answer Key confidential ― private bullying ― terrorising shelter ― protection/somewhere
to live fundraise ― collect money further ― extra volunteering
― offering unpaid help

4
Focus ➤ Summarising a text
ñ Allow Ss a few minutes to reread the text and answer the
questions.
ñ Invite a few Ss to share their answers with the class.

Suggested
Answer Key
ChildLine
is a free helpline for children and young people in the UK. There are many ways
to get involved. You can find out how to stop bullying by ordering an
anti-bullying pack, or you can do some fundraising during antibullying week.
Another idea is to set up a ‘peer support scheme’ in your school. Or you can
simply make a donation or volunteer to become a childline counsellor. etc

5 Focus ➤ Writing your personal
opinion ñ Read the rubric to the class. ñ
Allow Ss exactly 3 minutes to write on the topic. ñ Invite a few Ss to
read their writing to the class.
Culture corner

Suggested
Answer Key
Yes, I
would like to get involved with ChildLine. I would like to help them put an end
to bullying and also help young people help each other. Young people can learn
important skills such as listening to each other, empathy and problemsolving
skills. I think it is an important organisation. etc

6   Focus ➤ Researching a helpline or charity in your country
ñ Brainstorm helplines and charities in your country and write
them on the board. ñ Arrange Ss in groups of 3 or 4. ñ Explain the task.
ñ Allow Ss access to the Internet to complete their projects.
Alternatively, ask Ss to bring information to the next lesson and complete the
project then.
ñ Invite groups to present their projects to the
class.

Suggested
Answer Key
‘Action
for Russia’s Children’ is a British charity that works to help Russian
charities provide an alternative to orphanages and children’s homes. It helps
children and young people in Moscow who have all kinds of special needs:
physically and mentally disabled children and the homeless.
To help
ARC you can take part in fundraising events, for example the ARC’s annual ball,
volunteer to help on one of their projects or donate money. etc

Across the Curriculum – Science

Objectives
Reading: a text about the nervous system
Skill ― reading for
specific information
Portfolio: a quiz about the nervous system
1
Focus ➤ Matching headings to paragraphs ñ Read the text aloud
with Ss. ñ Elicit/explain any new vocabulary, ñ Ss match the
paragraphs with the headings. ñ Check Ss’ answers.

Answer Key
1 C            2 D

3 E

4 A

2
Focus ➤ Recalling new information
ñ Play the recording of the text to Ss. Ss listen and read.
ñ Ss’ books closed, Ss note down 5 things they have learnt about
the brain and the nervous system.
ñ Ss take it in turns to tell their partner what they
have learnt.

Suggested
Answer Key
1
The nervous system consists of the brain, the spinal cord and a network of
nerves.2 The brain works as the ‘central computer’ for the nervous system.
3      The biggest part of the brain is called the cerebrum.
4      The brain contains about a billion nerve cells.
5      The Thalamus carries messages to the sensory organs.

3   Focus ➤ Making up and answering a quiz about the nervous system ñ Explain the task.
ñ Allow Ss time to reread the text and make up their quiz. ñ Ss swap quizzes with
a partner and answer.

Suggested
  Answer Key
The Nervous System Quiz
1
  Name the three parts of
  the nervous system. (3)
2
  Which part of the body
  controls the nervoussystem? (1)
3    What is the biggest part of the brain called?
(1)
4    What does the cerebellum do? (3)
5
  Which part of the brain
  carries messagesfrom the sensory organs? (1)
6
  Which part of the brain
  is responsible formetabolism? (1)
7    What is another name for ‘nerve cells’? (1)
8
  How many nerve cells
  does the human braincontain? (1)

1
Focus ➤ Reading for gist ñ Focus Ss’ attention on the title of the text.
Elicit from Ss what they think the text is about. ñ Ss read to check if
they are correct. ñ Confirm the correct answer.

Answer
Key
The
author’s purpose is to give information and persuade the reader(s) to reduce
the amount of packaging they consume.

2
Focus ➤ Reading for detailed understanding ñ Allow Ss time to read
the text and complete the task individually.
ñ Ss explain the words in bold by giving a definition, synonym or
drawing, etc.
ñ Encourage Ss to guess the meaning of the word from the context
before using their dictionaries to check their guesses.
ñ Elicit/explain the meaning of any other words in
the text that Ss do not
understand.

Answer Key
1
  beautifully

8
  products

2
  wrapper/wrapping

9
  reusable

3
  presentable

10 packages

4
  recyclable

11 washing

5
  pollution

12
  conditioner

6    transportation
7
  Thankfully

13
  manufacturers

Suggested
Answer Key trays: flat objects with
raised sides that are used for carrying food preserves: keeps in good
condition consumers: people who buy or use sth down to: because
of

Going Green

weight:
heaviness solid waste: rubbish
that is not liquid dumped: placed somewhere carelessly landfills: areas
where rubbish is buried manufacture: mass production cut back: reduce
in number minimal: the least biodegradable: breaks down naturally
when buried concentrated: made stronger by removing water from it
delivered:
sent to a particular address

3 Focus ➤ Talking about how we
choose products ñ Play the recording. Ss listen to and read the text again. ñ Ask Ss the question
in the rubric. ñ Ss discuss in pairs.

Suggested
Answer Key
A:
What should people have in mind when choosing a product?
B:
Well, many people look at its appearance. Quite often products look nice
because of their packaging.
A:
That’s true. But how important is the packaging?
B:
Not as important as the product you are buying!
A:
I think we should ask ourselves whether the packaging is good for the
environment or not.
B:
I agree. That’s what we should be thinking about. etc

4 Focus ➤ Designing green packaging
for a product ñ Arrange Ss in small groups and explain the task. ñ Allow groups time to
design their ‘green’ packaging.
ñ Ss present their ideas to the class, explaining why they chose
their design.
Going Green

Suggested
Answer Key
Our
product is for chocolates and other sweets. The tray that displays the
chocolates is made up of a biodegradable cornstarch material that can be
discarded in a home compost pile. The box is made up of 100 per cent recyclable
paper and is collapsible. If a consumer collapses the box and returns it to the
supermarket, where it will be sent back to the manufacturer for reuse, the
consumer receives a 10 percent discount coupon for their next purchase of the
product. This acts as an incentive for consumers to return the box so it can be
reused. If a consumer decides to throw the box away, then the box can be
recycled.

Green Wisdom
ñ Draw Ss’ attention to the quotation. ñ Elicit/explain any
new vocabulary.
ñ Elicit whether Ss agree or disagree with the
quotation and ask Ss to justify their
opinions.
(Ss’ own answers)

 Spotlight on Exams
Listening
Focus ➤ Listening for specific
information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct
answer.

Answer Key
1     B             3

B

5

A

7

C

2     B             4

C

6

A

TAPESCRIPT
Presenter: With us in the studio today is Dr Edmond Hunt, a very
experienced plastic surgeon. He is here to speak about teenagers and plastic
surgery. Dr Hunt, welcome to the programme.
Doctor: Thank you. Plastic surgery is becoming more and more popular
nowadays and many young people are using it to change the way they look. Of
course, body image and physical appearance have always been important to
teenagers, but now it seems we live in a society where even more importance is
placed on being beautiful ― in the media, in advertising for example –
which does nothing to help teenagers, many of whom already have a very poor
body image.
Now, I would like to make
a distinction between the two types of plastic surgery and I think we need to
be clear about this. First, there’s what we call ‘reconstructive’ surgery which
is done to correct defects on the face and body. Examples of this include
physical birth defects and injuries like dog bites or burns. This kind of
surgery repairs parts of the body. The other type of plastic surgery is called
‘cosmetic’. This kind of surgery involves changing a part of the body simply
because a person isn’t completely satisfied with it, for example nose jobs or
liposuction (the removal of fat from the body.)
Of course, the well-being
of our patients is always our most important concern. There is some concern
that the glamorous image of cosmetic surgery as seen on TV can encourage people
to change themselves without reason. Teenagers may suffer from low self esteem
and choosing plastic surgery is not always the answer to their problems. Often
talking to a therapist, dieting and exercise are the solution, for example. We
must judge each case individually and help people make the right decision. We
must also make sure that the individual has finished growing and is mature
enough emotionally to cope with the stress of the operation. All potential
patients go through a series of interviews and those under the age of eighteen
need a parent’s signature. It is essential that we talk to parents as cost is
also a main factor. If the patient is suitable, we then help to find a suitable
surgeon to perform the operation. He or she must find a certified surgeon, that
is to say, one who is qualified to perform the operation well. After all, these
operations are expensive and there is some risk involved.
Another word of warning,
if I may. No amount of money can buy you happiness. The most expensive cosmetic
surgery does not have the power to change who you are inside. A common myth is
that we can make people like us more by changing our appearance. Our teenage
years are a time of development, of personal discovery. It takes time to
understand who you are. Remember, people cannot and should not judge you on
your looks alone. If they do, they are not worth knowing. Some would say, on
the other hand, that today we have the power to make ourselves happier with our
appearance and we should take that opportunity if we can. Ultimately, the
decision to have plastic surgery is a personal choice. If you have any
concerns, speak to your parents, or your doctor. One thing is certain - you
should think carefully before you decide.
Reading
Focus ➤ Reading for specific
information ñ Explain the task. ñ Go through the headings (A-H) with Ss. ñ Allow Ss time to
complete the task. ñ Select individual Ss to read out the answers.

Answer Key
1     D           3

G

5

E

7

C

2     B           4

A

6

H

Use of English
Focus ➤ Using word derivatives ñ
Explain the task. ñ Allow Ss time to complete the task. ñ Read out the text
with Ss.

Answer Key
1     architecture

5 designer

2 widen

6 development

3    residential
4
  entertainment

7 construction

Spotlight on Exams
Writing
Focus ➤ Writing a letter to a
pen-friend ñ Ask a S to read out the extract. ñ Elicit/Explain any
new vocabulary. ñ Explain the task.
ñ Check Ss’ understanding by asking questions: what are you
going to write? (a letter) Who is the letter for? (my pen-friend Fiona) What
are you going to write about? (anti-bullying week/ask about the party).

Suggested
Answer Key
Dear
Fiona,
It was great to hear from you. You must be pleased that your
exams are over and now it’s time to enjoy yourself.
The anti-bullying week was a huge success and I believe we have
really reduced the amount of bullying that goes on in our school. There were
talks by experts and films that showed the effects and how to deal with
bullying. There was also a confidential helpline for kids who were being
bullied.
Anyway, what about the party you mentioned? Where is it and who
are you going with? More importantly, who is going to be there? Is Robbie from
next door going?
Got to go now. My exams are next week so there’s still a lot of
studying for me!
Lots of
love,
Fran

Speaking
Focus ➤ Deciding what to buy
someone as a present/role play ñ Explain the task.
ñ Read out the prompts and explain/elicit that the conversation
will be informal.
ñ Ss work in pairs. ñ Go around the class monitoring the task. ñ Select some pairs act
out their dialogues.

Spotlight on Exams

Suggested Answer Key

A: What do you think we should get mum for the 8th of March?

B: We could get her some nice jewellery.

A: That’s a good idea. Mum likes wearing earrings and
  necklaces.

B: But she likes
  gold and that would be really expensive.

A: True. How about a scarf and some gloves?

B: But it’ll soon be spring and it won’t be cold enough to
  wear them.

A: Maybe we should just get flowers.

B: But that’s far too boring! They look nice but their beauty
  doesn’t last long.

A: So what can we get her?

B: I know the perfect gift ― some tickets for the
  theatre!

A: Excellent idea! I will go to the theatre tomorrow and get
  them. etc

 Progress Check
Progress Check 2 and Look at Module 3 should be done in one lesson.

Answer Key
1
1           offend   6          attitude
2
dramatic            7          trust
3
symptom            8          tricky
4
tempted             9          disgusting
5
persuade           10        pressure
2
1 which    3          whom   5          who
2    where   4          which
3
1 was late because of
2    such a long way3 due to (the) ice
4
who’s married to an American
5
due to the fact that
4
1     up        3 off     5 down 2 up      4
on
5
1     to         3          on        5          on
       2 about            4   on
6
1     d          2          c          3          a          4          e          5          b

Responsibility
Before you start …
ñ Revise one or two points from the previous module (e.g. ask Ss
what they do to relieve stress, whether they would volunteer for a charity,
etc).
ñ Direct Ss’ attention to the title of the module Responsibility.
Explain that in this module they will learn about crime and the law, rights and
responsibilities, etc.
Look at Module 3
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows, what else Ss can see on the
page and what they think the unit might be about).

Suggested
Answer Key
Focus Ss’ attention on picture 1.
T: What
page is picture 1 from?
S1: It’s
from page 59.
T: What
can you see in picture 1?
S2: A man
and a boy on a bicycle.
T: Where
are they?
S3: They
are in the countryside. etc.
Pic 2 (p.
48)
What does
the picture show? What are they doing? How old are they? How well do they know
each other?
Pic 3 (p.
51)
What can
you see in the picture? What is she holding? What are the
advantages/disadvantages of having a credit card?
Pic 4 (p.
52)
Who is in
the picture? When did he live? What is he famous for? Have you read any of his
books?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key a proverb (p. 47)
(a
  short sentence which gives advice or tells you sth about life) What does the
  proverb say? Do you agree with it? Why (not)? What other proverbs do you
  know?

a poem (p. 48 )

(a piece of writing, often in short lines which rhyme) Who wrote
the poem? What is it about? Do you like reading poetry? Why (not)? Which famous
poets do you know?
a biography (p. 52 )
(a
factual article about a person) Whose biography is this? What era did he live
in? What does the biography tell us about his life?
a quiz (p. 59 )
(a game
or competition in which sb tests your knowledge by asking you questions) What
is the quiz about? Do you like doing quizzes? Why (not)? Where do we normally
find quizzes?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section is about an author and a literature extract. This one (pp. 52-53)
is about Charles Dickens and has an extract from his novel Great Expectations.
The Culture
Corner (p. 57) contains a text about Ellis Island and the Statue of
Liberty.
The Across
the Curriculum section (p. 58) looks at human rights, a topic in
Citizenship.
The Going
Green section looks at different green issues. This one (p. 59) is about
how to become a ‘green citizen.

Listen, read and talk about …/Learn how
to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.

1
Focus ➤ Predicting the content of a text ñ Direct Ss’ attention
to the title and headings AE. Explain any new vocabulary and elicit what they
think the text is about.
ñ Play the recording. Ss listen and read through
the text and check their
answers.

Suggested
Answer Key
The text
is about people who have been the victims of crime.

2
Focus ➤ Matching headings to text ñ
Read these together and explain they will match these to the
paragraphs in the article. ñ Ask Ss to read the article again.
ñ Tell Ss to identify and underline key words/ phrases in the text
that help them match the appropriate heading to each paragraph. ñ Allow Ss time to
complete the task and check
the answers together.

Answer
Key
1    C (These terrible fraudsters are just tryingto trick gullible
people …)
2    D (The police caught them red-handed)
3    A (The attacker just came out of nowhere) 4 E (this has been
happening a lot lately)

3
Focus ➤ Eliciting meaning from text ñ Focus Ss’ attention
on the underlined words/ phrases in the text.
ñ Ss explain the meaning of each by giving a synonym, example or
explanation before checking in their dictionaries.
ñ Ss then provide meanings for the words in bold.

Answer Key petty ― small/minor out of the blue ― unexpectedly fell
for it ― was deceived gullible ― trusting/easily tricked
broke into ― got into by force shaken up ― in shock wipe
it off ― remove it with a cloth lately ― recently distract
― take someone’s attention away from something
Suggested Answer Key taken for a ride: tricked lottery: gambling game with numbered tickets contacted:
communicated with fee: payment for a service process: series
of actions to achieve sth winnings: amount of money won idiot: foolish
person scam: trick came out of nowhere: suddenly appeared threatened:
stated an intention to hurt grabbed: took suddenly by the hand identify:
be able to formally recognise sb or sth bird mess: organic material
from a bird’s body so-called: incorrectly/unsuitably named reached
for: tried to get realised: understood a situation means: way(s)

Vocabulary
4 a) Focus ➤ Completing a table ñ Explain the task. ñ Allow Ss time to
complete the table. ñ Ss check answers with a partner.

Answer Key burglary

burglar

mugging

mugger

theft

thief

pickpocketing

pickpocket

b) Focus ➤ Matching crimes with a suitable punishment
ñ Draw Ss’ attention once more to the crimes listed in Ex. 4a.
ñ Ask Ss to rank them from most ― least serious.
ñ Read through the punishments listed in Ex. 4b and check
comprehension.
ñ Ss match the crimes and punishments individually then compare
answers with a partner.

Suggested Answer Key ñ
go to court: burglary, mugging, theft ñ
pay a fine: pickpocketing ñ go to prison: bank
robbery, kidnapping ñ get off with a warning: shoplifting ñ do community service: vandalism

5    Focus ➤ Understanding words often
confused ñ Explain the task.
ñ Work through the first example with the class and write the
second sentence on the board. ñ Encourage Ss to guess first and then check their answers using
the Word List.
ñ Ask individual Ss to share their answers with the
class.

Answer Key
1     offence

3 illegal

5 sentence

2 taken

4 found

6 witnesses

6    Focus ➤ Completing exchanges ñ Explain the task. ñ Ss work in pairs to
complete the exchanges. ñ Select some pairs to act out the exchanges to the class.

Answer Key
1 A:
  broken

4 A: find

B: pay

B: let

2 A:
  confess

5 A: convicted

B: arrested, appearing
3 A: get
B:
  chased, make

B: sentenced

Reading
Skills 3a
Speaking
7 Focus ➤ Continuing a story ñ Read the beginning of
the story aloud to the class and explain the task. Draw Ss’ attention to the
vocabulary given. ñ Ss complete the task in small groups.
ñ Select some groups to tell the whole story to
the class.

Suggested
Answer Key
Then out
of the blue someone jumped out in front of me and started to threaten me,
saying, “Hand over your purse, or I’ll hurt you.” I was in a state of shock as
it was the first time anyone had tried to mug me. At first I didn’t want to
give him what he wanted, but when he attacked me with a knife I knew I had to
do as I was told. I held out my purse and he grabbed it from me and ran away.
Luckily, I was able to give the police a good description of the criminal and
they caught him soon after. I identified him as the mugger and he was given a
prison sentence.

Words of Wisdom
ñ Draw Ss’attention to the proverb.
ñ Elicit whether Ss agree or disagree with the proverb and ask Ss
to justify their opinions. ñ As an extension, Ss could suggest similar or other proverbs on
the topic from their L1 and translate them into English.

Suggested
Answer Key
I agree
with the proverb because although some crimes may have a financial gain,
usually criminals end up in jail or living a violent and unhappy life.
Committing crime will not improve your life but rather make it worse.

3 b Listening & Speaking Skills
Objectives

A: Yes.

Vocabulary: rights and responsibilities; expressing

B: And
what are our responsibilities at home?

regret/outrage/disgust

A: To
obey the law and to look after the
Listening: short exchanges (multiple choice) environment. etc

Skill ― listening
for specific information
Reading: a poem; a dialogue (gap-fill)
Skill
― reading for specific information                          3   Focus ➤ Reading for specific information
Speaking: a dialogue (role play) ñ Select a S to read out the poem to the class.

1

Focus ➤ Matching rights and
  responsibilities ñ Select one S to read through the list of rights and another S
  to read out the list of

ñ Explain to Ss that Eduard Everett Hale was an
American
  clergyman who lived from 1822 -1909.
ñ Elicit answers to the questions in the rubric from the class
  and discuss.

responsibilities.
Elicit/Explain any new vocabulary.

Suggested
Answer Key

ñ Explain the task. Ss complete the task

‘Responsibility’ for the author is being an individually and then compare answers with a active member of
society who contributes and partner. helps by doing whatever he can.

Answer Key

T:  Do you agree with Hale’s point of view?

to be educated ― not
to bully/harm others   S1: Yes, I think that if we all do as much as we to be
safe ― to obey the law  can, then a lot can be achieved.
             to live and work in a clean unpolluted                         T:
  What do you think?
environment ― to
look after the environment S2: I agree. I know that we can only do so to be
treated with respect ― to respect others much, but we should think about
doing regardless of sex, age, ethnic origin, nationality whatever we can – it
is our duty. etc

2

Focus ➤ Discussing rights
  and responsibilities ñ Read out the rubric to the class. ñ Ss discuss in
  pairs.
ñ
  Invite a few pairs to feed back to the class.
Follow
  up with a whole class discussion.

Vocabulary
4     Focus ➤ Practising
  vocabulary
ñ Explain the task. Ss answer individually. Remind Ss to try
  each answer provided and select the best option to complete the sentences.

ñ Ss compare answers with a partner.

Suggested Answer Key ñ
Allow Ss time to write their own sentences. A: What are your
rights at school?
B: To be
educated and to be treated with

Answer Key respect.
Do you agree?

A: Yes, I
think you’re right. What are our 1 stand up for your rights responsibilities at
school? 2 have no right
B: To
respect others and not bully or harm 3 have the responsibility to others and to
look after the environment. 4 have the right to
   A: I agree. What are your rights at home?                           5
take responsibility for

B:
To live in a clean, unpolluted environment 6 do their bit and to be treated
with respect. Do you agree?

Listening & Speaking Skills 3b

Suggested
Answer Key
1    Standing up for your rights is a responsibility in itself.
2    I had no right to talk to my mother like that.
3    The police have the responsibility to stop crime and make
the streets safe.
4    You have the right to remain silent.
5    I had to take the responsibility for the accident because
it was all my fault.
6    In our house, everybody does their bit to keep it clean.

5 Focus ➤ Choosing the correct verb ñ Ss complete the task
individually, using their dictionaries.
ñ Ss listen and check their answers.

Answer Key
1
  violate

4 accepts

7 tolerate

2 given

5 treats

3
  denied

6 defend

Listening
6   Focus ➤ Listening for specific information ― answering
multiple-choice questions ñ Play the recording.
ñ Tell Ss to select the correct answer and circle their response.
ñ Play the recording again so Ss can check their
responses.

Answer Key
1 C           2   A

3

C

TAPESCRIPT
1
An incident that happened at school
when I was 10 years old really stuck in my mind. One of the boys in the class
was being picked on by some older boys. The rest of us were too afraid to help
him because we didn’t want to get beaten up too. It went on for ages before I
eventually found the courage to say something to the teacher. But on the day
that I had decided to speak up, the boy told us
all that he was leaving
the school and moving to another city. I always felt bad about that afterwards.
2
A: Excuse
me. May I ask about your views on environmental protection, please?
B: Sure.
A: Do you think the government is doing enough to solve the
problem?
B: Well, the laws are there but they are just not being enforced. I
know that people are becoming more aware of the issue but the problems are
still there.
A: What do you think should be done?
B: Well, I’ve just joined the local environmental group. We do lots
of things to help the environment. But the main thing is for everyone to do a
little bit every day.
3 To tell you the truth, I wasn’t too keen on getting involved in
the scheme when I first moved into the area. I don’t have a lot of free time
and I usually prefer to keep myself to myself. Anyway, I went along to one of
their meetings, just to see what they do, and I realised what a good idea it
is. I mean, our neighbourhood doesn’t have a really serious problem with crime,
but if everyone keeps an eye on things, we can help keep it that way. The
police can’t be everywhere all the time!
Reading
7 a) Focus ➤ Predicting the content of a dialogue
ñ Read sentences A-F around the class and explain that they come
from a dialogue. Elicit/explain the meaning of any new vocabulary.
ñ Elicit ideas for what the dialogue might be
about. Ask Ss to justify
their answers.

Suggested
Answer Key
I expect
the dialogue to be about a problem in a class at school.
vocabulary:
don’t pay attention, talking all the
time, unfair on Miss Yates, prepare for the exam, let her teach

3b Listening & Speaking Skills

b) Focus ➤ Reading to understand structure, sequence and content
ñ Draw Ss’ attention to the incomplete dialogue and ask them to
read it silently. ñ Ss read sentences A-F again and match them to the appropriate
gap.
ñ Ss read the entire text again to check their answers.
ñ Ss listen to the recording to confirm the correct answers.
ñ Select a pair of Ss to read the dialogue to the class.
ñ Elicit answers to the questions in the rubric.

Answer
Key
1    E          3 A       5 D
2    C          4 B        6          F
Adam is
violating the right to be educated and the right to be treated with respect.
He is
going to apologise to his teacher.

8   Focus ➤ Matching words/phrases and their meanings
ñ Draw Ss’ attention to the highlighted words and phrases in the
text and the list of meanings in Ex. 8.
ñ Ss work individually to complete the matching activity and write
their own examples.
ñ Check Ss’ answers.

Answer
Key
messing
around ― behaving in a
silly way It’s not on ― it’s not acceptable so you should ―
that’s the correct thing to do get at ― criticise thank
goodness that’s over ― I’m glad that’s ended obvious ―
easy to see thought of it ― considered in the wrong ―
not right

Suggested
  Answer Key
1    No messing around in the library! If I have to tell you
  again, you will be asked to leave.
2
  It’s just not on for you to go home early while we have to
  stay behind and work until late.
3
  “I’m going to clean my
  bedroom.”
So you
  should. It looks as if a bomb
  has hit it!
4
  My dad has been getting
  at me all week because of my poor exam marks.
5    Thank goodness that’s over! I really hate going to the dentist!
6
  It is obvious that
  there aren’t enough car parks in this city.
7
  “Your parents were your
  age once.”
“I’ve never thought
  of it like that.”
8    Anyone who speeds unnecessarily is in the wrong.

Everyday English
9 Focus ➤ Practising phrases to
express regret ñ Draw Ss’ attention to the language box and review the language
given.
ñ Explain the task and read out the example exchange.
ñ Allow Ss time to express regret for all the situations. ñ Go around the class
and monitor the activity.

Suggested
  Answer Key
2
  A: I’m so sorry for what
  I said. I didn’t mean to upset you.
B: No problem. Apology
  accepted!
3
  A: I had no idea you
  were so upset about my missing your birthday party. Please forgive me.
B: Thanks. I really
  appreciate that.
4
  A: Mum, I feel really
  bad about forgetting to do the shopping. Please forgive me!
B: It’s OK. You really don’t need to apologise.
5
  A: I realise I was wrong
  not to help you. I won’t do it again.
B:
  That’s quite alright.

Listening
  & Speaking Skills 3b

Speaking
10 Focus ➤ Acting out a dialogue ñ Explain to Ss that
they are going to act out a dialogue based on Ex. 7b. Ss assign roles. ñ In pairs Ss act out
their dialogues and record themselves.
ñ Play some recordings to the class for feedback

Suggested
Answer Key
Adam:
Miss Yates!
Miss
Yates: Yes, Adam?
Adam:
I just wanted to apologise for my
behaviour in class earlier.
Miss
Yates: You mean about not paying
attention to a single word I said?
Adam:
I’m sorry. I don’t know why I kept
talking all the time. I realise that I made it impossible for the other
students to concentrate on the lesson.
Miss
Yates: Yes, it is hard to study
when there’s a lot of noise in the class!
Adam:
I promise I’ll try to listen better in
future.
Miss
Yates: That would be helpful. You
know, you could do well in the exam if you tried a little harder.
Adam:
Do you really think so? Miss Yates:
Of course, I do. You’re a smart boy, Adam.
Adam:
Thanks, Miss. See you tomorrow.
Miss
Yates: Remember your promise! Adam:
I will!

Say it right
11   Focus ➤ Practising language to express outrage/disgust
ñ Play the recording. Ss listen and repeat using the correct
intonation.
ñ Ask Ss to suggest what the other speaker might
have said.

Suggested
Answer Key
1    My flat was burgled yesterday.
2    My pet rabbit has died.
3    Some kids were teasing an old woman!
4    I always get the blame!
5    The price of petrol has gone up again!

 Grammar in Use
Objectives
Vocabulary: phrasal
  verbs with keep; dependent 1 Focus ➤ Reviewing the use of
  –ing and infinitive forms prepositions
 Grammar:
  -ing form/to-infinitive/infinitive without                ñ Select a S to read
  the text to the class.
to; verbs taking
  infinitive or –ing form without/ ñ Draw Ss’ attention to the –ing and infinitive with a change in
  meaning forms and the questions in the rubric.
ñ Allow Ss time to
  answer individually. Ss compare answers with a partner.
ñ As an extension activity, Ss can compose their own sentences.

6    The government has decided to bring backhanging! etc

3c Grammar
in Use

Answer
Key
think,
helping, cleaning, helping out, do, thinking, to get, to take, to help, take
prepositions: -ing form
too/enough constructions: to–infinitive verbs of preference e.g.
like, hate: -ing form/ to-infinitive modal verbs: infinitive without
to look forward to: -ing form let/make: infinitive without to can’t
stand/help/imagine: -ing form don’t mind: -ing form how about
etc.: -ing form to express purpose: to–infinitive want: to–infinitive
remind etc: to–infinitive can’t wait: to–infinitive

2
Focus ➤ Choosing the correct form of the verb
ñ Explain the task and complete item 1 together as a class.
ñ Ss       complete          the       rest      of         the       exercise
individually.
ñ Check Ss’ answers around the class.

Answer
Key
1      ordering (making a suggestion)
2      to be (expressing preference/purpose)
3      tell (strong obligation)
4      to apply (too/enough construction)
5      playing/to play (expressing preference)
6      eating (preposition without)
7      to shout (purpose)
8      putting (lack of purpose)
9      to see (expressing preference)
10    forgetting (keeps + -ing form)
11    report (modal verb)
12    going (fancy + -ing form)

3
Focus ➤ Personalising the use of the infinitive/
-ing forms
ñ Read out the rubric and the example sentence to Ss.
ñ In pairs Ss tell each other about their experiences using the
language provided.

Suggested
Answer Key
I’d
like to travel around the world.
I’m
looking forward to playing tennis this weekend.
I can’t
stand working during summer holidays.
I try to avoid
spending too much money.
I’ve
always wanted to be better at cooking. I’m used to getting good
marks in tests.
I’ve
stopped expecting life to be easy. etc

Game
Focus ➤ Practising the infinitive/-ing form ñ Read out the rubric
and divide the class into teams. ñ Teams take it in turns to add to the story as in the example.
4
a) Focus ➤ Explaining differences in
meaning ñ Write up the sentences from item 1 on the board.
ñ Invite Ss to comment on the difference in meaning between them.
Refer Ss to the Grammar Reference as necessary.
ñ Ss discuss items 2 and 3 with a partner.
Collect feedback from the class.

Answer
  Key
1
  a) He did not stop
  shouting.
b)   He did not stop shouting.
2
  a) Someone that I know
  suggested that Icall the police.
b)   Someone suggested to call the police.
(to who is unknown)
c)   Someone (unknown) formally suggestedto us to call the police.
3
  a) The grass needs
  mowing. You are going to do the job.
b)   The grass needs mowing. (generalstatement not intended for
  anyone in particular)
c)   Someone will have to mow the grass.

b)  Focus ➤ Completing a text ñ Draw Ss’ attention to
the text and gaps 1-7. ñ Explain the task. Allow Ss some time to complete it
individually. ñ Check Ss’ answers around the class.

Answer Key
1 to
  pay

5 reporting

2 to
  sign

6 notifying/to be notified

3    using/to use
4
  being

7 to exceed

5
a) Focus ➤ Discussing differences in
meaning ñ Write up the sentences from item 1 on the board.
ñ Invite Ss to comment on the difference in meaning between them.
Refer Ss to the Grammar Reference as necessary.
ñ Ss discuss the rest of the items with a partner. Collect
feedback from the class and clarify anything the Ss do not understand.

Answer
  Key
1
  a) I have a memory of
  locking the front door. (refers to a memory)
b)   He did not forget to pick up his sister.(expresses purpose)
2    a) did not remember to do sth he was
supposed to. (expresses purpose)
b)   will always remember an event. (refersto a memory)
3
  a) We stopped what we
  were doing to do sth else. (and then we might resume the first action or we
  might not)
b)   I am no longer doing sth.
4
  a) Do sth to see what
  will happen as a result.
b)   Attempted to do sth difficult, usuallywithout success.
5    a) Specific preference with a time reference.
b)   General preference with no timereference.
6
  a) Stopped doing one
  thing and then did another.
b)   Did not stop doing sth. (but maybe shouldhave stopped)

Grammar
in Use 3c
b)  Focus ➤ Choosing the correct form
of the verb
ñ Select a pair of Ss to read out the first exchange to the class.
Ask them to explain why they used that form of the verb (with infinitive of
–ing form).
ñ Go through the remainder of the exercise, inviting new pairs of
Ss to read out the exchanges.

Answer
  Key
1
  A: using  (after stop
  with meaning to giveup permanently)
B: spending (after an
  expression)
2
  A: to buy (after
  remember with meaningnot to forget)
B: to do (after forget
  with meaning not to remember sth)
3
  A: going (after remember
  with meaning to recall)
B: calling (after try
  with meaning to do as an experiment)
4    A: to buy (after stop with meaning to briefly do sth else)
B: to            call       (after   try       with        meaning
  attemption)
5
  A: to study (after an
  expression)
B: learning (general
  preference with no time reference)

6
Focus ➤ Practising phrasal verbs (keep) ñ Review phrasal verbs
and how they are used. ñ Allow Ss time to complete the exercise and ask individual Ss to
provide answers to check with the class.
ñ Ss write their own sentences using the phrasal verbs.

Answer Key
1    down         3 back
2
  on  4 away

5 up with

3c Grammar
in Use

Suggested
Answer Key
1    We must keep down levels of pollution.
2    Keep on working
too much and you may make yourself ill.
3    I always know when someone is keeping something back from
me.
4    Young children should keep away from fires.
5    If you are having trouble keeping up with all the work,
you should speak to your teacher.

7 Focus ➤ Practising dependent
prepositions ñ Explain the task. Ss work individually. ñ Check Ss’ answers.

Answer Key
1 for

3 with

5 into

2
  against

4 of

Suggested
Answer Key
1    Who is responsible for this terrible mess?
2    Never do anything that is against the law!
3    Our next-door neighbour was charged with fraud.
4    Having nerves of steel and the patience of asaint are just some
of the requirements of being a mother.
5    My brother tricked me into doing the washing-up.

8 Focus ➤ Practising sentences
transformations ñ Read out the rubric, stressing that the second sentence must
have the same meaning as the first and that Ss must use two to five words. ñ Do the first item
with Ss. Ss then complete the task individually.
ñ Check Ss’ answers on the board.

Answer
Key
1    needs watering/to be watered
2    began learning to dance
3    regret telling
4    kept/carried on speaking
5    advised us to stay

1
Focus ➤ Generating interest in the topic ñ Introduce the name
Charles Dickens to Ss and ask them what they know about him.
ñ Then ask Ss to think of three things they would like to know
about him and to write them down. ñ Ss read the biography. Ask if their questions were answered.
ñ As an extension, Ss may do some research to answer any questions
they may have had that were not answered in the biography provided.

Suggested
Answer Key
I know
that Charles Dickens is an English writer. I would like to know when he was
born, where he grew up and how many books he has written.

2
Focus ➤ Reading for specific information ñ Focus Ss’ attention
on the picture and ask the questions in the rubric.
ñ Read the text aloud as a class. Ask Ss whether
their predictions were
correct.

Suggested
Answer Key
The
characters are in a graveyard. I think the man will ask the boy to help him and
threaten to hurt him if he doesn’t.

3
Focus ➤ Reading for detailed understanding ñ Ask Ss to read the
text again silently. ñ Explain the task. Ss answer individually. ñ Ss compare answers
with a partner.

Answer
Key
1    cut, throat
2    Pip’s pockets
3    cheeks
4    parents
5    his sister
6    a file and wittles (food)

4
a) Focus ➤ Matching definitions
ñ Focus Ss’ attention on the definitions and ask them to identify
the highlighted words throughout the text.
ñ Explain the task and allow Ss some time to match the words and
the definitions. ñ Ask individual Ss to share their answers to correct with the
class.
Literature
3d

Answer Key coarse ―
rough smothered ― covered completely limped ― walked
with difficulty glared ― stared at angrily seized ―
grabbed head over heels ― upside down trembling ―
shaking with fear or cold ravenously ― very hungrily timidly ―
shyly tilted ― moved so that one end is higher/lower than the
other

b) Focus ➤ Expanding vocabulary ñ Ss explain the words in bold by giving a synonym,          example
          or        explanation.
Encourage Ss to try
to guess the meanings of the words from the context before checking in their
dictionaries.
ñ Review answers with the class.

Suggested
Answer Key porch ― covered area
at the entrance to a building fearful ― frightening rag ―
piece of old cloth soaked ― extremely wet lamed ―
with injured legs or feet that make it difficult to walk stung ―
caused sudden sharp pain (usually by insects) torn ― ripped shivered
― shook because of cold/fear growled ― made a low
threatening noise like a dog chattered ― knock together repeatedly
because of cold/fear pleaded ― begged intensely pointed ―
indicated with a finger lay ― is situated steeple ―
pointed structure on a church tombstone ― piece of stone on a
grave that says who is buried underneath cheeks ― soft parts of
face on either side of the mouth

3d

Literature

threatening
― stating an intention to hurt/
harm
tighter
– more firmly muttered ―
spoke so that other people find it difficult to hear file ― tool
for making wood or metal objects smoother
liver
― organ of the body that cleans
the blood

5 a) Focus ➤ Describing a character from literature
ñ Ask Ss: How do writers create characters in literature? What
information do they give us? (Information about what they do ― their
actions, such as how they walk, speak and act and details about their physical
appearance.)
ñ Ask Ss to find relevant information in the text and make their
notes.
ñ In pairs Ss tell each other about the convict using their notes.
ñ Follow up with a whole-class discussion about how the convict is
presented and why Dickens chooses to describe him in this way.

Answer
Key walked: lamed, limped looked: glared,
eyes looked most powerfully into mine spoke: a terrible voice, growled,
muttered acted: shivered, teeth chattered, ate ravenously, licking his
lips, with a threatening shake of the head, tilted me back as far as he could
hold me, he tilted me again

Suggested
Answer Key
The
convict had difficulty walking ― he was lamed and he limped. He didn’t
just look at you ― he glared and looked powerfully into your eyes. He
didn’t speak softly ― he growled in a terrible voice and sometimes he
muttered.  He shivered and his teeth chattered. He must have been cold. He was
hungry because he licked his lips and ate ravenously. He was quite threatening
towards Pip. He tilted him back several times.

b) Focus ➤ Imagining a scene ñ Read the rubric to
Ss. Ss silently imagine what they experience using their senses.
ñ Invite individual Ss to share their experiences with the class.

Suggested
Answer Key
I can see
a frightening man among the graves. He is in chains and is wearing rags. He is
very dirty and he looks very dangerous. I can smell his dirty clothes and his
foul breath. I can hear his teeth chattering and his voice growling. I can
touch the cold tombstone I am sitting on. I feel frightened and wish I had
stayed at home.

6    Focus ➤ Paraphrasing sections of a
text ñ Draw Ss’ attention to the underlined sections of the text.
ñ Ss explain the meaning of these sections using their own words.
ñ Invite individual Ss to share their suggestions.

Suggested
Answer Key
Hold
your noise!: Be quiet! licking his
lips: moving his tongue around the outside of his mouth
I’ve
half a mind to …: I’m considering
(doing sth, usually as a threat to a naughty child)

7    Focus ➤ Understanding the author’s
use of register
ñ Ask Ss to underline the parts of the text where the convict
speaks.
ñ Invite individual Ss to ‘translate’ what the convict is saying.
ñ Invite Ss to comment on Dickens’ use of language.

Answer
Key
The
convict speaks rudely with slang expressions and poor grammar, while Pip speaks
politely and formally with correct grammar.

Literature
3d

Pip: I only have this little piece of bread, sir. Convict: You
  young, dog. What fat cheeks you ha’ got. I could eat ‘em – and I’ve half a
  mind to.
Pip:
  Please don’t hurt me, sir.
Convict:           Now
  lookee here! Where’s your mother?
Pip: There,
  sir. Also Georgiana. That’s my mother.
Convict:
  Oh! And is that your father
  alongside your mother?
Pip:
  Yes, sir. Him too, late of this
  parish.
Convict: Ha! Who d’ye live with? Supposin’ I kindly let you live, which
  I han’t made up my mind about?
Pip: My sister, sir. Mrs Joe Gargery ― wife of Joe Gargery,
  the blacksmith, sir.
Convict: Blacksmith, eh? Now, lookee here ―0 the question being
  whether I let you live. You know what a file is?
Pip:
  No, sir.
Convict:
  And you know what wittles is?
Convict:
  Do you want to live, boy?
Pip: Please don’t hurt me! I’ll help you. Follow me to our house,
  sir and you can take what you need and then be on your way.
Convict: Lead
  the way, boy! We ain’t got all day!

Show us where you live: Show me where you live
Pint
  out the place: Point to the place
What fat cheeks you ha’ got: What fat cheeks you have got
I
  could eat ’em: I could eat them
Now
  lookee here!: Listen well
Who d’ye live with ― supposin’ I kindly let you live,
  which I han’t made up my mind about?: Who do you live with ― assuming I
  generously allow you to live, something which I still have not decided
And you know what wittles is?: And do you know what wittles
  are?
You
  bring ’em both to me: Bring them both to
me
Dickens was trying to
  show the different backgrounds of the two characters and the different class
  of each character. (Magwich ― lower working class criminal; Pip ―
  educated middle class)

8    Focus ➤ Acting out a dialogue
ñ Explain the task and allocate roles.
ñ Encourage Ss to imitate Pip’s and the convict’s way of speaking.
ñ Ss prepare and practice their dialogues in pairs. ñ Invite a few pairs to
perform their dialogues in front of the class.

Answer
Key
Convict:
Hold your noise! Keep still, you
little devil, or I’ll cut your throat!
Pip:
Oh! Don’t cut my throat, sir! Please
don’t do it, sir!
Convict:
Tell us your name! Quick!
Pip:
Pip, sir.
Convict:
Once more. Speak up!
Pip:
Pip, sir.
Convict:
Show us where you live. Pint out the
place.

1    a) Focus ➤ Understanding rubrics
ñ Read out the rubric and ask Ss to underline the key words.
ñ Then elicit answers to the questions from
various Ss around the
class.

Answer
Key key    words: teen     magazine,        opinions,
teenagers, part time job, article, stating your opinion, giving
reasons/examples
1   The editor/Readers of a teen magazine. Youdo not know this
person/these people.
2   Ss’Answers
3   Ss’Answers

b)    Focus ➤ Understanding the theory of
writing opinion essays ñ Direct Ss’ attention
to statements 1-13 and explain the task.
ñ Ss work in pairs, then read the theory box to check their
answers.

Answer K
1 T

ey
4   T

7   T

10

T

13 T

2 T

5   F

8 T

11

F

3     T

6   T

9   F

12

F

2    a) Focus ➤ Reading to understand
structure, sequence and content ñ Read the essay on p. 55 to the class and draw Ss’ attention to
paragraphs A-E. ñ Explain the task. Ss work individually. ñ Ss listen to the
recording and check their answers.
ñ Elicit answers to the questions in the rubric from Ss around the
class.

Answer
  Key
A    3 (second     viewpoint         with        reasons/
examples)
B    1 (statement of topic and writer’s opinion)
C    5 (the writer’s opinion in other words)
D    2 (first viewpoint with reasons/examples)
E
  4     (opposing          viewpoint
          with        reasons/ examples)

b)    Identifying the writer’s opinion
ñ Read out the questions in the rubric and elicit answers from
various Ss around the class. ñ Confirm the correct answers.

Answer
Key
The
writer’s opinion is that having a part-time job is an advantage for teenagers.
The writer expresses this opinion in the 1st and 5th paragraphs
using: In my view …, I believ e… and the way I see it … .

3    a) Focus ➤ Identifying main ideas ñ
Ask Ss to read paragraphs 2-4 of the essay again.
ñ Allow Ss time to decide what the main idea of each paragraph is.
ñ Check Ss’ answers.

Answer
  Key para 2 getting a job
  teaches young adults
how to become reliable
  individuals and citizens
para 3
  teenagers who have a job earn their own money
para
  4     some people argue that it is unwise
for
  teenagers to work while still studying
The main idea of each
  paragraph is expressed in the first sentence of each main body paragraph.
  This sentence is a topic sentence.

b)    Focus ➤ Completing a table ñ Focus Ss’ attention
on the table and the headings. ñ Explain the task. Ss answer individually. ñ Ss compare answers
with a partner. ñ Confirm the correct answers.

Answer
  Key

viewpoint/main idea

reasons/examples

2

a
    part-time job can teach valuable skills

such
    as learning to be on time, handling money and dealing with customers

3

teenagers
    who have jobs earn their own money

parents no longer need to find pocket
money

4

it’s
    unwise for teenagers to work while studying

having
    a job can take up too much time and cause a student’s school work to suffer
    seriously

4    Focus ➤ Understanding the uses of
different linking words; suggesting alternative linking words/phrases ñ Explain the task.
ñ Allow Ss time to reread the essay and decide on the various uses
of the linking words. ñ Check Ss’ answers.
ñ Allow Ss time to suggest alternative linking words/ phrases.
ñ Invite individual Ss to share their suggestions
with the class

Answer
Key
list/add a point:   In
addition to this, Furthermore, To start with, Moreover introduce an
example/reason: for example, in this way, such as introduce an opposing
viewpoint: On the other hand conclude: To conclude

Writing
Skills 3e
5    Focus ➤ Suggesting suitable
supporting sentences
ñ Select two Ss to read out the two topic sentences to the class.
ñ Explain the task. In pairs Ss prepare their answers.
ñ Invite Ss to share their ideas with the class and
write suggestions on the
board.

Suggested
nswer Key
1    They will learn how to be responsible for another person.
Furthermore, they will see what it is like to be a parent and understand the
work that being a parent involves.
2    We are all safer on the streets and at homebecause laws create a
social order. Besides this, criminals are faced with a range of punishments
according to the laws.

6    a) Focus ➤ Understanding first and last paragraphs
ñ Draw Ss’ attention to the theory box and explain the task.
ñ Allow time for Ss to study the paragraphs and prepare their
answers.
ñ Ask individual Ss to provide answers to check
with the class.

Answer
Key
A    ending (saying)
B    beginning (addressing the reader directly;quotation)
C    ending (rhetorical question)
In the
model essay in Ex. 2, the writer has given the reader something to consider at
the beginning (Is it a good idea for teenagers to have part-time jobs while
they are still at school?) and has ended with a quotation/saying (Today’s
teenagers are tomorrow’s adults).

b) Focus ➤ Writing a suitable introduction and conclusion
ñ Write the essay title on the board. Explain the task.
3e Writing
Skills
ñ Allow Ss time to write their answers, working in pairs. Remind
Ss to use appropriate techniques.
ñ Ss compare their answers with another pair

Suggested
Answer Key
Beginning:
It is s
good idea for teenagers to help to look after their younger brothers and
sisters? In my view, it is essential that teens have the opportunity to help
their families as much as they can. By taking on more responsibility at home,
they can start to learn valuable lessons that will help them later in life.
Ending:
From my
point of view, that of a teenager, we should be given the opportunity to show
that we have the maturity and willingness to take care of the rest of the
family. After all, ‘The child is the father to the man.’

7    Focus ➤ Expressing viewpoints
using milder language
ñ Read the study skills box with Ss and draw Ss’ attention to
viewpoints 1-4.
ñ Explain the task. Ss complete the task individually.
ñ Invite Ss to share their answers with the class.

Suggested
Answer Key
1    I tend to believe that teenagers should helpout at home.
2    In my view, teenagers shouldn’t have parttime jobs.
3    In my opinion, teenagers’ schoolwork suffers if they take on a
part-time job.
4    It seems to me that some video gamesshould be banned.

8    a) Focus ➤ Analysing rubrics
ñ Explain the task and allow Ss time to identify the key words and
prepare answers to the questions. ñ Elicit answers from Ss around the class.

Answer
  Key
A
  key words: magazine, opinions, teenagers, help, household chores, essay,
  giving reasons/examples
The
  subject is teenagers helping with household chores.
B
  key words: class discussion, child, look after           pet,      essay,
    opinion,        giving reason/examples
The
  subject is young children looking after pets.

Suggested
Answer Key
A    My opinion is that teenagers should help with household chores.
It teaches them responsibility. Others in the family will rely on the teenager
to complete the chores and they will learn the consequences if they don’t
complete them. In addition they learn important living skills they will need as
adults. Cooking, helping with the shopping, cleaning and maintaining the house
are useful chores they will need to know when they live on their own as adults.
B    My opinion is that a child should look after a pet from a young
age. They learn responsibility by caring and feeding the pet. They also learn
respect for animals by creating a special relationship with another living
thing.

b) Focus ➤ Matching and providing
viewpoints and reasons ñ Focus Ss’ attention
on rubric A again and explain the task.
ñ Allow Ss time to complete the task in pairs. ñ Monitor the activity.
ñ Invite some pairs to share their answers with the class.

Suggested
  Answer Key

viewpoints

reasons/examples

The child learns respect for animals.

By
    creating a special friendship with the animal.

The child learns responsibility.

Taking
    care and feeding the pet teaches the child to be responsible for another’s
    life.

Animals are not toys and should not be cared for by
    children.

The
    child could be neglectful in caring for the animal.

Beginning: Many families enjoy having a wonderful pet in their home,
  however should a young child be allowed to take care of a pet?
Ending: Both small children and pets are rewarded from the loving
  relationship they create together.

Answer
Key
1 C          2   A         3 B
The
writer believes that teenagers should help with household chores as there are
two points in support and one against.

Writing Skills 3e

Suggested
  Answer Key
Viewpoint 1 example: Cleaning, cooking, and shopping are some of the valuable
  chores that teenager would learn that are useful as adults.
Viewpoint 2 reason: they
  should be allowed to enjoy their free time.
Viewpoint 3 reason: By sharing chores they learn to work as a group and cooperate
  with others.
Additional
  viewpoint
It provides the
  opportunity for teenagers and parents to interact which so rarely happens
  today.
reason/example: By discussing with the teenager the chores and agreeing on
  what will be done.
Beginning:
  Is it a good idea for teenagers to
  help out with household chores?
Ending:
  Isn’t it important to do everything
  possible to prepare our teenagers for the challenges of adulthood?

c) Focus ➤ Planning an essay
ñ Focus Ss’ attention on rubric B. Read out the questions to the
class.
ñ Allow Ss time to prepare their answers individually. ñ Ask various Ss to
read their answers to the class.
9 Focus ➤ Writing an opinion essay ñ Allow Ss time to
complete their essays. Remind Ss to use their answers to Ex. 8 and to refer
back to the model essay in Ex. 3 as they write.  ñ Draw Ss’ attention to
the checklist. Remind Ss to edit their work before completing their final
draft.
ñ Ss swap essays with a partner and check each
other’s work using the
checklist.

Suggested
Answer Key
A Teenagers lead busy
lives. They have school, homework, night classes and sports to fill their days.
Is it really necessary for teens to help with the household chores as well? In
my opinion, no.

3e Writing Skills

To
    begin with, it’s not fair to make teenagers help out at home because they
    are usually under a lot of pressure at school. If they have cleaning to do
    when they get home, when will they find the time or energy to do their
    homework?
In
    addition, some parents can rely too much on their children to do all the
    jobs they hate, like weeding the garden. Quite often, children are turned
    into slaves that work for the benefit of the parents and for little
    financial reward.
On
    the other hand, it makes sense to share the household chores. Many parents
    also lead busy lives and don’t have enough time to do all the jobs that
    keep a home neat and tidy.
Childhood
    is a time of learning and every day has something new. If children were
    forced to work all hours of the day, they would have no time for personal
    development. After all, as the saying goes, ‘All work and no play makes
    Jack a dull boy.’

Suggested Answer Key
B What is the one thing that all children of all ages dream
    of? The answer is, of course, a pet. To my mind, it is a great idea for a
    child to look after a pet from a young age.
To start with, the
    child learns responsibility. Every day there are things to do: a dog to be
    walked, a rabbit’s cage to be cleaned and a cat to be fed. All these little
    jobs show a child what is necessary to be a responsible individual.
Moreover, having a pet
    is good company. A child is more likely to spend time rolling around with a
    dog than glued to a TV screen and in this way, has fun and gets some
    exercise.
On the other hand,
    there are some people who say that a child is too young to handle the needs
    of a pet. They say a child will soon lose interest or forget one of the
    essential daily chores.
There are
    advantages and disadvantages to everything, but I firmly believe that young
    children benefit from the responsibility that comes from having a pet.

Answer Key
1
  historic

5 sight

2
  European

6 oppression

3
  requirements

7 declaration

4
  immigrants

8 famous

Culture
Corner
Objectives

Vocabulary:
Ellis Island and the Statue of Liberty Reading: a poem
and a text about the Statue of Liberty
Skill ― reading for
specific information
Speaking: giving a tour (role play)
Writing: a short text about a famous monument
1
Focus ➤ Introducing the topic
Focus Ss’ attention on the
picture. Elicit from Ss/ Explain what it is, where it is and any other information.

Answer
Key
The
monument in the picture is the Statue of Liberty which is in New York, the
United States of America.

2
Focus ➤ Reading for specific information ñ Select a S to read
out the extract from the poem. Explain that it was written by Emma Lazarus, an
American poet.
ñ Elicit from Ss the answer to the question in the
rubric.

Answer
Key
The
message of the statue is one of freedom from oppression and a new home based on
justice and equality.

3
Focus ➤ Practising word formation; expanding vocabulary
ñ Ss read through the whole text silently with the gaps.
ñ Ss read through again and complete the wordformation exercise. ñ Check Ss’ answers on
the board.
ñ Ask Ss to try to guess the meaning of the words in bold from
their context.
ñ Ss then explain the words in bold using their dictionaries by
giving synonyms, explanations, antonyms or examples.

Suggested
Answer Key harbour: area for boats,
usually protected from the sea by a wall freedom: ability to do, think,
say whatever you want gateway: sth that is used as an entrance passed
through: moved from one place/area to another immigration: mass movement
of people into a country opportunity: chance would-be: wanting/trying
to be legal: not a crime homeland: country which someone calls
their home
depicts:
shows loose-fitting robe: dress
that is not tight torch: wood that is burning, used for light tablet:
flat piece of stone that has sth written on it crown: a circular
ornament worn on someone’s head rays : beams of light continents: areas
of land bigger than countries life-size: of the same size as the person
or thing sth represents replica: an accurate copy of sth

4   Focus ➤ Reading for specific information
(speaking in role) ñ Explain the task.
ñ Play the recording of the text and instruct Ss to read the text
again as they listen, paying close attention to the information given about the
tour.
ñ In small groups Ss take it in turns to be the tour guide/the
tourists. Monitor the activity.
Culture Corner

Suggested
Answer Key
...
disembarked from their ships to smell the clean air of freedom and gaze up at
the towering statue that represents the dreams of a nation. In one hand, the
torch of liberty, a beacon that burns through the darkness of oppression. In
the other hand, the tablet on which the date when independence was truly
declared is forever recorded. Look further up, to the heavens, and see the
seven continents of the world. Don’t forget to visit the museum and relax after
with a nice cappuccino from the café. The gift shop is on your left.

5 Focus ➤ Writing a short text about
a famous monument in your country ñ Brainstorm famous Russian monuments with Ss and write them up on
the board.
ñ Read through the rubric and check Ss’ comprehension by asking:
What information do you need to include in your writing?
ñ Allow Ss time to complete the task in class. Alternatively, the
task can be assigned as H/W.

ñ Ss present their work
to the class in the next lesson.

Suggested
Answer Key
The
Mausoleum of Lenin, also known as ‘Lenin’s Tomb’ is situated in Red Square. It
is the final resting place of Vladimir Lenin, the first Premier of Soviet
Russia. His embalmed body has been on display there since he died in 1924, with
the exception of a few years during the war when his body was evacuated to
Siberia. The original mausoleum was made of wood and was designed by architect
Alexei Ivanovich Abrikosov. He was given just three days to complete its
construction. The tomb was built to enable people to say their last goodbyes to
Lenin. Five days after Lenin’s death, it was decided to place the tomb by the
Kremlin Wall in Red Square. More than 100, 000 people visited the tomb within a
month and a half.  By October 1930 the tomb had been enlarged using a variety
of materials , such as marble, granite and labradorite. It is an impressive
structure, influenced by the great pyramids and the tombs of the Middle East.
As the
mausoleum is only open three days a week (Tuesday – Thursday) for a few hours
each morning, people normally have to wait in a long queue to see Lenin. Many
place a single flower in front of him to pay their last respects. It is
strictly forbidden to take photographs or talk while inside.

1   Focus ➤ Discussing Human Rights
ñ Read out article 1 of the UDHR to Ss. ñ In small groups, Ss
discuss the questions. ñ Invite groups to feed back to the class and follow up with a
whole class discussion.

Across the Curriculum – Citizenship

Suggested
Answer Key
S1: What
are human rights?
S2:
They are things that we all should have. Like the freedom to be able to think
what you like.
S3: So,
they are for everyone, right?
S1: Yes,
I think so.
S2: Why
do you think they are important?
S3: They
are there to make our lives better.
S1:
Yes, and they ensure that people are treated with dignity.
S2: So,
The Declaration of Human Rights is a law to protect everyone’s rights. S3: Yes,
that’s how I understand it.

2 a) Focus ➤ Predicting text content;
matching headings to text ñ Read through headings A-E as a class and explain/elicit the
meaning of any unknown words.
ñ Elicit from Ss what they expect to read in the paragraphs with
these headings. ñ Explain the matching task, stressing that there is one heading
that they do not need to use. ñ Ss answer individually. ñ Check answers around the class.

Answer Key
1     A        2   E

3

B

4

D

b) Focus ➤ Eliciting meaning from
text;
expanding vocabulary
ñ Play the recording of the text to Ss as they read it through
again.
ñ Draw Ss’ attention to the words in bold. Encourage Ss to use the
context to understand the meaning of the words, before they check in their
dictionaries.

Suggested
Answer Key morally: based on principles
that people consider to be right, honest or acceptable regardless of: despite
race: a group of human beings according to their physical features, such
as the colour of their skin value: worth dignity: sense of
importance and value invented: thought up civilisations: human
societies with highly developed social organisations cruelties: cruel
actions that deliberately cause pain or distress to people injustices: unfair
treatment concern: sth that involves or affects you or is important to you
adopted: began to have agreements: written arrangements/decisions
violated: broken/disregarded treated: dealt with slave: a
person who is owned by someone and is forced to work for them punish: make
someone suffer for something they have done torture: deliberately cause
someone great pain over a period of time, in order to punish them or to make
them reveal information

3 Focus ➤ Presenting a
charity/organisation that protects human rights ñ Arrange Ss in groups
and explain the task. ñ Brainstorm charities/organisations that protect human rights in
Russia and write them on the board.
ñ Allow Ss time to conduct their research. (Ss will need access to
the library/ Internet).
ñ Invite groups to present their information to the class.

Across the Curriculum – Citizenship

Suggested
Answer Key
The Human
Rights House Foundation has offices in Oslo, Warsaw, Moscow, Sarajevo, Bergen,
and London. Since 1989 it has been working to enhance co-operation between
various human rights groups. It helps provide free legal aid to victims of
human rights abuses and improves the security of human rights defenders. It
hosts meetings, seminars and offers training. The Human Rights House in Moscow
is located at the Russian Research Centre for Human Rights, 4 Luchnikov Lane
(Building 4, Doorway 3, Suite 2). It was established in 1992. The Centre
monitors and protects the rights of soldiers, prisoners, children, the
disables, the mentally ill, and refugees. The Centre also facilitates
cooperation between different nongovernmental organizations in Russia by
providing financial, technical and educational support for their activities.

The
Centre conducts regular projects and holds exhibitions to promote their work.
If you are interested in finding out more information, or would like to
participate in one of their projects, contact: HYPERLINK "mailto:
hrcenter@hro.org"
hrcenter@hro.org

1
Focus ➤ Introducing the topic ñ Write the term ‘green
citizen’ on the board. Explain that they are going to do a quiz to find out how
‘green’ they are.
ñ Select a S to read the introduction of the quiz to the class.
ñ Ss think of as many examples of being a ‘green citizen’ as they
can in small groups.
ñ Invite a few groups to present their ideas to the
class. List Ss’ ideas on
the board.

Suggested
Answer Key
A ‘green
citizen’ is someone who tries to reduce his/her impact on the environment as
much as possible.

2    Focus ➤ Completing a quiz;
expanding vocabulary
ñ Ask a few Ss to tell the class how ‘green’ they are.
ñ Explain the task. Ss answer individually and find out their
result.
ñ Ask for a show of hands ― mostly As (‘green citizens of
the year’), mostly Bs (not bad but could do better), and mostly Cs (need to get
started).
ñ Allow Ss time to explain the words in bold by providing a
synonym, translation or example sentence.  Encourage Ss to use the context to
understand the meaning of the words, before they check in their dictionaries.

Suggested
Answer Key rely on: need something to
survive/carry on in our best interests: good for us reduce your
impact: not create as many problems embarrassing shade: depth of
colour that shows you are shy

vegetable
  peels: outer layers of types of
  edible plant rechargeable: able to be refilled with electricity disposable:
  can be thrown away after you have used it well on your way: almost
  there survival: ability to stay alive achievable targets: goals
  that can be reached

3    Focus ➤ Discussing how to become a
‘greener’ citizen
ñ Ss compare their answer to the quiz in pairs and
discuss how they could become
‘greener’.

Suggested
Answer Key
S1:
I got mostly Bs. To become more greener, I need to learn more about recycling
and reusing my waste. I also should start using rechargeable batteries.
S2:
I got mostly Cs. I really need to change some of my habits like checking the
products I buy, not wasting so much water and stop using plastic bags. etc

Going Green
4 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to
the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a
paraphrase on the board. Ss discuss the meaning in pairs or small groups. ñ Elicit whether Ss
agree or disagree with the quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.

Suggested
Answer Key
S1: I
think we are really lucky to live on Earth.
S2:
I agree. We should look after our planet because we don’t know if there are any
other planets we could live on.
S3:
Yes, and we owe it to future generations to do all we can. etc

Reading
Focus ➤ Reading for specific
information ñ Allow Ss time to read the text. ñ Ss complete the
multiple choice task. ñ Check Ss’ answers.

Answer Key
1     D             3

C

5

B

7

B

2     C             4

A

6

B

Use of English
Focus ➤ Using word derivatives ñ
Explain the task. ñ Read out the text.
Spotlight on Exams
ñ Allow Ss time to complete the task. ñ Check Ss’ answers.

Answer Key
1     rulers

4    historic

7 architect

2
  official

5 southern

8 building

3
  residences

6 coloured

Listening
Focus ➤ Listening for specific
information ñ Explain the task. ñ Play the recording. ñ Allow Ss time to complete the task. ñ Select individual Ss
to read out the answers.
Spotlight on Exams

Answer Key
1     A        2   F

3

C

4

B

5

E

TAPESCRIPT
Interviewer: I spoke to some teenagers about how they feel about the
household chores they have to do and how they feel about them. Here is what
they told me. Speaker 1: I live in a large house and there is lots of
housework to do, so I understand that we all need to do our fair share. I think
that’s only right anyway. Parents do so much for their kids, so why shouldn’t
we help out a bit?
Speaker 2: There are several chores that I can’t stand doing, like mopping
our long staircase and washing the dishes. I’m quite happy to take the dog for
a walk though or mow the grass for my dad. I prefer to be in the fresh air.
Speaker 3: I’m under quite a lot of pressure at school this year and I have
a lot of homework to do, but my mum still makes me help out with the chores at
home. I find that quite annoying because I don’t have much time left to just
relax or hang out with my friends. Speaker 4: I have the most jobs to do
in the house because my sister is five years younger than me. Not only do I
have to dust, tidy up and wash the dishes after dinner, but I also have to hang
out the washing. It’s such a pain!
Speaker 5: I’d really like to help out more because both of my parents work
and I know they’re tired when they get home, but I have so many things going
on. School is more pressurised this year and I have basketball practice three
times a week too, but I try to give my mum a hand whenever I can.
Speaking
Focus ➤ Practising informal
conversations ― discussing options and making a joint decision ñ Explain the task. ñ Read out the options.
ñ Go through the conversation plan with Ss, explaining the
process.
                               A                                    B
Introduce topic &  Reject 1st option 1st option.     and give reason.
Ask for another      Suggest
2nd option. option.
Reject
2nd option             Reject 3rd option & & suggest
3rd option.          suggest 4th option.
           Agree on 4th option.        Agree.
ñ Ss work in pairs. ñ Go around the class monitoring the task. ñ Select a few pairs to
present their dialogue to
the class.

Suggested
Answer Key
A:
What do you want to do to celebrate the end of the exams? Do you want to spend
a day at the beach?
B:
That sounds good, but the weather isn’t all that hot yet.
A: Well,
what else do you suggest?
B: We
could take a trip to a theme park.
A:
But there aren’t any good ones near here. It wouldn’t be any fun. Maybe we
should have a DVD evening with some of our close friends.
B:
Boring! We can do that any day of the week! I think we should plan a party for
all of our friends.
A:
Good idea. We’re sure to have fun if we have a party.

Writing
Focus ➤ Writing a letter to a pen friend ñ Explain the task.
Check Ss’ understanding by asking questions: What are you going to write? (a
letter) Who is the letter for? (my pen friend Tanya) Why are you writing? (to
tell her about the household chores you do and ask 3 questions about tree
planning day). ñ Allow Ss time to complete the task.

Spotlight on Exams

Suggested Answer Key
Dear
      Tanya,
It was great to get
      your letter and I’m sorry that you’re so busy but these jobs have to get
      done, don’t they?
My family shares the household chores so everyone does
      their little bit to keep the house spick and span. I’m in charge of my
      room, which means I have to tidy it and take the rubbish out as well as
      make my bed ― but I don’t do it every day! I also sweep the hall
      and do any mopping when it gets really dirty. It doesn’t sound a lot, but
      there’s always something to do!

I’m interested in
      the tree-planting day you mentioned. What exactly do people do? Are they
      in teams or is it just you and one tiny tree? Where are you going to
      plant the trees? Please give me all the details in your next letter!
Got to go now. It’s
      raining and my dad is back from walking the dog. The hall is a mess so
      it’s time to get the mop out! Bye!
Edmund

Progress
  Check
Progress Check 3 and Look
  at Module 4 should be done in one lesson.

Answer Key
1
1           grabbed            6          fee
2
disposable          7          witness
3
scam     8          identify
4
seized    9          glared
5
contacted           10        suspect
2
1     walking 7          to thank
2
go           8          worked/has
3
watching  been working
4
to buy     9          enjoy
5
to speak  10         having
6
saying
3
1     began learning to drive
2
needs redecorating/to be redecorated
3
regret walking home alone
4
too late to apply
5
unusual for her to overreact
4
1     down    3 back   5 up with
2
away       4 on
5
1     against  3          into       5          of
2
with        4          for
6
1     c          2          d          3          b          4          e          5          a

Before you start …
ñ Revise one or two points from the previous module (e.g. crime
and the law, human rights, etc).
ñ Direct Ss’ attention to the title of the module, Danger! Elicit
that it refers to accidents and emergencies, illnesses and injuries, etc.
Look at Module 4
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows, what else Ss can see on that
page and what they think this unit might be about).

Suggested
Answer Key
Focus Ss’ attention on picture 1.
T: What
page is picture 1 from?
S1: It’s
from page 77.
T: What
can you see in picture 1?
S2: A
nurse and some patients in a hospital.
T: What
kind of hospital is it?
S3:
It looks like a military hospital. There are a lot of men there with serious
injuries.
T: Would
you like to work in a hospital?
S4: No, I
wouldn’t. I think it would be stressful.
Pic 2 (p.
72)
What can
you see in the picture? Do you like travelling by boat? Why (not)? Have you
ever been on a long journey? Where did you go?
Pic 3 (p.
66)
What is
wrong with the man? What can he do to feel better? What do you do to relax? How
is the picture related to the module?
Pic 4 (p.
65)
What is
the man doing? Are you sporty? What kinds of sport do you like? Do you prefer
winter or summer sports?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key a joke (p. 74)
(sth said or done to make you laugh) What is the joke about?
  Do you like reading or telling jokes?
What was the last good joke you heard?

Danger!

a dialogue (p. 67)
(a
conversation between two people) Who is speaking? What’s wrong with the
patient? How often do you visit the doctor?
a biography (p. 70)
(an
account of someone’s life) Whose is this biography? When did he live? What is
he famous for?
a sketch (p. 77)
(a
drawing that is done quickly without a lot of details) Who is the sketch of?
What was she known as? How long did she live?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section is about an author an a literature extract. This one (pp. 70-71) is
about Mark Twain and has an extract from his novel The Adventures of Tom
Sawyer.
The Culture
Corner (p. 77) contains an article on Florence Nightingale.
The Across
the Curriculum section (p. 78) looks at the ‘Great Fire of London’, a topic
in history.
The Going
Green section (p. 79) looks at environmental issues. This one looks at
water pollution.

Listen,
read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.
           4 a       Reading Skills
Objectives
Vocabulary: injuries
Reading: a story about survival (gapped-text)
Skills ―reading for
confirmation
―reading for
detailed comprehension
Speaking:
describing a scene; discussing ethical questions raised in the
text; speaking in role (a radio interview)
Writing: writing in role (a paragraph)
1 Focus ➤ Imagining and describing a
scene ñ Focus Ss’ attention on the person in the picture. Ask them to
imagine that they are in this situation.
ñ Play the recording and ask Ss to imagine what they experience
using all their senses.
ñ Invite individual Ss to share their descriptions
with the class.

Suggested
Answer Key
All
around me I can see ice and mountains. The sky is grey but I can see far into the
distance. Everything is grey and white. I hear the sound of my heart beating
― otherwise there is silence. My feet touch the side of the mountain and
I hang there. I feel the weight of my body and I wonder how much longer I’ll be
able to hold on. I taste the ice-cold water from the icicles around me. I smell
the fresh mountain air as it goes into my lungs. I feel exhausted and extremely
frightened.

Reading
2
Focus ➤ Predicting text content ñ
Read through the phrases with Ss and explain any unknown
vocabulary. Explain that the phrases come from the text.
ñ Elicit from Ss what they think the text is about.
Write Ss’ suggestions on
the board.
ñ Ss read the text to check their predictions.

Answer
Key
The text
is about the miraculous survival of two mountaineers and the painful choice one
of them had to make.

3
Focus ➤ Completing a text
ñ Ask Ss to look at sentences A-H. Read them and explain that
these sentences have been left out of the text and must be put back into their
appropriate position.
ñ Ss complete the task individually. When finished, ask Ss to read
the text one more time to ensure the sentences have been replaced in the
correct positions.
ñ Ss listen to the recording and check their
answers.

Answer Key
1     E              3

A

5

C

7

G

2     H             4

D

6

B

4
Focus ➤ Developing vocabulary
ñ Elicit/Explain the meaning of the words in bold in the text by
giving an example, explanation or synonym. Ss may check in their dictionaries
where necessary. ñ Check Ss’ answers.

Suggested Answer Key agonising: extremely difficult tale: story peak: top of the
  mountain bold: brave
irresistible:
  impossible to resist, highly
  attractive summit: top of the mountain crippled: severely
  injured against all odds: despite all the problems rope: thick
  cord used for tying, pulling without knowing it: accidentally pitch
  black: extremely dark, no light at all edge: line where sth stops cliff:
  high rock face

 Reading Skills

frostbitten: injured
by being frozen criticised: expressed disapproval miraculously: surprisingly

Vocabulary
5    Focus ➤ Practising vocabulary ñ Brainstorm vocabulary
to do with injuries with the class and write them on the board. ñ Complete item 1 as a
class as an example. ñ Ss complete the rest of the task in pairs. ñ Check Ss’ answers.
ñ Allow pairs time to add one more word to each group.
ñ Invite pairs to share their suggestions with the
class.

Answer Key
1 bone

5 waist

9 head

2
  muscle

6 heel

10 nail

3 lip

7 hair

4
  throat

8 brain

Suggested
  Answ add word 1 lip

er Key
5 knee

9 toe

2 elbow

6 back

10 leg

3 wrist

7 shoulder

4 knee

8 cheek

6    Focus ➤ Choosing the correct words
ñ Explain the task.
ñ Ss answer individually and then check using a dictionary.

Answer Key
1 hurts

5 treated

2
  nagging

6 narrow

3
  severe/injury

7 internal

4
  painful

8 unconscious

Speaking
7 a) Focus ➤ Discussing ethical
questions raised in the text (expressing personal opinions) ñ Play the recording of
the text again to Ss and ask them to follow the written text.
ñ Read out the questions in the rubric to the class. ñ Ss discuss in pairs.
ñ Follow up with a whole-class discussion.

Suggested
Answer Key
I think
Simon made the right decision. I would have done the same. It is better for one
man to die than two. There was no guarantee that Simon would have been able to
save his friend’s life, anyway.

b) Focus ➤ Speaking in role (a radio
interview) ñ Arrange Ss in groups of three. Allocate roles. ñ Allow Ss time to
prepare their questions and answers. ñ Ss record their interviews. ñ
Select some recordings to play to the class.

Suggested
Answer Key
Interviewer:
Welcome to the programme.
Simon:
It’s nice to be here.
Interviewer:
It’s quite a story you two have to
tell.
Joe:
Yes, it’s truly amazing. We’re so
lucky to be alive after our climb up Siula Grande.
Interviewer:
What went wrong exactly? Simon: Everything
was fine on the way up the mountain and we weren’t expecting to have any
problems at all on the way down. You see, we chose an easier route for our descent.
Joe: But then I slipped and I broke my leg in three places.
Interviewer:
That must have been painful! Joe: Extremely.
So, Simon tried to get me down the mountain using a rope. But that didn’t work
very well as it was already getting dark and before long, I was hanging over
the edge of a deep crevasse. I couldn’t climb back up the rope as my fingers
were so frostbitten. I called out to Simon but he couldn’t hear me ― I
was too far away.

Reading Skills
Words of Wisdom

Interviewer: Did you
  realise what was wrong, Simon?
Simon: I knew something was wrong when I felt myself being pulled
  down towards the edge of the crevasse. I tried to hold on but I felt myself
  getting weaker and weaker.
Interviewer:
  So what did you do next?
Simon: I made the most difficult decision in my life. I cut the rope
  to save my own life. I just knew I didn’t have the strength to hold on to Joe
  any longer.
Interviewer: So, you
  fell down the mountain, Joe.
Joe: Yes, that’s right. But miraculously, I wasn’t killed by the
  fall. I was in great pain and had no food or water, yet I was determined to
  stay alive. It took me four days but I managed to get down to safety.
Interviewer:
  What an amazing story! What courage
  and strength! So, for all of you listeners out there ― anything is
  possible!

Suggested
  Answer Key
S1: I agree with the quote that in order to move forward we
  often have to let go of our previous ways of thinking and be openminded to
  new possibilities and ideas.
S2:
  Yes, It’s important to have courage and look to the future. We should not
  forget the past, but be careful not to become stuck there.

9 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to
the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a
paraphrase on the board. Ss discuss the meaning in pairs or small groups. ñ Elicit whether Ss
agree or disagree with the quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.
ñ As an extension, Ss could suggest similar or other quotations on
the topic from their L1.
Writing
8 Focus ➤ Writing in role ñ Explain the task.
ñ Allow Ss time to complete their writing and swap with a partner
for peer correction.

Suggested
Answer Key
In
reality, I had no choice. Dying on the mountain was not an option when I had so
much to live for. The nights were the worst. That’s when the cold, the pain,
the lack of food and the despair take over. I knew that if I closed my eyes to
get just a little rest, then I might never open them again. I can’t tell you
how I felt when I saw the rescuers running towards me but the sense of relief
was so overwhelming that at that point I blacked out.

4 b Listening & Speaking Skills
Objectives
                                                                                2   Focus ➤ Practising vocabulary to do with
Vocabulary: illness; idioms related to health
illnesses
Speaking: offering/accepting/refusing help; role
play (at the doctor) ñ Read out the rubric
and allow Ss time to Reading: a dialogue (gap fill) complete the
sentences.
        Skills ―reading for text structure                                         ñ Check Ss’ answers.
―cohesion and
coherence

Answer Key
1
  attack

6 rash,
  allergic

2
  vomiting

7
  wheeze

3 dizzy

8
  breathing

4
  hoarse

9 sore,
  blowing

5 caught, running, aching

10 sneezing

pictures

ñ Draw Ss’ attention to the words in columns A and B and explain
  that we can put the vocabulary together to make collocations.
ñ Ss check the meaning of the vocabulary by checking in the Word
  List.
ñ Read the example and elicit the symptoms of the people in the
  pictures from the class.

3

Focus ➤ Working with idioms
  ñ Explain that the task is to complete the sentences with the
  right word so that it forms an idiom.
ñ Ss complete the task individually using their dictionaries if
  they wish.
ñ Check Ss’ answers and ask if there are similar

Listening: a telephone conversation (gap fill)
Skills ―listening
for confirmation
―listening for
specific information
Vocabulary
     1   Focus ➤ Forming collocations/describing
idioms in their
language.

Answer Key ñ As an extension ask Ss
to choose an idiom and
runny/streaming/blocked
― nose draw a picture to
illustrate its meaning. In
splitting/thumping/bad/terrible
― headache groups, Ss swap papers and
guess which idiom

Answer Key
1 flies

3 the weather

5 run

2     colour

4 feet

throat/chest/ear/eye ― infection the drawing illustrates. streaming/bad/stinking ― cold
stomach/ear/back ― ache high/slight ― temperature
sharp/dull/throbbing ― pain hacking/dry/tickly ― cough

Suggested
  Answer Key
The boy looks like he’s got a streaming cold. I also think
  he’s got a headache.
The little girl looks like she has a throat infection. I also
  think she might have a hacking cough.
The man looks like he’s got a thumping headache.

Everyday English
4 Focus ➤ Learning to
offer/accept/refuse help ñ Draw Ss’ attention to the language box and review the language
given.
ñ Explain the task and read out the example exchange.
ñ Allow Ss time to complete the task, taking it in turns to
offer/accept/refuse help.
ñ Monitor progress around the room and listen for a response from
each student.
Listening & Speaking Skills

Suggested
Answer Key
S1:
Sorry you’ re not well. Would you like me to call a doctor?
S2:
Actually, I’ve already called one. Thanks anyway!
S1:
You don’t sound very well at all. Shall I buy some cough syrup?
S2: Yes
please. That would be a great help!

Reading
5    a) Focus ➤ Identifying the speaker ñ
Read out the rubric and allow Ss time to complete task
individually.
ñ Ss compare answers with a partner.

Answer
  Key doctor: b, c, d, e

patient: a, f, g

b) Focus ➤ Reading to understand text
structure, cohesion and
coherence ñ Explain that questions a-g from Ex. 5a come from the dialogue.
ñ Allow Ss time to complete the gaps in the dialogue individually.
ñ Ss listen to the recording and check their
answers.

Answer Key
1     d      2   e

3

b

4

g

5

f

6

a

6    Focus ➤ Developing vocabulary ñ Explain the task.
ñ Encourage Ss to guess the meaning from the context before using
a dictionary if necessary. ñ Ss complete the task by giving an example, explanation or a
synonym. ñ Check answers with the class. ñ
In pairs, Ss read out the dialogue.

Suggested Answer Key rash: lots of small red spots on the skin itchy spots: uncomfortable
raised marks on the skin that you want to scratch contagious: easily
caught/passed on prescription: written note from doctor authorising
treatment/medicine make a full recovery: become completely well again
fortnight:
fourteen days/nights (two weeks)

Listening
7 Focus ➤ Listening for specific information ñ Play the recording.
ñ Ss complete the gaps individually and then compare answers with
a partner. ñ Play the recording again if necessary. ñ Check Ss’ answers.

Answer Key
1
  French

3 hearing

5 Tuesday

2
  earache

4 two

Suggested
Answer Key
The operator thinks James might have an ear infection.

TAPESCRIPT
Operator: Good evening, 24-hour Telephone Health Service. Patricia Brown
speaking. Can I take your full name first, please?
Caller: Yes, it’s James French.
Operator: Is that spelt F-R-E-N-C-H?
Caller: Yes, that’s right.
Operator: Ok. So, what seems to be the problem, Mr. French?
Caller: Well, I’ve been feeling really unwell since yesterday. I have
really bad earache and a high temperature.
Operator: I see. Have you got any other symptoms? Caller: Well,
yes. My hearing has been affected. Both of my ears are really blocked up and I
can hardly hear anything from the left one. I feel a bit dizzy too.
Operator: Ok, well for the moment you should take some painkillers such as
paracetamol or aspirin. This will help to bring your temperature down, but
don’t

4b Listening & Speaking Skills

take more than two every
four hours.
Caller: Ok, I’ll do that.
Operator: Now, it sounds like you could have an ear infection and if so
you’ll need to see a doctor and get some antibiotics. I can ask the
doctor-on-call to make a house call if you like.
Caller: Oh… yes, that would be great. Would he be able to come this
evening?
Operator: Err… let’s see… Monday evening… no, I’m afraid he’s already got
too many other calls to make this evening, but he could come and see you on
Tuesday morning – that’s tomorrow – at ten o’clock, or on Wednesday at the same
time.
Caller: No, Wednesday is too far away. Tuesday would be better. Thank
you so much.
Operator: You’re welcome. I hope you feel better soon.
Speaking
8 Focus ➤ Acting out a visit to a
doctor ñ Ss work in pairs, take roles and prepare their dialogues using
the notes in Ex. 7 and the dialogue in Ex. 5. ñ
Ss record themselves. ñ Select a few recordings to play to the class

Answer
Key
S1:
Good morning Mr. Jones. What can I do for you?
S2:
Well Doctor For the past few days I have been feeling very dizzy and I can’t
seem to hear very well.
S1: I
see. Have you got a temperature? S2: Yes and my ear are blocked.
S1:
It sounds like you may have an ear infection. I will take a look.
S2:
Is there anything you can do to make it go away faster?
S1:
You can take two aspirin every two hours for the pain. If it is an ear
infection you will need to take antibiotics and within a few days you will feel
much better.
S2: Do I
need to come back and see you again.
S1:
Not unless you are not feeling better in three to four days. etc

Say it right
9
Focus ➤ Speculating and responding ñ
Explain the task.
ñ Draw Ss’ attention to the statements and the possible responses.
ñ Read each prompt (1-4) and elicit the appropriate response from
Ss.
ñ Play the recording for Ss to listen and check
their answers.

Answer Key
1     a        2   a

3

a

4

a

10    Focus ➤ Consolidating the lesson ñ Ss close their books
and make a list of ten words/phrases they have learnt in the lesson. ñ Ss discuss what they
have learnt with a partner.
(Ss’ own answers)

Answer Key
We use ‘by’ to introduce the agent.
‘By’ + agent is omitted when it is obvious, unimportant,
  unknown or already mentioned

1 a) Focus ➤ Understanding the passive voice
ñ Read out the box to the Ss. Ask Ss to say why the passive is
used (to emphasise the action rather than the person who performed the
action). Write the two sentences on the board and ask Ss to label them S
(subject), V (verb), O (object) and A (agent).
All employees (S) must
sign (V) the form (O). The form (S) must be signed (V) by
all employees (A).
ñ Draw Ss’ attention to how the passive is formed:
subject + to be + past participle of main verb + agent (by)
ñ Read the text to the class. Explain that it has a total number
of 8 passives in it. (Refer Ss to the Grammar Reference section for all the
forms of the passive).
ñ Ss work in pairs to find all the passive and active forms in the
text.
ñ Check Ss’ answers by eliciting answers from various pairs and
writing the answers on the board.

Answer
Key passive: has been caused; was still
being fought; is being cleared away; will be started; is discovered; had been
made; were seen; has yet to be discovered active: broke out; said; was;
had ever seen; are treating; has; may help; contact

b) Focus ➤ Understanding how/when to
introduce agents ñ Read out the questions in the rubric. ñ Allow Ss time to
answer in pairs. ñ Check answers as a class.

who/what is doing the action. For example, ‘The fire was still
being fought’ (by firefighters); ‘An investigation will be started’ (by the
police).
with
agent: ‘damage has been caused by
a fire’ (we need to know what caused the damage)
without
agent: ‘debris is being cleared
away’ (by cleaners); ‘until the cause of the fire is discovered’ (by the
police); ‘reports had been made’ (by persons unknown); ‘characters were seen’
(by persons unknown); ‘their identity has yet to be discovered’ (by the police)

2 Focus ➤ Rewriting sentences in the
passive ñ Explain that sentences 1-8 are all examples of the active voice.
ñ Complete the first
item as an example. ñ Ss complete the rest of the task individually. ñ Check Ss’ answers by
inviting individual Ss to
write the answers on the
board.

Answer
Key
1    My brother’s bike was stolen yesterday.
2    This soup was made with carrots and coriander.
3    Pam’s party is being catered by whom?
4    Their house will have been finished by May.
5    The thieves were arrested (by the police).
6    Sam hates being told what to do.
7    The ‘Fifi Fairy’ books are written by Maria.8 An apology should
be made by Jack.

4c Grammar
in Use
3    Focus ➤ Forming sentences using
the passive ñ Explain the task. ñ Ss answer individually. ñ Check Ss’ answers around the class.

Answer
Key
2      He hates to be kept waiting.
3      Parking is not allowed.
4      Something needs to be done immediately.
5      I want to be left alone.
6      The Mayor has been shot.
7      She was not invited.
8      No, thanks. I am being served.
9      It may have been sent to the wrongaddress.
10    A cinema complex will have been built(there) by next May.

4    Focus ➤ Changing a text into the
passive ñ Explain the task.
ñ Ss write their answers individually. ñ Check Ss’ answers.

Answer
Key
An
unusual way of predicting earthquakes has been discovered by scientists in
China – snakes! Snakes at local snake farms are being observed (by experts) to
see if their behaviour changes before an earthquake. Cameras are linked to a
broadband Internet connection (by scientists). It is believed that earthquakes
from 120 km away can be sensed (by snakes), three to four days before they
happen. Their nests are abandoned or even walls are smashed into to escape.
Because China is struck frequently (by earthquakes), a reliable method of
predicting them must be found (by scientists) to avoid the terrible injury and
loss of life that is caused (by them/earthquakes).

5    Focus ➤ Understanding personal and
impersonal passive constructions ñ Read through the table with Ss and elicit how personal and
impersonal passive constructions are formed.
ñ Explain the task. Ss answer individually. ñ Ss compare answers
with a partner.

Answer Key personal passive construction:            subject + passive verb + to infinitive (e.g. She is thought to
  be very ill)
impersonal
  passive construction: it +
  passive verb + finite clause (e.g. It is thought that she is very ill)
2
  The doctor is reported
  to have made amistake with the diagnosis.
It is
  reported that the doctor made a mistake with the diagnosis.
3
  The tsunami is expected
  to hit at 8 am.It is expected that the tsunami will hit at 8 am.
4
  She is known to have a
  difficult character.It is known that she has a difficult character.
5
  A monster is said to
  live in a lake inScotland.
It is said that a monster lives in a like in Scotland.
6
  Andrea is believed to
  have been treatedvery badly.
It is believed that Andrea was treated very badly.
7
  The number of cases of
  asthma is thought tobe rising.
It is thought that the
  number of cases of asthma is rising.

6    Focus ➤ Understanding the
causative form ñ Focus Ss’ attention on pictures 1 and 2 and write sentences a
and b on the board. Elicit from Ss which means that someone is doing something
for someone else (sentence b). Explain that this is called the causative form.
Underline its structure.
ñ Ss match the sentences and the pictures. ñ As an extension
activity, ask Ss to write 2 similar sentences of their own with pictures for
their partner to match.

Answer
Key
1   a        2   b
She is
having her hair done. She is doing her hair.

7
Focus ➤ Practising the causative form ñ Read out item 1 and
the example to the class. Draw Ss’ attention once more to the causative form. ñ Ss complete the
remainder of the task individually.
ñ Check Ss’ answers around the class.

Answer
Key
2    Sarah is having her hand examined.
3    Greg will have his jacket shortened.
4    Sylvia is going to have her hair done for thewedding.
5    I had a bandage put on my ankle.
6    Liz has just had her eyes tested.
7    We have our lawn mowed once a week.
8    They had the roof repaired before theymoved in.

8
Focus ➤ Rephrasing sentences using make/ get/have
ñ Select three Ss to read out the example sentences. Check Ss’
comprehension of the difference in meaning by eliciting translations into Ss’
L1.
ñ Allow Ss time to rephrase sentences 1-7 with a partner.
ñ Check Ss’ answers around the class.

Answer
Key
1    John got Ann to see the doctor.
2    Julie made Tony have a blood test.
3    The scientist had his assistant tidy up thelaboratory.
4    The nurse got the patient to swallow themedicine.
5    Madeline will have Mike take her to thedentist.
6    Sam had the doctor look at his injured leg.
7    I’m hoping to get Sarah to lend me herjacket.

Grammar
in Use 4c
9
Focus ➤ Practising dependent prepositions
ñ Explain the task. Tell Ss to try each preposition in the gap
until they find the one that makes the most sense and then check in Appendix 1.
ñ Allow Ss time to complete the task. ñ Select individual Ss
to read out the sentences.

Answer Key
1 of                3 from

5 for

2 to                4 in

6 in

Suggested
Answer Key
1    Anna is always complaining of headaches. I think she
needs to get her eyes tested.
2    Tom is allergic to nuts and has to be careful what he
eats.
3    James still hasn’t recovered from the cold he had at
Christmas.
4    I would never get involved in anything criminal.
5    Mountaineers who are exposed to extremeconditions sometimes have
to be treated for hypothermia.
6    I got covered in paint when I was decorating the house.

10    Focus ➤ Practising phrasal verbs (go)
ñ Explain that each sentence can be completed with a phrasal verb
from Appendix 2. ñ Ss complete the task individually.
ñ Check Ss’ answers, eliciting the meaning of each phrasal verb.
ñ As an extension ask Ss to draw a picture for one of the phrasal
verbs.
ñ Ss hold up their pictures and the class tries to identify the
phrasal verb.

Answer Key
1 into

3 away

5 ahead

2
  through

4 on

4c Grammar
in Use

Suggested
Answer Key
1    The teacher refused to go into what happened to the
injured student with the class.
2    I can’t go through another upsetting argument about the
problem; we must solve it now.
3    Even though she was resting in bed for many days, the cold would
not go away.
4    The children’s mother went on talking for over an hour
about the dangers of speaking to strangers.
5    As soon as the committee approves the plans, they will go
ahead with the building of the health centre.

11   Focus ➤ Transforming sentences
ñ Explain the task, reminding Ss that they can use up to five
words to complete each sentence. ñ Ss complete the task individually and then compare their answers
with a partner.
ñ Check answers with the class.

Answer
Key
1    made Bill drive
2    reported to have been killed
3    has been knocked down
4    had her car collected by
5    will be performed

1
Focus ➤ Introducing the author Mark Twain ñ Introduce the name
Mark Twain to Ss and ask them to think of three things they would like to know
about him.
ñ Ss read the biography. Ask if their questions were answered.
ñ As an extension, Ss may do some research to answer any questions
that they may have had that were not answered in the biography provided.

Suggested
Answer Key
I know
that Mark Twain is an American writer. I would like to know what kind of books
he wrote and when he lived.

2
Focus ➤ Reading for detailed comprehension ñ Read the text aloud
to the class, inviting individual Ss to read the characters’ dialogue. ñ Explain the task. Ss
answer individually. ñ Invite Ss to read out their answers.

Answer Key
1     D      2      B

3

B

4

D

5

B

6

D

3
Focus ➤ Matching words to their meanings ñ Direct Ss’ attention
to the words in bold. ñ Allow Ss time to match the words with their
meanings.

Answer Key stretch: extent
glimpsed: caught sight of laboured: struggled hailed: called
rowed: took by boat tracked out: found strung: hung admitted:
let in drowned: pushed under water and died fetch: bring

Suggested
Answer Key with an eager audience
about him: a group of people very
interested to hear him putting my many striking additions: adding
interesting and exciting details to the story were not to be shaken off:
did not go away easily
I’ve not
the least doubt: believes it to be
true

4 Focus ➤ Completing sentences using the correct verb
ñ Ss books closed, write the word ‘move’ in the middle of the
board and brainstorm verbs to describe movement with the Ss.
ñ Ss’ books open, Ss read the list of verbs in Ex. 4 and compare.
ñ Explain the task. Ss answer individually. ñ Check Ss’ answers.

Answer Key
1
  sprinted

4 dawdle

7 wandering

2
  stomped

5 crept

3 crawling
Tom and
  Becky ‘gr

6 fumble oped’.

Literature
4d
Writing
5 Focus ➤ Writing a diary entry ñ Ask Ss to choose one
of the characters and get in role.
ñ Ss prepare a list of thoughts and feelings for their experience
in the cave before they start writing. ñ Allow Ss time to write their diary entries. ñ Ss read their entries
to a partner.

Suggested
Answer Key
Sunday
Me an’
Becky found the entrance to the cave and I suggested goin’ in. Becky like a
girl resisted but after much persuasion stepped in an’ the adventure began.
Monday
Becky
won’t stop cryin’ and I’m mighty hungry. I don’t know where we went wrong but
that entrance jus’ seemed to vanish like your shadow at night. I can’t let
Becky see how frighted I am cus’ that’s not how men are. We’ll just keep on and
keep hopin’.

4 e Writing Skills
Objectives
Vocabulary: related to the senses                                      3
a) Focus ➤ Reading for detailed
understanding
Grammar: adjectives/adverbs; linkers
Reading: a story (An Amazing Rescue) ñ
Allow Ss time to read the text again. Ss Skills
―reading for structure answer the questions in pairs.
―reading for
specific information ñ Select individual Ss to present their answers Writing: narrative
techniques; a story to the class.

Answer Key

1    Focus ➤ Understanding the
structure of a         1          The first
paragraph sets the scene. good
story

2
The climax event is Greg rescuing the
ñ Ss’ books closed, ask Ss what a good story survivors. Before
that, a helicopter had consists of. Write Ss’ ideas on the board. crashed
into the sea. ñ Ss’ books open, read through the theory box 3      The story
ends with Greg receiving a medal. with Ss. 4 To begin the story in an
interesting way, the ñ In pairs, Ss tell each other how to write a good writer
describes a quiet scene of Greg story.      relaxing before the
adventure starts. The story ends with an award for bravery that

         Answer Key                                                                         stresses the danger and excitement of what

happened.

A good
story consists of: an introduction, a main body and a conclusion.

b) Focus ➤ Reading to understand the use of
2 Focus ➤ Predicting the content of
a story; tenses reading/listening for confirmation ñ Allow Ss some time to
re-read the text and ñ Focus Ss’ attention on the picture and the title find examples of different tenses.
of the story (An Amazing
Rescue). Elicit from Ss ñ Ss explain how each tense is used with the help of a partner.
what they think the story might be about/what might happen in the story. ñ Check Ss’ answers. ñ Read the first
paragraph to Ss. Elicit where the
story takes place (at
sea) and who the main Answer Key characters might be (Greg Gibson
and other simple present: I’m (direct speech)

rescue workers). simple past: came in; started;
was; rocked; ñ Ss read and listen to the recording to check refuelled; went
back; happened; hit; sent; their predictions. watched; swallowed; sent;
leapt; yelled; lowered; was able; said; were

        Suggested Answer Key                                                       simple
past (passive): were airlifted; was

awarded

The story
takes place at the sea. The main

         characters are Greg Gibson and perhaps other                     past
continuous: was drinking; was going;

(was) recovering coastguard members.

       I think a rescue is about to take place.                                   past
perfect: had just started; had run

aground

Simple
present is used here to describe
Greg’s feelings and emotions.
Simple
past is used for events that
happened once in the past of the story.
Past
continuous is used for an action that
was interrupted by another action or to emphasise the duration of an action.
Past
perfect is used to for a past
action that happened before another past action or before a stated time in the
past.

4 a) Focus ➤ Practising using
linking/sequence words ñ Read the theory box with Ss.
ñ Make a list of the words in the story that show the sequence of
events.
ñ Allow Ss a few minutes to suggest alternatives.
ñ Ask individual Ss to feed back to the class.

Answer
Key
linking/sequence
words: just; when; just as;
After; A few months later

Suggested
Answer Key alternative linking/sequence words: only a moment before; as; at the moment; Following; After a time

b) Focus ➤ Understanding the sequence
of events in a story; summarising a story ñ
Explain the task.
ñ Ss order the events from the story individually and then compare
with a partner.
ñ Ss tell each other the story using appropriate sequence words.

Answer Key
a 8             c 5

e 4

g 1

I    10

b 2             d 6

f 3

h 7

j 9

Suggested
Answer Key
Greg just
started work when a distress call came in. The rescue operation started
immediately. At first the rescue mission was going well. The helicopters
refuelled and returned when suddenly a huge wave hit the ship. and a helicopter
crashed into the sea. With in seconds Greg started to rescue the survivors one
at a time. The survivors then went to the hospital. In the end Greg was awarded
a medal for his bravery.

c) Focus ➤ Reading for specific information ñ Explain the task.
ñ Ss answer individually and then compare
answers in small groups.

Suggested
Answer Key detailed chatty descriptions: He was drinking a steaming hot cup of coffee; The sea was rough
and strong gusts of wind rocked the helicopters; A gigantic wave hit the ship
and sent a huge wall of water up into the air; Greg and the other rescue
workers watched in horror as it swallowed the helicopter and sent it crashing
into the sea; Hovering 150 feet above the water, Greg lowered the rescue basket
with such accuracy that he was able to collect the survivors from the stormy
sea without wasting a single second; After an exhausting few hours, everyone
was safe and sound and recovering in hospital.
direct
speech: Quick! Let’s get them out
of here! I’m glad that’s over.

5 Focus ➤ Finding examples of
narrative techniques in a story ñ Elicit from Ss what ‘narrative techniques’ are (methods we
use to make a story more interesting to read). ñ Read the theory box
as a class.
ñ Working in pairs, Ss find examples in the story.
Set a time limit of 8
minutes.
ñ Invite pairs to share their ideas with the class.

Answer
Key complex adjectives and adverbs: steaming
hot; gigantic; instantly; exhausting; skilful avoiding simple verbs: (the
wind) rocked (the helicopters); (it) swallowed up (the helicopter) use of
senses: hot (coffee) alliteration: safe and sound metaphors/similes:
wall of water participles: Hovering (150 feet above the water) hyperbole:
without wasting a single second feelings: (Greg and the other rescue
workers) watched in horror; were relieved

6    a) Focus ➤ Using adjectives ñ Explain the task. ñ Ss answer individually. ñ Check Ss’ answers around the class.

Answer
  Key
coffee: steaming
  hot (burning, red-hot) weather: terrible
(horrible, horrendous, awful) wave: gigantic
(huge, enormous, immense, massive) sea: stormy
(rough, violent, raging) rescue: amazing
(astonishing, breathtaking, remarkable) performance: brave

(courageous, bold, fearless, heroic)

b) Focus ➤ Completing sentences using the correct adverb
ñ Read through the adverbs in the box and check comprehension.
ñ Explain the task. Ss answer individually. ñ Check Ss’ answers.

Answer Key
1
  anxiously

5 eagerly

2
  angrily

6 unbelievably

3    nervously
4
  reassuringly

7 happily

7    Focus ➤ Understanding how the
senses are used in a text ñ Select a S to read the paragraph to the class. ñ Working individually,
Ss find words/phrases related to the senses.
ñ Ss tell their partner which senses are described.

Suggested
Answer Key
A:
I could feel the cold ground from the words ‘cold, stony ground under me.’
B:
Yes, me too. I also felt the helplessness from the words ‘I lay motionless
waiting for help to arrive.’
A: I
could hear the sound of a heartbeat when I read ‘My heart was thumping wildly.’
B: Could you? I could feel it.
A:
I felt I had a headache when I read ‘my head was throbbing with pain.’
B:
Me too. Then I could hear the sound of the ambulance.
A:
Yes, I could hear it screeching and the sound of the siren wailing.
B:
I also saw the lights of the ambulance flashing.
A:
Then I could hear the ringing sound, ‘a strange ringing sound in my ears.’
B:
Then finally the taste of the blood, ‘the salty taste of blood filling my
mouth.’ etc

8 a) Focus ➤ Practising vocabulary
ñ Read out the instruction in the rubric. ñ Ss answer
individually and then compare answers with a partner.

Answer
  Key

look/see

stare,
    peer

walk/run

crawl,
    stumble, dash, rush

say

threaten,
    yell, exclaim, roar, whisper

smile/laugh

giggle,
    grin, beam

eat

swallow,
    gobble, munch

take

grasp,
    grab, snatch

Suggested
  Answer Key

look/see

peep,
    glance, glare

walk/run

limp,
    creep, sprint

say

promise,
    mutter, mumble, state

smile/laugh

titter,
    chuckle, snigger

eat

gnaw, digest, feed
    (on), wolf
(down)

take

seize,
    capture, clutch, get hold of

b)    Focus ➤ Completing sentences using
the correct verb
ñ Explain the task and complete item 1 with the class as an
example.
ñ Ss complete the rest of the task individually. ñ Check Ss’ answers.

Answer
Key
1      threatened/yelled/exclaimed/roared
2      giggled
3      grabbed/snatched
4      swallowed/gobbled
5      yelled/exclaimed/roared
6      grinned/beamed
7      peering/staring
8      dashed/stumbled
9      whispered
10    dashed/rushed

c)
Focus ➤ Completing a joke
ñ Draw Ss’ attention to the picture. Elicit from Ss what the boy
is doing (crawling).
ñ Invite a pair of Ss to read out the joke to the class.
ñ As an extension activity, invite Ss to write their own joke
using one of the verbs from Ex. 8a.

Answer
Key crawling

9 Focus ➤ Rewriting an extract using
vivid/ descriptive vocabulary ñ Select a S to read out the extract to the class. ñ Ask how we can improve
the writing (by using more vivid/descriptive adjectives).
ñ Ss complete the task with the help of a dictionary and the ideas
from exercises 6 and 7. ñ Ss compare their version of the text with a
partner.

Suggested
Answer Key said happily ➝
shouted merrily; exclaimed joyfully; remarked delightedly nice
➝fine; pleasant;
lovely; charming walked fast ➝
dashed rapidly; ran speedily; rushed
happy
➝ pleased; joyful; over
the moon; delighted busy ➝bustling; crowded; hectic saw ➝glimpsed; spotted;
noticed coming ➝being driven; moving; screeching loud noise ➝crash; bang; screech went
➝flew; sailed; soared falling
➝crashing; slamming;
dropping

10   Focus ➤ Matching words to form alliterative phrases
ñ Elicit from the class what ‘alliteration’ is and why it is used (the
repetition of a sound at the beginning or ending of words in a sentence; it is
used to draw out attention to certain words).
ñ Draw Ss’ attention to columns A and B and explain the task.
ñ Ss answer individually and then compare answers with a partner.

Answer Key feel
― free right ― as rain well worth ― the wait live ― and
learn jump ― for joy the more ― the merrier 1 jumped for joy

2    Feel free
3    the more the merrier
4    live and learn
5    right as rain
6    well worth the wait

11
Focus ➤ Using similes
ñ Explain to the class once again what a simile is (a
comparison between two things using the words ‘like’ or ‘as’).
ñ Draw Ss’ attention to sentences 1-6 and the missing words and
explain the task.
ñ Ss answer individually and then compare answers with a partner.
ñ As an extension activity, Ss can create their own
similes. Vote for the best
one.

Answer Key
1 a
  lark

3 a sieve

5 a dog

2 a
  sheet

4 a flash

6 day

12
Focus ➤ Matching metaphors and their meanings
ñ Explain to the class once again what a metaphor is (an
non-literal way of describing something by comparing it to something else which
is the same in a particular way). ñ Draw Ss’ attention to sentences 1-6 and the meanings and explain
the task. ñ Ss answer individually and then compare answers with a partner.
ñ As an extension activity, Ss can create their own
metaphors. Vote for the
best one.

Answer
Key
1    extremely upset
2    went quickly and with a lot of noise
3    unhappy expression
4    explain
5    came to my notice
6    unable to move

13
Focus ➤ Joining sentences using participles ñ Read the rubric and
the example to the class. ñ Ss complete the task individually and then
compare answers with a
partner.

Answer
Key
2    Gasping for breath, he tried to tell Annawhat had happened.
3    Annoyed, she got up and left the room.
4    Exhausted, she sank down onto the forestfloor.
5    Shivering with cold, we pulled our coatstighter around us.
6    Glancing down at her watch, she realisedshe was going to be
late.
7    Worried about Sylvia, I decided to trycalling her one more time.

14
Focus ➤ Making sentences using hyperbole
ñ Elicit from Ss what hyperbole is (the use of exaggeration).

ñ Draw Ss’ attention to sentences 1-6, the words in bold and the
words/phrases above. ñ Ss complete the task individually. ñ Check Ss’ answers
around the class.

Answer
Key
1    a ton
2    ages
3    snap my head off
4    he was talking to the wall
5    about to burst
6    My heart was in my mouth

15
Focus ➤ Rewriting sentences to express feelings
ñ Read out the rubric and the example to the class. ñ Ss complete the rest
of the task individually. ñ Check Ss’ answers.

Answer
Key
1    (Jim)’s mouth dropped open
2    (Jane)’s heart sank
3    sighed heavily
4    felt my blood pressure rise
5    shook/was shaking uncontrollably

16
a) Focus ➤ Analysing beginnings and
endings of a story
ñ Ss’ books closed, brainstorm ways to (i) start a story and (ii)
end a story. Write Ss’ ideas on the board.
ñ Ss’ books open, read through the ways suggested in the theory
box.
ñ Write up the title Lost in a Blizzard and explain it is the
title of a story.
ñ Draw Ss’ attention to the two suggested beginnings and endings
and explain the task. ñ Ss answer individually and then compare ideas in small groups.
ñ Invite groups to feed back to the class.

Answer
Key
A  is the most interesting beginning because itcreates atmosphere,
uses direct speech, expresses someone’s feelings or mood and asks a rhetorical
question.
B  is the most interesting ending because itdescribes feelings and
mood, creates atmosphere/ suspense/mystery and asks rhetorical questions.

b) Focus ➤ Writing a beginning and an ending for a story
ñ Write the title ‘Disaster at Sea’ on the board. Brainstorm ideas
for the content of the story as a class.
ñ Explain the task. Allow Ss time to write their answers
individually.
ñ Ss exchange work with a partner for evaluation/peer correction.

Suggested
Answer Key
Beginning
Why did I
listen to Stan? We should never have gone out on that windswept, stormy day. As
we got in the boat, the sea roared and raged. Shouting over the howling wind, I
cried, ‘Perhaps we should stay on land?’ but Stan carried on preparing the
boat, unaware that this day would be his last!
Ending
Waking up
on the cold, hard rocks, I looked around for Stan, but he was nowhere to be
found. I staggered home to the warm embrace of my worried parents. Stan was
never found and to this day, when I look out to sea, I think of my friend and
wonder if, somewhere, somehow, he managed to survive that fateful day.

17 a) Focus ➤ Understanding rubrics
ñ In pairs Ss read the rubrics, underline the key words and answer
the questions. ñ Elicit answers to the questions in the rubric from various
pairs.

Answer
  Key
A    key words: story
  called ‘Trapped!’
1    Your teacher.
2
  It’s about someone being
  trappedsomewhere.
3    A young person out exploring.
4
  Four paragraphs. Para
  1― set the scene; paras 2 and 3 ― develop the story; para 4
  ― end the story by describing people’s feelings/the consequences.
B
  key words: short story competition, magazine, end with ‘What a miraculous
  escape!’
1    Magazine readers.
2
  It’s about someone who
  escaped disaster.3 A magician.
4 Four
  paragraphs. Para 1― set the scene; paras 2 and 3 ― develop the
  story; para 4 ― end the story by describing people’s feelings/the
  consequences.

Suggested
  Answer Key
B              A
  Magical Evening
The wind danced leaves
  around his feet as Tom hurried to catch the opening of the performance. The
  theatre doors opened welcomingly and he took his seat just in time for the
  raising of the curtain.
‘The
  Amazing Andy,’ being the cheapest night out in a city of extremely cheap
  nights out was not his first choice, but short of cash and tired of TV, Tom
  needed some form of entertainment.
Andy
  came out on stage to a cool ripple of applause and commenced with a series of
  childsplay card tricks that Tom had seen one hundred and one times before and
  better. The best was, thankfully, yet to come.
Amazing Andy put on
  handcuffs and then chains and then ropes and then climbed into a sack after
  being blindfolded. Raised up over the stage and dropped into a tank full of ferociously
  ravenous piranhas, Amazing Andy was now in a lot of trouble.
The lights were switched
  off and then immediately on again and to Tom’s amazement, there was Amazing
  Andy in the seat next to him, helping himself to a generous handful of Tom’s
  popcorn. ‘Truly you are amazing Andy,’ breathed Tom, ‘What a miraculous
  escape!’

b) Focus ➤ Writing a story
ñ Ask Ss to choose one of the rubrics and to write their stories
using the ‘Steps for writing stories.’
ñ Invite Ss to read out stories to the class and
call for feedback.

Suggested
Answer Key
A                      Trapped!
The day
dawned full of hope. I was holidaying at my uncle’s farm and today I would go
exploring the surrounding area. ‘Don’t worry about me, Uncle,’ I shouted
merrily as I walked into the dark forest.
The light
and warmth of the sunlight faded as I made my way deeper and deeper into the
wood. The trees seemed to lean in and whisper among themselves and before I
knew it I had lost my way. Trying to find the path back, I came across a cave
and entered for shelter suddenly plunging down a hidden hole just inside the
entrance.
I must
have blacked out, but for how long I didn’t know. I could see nothing as I
tried to peer through the pitch-black darkness. I tried to stand but a pain
shot up my leg and I collapsed, helpless on the floor.
After
some time lying motionless on the floor, I heard a growling sound that made my
hair stand on end. My mind raced as I thought of what was in the cave with me.
I felt like a mouse trapped before the cat. What happened next I will never
understand as I must have passed out from fear.
The next
thing I knew was that I woke up in my bed at my uncle’s farm. A search, headed
by my uncle, found me and returned me home safe and sound. I cried tears of joy
when I saw my uncle and tried to inquire if there was anything else found in
the cave but I could only stutter. My uncle hushed me and said ‘you are one
very lucky young lady’. If he only knew the half of it! I thought grinning.

Culture
Corner
Objectives

Reading: a letter; a text about Florence Nightingale
Skill ― reading for
specific information
Speaking:           giving a
talk about Florence
Nightingale
Writing:
an article for the school magazine about someone who has helped
improve conditions in your country
1
a) Focus ➤ Introducing the topic
(reading for specific information) ñ Focus Ss’ attention on the picture and explain that it is of a
famous person ― Florence Nightingale.
ñ Allow Ss time to read the letter and answer the questions.
ñ Confirm the correct answers.

Answer
Key
Florence
Nightingale was a nurse and she is describing the conditions at the army
hospital where she worked.

b)
Focus ➤ Reading for specific information ñ Ask Ss the question
in the rubric. ñ Allow Ss time to read the text silently. ñ Confirm the correct
answer.

Answer
Key
She was
called ‘The Lady with the Lamp’ because of her habit of checking on the men at
night with only lamp to guide her way.

c)
Focus ➤ Explaining vocabulary ñ Draw Ss’ attention to the underlined words in the text.
ñ Ss explain their meanings using a dictionary.

Suggested Answer Key unventilated: (room or building) without fresh air unsanitary: dirty
and unhealthy filtered: gradually made its way

2
Focus ➤ Practising word derivatives ñ Ss read the text
through again and complete the gaps individually. ñ Check Ss’ answers.

Answer Key
1
  meaningless

6
  properly

2
  Eventually

7
  dedication

3
  terrible

8
  famous

4
  overcrowded

9
  influencial

5
  clothing

10 consultant

3
Focus ➤ Preparing and delivering a talk about Florence Nightingale;
writing on the topic ñ Play the recording for Ss. Ss read and listen to the text.
ñ Draw Ss’ attention to the headings given. Allow Ss time to make
their notes.
ñ In small groups Ss take it in turns to talk about Florence
Nightingale.
ñ Ask Ss how important they think Florence Nightingale’s work was.
Give Ss exactly three minutes to write on the topic.
ñ Select a few Ss to read their writing to the
class. Follow up with a
whole-class discussion.

Answer
Key
ñ place/date of birth: Florence,
Italy, 1820 ñ early years: became a
nurse; volunteered to help in army hospitals; organised the hospitals; helped
the soldiers
ñ
later years: fame/celebrity; continued working to improve conditions; wrote a
book; became a consultant on health issues
ñ achievements: established
a school for nursing; raised awareness of conditions in army hospitals ñ date of
death: 1910

Culture Corner

Suggested Answer Key
Ivan
    Betskoy was born on February 14, 1704. The out of wedlock son of a Russian
    prince, Betskoy spent his youth abroad. After returning to Russia upon his
    father’s request, he became involved in Russian politics. He later served
    as advisor to Catherine II. He focused his reforms on education and the
    arts. Influenced by French educational theory, he pushed for changes in the
    educational system that included schools for girls. Born himself out of
    wedlock and concerned about the high rate of infanticide. He founded two
    large homes for orphans and illegitimate children. His belief in the
    importance of the middleclass brought him to establish a commercial school
    in Moscow to encourage the development of a merchant class. His most
    important career achievement was the establishment of Russia’s first
    unified system of public education. He lived a long and influential life
    and died in 1796 at the age of 92. He will always be remembered for his
    significant reforms that created the foundation for Russia’s educational system.

Suggested Answer Key

Florence Nightingale’s work improved the standards of medical
  care. Her passion for her work influenced many around her. Her nursing school
  and her book, along with consulting on health issues improved conditions in
  hospital everywhere. etc

Focus ➤ Writing an article for the school magazine ñ Arrange Ss in
  groups.
ñ Brainstorm people who have helped improve conditions in your
  country and write them on the board.
ñ Explain the task and allow Ss time to complete their research
  and their writing. (Allow Ss access to the Internet/the library).
ñ Invite groups to present their information to the
class.
 Across the
  Curriculum – History

Objectives
Reading: a text about the Great Fire of London
Skills ―reading for
confirmation
―reading for
lexico-grammatical accuracy Speaking:
describing a timeline
Writing: a diary entry from
1666 (writing in role)
1 a) Focus ➤ Generating interest in the
topic ñ Focus Ss’ attention on the picture and play the recording.
ñ Elicit from Ss information about the Great Fire of London.

Answer
Key
The Great
Fire of London happened about 350 years ago and destroyed a lot of London.

b) Focus ➤ Reading for confirmation ñ Ss’ books closed, ask
the questions in the rubric.
ñ Ss’ books open, read the first paragraph of the text as a class
and elicit the answers from the Ss.

Across the Curriculum – History

Suggested
Answer Key
I think
the fire started because of an accident. It spread so quickly because the
houses were made of wood.
London
burnt quickly because the houses were close together and they were made of
wood. It had been a long, hot summer and so it was easy for the fire to spread.
The fire started because the king’s baker hadn’t put out the fire in one of the
ovens.

2
Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Remind Ss to try each answer provided and select the best option
to complete the gaps.

Answer Key
1     A           3

D

5

C

7

C

2     B           4

C

6

D

3
Focus ➤ Expanding vocabulary
ñ Draw Ss’ attention to the words in bold. ñ Ss try to identify
the meaning based on the context before using a dictionary. ñ Ss compare answers
with a partner.

Suggested
Answer Key overcrowded: having
too many people bone dry: lacking any liquid/moisture at all putting
out: stopping (a fire) spark: small piece of fire that flies off a
larger fire embers: still warm remains of a fire that has been put out engulfed:
covered completely on fire: burning extinguished: no longer
burning column: tall post of stone, usually supporting something commemorating:
remembering and honouring 4 Focus ➤ Preparing and describing
the timeline of events

ñ Ss re-read the text and make a note of the main events during
the Great Fire of London with their dates.
ñ Invite Ss to summarise what happened to the class using their
notes.

Answer
  Key
Saturday,
  1st September (evening)
Thomas
  Farynor (baker) forgot to put out the fire in one of his ovens.
Sunday,
  2nd September (early morning)
A spark
  set fire to the straw on the floor of the bakery. Flames quickly engulfed the
  house and began to spread.
Sunday,
  2nd September, (early morning)
Mayor
  was advised to demolish surrounding houses so that the fire would not spread.
  The mayor did not listen to the advice.
Sunday,
  2nd September (morning)
300
  houses were already on fire and the winds were making the situation worse.
Wednesday,
  5th September (evening)
Winds died down and fire brought under control.
Thursday,
  6th September Fire totally
  extinguished.

(Ss’ own answers)
5    Focus ➤ Writing in role
ñ Ss' eyes closed, ask Ss to imagine that they are in London in
1666 during the time of the Great Fire. Ask Ss to imagine what they saw/heard/
smelled/felt.
ñ Ss note down their ideas and then write their diary entries.
ñ Monitor the activity, encouraging Ss to describe events in as
much detail as possible. ñ Invite Ss to read their diary entries to the class.

Across the Curriculum – History

Suggested
Answer Key
Sunday
I was
awoken this morning at around 2 am by my mother. The whole neighbourhood was in
a panic because there was a big fire that kept spreading. We had to evacuate
our house quickly. There wasn’t time to take any of our belongings ― we
left everything behind and just felt glad that we were still alive.
Monday
I woke up
and thought it had all been a dream. I couldn’t understand why I was at Auntie
Mavis’s house and then I remembered the fire. Everyone was talking about it all
day. No-one could believe that it was still going strong.

Tuesday
Mum and
Dad are so sad that we won’t be able to go back to our home ― we have
lost everything. I saw mum crying earlier and I tried to comfort her. I just
want this nightmare to end.
Wednesday
The fire
is still going. Auntie Mavis is beginning to worry that the fire might come our
way. All we can do is hope and pray that this house will be saved.
Thursday
I am so
relieved that the fire has been extinguished. There has been so much damage to
the city. London will never be the same again.

1

Focus ➤ Introducing the topic
ñ Focus Ss’ attention on the picture. Elicit what it shows (a busy
neighbourhood with people doing jobs, many of which involve polluting water). ñ Brainstorm the
different ways in which we pollute water as a class and write Ss’ suggestions
up on the board. ñ Ss read the labels and check their ideas.

Answer
Key
We
pollute the water by: using fertilisers that allow weeds to grow; pouring water
with chemical substances into storm drains; allowing oil or anti-freeze to get
into the water system; allowing litter to get into rivers, streams and oceans.

2
Focus ➤ Suggesting ways to minimise water pollution; reading for
confirmation; practising vocabulary
ñ Allow Ss 3-4 minutes to brainstorm ways in which we can minimise
water pollution, working individually.
ñ Ss compare answers with a partner and add any new ideas to their
lists.
ñ Play the recording. Ss read and listen to the text and check.
ñ Allow Ss time to explain the meaning of the words in bold.
Encourage Ss to use the context to work out the meaning before checking in a
dictionary.

Answer
Key
ñ
Never throw anything that could be toxic down a drain or into
soil.
ñ Make sure no litter, grass clippings or leaves are allowed to
get washed into storm drains. ñ Reduce excess water runoff.
ñ
Try not to use a hose to clean your path or car.
ñ
Use products that are not harmful to the environment.

Suggested
  Answer Key resource: a
  useful or valuable possession spells bad news: is dangerous for floats:
  moves in water restore: to return sth or sb to an earlier good
  condition drain: pipe that carries water or sewage away from a place grass
  clippings: small pieces of grass produced when cutting your lawn acquatic
  creatures: animals that live in water excess water: extra water
  that is not needed pavement: path at the side of the road which people
  walk on sweeping: cleaning by using a brush hosepipe: hose that
  people use to water their gardens or wash their cars fertilisers: substances
  spread on plants to make them grow well eventually: in the end

3   Focus ➤ Preparing and delivering a twominute talk about water pollution ñ Explain the task.
ñ Allow Ss time to prepare notes and practice their talks.
ñ Invite individual Ss to give their talks to the class. Provide
feedback.
Going Green

Suggested
Answer Key
We must
look after our most precious resource ― water. Without clean water humans
and animals cannot live. The future of our plant depends on us using water
effectively ― minimising water pollution and cutting down on the amount
of water we use.
Every day
humans pollute water, often without realising it. We should think twice before
we pour anything down our drains or onto the soil – it could be toxic. Also, we
shouldn’t let grass clippings or leaves to get washed into storm drains as this
can harm acquatic life. In addition, we should try to reduce the amount of
excess water we run off. Try sweeping your garden path rather than using a
hosepipe. If we all avoided fertilizers that contain harmful chemicals, the
environment would be in a better state. If we take action now, we can minimise
water pollution!

4 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to
the quotation.
ñ Elicit ideas for how to paraphrases the quotation and build up a
paraphrase on the board. Ss discuss the meaning in pairs or in small groups.
ñ Elicit whether Ss agree or disagree with the
quotation and ask Ss to
justify their opinions.

Suggested
Answer Key
S1:
I agree with the statement. We often don’t appreciate something until we no
longer have it. This can be applied to almost everything in life.
S2:
Some people think this way but not everyone. There are people who do realise
the importance of something and work hard to protect and care for it. Our
environment and natural resources are very important and more awareness is
being created everyday about how to protect and care for them.

Spotlight on Exams
Reading
Focus ➤ Gap-filling ñ Explain the task. Encourage Ss to try all of the phrases in
order to select the best answer. ñ Allow Ss time to complete the task and advise them to read the
text again after they have completed the task to check their answers.
ñ Check Ss’ answers.

Answer Key
1     C      2      B

3

A

4

F

5

E

6

G

Listening
Focus ➤ Listening for specific information ñ Allow Ss time to read
the statements. Tell Ss they will hear a recording and they are to identify
whether the statements provided are true, false or not stated.
ñ Play the recording twice; once so that the Ss can answer and a
second time so that they can check their answers. ñ Confirm the correct
answers.

Answer Key
1     A             3

A

5

A

7

A

2     B             4

A

6

C

TAPESCRIPT
Jim: Megan! You’re still smoking! You said you were going to give up
two weeks ago! Don’t you know how bad it is for you? Think of all the illnesses
you can get. Megan: I know all that, Jim. I’m not stupid. I’m just
finding it really hard to give up.
Jim: Have you tried? I
mean really tried? There are so many therapies these days that can help.
Megan: What do you take me for? I’ve tried everything under the sun.
Nicotine patches, hypnosis… you name it.
Jim: Well, I suppose I can’t talk. You know I used to smoke, don’t
you? Megan: You? No way!
Jim: Uh-huh. I took it up when I was at university and I was under a
lot of pressure during exam time. I’m telling you, it was the worst thing I
ever did, taking up smoking. I couldn’t play basketball any more without getting
out of breath. I kept getting an awful cough. My clothes and hair stank. But I
managed to quit a couple of years ago. I haven’t touched a cigarette since.
Megan: So how did you do it?
Jim: Well, like you, I felt I had tried everything. Nothing worked for
me. I was really desperate. Then, my girlfriend said she was fed up with me
smoking. She told me to give up or she would break up with me!
Megan: Wow! So what on earth did you do?
Jim: Well, I really didn’t want to lose my girlfriend, so I decided
to give up smoking however hard it was! In the end, I went to an acupuncturist.
There’s one at the health centre in town and he’s really good. I had three
sessions and after that, I just didn’t feel the need for a cigarette any more.
Megan: Yuck! I can’t imagine having needles stuck all over my body! I
don’t think I could do that.
Jim: Well, if giving up smoking means enough to you, you’ll try it.
It was brilliant. It doesn’t hurt. In fact, you hardly feel it at all.
Megan: Is it expensive?
Jim: Well, no if you think of all the money you’ll save by not buying
cigarettes…
Megan: You’re right. Have you got the number? I’ll call and make an
appointment right away.
Speaking
Giving a two-minute talk on the medical profession
ñ Explain the task and draw Ss’ attention to the bullet points.
ñ Ss make notes under headings.
ñ Select individual Ss to give their talks. Ss listen
and comment.

Suggested
Answer Key
Many
important people work in the medical profession – ambulance drivers take us
safely to the hospital; nurses look after us and make us feel comfortable
during our stay. However, undoubtedly, doctors and surgeons have the most
important jobs of all. They make important decisions – chose the best treatment
and medicines for us – and ultimately, save lives.

There are
many advantages of working in such a profession: you get a great sense of
satisfaction working with the public. There are also good career prospects and
the salary is good too.
However,
there are also many disadvantages, such as having to work long and unsociable
hours. It is also a highly stressful job as it comes with great responsibility.
Personally,
I admire people who go into the medical profession. I wouldn’t be able to do it
myself – I cannot stand the sight of blood! In my country there are many
hospitals, both state-run and private. Generally, the standard of care offered
in them is high – there are many top surgeons in Russia and many members of
dedicated staff.

Use of English
Focus ➤ Reading for detailed
understanding ñ Allow Ss time to read the text carefully. ñ Encourage Ss to read
around the gaps. ñ Elicit answers from around the class.

Answer Key
1     B             3

D

5

A

7

D

2     C             4

C

6

A

Writing
Focus ➤ Writing an opinion essay ñ
Read out the statement and the rubric to the class. ñ Ss write their essays
using the paragraph plan. ñ Select certain Ss to read their essays to the class.
ñ Collect in Ss’       work for correction/mark allocation.
Spotlight on Exams

Suggested
Answer Key
When was
the last time you were ill? Did you go to the doctor’s? Did you spend time in
hospital? Whenever we use the health system, and we use it a lot, the services
we use have to be paid for. The question is, should we pay for them ourselves
or should they be free. I strongly believe that vital medical services should
be free.
To begin
with, not everyone can afford healthcare. There are people so poor that they
can barely put enough food on the table without having to pay for extra
treatments and expensive medicine. A fair society looks after the
underprivileged.
On the
other hand, medical services are not cheap and eventually someone has to pay.
The number of elderly people is increasing and the extra pressure on hospitals
and doctors needs to be funded from somewhere.
To
conclude, there is no easy answer to this problem but if we want to consider
ourselves as belonging to a society, we need to care for all the community
regardless of how much they have in their wallets.

Progress Check
Progress
  Check 4 and Look at Module 5 should
  be done in one lesson.

Answer Key
1
1           bruised  6          internal
2
allergic  7          agonising
3
Miraculously       8          streaming
4
stiff       9          crippled
5
peak     10         rash
2
1     be cleaned        4          was
not injured
2
was written        5          will be found
3
is being seen
3
1     will be done
2
had her teeth cleaned
3
has been built
4
said/reported to have died
5
made them go
4
1     into       3 on      5 through
2
ahead    4 away
5
1     from     3          to         5          in
2
of         4          for
6
1     d          2          e          3          a          4          b          5          c

Who are you?
Before you start …
Direct Ss’ attention to
the title of the module, Who are you? Explain that in this module they
will learn about homes and neighbourhoods as well as homelessness, Feng Shui
and green belts.
Look at Module 5
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows and what they think the unit
might be about).

Suggested
Answer Key
Focus Ss’ attention on picture 1.
T: What page
is picture 1 from?
S1: It’s
from page 95.
T: What
can you see in picture 1?
S2: A row
of houses.
T: What
do you think this section will be about?
S1:
Probably about where people live. etc
Pic 2 (p.
86)
What does
this picture show? Are there a lot of cars where you live? How do you feel when
you get stuck in traffic? What can be done to reduce the number of cars on the
road?
Pic 3 (p.
96)
What can
you see in the picture? Which country do you think it is? Can you imagine
living in such bad conditions?
Pic 4 (p.
84)
Who is
this a picture of? What are they doing there? Have you ever seen someone like
this? How can we help them?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key a report (p. 93)
(a
  factual description of an event or a situation) Who is this report to? What
  is it about? What suggestions are put forward?

a quotation (pp. 85, 97)
(a
sentence or a phrase taken from a book or someone’s speech repeated by someone
else) Who are the quotations by? What does it mean?
a cartoon (p. 94)
(a
humerous drawing or series of drawings) What is funny about the cartoon? Do you
read cartoons? Which ones?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section seems to be about authors, books and literature extracts. This one
(pp. 90-91) is about Thomas Hardy and has an extract from one of his novels,
Tess of the d’Urbervilles.
The Culture
Corner (p. 95) contains an article about different types of homes in
Britain.
The Across
the Curriculum section (p. 96) looks at shanty towns – how they develop and
what can be done about them.
The Going
Green section looks at different green issues. This particular one (p. 97)
is about green belts and whether we need them or not.

Listen,
read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.
           5 a       Reading Skills
Objectives
Vocabulary: homes   and      neighbourhoods; adjectives related to feeings Reading:
a text about life on the streets
(multiple-choice
questions)
Skill
― reading for detailed comprehension Speaking: talking about what
life is like as a homeless person; conducting an interview (role play)
Reading
1     Focus ➤ Introducing the topic
ñ Focus Ss’ attention on the person in the picture and ask the
class the questions in the rubric. ñ Hold a short class discussion on the topic.

Suggested
Answer Key
T:
Have you ever seen someone sleeping in a shop doorway, in a train station or on
a park bench?
S1:
Yes, I have seen many people sleeping in the train station and a few people
sleeping in the park.
T:
Why do you think these people don’t have a home?
S2:
Maybe they don’t have money to pay the rent or maybe they have lost their homes
due to a natural disaster.
S3: Maybe
they have run away from home. etc

2
Focus ➤ Discussing what life is like as a homeless person ñ Write up the title of
the text on the board. ñ Select a S to read out the introduction of the text.
ñ Ask Ss to imagine what like is life for Jasmine.

Suggested
Answer Key
A: It
must be awful to live like that.
B:
She must feel cold and uncomfortable. It is also embarrassing to have to ask
passers-by for money.
A: She
must be feeling really depressed. etc

3
Focus ➤ Reading for detailed comprehension ñ Remind Ss how to
approach multiple-choice questions. (Look at the first part of the question and
underline the key words and find the part of the text the question refers to
before reading options A-D).
ñ Allow Ss time to read the text carefully and answer the
multiple-choice questions. ñ Check answers with the class.

Answer Key
1     C      2      D

3

B

4

B

5

D

6

B

Suggested
Answer Key foster: official care by the
government couches: along seat for two or three people shivering with
cold: to be so cold that it causes the person to shake odd night: occasional
night cramped: not enough space for the occupants drug addicts: people
who is dependant on an illegal drug filthy: very dirty choke: unable
to breath make ends meet: to just cover all your
essential
living expenses toss: throw posh: expensive dignity: a
person’s sense of importance and value vicious circle: a problem or
difficult situation that creates new problems which cause the original problem
again self-esteem:    how a person feels about themselves

4    a) Focus ➤ Using adjectives to describe cities ñ Explain the task.
ñ Allow Ss time to read through the items, filling in the gaps
with the adjectives they think are correct. ñ
Check Ss’ answers.

Answer
  Key
1 industrial

6
  cosmopolitan

2 historic

7
  overcrowded

3 boom

8
  market

4 new 5
  capital

9
  shanty

b) Focus ➤ Composing similar
sentences for towns/cities in your country ñ Explain the task.
ñ Allow a time-limit of 5 minutes for Ss to prepare sentences
individually. ñ Ss compare ideas with a partner.

Suggested
Answer Key
Moscow is
the capital city of Russia. St. Petersburg is a historic city with lots of
interesting monuments.
Vladivostok
is an industrial city with a large port.
Moscow
has become very cosmopolitan with lots of new immigrants. etc

Vocabulary
5 Focus ➤ Practising vocabulary ñ Explain the task. ñ Ss complete the
sentences using the Word List. ñ Confirm the correct answers.

Answer Key
1
  well-lit

7 squat

2
  run-down

8
  office

3
  fully-furnished

9     residential

4 posh

10 pedestrianised

5    abandoned
6
  disused

11 rough

Speaking
6 Focus ➤ Choosing the best
adjectives to describe Jasmine’s feelings ñ
Read through the adjectives with Ss and elicit their meanings. ñ Read out the rubric.
Ss discuss in pairs.
Reading
Skills 5a

Suggested
Answer Key
B:
I agree. She doesn’t tell us about any friends. I think she also feels
abandoned because no-one helps her.
A:
I think you’re right. It seems as if no-one cares about her at all. She
probably feels anxious as well, not knowing what’s going to happen to her.
B:
I agree. Life on the streets is difficult and dangerous. Maybe she also feels
confused too.
A: About
her future?
B: Yes,
probably. etc

7   Focus ➤ Conducting an interview (speaking in role)
ñ Explain the task. Ss choose roles and work in pairs.
ñ Encourage Ss to plan and practice their interviews before
recording.
ñ Play a few recordings to the class to provide
feedback.

Suggested
Answer Key
Journalist:
How long have you been living on the
streets?
Jasmine:
For six years now, since I was
sixteen. Journalist: Why do you live here?
Jasmine:
Many people find it hard to understand
why I gave up a home in foster care to make it on my own but I wanted to be
independent. Little did I know how hard it would be.
Journalist:
Do you regret your actions? Jasmine:
Yes, quite often I wish I had stayed on at school and stayed in foster care
until I was eighteen. Maybe then I would have a job or would have gone to
college. Journalist: What is the worst thing about being homeless?
Jasmine:
Feeling cold and lonely. And there’s
also the uncertainty, the danger. It is the worst kind of existence, believe
me!
Journalist:
Is there any way out? Jasmine: I
hope and pray that one day soon I’ll get a council flat and will finally have
my own place to call home. etc

5a Reading
Skills

Suggested
  Answer Key
I agree
  with the quote that surviving is not enough and it is important the quality
  of a person’s life. We should be able to live in some comfort and have the
  freedom to do things and make choices. It’s also important that we have
  contact and make relationships with others.

8 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to
the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a
paraphrase on the board.
ñ Ss discuss the meaning in pairs or small groups. ñ Elicit whether Ss
agree or disagree with the quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.
5 b Listening & Speaking Skills
Objectives

Answer
  Key cars/motorbikes parked
  on the pavements heavy traffic on the roads overcrowded public transport
  graffiti stray animals lack of parks/trees smells and noise rubbish on the
  streets

Vocabulary:
neighbourhood problems; idioms related parts of houses
Reading: a dialogue (comprehension questions)
Skill
― reading for specific information Speaking:
expressing annoyance; complaining to a neighbour (role play)
Listening:
three monologues; a conversation between two neighbours (T/F
statements)
Skill
― listening for specific information
                                                                                2   Focus ➤ Listening for specific information
     Vocabulary                                                            ñ Explain the task.
1   Focus ➤ Naming problems we have in our    ñ Ss listen to the
recording and answer neighbourhoods individually.
ñ Check Ss’ answers.
                ñ Ss’         books
closed, write up the heading

Answer
  Key
Bob ― the amount of rubbish everywhere; people not using the
  bins
Helen ― overcrowded public transport and lack of parking
Peter ―
  stray dogs

‘Problems in
Neighbourhoods’ on the board. ñ Brainstorm with Ss and write up their ideas. ñ Ss’ books open, allow
Ss time to read through the vocabulary items listed in Ex. 1 and check their
meanings using the Word List.
ñ Elicit from Ss the problems presented in the pictures.
Listening & Speaking Skills 5b

TAPESCRIPT
Bob: It makes my blood boil when people throw rubbish on the streets.
In my area, it’s so messy! Sometimes, it seems as if there’s rubbish everywhere
― on the pavements, in the gutters, even in people’s gardens. I mean, why
can’t people just put their rubbish in a bin – there are plenty around! It’s a
disgrace!
Helen: It really gets on my nerves that public transport is so crowded
in my city. It’s impossible to drive into the city now, because there’s nowhere
to park, so basically everyone goes to work or school by bus. I guess that’s
good for the environment, but there should be more buses at peak times or they
should build an underground train system or something. It’s just so horrible
standing up all the way to school and sometimes I can’t even get onto the bus
in the first place. I just can’t put up with it anymore.
Peter: It really annoys me that there are so many stray dogs in the
streets in my town. Apart from the fact that I feel very sorry for the poor
animals that are left out on the street, it’s a public health problem! Just the
other week, a child was bitten by a stray dog! I mean, surely it’s not
difficult for the council to have the animals picked up by an animal protection
agency? It’s a disgrace!
3 Focus ➤ Learning idioms ñ Read out the rubric
and allow Ss time to complete the idioms.
ñ Check Ss’ answers. Elicit/Explain what the idioms mean. Elicit
from Ss whether there are similar expressions in their language.

Answer Key
1 roof           2 sink

3 path

4 drain

Everyday English
4 a) Focus ➤ Listening for phrases to express annoyance
Play the recording from
Ex. 2 again. Ss listen and note down the phrases used to express annoyance.

Answer
Key
Bob     It makes
my blood boil; It’s a disgrace!
Helen It really
gets on my nerves; I just can’t put up with it anymore
Peter  It really annoys me; It’s a disgrace!

b) Focus ➤ Using phrases to express
annoyance
ñ Draw Ss’ attention to situations 1-5 and select a pair of Ss to
read out the example exchange.
ñ Ss complete the task in pairs. Monitor the activity.

Suggested
  Answer Key
2
  A: It drives me crazy
  when people let their dogs foul on the pavement outside my house.
B: Yes,
  it drives me crazy too. Why can’t they scoop it up?
3
  A: It’s a disgrace the
  stink that comes from all that rubbish.
B: Yes,
  it’s awful. Why can’t they clean the streets more regularly?
4    A: It makes my blood boil when people ask me to buy pirate CDs
  and DVDs. B: It doesn’t really bother me.
5
  A: It really annoys me
  when they allow too many people to board the bus.
B: Yes,
  it gets on my nerves too.

Reading
5 a) Focus ➤ Predicting the content of a
dialogue;
listening/reading for confirmation ñ Select a pair of Ss to read out the first two exchanges of the
dialogue to the class. ñ Elicit where the conversation takes place and what Bob wants.
ñ Ss read and listen to the dialogue to check their answers.
5b Listening
& Speaking Skills

Answer
Key
The     conversation     takes    place    in         the
neighbourhood. Bob wants his neighbour to do something to stop his rubbish
smelling so much.

b) Focus ➤ Reading for specific
information ñ Allow Ss time to read the dialogue again and answer the
questions.
ñ Ss check their answers and then compare with a partner.
ñ Confirm the correct answers.

Answer
Key
1    his neighbour’s smelly rubbish bin
2    Tom is annoyed
3    putting the rubbish in a bag first
4    he is concerned about the cost of bin bags5 he talks about the
potential health risks

Speaking
6 Focus ➤ Acting out a dialogue ñ Set up pairs and
explain the task. Review the phrases from Ex. 4.
ñ Ss practise their dialogues, using the dialogue in Ex. 5 as a
model.
ñ Invite a few pairs to act out their dialogues to
the class.

Suggested
Answer Key
A:
Can I have a word with you for a minute, please?
B: Sure.
What is it?
A: Well,
it’s about your dog actually.
B: What’s
the problem?
A:
Well, I’m sorry to say this, but it is keeping me awake at night and I just
can’t put up with it any more.
B:
But he’s a dog. Of course he sometimes barks!
A:
You could let him sleep inside the house. That’s what I’d do.
B:
But he would make a mess and I would have to spend all my time cleaning!

A:
Yes. I appreciate that, but the barking is so annoying. It really gets on my
nerves.
B: I see.
Sorry about that.
A:
Also, my young son is having difficulty sleeping and has been very tired during
the day.
B: In
that case, maybe I should take the dog in at night. A: Thanks.

Listening
7 Focus ➤ Listening for specific
information ― answering multiple-choice questions ñ Explain to Ss that
they are going to hear a conversation between two neighbours. ñ Allow Ss some time to
read through the questions before playing the recording.
ñ Play the recording twice if necessary for Ss to choose their
answers. ñ Check answers with the class.

Answer Key
1     B             3

C

5

C

7

B

2     A             4

B

6

A

TAPESCRIPT
A: Hi. I saw you moving in. Welcome to the neighbourhood. I’m Jack
Brown from next door.
B: Thank you. I’m Jane Russell. Nice to meet you.
A: Nice to meet you too. How are you settling in?
B: Well, I’ve still got a lot of unpacking to do but I must go to
the supermarket. Is there one nearby?
A: Yes, There’s Morrisons on the main road. I can give you a lift
there if you like?
B: That’s kind of you, but I have my own car thanks. I just
couldn’t find anywhere to park near here.
A: Yes, that can be a problem, but there are usually a few spaces
on the street behind this one or you could buy a parking permit from the local
council then you can park in those spaces over the road.
B: Oh! That sounds like a good idea. Is a permit expensive?
A: It’s about £180 a year. But if you work it out it’s only
about 50p a day.
B: I see. Well, it doesn’t sound so bad when you put it like that.
I think I’ll get one.

Listening
  & Speaking Skills 5b

A: I think it’s a good idea.
B: Well, are the other neighbours as nice as you?
A: Ha ha. Hmm. Well, the Smiths live on the other side and they are
a nice family although their dog sometimes barks at night. Then, the Greens
live over the road. They’re a pleasant bunch and everyone else is nice enough.
B: That sounds great. I think I’m going to like living here.
A: I hope so. Well, I’ll go now but if you need anything remember
I’m just next door.
B: Thanks see you.
Say it right
8 a) Focus ➤ Matching interjections to statements
ñ Read through the exclamations and invite Ss to repeat them
chorally, paying close attention to intonation and expression. Elicit from Ss
when we would be likely to use them. ñ Ss complete the matching activity individually. ñ Play the recording.
Ss listen and check their answers.
b) Focus ➤ Completing exchanges ñ Explain the task. Ss
answer individually. ñ In pairs Ss read out the exchanges.
ñ Invite a few pairs to read out the exchanges to the class.
ñ As an extension activity, Ss may compose their
own exchanges using the
exclamations.

Answer Key
1     Yuk               3

Er …

5

Oh!

2     Phew!           4

Oi!

9    Focus ➤ Revising the lesson
ñ Direct Ss to close their books and try to recall ten words or
phrases that they learnt in the lesson.
ñ Ss use them in sentences and then share their
sentences with a partner.

Answer Key
1     d        2   e

3

a

4

c

5

b

Answer Key
    probability: should (attract) possibility:
    may ability: can necessity/obligation: must; have to lack
    of necessity/obligation: don’t need to advice: should (paint) prohibition:
    mustn’t

ñ Read the text aloud
  to the class.
ñ Draw Ss’ attention to the verbs in bold. Elicit what kind of
  verbs they are (modal verbs). Explain that these verbs are used to express
  possibility, intention, obligation and necessity.

(Ss’ own answers)

5c Grammar
in Use
2    Focus ➤ Completing sentences using
the correct modal verb
ñ Draw Ss’ attention to the pairs of modals and explain that they
can be used to complete the sentences. ñ Ss complete the task individually.
ñ Check Ss’ answers and clarify any points of difficulty.

Answer Key
1     must/have to

7
  will/should

2
  mustn’t/can’t

8 can’t

3 don’t
  have to/needn’t

9
  can/may

4
  Can/Shall

10 could/might

5
  can/could

11 can/may

6
  Can/would

12 should/ought to

3    Focus ➤ Rewriting sentences using
modal verbs ñ Explain the task and read out the example. ñ Ss complete the task
individually. ñ Ss compare answers with a partner.

Answer
Key
2    You mustn’t tell anyone.
3    You shouldn’t go out on your own.
4    You mustn’t turn right here.
5    Pete may/might not come to the party.6 He may/might/could be
going to Greece in August.
7      You shouldn’t have gone out. The weatherwas awful.
8      Steve may/might not have been invited.
9      You should join a gym.
10    You mustn’t/can’t ride a motorbikewithout a crash helmet.

4    Focus ➤ Describing situations
using modal verbs ñ Explain the task and read out the example.
ñ Ss complete the task individually. ñ Ss compare answers
with a partner.

Suggested
Answer Key
2    I could run around for hours without gettingtired.
3    I can’t run without getting tired.
4    Everyone should watch less TV.
5    We needn’t go to school on Saturday.
6    I may/might go to the cinema tomorrow.

5    Focus ➤ Rewriting sentences using didn’t
need to/have to ñ Read the theory box as a class.
ñ Explain the task and select a pair of Ss to read out the
example.
ñ Ss complete the task individually and then
compare answers with a
partner.

Answer
Key
2    Mike didn’t need to/have to catch the busthis morning.
3    We needn’t have bought more food.
4    They didn’t need to/have to buy anytomatoes.
5    Angie needn’t have cooked last night.

6    a) Focus ➤ Understanding logical deductions ñ Read out sentence 1
to the class and explain/ elicit what it means in the Ss’ L1. Repeat for
sentences 2-6.
ñ Ss write out the translations in their exercise books. As an
extension activity, Ss can compose their own sentences for the class to
translate. (Answers in Ss’ L1)
b) Focus ➤ Rewriting sentences using must/
can’t/ might/may/could ñ Read out the rubric and select a pair of Ss to read out the
example to the class.
ñ Allow time for Ss to write answers to items 2-6 individually. ñ Check answers around
the class.

Answer
Key
2    James must be telling the truth.
3    She might/may/could have forgotten aboutthe party.
4    Kevin can’t have left yet.
5    Mrs Brown must have made these biscuits.6 Adam can’t be cheating
again.

c) Focus ➤ Making assumptions about pictures
ñ Focus Ss’ attention on the first picture and read out the
assumption given as an example.
ñ Allow Ss exactly 2 minutes to think of as many other assumptions
as they can. ñ The S with the most answers feeds back to the class. ñ Repeat the same
procedure for the second picture.

Suggested
Answer Key
Picture
1 She must have fallen over.
She might
have sprained her ankle.
She may
need to go to hospital.
She might
be in a lot of pain.
She could
have been on her way home. etc
Picture 2
He must
be feeling nervous.
He might
be sitting an exam.
He could
be waiting for the results of some tests.
He must
be a business man.
He can’t
be feeling very relaxed. etc

7
Focus ➤ Rewriting sentences using be supposed to/be to
ñ Read the theory box with Ss and explain the task.
ñ Ss answer individually and then compare answers with a partner.

Answer
Key
1    I’m supposed to pick up Sue from school.2 Mark was supposed to
call me yesterday.

Grammar
in Use 5c

3    I’m to finish my report by tomorrow.
4    I’m supposed to continue the medicine for aweek.
5    I’m to clean my room today.

8
Focus ➤ Practising dependent prepositions
ñ Explain the task. Tell Ss to try each preposition in the gap
until they find the one that makes most sense and then check in Appendix 1.
ñ Allow Ss to complete the task. ñ
Select individual Ss to read out the sentences.

Answer Key
1      of

3 in

5 at

2
  beyond

4 of

9
Focus ➤ Practising phrasal verbs (do) ñ Explain that each
sentence can be completed with a phrasal verb. ñ Ss complete the task
individually.
ñ Check Ss’ answers, eliciting the meaning of each phrasal verb.
ñ As an extension ask Ss to draw a picture for one of the phrasal
verbs.
ñ Ss hold up their pictures and the class tries to
identify the phrasal verb.

Answer Key
1     in        2 without

3 up

4 up

10
Focus ➤ Transforming sentences
ñ Explain the task, reminding Ss that they can use up to five
words to complete each sentence. ñ Ss complete the task individually and then compare answers with
a partner. ñ Check answers with the class.

Answer
Key
1    don’t have to come
2    didn’t need to
3    must have left
4    can’t have stolen
5    should have arrived

1
Focus ➤ Introducing the writer and his works ñ Introduce the name
Thomas Hardy to Ss and ask them what they know about him and his works. ñ Ss read the biography
to check whether their
information is correct.

Answer
Key
Hardy
wrote ‘The Return of the Native’, ‘The Mayor of Casterbridge’, ‘The
Woodlanders’ and ‘Far from the Madding Crowd’.

2
Focus ➤ Describing a house
ñ Focus Ss’ attention on the picture and check Ss’ understanding
of the vocabulary items given. ñ Elicit from Ss the words which best describe the house.
ñ Invite Ss to suggest how this house is related to Tess of the
d’Urbervilles.
ñ Ss read through the text to find out.

Answer
Key red in colour, stables,
huge lawn, pine trees, evergreen oaks
The house
belongs to her relatives.

3    Focus ➤ Gap-filling
ñ Ask Ss to look at the eight sentences provided (A-H). Read them
and explain that seven of these sentences have been left out of the text and
must be put back into their correct position.
ñ Ss read the entire text again and replace the missing sentences.
Ask Ss to read the text one more time to ensure the sentences have been
replaced in the correct positions.
ñ Check Ss’ answers, asking which words helped
them decide.

Answer Key
1     C             3

H

5

A

7

B

2     E              4

F

6

D

4   Focus ➤ Matching definitions; developing vocabulary
ñ Focus Ss’ attention on the definitions and ask them to match
them to the underlined words and phrases in the text. ñ Ask individual Ss to
share their answers to correct with the class. ñ Direct Ss to use a
dictionary to explain the
meaning of the words in
bold.

Answer
Key throw upon her young
shoulders ― force on a young
person by hook or by crook ― in any way whatsoever crimson ―
red in full view ― where everyone can see something emerald ―
green dignified ― elegant fallen in ― agreed with

Suggested Answer Key fate: sth believed to control events leading to a fixed outcome burdens:
unpleasant responsibilities/worries pastures: fields of grass for
animals to eat grumbling: complaining troublesome: causing
problems tended: looked after estate: important house and
connected land thriving: doing well ornamental: for decoration
only descendant: related

5    Focus ➤ Matching definitions ñ Explain the task.
ñ Ss complete the matching activity individually and then check
their answers using a dictionary. ñ Instruct to read through the text one more time to find the
buildings mentioned. ñ Check answers with the class.

Answer
Key
1   b          3          f           5          a          7          e
2        d          4          c          6          h          8          g
Manor,
lodge, greenhouse and stables are mentioned in the text.

6    Focus ➤ Presenting a modern
version of the story ñ Arrange Ss in groups and read out the rubric. ñ Play the recording.
Ss read and listen to the text again. ñ Allow Ss time to prepare their presentation. ñ Groups present their
versions of the story to the
class.

Suggested
Answer Key
Ellie was
excited at the thought of studying in Paris at the famous Sorbonne University.
At the same time, she felt anxious about going to stay with a distant aunt she
had never met or even heard of until recently. ‘There really is no other option
if you want to study in an expensive city like Paris, as we can barely afford
the tuition let alone the cost of food and a flat’ she reviewed her mother’s
words of wisdom in her head as she sat in the taxi glancing out at the Paris
street life.
Aunt
Celia was a very distant cousin of her mother’s. Growing up in the village of
Bandol in the south of France, Ellie had never heard much about her mother’s
family as they were all back in Marseille or elsewhere in France. Her mother
had married her father and moved with him to her village, where her father had
found a job as a tax auditor and her mother eventually began teaching at the
local school. Ellie and her brother had lived all their lives in Bandol and
neither of them had ever been much further then Marseille.

Literature
5d

The taxi
turned onto the Champs d’Elysee and past all the designer shops and stylish
cafes. Aunt Celia’s penthouse flat was located just off the Champs d’Elysse in
an elegant neighbourhood called the 8 eme. Manicured lawns and perfect gardens
lined the large boulevard where her aunt lived, a far throw from the provincial
little town Ellie came from. The taxi slowed and pulled off to the side in
front of a grand crimson brick residence. The door to the taxi was swung open
by rather a well-dressed doorman, who greeted her with a snobbish air. ‘Madame
Goutard is expecting you’ he announced. The doorman paid the taxi driver,
retrieved her one suitcase and proceeded up the granite stone path to the
elaborate stain-glass and rot- iron entrance. Ellie followed him uncomfortably.
Inside the lobby of the building Ellie was taken back by the bleach white
marble that seemed to cover everything except the massive gold gilded mirrors
that towered over her on each of the walls. As they entered the elevator and
the doorman pressed the button for the penthouse, Ellie admitted to herself the
Madame Goutard and her obviously affluent world was beyond anything Ellie has
ever experienced or even could have imagined. etc

Answer Key
1     Introduction

4 General Environment

2
  Housing 3 Facilities

5 Conclusion

which are from a report. Ask Ss to
  say which words helped them to decide.

ñ Allow Ss time to read the theory box and check. ñ Ss’ books closed,
  Ss tell a partner all they can about writing reports.

b) Focus ➤ Understanding the structure of a report
ñ Read out the questions in the rubric and elicit answers from
  the class.

3 a) Focus ➤ Matching headings to
paragraphs ñ Allow Ss time to read the report to understand the gist.
ñ Ss match the paragraphs with the headings. ñ Ask Ss to give
reasons for their choices. ñ Check Ss’ answers.
ñ Select three Ss to read extracts A-C and elicit
         Answer
Key                                                                        ñ Confirm the correct
answers.

C is from a report because it is written in

       formal style with appropriate subheadings.                        Answer
Key
A   is from a leaflet advertising a clean-up say what information
the report contains:
         campaign.                                                                       Subject
(Suggested improvements to the area)
B   is from a formal letter giving suggestions/        make
suggestions/recommendations: paras 2,3,4
        recommendations.                                                            (Housing,
Facilities, General Environment)

say
who will read the report: To (Ron
Taylor, Mayor of Newtown)

2   Focus ➤ Understanding a rubric

say what the purpose of the report
is: para 1

ñ Read out the rubric and explain the task. (Introduction) ñ Ss find the key words
and answer the questions summarise the main parts of the report: para
in pairs.     5 (Conclusion)
       ñ
Check
Ss’ answers.                                                         offer a personal opinion: para 5 (I feel
...)

Answer Key key words: local council, large sum of money, improve your area,
  encourage more young professionals     and             families,           asked
    the headmaster, reports, making suggestions
1
  The headmaster of the
  school and the localcouncil.
2    c.
3
  Introduction, Housing,
  General Environment,Conclusion, Facilities.

say
who wrote the report: From
(Samantha Murray)

4 a) Focus ➤ Suggesting alternative linking words/phrases
ñ Ss’ books closed, brainstorm linking words and phrases with the
class and write them on the board.
ñ Ss’ books open, read the table with Ss.
ñ Allow Ss time to reread the report and find examples of linking
words and phrases as well as to suggest alternatives.
ñ Conduct class feedback.

Answer
Key
Therefore
― For this reason/In this way
Firstly
― To begin with/In the first place etc
Secondly
― Also/Furthermore
In
addition ― Moreover/Also
Doing
this would ... ― This would mean ... /As a result...
In
particular ― particularly/especially Another suggestion would be to ...
― It would be a good idea to ...
All in
all _ To summarise/To sum up/To conclude
I feel
― I (would) (strongly) suggest/ recommend/It would be a good idea to ...
etc

b) Focus ➤ Choosing appropriate
linking words/phrases ñ Explain the task. ñ Allow Ss time to answer individually. ñ Ss compare answers
with a partner.

Answer
  Key
1
  Although/While/Despite
  the fact that;Therefore/For this reason
2
  I (would) (strongly)
  suggest/recommend; sothat
3    Firstly/To begin with/In the first place;
Secondly/Also/Furthermore
4    especially/in particular/particularly
5
  Another suggestion would
  be to/It would bea good idea to; By doing this, we could/
Doing
  this would/In this way, we would

5    Focus ➤ Rewriting sentences using
more formal style
ñ Explain the task and select a pair of Ss to read out the
example. ñ Allow Ss time to complete the task individually. ñ Invite individual Ss
to share their answers with
the class. Provide
feedback.

Suggested
Answer Key
2    Doing this would make the place more appealing to students.
3    The purpose of this report is to suggest improvements to the
school entrance hall.

Writing
Skills 5e

4    The flats are uninhabited and (therefore) should be demolished.
5    Finally, I would strongly suggest that language classes be held
at the community centre.
6    The library would attract more residents ifit had a larger
collection of books.

6    Focus ➤ Understanding a report;
rewriting a report
ñ Read out the rubric to the class and allow Ss time to underline
the key words. ñ Check key words with the class.
ñ Select a S to read the student’s answer to the class.
Explain/Elicit what it wrong with it (information missing; language too
informal; some information inappropriate; points not developed/explained;
missing or inappropriate headings; lack of linking words/phrases). ñ Allow Ss time to
rewrite the report.
ñ Ss give their writing to a partner for peer
correction.

Answer
Key key words: the warden of your
local park, report, making some suggestions, how the appearance of the park can
be improved

Suggested
Answer Key
To:      Mike
Stephens, Shipton Park Warden
From:
Stephen Grimes, Assistant Park Warden Subject:
Suggestions for improving Shipton Park Date: 5th January
Introduction
The aim
of this report is to suggest ways of improving Shipton Park to make the park
more attractive and popular.
Appearance
The park
is in need of more plants, flowers and trees. Therefore, I suggest that more
gardeners be employed by the council. In this way, the park would look better
for visitors. Also, there is a lot of litter in the park. I strongly recommend
an increased number of litter bins and fines for visitors who litter the park.

5e Writing
Skills

Answer
  Key
B key
  words: local community centre,
  director, make the centre more popular, report making some suggestions,
  120-180 words
who
  each report will be to/from: to the
  director of the local community
centre/from
  an evening class student what the purpose of each will be: making
  recommendations to make the centre more popular with young people what
  style you will write in: formal what possible headings you might
  include:
Introduction/Activities/Facilities/General
  Environment/Conclusion how you could begin/end each report: The
  purpose of this report is to suggest ways to make the local community centre
  more popular with young people; To conclude, if the local community centre
  adopts these suggestions, it will undoubtedly find itself more popular with
  young people.

Answer
  Key
A key
  words: warden of the flats,
  university, make them safer/more pleasant, report making recommendations,
  120-180 words
who
  each report will be to/from: to the
  warden of the flats/from a resident student what the purpose of each will
  be: making recommendations to make the flats safer and more pleasant to
  live in what style you will write in: formal what possible headings
  you might include:
Introduction/Security/Facilities/General
  Environment/Conclusion how you could begin/end each report:The aim of
  this report is to suggest ways to make the university accommodation a safer
  and more pleasant place to live; If these recommendations are implemented, I
  believe the university accommodation will become a better environment for the
  students who live there.

Facilities
To begin
with, I feel the park’s facilities could be improved. At the moment, there is
no children’s playground, so one should be built. In addition, a cafeteria
could be opened and a small football pitch constructed.
Conclusion
To sum up, I believe that these recommendations would improve
the park immensely and encourage more people to use it.

7    Focus ➤ Understanding rubrics ñ Ss work in pairs and
study the rubrics, first underlining the key words and then answering the
questions.
ñ Invite pairs to share their answers with the class. Confirm the
correct answers.
8    a) Focus ➤ Practising vocabulary ñ Explain the task. ñ Ss answer individually and then compare with a partner.

Suggested
Answer Key
6    Repave the path outside the front door andplant flowers and
trees.
7    Install security lights for the car park atnight.

b) Focus ➤ Brainstorming ideas for a report; writing a report
ñ Ss brainstorm ideas for rubric B and then choose which report to
write.
ñ Allow time for Ss to write their reports. ñ Ss exchange work with
a partner and edit.
Writing Skills 5e

Suggested
  Answer Key
1
  Introduce new activities
  that will appeal toyoung people e.g. skateboarding, competition video-gaming.
2
  Invite specialists to
  give talks on youthfocused topics e.g. extreme sports
3
  Improve toilets and
  introduce a snack shopselling healthy alternatives to junk food.
4
  Repaint, refurnish and
  rebuild anythingthat needs improvement.
5    Build football pitch at the back of thecommunity centre.
6
  Start a publicity
  campaign informing young people about the community centre.
7    Have a community ‘Gardening day’ to helpimprove the area in
  front of the centre.
A
  To:        William Porter, Warden
  of
University Accommodation
From:        Sarah Walsh, Resident
Subject: Making
  the flats safer and more pleasant
Date:          14th
  January
Introduction
The aim of this report
  is to suggest ways to make the university accommodation a safer and more
  pleasant place to live.
Security
To begin with, security
  doors with intercoms and burglar alarms could be installed. Also, security
  lights could be fitted for the car park. By doing this, the outside area of
  the flats would be much safer.
Facilities
Firstly, new furniture
  would make the communal areas more welcoming. In this way, students would
  spend more time together. In addition, the exterior of the building should be
  repainted, making it a much more attractive building.
General Environment
In the first place, the
  path outside the front door needs to be repaved. Also, flowers and trees
  should be planted. If this is done, visitors will be more impressed by the
  general area.

Conclusion
If these recommendations
  are implemented, I strongly believe that the university accommodation will be
  a better environment for all the students who live there.
B To:          Jack
  Jackson, Director, Offerton Community Centre
From:    Charles
  Prussman, Evening Class Student
Subject: Making
  the centre more popular with young people
Date:          13th
  October
Introduction
The purpose of this
  report is to suggest ways to make Offerton Community Centre more popular with
  young people.
Activities
Firstly, new activities
  that will appeal specifically to youngsters should be introduced e.g.
  skateboarding, competition video-gaming. Furthermore, specialists can be
  invited to give talks about youth focused topics. In this way, the centre
  will have a range of activities appealing to all age groups.
Facilities
To start with, the
  toilets need improving and a ‘healthy option’ snack shop could be opened.
  Moreover, the entire centre needs to be repainted. In this way, the physical
  appearance of the centre would be vastly improved.
General Environment
To begin with, a
  football pitch could be built at the back of the centre. Also, a ‘’Gardening
  day’ could be held in which the community helps to improve the gardens at the
  centre.
Conclusion
To conclude, if Offerton
  Community centre adopts these suggestions, it will undoubtedly find itself
  more popular with young people.

Culture Corner
Objectives
Reading: an article about British homes (text completion)
Skill
― reading for lexico-grammatical accuracy Speaking: a two-minute talk
about British houses
Writing: a short article about homes in your country
1    Focus ➤ Introducing the topic;
predicting the content of texts
ñ Write up the heading ‘British Houses’ on the board. Elicit from
Ss what they know about the topic and write Ss’ ideas on the board.
ñ Instruct Ss to write three things they would like to know in the
form of questions.
ñ Ss read to check whether their questions are
answered in the texts.

Suggested
Answer Key
I know
that British houses often have fitted carpets. They often have a small garden.
1    Do all British houses have gardens?
2    How many rooms are there in a Britishhouse?
3    Do British houses have fireplaces?

2    a) Focus ➤ Reading for lexico-grammatical structure ― gap-filling ñ Explain the task. Ss
complete the task. ñ Play the recording. Ss listen and check their
answers.

Answer Key
1     lucky

5 recently

2
  various

6 professionals

3 were
  built

7 usually

4
  Industrial

8 Retired

b) Focus ➤ Defining vocabulary
ñ Explain the task.
ñ Ss explain the words in bold by giving a synonym, example or
explanation.
ñ Encourage Ss to try to guess the meanings of the words from
their context before checking in their dictionaries. ñ Review answers with
the class.

Suggested
Answer Key properties: buildings
and connected land exteriors: outside parts slate roofs: house
coverings made from thin slices of dark, grey rock stained glass: coloured
glass arranged in a pattern railings: fence made of thin metal posts estates:
large number of houses designed and built close together at the same time

3   Focus ➤ Preparing and delivering a twominute talk about British houses ñ Explain the task.
ñ Reinforce with Ss they are to use all the headings provided and
can use information provided in the text to prepare their notes. ñ Invite individual Ss
to give their talk to the
class.

Suggested
Answer Key
British
people live in a variety of different types of houses. There are detached and
semidetached houses, terraced houses, flats, council houses and bungalows. Many
people live in detached and semi-detached houses in the suburbs or in villages.
British people who live in or near town centres, on the other hand, tend to
live in terraced houses. These houses are built in rows and are often close
together and have few rooms. Many houses in British inner-city areas are blocks
of flats. Some of these are homes to the wealthy; others are cheap council
flats. British pensioners often live in bungalows in the suburbs or in
villages. These are homes which have no stairs.

4   Focus ➤ Writing a short article about homes in your country ñ Explain the task.
ñ Brainstorm types of houses found in your country and write them
on the board.

ñ Draw Ss’ attention to the prompts provided and instruct Ss to
make notes under these headings. ñ Allow Ss time to complete the task or assign as HW.
ñ Ask various Ss to present their articles to the
class.

Suggested Answer Key
Most
Russian cities are very crowded and congested so houses are often small and in
apartment type structures.
Pre-revolutionary
buildings were built before the 1917 revolution and are low -rise buildings
usually situated in the city centres. They are examples of fine architecture
with beautiful facades and grand antique entrances. They consist of one to two
spacious apartments per floor. Each apartment has high-ceiling and large windows.
They are usually the residences of wealthy Russians.
Block
buildings on the other hand, are 12-30 story buildings built in the 1970-80s to
help with housing shortages in the inner cities. The

Culture Corner

apartments
are small with plain décor. These apartments are low cost and mostly
families live in them.
Residential
complexes are the newest type of housing to Russia and considered the most
luxurious. These large apartments are found in high-level security complexes.
The complexes also provide modern facilities such as pools, garages, parks and
sometimes even gyms. They are high cost houses in Russia and often occupied by
foreigners.
In rural
areas and villages, the most popular homes are the traditional two-roomed
farmhouses that farmers and their families live in. One room is usually for the
family and the other room on the other side of the house is for the animals.

Across the Curriculum – Geography

There is
definitely a variety of houses in Russia that caters to the different
lifestyles and people that live in them. etc

Objectives
Reading: a factfile about shanty towns
Skills
―reading for detailed understanding ―reading for specific
information Writing/Speaking: a proposal about how to improve conditions in a shanty town
1    Focus ➤ Generating interest in the
topic ñ Focus Ss’ attention on the picture. Elicit from Ss what it shows
(a shanty town).
ñ Read through the words in turn and elicit how they may be
related to the topic. ñ Ss read the text and check.

Suggested
  Answer Key
A
  shanty town is a slum. It is an overcrowded community where there is poor
  quality housing and little or no access to basic services.

2    a) Focus ➤ Reading for detailed understanding
(gap-filling)
ñ Allow Ss time to read the text again carefully. ñ Encourage Ss to read
around the gaps. ñ Play the recording. Ss listen and check their
answers.

Answer Key
1     B          3

A

5

D

7

A

2     C          4

C

6

C

b) Focus ➤ Defining words and phrases
ñ Ss try to guess the meaning of the words and phrases in bold
from the context before checking in their dictionaries.

Across the Curriculum – Geography

ñ Ss explain the vocabulary using their dictionaries by giving
synonyms, explanations, antonyms or examples.

Suggested Answer Key worthless: having no value poverty: state of being extremely poor conflict:
  fighting, battle or war prospect: possibility vast: extremely
  big decent: at an acceptable level affordable: inexpensive
Malnutrition:
  physical condition caused by poor
  eating habits/lack of food sanitation: system from taking dirty/waste
  water away from buildings to improve public health loans: sums of borrowed
  money which must be paid back permanent: lasting forever

3    Focus ➤ Reading for specific
information ñ Allow Ss time to reread the text. Ss answer the questions.
ñ Select individual Ss to present their answers to
the class.

Answer
Key
ñ Shanty
towns start because governments in the developing world cannot cope with the
large numbers of people who move to the cities from the countryside.
ñ People
living in shanty towns face terrible conditions (overcrowding, lack of clean
water/sanitation); unemployment; poverty; malnutrition; child labour, crime and
violence.
ñ Charities
can offer residents loans so that they can start up businesses and earn a
decent living; Governments can provide these areas with electricity, water and
other amenities; communities can work together to find solutions to their
problems.

4 Focus ➤ Preparing and presenting a
proposal ñ Arrange Ss in groups and explain the task. ñ Ss prepare their
proposals using the prompts and the information given in the text.
ñ Invite groups to present their proposals to the
class. Vote for the most
successful proposal.

Suggested Answer Key
Conditions in our shanty town are terrible. We live overcrowded,
with no proper sanitation and we face crime and violence everyday. As the city
council it is your responsibility to improve and build up the infrastructure of
our community.
First of
all, proper sanitation and clean water facilities must be built to provide for
the entire community. In addition, housing needs drastic improving with proper
apartments built and roads constructed. To prevent crime and violence, streets
and public area need to be well-light and proper police protection services
need to be provided.
Furthermore
services need to be provided, such as a community centre for youths that offers
activities for them, so they don’t turn to street life and gangs. An employment
and job training centre is a valuable service that would help in solving the
high levels of unemployment we suffer as a community. Finally small business
loan and development programs would be highly effective at creating businesses
in our community and decreasing poverty at the same time.
Our
community is made up of good people that have the right to safe and clean
living conditions. We believe these suggestions if implemented will achieve
this goal.

Going Green
Objectives

Reading: a web page
(comprehension questions)
Skill ― reading for
specific information
Speaking: class debate on Green Belts
1
Focus ➤ Introducing the topic ñ Focus Ss’ attention on the picture on the web page. Elicit from
Ss what a Green Belt is. ñ Ss listen to the recording and read to confirm
the correct answer.

Answer
Key
A Green
Belt is a zone of land around urban areas where all housing and other
development is forbidden or severely restricted.

2
Focus ➤ Reading for specific information; expressing personal opinion ñ Allow Ss time to
reread the text and answer the questions individually.
ñ Select individual Ss to present their answers to the class.
ñ Conduct a class poll, asking Ss to raise their hands in order to
agree with either Suzy’s or Tim’s viewpoint. Invite individual Ss to explain
why they agree with him/her.

Answer
Key that the country needs more of something: Tim (England has a huge housing shortage) the relationship
between Green Belts and conservation: Both (that is not why Green Belts
were created: Tim; these spaces provide habitats for wildlife – Suzy) that
some areas of Green Belts are ugly: Tom (some Green Belt land is very
unattractive) the effect that Green belts have on pollution levels: Both
(produces a lot of polluting CO2 ― Tim; trees and plants in these open
spaces clean city pollution from the air ― Suzy) Suggested Answer Key
I agree
most with Suzy because it is important to have green, open spaces. Too much
concrete is ugly and unnatural. We also need to make sure that wildlife has a
home.

3
Focus ➤ Matching words and meanings; defining vocabulary
ñ Direct Ss’ attention to the highlighted words in the text. ñ Allow Ss time to
match the words with their meanings.
ñ Ss use their dictionaries to explain the words in
bold.

Answer Key alarmed ―
afraid/anxious restricted ― limited to make way ― to
create space derelict ― unused and in a bad state oppose ―
disagree with/fight against shortage ― inadequate amount beyond
― on the other side of

Suggested
Answer Key established: brought
into existence spreading out: taking up space stretched: extended
over a distance swallowing it up: making a smaller sth part of a bigger
sth surrounded by: all the way around urban: of a city/town under
threat: faced with possible harm enriched: made better recreations:
activities done for enjoyment when not working forced out: made to
leave We should: it is our obligation to commuters: people who
travel between home and work every day traffic congestion: lack of
movement on the roads due to too many cars nature reserves: areas where
animals are protected from humans

Going Green
4   Focus ➤ Preparing and holding a class debate on Green Belts
ñ Divide the class into two groups, one for and one against Green
Belts. Explain that an academic debate will follow and Ss may hold an opposite
viewpoint but still argue successfully.
ñ Allow a set time for Ss to prepare their arguments, using the
text as necessary. ñ Hold a class debate, inviting individual Ss from
both sides to present
their arguments.

Suggested
Answer Key
Group
1― Arguments for Green Belts ñ
Green belts beatify the overall look of the country and prevent
unnecessary urban sprawl.
ñ Provide green open spaces with fresh air to take a break from
the city and enjoy the outdoors. ñ They are home to much wildlife.
ñ Their trees and plants clean the pollution
from the
air. etc

Group
2 ― Arguments against Green Belts ñ There is too much
land allocated for green belts and should be freed up and used for the
expansion of cities and towns.
ñ
Some Green Belt land is not at all attractive and should be
developed.
ñ
Traffic congestion from commuters travelling over Green Belt
land to get to the city causes a lot of pollution.
ñ Nature reserves provide homes for wildlife,
not green
belts. etc

 Spotlight on Exams
Reading
Focus ➤ Reading for specific
information ñ Explain the task.
ñ Go through headings A-H with Ss and remind them there is one
heading they do not need to use.
ñ Allow Ss time to read the texts and complete the matching
activity. ñ Select individual Ss to read out the answers.

Answer Key
1     C             3

A

5

D

7

E

2     F              4

H

6

B

Listening
Focus ➤ Listening for specific
information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct
answer.

Answer Key
1     A             3

B

5

B

7

C

2     C             4

C

6

A

TAPESCRIPT
I first got the idea of
going to work in a primitive village in Africa when my daughter decided to
spend her gap year in Uganda, teaching English to schoolchildren. Her tales of
the terrible poverty but fantastic optimism of the people there really got under
my skin. I was in my mid-fifties, had worked for almost 30 years in a stressful
job and really wanted a change. I realised that what my daughter had done was
just the kind of thing I was looking for. After discussing it with my wife,
Kay, I informed my boss that I would be leaving at the end of the year. He
thought I was mad of course, just like everyone else. After all, I was giving
up a six-figure salary in the City of London and of course he was a bit worried
about finding someone else for the job. In the end though I think he understood
that it was something that meant a lot to me. I think he even envied me in a
way ...
In the beginning, I
thought it would be a lot harder to give up all the luxuries I was used to. We
lived in a beautiful house in Chelsea, regularly dined out in fancy restaurants
and drove expensive cars. Things couldn’t have been more different in Uganda. I
will never forget arriving at the village that was to be our home for the next
12 months. Crowds of people came out to greet us, cheering and smiling. It was
the most unbelievable welcome I have ever had. Then they proudly led us to our
accommodation. Well, I’m telling you, it was no Chelsea townhouse! Basically,
it was a mud hut with no electricity which meant of course no lighting,
heating, oven or fridge. It was extremely primitive, but that’s exactly what
I’d expected. What I found shocking was how much more cramped and unsanitary
the homes that the villagers lived in were. Our house was regarded as quite
luxurious compared to them!
Not having electricity was
one of the most difficult aspects of life there. It really brought home to us
just how much we take for granted in the western world. We had to use a big
pot, like a bucket, for cooking. We had to fetch all our drinking water from a
well, then boil it over a fire, as this was the only way we could sterilise it.
Then it was a race against time to cook before the sun went down and we could
no longer see. The house itself had a thatched roof with a hole in the middle
for the smoke from the fire to escape. The walls were made of long sticks
covered with mud. The floor inside was just earth, patted down hard. We only
had piles of straw to sleep on but I can safely say that I slept better than I
ever had before while I was in Uganda. It was just so peaceful. You don’t
realise how much city noises disturb your sleep until they’re not there any
more.
Spotlight on Exams
We found it quite hard to
settle back down in England after we returned from Africa ― so much so
that we are considering going abroad again. We are already in the planning
stages, but we are going to try another continent this time. I think once you
get the travelling bug, it never leaves you.
Use of English
Focus ➤ Practising word derivatives ñ Explain the task. ñ Read out the text.
ñ Allow Ss to complete the task. ñ
Check Ss’ answers.

Answer Key
1       traditional 3 circular

5 inexpensive

2 originally         4 wooden

6 variations

Writing
Focus ➤ Writing an email to a
friend
ñ Check Ss’ understanding by asking: What are you going to
write? (an email) Who is it to? (my friend Amy) Why are you writing? (to tell
her about your new home and to ask three questions about gardening). ñ Allow Ss time to
complete the task.

Suggested
Answer Key
Hi Amy!
It’s always good to hear from friends, especially now that I’ve
moved away from the old neighbourhood. Let me tell you all about my new area.
I live in a bungalow on the outskirts of the city. The house is
okay but I miss being able to run up and down the stairs. Never mind, we have
got a fantastic garden at the back and the park is really close, too.
You say in your email that you’ve been gardening. I thought you
hated gardening! What changed your mind? Is that big tree which we used to
climb still there? Are there any frogs in the pond at the bottom of the garden?
Got to go now because we’re going into the town centre to do
some shopping. Write back soon!
Michael

Spotlight

Answer Key
live
    in a friendly but crowded neighbourhoodjust outside the Garden Ring in
    Moscow. I have lived there all my life and have a lot of friends and family
    that live nearby. Just off our street is a main street where I can find
    just about anything from a flower shop to a food market. My school is in
    walking distance and there is a small green park nearby. I like the
    convince of my neighbourhood. We rarely have to travel on the crowed metro
    or other transport. I wish however, there was more space in my neighbourhood
    and more parks and places to go and enjoy the outdoors. The people are very
    friendly and it definitely feels like home for me. etc

Speaking
Focus ➤ Giving a talk about
  your area ñ Direct Ss’ attention to the prompts. ñ Allow Ss time to
  prepare their notes.
ñ Ss take it in turns to give their talks in pairs. Encourage Ss
  to ask questions and comment after they have listened to their partner.
.
 Progress Check
Progress Check 5 and Look at Module 6 should be done in one lesson.

Answer Key
1
1           stained  6          slate
2
roof      7          market
3
warehouses        8          drain
4
full       9          rough
5
run-down           10        capital
2
1     Would   5          will       9          Shall
2
don’t have to     6          must     10        can
3
mustn’t  7          should
4
might    8          can’t
3
1     should have settled into
2
needn’t have worried about
3
shouldn’t go out
4
mustn’t/can’t park on
5
might/may come to
4
1     without 3 in       5 up 2 up          4
without
5
1     in         3          of         5          at
2
beyond  4          in
6
1     d          2          a          3          e          4          b          5          c

Communication
Before you start …
Direct Ss’ attention to
the title of the module, Communication. Explain that in this module they
will learn about technology and the media as well as the languages of Britain,
means of communication and ocean noise pollution.
Look at Module 6
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows and what they think the unit
might be about).

Suggested
  Answer Key
Focus
  Ss’ attention on picture 1.
T: What page is 1 from?
S1:
  It’s from page 109.
T: What can you see in
  picture 1?
S2:
  Two young people and a wolf.
T: Where are they and what are they doing? S3: They are
  outside sitting on the grass.
Pic
  2 (p. 110)
What
  does this picture show? Where is she? How old do you think she is? Is she
  enjoying what she is doing?
Pic
  3 (p. 103)
What
  can you see in the picture? What are they used for? In your opinion, how
  important is space exploration? Do you believe that other civilisations exist
  on other planets?
Pic
  4 (p. 115)
Who is
  this a picture of? Where do they live? How are they in danger? What is being
  done to help them?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key a biography (p. 108)
(an account of someone’s life written by someone else)  Whose
  biography is this? When did he live?
What is he most famous for?

an essay (p. 110)

(a short piece of writing on one particular subject) What kind
of essay is this? What is the essay about? How many paragraphs does it have?
What style is it written in?
newspaper headlines (p. 104)
(titles
of newspaper stories) What are each of these stories about? Which story would
you like to read most of all? Do you read a newspaper? Which one(s)?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
The Literature section is about authors, books and literature extracts.
This one (pp. 108-109) is about Jack London and has an extract from one of his
works, ‘White Fang.’
The Culture
Corner (p. 113) contains information about the different languages of
Britain.
The Across
the Curriculum section (p. 114) looks at means of communication.
The Going
Green section looks at different green issues. This particular one (p. 115)
is about ocean noise pollution, how it occurs and why it is dangerous.

Listen,
read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.
         6 a       Reading Skills
Objectives
Vocabulary:
Space technology; collocations Reading: an article about
the search for other life forms (gap fill)
Skills ―reading          to
        understand       structure, sequence and content
―reading for
confirmation
Speaking:
a two-minute talk about searching for aliens; discussing SETI’s
activities Writing: a description of making contact with aliens (writing
in role)
1    Focus ➤ Completing sentences with
the correct word
ñ Focus Ss’ attention on the five incomplete sentences in the ‘Did
you know?’ box. Explain that they can be completed using the vocabulary items
above.
ñ Allow Ss time to complete the sentences individually.
ñ Ss check their answers using the Word List.

Answer Key
1
  planets, solar system

4 comet

2    moons
3
  galaxy

5 satellite

2    Focus ➤ Describing an imaginary
scene ñ Ask Ss to close their eyes and imagine they are on a spaceship.
ñ Play the recording and ask Ss to silently imagine the scene. Ask
Ss what they are experiencing using the senses. What can you see? Can you
see millions of stars? How do you feel? Do you feel amazed? etc
ñ Ss open their eyes and describe what they
experienced to a partner.

Suggested
Answer Key
I see
blackness and stars. Occasionally I see a planet with different colours. I feel
strange and weightless. I feel excited and thrilled to experience outer space.

Reading
3
a) Focus ➤ Predicting the content of
a text ñ Draw Ss’ attention to the title of the text (Hello… Is Anyone
There?) and write it on the board.
ñ Select five Ss to read the first sentence of each of the
paragraphs. Elicit from Ss what they think the text is about.
ñ Ss read the text and check their predictions.

Suggested
Answer Key
I think
the text is about searching for extraterrestrial life and whether it exists.

b) Focus ➤ Reading to understand
structure, sequence and content ñ Ask Ss to read the gapped text, and then allow Ss time to
complete the task. ñ Ss compare answers with a partner.

Answer Key
1     F              3

D

5

C

7

E

2     A             4

B

6

G

4
Focus ➤ Matching words/phrases to their meanings; defining vocabulary ñ Play the recording of
the text. Ss listen and read the text again.
ñ Draw Ss’ attention to the underlined words and phrases in the
text and their meanings. ñ Allow Ss time to match the meanings. ñ Check Ss’ answers
around the class.
ñ Direct Ss’ attention to the words in bold. Ask Ss to give a
definition, synonym or an example sentence, trying to guess the meanings from
the context before checking in a dictionary.

Answer Key abducted
― kidnapped at some point ― at an unspecified time point out
― tell someone a relevant fact convinced ― certain intentionally
― on purpose face the fact ― accept a possibly disappointing
situation sit around ― wait (doing nothing) shred ― small amount
(of evidence) go on ― continue

Suggested
Answer Key grains of sand: tiny
pieces of rock-like substance usually found on beaches hunt: search sweeping
the skies: moving across all the area above the Earth military
broadcast: signal from army/navy/ air-force civilisations: societies
in an advanced stage of development
All
the same: But, Nevertheless, Even so
the human race: all the people of the world considered as a species analyse:
examine in detail convincing: having the ability to persuade

Vocabulary
5 Focus ➤ Completing sentences using
the correct word ñ Explain the task.
ñ Allow Ss time to read through the items, filling the gaps with
the nouns they think are correct. ñ Check answers with the class and ask Ss to provide equivalents
in their own language.

Answer Key
1     beam, laser

5 signals

2
  satellite, orbit

6 Radio waves

3    telescope
4
  antenna

7 cosmos

Reading Skilsl
6 Focus ➤ Matching words to form
collocations ñ Explain the task and complete item 1 as an example.
ñ Allow Ss time to complete the rest of the exercise individually.
ñ Check Ss’ answers and invite individual Ss to
share their sentences with
the class.

Answer Key
1     g              3

f

5

b

7

a

2     d              4

e

6

c

Suggested
Answer Key
1    When I move abroad I plan to establishcontact with as many
locals as possible.
2    Many people believe in the existence of extra-terrestrial life.
3    No matter how long you sweep the skiesusing large telescopes,
there is always more to discover.
4    Native American Indians send communication signals using smoke.
5    Japan is one of the most technologicallyadvanced countries in
the world.
6    The human race continues to expand everyyear.
7    My best friend decided to broadcast amessage for me on the radio
to congratulate me on my birthday.

Speaking
7 a) Focus ➤ Preparing and giving a 2-minute talk
ñ Instruct Ss to read the text once more and make notes for each
of the headings. ñ Allow Ss time to prepare notes and practise speaking for 2
minutes on the topic.
ñ Invite individual Ss to give their talks to the class. Encourage
Ss to make eye-contact with the audience and use their own words.
 Reading Skills

Suggested
Answer Key
The SETI
programme started in the 1960s. It uses high-tech equipment and hopes to
establish contact with extraterrestrial life. Scientists involved in the
programme listen to radio waves using huge radio telescopes. They truly believe
that aliens may be intentionally sending out communication signals to us.
Despite the enthusiasm of its participants, however, the programme faces many
problems. For instance, there is little chance of them ever finding anything
and so far nothing has been found. Perhaps alien civilisations lack the
technology to communicate over long distances ― they may just be wasting
their time! If they were to communicate to us, we would not get their message
for a long time ― it takes great patience!
If you
would like to take part yourself you can join the SETI@home project. You can
use your own computer to search for unknown and unusual signals from radio
telescopes.

b) Focus ➤ Expressing and justifying
personal opinions ñ Explain the task and arrange Ss in pairs. ñ Ss discuss SETI’s
activities in pairs, giving
reasons for their
opinions.

Suggested
Answer Key
A:
I think the SETI programme is a waste of time!
B: Why do
you think that?
A:
Well, for a start, we have no proof that there is any alien life out there.
B:
True. But if there was, shouldn’t we be trying to establish contact with them?
A:
Yes, I understand why scientists keep sweeping the skies, but it’s such a huge
task and they have little chance of finding anything.
B: I
wouldn’t have enough patience!
A:
Neither would I. I think the money would be better spent on something else.
B: So do
I. etc

Writing
8   Focus ➤ Writing a description of finally making contact with aliens ñ Explain the task.
ñ Allow Ss time to complete the task in class or assign as HW.
ñ Ss read out their writing to the class.

Suggested
Answer Key
It
finally happened! It was just an ordinary day and everything was quiet.
Everyone was busy on various projects and the only sound was the scratching of
pencil on paper. Then came the signal. Everyone went crazy. They were running
here and there, telephoning, checking and double-checking. There had been many
false alarms in the past but this was the real deal. What happens next is
anyone’s guess. The signal will need to be analysed and answered and then
― maybe ― we’ll finally find that we are not alone in the universe!

Words of Wisdom

ñ

Draw
  Ss’ attention to the quotation and build up a paraphrase on the board.

ñ

Ss
  discuss whether they agree or disagree with the quotation in small groups.

ñ

Invite groups to report back to the class.

Suggested
Answer Key
S1:
I don’t think that it limits us to not search for extraterrestrials. There are
so many other important things on our planet we need to focus our attention on
such as environmental issues.
S2:
I agree these issues are important, but as human beings we have it in our
nature to want to explore our surroundings such like the first explorers that
discovered new lands and continents. We have already discovered almost
everything on earth as far as lands and people so it is only natural that we
look beyond out planet. etc

6 Listening & Speaking Skills

b
Objectives
Vocabulary: newspapers & the media; idioms
wiht talk & speak
Reading: dialogue (sentence completion)
Skill ― reading for
specific information
Listening:short monologues (numbering statements)
Skill ― listening
for order and gist
Speaking: breaking news ― reacting; role play
Vocabulary
1   Focus ➤ Describing a picture; talking about newspapers
ñ Focus Ss’ attention on the picture. Elicit the type of newspaper
the man is reading (a broadsheet).
ñ Brainstorm names of different types of newspapers in your
country.

Suggested
Answer Key
The man
is formally dressed and he is reading his newspaper in what might be a train
station or and airport. The newspaper looks like it carries serious political
and economic news, so it’s probably a broadsheet. We have both types of
newspaper in my country.

2    Focus ➤ Understanding
easily-confused words ñ Ss complete the task individually and then check answers using
the Word List.
ñ Ss write sentences to illustrate the meanings of
the other words.

Answer Key
1
  headlines

3 flash

5 coverage

2 press

4 feature

6   front

Suggested
Answer Key
1    Children’s books sometimes have chapterheadings.
2    News of his arrest was on all the media.
3    The news bulletin is broadcast at six o’clockevery evening.
4    The article on famine is on page 7.
5    The cake had a covering of icing sugar.
6    The first day at university for students isboth exciting and
scary.

3    Focus ➤ Completing sentences using
the correct word
ñ Read through the vocabulary items with Ss and explain/elicit
their meanings. ñ Ss complete the gap-filling activity individually. ñ Check Ss’ answers.

Answer Key
1     comes

6 gutter

2
  updates

7 top

3 shred

8 developments, unfold

4    hit
5
  broadcast

9 running

Everyday English
4   Focus ➤ Breaking news ― Reacting/Acting out exchanges
ñ Draw Ss’ attention to the language box and review the language
given.
ñ Explain the task and read out the example exchange. ñ Allow Ss time to act
out exchanges in pairs. ñ Ask individual Ss to respond to similar prompts
from you, in order to monitor
progress.

Suggested
Answer Key
A:
You’re not going to believe this but Aniston has quit after a blazing row with
the producer!
B:
Really? You can’t be serious!
A: Guess
what? Apparently Ronny Williams has called his rival’s restaurant “shameful.”
B: Are you sure? Where did you hear that?
A: Did
you know that Steve Mars is close to having a nervous breakdown? B: No! I can’t
believe it!

 Listening & Speaking Skills

A:
I know it’s hard to believe but I read somewhere that Kassie is going to shave
off all her hair.
B:
You’ve got to be kidding! If I were you, I’d take that with a pinch of salt.

Reading
5
Focus ➤ Predicting the content of a dialogue ñ Select a pair of Ss
to read out the first exchange. Elicit from Ss what the dialogue is about.
ñ Ss listen to the recording and read to find out
whether they are correct.

Answer
Key
The
dialogue is about a survey of people’s reading habits.

6
a) Focus ➤ Reading for specific
information ñ Instruct Ss to read the text through again and complete the
sentences. ñ Ss compare answers with a partner.

Answer
Key
1    the local newsagent’s association
2    people’s reading habits
3    well-written and informative
4    tell the complete truth/have real news
5    fun
6    gossip magazines

b) Focus ➤ Reading out a dialogue; defining vocabulary
ñ In pairs Ss read out
the dialogue. Monitor the activity, encouraging Ss to use correct intonation.
ñ Ss explain the words in bold individually, using a dictionary as
necessary. ñ Check Ss’ answers.

Suggested Answer Key survey: research usually done with members of the public on the street informative:
contains lots of information scandal: shocking immoral event took
part: were involved fiction: stories

Speaking
7 Focus ➤ Acting out a dialogue ñ Focus Ss’ attention
once more on the headlines from Ex. 4 and explain the task.
ñ Remind Ss that they may use the dialogue inEx. 5 for ideas.
ñ In pairs Ss practise their dialogues and then record themselves.
ñ Select one or two recordings to play to the class
for Ss to comment on.

Suggested
Answer Key
A:
You’re not reading that gossip magazine again, are you?
B:
Yes, it’s really interesting actually! Did you know that Kassie is going to
shave off all her hair?
A: Do you
believe all the stories that you read?
B: I read
it just for fun. I think everyone enjoys a bit of scandal now and then. A: It’s
not really my thing. etc

Listening
8 Focus ➤ Listening for order and
gist ñ Read out the rubric to Ss and play the recording. ñ Ss listen and number
the statements. ñ Check Ss’ answers.

Answer Key
A 4                 C 1

E

2

B     3             D ―

F

5

TAPESCRIPT
Speaker 1: To be honest, I don’t really enjoy watching the news. All those
wars, disasters just get me down and after a hard day at work, that’s something
I don’t want.

Listening & Speaking Skills 6b

Okay, I watch the
bulletins like everyone else but why don’t they report something happy for a
change, something to brighten our mood?
Speaker 2: No, I always switch over. These things happen so far away and
anything that does affect me, well, I’ll know about it soon enough. I don’t
need to be warned in advance. I want entertainment on the television not
information; If I want information, I’ll read a newspaper.
Speaker 3: Well yes, but only the first few minutes. If I know it’s about
to start, I’ll switch on. It’s all you need to know really. I mean who needs to
know all the details? We fool ourselves that we’re informed but we never really
get the complete picture. And anyway, I only have so much time in the day and
there’s so much to get done at home.
Speaker 4: I watch it every night and sometimes in the morning. It’s
interesting to see how a story changes over the course of a single day.
Information leaks out and at the end we’re probably none the wiser. They tell
us just enough but that doesn’t cover it for me. Listen to what they’re not
telling us is what I always say!
Speaker 5: Well, I believe that it’s a sign of an educated mind to be
― and want to be ― informed. Society is not just me, my family and
the people in my neighbourhood. What goes on out there has a very real impact
on me and I’d be a fool to think it didn’t. If you don’t follow the events,
you’re bound to get left behind!
Say it right
9
Focus ➤ Identifying phrases to express approval and disapproval ñ Play the recording.
Ask Ss to listen and repeat, paying close attention to the intonation. ñ Elicit whether the
language expresses approval or disapproval as well as what the other speaker
could have said.

Answer Key
1
  approval

5 disapproval

2
  disapproval

6 disapproval

3    approval
4
  disapproval

7 approval

Suggested
Answer Key
2    Did you know that Kassie has shaved off allher hair?
3    You’re not going to believe this, but I wonthe lottery!
4    Did you know that I finished with Fiona?
5    Guess what? They’ve put up the price ofbread again.
6    I heard John lost his job.
7    Did you know that I’m getting married nextmonth?

10
Focus ➤ Practising idioms with talk and speak ñ Explain the task. ñ Allow Ss time to
complete the task. Refer Ss to the Word List.
ñ Check answers with the class and elicit any L1 equivalents.

Answer Key
1
  talking

5 talks

9 speak

2 Speak

6 talk

10   speaks

3 speak

7 speaks

4 talk

8 speak

         6 c      Grammar in Use

Answer Key
1 told             3 said

5 said

2 said             4 told

6 said

Objectives
ñ Ss complete the task
individually and then Vocabulary: verbs to introduce reported speech;        compare
answers with a partner. phrasal verbs with talk; dependent prepositions Grammar:         reported
          statements/questions/ commands; reporting modals

1

Focus ➤ Understanding the
  structure of reported speech
ñ Review with Ss the difference between direct and reported
  speech. Write a few examples on the board and ask Ss to say who is speaking
  and when it is happening.
ñ Read through the theory box with Ss and clarify as necessary.

4

Focus ➤ Understanding how
  to report questions and commands
ñ Select a pair of Ss to read Deb and Ben’s conversation to the
  class.
ñ Draw Ss’ attention to the sentences. Elicit from Ss answers to
  the questions in the rubric.

ñ Elicit similar structures from Ss’ L1 from Ss Answer Key around
the class.

a yes/no question: The
reported question is
(Answers
in Ss’ L1) introduced with the verbs ask, enquire, wonder,
etc. When the direct question begins

2    Focus ➤ Reporting statements                                         with an auxiliary (be, do, have) or a modal

(can, may, etc) the reported question is
ñ Review the task and example provided. introduced with if or
whether. The verb
ñ
In pairs, Ss complete the exercise. tenses, pronouns and time
expressions all

ñ Check answers with Ss around the class.

change as
in statements and the question mark is omitted.

         Answer Key                                                                        a
wh- question: When the direct question
1
I thought you said you’d have a cup of
begins with a question word (who, where, coffee how, when,
what, etc) the reported question
2
I thought you said your mum could pick
us is introduced with the same question word. up after school. The verb tenses,
pronouns and time expressions
3
I thought you said Lisa was watching
TV. all change as in statements and the question 4 I thought you said you were
planning on mark is omitted.
              going to the cinema later.                                             the
imperative: To report the imperative in
5    I thought you said Tom had bought a reported speech, we use the
introductory verbs motorbike. order or tell + sb + (not)
to-infinitive. The

6    I thought you said he wants to meet me at 9. verb tenses,
pronouns and time expressions all 7 I thought you said you’d cook beef for
change as in statements. dinner.

3

Focus ➤ Practising said and told
ñ Elicit from Ss when we use ‘said’ and ‘told’. (Said
  is used with or without a personal object. When it is used with a
  personal object it is followed by the preposition to. Told is
  always followed by a personal object without the preposition to).

5

Focus ➤ Reporting sentences
  using said, told, or asked ñ Explain the task
  and read the example.
ñ Ss complete the task individually and compare answers with a
  partner.

Answer
Key
2    said She told Julie not to talk on the phone for hours.
3    asked Paul asked Susan what the articlesaid.
4    told      He told John to text him later that evening.
5    asked Sally asked the teacher why theydidn’t study Latin.
6    asked He asked me if/whether I believedin aliens.

6
Focus ➤ Rewriting sentences using reported speech
ñ Explain the task and complete item 1 as an example.
ñ Elicit answers to the remaining items from Ss
around the class.

Answer
Key
1    Paul suggested to Mary that they go out fora meal on Saturday.
2    Tom denied saying anything to Janet aboutit.
3    Sophie’s mother asked her if she’d like tomeet her after work.
4    The nurse suggested that Mr Jones wait forthe doctor.
5    He        denied  seeing  anything           to         the
policeman.
6    He offered to cook dinner.

7
Focus ➤ Practising reporting sentences ñ Draw Ss’ attention to
the verbs in brackets and elicit/explain what they mean.
ñ Explain the task and read out the example. ñ Ss complete the task
individually. ñ Check answers with the class.

Answer
Key
2    Tim complained that Mrs Smith alwaysgave them a lot of homework.

3    The angry neighbour accused the childrenof breaking his window.
4 Tina reminded Kim (not to forget) to call Paul.

Grammar
in Use 6c

5      The little boy promised his mother (that) he wouldn’t do that
again.
6      Helen’s mother insisted (that) she (must) finish her homework
before she went out with her friends.
7      The decorator warned us not to touchit/against touching it as
the paint was still wet.
8      Wendy begged the teacher to give heranother day to finish the
project.
9      He apologised for offending me.
10    He explained to his boss that he had beenlate because of an
accident on the motorway.

8
Focus ➤ Completing sentences ñ Draw Ss’ attention to the five incomplete sentences and explain
to Ss that they must complete them in an appropriate way. ñ Ss complete the task
individually. ñ Ss compare answers with a partner.

Suggested
Answer Key
1    that we stay behind after the lesson to cleanthe mess up.
2    that I should get a Saturday job.
3    giving away all my secrets.
4    to help me with my homework.
5    about the noise in the classroom.

9
Focus ➤ Understanding how to report modals ñ Read the theory box
with Ss and clarify as necessary. ñ Ss complete the task in pairs.
ñ Select pairs to read out their answers to the class.

Answer
Key
1    He said I must/had to apologise for mybehaviour.
2    He told me we could meet the next day.
3    Rita said that Jane would send theinformation.
4    She said she might come to the meeting.

6c Grammar
in Use

5    He told Tony that he could speak manylanguages.
6    She said that I shouldn’t have lied to him.

10    Focus ➤ Using phrasal verbs with talk
ñ Explain the task. ñ Allow time for Ss to complete it. ñ Ss check their
answers in Appendix 2.

Answer Key
1     out of      3 around

5 back

2 down           4 into

6 over

11    Focus ➤ Working with dependent
prepositions ñ Refer Ss to Appendix 1. Elicit/Explain the meaning of the
dependent prepositions.
ñ Ss complete the task. ñ Inivite Ss to read out the complete sentences.

Answer Key
1    on  3 about
2
  of  4 of

5 to/for

1    Focus ➤ Introducing the subject of
a work of literature
ñ Focus Ss’ attention on the picture. Ask Ss to think which wild
animal is shown.
ñ Ss read the biography to confirm the correct
answer.

Answer
Key
The wild
animal in the picture is a wolf-dog (half wolf, half dog).

2    Focus ➤ Predicting the content of
a text ñ Instruct Ss to look at the pictures again. Elicit from Ss what
the text could be about. ñ Ss read and check for confirmation.

Suggested
Answer Key
I think
the extract is about a man getting hurt and his wolf-dog goes to get help.

3    Focus ➤ Reading for comprehension
and text structure/completing a text ñ Ask Ss to look at the eight sentences and explain that seven of
them have been removed from the text and must be put back into their
appropriate position.
ñ Ss read the entire text again and begin to replace the missing
sentences. Ask Ss to read the text one more time to ensure the sentences have
been replaced in the correct positions. ñ Check Ss’ answers, asking which words helped them decide.

Answer Key
1     C             3

A

5

D

7

E

2     G             4

F

6

H

4    a) Focus ➤ Practising vocabulary
ñ Draw Ss’ attention to the verbs. Explain that they are words to
describe how animals and people move/sound. Ss check their meanings using the
Word List.
ñ Ss complete the sentences with the appropriate verb. ñ Check Ss’ answers.

Answer Key
1
  barked

3 growl

5 shook

2
  stumble

4 panting

6 screamed

b) Focus ➤ Developing vocabulary
ñ Ask Ss to try to guess the meaning of the words from the context
before checking in their dictionaries.
ñ Ss provide a synonym, a definition or example sentence to show
their understanding.

Suggested
Answer Key whined: made a long, sad,
high-pitched sound attention: concentration remainder: amount
left over sharp: sudden and strong turn upon them: change from
being friendly to being aggressive comforted: made someone feel
emotionally better breed: type of animal dragged on it: pulled at
something twitched: made an uncontrolled movement decisively: in
a quick, clear manner

5    Focus ➤ Matching animals to the
noises they make
ñ Explain the task and complete item 1 as an example.
ñ Allow Ss time to complete the rest of the exercise.
Literature
6d
ñ Ss compare answers with a partner.
ñ Check Ss’ answers and ask Ss to provide equivalents in their L1.

Answer Key
1     e        3   h

5

j

7

i

9

b

2     f        4   g

6

c

8

a

10

d

6    Focus ➤ Reading for detailed
comprehension of White Fang’s character
ñ Brainstorm with Ss different qualities people/animals can have (e.g.
(un)faithfulness) and write them on the board.
ñ Explain the task and check Ss’ understanding of the qualities
listed in the rubric.
ñ Play the recording of the literature extract to Ss as they
follow the text in their books.
ñ Allow Ss time to complete the task in small groups. Monitor the
activity and encourage Ss to justify their answers with close references to the
extract.

Answer
Key obedience ― He turned and
trotted reluctantly away; and this time he obeyed determination ― he
struggled with all his body, shaking with the effort anger ― He
growled and tried to push by them; Growling savagely/fiercely unwillingness ―
White Fang didn’t want to leave him understanding ― White Fang
knew the meaning of ‘home’ ..., he knew it was his will that he should go home faithfulness
― He regarded him sadly, started away, then returned and whined
softly

7   Focus ➤ Explaining a quotation and finding examples in the text
ñ Read out the quotation to the class and explain the task. ñ Ss look for examples
in the text in small groups. ñ Invite groups to feed back to the class.

6d

Literature

Suggested
Answer Key
The
quotation means that White Fang loved his master deeply and would do whatever
necessary to please his master.
The
master talked to him gently but seriously, and he cocked his ears, and listened
with painful attention.
His
throat twitched, but made no sound, while he struggled with all his body,
shaking with the effort to rid himself of the unspeakable something that
struggled for expression. They were all on their feet now, and White Fang ran
down the steps, looking back for them to follow. For the second and last time
in his life he had barked and made himself understood.

8    Focus ➤ Discussing how White Fang
felt for his master ñ Read out the questions in the rubric.
ñ In pairs, Ss discuss. ñ Invite pairs to feed back to the class.

Suggested
  Answer Key
A: I think White Fang felt very close to his master because
  they spent a lot of time together.
B: Yes, I agree. I also think he respected his master and felt
  very grateful for having a good home.
A:
  I think White Fang felt a lot of affection for
Weedon
  because he understood that Weedon believed in him and trusted him.
etc

9    Focus ➤ Attributing human
qualities to White Fang
ñ Ask Ss which human qualities can be attributed to White Fang.
Give Ss 2 minutes to write down their ideas. ñ
Follow up with a whole class discussion.
Encourage Ss to justify their
opinions.

Suggested
Answer Key
S1:
I think White Fang is reliable. I say this because his master can count on him
at all times, like when he was in trouble.
S2:
I see White Fang as being sensitive because of the way he cocks his ears and
whines gently when his master speaks to him. etc

10   Focus ➤ Writing about how children benefit from having a pet ñ Ask Ss the question
in the rubric.
ñ Allow Ss exactly three minutes to write on the topic. ñ Ss exchange writing
with a partner for peer
correction.

Suggested
Answer Key
Children
can benefit from having a pet in many ways. First of all, there is the
responsibility that comes when a child has to look after a pet. They will have
to feed it, walk/clean it and make sure it is in good health. Secondly, from
this responsibility, the child gets a deeper understanding of what it is like
to be a parent in a position of responsibility. Thirdly, the child has either a
playmate or something to occupy their time instead of watching TV. Lastly,
having a pet is an education for any child in which they not only learn about
nature but they also learn valuable life-lessons.

1  Focus ➤ Listing advantages and
disadvantages
ñ Ss’ books closed, ask: What kind of essay is a
for-and-against essay? (an essay which discusses the pros and cons of an issue)
What should it include? (an introduction/main body/conclusion) What style are
they written in? (formal, impersonal style) What techniques can we use in for-and-against
essays to make them more interesting for the reader? (address reader directly,
include quotations and rhetorical questions)
ñ Ss’ books open, read through the theory box.
ñ Write up the essay title ‘Should it be compulsory to learn a
foreign language at school?’ and explain the task.
ñ Arrange Ss in pairs and allow Ss 3-5 minutes to write the
advantages/disadvantages.
ñ Ss swap lists with their partner so that they can share ideas.

Suggested Answer Key advantages:
‘opens doors’ to another culture ― broadens Ss’ minds is
  fun to learn another language is very useful when travelling can be useful in
  future career
disadvantages:
Some students may find it difficult enough to learn their own
  language!
Students may feel embarrassed to speak in another tongue
Students should learn
  foreign languages in a more natural environment ― not in the classroom

2    a) Focus ➤ Reading for confirmation
ñ Read the model essay aloud to the class. ñ Ask students if any
of their arguments were
mentioned.
(Ss’ own answers)
b) Focus ➤ Reading for specific
information ñ Read out the questions in the rubric. ñ Allow Ss a few
minutes to answer. ñ Confirm the correct answers.

Answer
Key
The
writer has used a direct question to begin the essay and a quotation to end it.
The
writer’s opinion is in the final paragraph.

3    Focus ➤ Completing a table ñ Explain the task. ñ Allow Ss time to
complete the table. ñ Check answers with the class.

Answer Key

Advantages

Examples

ñ improves
    future job prospects
ñ rewarding
    when travelling
ñ improves
    pupils’ analytical skills

ñmore
    and more businesses work closely with clients in other countries
ñavoids
    confusion; shows respect and understanding for other cultures
ñ helps
    in other subjects e.g. Maths

Disadvantages

Examples

ñ pupils
    should spend the time improving their native language
ñ some
    pupils may be put off languages for life

ñ not
    all jobs require a foreign language
ñ pupils
    may not enjoy learning a language they are forced to do at school

6e Writing
Skills
4    Focus ➤ Analysing the use of
linking words and phrases in a model essay ñ Read through the
table with Ss and clarify any vocabulary as necessary. ñ Ss reread the model
essay and complete the task individually.
ñ Ss compare answers with a partner.

Answer
  Key
however
  ― to introduce contrasting
  points
To
  start with ― to introduce
  points
In addition ―
  to add more points Lastly ― to add more points such as ―
  to introduce examples
On the other hand ―
  to introduce contrasting points
Taking everything into consideration ― to conclude

Suggested Answer Key however ➝in contrast
To start with ➝First of all, Firstly, In the first place
In addition ➝
  Secondly, Furthermore, Not to mention the fact that Lastly ➝last but not least
such as ➝for example, in particular, like
On the other hand ➝
  In contrast; However, Nonetheless
Taking everything into consideration ➝ In conclusion, All
  things considered, Taking everything in account, All in all

5    a) Focus ➤ Identifying topic and supporting sentences
ñ Read out the questions in the rubric and allow Ss time to answer
individually. ñ Check answers with the class.

Answer
Key
Topic
sentences
ñ
There are many reasons why forcing students to learn a language
is a good idea (para 2)
ñ
On the other hand, some believe that there are some
disadvantages to making a foreign language compulsory (para 3)

The sentences that support the topic sentences are in the
paragraph that follows. They include examples, details and
reasons/justifications.

b) Focus ➤ Constructing an effective
paragraph ñ Explain the task. ñ Ss answer individually. ñ Elicit answers from Ss around the class.

Answer Key
A
  5           B   2         C 1
C is the topic sentence .

D 4

E 3

6 Focus ➤ Writing topic sentences
and supporting sentences ñ Draw Ss’ attention to the notes. ñ Explain the task. ñ Ss answer in pairs. ñ Elicit answers from
pairs around the class.

Answer
Key
1    However, there are some disadvantages to the press having the
freedom to print whatever they want.
2    On the other hand, there are some benefitsto using the Internet.
3    There are a number of arguments in favourof text messaging.
4    There are several major disadvantages tomeeting new friends on
the Internet.
Suggested
Answer Key ñ One disadvantage is that newspapers pry into people’s private
lives and may not print the truth.
ñ
To begin with, the Internet has a huge amount of information
that cannot be found in a library. Furthermore, it is quick and easy to use.
ñ
One major advantage is that it is cheap and effective for short
messages. Also, people can send and receive messages without disturbing others.

ñ
One potential problem is that people can give false information
about themselves. As a result, we do not know who we can trust.

7
Focus ➤ Rewriting sentences using a more impersonal style
ñ Read out sentences 1-4 with Ss and elicit what is wrong with
them (they are written in the wrong style).
ñ Draw Ss’ attention to the language in brackets and explain the
task.
ñ Ss answer individually and then compare answers with a partner.

Answer
Key
1    Studies have shown that students candevelop useful skills by
learning an ancient language like Latin.
2    Many are of the opinion that famous peoplehave every right to
live their private lives without the intrusion of the media.
3    It can be argued that tabloid newspapersare more interesting to
read than broadsheets.
4    Some believe that English is not the onlyforeign language worth
learning.

8
Focus ➤ Analysing closing paragraphs ñ Select two Ss to read
out the closing paragraphs. ñ Read the rubric aloud to the class. ñ Allow Ss tome to
answer the questions. ñ Check answers with the class.

Answer
Key ñ the writer’s opinion: para
2 ñ a balanced consideration of the issue: para 1 ñ addresses the reader directly: para 2 ñ includes a quotation: para
2 ñ includes a rhetorical question: para 1

9
Focus ➤ Matching quotations to essay topics; writing a suitable ending
for an essay ñ Read out the three quotations in turn and elicit which essay
topics they match.
Writing
Skills 6e
ñ Ss choose one and write a suitable ending. Remind Ss to include
the quotation together with their opinion/a balanced summary.

Answer Key
A 2           B   3

C 1

SuggestedAnswer
Key
To
conclude, there are advantages and disadvantages to watching the news on TV. It
probably comes down to a matter of personal preference. However, we should not
forget that, as someone once said, “99.99% of what happens is not on the news.”

10   Focus ➤ Understanding a rubric
ñ In pairs, Ss read the rubrics, underline the key words and
answer the questions.
ñ Monitor Ss’ progress around the class and offer assistance when
necessary. ñ Invite a pair of Ss to answer for each rubric.

Answer
  Key
A key
  words: announcement;
  international student magazine; essays; pros and cons; tell us what you
  think; 120-180 words
1    An international student magazine.
2
  A for/against essay
  (pros and cons/ advantages and disadvantages).
3
  Para 1 ― general
  topic introduction.Para 2 ― advantages/disadvantages.
Para 3 ―
  disadvantages/advantages.
Para 4 ― conclusion and personal opinion.
4    See suggested Answer Key (Ex. 11).
5    See suggested Answer Key (Ex. 11).
B key
  words: essay; advantages and disadvantages;
  newspaper; only source of news; 120-180 words
1    A media studies teachers.
2
  A for/against essay
  (pros and cons/ advantages and disadvantages).

6e Writing
Skills

B

When
  was the last time you read a newspaper from front to back page? Not
  surprisingly, most people get what little they know about the world from
  sound bites on the television. It is possible, however, to use a newspaper as
  a sole source of information. As with most things though, there are
  advantages and disadvantages.
Many
  people consider a newspaper to be a convenient source of information.
  Firstly, it can go into depth on any subject. For example, it can look at the
  background of an issue from several perspectives. In addition, a newspaper
  can accompany you through the day. You can read it on the train, in the
  waiting room or even under the desk in the office.
In
  contrast, there are other ways to get informed. To begin with, television
  gets you the news far quicker than a day-old newspaper. Moreover,
  television’s ability to present images means the news comes to life in a way
  it could not in dead-tree format.
To sum up, there are
  differing opinions on the validity of newspapers with strong arguments both for
  and against. It is really a matter of how much you want to know and how much
  time you have to learn it.

3
  Para 1 ― general
  topic introduction.Para 2 ― advantages/disadvantages.
Para 3 ―
  disadvantages/advantages.
Para 4 ― conclusion and personal opinion.
4    See suggested Answer Key (Ex. 11).
5
  See suggested Answer Key
  (Ex. 11).

Suggested
  Answer Key
A These days, it seems that wherever you turn, you see or hear
  something in what has become the world’s lingua franca, English. Because of
  this, it has been suggested that all children should learn English from a
  young age. There are, however, both pros and cons to this complicated issue.
There are many reasons
  why learning English at a young age is a good idea. To begin with, children
  learn quicker and better than adults. There minds are still developing and
  are receptive to new concepts. In addition, having another language when they
  leave school will be an incredible advantage in the job market.
On the other hand, there
  are those that say that learning another language as a child is useless.
  Firstly, many children will not need another language in their daily lives.
  Also, that children should be concentrating on their native reading and
  writing skills, not those of a foreign country.
To conclude, there are
  two very different sides to this controversial issue. It is very much a
  matter for the individual parents involved. But we should not forget the
  Czech proverb, ‘Learn a new language and get a new soul.’

11 Focus ➤ Writing a for-and-against
essay ñ Allow Ss time to complete the task and offer any necessary
assistance.
ñ Remind Ss’ to use the checklist to check their essay before they
hand their work to their partner for evaluation.

A: Which          language           has        regular             radio
  broadcasts?
B:
  Cornish has regular news broadcasts.
A:
  Which language is the most recent to the
British Isles?
B:
  English, when the Anglo-Saxons invaded Britain in the 5th century A.D.

Culture
Corner
Objectives

Reading: a text about the languages of the
British Isles
Skill―
reading for specific information Writing: a short article about the languages spoken in your country
1    Focus ➤ Reading for specific
information ñ Focus Ss’ attention on the language family tree.
ñ Read out the questions in the rubric. ñ Ss read the texts to
find out the answers. ñ Confirm the correct answers.

Answer
Key
Six
languages are spoken in the British Isles. Brythonic is the oldest.

2    Focus ➤ Asking and answering
comprehension questions
ñ Play the recording of the text. Ss listen and read the text
again.
ñ Explain the task and draw Ss’ attention to the example exchange.
ñ Ss ask and answer questions in pairs. Monitor the activity.

Suggested
Answer Key
A:
What percentage of Wales speak modern Welsh?
B:
Roughly 20% of the population.
A:
Is there any where else in the world where Welsh is spoken?
B: Yes.
In a Welsh colony in Argentina
A:
What percentage of Ireland can speak Irish Gaelic?
B: About
a third of the population.
A:
Which speakers of different languages have no difficulty in communicating?
B:
Speakers of Scottish Gaelic and speakers of Irish Gaelic.
A: Which
language has no native speakers left? B: Manx Gaelic has not native speakers
left.

3 Focus ➤ Defining and using new
vocabulary ñ Draw Ss’ attention to the underlined words in the text.
ñ Ss explain the words by giving a synonym, example or
explanation. Encourage Ss to try to guess the meanings of the words from the
context before checking in their dictionaries. ñ Ss compose sentences
using the new vocabulary.

Answer
Key occupation: state of being entered
and controlled by a foreign army invasion: forcible entry of an army
into a foreign country roughly: approximately declining: becoming
less and les frequent native: original (of a country) revived: brought
back to existence fluently: (spoken) well
Suggested
Answer Key
1    During the German occupation of Europe, many people
learned the German language.
2    The wall around the fortress protects it from invasion by
enemies.
3    Roughly half of
all the students in the school can speak English fluently.
4    The number of French speaking Canadians is declining due
to changes in the language laws.
5    She speaks Italian, but her native language is Spanish,
as she grew up Spain.
6    Hebrew was an extinct language until it was revived in
the 19th century.
7    After living in France for almost twenty years, he speaks French
fluently.

Culture Corner
4   Focus ➤ Recalling information learnt in the lesson
ñ Ss’ books closed, Ss take it in turns to tell their partner one
thing they remember about each language mentioned in the text.
ñ Ss’ books open, Ss check whether they recalled
the information correctly.

Suggested
Answer Key
S1:
It is compulsory for students to study Welsh in schools in Wales.
S2:
I remember that Irish is the official language of the European Union.
S1:
In some parts of Scotland 50 per cent of the population speak Scottish Gaelic.
S2:
Cornish died out as a spoken language, but now has been revived.

5 Focus ➤ Writing a short article
about the languages spoken in your country ñ Arrange Ss in groups
and explain the task. ñ Ss either do the necessary research for HW or have access to the
Internet during class time. ñ Ss select the most interesting and relevant information and
write a short article.
ñ Groups compare writing and offer each other feedback.

Suggested
Answer Key
Over 100
languages are spoken in Russia with many Russian Republics giving official
status to their local languages.
Russia is
the most widely spoken language and is the unifying language of all the
republics. It is an east Slavic language and is used widely outside of Russia
as well. 60-70 per cent of all world information is written in Russia. It is
one of the official languages of the United Nations with 350 million speakers
world- wide. Ukrainian is also an east Slavic language originating from the 16th
century. It is the official language of the Ukraine with 39 million speakers.
It is the second most spoken language in the Russian empire.
Tatar
belongs to the Turkic language family and is spoken by the Tatars. Two thirds
of Tartars live outside of Tartarstan with 8 million speakers. It is the third
largest spoken language in Russia.
Bashkir
is similar to the Tartar language. In the past Bashkirs used the Tatar written
language as their written language. In 1923, they developed their own written
language. Most speakers live in Bashkortostan. There are over one million
speakers of the language in Russia.
etc

1 Focus ➤ Comparing forms of
communication today with forms used in the past ñ Elicit from Ss how
they communicate with their friends and write the answers up on the board. ñ Ask Ss what they know
about how people communicated in the past (before modern technology).
ñ Ss read the text and note down examples of earlier forms of
communication.
ñ Check Ss’ answers.

Suggested
Answer Key
I usually
communicate with my friends by telephone, text messaging or by email.
Answer
Key
In the
past people communicated by pigeon, smoke signals, messengers (runners), a
network of people shouting, whistling.

Across the Curriculum – ICT

2   Focus ➤ Completing a text (word formation); listening and reading for
confirmation; defining vocabulary
ñ Draw Ss’ attention to the gaps in the text and the words in
brackets. ñ Ss complete the task individually.
ñ Play the recording. Ss listen and read and check their answers.
ñ Ss explain the meaning of the words in bold by giving a synonym,
example or explanation. Encourage Ss to try to guess the meanings of the words
from the context before checking in their dictionaries.

Answer Key
1
  distant

6
  different

2
  creativity

7
  messenger

3
  communication

8
  destination

4
  winners

9
  variation

5
  heroic

10 arrival

Suggested
Answer Key take your pick: choose
freely loft: space at the top of a house no matter: regardless of
air mail: letters sent by plane awarded a medal: given a small
metal disc for bravery blanket: cover for a bed made of wool or similar
warm material convey: communicate signal: send a message peak:
top efficient: quick and effective whistling: making a high
sound by blowing through one’s lips

3
Focus ➤ Discussing preferred means of communication ñ Read out the question
in the rubric to the class. ñ Ss discuss in pairs. ñ Invite a few pairs to share their ideas.

Suggested
  Answer Key
A: I think it would be fun to communicate by pigeon.
B:
  Why?
A: I would like to know how long it would take to deliver a
  message.
B: I would like to communicate using smoke signals but I think
  it would be hard to do!
etc

4
Focus ➤ Researching means of communication used in the past; giving a
short presentation ñ Arrange Ss in groups and explain the task. ñ Allow Ss access to
the Internet/library to do research.
ñ Ss prepare a group presentation and present it
to the class.

Suggested
Answer Key
Telegraphy
(from the Greek words ‘far’ and ‘write’) is the long-distance transmission of
messages without physical transport of letters. Radiotelegraphy or wireless
telegraphy transmits messages using radio. Telegraph messages sent by a
telegraph operator using Morse code are known as a telegram or cablegram.
Before long distance telephone services were available, telegrams were very
popular. They were often used to send urgent information.
In the
late 19th century armies used a method of signalling called ‘heliography’. This
involved using the reflection of the sun on a mirror to pass messages in Morse
code. Naturally, they were reliant on the weather being clear and sunny. On a
good day, it was possible to send a message over 30 miles! etc

Going Green

1
a) Focus ➤ Matching sounds and words;
describing how sounds make you feel ñ Explain the task by reading the rubric aloud. ñ Check Ss’
comprehension of the items listed in the exercise.
ñ Play the recording, pausing after each sound. Invite individual
Ss to say how each sound makes them feel.

Answer Key
1    a ship’s horn

4

waves

2     a drill

5

seagulls

3     an explosion

6

a boat engine

Suggested Answer Key waves ― relaxed a ship’s horn ― anxious a boat
engine – calm seagulls ― excited a drill ―
nervous an explosion ― worried

b) Focus ➤ Reading for specific
information ñ Draw Ss’ attention to the animals in the pictures and ask Ss the
question in the rubric. Elicit some possible answers from individual Ss.
ñ Play the recording. Ss read and listen to the text to find out
the answers.

Answer
  Key
Killer
  whales, dolphins and Baby seals can no longer hear and communicate with each
  other as well as in the past. This makes it harder for them to find a mate
  and/or feeding grounds. They may also become stranded.  Sound blasts from
  military sonar cause bleeding to the eyes, ears and organs in whales and
  dolphins.

2
Focus ➤ Matching headings to paragraphs
ñ Instruct Ss to read the text again and match the headings to the
paragraphs. Remind Ss that there is one heading they do not need to use.
ñ Ss answer individually and then compare answers with a partner.

Answer Key
1     D      2   A

3

C

3
Focus ➤ Matching words/phrases and meanings; explaining vocabulary ñ Draw Ss’ attention to
the underlined words and phrases in the text and the list of meanings. ñ Ss complete the
matching task individually and then compare their answers with a partner. ñ Ss explain the words
in bold by giving a synonym, example or explanation.
ñ Encourage Ss to try to guess the meanings of the words from the
context before checking in their dictionaries.

Answer Key keep
track of ― know where sth/sb
is faint ― weak intense ― strong stranded ―
unable to leave a place drastic ― extreme

Suggested Answer Key marine: sea breed: have babies drilling: using a special
tool to make holes mate: male/female to have babies with blasts: loud,
explosive noises

4
Focus ➤ Preparing and giving a two-minute talk on ocean noise pollution ñ Explain the task. ñ Instruct Ss to use
ideas from the text.
ñ Allow Ss time to prepare and practise their talks.
ñ Invite individual Ss to give their presentations to the class.

Suggested
  Answer Key
Good
  afternoon and thank you for inviting me to talk to you about ocean noise
  pollution and how to affects wildlife.
You would probably be surprised to hear just how badly
  wildlife is affected by noise. But, you see, ocean mammals, such as whales,
  seals and dolphins need to be able to hear really well. Whales, for example,
  communicate by using low-frequency sound waves. This information is vital for
  them as it tells them where they can find each other, where to get food and
  also helps with breeding! They often communicate over hundreds or thousands
  of kilometers and, as the ocean is now ten times noisier than it was fifty
  years ago, it has become impossible for whales to hear each other if they are
  more than 100 miles away. And, marine mammals are in danger of swimming far
  away from breeding grounds and feeding grounds ― some mammals may find
  themselves stranded.  But, there are even more serious consequences of ocean
  noise pollution. For example, sound blasts from military sonar can cause
  bleeding of the eyes, ears and organs in whales and dolphins.
You may wonder what your
  company can do about all this. Well, one important thing we can do is to make
  sure ships and oil companies stay away from areas where there are as lot of
  sea mammals. You should also start monitoring the level of noise produced, so
  that we remain aware of the extent of the problem and can do all we can to
  save sea life. etc

Reading
Focus ➤ Reading for specific
information ñ Allow Ss time to read the text. ñ Ss complete the
multiple choice task.

Answer Key
1     B             3

D

5

C

7

D

2     D             4

C

6

B

Going Green
5 Focus ➤ Discussing a quotation ñ Draw Ss’ attention to
the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a
paraphrase on the board. ? Ss discuss the meaning in pairs or in small groups. ñ Elicit whether Ss
agree or disagree with the quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.

Suggested
  Answer Key
S1: I think it is often the case that man’s needs are in
  conflict with what is best for the environment, especially with all the
  energy demands that new technologies are bringing today.
S2: I think it is possible to expand our technology and needs
  without harming nature but it requires a lot of coordination and regulation
  by governments and companies.
S3: We need to be more educated and less selfish about the
  quickest and easiest way to get what we want and also be sympathetic to what
  is going on around us. I think we can meet out demands and be understanding
  of nature at the same time.
etc

Spotlight on Exams
Listening
Focus ➤ Listening for specific
information ñ Explain the task. ñ Play the recording. ñ Ss complete the task.
ñ Select individual Ss to read out the correct answer.
Spotlight on Exams

Answer Key
1     A             3

C

5

C

7

B

2     A             4

B

6

B

TAPESCRIPT
Susan: ... Ok, so I’ll meet you at the café at six o’clock.
There’s a small chance that I might be a little delayed but I’ll call you if
that happens.
Mike: Oh, you can’t, Susan. I haven’t got a mobile phone, remember!
Susan: Oh yes, I always forget that. You know Mike, you really should
get one.
Mike: Why should I? I’ve managed until now without one!
Susan: Yes, but everyone has one these days, Mike. Even my grandparents
send me text messages now. Mike: Well, not me. I like to be a bit
different, you know that. And anyway, I can’t think of anything worse than
being contactable all the time.
Susan: Yes, but it’s so inconvenient for everyone else. We can only
contact you at home. Sometimes it takes me days to catch you when you’re in!
Mike: Well, people managed without mobile phones in the past, didn’t
they? And you can always send me an email, remember. I check my mail every day.
Susan: Yeah, I guess so. But it would still be easier if you had a
mobile phone. When I got my first one I wondered how I ever lived without it.
And I just switch it off when I don’t want to be disturbed! Mike: Well,
I still think I have a right not to have a phone if I don’t want one.
Susan: Sure, but if you ask me you’re being very stubborn. Mobile
phones are a part of modern life whether you like it or not!
Mike: Ok, I understand the point you’re making. I tell you what, I’ll
think about it, ok?
Susan: Cool! Hey, there’s a mobile phone shop right next to the
café we’re meeting at! We can have a look tonight!
Mike: Don’t get carried away, Susan! I said I’d think about it,
remember!
Susan: Ok, ok, no problem! See you tonight!
Speaking
Focus ➤ Practising informal
conversations ― discussing options and making a joint decision ñ Read out the options.
ñ Go through the conversation plan with Ss explaining the process.

ñ Ss work in pairs. ñ Go around the class monitoring the task. ñ Select individual Ss
to present their dialogue to
the class.

Suggested
Answer Key
A:
So, we’re agreed that we both want to learn Spanish this year? How about
spending a month in Spain this summer? We could stay with a Spanish family.
B:
I don’t think that would be the best solution for us. It would cost far too
much to fly over to Spain and I think we ought to learn some language before we
go to the country.A: Well, what else do you suggest?
B:
We could buy a ‘teach yourself’ pack and teach ourselves in our spare time.
A:
But, I don’t think I would have the motivation to teach myself! Why don’t we go
to an evening class a few nights a week?
B:
I wouldn’t be able to attend a course like that ― I also have football
training, remember! But we could find ourselves a private tutor and get a
couple of lessons together every week.
A: That
would be great!

Use of English
Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Ss read the entire text upon completion in order
to check for correctness.

Answer Key
1     beginning

5 characteristic

2
  occasionally

6 preferable

3    nationalities
4
  occupation

7 lucky

Writing
Focus ➤ Writing a for-and-against essay ñ Direct Ss’ attention
to the paragraph plan. ñ Advise Ss to review the relevant section on writing
for-and-against essays in the module. ñ Allow Ss time to write their essays.
ñ When Ss have completed their writing, they may exchange papers
with a partner to proofread and check. Ss make any necessary corrections and
hand in their work.
Spotlight on Exams

Suggested
Answer Key
Wouldn’t
it be great if we could speak every language in the world? Scientists have
suggested that in the future we might not have to learn a language at all but
have a microchip planted in our brains. As with all technology, this has pros
and cons.
There are
many advantages to such a chip. To begin with, holidaying abroad would be made
much easier. Whichever language you needed could be implanted into you at the
travel agents. Secondly, business could be carried out without fear of mistakes
in interpretation.
On the
other hand, there are plenty of disadvantages. Firstly, this chip would be
available only to those who could afford to pay for it. Also, language is but
the bricks for the house; being able to use it skillfully is the home. Could
the chip give us the ability to express ourselves well enough?
This is an issue that will have people arguing for decades to
come. There is no easy answer but perhaps the chip might help people like the
man who once said of a dictionary, ‘the plot was terrible but at least they
explained all the words as you went along!’

Progress Check

Progress Check 6 and Look at Module 7 should be done in one lesson.
Answer Key
1
1           shrug    6          telescope          3
1       If I had called
2
satellite             7          human  2          suggested
texting about
3
raised    8          wags     3          because
she had been working
4
track     9          contain  4          could
call
5
galaxy   10         air        5          asked
if I was going
2
1           She denied taking/having
taken the money.      4 1       down    3 back  5 over 2 He apologized
for breaking/having broken her       2 around           4 into
CD player.
3
He begged her to lend him the money.  5
1       on         3          of         5          about
4
She suggested meeting/we meet later.  2
of      4          for
5
His dad warned him not to do that
again (or he
              would be in trouble).                                                6
1    d        2   c        3   b        4   e        5   a

Before you start …
Direct Ss’ attention to
the title of the module, In days to come. Explain that in this module
they will learn about and hopes and dreams, voluntary work and university life
as well as how to talk about plans and ambitions and ask after friends.
Look at Module 7
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows and what they think the unit
might be about).

Suggested
Answer Key
Focus Ss’ attention on picture 1.
T: What
page is picture 1 from?
S1: It’s
from page 122.
T: What
can you see in picture 1?
S2: I can
see a young girl and an elderly man.
T:   What are they doing?
S1: It
looks like they are studying something. etc
Pic 2 (p.
120)
Who can
you see in the picture? What is a student’s life like? Would you like to study
there? Why (not)?
Pic 3 (p.
129)
What can
you see in the picture? Which country do you think it is? What is the weather
like there?
Pic 4 (p.
131)
What is
this person wearing? What is he celebrating? How do you think he feels?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key a poem (p. 126)
(a piece of writing often composed in short lines which
  rhyme)
What is the title of this poem? What do you think it is
  about?

In days to come

a joke (p. 130)
(something
that people say or read that makes them laugh) What is the joke about? Is it
funny?  Do you often tell jokes?
a web page (p. 131)
(a set of
information about a particular subject which is available on the Internet) What
is the subject of this web page? Would you like to study in the UK? Why (not)?

a filmstrip (p. 133)
(a length
of film containing a series pictures for projection on a screen) What do you
see in the strip? What story does it tell? Do you prefer films or books? Why?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section seems to be about authors, books and literature extracts. This one
(pp.126127) is about Rudyard Kipling and shows us one of his poems, ‘If’.
The Culture
Corner (p. 131) contains a webpage about university life in Britain.
The Across
the Curriculum section (p. 132) looks at how small actions can change the
world.
The Going
Green section looks looks at different green issues. This particular one
(p. 133) is about Dian Fossey and her work with mountain gorillas.

Listen,
read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.
           7 a       Reading Skills
Objectives
Reading: an article about achieving your dreams
Skill ― reading for
detailed understanding
Vocabulary:
hopes and dreams Speaking: discussing a quotation,
talking about the future
Reading
1
a) Focus ➤ Describing what people
have in common
ñ Write the title ‘I have a Dream’ on the board and focus Ss’
attention on the pictures. ñ Elicit from the class what the people might
have in common.

Suggested
Answer Key
I think
they are all people who achieved their dreams.

b) Focus ➤ Predicting the content of
a text ñ Read the subheadings of the text aloud. Invite individual Ss to
say what they expect to read.
ñ Ss read the text and check their predictions.

Suggested
Answer Key
Believe
in yourself ― I expect to read
about how we can believe in ourselves more.
Take
steps to achieve your dreams ― I
expect to read advice about how to achieve my dreams.
Don’t
give up ― I expect to read
about why it is important not to give up on dreams. etc

2
Focus ➤ Reading for detailed understanding ñ Allow Ss time to
complete the task. ñ Play the recording. Ss check their answers.

Answer Key
1     C             3

D

5

B

7

D

2     A             4

C

6

B

3
Focus ➤ Matching words with their meanings
ñ Draw Ss’ attention to the underlined words in the text and their
meanings in Ex. 3. ñ Ss complete the matching activity and then compare answers with
a partner. ñ Ss use the vocabulary in sentences of their own. ñ Invite individual Ss
to read out their sentences
to the class

Answer Key
1     ran

6
  insurmountable

2
  perseverance

7
  inspiration

3 come
  up against

8
  failings

4
  initially

9
  defeated

5
  banish

10 rejected

Suggested
Answer Key
1      If you ran for President, you would need alot of money to pay
for the campaign.
2      Perseverance is necessary if you want tolearn a foreign
language.
3      Don’t worry if you come up against peoplecriticising you. Ignore
them!
4      Initially, her ambition was to be a vet, butnow she wants to be
an accountant.
5      Only a king can banish his subjects fromhis country.
6      Lack of money was an insurmountableproblem to their night out.
7      Writers get inspiration from just walkingdown the street.
8      He blamed his ??????????? as a person on hisunstable childhood.
9      My team was defeated in the first round.
10    His marriage proposal was unexpectedlyrejected.

Vocabulary
4 Focus ➤ Practising vocabulary
related to hopes and dreams ñ Explain the task.
ñ Complete the first item with the class as an example.
7a Reading
Skills
ñ Ss complete the task individually. Encourage Ss to guess first
and then check their guesses using a dictionary.
ñ Ask individual Ss to share their answers with the
class.

Answer Key
1     overcome

7
  reject

2
  achieve

8 make

3 come
  up against

9 long
  to

4 reach

10 takes

5 face
  6          come

11 move

5    Focus ➤ Completing sentences using
the correct phrases
ñ Ss’ books closed, brainstorm phrases with the word ‘hope’ and
write them on the board. ñ Ss’ books open, read through the list of phrases given in Ex. 5.
ñ Ss complete the
exercise individually. ñ Check Ss’ answers around the class.
ñ Allow Ss time to compose sentences of their
own. Monitor the activity
around the class.

Answer
Key
1    get your hopes up
2    in the hope that
3    hope for the best
4    dashed, hopes
5    is pinning his hopes on
6    gave up hope
7    has high hopes of

6    Focus ➤ Writing sentences about
your life in the future ñ Read out the question in the rubric to the class. ñ Allow Ss time to
write sentences about themselves. ñ Ss discuss what they wrote with a partner. ñ Invite each S in the
class to say something true about their partner.

Suggested
  Answer Key
I see myself going to university and studying medicine.
I might try and spend a year in a foreign country and study.
I’m thinking of volunteering at an animal shelter.
If I can, I would like to work at a law office for experience
  this summer.
What I’d really like to do is travel around the world for a
  year.
I’m
  really dreading my final exams this year.
I’ve always dreamed of becoming a famous singer.
I
  desperately want to work as a research scientist in a large international
  company. I long to become a famous actress and win an academy award.
S1: I’ve always dreamed of travelling through all of Europe.
S2:
  I’m thinking of studying abroad next year.
S1:That’s a good idea. I’d really like to live in a foreign
  country and learn a new language.
etc

Speaking
7     Focus ➤ Discussing quotations
ñ Instruct Ss to read the text again and find the quotations from
famous people.
ñ In small groups Ss discuss what the quotations mean and whether
or not they agree with them. ñ Invite groups to paraphrase the quotations and
comment on them.

Suggested
Answer Key
S1: What
did Henry Ford say?
S2:
‘If you think you can or you think you can’t, you’re probably right.’
S1:
In other words, we know what we can do without anyone else telling us ―
we know what we are capable of doing.
S3: Do
you agree with him?
S2: Yes,
I do. What about you?
S3:
I’m not sure. I think sometimes we are not very sure about what we are able to
do.

Suggested
  Answer Key
I
  believe very much in the quote. Only those who believe in themselves and
  pursue their dreams will make a difference in the future and thus shape what
  the future will become. For those that do not chase their dreams they will be
  just living but not actually creating the future.

S1: Sometimes we don’t believe in ourselves enough.
S2: But
  if we listen to ourselves better, we can learn to trust our instincts. etc

Reading
Skills 7a
Words of Wisdom
ñ Draw Ss’ attention to the quotation.
ñ Elicit ideas for how to paraphrase the quotation and build up a
paraphrase on the board.
ñ Ss discuss the meaning in pairs or in small groups. ñ Elicit whether Ss
agree or disagree with the quotation and ask Ss to justify their opinions. Ask
various pairs or groups to report back to the class.
7 Listening & Speaking Skills

b
Objectives
Vocabulary: education (university) & training;
idioms related to school
Reading: a dialogue (text completion)
Skill ― reading for
text structure, cohesion and coherence
Speaking: talking about plans and ambitions; role play
Listening: a telephone conversation (gap fill)
Skill ― listening
for specific information
1
Focus ➤ Describing pictures ñ Focus Ss’ attention on the pictures. Invite individual Ss to
describe the people. Ask the questions in the rubric and elicit answers from
Ss.
ñ Ask Ss to justify their opinions.

Answer
Key
Bob is
training to be a mechanic.
Mary is
studying at university. Sue works as a cashier.

2
Focus ➤ Completing sentences using the correct verb
ñ Draw Ss’ attention to the verbs and elicit/ explain their
meanings.
ñ Explain the task. Remind Ss to use the correct form of the verb.
ñ Ss complete the task individually. ñ Check Ss’ answers.

Answer Key
1     dropped out

6
  studying

2
  handed in

7
  graduated

3 won

8 do

4 apply
  for

9
  attend

5
  completed

10 enrolled

3
Focus ➤ Understanding easily confused words ñ Ss complete the task
individually, using their dictionaries if necessary. ñ Check answers with
the class.
ñ Ss write sentences to illustrate the meanings of the alternative
words. ñ Check Ss’ answers around the class.
7b Listening & Speaking Skills

Answer Key
1     place

5 classmates

2
  prospectus

6 subject

3
  qualifications

7 funding

4 fees

8 loan

Suggested
Answer Key
1    Tim would like a position in a bank.
2    The course syllabus covers a wide range of subjects.
3    Honesty is one of the most importantqualities in a good
friend.
4    Prices are
rising all the time.
5    My colleagues at work are very friendly people.
6    We have two English lessons every week.
7    The superstore has very competitivepricing.
8    Tracey got a loan to pay for her new car.

Everyday English
4 Focus ➤ Talking about plans and
ambitions ñ Ask Ss to focus on the language box on p. 122. Read through
together and explain any new vocabulary. ñ Review the example and explain the task. ñ Ss complete the task
in pairs. Encourage Ss to use each prompt and take it in turns to ask and
answer questions.
ñ Monitor progress around the class, providing any necessary
assistance.
ñ Invite each pair to perform one exchange each for the class.

Suggested
Answer Key
A:
Well, I’m planning to study Italian. What are your plans for after the exams?
B:
I’ve decided to spend some time helping homeless people. What are you planning
to do next year?
A:
If I can, I’d like to travel abroad. What are you going to do during the
Christmas holidays?

B:
Well, I’d really like to learn to play a musical instrument so I’ll start piano
lessons. What are your plans for the New Year?
A:
I’ve made up my mind to join a drama club. Have you any plans for the New Year?
B:
I think I’ll apply for a part-time job as I need a little extra money.
A:
I guess I’ll have to get a job soon but I’m also planning to go to university
so the two things together might be a little difficult. What about your free
time?
B:
As I said, I’m hoping to do some work with homeless people so I’ll probably
join a charity.

Reading
5 a) Focus ➤ Predicting the content of
a dialogue ñ Read out the seven sentences.
ñ Elicit suggestions as to what the dialogue is
about.

Suggested
Answer Key
I think
the dialogue is about two friends meeting and talking about their studies.

b) Focus ➤ Reading to understand
structure, sequence and content ñ Ask Ss to read the gapped dialogue, then allow Ss time to
complete the task.
ñ Play the recording for Ss to check their answers. Then choose a
pair of Ss to read out the completed dialogue.

Answer Key
1     F              3

D

5

C

7

G

2     B             4

E

6

A

Speaking
6 Focus ➤ Acting out a dialogue ñ Explain the task.
Refer Ss to exs. 4 and 5 for useful language.

Listening
  & Speaking Skills 7b

ñ Ss complete the task in pairs. Monitor the task and offer help
as necessary.
ñ Record each pair of Ss as they perform their
dialogue for the class.

Suggested
Answer Key
A: A: Hi,
Paula!
B:
Hi, Emma! I haven’t seen you for months! So, how are you finding student life?
A:
Oh Paula, I absolutely love it! It’s so much fun being with people who share
the same interests as me I’m really enjoying my course as well.
B:
That’s so cool! What are you studying, again?
A:
I’m doing a BA in English. We’re reading some amazing literature!
B:
I’m glad you’re enjoying it. It certainly wouldn’t be my cup of tea!
A: So
tell me, what are your plans?
B:
I’ve decided to become a hairdresser and I’ve started an apprenticeship. It’s
going really well.
A: Oh,
well done!
B:
Yeah, thanks. I’m really happy. I work with some really nice people. But, I
miss all of you guys who have gone away to university, though.
A:
Well, feel free to come up and stay with me any time you like. My flat mates
won’t mind. They’re cool!
B:
Thanks, Emma! I might just do that!

Listening
7 Focus ➤ Listening for specific
information ñ Direct Ss’ attention to the form. ñ Allow Ss time to read
the notes.
ñ Ask Ss to try and predict what kind of information is missing
(e.g. name, numbers, etc). ñ Play the recording.
ñ Ss complete the gaps individually and then compare answers with
a partner. ñ Play the recording again if necessary. ñ Check Ss’ answers.

Answer Key
1 the
  Education

4 30/thirty

2 loans

5   open day

3 exam
  results

6 a month

TAPESCRIPT
A: Good morning. I’m calling to inquire about the legal secretarial
course at your college. Is there someone I can speak to about this?
B: Sure, you can speak to me. My name is Rachel Henry and I’m the
admissions advisor for the course. How can I help you?
A: Well ... I saw the course advertised in the Education pages in
yesterday’s Guardian newspaper and I wanted some more information.
B: I can send you a full college prospectus which will tell you
about all of the courses that we offer.
A: Thank you. That’s great. Can I ask you a couple more questions?
B: Of course. Go ahead.
A: Well, it says the fees for this course are £1,500 per
term, but your advertisement says there is a possibility of funding. How can I
find out a bit more about this?
B: There are a range of government funding options available, such
as loans and scholarships. All that information is included in the prospectus.
A: Oh, OK, that sounds great. Also, what qualifications do you need
to get on the course? Are my school exam results important?
B: Well, we do take a look at your exam results, but we also
consider your performance at the interview. We are just as interested in your
attitude as your exam results.
A: Oh! That’s good to know! And how many places are there available
on the course?
B: No more than about thirty. But we usually receive about sixty
applications altogether.
A: I see. Thank you very much for your help!
B: You’re welcome. Actually, we’re having an open day on Friday
next week. I would highly recommend that you come. It’s a great opportunity to
have a look around the college, meet the course tutors and ask any more
questions that you have. If you’re interested I can email you the details.
A: Oh yes, thanks. I’d definitely be interested in that.
When is the closing
date for applications? B: The closing date is the end of January.

7b Listening & Speaking Skills

A: Oh, so I have
    just over a month.
B: That’s right. I’ll look forward to receiving your
    application. Now let me take your details so I can send you ...
Say
    it right
8 Focus ➤ Asking after friends ñ
    Explain the task.
ñ
    Play the recording. Ss listen and choose the correct
    response.
ñ
    Ss act out the exchanges in pairs. Monitor the activity and
    provide assistance where necessary.

9

Focus ➤ Understanding idioms ñ
    Explain that the task is to complete the sentences with the
    right word so that it forms an idiom.
ñ
    Ss complete the task individually.
ñ
    Check Ss’ answers usign the word list and ask if there are
    similar idioms in their language.
ñ
    As an extension ask Ss to choose an idiom and draw a picture
    to illustrate its meaning.
ñ Ss,
    in groups, swap papers and guess which idiom the drawing illustrates.

Answer Key
1    beats         3 carried
2
    dream        4 teach

5 learn

Answer Key
1 b                 2 a

3 b

ñ Invite a few pairs to act out the exchanges for the class
2   Focus ➤ Providing the correct form of the verb (gap filling)
ñ Explain the task
  and complete item 1 as an example.
ñ Ss complete the
  rest of the task individually.

1   Focus ➤ Identifying different types of conditionals
ñ Review different types of conditionals with Ss by
eliciting/providing a few example sentences and writing them on the board. ñ Allow Ss time to
study the table.
ñ Focus Ss’ attention on the three quotations. Ss identify the
types of conditionals used.
ñ Confirm the correct answers.

Answer
Key
Bertrand
Russell ― type 1
Eubie
Blake ― type 3
Mark
Twain ― type 2

ñ Check answers with the class and clarify any points of
difficulty.

Answer
Key
1      would have done ― type 3
2      would be ― type 2
3      hadn’t wasted ― type 3
4      were ― type 2
5      had remembered ― type 3
6      had ― type 2
7      won’t stand a chance ― type 1
8      will/should/ought to/must call ― type 1
9      are ― type 1
10    will/can/see ― type 1

3    Focus ➤ Rewriting sentences using
inversion ñ Select 3 Ss to read out the examples.
ñ Explain that the same meaning is expressed in brackets. Draw Ss’
attention to the form of the sentences (the inversion of the verb).
ñ Explain the task and allow Ss time to rewrite the sentences
omitting ‘if’. ñ Check Ss’ answers around the class.

Answer
Key
1    Had you asked me sooner, I would have been able to come.
2    Were you to order all your books from us,we would give you a 25%
reduction.
3    Should we go to the same college, we willgraduate together.
4    Should my exam results come in the post,call me straight away.
5    Should you finish early, will you pick me up?

4    Focus ➤ Rewriting sentences using
conditionals
ñ Introduce the concept of mixed conditionals by reading out the
examples in the table.
ñ Explain the task. ñ Allow Ss time to complete the task in pairs. ñ Invite pairs to share
their answers with the class.
ñ As an extension activity play a game around the class. (Tell
each S a conditional sentence. The S must say whether it is a standard or mixed
conditional. If a S hesitates/produces the wrong answer, they are out of the
game. Continue until there is a winner.)

Answer
Key
2    If Paul listened to advice, he would have done what you
suggested.
3    If Sue did her job well, she would have gotpromoted.
4    If you had handed in your project, youwould pass the course.
5    If the train had left on time, they would beby now.
6    If Kate wasn’t studying all night, shewouldn’t have been so
exhausted now.

Grammar
in Use 7c
5    Focus ➤ Practising the unreal
past ñ Read out the example sentences with the class and elicit/explain
what they have in common. (They are all examples of ‘unreal’ situations).
ñ Allow Ss time to complete the task. Remind Ss to use the correct
tense. ñ Check Ss’ answers.
ñ As an extension activity Ss draw a picture (e.g. of a girl in
the rain all wet). Ss hold up their pictures in front of the class and provide
a sentence using the unreal past. (If she had an umbrella, she
wouldn’t have got so wet.).

Answer Key
1    hadn’t passed

6 had
  saved

2
  hadn’t stayed up

7 would
  get

3 had
  told

8
  didn’t copy

4 left

9 had
  got

5
  started

10 hadn’t borrowed

6    Focus ➤ Describing people’s wishes
and regrets ñ Focus Ss’ attention on picture 1. Elicit from Ss how the woman
is feeling and what she wishes/ regrets. Write answers on the board.
ñ Ss complete the sentences for the other two people in the
pictures and then compare ideas with a partner.

Suggested
  Answer Key
1    1 were/was
2    had more friends
3
  taken out a pension
  plan, I’d have moremoney
2    I wish I were/was a better player.
If only I had more
  talent.
If I had hit the ball, I
  wouldn’t be sitting on the benches now.
3    I wish I wasn’t so bored.
If only I had something
  interesting to do. If I had gone to the party with my friends, I would have
  had a fun time.

7c Grammar
in Use

Answer Key
1 from            2 in

3 into

4 in

7   Focus ➤ Working with phrasal verbs
ñ Elicit/Explain the
meaning of each phrasal verb

with
  carry.

ñ Ss complete the task, referring to Appendix 2. ñ Check Ss’ answers.
ñ As an extension activity, Ss write their own sentences using
  these phrasal verbs.

9

Focus ➤ Practising key word transformations ñ Explain the task.
ñ Ss complete the task individually and then compare answers
  with a partner.

Answer Key
1    off             3 out
2
  on  4 through

5 off

ñ Check Ss’ answers.

Answer Key
1    I were you, I would
2    would not have failed

        8   Focus ➤ Practising dependent prepositions                    3   wish she had gone
                    ñ Refer Ss to Appendix
1. Elicit/Explain the                     4   ’d rather you left

5    only she would stop meaning of the dependent prepositions.

and the
  last two lines of the poem.

ñ Elicit from Ss ideas as to who the poem could be addressed to.
ñ Ss read the
  biography to find out the correct answer.

3 a) Focus ➤ Matching
  words/phrases with their meanings
ñ Draw Ss’ attention to the underlined words/ phrases in the
  poem and the list of meanings.

ñ Ss complete the task. ñ Check Ss’ answers around the classr.
                7 d    Literature
Objectives

Answer Key

Reading: Rudyard Kipling’s poem If
Skills ― reading for
specific information Kipling addresses all of mankind/ people who ―
reading to understand gist face difficulties in their lives.
― reading for
detailed understanding
                      ― reading to understand structure                         2   Focus ➤ Reading to understand gist
Vocabulary: words related to character/personality;
          opposites; similes; personification                                             ñ Ask Ss the question
in the rubric and draw Ss’
Writing: writing a new verse of the poem attention to messages a) and b).
ñ Play the recording.
Ss read and listen to the

1

Focus ➤

Reading for specific information

poem and choose their answer.
ñ Confirm the correct
  answer.

ñ Write the name ‘Rudyard Kipling’ on the board

Answer Key and elicit/explain who he is.

               ñ Instruct Ss to read
the first line in each stanza                 a

Answer
  Key
Verse 1
  ignore doubt: trust yourself be
  patient: wait and not be tired by waiting be honest: don’t deal in
  lies be courageous: can keep your head, when all about you are losing
  theirs be modest: don’t look to good, nor talk too wise
Verse 2
  be imaginative: dream ― and
  not make dreams your master be thoughtful: think ― and not make
  thoughts your aim be understanding: can meet with triumph and disaster
  and threat those two imposters just the same accept that people lie:
  bear to hear the truth you’ve spoken twisted
Verse 3
  take risks: risk it on one turn of
  ...
be positive: And lose, and start again at your beginnings be
  uncomplaining: never breath a word of your loss be determined: hold
  on when there is nothing in you/Except the will which says to them: ‘Hold on’
Verse 4 be polite: talk with crowds and keep your virtue be modest: nor
  lose the common touch be tolerant: neither foes nor loving friends can
  hurt you be respectful: all men count with you be productive: with
  sixty seconds’ worth of distance run

Literature
7d
ñ Ss read the poem again individually and

complete the task.
ñ Check Ss’ answers around the class.

Answer Key
1       the common touch

6 stoop

2
  Twisted

7 keep
  your head

3
  imposters

8 will

4 heap

9
  virtue

5
  worn-out

10 winnings

b) Focus ➤ Explaining new vocabulary
ñ Tell Ss to try and guess the meaning of the words from the
context before using their dictionaries. Ss then give an explanation, example
or synonym for each of the words in bold in the text. ñ Ss compare answers
with a partner.
ñ Select individual Ss to explain the words and
elicit L1 equivalents.

Suggested
Answer Key master: someone/something
that controls someone/something else aim: goal/target triumph: great
success trap: something used to catch and prevent the escape of
someone/something fools: silly, unthinking people tools: equipment
used for building turn: part of a game/competition loss: state of
no longer having something force: make someone do sth through pressure/
necessity unforgiving: with no room for mistakes worth: amount

4    Focus ➤ Reading for detailed
understanding ñ Explain the task and explain/elicit the meaning of the
vocabulary.
ñ Ss answer individually and then compare answers in small groups.
ñ Monitor the activity, encouraging Ss to justify their answers
with references to the poem.
5    Focus ➤ Completing sentences using
the correct preposition
ñ Focus Ss’ attention on sentences 1-8. Elicit what is missing
(prepositions). ñ Ss fill in the missing prepositions individually. ñ Ss check their
answers by referring to the poem. ñ Allow Ss time to write their own sentences using the phrases in
bold.
7d Literature

Answer Key
1     to      3   for

5 up

7 before

2 on           4 to

6 about

8 on

Suggested
  Answer Key
1
  I couldn’t bear to give
  away the puppies, so I kept them all.
2
  The naughty child threw
  a paper aeroplaneat the teacher and blamed it on his neighbour.
3    In some examinations they make allowance for students
  with special needs.
4    Fiona is so strong ― she never gives way to her
  emotions.
5
  I am working hard to build
  up my stamp collection.
6    I told Penny my secret and she promised notto breathe a
  word about it to anyone.
7    I usually start my revision long before the exams
  begin.
8    Karen was exhausted, but managed to hold on ad finish
  her work.

6
Focus ➤ Reading for specific information ñ Read out the rubric
and the example to the class.
ñ Ss complete the task in pairs. Remind Ss that they need only to
study one of the verses. ñ Pairs who have studied the same verse compare
their answers.

Answer
Key verse 1 lines 1/2 keep your
head/losing (their heads) verse 2 line 11 triumph/disaster verse 3 lines
17/20 winnings/losses verse 4 lines 25/26 crowds/kings verse 4 line
27 foes/friends

7
Focus ➤ Reading to understand structure ñ Elicit from Ss words
to describe poems (verse, line, syllable, rhyme, rhyming pattern) and write
them up on the board. Explain/Elicit what they mean.
ñ Explain the task. ñ Allow Ss time to complete the task in pairs. ñ Invite a pair to
describe the structure of the
poem to the class.

Answer
Key
There are
4 verses in the poem.
There are
8 lines in each verse.
There are
10-11 syllables in each line. Apart from the first verse, the rhyming pattern
for the poem is ab, ab, cd, cd.

8
Focus ➤ Understanding the rhythm of the poem ñ Draw Ss’ attention to
the study skills box. Explain/Elicit the meaning of ‘stressed’ and ‘unstressed’
syllables. ñ Play the recording.
ñ Ss listen to the first four lines of the poem and underline the
stressed syllables.
ñ Play the recording again with pauses and invite Ss to repeat
what they hear.

Answer
Key
If you
can keep your head when all about you
Are
losing theirs and blaming it on you; If you can trust yourself
when all men doubt you,
But make allowance
for their doubting too;

9
Focus ➤ Explaining the mood of the poem ñ Read out the question
in the rubric and elicit/explain the meaning of the adjectives given. ñ Allow Ss time to
answer individually.
ñ Invite individual Ss to express their personal reaction to the
poem. Encourage class discussion. (N.B. stress that there is no ‘right’ answer
as we all respond in our own way to the language of a poem).
(Ss’ own answers)
10
Focus ➤ Identifying literary techniques ñ Read the Study Skills
box through with Ss and clarify as necessary.
ñ In small groups Ss find examples of these literary techniques in
the poem.
ñ Invite one or two groups to feed back to the class.

Answer
Key
Personification:
‘Triumph
and disaster’ are described as ‘two imposters.’
‘Dreams’
can become ‘your master.’
‘A
‘minute’ is ‘unforgiving.’

Literature
7d
11 Focus ➤ Writing a new verse of the
poem ñ Explain the task and draw Ss’ attention to the suggested rhyming
words. ñ Allow Ss time to write their verse(s). ñ Invite Ss to recite
their verse(s) to the class.

Suggested
Answer Key
If you
can feel sorrow yet never despair;
If you
can be kind to those without care;
If you’re
always giving to those in most need, And turn the cold shoulder to those fed on
greed;
If your
heart risks it all to always forgive,
For the
bad for the good, to live and let live; Through the day’s darkest moments, the
giver of pain;
You will
rise above it and, what’s more, you’ll gain.

1 Focus ➤ Identifying the style
letters/emails ñ Review with Ss the different styles we can write in (formal,
semi-formal, informal). Ask Ss why we need to make this distinction (we might
know the person we are writing to well or not at all; we may wish to be polite.
It all depends on the type of letter or email we are writing). ñ Read through types of
letters/emails A-G and explain any unknown vocabulary. ñ Explain the task. ñ Ss answer
individually and then compare answers with a partner.
ñ Select individual Ss to share their answers with the class.

Answer
Key
A    a course director/formal/letters of complaintare always formal
B    your friend
C    your aunt
D    a hotel owner/formal/you do not know thehotel owner and are
asking him to do something for you so politeness is essential
E    your friend
F    the organiser of an event/formal/you do not know the speaker
well and wish to be polite
G    a visiting speaker/formal/you do not knowthe speaker and are
asking him to do something for you so politeness is essential

2
Focus ➤ Identifying beginnings and endings of formal letters
ñ Explain that the extracts all come from formal letters and that
some of them are beginnings and others endings. Elicit/Explain what we usually
read in the beginning of a letter (reason for writing) and in the end of a
letter (a summary of what has been written, writer’s wishes and final
comments).
ñ Ss complete the task and then compare answers
with a partner.

Answer Key
1
  ending

4 ending

7 ending

2
  beginning

5 beginning

8 beginning

3
  beginning

6 ending

1, 3      G       2, 6    F         2, 6

F          7, 8 A

3
Focus ➤ Understanding a rubric ñ
Read the rubric to the class. ñ
Allow Ss time to underline the key words.
Confirm the key words.
ñ Draw Ss’ attention to questions 1-5. ñ Ss answer the
questions individually. ñ Ss read the model to check their answers.

Answer
  Key
Key
  words: advert, summer English
  course,; notes, email, course director,; asking for more information, 120-180
  words
1
  Someone who is
  interested in attending asummer English course in Oxford.
2
  Diana Hughes, because
  she is the coursedirector
3
  Dear Mrs Hughes/Yours
  faithfully, (fullname)
4
  All the notes must be
  included in the email5 5 paragraphs.
Para 1:
  opening remarks and reason for writing
Paras          2-4:      development    of        subject including all the notes
Para 5: closing
  remarks, other comments

4
Focus ➤ Reading for specific information ñ Instruct Ss to read
the email again to check what each paragraph is about and whether all the
points from the notes have been included.
ñ Check Ss’ answers.

Answer
Key
Paragraph
1 ― opening remarks (I have just
read your advertisement ...), reason for writing (I have a few questions that I
would like to ask first)
Paragraph
2 ― first note (I would like to
know how much ...)
Paragraph
3 ― second note (... the classes
are small. How many students ...?) Paragraph 4 ― third/fourth
notes (I would be very interested in ...)
All the
notes have been included.

5    Focus ➤ Finding formal equivalents
ñ Explain the task.
ñ In pairs, Ss find examples of formal language in the email in
ex, 3 and answer questions 1-11.
ñ Check answers with the class.

Answer
Key
I
would like to know how much each of the courses cost.
2      I would like to
3      I look forward to hearing from you soon.
4      Thank you very much for your time.
5      options
6      in order to further improve my English
7      on average
8      before I decide which one to take
9      states
10    Would this be possible?
11    Yours faithfully

6    Focus ➤ Rewriting sentences using
more formal language
ñ Draw Ss’ attention to sentences 1-10. Elicit what style the
underlined sections are written in (informal style).
ñ Draw Ss’ attention to the formal words/phrases given and explain
the task. ñ Ss complete the task individually and then
compare answers with a
partner.

Answer
Key
1      We really appreciated your helpful advice
2      with regard to your participation in
3      we were served/was appalling
4      was very impressed by
5      Could you please send me some moredetails
6      will be unable to attend
7      Would it be possible for you to arrange for
8      Thank you for your generosity in spending
9      am writing to enquire
10    I would appreciate it if you could

7    a) Focus ➤ Matching introductory sentences and supporting details ñ Elicit/Explain the
function of supporting details (to explain something further). ñ Explain the task. Ss
answer individually. ñ Check Ss’ answers.

Answer Key
1 — 2            B

3

A

b) Focus ➤ Writing appropriate supporting details
ñ Ss write two or three supporting details to go with introductory
sentence 1.
ñ Ss compare their sentences with a partner.

Suggested
Answer Key ñ This is a good opportunity for students to experience life
outside the city and will enrich their stay in our country.
ñ
During the days, there will be activities and walks; during the
evenings, there will be a series of talks on nature conservation.

Writing
Skills 7e
8
Focus ➤ Understanding rubrics
ñ Explain the task. Read the rubrics with the class and read the
questions provided.
ñ Ss underline the key words then discuss the answers to questions
1-6 in pairs.
ñ Monitor Ss’ progress around the class and offer assistance when
necessary.
ñ Ask individual Ss to offer answers for each rubric.

Answer
  Key
A    key words: you are
  the leader of your school social committee, international sports star,
  inviting, talk, school leavers, asking for more information, email, notes,
  reply, 120-180 words
1
  you are the leader of
  your school social committee writing to an international sports star
2    email giving information
3    formal style
4    All notes must be included
5
  Para 1 ― opening
  remarks, reason forwriting
Paras 2,3 ― main body (include all notes)
Para 4
  ― closing remarks, other comments
6
  Dear (name)/Yours
  faithfully, (your full name)
B    key words: six-week
  summer acting course, very disappointed, advert, notes, letter to course
  director, Mr Evans, 120-180 words
1
  you are someone who has
  just done a sixweek acting course writing to the course director, Mr Evans
2    letter of complaint
3    formal style
4    All notes must be included
5
  Para 1 ― opening
  remarks, reason forwriting
Paras 2,3 ― main body (include all notes)
Para 4
  ― closing remarks, other comments
6
  Dear Mr Evans/Yours
  faithfully, (your full name)

Suggested
  Answer Key
B
  Dear Mr Evans,
I am writing to complain
  about the Dawson Drama School. I recently attended a sixweek summer acting
  course there and was very disappointed with the service offered.
To begin with, your
  advertisement states that the course is taught by full-trained professionals.
  This is not true as the standard of teaching was unsatisfactory due to the
  lack of experience of the professionals involved. To make matters worse, a
  large number of lessons were cancelled without any reasons being given.
The so-called ‘relaxed
  and pleasant environment’ mentioned in the advertisement turned out to be
  several badly-maintained studios that, even in the middle of a hot summer,
  were incredibly cold and permanently draughty. Similarly, the ‘comfortable
  accommodation’ was, in fact, unheated, cramped and had not been cleaned for a
  considerable length of time.
Due to the fact that the
  service did not live up to the claims of the advertisement, I believe I am
  entitled to a refund of some of the £1,500 I paid. I look forward to
  your prompt reply.
Yours faithfully,
Alexander
  Cleave

Suggested
  Answer Key
A
  Dear Mr. Banville,
I would like to thank
  you for answering my previous email so promptly. I am writing this email to
  give you the information you requested about your upcoming talk at our
  school.
First of all, I would
  like to thank you for taking time out of your busy schedule. This is a superb
  opportunity for the students to meet a truly international sports star.
  Regarding the date of your visit, the evening of 12th June is more convenient
  for the students as there is an important match for the school team on the
  11th.
The talk is for students
  that will soon finish their studies and either go to university or start a
  career. The age range of the students is 16-18 years old. Our school has a
  football team, a hockey team and a basketball team so if your talk could
  include something about these sports, we would be extremely pleased.
Apart from your sporting
  experiences, it would be helpful if you could mention how you got started as
  an athlete, your training schedule and what motivates you to be the best in
  your particular sport.
I would like to repeat
  how grateful we are that you are coming to our school. If you require further
  information, please do not hesitate to contact me.
Yours faithfully,
Max
  Morden

9
Focus ➤ Writing a formal letter/email ñ Focus Ss’ attention
on the checklist provided and remind Ss to use it as a final checking process
before completing their letter.
ñ Allow Ss time to complete the task and offer any necessary
assistance.
ñ Ss swap papers and check each other’s writing using the
checklist.

Culture
Corner
Objectives

Reading: a web page about university life
Skills ―predicting
content of a web page
―reading for
specific information
Vocabulary:
related to university life Speaking: a talk about life at
Oxford University Writing: an article about the most prestigious
university in your country
1
Focus ➤ Predicting the content of a web page ñ Focus Ss’ attention
on the titles and picture on the website.
ñ Elicit from Ss who the website is designed for and what they
expect to learn from it.
ñ Play the recording. Ss read and listen to the text
to check their
predictions.

Suggested
Answer Key
I think
this website is for people who are interested in going to university in the UK.
I expect to learn a little about different British universities.

2
Focus ➤ Reading for specific information ñ Explain the task and
check Ss’ understanding of the vocabulary in questions 1-5.
ñ Allow Ss time to read the web page again and answer.
ñ Check Ss’ answers around the class.

Answer Key
1     Matthew Springer

3 Sarah Miles

2
  Sylvie LeGrange,

4 Sarah Miles

Steven
  Howard

5 Steven Howard

3
Focus ➤ Matching words with their meanings ñ Draw Ss’ attention to
the underlined words in the text and the list of meanings.
ñ Ss complete the matching activity individually. ñ Check Ss’ answers
around the class.

Answer
Key scraping by: managing to live with
very little money meager: very small get carried away: be
overenthusiastic interactive: allowing communication one-on-one: involving
only two people gown: loose formal robe going on: happening

4
Focus ➤ Practising vocabulary related to student life; giving a talk
about Oxford University ñ Focus Ss’ attention on the headings and explain the task. ñ Ss complete the task
with a partner. ñ Check Ss’ answers around the class.
ñ Instruct Ss to read the section about Oxford University again
(Sarah Miles’ entry) and explain the task.
ñ Ss complete the task in pairs, taking it in turn to
talk and listen.

Answer
  Key

places

campus,
    Student Union, library, college dining hall

lessons

lectures,
    essay deadlines, private research, seminars, tutorial

accommodation

halls,
    student house

teachers

tutor

after-school

university newspaper,
    drama

activities

club,
    canoeing club, parties, concerts, hanging out, formal dinners, social life,
    band, theme night

Suggested
Answer Key
University
life at Oxford University is pleasant. I spend a lot of time on campus
attending lectures, studying in the library or having meals in the college
dining hall. I meet my friends in the Student Union when I don’t have essays to
write or exams to prepare for!

Although
I only have to attend ten hours of formal lectures every week, I keep fairly
busy. There are also seminars and tutorials to attend, private research to do
and essay deadlines to meet.
I live in
student halls. This is good because you get to meet a lot of different people
and we have formal dinners together in the college dining hall. But next year
I’d like to live in a student house with my friends.
I get on
well with my teachers, especially my tutor as we meet one-to-one and discuss
everything together.
There are
plenty of after-school activities to get involved in. You can join the
university newspaper, drama club or canoeing club, just to mention a few. There
are always parties you can go to – or concerts. I like to just hang out with my
friends or go and see a band. The social life is very good ― I especially
like the theme nights at the Student Union.

5 Focus ➤ Writing a short article about the most prestigious university in
your country ñ Explain the task and check Ss’ comprehension by asking: What
are you going to write? (a short article); What is the subject of your article?
(the most prestigious university in my country); What must you include?
(details about where students live, academic life, social life and so on).
ñ Allow Ss time to complete the task in class (with access to the
Internet). Alternatively, set the task for HW and Ss may interview people to get
information.

Suggested
Answer Key
Moscow
State University was established in 1755. It is a highly popular university.
Currently, more than 40000 undergraduates and about 7000 postgraduates are
studying there. There are more than 4000 professors and lecturers and every
year you will find about 2000 international students coming to study there from
all over the world.
Many
students live in Moscow with their families but those who come from other parts
of Russia and overseas live in student halls. Life in halls is fun. Students
often socialise with each other – enjoy a cup of tea or some food together,
play the guitar and sing popular songs. There are also many student clubs you
can join, like the ‘KVN’ where you perform amusing sketches to entertain your lecturers
and fellow students.
Life is
not all fun, though! There are plenty of lectures to attend (which start as
early as 7:45 in the morning!) and lots of assignments to complete ― not
to forget examinations!

Across the Curriculum – Citizenship

Suggested
Answer Key
Small
actions when done by lots of people build up to become large actions and this
leads to real change.

2 a) Focus ➤ Reading for specific information ñ Elicit/Explain the
meaning of the words ‘volunteer’ (someone who does work without being paid for
it, because they want to do it) and ‘case study’           (writing that gives
information about a person, group, or thing and their development over a period
of time).
ñ Allow Ss time to read about Jacob and answer the questions.
ñ Check answers with the class. Encourage Ss to comment on what it
must be like to be a volunteer.

Answer
Key
Jacob
volunteers at a retirement home for a few hours each week because he wants to
do something to make the world a better place. Jacob feels that he is giving
something and getting a lot back, too.

b) Focus ➤ Explaining new vocabulary
ñ Instruct Ss to read the case study again and deduce the meaning
of the words in bold from the context.
ñ Ss check in their dictionaries and note down
a synonym or example
sentence.

Suggested
Answer Key volunteer: offer to
do something without being asked and/or without being paid home: accommodation
especially designed/run for the retired/elderly jokes: funny stories get
such a lot back: receive plenty in return faces light up: expressions
appear happier/ more excited wise: clever (with the experience of age) community:
people living in a particular area

3   Focus ➤ Matching actions and reasons and suggesting your own
ñ Focus Ss’ attention on the list of actions (Little Ways to
Change the World) and the reasons for these actions. ñ Explain the task. ñ Ss answer
individually and then compare answers with a partner.

Answer Key
1     B             3

A

5

D

2     E              4

F

6

C

Suggested
Answer Key
Action
― Walk or use public transport
on your way to school/work.
Why?
― You’ll not waste
energy/pollute the environment and you’ll get fit at the same time. Action ―
Plant one tree each.
Why?
― Trees help combat pollution,
are a home to animals/birds and are attractive to look at.

4 Focus ➤ Discussing the likelihood
of taking certain actions ñ Arrange Ss in small groups.
ñ Read out the rubric and select 3 Ss to read out the model
answer. ñ Allow time for Ss to discuss their answers. ñ Monitor the activity,
encouraging Ss to give
reasons for their
responses.

Suggested
Answer Key
A:
I would possibly buy fair trade products as that helps the poor in other
countries.
B:
Yes, that’s true and most supermarkets have fair trade products nowadays.
C:
I would definitely throw my rubbish in the bin as litter is very ugly.
A:
That’s true. I would definitely not give pay more at charity shops, mainly
because I don’t buy things there.
B:
Then you should definitely give your spare change to charity because most of
the time it just builds up at home. That money could be used. etc

7          Across the Curriculum –
Citizenship

5 Focus ➤ Planning a project that
could change the world and presenting it to the class ñ Explain the task by
reading out the rubric to the class.
ñ Allow Ss time to decide on a project and write a paragraph about
it.
ñ Invite each group to present their project to the
class. Vote for the best
one.

Suggested
Answer Key
1    Collect old clothes from friends, neighboursand relatives and
give to the homeless.
2    Friends, neighbours and relatives as theywould donate clothing.
3    The homeless would have better/warmerclothing to protect them
from the cold.

(note
― you could also do this with leftover food)
I would
definitely collect old clothes or shoes and take them out onto the streets for
the homeless. In my house we have wardrobes full of good clothes that we no
longer wear. The homeless are in desperate need of warm clothing to help them
get through the cold nights. I could get all my friends, neighbours and
relatives involved. I could even suggest it at the next school committee
meeting.

1

Focus ➤ Describing a scene
ñ Instruct Ss to close their eyes and listen to the recording.
ñ As the recording is playing, ask Ss the questions in the rubric (Where
do you think you are? What is happening? How do you feel?)
ñ Invite individual Ss to share their answers with
the class.

Suggested
Answer Key
I     am in the jungle and I hear the gorillas. I feelexcited but also
peaceful at the same time with the sounds of water running and nature all
around me.

2
Focus ➤ Building up a story from notes ñ Focus Ss’ attention
on the pictures and select a few individual Ss to describe them to the class. ñ Elicit from Ss
possible ways in which Dian Fossey could have made a difference to our world. ñ Read through
sentences A-E and explain any unknown vocabulary. Invite individual Ss to guess
her story from the information given.

Suggested
Answer Key
I     see Dian interacting with the gorillas in thepictures. She seems
to be able to communicate with them. She made a difference by helping us
understand better these amazing creatures and fighting for their rights against
being killed by poachers.

3
Focus ➤ Completing a text; explaining new vocabulary
ñ Ss read the text and complete the gap-filling task. Remind Ss
that there is one extra sentence that they do not need to use.
ñ Allow Ss time to explain the words and phrases in bold.
ñ Check answers with the class.

Answer Key
1     D        2   E

3

B

4

A

Suggested
Answer Key worked miracles: was
extremely effective disabled: lacking a physical/mental ability save
up: keep money to use in the future behaviour: way of acting earned
their trust: became their friend met the same fate: ended up the
same way declared war: stated intention to fight outspoken: giving
opinion(s) freely without worrying about offending people target: focus
of attack murdered: unlawfully killed buried: put under the
ground after the death endangers: puts at risk extinction: no
longer in existence (as a species)

4   Focus ➤ Choosing the best adjectives to describe Dian Fossey
ñ Read through the character adjectives listed in the exercise and
check Ss’ understanding. ñ Based on their reading of the text Ss tell each other in pairs
the adjectives which best describe Dian Fossey and give reasons.
ñ Invite a few pairs to share their idea with the
class.

Suggested
Answer Key ñ Dian must have been a very caring person because she spent her
life helping disabled children and then wild gorillas.
ñ
Dian must have been very patient because gorillas do not trust
humans easily and gaining their trust must have taken a very long time.

Going Green

ñ
To declare war on poachers, people who could and did kill her,
shows how determined she was to protect the gorillas.

5 Focus ➤ Preparing and giving a
presentation about an environmentalist ñ
Arrange Ss in groups and explain the task. ñ Allow Ss time in class
to prepare their presentations (providing Ss with access to the Internet) and
then invite groups to present their information to the class. Alternatively, Ss
collect information for HW and prepare and deliver their presentations in the
next lesson.

Suggested
Answer Key
Rachel
Carson (1907 – 1964), an American marine biologist and nature writer, grew up
on a small farm near Springdale, Pennsylvania. An avid reader at an early age,
she began writing when she was just eight years old. She is best known today
for her work ‘Silent Spring’ which led to a nationwide ban on the use of DDT
and other harmful pesticides.
After
studying biology at the Pennsylvania College for Women, she studied zoology and
gained her master’s degree in 1934. In 1935 her father died suddenly and Carson
was left to take care of her aging mother. Rather than study further (to obtain
a doctorate), she took on a job at the U.S. Bureau of Fisheries. Carson also
began submitting articles on marine life to newspapers and magazines. In 1952
she gave up her job to concentrate on her writing. Carson’s main subject was
the dangers of pesticide overuse. She investigated many cases of pesticide
exposure and found evidence to support the pesticide-cancer connection.
Unfortunately, she developed cancer herself and died at the age of 56. In
recognition for her work, Carson was awarded the Presidential Medal of Freedom
– the highest civilian honour in the United States.

7       Spotlight
on Exams
Reading
Focus ➤ Reading for specific information ñ Read through the
statements and check Ss’ comprehension.
ñ Allow Ss time to complete the task and check
answers.

Answer Key
1     F              3

D

5

B

2     G             4

A

6

E

Listening
Focus ➤ Matching speakers to
dialogue ñ Explain the task.
ñ Instruct Ss to read the prompts and identify the key words. ñ Ss listen to the
recording and answer.
ñ Play the recoding a second time if necessary
and then check Ss’
answers.

Answer Key
1     C             3

D

5

F

2     G             4

B

TAPESCRIPT
Speaker 1: My dream in life is to have a really successful business. I’m
not expecting something as big or profitable as Microsoft of course- although
don’t get me wrong, that would be great - just something that will allow me to
work for myself rather than someone else. I love the thought of all my effort
and energy being directed into something that I have created. And the enormous
responsibility and challenge of being in control of something would thrill me!
Speaker 2: I’m a really artistic person and I just feel happiest when I am
painting. I love the process of creating something from nothing and expressing
on paper a thought or image that I have in my mind. I would like to make a
living as a professional artist. But I know how difficult it is to succeed.
Very few artists earn enough to make a living from their art. But just maybe,
if I am talented and lucky enough, I can do it.
Speaker 3: I want to get to the end of my life knowing that I made some
kind of difference to an issue that was important to me….knowing that I did
something meaningful. The issue I really care about is poverty. I think it is
so wrong that we in the developed world have so much, and those in the
undeveloped world have so little. I plan to join an organisation like the Red
Cross to fight this injustice.
Speaker 4: I am not exactly sure what it is I want to do in life. All I
know is that I want it to involve travel. Travelling is my one true passion. I
think there is no better education in life and nothing more exciting than
seeing other lands and cultures. I just can’t understand people who don’t want
to see the world… who are quite happy to never leave their own country. Maybe
travel writing or travel photography would be the perfect job for me.
Speaker 5: I love animals and it is my dream to be able to work for them.
What I mean by ‘for them’ is I don’t want to be a vet or zookeeper or anything
like that. I mean I want to try to make their lives better or safer. We hunt
animals, destroy their habitats, keep them in cruel conditions. I want to do
something that will stop human abuse of animals. I would love to work for the
World Wildlife Fund.
Use of English
Focus ➤ Reading for lexico-grammatical accuracy ñ Explain the task.
ñ Remind Ss to try each answer provided and select the best option
to complete the gaps. ñ Tell Ss to read the whole text upon completion
in order to check for
correctness.

Answer Key
1     D             3

D

5

C

7

B

2     B             4

C

6

D

Speaking
Focus ➤ Giving a two-minute talk
on someone you admire ñ Explain the task.
ñ Encourage Ss to follow the guidelines provided and make notes to
help them to remember what to say. ñ Allow Ss time to prepare their information. ñ Ss present their
talks to the class.

Suggested
Answer Key
One
person I really admire is Madonna. Born into a large Italian family, she first
trained as a dancer. Today, she is best known for her success as a pop star,
actress and producer. She has had more number one singles than any other female
singer and she has won numerous awards for her work. She travels a lot, working
in the USA and the UK and also finds time to do charity work and be a mother!
Madonna continues to be successful because of her ability to recreate her
image. She is an important role model for teenagers. She keeps trying new
things and never gives up. I would like to live such a full life as Madonna.
She is an inspiration!

Writing
Focus ➤ Writing a letter to a pen
friend ñ Review the rubric with Ss.
ñ Identify the information that must be included and allow Ss time
to complete their writing. ñ Ss hand in their letters for correction.
Spotlight on Exams

Suggested
Answer Key
Dear
Pete,
It’s
always good to hear from you. I see you’re as glad as I am to be finishing
school. It’s been a tough year but it’s all over now!
You can
imagine how I felt as the school bell rang on the last day. That night we all
went out and celebrated. I’ll miss some of my friends but now I’ve got the time
to do some of the things I always wanted to do. Next year, I’m going to
university. I am studying Italian so my holiday is hopefully going to be in
Rome. I can’t wait to walk those historic streets and speak to the locals.
How was
your brother's graduation? Your parents must be so proud. What did he graduate
from? What are his plans now?
Hope to
hear from you soon. Take care.
Samantha

Progress Check

Progress Check 7 and Look at Module 8 should be done in one lesson.
Answer Key
1
1           attend   6          worth    4
1       off        3 on      5 out
2
triumph 7          rejected            2
through          4 out
3
longs     8          meagre
4
dreamt up         9          achieve 5
1       into       3          from     5          in
5
overcame          10        drop out           2
in       4          to
2
1    will go  6          would have
done          6 1       d          2          e          3          b          4          c          5     a
2
will take            7          were
3
would have applied        8          could have gone
4
would revise      9          hadn’t spent
5
is not     10         had got
3
1    I were you, I would       4          done
if you hadn’t
2
wish he hadn’t failed     5          ’d rather we went
3
he would have got

Before you start …
Direct Ss’ attention to
the title of the module, Travel. Explain that in this module they will
learn about places, airports and air travel as well as how to seek permission,
make a request and use emphatic phrases.
Look at Module 8
In order to stimulate
discussion and interest, ask Ss which page each picture is from. Then elicit
other information (e.g. what the picture shows and what they think the unit
might be about).

Suggested
Answer Key
Focus Ss’ attention on picture 1.
T: What
page is picture 1 from?
S1: It’s
from page 151.
T: What
can you see in picture 1?
S2: I can
see an ornate building.
T: What
is it made of?
S1: It
looks like it is made of stone. etc
Pic 2 (p.
149)
Which
flag is this? How many stars and stripes does it have? Why? What does the
Russian flag look like?
Pic 3 (p.
144)
What can
you see in the picture? Why is the man tied down? What work of literature does
this picture represent?
Pic 4 (p.
138)
What do
you see in the picture? Why do you think someone built it? Would you like to
visit such a place? Why? Why not?

Find the page number(s) for
Allow Ss time to browse
through the units and find the relevant information. Then ask them to explain
what each one is, and elicit simple information about each item.

Suggested Answer Key paintings (p. 150)
(pictures
  which someone has painted) Which artist are these paintings by? What do you
  show? Which one do you like best?

Travel

a leaflet (p. 149)
(a little
book or a piece of paper containing information about a particular subject)
What is the leaflet about? Is it attractive? Have you ever been to the USA?
an author’s biography (p. 144)
(an
account of an author’s life) Whose biography is this? When did he live? What
did he write? Have you read any of his book?

Go through the rest of the
sections with your Ss and point out that by the end of the module they will
know how to perform the tasks listed.
Explain that the module
has:
― a Literature
section
― a Culture Corner
― an Across the
Curriculum section
― a Going Green
section
Ask Ss to look at the
relevant pages and elicit what each section is about.

Suggested
Answer Key
The Literature
section seems to be about authors, books and literature extracts. This one
(pp.144145) is about Jonathan Swift and has an extract from one of his works,
‘Gulliver’s Travels.’
The Culture
Corner (p. 149) contains a leaflet giving advice about what we should
consider when we visit the USA.
The Across
the Curriculum section (p. 150) looks at Art & Design and Paul
Cezanne’s paintings.
The Going
Green section looks at different green issues. This particular one (p. 151)
is about EcoTourism and why it is important to preserve the places we visit on
holiday.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the
relevant section in Module 1.

1 Focus ➤ Describing places;
predicting text content ñ Focus Ss’ attention on the pictures. Elicit what Ss know about
these places and what they think makes them mysterious.
ñ Ss read and listen to the recording to find out.

Suggested
Answer Key
These
places are mysterious because they contain the remains of lost civilisations,
they have strange buildings, unusual statues or temples.
Easter
Island: Roggeveen noticed that the
island had very few trees or animals; No one knew why the stone statues had
been built or how the stone was carved and transported; Maybe climate change is
responsible for changing the island – no one knows exactly. Kailasa Temple: the
surface of the rock is covered with symbols and figures Machu Picchu: known
as ‘The Lost City of the Incas;’ invisible from below; no one knows when life
in this city ended; it was forgotten until 1911; hasn’t been destroyed unlike
many other Inca ruins; may have once been a royal residence; everything is made
perfectly from dry stone; according to legends, the mountain has magical
properties
Delphi:
it was the home of the Oracle, a
mysterious force said to be the spirit of the god Apollo which could apparently
tell the future; some people say the Oracle is still there.

2
Focus ➤ Reading for specific information ñ Draw Ss’ attention to
questions 1-10 and check comprehension. ñ Ss read the text again and answer. ñ Check Ss’ answers
around the class.

Answer Key
1     C        3   B

5

D

7

A

9

B

2     A        4   C

6

D

8

C

10

B

3
Focus ➤ Matching words with their meanings
ñ Ask Ss to identify the underlined words throughout the text.
ñ Review the meanings given in the exercise and clarify as
necessary. ñ Allow Ss time to complete the task individually. ñ Check answers with
the class.

Answer
  Key remote ― 8

invaders ― 11

transported
  ― 5

preserved ― 9

worshipped
  ― 1

feat ― 6

symbols
  ― 7

properties ― 10

unique
  ― 4

consult ― 3

invisible
  ― 2

offerings ― 12

4
Focus ➤ Explaining how people are related to places
ñ Read out the question in the rubric and draw Ss’ attention to
the list of people and the example given. ñ
Allow Ss a few minutes to complete the task. ñ Invite Ss from around
the class to share their answers.

Answer
  Key
ñ The Oracle at Delphi, said to be the spirit of the god Apollo,
  predicted the future and answered people’s questions. ñ Lord
  Shiva is a Hindu god. The Kailasa Temple was built to honour him.
ñ Hiram Bingham was the American who found Machu Picchu in 1911.
ñ
  Monks worked and worshipped at the
Kailasa temple.
ñ Spanish
  invaders damaged many Incan ruins, but not Machu Picchu.

 Reading Skills

ñ
The Pythia was the high priestess of the Temple of Apollo.
ñ Jacob Roggeveen was the Dutch explorer
who
discovered Easter Island.

Vocabulary
5 Focus ➤ Listing words under
correct headings ñ Write up the two headings ‘Water’ and ‘Land’ on the board and
draw Ss’ attention to the vocabulary items given.
ñ Elicit from the class where the first word two words should go
and write them under the correct headings.
ñ Ss complete the rest of the task individually. ñ Check Ss’ answers. ñ Allow Ss time to
write their sentences.
ñ Invite individual Ss to read their sentences to
the class.

Answer
  Key

water

land

lake,
    stream, canal, pond, dam, waterfall, hot spring, river, glacier

mountain
    range, woods, valley, glacier, bay, desert, swamp, grassland, forest,
    cliff, plain, cave

Suggested
Answer Key
Barguzin
mountain range is 280 kilometres of mountains in Buryatia, Russia. Nepristupny
waterfall in the Altai region of Siberia is 150 metres in height.
The
Diuktai Cave is an archaeological site on the Alden river in Russia and was
once occupied by prehistoric man. etc

6 Focus ➤ Understanding easily
confused words ñ Explain the task by completing the first item with the class.
ñ Ss complete the remainder of the task individually. Encourage Ss
to guess first and then check their guesses in their dictionaries.
ñ Invite individual Ss to share their answers with
the class.

Answer Key
1
  inhabited

7 fail

2
  carved

8
  archaeological

3
  mystery

9 known

4
  preserve

10 predict

5         lost
  6 ruins

11 praise

Suggested
Answer Key
1      My grandfather lived in a tiny cottage in Wales.
2      The trees were all cut down.
3      Her future was told by a travelling mystic.
4      We need to conserve supplies or we’ll run out soon.
5      I got lost and didn’t know where I was.
6      Athens is full of the remains of a great civilization.
7      Don’t miss the bus or you’ll be late for work.
8      The Celts are an ancient people.
9      The face is familiar, but the name I can’t recall.
10    What did the weather forecast say?
11    They honoured the winning football team with a parade.

Speaking
7 Focus ➤ Expressing personal
opinion ñ Read out the rubric to the class. ñ Ss answer in pairs.

Suggested
Answer Key
A: I
would like to visit Machu Picchu.
B: Why’s
that?
A:
I have always wanted to go to the Andes Mountains in Peru. I have seen it in
photographs and it would be so exciting to see the ‘Lost City of the Incas’ and
imagine how they once lived.
B: Yes,
that would be an excellent experience. A: Which place would you like to visit?
B:
I think I would like to visit Delphi. I have never been to Greece. If I went
there, I could ask the Oracle a few questions!

Reading
Skills 8a
Words of Wisdom

Suggested
Answer Key

ñ Draw Ss’ attention to
the quotation. I agree with the quotation that mysteries keep ñ Elicit ideas for how
to paraphrase the quotation us alive and in search of knowledge. Mysteries and
build up a paraphrase on the board. ? Ss discuss make life interesting and
more exciting. I the meaning in pairs or small groups. would not want to
know everything that has ñ Elicit whether Ss agree or disagree with the happened as it
is sometime fun using you quotation and ask Ss to justify their opinions.
Ask imagination to understand what happened. various pairs or groups to
report back to the class.
Listening &
Speaking Skills

Vocabulary: airports & air travel
Reading: a dialogue
Skills ―reading to
understand text structure
―reading for cohesion and coherence Speaking: requesting/agreeing/refusing;
emphatic phrases
Listening: short exchanges (multiple choice)
Skill ― listening
for specific information
Vocabulary
1    Focus ➤ Describing pictures
related to transport
ñ Focus Ss’ attention on the pictures. Elicit the means of
transport shown.
ñ Ask individual Ss to state the means of transport they prefer.
Invite Ss to give reasons for their choices and encourage discussion.

Answer Key
1    aeroplane
2
  train

3    bus
4
  boat

Suggested Answer Key
I prefer to travel by aeroplane. You can travel long distances
  easily and it’s fun to fly.

2    Focus ➤ Matching words to form
collocations ñ Remind Ss that we can form compound nouns by putting two nouns
together or by putting an adjective and a noun together. Elicit examples from
the class.
ñ Draw Ss’ attention to the two columns and explain the task. ñ Ss complete the task
individually.
ñ Check Ss’ answers and elicit where we can find all these things.
ñ Allow Ss time to write sentences using the collocationss.

Answer Key
1     b              3

c

5

e

7

f

2     d              4

a

6

g

Suggested
Answer Key
1    I handed in my ticket at the check-in desk.
2    My bag took hours to appear at baggage reclaim.
3    The departure board showed that our flight had been
delayed.
4    We settled down for a long wait in thedeparture lounge.
5    I bought my wife some expensive perfumeat the duty-free shop.

 Listening & Speaking Skills

6    The conveyer belt kept going round but my

                 bags were nowhere to be
seen.                              5   Focus ➤ Predicting the content and
context

3

Focus ➤ Completing
  exchanges ñ Read through the vocabulary items in Ex. 3 and

two exchanges of the
  dialogue.
ñ Invite Ss to guess
  where the speakers are. ñ Ss listen, read and check.

7    The guard at passport control laughed at of a dialogue my
photograph when I handed it to him. ñ Select a pair of Ss to read the first two and last

explain/elicit their
meaning.

Answer Key
1     jet

5

take-off

9 cabin

2 aisle

6

air traffic

10 delayed

3 short

7

boarding

4 hand

8

poor

ñ Allow Ss time to
  complete the task individually.

ñ Ss check answers with a partner and read out the exchanges
  together.

6

Focus ➤ Reading to
  understand text structure, cohesion and coherence

Answer Key ñ Explain that the words are missing from the exchanges. The
speakers are at an airport check-in desk.

ñ Explain the task and allow Ss time to reread the dialogue and
note the order of the information.

Answer
  Key
ñ Where/when
  to board ― 7 ñ Who packed his bags ― 5 ñ Where
  he would like to sit ― 2 ñ To hand over his travel documents ― 1 ñ To say
  whether he is carrying any forbidden items ― 6
ñ How much luggage he has ― 3 ñ Where
  to put his suitcase ― 4

ñ In pairs, Ss read out the dialogue.
Everyday English

ñ Review the example
  and explain the task.

ñ
  In pairs, Ss complete the task.
ñ Encourage Ss to use each prompt and allow each other to play
  both roles.
ñ Monitor progress
  around the class, providing any necessary assistance.
ñ Allow each pair to perform one exchange each for the class .

7 a) Focus ➤ Listening to improve pronunciation ñ Allow Ss time to
  read through sentences 1-6. Elicit what they mean in Ss’ L1.
ñ Play the recording, pausing after each utterance so Ss can
  repeat. Check their pronunciation and intonation.

4 Focus ➤ Acting out exchanges:
requesting ― agreeing/refusing ñ Ask Ss to focus on the language box on p.140. ñ Read through together
and explain any new vocabulary.
           Suggested
Answer Key                                                       ñ Ss listen again and
check the words/syllables
             A: Could you please tell me where Passport                            that are emphasised.

Answer Key
1 our

3 time

5   Andrew

2 John

4 now

6 That’s

                  Control is?                                                                      ñ Check Ss’ answers.

B:
Yes, of course. Go down the escalator and you will see it at the end of the
corridor.
A: Could
you please help me pack my luggage?
B:
I’m sorry, but I am really bad at packing. Anyway, I have to go out now.
A: Would
it be OK if you collected my ticket?
B:
Yes. That’s fine. I’m going to the airport this afternoon anyway.

Reading

Listening & Speaking Skills 8b

b) Focus ➤ Practising emphatic
structures ñ Explain the task by completing item one as an example and
writing the answer on the board. ñ Ss complete the rest of the task individually. ñ As an extension
activity Ss role play the
situations in pairs and
expand on them.

Answer
Key
1    Was it Mike who went to Paris last year?
2    Ann didn’t get up early enough. That’s why she missed her
flight.
3    It’s time we went on holiday together.
4    What I need now is a nap.

Listening
8 Focus ➤ Listening for specific
information ― answering multiple-choice questions ñ Play the recording. ñ Ss select the correct
answer by circling A, B, or C. ñ Play the recording again so Ss can check their
responses.

Answer Key
1     C        2   C

3

B

TAPESCRIPT
Student: “... so would you recommend that I get the round-the-world
ticket?”
Travel Agent: Well, that depends on what’s important to you. It’s not
necessarily the cheapest option, but it allows the most flexibility. If you
change your mind about where you want to go next, for example, or if you want
to stay where you are for a bit longer, you can, without any extra cost -
provided that there is a seat available on the flight you want, of course. Student:
Oh, right. Actually, that sounds like it might be the best option for
me because I haven’t really made up my mind exactly where I’d like to go yet.
So how much is that ticket?
Travel Agent: Well, for an eight-destination open ticket, it’s ...
2
You know, my husband is exactly the
same as you. He flies, because he wants to see the world, but he’s scared stiff
and feels nervous for days before each flight. I keep telling him that flying
is the safest form of transport but it doesn’t make any difference. To tell you
the truth, I used to love flying because it meant I was going somewhere nice,
but these days I have to fly so often for my job that it really doesn’t thrill
me anymore. I find it rather tedious in fact, especially when I’m flying with
one of those budget airlines that don’t even show any movies or serve you a
meal.
3
I’m been booking all of my business
trips with this airline for years now simply because they have such a good
reputation, but quite frankly I’ve been a bit disappointed with them lately.
Don’t get me wrong – I’ve never had a problem with the flights being delayed or
cancelled or anything, but I just get the impression that their customers
aren’t so important to them any more. It all seems to be about money now. You
know, serving a quick sandwich instead of a hot meal, cutting down the leg room
in economy, only letting you take a small amount of luggage and then charging
you more if you want to take more. It’s a shame, because they’ll definitely
start losing customers if they carry on like this ...
Say it right
9 Focus ➤ Matching requests to responses ñ Explain the task.
ñ Draw Ss’ attention to the requests and possible responses.
ñ Read each prompt (1-3) and elicit the appropriate response from
Ss.
ñ Play the recording for Ss to listen and check their answers.

Answer Key
1 b                 2 c

3 a

ñ Allow time for Ss
  to complete the task in pairs.
ñ Check Ss’ answers around the class.

1
Focus ➤ Understanding how inversion is used ñ Read the theory box
with Ss. ñ Elicit similar structures in Ss’ L1.
(Answers in Ss’ L1)
2
Focus ➤ Completing sentences using inversion ñ Explain the task. ñ Do the first item
with Ss as an example. ñ Ss complete the task. Check Ss’ answers.

Answer
Key
1    you agree, can we go ahead and book the holiday.
2    does he take time off work.
3    you paid in advance
4    did he take
5    did I expect that
6    no circumstances are refunds given
7    enjoyable was our

3
Focus ➤ Practising so, neither/nor ñ Explain the task. ñ In pairs, Ss complete
the task.
ñ Invite pairs to answer each prompt to check
answers with the class.

Answer Key
1
  Neither/Nor do

4 So did

2    So will
3
  Neither/Nor could

5 Neither/Nor do

4
Focus ➤ Choosing the correct verb form ñ Read through the
reference box and clarify as necessary. ñ Explain the task.

Answer
  Key
1
  was      7 is       13
  are
2
  is          8 is/are 14
  doesn’t
3
  some    9 is       15
  was
4
  is          10         was/were         16
  are 5 is/are            11         want     17 are
6
  has               12 is
The cabin crew and
  the team can take wither a singular or plural verb because they are
  collective nouns referring to a group of people.

5
Focus ➤ Completing sentences using singular and plural nouns ñ Explain the task. ñ Allow Ss time to
complete the task in pairs. ñ Invite pairs to read out the exchanges to the class.

Answer Key
1      a hair

4 a work

b hairs

b works

2 a
  experiences

5 a scales

b
  experience

b scale

3      a woods

6 a customs

b wood

b
  custom

6
Focus ➤ Choosing the correct quantifies
ñ Explain/Elicit what ‘quantifies’ are (words put before nouns
to show how many there are). ñ Refer Ss to the Grammar Reference section for how quantifies are
used in English. Clarify as necessary. ñ Explain the task.
ñ Allow Ss time to complete the task. ñ Check Ss’ answers.

Answer
  Key
1
  A: any 4 A: a little B:
  a few, some B: some
2
  A: any         5          A:
  no
       B: none                      B: Few
3    A: A lot of B: A few
ñ Several, (a) few, many, a (large/ great/good) number of are followed by a countable noun.
ñ Much, (a) little, a great/good deal of, a large/small
  amount/quality of are followed by an uncountable
  noun.
ñ A lot of, lots of, hardly any, some, no, plenty of are followed by a countable or uncountable noun.
ñ Any is used in questions and negations.

7      Focus ➤ Understanding quantifies ñ Explain the task.
ñ Allow Ss time to complete the task checking in the Grammar
Reference as necessary.
ñ Ask individual Ss to share their answers with the
class for correction.

Answer
Key
1    a number of (a countable noun)
2    a good deal of (an uncountable noun)
3    much (an uncountable noun)
4    a couple of (a countable noun)

8
Focus ➤ Practising the compounds of some/ any/no/every
ñ Elicit from Ss the compounds we can make with the words some (somebody,
etc), any (anything, etc), no (nowhere, etc) and every (everything,
etc) and write them up on the board. ñ Explain the task. Ss answer individually. ñ Check Ss’ answers
around the class.
Grammar
in Use 8c

Answer
Key
1    anybody/anyone, everywhere, nowhere
2    Nobody/No one
3    Somebody/Someone
4    anything; nothing
5    anywhere

9
Focus ➤ Choosing the correct quantifiers ñ Explain the task. ñ Do the first item
with Ss as an example. ñ Ss complete the task individually. ñ Check Ss’ answers.

Answer Key
1 every

4 whole

7 all

2 each

5 both

8 Either

3 none

6 Neither

10
Focus ➤ Introducing phrasal verbs (check) ñ Elicit/Explain the
meaning of each phrasal verb with check.
ñ Ss complete the task. ñ Check Ss’ answers.
ñ Ask Ss to make their own sentences using these phrasal verbs.

Answer Key
1    out            3 over
2
  off             4 in

5 on

11
Focus ➤ Practising dependent prepositions ñ Refer Ss to Appendix
1. Elicit/Explain the meaning of the dependent prepositions.
ñ Ss complete the task. ñ Invite Ss to read out the sentences.

Answer Key
1    with          3 by
2
  of  4 with

5 of

8 d Literature
Objectives

Answer Key Reading: biography; extract
from Gulliver’s

Travels (text completion)                                                        1   C             3   A            5   E
Skills ― reading for structure                                                   2   G            4   F            6   D
― reading cohesion
and coherence
              ― reading for detailed understanding                           Sentence
D best describes the picture.
Vocabulary:
words and idioms related to the weather; adjectives to describe
character
4 a) Focus ➤ Matching words and
meanings
Listening: a summary of Part 1 of Gulliver’s Travels
Skills ― listening
for detailed understanding ñ Draw Ss’ attention to the highlighted words Writing: a
modern-day summary of the story throughout the text.
                                                                                ñ Read      the     definitions
   provided    and

1

Focus ➤ Generating interest
  in the story ñ Focus Ss’ attention on the title of the story and the picture.
  Invite Ss to describe what they see. ñ Ask the class the questions in the rubric. ñ Ss read the
  biography to find out the answers.

elicit/explain
  the meaning of any new vocabulary.
ñ Explain the task and match the first pair of words as an
  example.
ñ
  Allow Ss time to complete the task. ñ Check answers with
  the class.

Answer Key

Answer Key particulars ― details Yes, I have/ No, I haven’t read this novel. suffice
― be enough
The
people who have caught Gulliver are the

driven ― blown

little
people who live on the island of Lilliput.

spied ― spotted
split
― cracked or divided in two

2   Focus ➤ Imagining a scene from the beginning              became of ― happened to
      of the story                                                                       assume
― imagine sth to be true

attempted ― tried

       ñ Explain the task.                                                             fastened
― attached
ñ Play the recording. Ss listen and imagine what is slender
cords ― thin ropes happening at that point in the story. bending
― moving downwards and forwards ñ Invite individual Ss
to share their ideas with the class.
b) Focus ➤ Paraphrasing literary expressions
        Suggested Answer Key                                                       ñ Ask individual Ss to
rephrase each underlined
He was in
a sea storm and washes up on a phrase
into everyday language. beach. He is exhausted and confused. ñ Provide assistance as
necessary.

Suggested
Answer Key Suggested Answer Key

3    Focus ➤ Completing a text
ñ Explain the task. Ask Ss to read phrases A-G. we therefore
trusted ourselves to the mercy ñ Ss read the text and complete the task. of the waves: We
allowed the waves to take us ñ Ss then check answers with a partner. wherever they wanted ñ Check answers with
the class. Ask Ss which I swam as fortune directed me: I swam
in the sentence best describes the picture.

direction
of the waves

I was in the utmost astonishment: I was very surprised ran back in fright: moved away
because of
(their)
fear ventured so far: brave enough to get by way of admiration: in
amazement at length: after a while the methods they had taken to bind
me: the ways they had used to tie me

5    Focus ➤ Understanding easily
confused words ñ Ss complete the task individually, using their dictionaries.
ñ Check answers with the class.

Answer Key
1
  violent

4 hazy

7

howling

2
  Strong

5 downpour

3
  breeze

6 showers

6    Focus ➤ Practising vocabulary
related to the weather
ñ Explain the task by completing item 1 as an example. ñ Ss complete the
remainder of the task individually. ñ Ss check their answers using the Word List. ñ Allow Ss time to
write their sentences.
ñ Invite individual Ss to read their sentences with
the class.

Answer Key
1     clap         3 flake

5 ray

7

stone

2 bolt             4 drop

6 gust

Suggested
Answer Key
1    The loud clap of thunder         shook the windows.
2    A bolt of lightning lit up the night sky.
3    She laughed as a snowflake settled on her nose.
4    The first heavy raindrop splashed down in front of me and
I knew we were in for a downpour.

Literature
8d

5    The room was lit by a single ray of sunshine coming
through the blinds.
6    He grabbed his hat as a sudden gust of wind whipped it
off his head.
7    The hailstones battered the roof of the car.

7    Focus ➤ Understanding  idioms ñ Read out the rubric.
ñ Allow Ss time to complete the task. ñ Check Ss’ answers.
ñ Elicit from Ss whether there are similar expressions in their
language.

Answer Key
1    bolt           3 clouds
2
  storm        4          rain

5 thunder

8    Focus ➤ Reading for detailed
understanding ñ Read out the rubric.
ñ Ss answer individually and then compare answers in small groups.
ñ Invite groups to share their answers with the class. Correct as
necessary.

Answer
  Key ñ a conflict of man against nature ― the wind was so strong that we were driven directly
  onto it (lines 9-10); I ... ws pushed forward by the wind and tide. (lines
  18-19)
ñ an
  internal conflict ― I lay all
  this while, as the reader may believe, in great uneasiness
(lines 47-48) ñ physical conflict ―
  I attempted to rise but was not able (line 29); struggling to get loose (line
  48); at the same time with a violent pull, which gave me excessive pain,
(lines
  53-54)

9    Focus ➤ Characterising the
Lilliputians and Gulliver
ñ Read out the rubric and draw Ss’ attention to the adjectives
given to describe character.   ñ Check Ss’ comprehension of the vocabulary given. ñ Play the recording.

8d Literature

What happened to my crew and the space ship I have no idea. I
  awoke from a very deep sleep to see what appeared to be bright laboratory
  lights above me. I attempted to rise only to understand I was strapped down.
  I heard a strange noise like a buzzing and realised it resembled some kind of
  language. It was then that to my utter amazement I saw a small, not more then
  a few centimetres in size, humanlike creature that was hovering above me and
  staring with its large colourless eyes at me. I bellowed out a moan and the
  creature flew back in astonishment.
Seconds
  later another of these human- like things ventured carefully above me and
  spoke with a gentle voice some bizarre sounds. Moments later other similar
  creatures appeared next to the first one and repeated this strange sound
  several times. I tried to break free from my restraints but understood that
  there was no point. I was dealing with a highly evolved alien species that
  probably surpassed me in both intelligence and technology.

Suggested
  Answer Key
The
  Lilliputians ― proud (of
  their country), cruel (wish to punish Gulliver, want to enslave their
  enemies), pompous (arrogant court)
Gulliver
  ― helpful (helps them win a
  war); well-intentioned (doesn’t intentionally hurt the Lilliputians: assures
  them of his good behaviour)

ñ Ss choose their answers individually and then compare answers
with a partner.
ñ Invite pairs to feed back to the class, supporting their
opinions with references to the story.
10 Focus ➤ Writing a modern day
version of the story in summary form ñ Explain the task. ñ Allow Ss time to complete their writing. ñ Ss compare their
versions with a partner. ñ Select individual Ss to present their summaries
to the class.

Suggested
Answer Key
We had
been floating aimlessly in space for days since losing communications with the
space centre. The crew was weak as food supplies were running low. The
worrisome part was our oxygen supply was diminishing and I had calculated only
a day left before we ran out. We had to establish contact soon with home base
or we would never find our way back to the space station. One the 5th of
November, a strong gravitational force began pulling the ship in a strange
direction. We could not fight it and the last thing I saw was a flash of bright
light before the ship crash landed somewhere.

8 e Writing Skills
Objectives
Vocabulary: phrases using the senses; static/ moving features
Reading: a description of someone’s favourite place
Skills ― reading for
gist
― reading for
specific information
Grammar:          the order
of adjectives; past
participles
Writing: an article describing a popular tourist destination/a letter
recommending the perfect day for a day trip
1
Focus ➤ Introducing descriptions of places ñ Read out the two
questions in the rubric to the class and elicit possible answers.
ñ Ss read the theory box and check whether their
answers were correct.

Answer
Key
We can
read articles describing places in newspapers, magazines or on websites. They
are usually written in the present tense but the past tense is used to write
about historical facts or actions in the past.

2
Focus ➤ Understanding a rubric
ñ Select a S to read the rubric to the class. ñ Ss list the key words
and answer the questions individually.
ñ Check answers with the class.

Answer
Key key words: notice, travel
magazine, articles, title, My Favourite Place, describe, what you can see and
do there, why you like it so much, 120-180 words
You are
the reader of a travel magazine and your article will be read by other readers
of the magazine.
You will
write an article.

3   Focus ➤ Identifying the main ideas in an article
ñ Read out the model article and the questions to the class. ñ Ss answer
individually.
ñ Ss compare answers with a partner. ñ Confirm the correct
answers.

Answer
Key
Para
1 ― name (Osoyoos Lake); location
(British Columbia, Canada); reason for choosing the place (I spent many happy
summer holidays there as a child)
Para
2 ― description (stunningly
beautiful/ sandy shores/ cool, shady trees etc) Para 3 ―
activities (water sports/ swimming/ camping); childhood experience
Para
4 ― final comments (unforgettable
memories); feelings (a very special place in my heart)
The place
is special to the writer because of the happy times he spent there as a child.

4 Focus ➤ Reading for specific
information ñ Brainstorm a variety of adjectives and adverbs with the class
and write them on the board. Elicit why it is a good idea to use a variety of
adjectives in our writing (to make our writing vivid). Elicit what else
we can do to make our writing come alive (use the senses in our writing).
ñ Select a S to read
the theory box to the class. ñ Allow Ss time to find examples in Ex. 3. ñ Check answers with
the class.

Answer
Key adjectives: happy, spectacular,
exciting, unique, beautiful, wonderful, interesting, fun, popular, long, hot,
fantastic, unforgettable, special adverbs: truly, stunningly,
particularly, loudly

8e Writing
Skills

senses:
orchards stretching as far as the eye
can see, scent of all kinds of fruit, listen to the crickets chirping

5    Focus ➤ Reading for specific
information ñ Ss’ books closed, invite Ss to recall the things that are
described in the article on p.146. ñ Ss’ books open, read out the question in the rubric.
ñ Encourage Ss to answer from memory/using their own ideas before
checking the text. ñ Elicit the correct answers from individual Ss
around the class.

Answer Key ñ holidays ― happy
ñ
  lake ― spectacular, unique
  beautiful
ñ shores ― sandy ñ
  trees ― cool, shady ñ water
  sports ― interesting, fun, popular ñ afternoons
  ― long, hot
ñ memories
  ― unforgettable, exciting

6    Focus ➤ Practising using more
interesting adjectives
ñ Read through the list of simple adjectives with the class and
check Ss’ comprehension. ñ Explain the task.
ñ Ss answer individually and then compare answers with a partner.
ñ Invite a few Ss to read out their versions of the text to the
class and comment on the effect of the new adjectives.

Answer
  Key
1
  fantastic/excellent/ideal
2
  fantastic/excellent/long/sandy/curved
3
  excellent/ideal
4
  safe
5
  large/huge 6 huge/large
7    fantastic/excellent//ideal/well-organised
8    wooden/long/large
9
  shady/large/cool

7    Focus ➤ Understanding the order of
adjectives
ñ Ss’ books closed, brainstorm different categories of adjectives
with Ss (e.g. size/age/shape/ colour etc) and write them on the board
and provide example adjectives.
ñ Ss’ books open, read through the theory box (order of
adjectives) with Ss. Elicit whether the same order is used in Ss’ L1. ñ Explain the task.
ñ Ss answer individually and then compare answers with a partner.

Answer
Key
1    spectacular ancient stone statues
2    beautiful long hot summer
3    wide stony path
4    cute little wooden huts
5    huge brightly-coloured fields
6    wonderful old French bakery
Suggested
Answer Key
1    We gasped in amazement at the spectacularancient stone statues.
2    I will always remember that beautiful longhot summer.
3    The children ran along the wide stony path.
4    The cute little wooden huts were hiddenaway in the heart of the
forest.
5    You can see the framers working in hugebrightly-coloured fields.
6    The aroma of freshly-baked bread led us toa wonderful old French
bakery.

8    a) Focus ➤ Choosing the correct adverbs ñ Explain the task. ñ Allow Ss time to
complete the task individually. ñ Check Ss’ answers around the class.

Answer Key
1     extremely

4 noisily

2    lazily
3
  happily

5 patiently

b) Focus ➤ Completing a text using the
correct adverbs
ñ Focus Ss’ attention on the list of adverbs and check Ss’
comprehension using Ss’ L1. ñ Explain the task. Ss answer individually. ñ Select a S to read
out the text to the class for correction.

Answer Key
1     smoothly

4 deafeningly

2    incredibly
3
  leisurely

5 enthusiastically

9    Focus ➤ Describing pictures using
the senses ñ Draw Ss’ attention to pictures A and B and the phrases given. ñ Explain the task and
read out the example. ñ Allow Ss time to prepare their descriptions. ñ In pairs, Ss take it
in turns to talk about each picture. Monitor the task and provide any necessary
assistance.

Answer
Key ñ waves crashing onto the beach ― picture A
(sound/sight) ñ icy cold air burning your ears ― picture B
(touch) ñ blazing heat of the sun on your skin ― picture A (touch)
ñ the crunch of the snow under your feet ―
picture B
(touch/sound)
ñ clear blue sky ―
picture A/B (sight) ñ melting snow dripping from the rooftops
― picture B (sight/sound) ñ seagulls
crying loudly ― picture A (sound/
sight)

Suggested
Answer Key
A:
In the morning, you wake up to the sound of the waves crashing on the beach and
even at that time of the day you can feel the blazing heat of the sun on your
skin. Later on, as you walk down the endless sandy beach, you can hear the
seagulls crying loudly in the clear blue sky.

Writing
Skills 8e

B:
As you step out of the hotel, you can feel the icy cold air burning your ears.
Walking along the street, you can feel the crunch of snow under your feet and
see the melting snow dripping from the rooftops as a clear blue sky brings a
little warmth to this winter wonderland.

10 a) Focus ➤ Understanding static/moving features
Read the theory box with
Ss and clarify as necessary.
b) Focus ➤ Identifying words and phrases
describing
moving and static features ñ Select a S to read out the extract to the class.
ñ Write two columns on the board: ‘moving features’ and ‘static
features’. Elicit the words and phrases that describe these features and write
them under the correct columns.
ñ As an extension activity, Ss can add another sentence to the
extract using moving/static features.

Answer
Key moving features:      climbs,
runs, stretch, running, leading
static
features: situated at the end of,
along the bottom, beyond, for mile and mile, to the left

c) Focus ➤ Describing the location of your house using prepositional
phrases ñ Explain the task.
ñ Ss work in pairs, taking it in turns to describe the location of
their houses.
ñ Invite individual Ss to give one piece of information about the
location of their partner’s house.
8e Writing
Skills

Suggested
Answer Key
My house
is located to the right of a very nice green park that curves around the back
of my house. The street in front of my house rises upwards to the top of a hill
where it ends with a great view as far as the eye can see of the surrounding
rivers valley and the flowing river below. There is a bike path behind my house
that leads to the river valley and all around my neighbourhood.

11
Focus ➤ Rewriting sentences using past participles ñ Explain the task and
read out the example. ñ Ss complete the task individually. ñ Check answers around
the class.

Answer
Key
1    Isolated from the rest of the island, the beach is popular for
private parties.
2    Situated near a river, the village is ideal for those who want a
quiet break. 3 Found in the Cyclades group of islands, Mykonos is well-known
for its nightlife.

12
Focus ➤ Understanding rubrics
ñ Explain the task and allow Ss time to identify the key words and
find all the information. ñ Elicit answers from Ss around the class.

Answer
  Key
A key words: travel
  magazine, articles, popular tourist destinations, your country, describe the
  place, why it is so popular,
120-180 words
1    You are the reader of a travel magazine.
2    A travel magazine.
3
  Rubric A:
  name/location/reason for choice/ what you can see and do there/final thoughts
  and feelings.
4
  Four.

Answer
Key
B key words: the
perfect day trip, letter of recommendation, editor, 120-180 words
1    The reader of a newspaper travel supplement.
2    The      editor   of         a          newspaper        travel
supplement.
3    Dear Editor/reason for writing/ name/location/reason for choice/
what you can see and do there/final thoughts and feelings/Yours faithfully +
full name. 4   Four.

13 Focus ➤ Writing a letter or
article ñ Go through the steps outlined and explain the task. ñ Allow Ss time to
complete their writing. ñ Monitor progress around the class and provide any necessary
assistance. ñ Alternatively, set the task as HW.

SuggestedAnswer
  Key
A Situated on the edge of the Irish sea in the Northwest of
  England, Blackpool continues to be one of the most popular travel
  destinations in the British Isles.
Walking down the endless
  promenade on a sunny summer day, you’ll be amazed at the sight of hundreds of
  happily laughing visitors enjoying the time of their lives. Admiring the
  Tower, a replica of the one in Paris, you’ll gaze far up into the clear blue
  sky as the seagulls cry noisily for a crumb of bread.
You won’t be bored in
  Blackpool! Visit the hugely entertaining funfair, famous far and wide! Hear
  the delighted screams of both children and adults as they test their nerves
  on the terrifying rides. And take a leisurely stroll at the end of the day to
  see the rosily warm sunset as the day goes down on what is sure to have been
  an unforgettable experience.
Blackpool is unique and
  you will not regret one single fun-filled minute of the happiest holiday
  you’ll ever have. Many thousands of tourists flock here every year and almost
  always come back.

Suggested
  Answer Key
B
  Dear Editor,
Having been an avid
  reader of your travel supplement for many years now, I thought I would send
  in my recommendation for the perfect day trip, Buxton, an ancient spa town
  where I have spent some of my most pleasurable moments.
Situated in the heart of
  the Cheshire countryside, Buxton is delightful old English town with
  beautiful tree-lined avenues and the excitement of a big town combined with
  peacefulness of a country village.
Visit Buxton Opera
  House, home to an everexpanding annual festival that almost every year gets
  more and more popular. Spend time in the Roman Baths and sweat off the hustle
  and bustle of city life. Eat a deliciously filling pub lunch and walk it off
  in the nearby forests while relaxing to the sounds of chirping birds in the
  trees and the gently splashing water in the streams.

8        Culture Corner

Writing
Skills 8e

I can
whole-heartedly recommend Buxton for a fantastically relaxing day trip away
from the worries and cares of office and work. Once you visit this
warmly-inviting little town, you’ll have moments to cherish for the rest of
your life.
Yours
faithfully,
Sarah
Kingsley

14 Focus ➤ Checking your partner’s
answer ñ In pairs, Ss read each other’s work and check that steps 1-6
have been followed and also check the grammar, punctuation and spelling. ñ Ss give each other
feedback.
ñ Allow Ss time to make any necessary corrections to their work
before handing in their final draft.

Objectives
Reading: a leaflet
Skills ―reading to
predict text content
―reading to
understand gist
Vocabulary:
American English and British English Writing: a short
paragraph about whether it is important to learn about the customs of a country
you are visiting; a list of advice; a leaflet giving advice about good manners
1 a) Focus ➤ Introducing the topic
Focus Ss’ attention on the
leaflet. Elicit answers to the questions in the rubric.

Answer
Key
It is for
people visiting the USA. “Mind your manners’ means to behave correctly in
society and avoid offending anyone.

b) Focus ➤ Predicting the content of
a leaflet ñ Instruct Ss to read the parts of the leaflet in bold. ñ In pairs, Ss discuss
what they expect to read. ñ Ss read and listen to the text to check their predictions.
ñ Elicit from Ss the purpose of the author.

Suggested
Answer Key
I expect
to read some advice about how to behave as a visitor to the USA.
Answer
Key
The
author’s purpose is to give advice/ information about what is/not accepted in
American society.

Culture Corner
2    Focus ➤ Identifying American and
British English
ñ Explain the task and complete the first item as a class.
ñ Ss complete the task individually and then check their answers
using a dictionary.

Answer
  Key

American-English
    gas sidewalk sneakers
    freeway drugstore counter-clockwise chips fries attorney fall sales clerk
    zip code bill eraser

British-English petrol
    pavement trainers motorway chemist’s anti-clockwise crisps chips lawyer
    autumn
shop
    assistant postcode note rubber

3    Focus ➤ Writing a short paragraph
expressing your opinion
ñ Read out the questions in the rubric and explain the task.
ñ Allow Ss exactly three minutes to write on the topic.
ñ Invite individual Ss to read out their writing to
the class. Follow up with
a class discussion.

Answer
Key
The
author’s purpose is to give advice/ information about what is/not accepted in
American society.
Suggested
Answer Key
I think
it is really important to learn about the customs of the country you are
visiting because then you know how to behave there. People will think you are
more polite and considerate if you take the trouble to learn about their
culture. I would hate to offend someone just because I didn’t know their
customs, but that would be so easy to do. etc

4 Focus ➤ Writing a list of advice
for foreigners visiting your country ñ Focus Ss’ attention on the leaflet again. ñ Ask Ss the questions
in the rubric. ñ Allow Ss time to make their lists. ñ Ss compare lists with
a partner.

Suggested
Answer Key
―
Unexpected visits are not done in Russia. Call ahead.
―
Never forget to say ‘please’ and ‘thank you’.
―
It is considered normal in business meetings and negotiations for people to
yell and become angry and upset so don’t be offended.
―
Do not stand with your hands in your trouser pockets; it is considered rude.
―
People are often late in Russia and it is not considered rude especially in
social situations.
―
Always bring a small gift such as flowers or a dessert when invited to a home.
―
Never refuse a drink or a toast as it is considered a rejection of the person
offering.
―
Do not show the soles of your shoes, it is considered impolite.

5   Focus ➤ Writing a leaflet giving advice about good manners in your
country ñ Explain the task.
ñ Remind Ss to use their answers from Ex. 4 to write their
leaflets.
ñ Allow Ss time to design their leaflets in class. Alternatively,
set the task for HW.

Culture Corner

Suggested Answer Key
Visiting
      Russia? A few things to keep in mind ...
Be Serious: excessive smiling or laughing in public is seen by most
      Russians as strange as they are usually reserved and serious in public
      situations.
Call Ahead: unexpected visits are not usually done, so better to
      arrange appointments ahead of time.
Don’t be offended: Russian tend to yell and become angry or upset in business
      meetings and negotiations, don’t take it personally.
Bring a Gift: when invited to a Russian’s home always bring a small gift
      like flowers or dessert.

Drink and Be Merry: never refuse a drink or a toast offered to you by a
      Russian as they will see it as a personal rejection.
Stand
      up Straight: do not stand with your hands in your trouser pockets;
      it is considered rude.
Keep your Feet on the Ground: try not to show the soles of your shoes, it is considered
      impolite.
... and as in most
      countries saying ‘please’ and ‘thank-you’ is always appreciated and seen
      as a sign of politeness.

Across
  the Curriculum – Art & Design

Objectives
Reading: a text about Paul Cezanne (gap filling)
Skill
― reading for detailed comprehension Speaking: describing Cezanne’s
technique Writing: a short article analysing two paintings by Cezanne
1    Focus ➤ Discussing art work
ñ Focus Ss’ attention the pictures.
ñ In pairs Ss tell each other what they feel when they look at
pictures A-D.
ñ Invite pairs to share their feelings about the pictures with the
class.
ñ Follow up with a class discussion on whether or not it is
important for art to look realistic.

Suggested
Answer Key
A: How
does picture A make you feel?
B:
A little bit frightened. It’s dark and there are trees all around.
A:
I feel excited. I want to go and explore the castle.
B: What
about picture B?
A:
I feel calm and relaxed. It is a clear day and you can see far into the
distance.
B:
I feel tired when I look at it. There is a long road in the picture. It looks
quite hot too.
A: What
about picture C?
B:
I feel happy. I want to visit the beautiful house and garden.
A: It
makes me feel good too.
B: Do you
like picture D?
A:
Yes, I do. I feel like I am on holiday when I look at it. I want to explore the
area and swim in the sea.
B:
I feel peaceful when I look at it. I want to go there! etc

Across the Curriculum – Art & Design

T:
   How important do you think it is for art to look realistic?
S1:
I think it isn’t important at all. We can see realistic things around as every
day and art is a good chance to escape from reality.
S2:
I disagree. I think it shows great skill to be able to paint things and make
them look real. A lot of art is far too abstract. etc

2    Focus ➤ Matching descriptions to
paintings ñ Select 3 Ss to read out the descriptions.
Elicit/Explain any
new vocabulary. ñ Elicit which paintings they describe.

Answer Key
1     D        2   B

3

A

4

C

3    Focus ➤ Completing a text;
defining new vocabulary
ñ Focus Ss’ attention on the text and explain that some words are
missing. ñ Ss complete the task in pairs.
ñ Ss read and listen to the text to check their answers.
ñ Ss explain the meaning of the words in bold by giving a
definition, synonym or example sentence. Encourage Ss to try and guess the
meaning of the words from the context before using their dictionaries to check
their dictionaries.

Answer Key
1     as

5

to

9

from

2     was

6

own

10

them

3     of

7

by

11

without

4     a

8

more

12

give

Suggested
Answer Key bridged the gap: reduced/got
rid of the gap contribution: sth that you do or give to help make sth
successful composition: the technique or skill involved in creating a
work of art

perspective:
the art of making some objects or
people in a picture look further away then others depiction: a picture
or description of sth legacy: the direct result of sb’s life and work
which continues to exist after it is over

4 Focus ➤ Discussing Cezanne’s
technique ñ Explain the task by reading the rubric to the class.
ñ In pairs, Ss discuss Cezanne’s technique.

Suggested
Answer Key
A:
Cezanne has two points of focus in picture A ― the trees and the house.
When I look at it, I don’t know what to look at first. I feel drawn to the
house because it is further away, but the trees are nearer and so I can see
them more clearly.
B:
It’s a clever technique. In picture B I first feel like I am on the side of the
valley and then I feel the distance to go before I reach the mountains.
A:
In picture C I feel near and yet far away from the house. To get to the house I
would have to walk across the large garden but the house is painted in
sufficient detail for me to feel that it is quite close.
B:
Picture D has a lot of interesting things in it ― the trees, the village
and the sea. They all grab my attention – the trees in the foreground, the
village in the middle of the picture and the sea in the distance. Cezanne
hasn’t wasted any space in this painting! etc

Project
5 Focus ➤ Writing a short article
analysing two paintings by Cezanne ñ Explain the task and allow Ss access to the Internet/library to
complete their writing. ñ Monitor the activity and assist Ss as necessary. ñ Alternatively, set
the task for HW and invite individual Ss to read out their articles to the
class in the next lesson.

Across the Curriculum
  – Art & Design
Suggested
  Answer Key                                                     My second painting by Cezanne is called ‘The

The first painting by Cezanne that I would like Bridge of
  Maincy.’ The colours in this painting to describe is called ‘The House of
  Père Lacroix are much darker and less interesting. It is also in
  Auvers.’ I chose it because of its warm a quiet, relaxing scene. The main
  thing colours. In the picture you can see trees in the depicted is the bridge
  that we can see in the background, a row of houses in the middle and centre
  of the painting. It is a low bridge but it some shrubs, flowers and a pond in
  the is fairly long. In the foreground there is a river foreground. The houses
  are almost hidden or pond. It doesn’t look very deep but there is a because
  of all the plants and trees all around. feeling of width as the water takes
  up nearly You can see yellow flowers, the red roof of one half of the
  painting. In the background there of the houses and the orange leaves in the
  are some tall, green trees that are growing trees. It looks like a warm
  autumn day. The close together. I feel like I would easily get lost plants
  look very healthy as they have been left if I went walking there. etc to grow
  undisturbed. The houses are tall but they are close together. Due to
  Cezanne’s use of perspective, they look spacious and cramped at the same
  time. The trees in the background are tall and thin. There is a great sense
  of height in this picture.

Going
  Green

Objectives
Reading: an article about eco-tourism (gap-fill – word formation)
Skill
― reading for lexico-grammatical accuracy Writing: expressing personal
opinion on ecotourism
1    Focus ➤ Predicting the content of
a text ñ Focus Ss’ attention on the pictures and the title of the text. ñ Elicit from Ss what
they expect to read about. ñ Ss read the text and check their predictions.

Suggested
Answer Key
I expect
to read about different places in the world that protected and kept ‘green’
despite being popular tourist destinations.

2    Focus ➤ Reading for
lexico-grammatical accuracy ñ Explain the task.
ñ Allow Ss time to complete the exercise individually and then
compare answers with a partner.

Answer Key
1
  universal

6
  architecture

2
  successfully

7
  severely

3
  archaeological

8
  Preservationists

4
  illegal

9
  volcanic

5
  restoration

10 amazing

3    Focus ➤ Matching underlined words
to their synonyms
ñ Draw Ss’ attention to the underlined words in the text and the
list of synonyms.
Going Green
ñ Ss answer individually, using a dictionary as necessary.
ñ Check Ss’ answers around the class.

Answer
Key
officially ―
legitimately excavation ― digging looting ― stealing fort
― stronghold sculpted ― carved concentration ―
collection

4   Focus ➤ Writing about the necessity for ecotourism
ñ Explain to Ss that they will be given exactly three minutes to
write on two topics. ñ Select two Ss to read out the topics to the class. ñ Allow Ss exactly
three minutes to complete their writing. Remind Ss to give reasons for their
opinions.
ñ Invite individual Ss to read their writing to the class.

Suggested
Answer Key
Tourists
might cause damage to a holiday destination by walking in places they shouldn’t
and damaging the surrounding area. They might also drop litter, write graffiti,
or take artifacts home with them. They might not realise what they are doing is
wrong, nor understand the extent of the damage they are causing.
It is
very important to preserve places of natural beauty because we have an
obligation to look after them so that future generations can appreciate them.
The world is a beautiful place and it is a pleasure to look at it. Who wants to
live somewhere ugly? etc

 Spotlight
on Exams
Listening
Focus ➤ Listening for specific
information ñ Explain the task and play the recording. ñ Allow time for Ss to
complete the task.

Answer Key
1     B             3

A

5

C

7

C

2     A             4

B

6

B

TAPESCRIPT
“I’ve been a professional
photographer my entire adult life. But I have been taking photographs ever
since I was a young child. It was my father who encouraged me. He was a keen
amateur photographer, and, knowing what an enjoyable pastime it was, he wanted
to share it with both my sister and myself. My grandfather was also keen on
photography, so you could say my father kept up a family tradition! My
childhood is full of happy memories of my father and me going on weekend trips
with our cameras. Looking back now, it was a wonderful way to spend quality
time together.
The summer I turned
fifteen, I won the Young Wildlife Photographer of the Year competition. My
photograph, which I had taken on a family holiday to Africa two years earlier,
was of a pride of lions eating an antelope. I remember I had sat for hours in
the sun waiting patiently for the perfect shot. My father entered my photograph
in the competition without my knowledge. He told me afterwards it was because
he wanted to encourage me. He certainly did that! You can’t imagine my
amazement when I found out I had won. That was the moment when I realised
beyond all doubt what it was I wanted to do with my life. At fifteen, I knew a
career in photography was for me.

Spotlight on Exams
In my senior year of high school, I applied to all the top

photography colleges on
the east coast. I chose one in New York and started there immediately after I
finished school. In my final year there, I won a summer apprenticeship at the
National Geographic Society. They must have liked my work because after I
graduated, I was offered a job with them. Next month, I will have been working
for them for two decades!
For me, photography is
most definitely about art. Being able to appreciate colour, lighting, shadow
and texture, for instance, will help you get the best shots. But equally as
important are the technical aspects of photography. It’s not just a case of
point and shoot. You need to know what type of camera, shutter speed, exposure,
and so on and so forth, is going to capture your subject and the moment best.
If you don’t have this technical knowledge, you can produce results you really
like but without knowing why they worked or how to reproduce them.
Basically, professional
photography is a lifestyle. It involves weeks - sometimes months - of travel on
the road when you are on assignment. These long periods of absence can cause a
strain on family relationships, although I am happy to say that I have never
particularly had any problems of that nature. And for me, the opportunity to
travel the world, to see places and things that most people can only dream of,
makes up for any disadvantages. I never get bored in my profession. I have been
in the deepest, darkest depths of the Amazon rainforest, trekked across the
deserts of Africa, sailed the wild seas of Antarctica. I have stared into the
eyes of a snow leopard and watched in awe as a million wildebeest cross the
African plains. But out of all the things I’ve seen and experienced, I think
the most important thing I’ve gained is a deep appreciation of the incredible
wonders of nature and the beauty of our planet. Nothing compares to that.”
Reading
Focus ➤ Reading for specific
information ñ Explain the task.
ñ Ss read through the texts and match them to the headings. Remind
Ss there is one text they will not use. ñ Check Ss’ answers.

Answer Key
1     C             3

A

5

B

7

F

2     G             4

E

6

H

Use of English
Focus ➤ Practising word formation ñ
Explain the task. ñ Allow Ss time to read the text as it is.
ñ Check Ss’ comprehension of the words to be used in bold.
ñ Ss complete the task and check their answers by rereading the
completed text. ñ Check answers with the class.

Answer Key
1
  powerful

4 farming

2
  findings

5 disastrous

3
  virtually

6 invaders/invasions

Writing
Focus ➤ Writing an opinion essay ñ Explain the task.
ñ Read through the points in the plan with the class. ñ Remind Ss to write
120-180 words.
ñ Ss complete the task and exchange their piece of writing with a
partner to proofread. ñ Ss redraft and hand in the final copy.

Suggested
Answer Key
When we
talk about air pollution, we usually discuss the traffic on the roads. But what
about planes? Flying can be just as bad for the environment and some people
have suggested limiting flights. As with most issues there are both advantages
and disadvantages.
If
flights were limited then air quality would definitely improve. Because planes
release a lot of polluting CO2 into the atmosphere, there should be some sort
of control on the number of planes in the air. Also, flying uses up an
incredible amount of fuel at a time when our supplies of fossil fuels are in
danger of running out.
On the
other hand, people say that we do not limit the number of cars on the road, so
why should we place restrictions on the air. In addition, recent campaigns have
led to

Spotlight on Exams

improvements
in cars to make them less harmful to the environment, so why can’t this be done
for airplanes?
There are
no easy answers to this complicated problem. I believe we should not limit
people’s freedom to travel but, on the other hand, we do need to protect our
planet in whatever ways we possibly can.

Speaking
Focus ➤ Discussing options and reaching a decision ñ Explain the task and
review the rubric together. ñ Encourage Ss to follow the guidelines provided and include all
of the information suggested. ñ Go through the conversation plan with Ss explaining the process.

Suggested
Answer Key
A:
I’m so pleased that we’re going travelling together this summer. There are so
many exciting places we could visit! For example, going on a ‘Wilderness
Survival’ course in Wales.
B:
Wales sounds good, but I’m not sure about going on a Survival course – they
probably wouldn’t give us much food!
A:
I hadn’t thought of that! Well, where else could we go?
B:
We could tour Ireland in a horse-drawn caravan. That would be different!
A:
Yes, and uncomfortable too! I don’t like horses much, either! Why don’t we go
trekking in the Scottish Highlands?
B:
I like the idea of going to Scotland, but I don’t fancy trekking – I want to
relax when I’m on holiday! Cruising the English canals might be fun!
A: I’ve
always fancied going on a boating holiday! That’s a brilliant idea! B:
Excellent! So, we’re agreed.

 Progress Check
Answer Key
1
1           symbols 6          remote  3
2
aisle      7          sculpted
3
unique   8          feat
4
4
excavation         9          conveyor
5
consults 10         boarding
5
2 1       none                          6   So
2
both      7          each
3
All        8          Every
4
nor        9          either    6
5
Neither/Nor       10        Neither/Nor
1
out   3 in       5 up
2
off   4 out
1          with      3
of      5 with 2 of        4 by
1
much did we enjoy   4          did I expect to
2
you booked early      5          my dad agrees can I 3   do I go
away
1   d        2   a        3   e        4   b        5   c

Module 1
1
1 priority  5          support
2
tradition   6          policy
3
concept   7          child 4  honour  8          stroll
2
1     c          3          h          5          g
2
d 4          b          6          a
3
1     widowed           4          engaged
2
divorced  5          single
3
married   6          elderly
4
1     stubborn            7          skinny
2
shy          8          pessimistic
3
almond-shaped    9          confident
4
bun         10         nervous
5
casual     11         sheep 6 dry       12        block
Module 2
1
1 caused  6          killing
2
over        7          chest
3
essential  8          take
4
stamped  9          million
5
whispered            10        down
2
1     dissuade            5          resist
2
give in     6          persuade
3
discouraged         7          pick
4
influence 8          bumped
3
1     sick and tired    4          get
you down
2
building up          5          take it anymore
3
lose your temper
4
1     have been         3          broke
2 Take     4          am losing
Module 3
1
1 pay       4          found
2
contacted             5          threatened
3
confessed            6          shoplifting
2
1     had the right to
2
have no right
3
have the responsibility to

Word Perfect Key

4
take responsibility for
5
stand up for her rights
6
do our bit
3
1     shivered            4          rags
2
growling  5          means
3
pleaded   6          realise
4
1     chasing 4          convicted
2
arrested   5          confess 3          broken  6          sentenced
Module 4
1
1   c          3          a          5          e          7          f
2
g   4          h          6          d          8          b
2
1     under    6          hoarse
2
dizzy       7          nose
3
back        8          finger
4
down       9          ankle
5
rash        10         pain
3
1     severe   5          internal
2
irresistible            6          thumping 3       narrow  7          agonising
4
crippled       8          hacking
4 1     hailed                        4   glimpsed
2      admitted           5          rowed
3            drowned           6          fetched
Module 5
1
1 industrial           6          residential
2
fully-furnished     7          cosmopolitan
3
abandoned           8          posh
4
well-lit    9          historic
5
shanty     10         rough
2    a) 1 b          3          e          5          c 2       f           4          d          6          a
       b) 1   bird mess
2
lack of trees
3
heavy traffic on the roads
4
stray animals
5
overcrowded public transport
6
cars parked on the pavements
3    1     kitchen  3          heads    5          pedestrianised
      2   path             4   drain           6   beggar
Word
Perfect Key

4 1     market

          5   pastures

      2   fate

          6   squat

      3   burden

          7     graffiti

      4   estate

          8   office

Module 6

1 a) 1      extraterrestrial

4   race

             2   establish

5   technologically

             3   signals

6   waves

         b) 1   send communication signals
2
establish communication
3
extraterrestrial life
4
technologically advanced
5
Radio waves
6
human race
2
1    solar     5          signal
2
satellites            6          Comet
3
antenna 7          talking
4
telescope           8          survey
3
1    headlines          4          update
2
scandal  5          developments
3
press     6          coverage
4
1    unfolded           4          whining
2
comforted          5          drag
3
comes
Module 7
1
1 overcome        5          achieve
2
change  6          come
3
face      7          reject
4
wait       8          make
2
1    won      4          dropped out
2
complete           5          attend
3
graduated
3
1    position             4          lesson
2
qualifications      5          loan
3
fees       6          colleagues
4
a) 1            b          3          g          5          d          7          f
               2   a        4   c        6   e
       b) 1   in the hope that
2
pinned – hopes on
3
hope for the best
4
get – hopes up
5
gave up hope
6
has high hopes of
7
dashed - hopes
Module 8
1
1 remote  5          transport
2
preserved            6          invaders
3
offerings  7          departure
4
unique     8          reclaim
2
1     cave     4          Hot springs
2
waterfall 5          mountain range
3
stream     6          swamp
3
1     archaeological   4          predict
2
mystery   5          carved
3
forecast
4
a) 1 passport            4          check-in
2
board 5          shop
3
conveyer
       b) 1   duty-free shop            4   check-in desk
2
conveyer belt 5          passport control
3
departures board
Module 1
1
1 are having         7          are
visiting
2
are staying           8          are
attending
8
3
have        9          aren’t
4
go           10         Have you
finished
5
have gone           11        are
leaving
6
haven’t done       12        reaches
2
1     am seeing, see
2
are you smelling, smells
3
am thinking, think
4
is Annie, don’t know, is
5
looks, am looking
9 6   are
you tasting, tastes
3
Suggested Answers
1
am studying for my exams
2
hasn’t called me
3
enjoy a good romantic comedy4 approve of me staying out late
5
have ... been to France
6
is feeling better
7
has … corrected yesterday’s tests
8
mind my using his computer
9
have read twenty pages
10
work
4
2     is going to rain.
3
are going shopping.
4
post a letter for me?
5
leaves at 6 o’clock.
6
will be lying under the hot sun on a beach in the Caribbean.
5
1     am going to       4          ’ll
2
’ll           5          are going to
3
are going to         6          ’ll
6
1     is visiting           4          will
become
2
is about to          5          going to be
3
is going to/is due to
7
1     did you find out, was looking,
saw
2
(had) just started, walked
3
went, Did you buy
4
practised
5
Did you enjoy, had never flown
6
did your sister stay, went

Grammar Check Key

7
did your dad retire, had worked
8
Did you have, had only been playing,
started
9
Was your brother, arrived, had already
gone out
Suggested Answers
I had to work overtime
yesterday.
I usually take a walk
round the park in the afternoons.
We had dinner at my aunt’s
two weeks ago.
I’m going to go away for
the weekend next weekend.
I haven’t gone
swimming for six months. I joined the new gym last week.
Suggested Answers
A: Did you use to play in
the park when you were a child?
B: Yes, I did. We had many
parks in our neighbourhood. How about you?
A: There were no parks
near my house, so I used to play in the schoolyard.
A: Did you use to ride a
bicycle when you were a child?
B: Yes, I did. How about
you?
A: Well, I did until it
was stolen, and I didn’t get a new one until much later.
A: Did you use to go to
parties when you were a child?
B: Yes, I did. There was a
party nearly every weekend. How about you?
A: Oh, once in a while
someone would have a party.
A: Did you use to own a
pet?
B: No, I didn’t. My
mother’s allergic to fur. How about you?
A: I had two dogs and a
cat.
A: Did you use to make
tree houses?
B: No, I didn’t. There
weren’t many trees near our house. How about you?
A: We had a tree house in
our garden.
A: Did you use to go
fishing with your dad?
B: Yes, I did. We often
went on a Sunday. How about you?
A: We went only once, when
we were on holiday in Scotland.

10

1   C

3   B

5

B

2   A

4   A

6

C

Module 2
1
A kangaroo is an animal that lives in
Australia.
A dentist is someone who
fixes people’s teeth.
A cinema is a place where
you can see films.
A firefighter is someone
who puts out fires.
A mobile phone is
something that you can make calls with.
A key is something to open
and lock doors with.
A dictionary is a book
that helps you spell correctly.
2
1 The letter (which) he posted three
days ago hasn’t arrived yet.
2
They are playing a song on the radio which is my favourite.
3
The football match, (which) my friend played in, was very
exciting.
4
Let’s go to Greece where the sun always shines.
5
The sweets (that) we bought yesterday are delicious.
6
Tom introduced me to Mr Smith who is his manager.
7
I am reading a book at the moment which is very interesting.
8
This is Jane whose sister is my coach.
9
He discovered a painting in the basement which is worth a lot of
money.
10
My parents, who were born in a small village, moved to the
capital to find work.
3
1     e          2          d          3          b          4          c           5          a
4
1     A          3          C          5          A          7          A
2       B          4          A          6          C          8          C
5
Suggested Answers
She’s taking a beach
umbrella so that she can sit under the shade on the beach.
She’s taking a swimsuit to
go swimming in.
She’s taking her flippers
in case she goes scuba diving. She’s taking her sunglasses to protect her eyes
from the sun.
She’s taking flip-flops so
that she can walk on the sand.
She’s taking a straw hat
to wear when the sun is hot. She’s taking a beach towel so that she can dry
herself off.
She’s taking a camera to
take pictures with.
6
1     because of        5          since
2
because   6          because
3
Since       7          Since
4
due to     8          because
7
1     so         4          such      7          such
2
such a     5          so         8          such a
3
so           6          such an
8
Suggested Answers 1          of her behaviour in class.
2
you see something you like.
3
that some people had to dance outside.
4
to build up his muscles.
5
that we all avoid sitting with her. 6         that we decided to
go for a walk.
7
she was wearing a strange hat.
8
more people came over for Christmas.
9
that she can’t even afford to take the bus.
10
he is hard to reach.
Module 3
1
1 having 9 repair 2 stay        10
trying
3
painting   11         be
4
pay         12         to report
5
to drive   13         to tell
6
to feel     14         being told
7
watching  15         helping
8
stay
2
1     C          3          B          5          C
2
C 4          B          6          C
3
1     swimming          7          paying
2
to go       8          snowboard
3
go           9          go
4
trying      10         stay
5
to like 11 study 6 to see 12 to try
4
1     to learn 7          to give
2
playing    8          going, stay
3
help        9          to do, learning
4
going       10         eating
5
not play  11         to play
6
watching  12         study
5
1     purchasing         6          find
2   having   7          rely
3
find         8          to try
4
using       9          to return
5
to consider           10        to give
6
1     to buy, seeing   4          to
be, adding
2
visiting, to lock   5          making, to have
3
to tell, telling      6          to send, studying
7
a) 1 working 6          travelling
2
playing           7          travelling
3
waiting           8          to study
4
study  9          dancing
5
to become      10        (to) do
b)
Suggested Answers I don’t mind working
overtime.
I like visiting friends.
I can’t stand waiting for
the bus in the cold.
My brother makes me do his
English homework.
I want to become an
actress.
I’m looking forward to
meeting my friends tonight.
I hate travelling along.
I’d love to own a big
house.
I enjoy playing with my
dog.
I always help my mother do
the washing-up.
Module 4
1
1 was built           4          must
be done
2
was designed       5          are
being followed
3
has been visited   6          is
donated
2
1     A new hospital will be built
next month.
2
The room was cleaned this morning.
3
We were not invited to her wedding.
4
Cameras cannot be used in the museum. 5 The new hospital will be
opened by the Prime Minister on Monday.
6
Accidents can be caused by careless drivers.
7
They were woken up by a loud noise last night.
8
In the USA, presidential elections are held every four years.
9
His book will be translated into Portuguese. 10   The minister
was found guilty of fraud.
3
The Prime Minister is to open a new
museum next Friday.
A famous actress was taken
to hospital.
Nineteen Bald eagles were
found dead after being trapped in fish nets.
Bangladesh was hit by a
tsunami yesterday at noon. A large quake was detected off the Oregon Coast. A school
official has been suspended from his duties.
Mr Jones was sentenced to
six months.
Puerto Rico was beaten by
the US volleyball team.
4
Buckingham Palace is located in
Westminster, London. It was converted into a place in the 1820s by John Nash.
It was opened to the public in the mid-1990s. Drawings by Leonardo Da Vinci are
kept there. It is visited by millions of tourists every year.
The Taj Mahal is located
in Agra, India. It was built by the Shah Jahan for his wife. It is set within
gardens and is covered in marble. It is visited by a lot of tourists every
year.
5
1     A He is said to have escaped
from prison. B      It is said that he escaped from prison.
2
A She is thought to be a very gifted person.
B
It is thought that she is a very gifted person.
3
A The two film stars are reported to have been married.
B
It is reported that the two film stars have been/were married.
4
A He is said to have donated all his money to charity.
B
It is said that he has donated all his money to charity.
5
A The number of casualties is expected to rise.
B
It is expected that the number of casualties will rise.
6
1     The museum was broken into last
night.
2
Ten paintings were stolen.
3
I had the feeling that I was being watched.
4
This matter must be taken seriously.
5
More and more cars are being bought every year.
6
The statue has been damaged.
7
The proposal was submitted in writing.
8
I’m afraid your camera cannot be used here.
7
1     Jane had her husband to wash the
car.
2
Tom will have someone recycle all the paper from his office.
3
Jane is having a plumber put special water filters on all her
taps.
4
Mike had a mechanic alter his motorbike to give off less
emissions.
5
Sally had Jane cook dinner for her.
6
I had the vet look at my dog.
7
I had the supermarket deliver the shopping to my house.
8
When will you have them clean up our local beach?
9
Kelly has had her car fixed. 10    I had my wallet stolen.
8
2     e          I’m having new ones
installed tomorrow.
3
x             I’ll have them fixed next Monday.
4
f  I had flowers planted last Tuesday.
5
d             I’m having it serviced before you leave on tour.
6
b             I’ll have it redecorated.
9
2     I can have my dress shortened
here.
3
I can have my hair cut here.
4
I can have my dog vaccinated here.
5
I can have my coat dry cleaned here.
6
I can have my pizza delivered from here.
Module 5
1
2     You must have a visa to visit
the USA.
3
You should move to a house in the countryside where there isn’t
much pollution.
4
He might not be coming with us tomorrow.
5
You don’t have to/ need to/ needn’t give me a lift home.
6
He could/may/might be sleeping.
7
He can’t be telling the truth. 8   You mustn’t eat in the class.
2
1     be        4          have fed           7          could
2
shouldn’t 5          can’t     8          have to
3
can’t       6          should
3
1     you should
2
you don’t need to/don’t have to
3
you may/might
4
you must/have to/need to
5
you have to/must
4
1     needn’t 4          Will      7          might
2
Could      5          may      8          shouldn’t/should
3
Shall       6          must
5
Suggested Answers ñ A: Do I need to have
a passport?
B: Yes, you do.
ñ A: Can I check-in 5 hours before departure time?
B: Yes, you can.
ñ A: Can I take my luggage on board?
B: No, you can’t.
ñ A: Can I eat or drink on the plane?
B: Yes, you can.
ñ A: Can I take duty free goods on board? B: Yes, you can.
6
1     She might/must be homeless.
She may feel very lonely.
She must be very cold and
hungry.
2
He must be very upset.
He might have missed an
important meeting. He must be late for work.
3
He could / might be feeling very sad.
He might have failed
his final exams. He can’t have studied a lot.
7
1     must     3          can       5          have
2
have, can            4          must     6          must
8
Suggested Answers
You have to be 18 before
you can vote.
You must be 18 years old
to drink.
In most schools you don’t
have to wear uniforms.
You have to stay in school
until you turn 16.
You have to write entrance
exams to enter university.
9
You mustn’t enter.
You cannot fish here.
You mustn’t feed the
animals.
You cannot smoke here.
You mustn’t litter.
You must not ride
your bicycle here. You cannot park here.
Module 6
1
1 He said that I would get sunstroke
if I didn’t use sunscreen.
2
He said that he would definitely
return it the following day.
3
He said that Denise hadn’t come with
them.
4
They said that they would wait until
we were ready.
5
He said that he thought I should talk
to my parents.
6
She said that that had been / was the
most difficult test she had ever written.
2
1     She asked when did the last
train for Liverpool leave.
2
She wondered whether I had ever been to China. 3 She asked who
was in charge of the project.
4
He wondered whether it would take long to repair the engine.
5
We asked how long the journey was going to take.
6
The policeman asked if the woman had seen the sign.
3
2 A The teacher told us to write our
names at the top of the paper.
3
F The dentist told us to avoid eating chocolates.
4
C The children’s nanny told them not to climb the fence.
5
G The policeman warned us to always lock the doors.
6
D My best friend asked me to help her with the exercise.
7
E The traffic warden told us not to park there.
4
2     I arrived here six days ago.
3
I am staying in a lovely hotel
4
I spent my morning at the beach
5
I love the food 6  I am coming home on the 10th.
5
1     He warned us not to swim in the
lake.
2
She asked how long we were going to stay.
3
She complained that she had got too much homework to do.
4
He suggested going to the cinema.
5
He denied stealing the money.
6
She advised me to see a doctor.
7
He reminded Ann to call them when she arrived.
8
He refused to do it.
9
She agreed to help them.
10
She begged us not to tell anyone.
6
John called and said that he had got
the tickets for the match and asked that you call him when you were back.
Laura called to remind you
that you had basketball practice. She also wanted to know if you would come.
Sue called to ask if you
had checked the report because she will need it tomorrow.
Tony called to say that he
wouldn’t be able to come because his sister fell /had fallen off the stairs and
sprained her ankle.
7
1     me to go to the cinema on
Saturday.
2
that she was taken ill.
3
to complete the essays at home.
4
never to lie to them again.
5
if she could lend me her car.
6
that no one had passed the test.
7
if I could be late for practice.
8
that her grandma had passed away.
8
... medical assistants. She said that
they flew all over the world, wherever their help was needed. The year before,
she said that they had been to Mozambique where they had stayed for six months.
She said that they had set up a hospital and had trained people how to treat
minor injuries and illnesses. They had also vaccinated a lot of children. That
year, she said that they were in Rwanda and that although they had been there
for only two months, their work was already progressing. She said that she found
her job really rewarding.
9
1     how old I was
2
I went
3
I lived
4
if I had worked anywhere
5
if I had any
6
I had
7
if I could work
8
when I was available
9
how I would be coming to work
10
if I had any other questions

Module 7
1
1 had not supported         4          would
have
2
wouldn’t have got           5          would
not have
3
hadn’t tried         become
2
1     leaves   7          would buy
2
wouldn’t talk    8          rains
3
would have had 9          see
4
won’t take off  10        will go
5
had listened      11        were
6
wouldn’t have been      12        will pass
3
1     will I let him know about the
change in plans?
2
would he spend it with his children?
3
you can always take it back.
4
they would have had a bigger wedding.
5
he had my address.
6
you buy it now.
7
he had asked you to?
8
if she had called earlier.
9
he would have stopped to talk to me. 10          you will miss
the train.
4
2 If the prices of mobile phones had
not fallen, there wouldn’t have been such demand for them.
3
If there hadn’t been heavy rain, the river would not have burst
its banks.
4
The football player would not have spent the night in hospital
if he hadn’t broken his leg.
5
The robbers would not have been arrested if their car hadn’t crashed.
5
2 B If I hadn’t walked a long time in
the rain, I wouldn’t have caught a cold.
3
F If he hadn’t had a miserable childhood, he would have been
able to talk about his early years.
4
E If he hadn’t written a best selling novel, he wouldn’t have
been invited to speak to the University.
5
D She wouldn’t have become a very successful artist if she
hadn’t insisted on fulfilling her dreams.
6

A If she hadn’t lost her purse in the train, she would have had
money to pay for the meal.
6
1     had       6          would
change
2
hadn’t bought   7          had
3
could find         8          had not existed
4
hadn’t spoken   9          hadn’t eaten
5
hadn’t spoken   10        knew
7
2     I wish he would help with the
housework.
3
I wish I had taken some photos of the wedding.
4
I wish they hadn’t stolen my laptop.
5
I wish our computer didn’t have a virus.
6
I wish my parents would buy me the new games console.
7
I wish I had a digital TV.
8
I wish you would stop talking about your new MP3 player.
9
I wish she wouldn’t listen to loud music all day. 10          I
wish it were summer now.
8
I wish I were at home.
I wish I could fly to a
sunny destination.
I wish I hadn’t left the
report at home.
Module 8
1
1 not only            5          great
deal of
2
depends   6          both
3
as many  7          little
4
either      8          more
2
1     can we go         7          did
she act
2
will Edward leave            8          do I watch
3
you arrived on     9          was her anxiety/
4
I you       nervous
5
does he ask         10        did I know
6
did Nicole realise
3
1     Is there 6          some
advice
2
some information             7          any bread
3
evidence 8          a jar
4
a really
  9          too much
5
a word    10         little
time
4
1     is          6          is          11        is
2       is          7          are       12        is
3
is 8          are       13        are
4
are          9          is          14        are
5
are          10 is
5
countable: cake, book, knife, glass, chicken, journey countable/uncountable:
paper, sugar, coffee, tea
uncountable: traffic, meat, cheese, bread, luck, Maths, advice, news,
trousers
6
1     some, some      5          some,
a
2
some       6          a
3
some, an 7          a, a
4
an           8          some, a
7
1     a lot of 6          much 2 too
much          7          many
3
much       8          a lot of
4
a lot of    9          much
5
much       10         a lot of
8
1     a little   6          a few
2
a few      7          few
3
few         8          little
4
little        9          a little
5
a little     10         a few

Song Sheets
Module 1
1
Focus ➤ Predicting the content based on the title and picture
ñ Ask Ss to look at the picture and read the title of the song.
Elicit suggestions as to what the song may be about.

Suggested
Answer Key
I think
the song is about families and what they mean to us because I can see a large
family in the picture. Everyone is smiling, so I think that the song will say
positive things about families.

ñ Play the recording. Ss listen and follow the
song in their books and
check.
2
Focus ➤ Reading for specific information
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
According
to the singer, family is really important. It is thanks to our ancestors that
we are here. Our family is always there for us ― through good and bad
times. We should appreciate our family members and the special relationship we
have with them.

3
a) Focus ➤ Personalising the
topic/Talking about the importance of family
In pairs Ss discuss how
important family is to them. Ask some pairs to report back to the class.

Suggested
Answer Key
My family
is very important to me as they always support and encourage me. I feel I can
tell them anything and I know they will understand and help me.

b) Focus ➤ Talking about what our parents have taught us ñ Allow Ss a few
minutes to think about what their parents have taught them over the years and
to note down the most important things.
ñ In pairs, Ss share their thoughts.

Suggested
Answer Key
The most
important thing my parents have taught me is to work hard and I can accomplish
my goals. My parents are good examples of how important it is to work for what
you want as they both work long hours and manage to raise a happy family.

Proverbs
4 Focus ➤ Understanding English
sayings ñ Read out the sayings and ask elicit equivalents from Ss’ L1.
ñ In small groups Ss discuss whether they agree with the sayings.
Monitor the activity and encourage Ss to come up with examples from their
personal experience.

Suggested
Answer Key
S1:
I agree that you have to raise children yourself to understand your parents’
love. For if you are a parent, then you know how hard it is to be a parent.
S2:
And you know what it feels like. I mean, you understand what it means to have
children and how much love you feel for them.
S3:
I’m not sure. I think maybe we can understand how much our parents love us even
without being parents ourselves.
S1:
Do you agree that ‘an ounce of blood is worth more than a pound of friendship’?

S2:
I think that family is important, but I also think friendship is valuable too.
S3: I
think it is unfair to compare the two.
S1: I
love my family, but love my friends too.
S2:
Sometimes I appreciate my friends more than my family ― I disagree!
S3: So,
is blood thicker than water?
S1:
I definitely think blood means a lot, but it isn’t everything. etc

Module 2
1
Focus ➤ Predicting the content based on the title
ñ Explain the task and ask Ss to look at the title and the words
and phrases given. Elicit answers from various Ss around the class.

Suggested
Answer Key
I think
the song is about not giving in to peer pressure. You can have more fun if you
are yourself and can be on your own sometimes.

ñ Play the recording. Ss listen and follow the
song in their books and
check.
2
Focus ➤ Reading for specific information
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
According
to the singer, a good friend is someone who lets you be yourself, an
individual.

3
Focus ➤ Expressing personal opinion/ Discussing what makes us have good
friends
ñ Write out the statement on the board. Underneath it, write two
columns ‘Agree’ and ‘Disagree.’
ñ Elicit comments from the class, encouraging Ss to give reasons.
Write ideas up on the board in the appropriate columns. Discuss as a class.

Suggested
Answer Key
Agree:
If you are a good friend, then that
person will want to be as good a friend to you. The more friends you have, the
more people will want to be your friend.

Disagree:
A good friend doesn’t expect anything
from you. A friend can be your good friend, even if you aren’t the best friend
they have ever had.
You can
be good to someone and try to be their friend, but sometimes they reject you.
etc

Proverbs
4     Focus ➤ Understanding English sayings
Read out the sayings and
elicit explanations from various Ss around the class. Then ask Ss to suggest
similar sayings they know from their L1. Allow Ss some time to come up with an
example from their personal experience that illustrates the meaning of one of
the sayings and elicit a variety of examples from Ss around the class.

Suggested
Answer Key
If
you can buy a person’s friendship, it’s not worth having.(People who are interested in you because of your money are not
friends at
all.)
True
friends have hearts that beat as one. (If
you are really good friends with someone, then you share the same joys and
sorrows because you really care about them.)
Make
friends before you need them. (You
never know when you will need help from friends, so it is good to have as many
friends as you can.)

Module 3
1
Focus ➤ Predicting the content based on the title and pictures
ñ Ask Ss to read the title of the song. Elicit suggestions as to
the different rights we can stand up for and write them up on the board.

Suggested
Answer Key
A person
can stand up for freedom of speech, freedom of religion, the right to vote,
etc.

ñ Play the recording. Ss listen and follow the song in their books
and check.
2
Focus ➤ Understanding the writer’s opinion
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
According
to the writer, it is our duty to stand up for our rights. If we all fight for
freedom together, then we can help ourselves and others who are less fortunate.

3
Focus ➤ Personalising the topic/Talking about human rights
Read out the question in
the rubric to the class. Elicit ideas from individual Ss.

Suggested
Answer Key
Every
person on this earth has the freedom of speech, the right to a clean
environment, the right to be safe and the right to food, shelter and clean
water. We must enforce and respect these rights as a society.

Proverbs
4     Focus ➤ Understanding English sayings
Read out the sayings and
elicit explanations from various Ss around the class. Then ask Ss to suggest
similar sayings they know from their L1. Allow Ss some time to come up with an
example from their personal experience that illustrates the meaning of one of
the sayings and elicit a variety of examples from Ss around the class.

Suggested
Answer Key
Live
and let live. (We should accept the way
other people live and behave, especially if they do things in a different way
from us.)
United
we stand, divided we fall. (If we
all work together we have a better chance of success than if we work
individually.)

Module 4
1
Focus ➤ Predicting the context of words/ phrases taken from the song ñ Explain the task and
ask Ss to look at the title and the words and phrases in the list. Elicit
answers from various Ss around the class.

Suggested
Answer Key
I think
the title of the song refers to the difficult times in our lives and the fact
that we shouldn’t let them get us down.

ñ Play the recording. Ss listen and follow the song in their books
and check.
2
Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
The
singer is a fighter. According to the singer, no matter how large a problem is,
we can face it. We shouldn’t give in to problems ― we should keep on
living our lives and be determined to beat them.

3
Focus ➤ Personalising the topic/Talking about motivation
Ss define motivation in
pairs and give each other examples of how they keep motivated. Monitor the
activity around the class, then ask some pairs to report back to the class.

Suggested
Answer Key
A:
I think motivation is all about really wanting to do something.
B:
Yes, I agree. If you want to succeed, you must keep trying until you get the
result you want.
A: What
do you do to keep yourself motivated?
B:
I look at role models and they inspire me to try to be like them. What about
you?
A:
I like to reward myself for my achievements and I like to set myself clear
goals.

Proverbs
4     Focus ➤ Understanding English sayings
Read out the sayings and
ask Ss if they can guess what they mean. Elicit explanations from various Ss
around the class. Then ask Ss to suggest similar sayings they know from their
L1. Allow Ss some time to come up with an example from their personal experience
that illustrates the meaning of one of the sayings and elicit a variety of
examples from Ss around the class.

Suggested
Answer Key
Something
is better than nothing. (You
should be grateful for the things you get, no matter how small.)
Strike
while the iron is hot. (We
should take advantage of an opportunity as soon as it exists, in case the
opportunity goes away and does not return.)
The
first step is the hardest. (Things
are always difficult to begin with, but then it gets easier.)
The
proof of the pudding is in the eating. (You can only judge the quality of something after you have
tried, used or experienced it.) Lightening never strikes twice in the same
place. (It is unlikely that something bad or unusual will happen to the
same person twice.)

Module 5
1
Focus ➤ Describing a picture/Predicting the content of a song
ñ Draw Ss’ attention to the title of the song and the picture.
Elicit from Ss how the picture makes them feel and ask them how it is related
to the song.

Suggested
Answer Key

The picture makes me feel sad. I feel sorry for people who live
on the streets. The song must be about what it is like to be homeless.

ñ Play the recording. Ss listen and follow the song in their books
and check.
2
Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
The
singer feels that we should help them and look after them because they
suffering and are in danger.

3
Focus ➤ Understanding the writer’s attitude
Ss discuss the question in
the rubric in pairs. Monitor the activity, then ask some pairs to report back
to the class.

Suggested
Answer Key
A:
I think it would be really hard to live on the streets. It must be horrible not
having somewhere comfortable to sleep.
B:
And you don’t know where your next meal is coming from. And it can be so cold
and dangerous too.
A: You
would feel really lonely and vulnerable.

Proverbs
4     Focus ➤ Understanding English sayings
Read out the sayings and
ask Ss if they can guess what they mean. Elicit explanations from various Ss
around the class. Then ask Ss to suggest similar sayings they know from their
L1. Allow Ss some time to come up with an example from their personal experience
that illustrates the meaning of one of the sayings and elicit a variety of
examples from Ss around the class.

Suggested
Answer Key
A
friend in need is a friend indeed. (A
friend who helps you when you really need help is a true friend.)
A
man’s home is his castle. (People
like to control what happens in their own homes and no one should tell them
what to do there.)

A
rolling stone gathers no moss. (If you
are always travelling and changing jobs you have the advantage of not having
many responsibilities, but you also have the disadvantage of not having a
permanent home.)
Beggars
can’t be choosers. (People can’t
complain bout something they get for free.) Charity begins at home. (You
should take care of your family and people who live close to you before helping
people who live far away.)

Module 6
1
Focus ➤ Predicting the vocabulary in a song ñ Draw a spidergram on
the board with the word ‘space’ in the middle for Ss to copy. ñ Allow Ss one minute
to add as many words as they can. ñ Ss compare their list with a partner.

Suggested
Answer Key galaxy, universe, planet,
spaceship, comets, stars, etc

ñ Play the recording. Ss listen and follow the song in their books
and check whether any of their words are in the song.
2
Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
Yes, the
writer seems to think that there could be life on other planets. There are many
questions in the song, for example, ‘Can we really be alone?’ The writer hopes
that if there are other people living on other planets that he/she will get to
meet them one day.

3
Focus ➤ Personalising the topic/Talking about living on other planets
Ss discuss their ideas in
pairs, giving reasons for their answers. Monitor the activity around the class
then ask individual Ss to report back to the class.

Suggested
Answer Key
S1:
I would like to live on Mars as I think it would be very beautiful with its
amazing red landscape. Also it is close to earth so I could visit often.
S2:
I would like to live on Saturn with all its rings and it’s very large so there
would be a lot to explore.

Proverbs
4     Focus ➤ Understanding English sayings
Read out the sayings and
ask Ss if they can guess what they mean. Elicit explanations from various Ss
around the class. Then ask Ss to suggest similar sayings they know from their
L1. Allow Ss some time to come up with an example from their personal experience
that illustrates the meaning of one of the sayings and elicit a variety of
examples from Ss around the class.

Suggested
Answer Key
Seeing
is believing. (We believe things when we
have seen them with our own eyes.) The more one knows, the less one believes.
(Sometimes we can know too much information for our own good.)
There are two sides to every question.
(There
are counter arguments for everything.)

Module 7
1
Focus ➤ Predicting the content of a song based on the title
ñ Draw Ss’ attention to the title of the song and elicit ideas
from various Ss around the class as to what the song could be about.

Suggested
Answer Key
I     think the song is about the importance of notletting go of our
dreams.

ñ Play the recording. Ss listen and follow the song in their books
and check.
2
Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
According
to the singer, we should hang on to our dreams because they bring us joy and
hope. If we believe in our dreams, they might come true.

3
Focus ➤ Personalising the topic/Talking about the changes we could make
in our lives
In pairs, Ss discuss the changes
they would like to make to their lives. Monitor the activity around the class
then ask individual Ss to report back to the class on the changes their partner
would like to make and the reasons why.

Suggested
Answer Key
I     would like to change the amount of time Ihave to be with my
family and my friends. I wish we didn’t have to study and work so hard all the
time and had more time to have fun and be together.

Proverbs
4     Focus ➤ Understanding English sayings

Read out the sayings and ask Ss if they can guess what they
mean. Elicit explanations from various Ss around the class. Then ask Ss to
suggest similar sayings they know from their L1. Allow Ss some time to come up
with an example from their personal experience that illustrates the meaning of
one of the sayings and elicit a variety of examples from Ss around the class.

Suggested
Answer Key
If
at first you don’t succeed, try, try, try again. (You should never stop trying to do something ― you will
succeed in the end.)
Where
there’s a will, there’s a way. (If you
really want to do something, you will usually find a way to do it.)
Success
has many fathers, while failure is an orphan. (People are only interested if you win ― no one cares if
you lose.)

Module 8
1
Focus ➤ Predicting the context of phrases taken from the song
Explain the task and ask
Ss to look at the title and the phrases in the list. Elicit answers from
various Ss around the class.

Suggested
Answer Key
I
think the title of the song refers to
places inthe world that we don’t fully understand and I expect to hear the
phrases within this context.

2
Focus ➤ Understanding the writer’s attitude
Allow Ss some time to read
the song again and elicit answers from various Ss around the class.

Answer
Key
The
singer feels the magic of ancient places and the mysteries and puzzles they
hold.

3
Focus ➤ Personalising the topic/Talking about travelling back in time
Ss discuss the question in
the rubric in pairs, giving reasons. Monitor the task, then ask some pairs to
report back to the class.

Suggested
Answer Key
I     would love to travel back to Ancient Rome. Ifind the
civilisation very interesting and advanced. I would like to see gladiator games
in the Coliseum, visit the libraries and see the theatres.

Quotations
4     Focus ➤ Understanding English sayings
Read out the sayings and
ask Ss if they can guess what they mean. Elicit explanations from various Ss
around the class. Then ask Ss to suggest similar sayings they know from their
L1. Allow Ss some time to come up with an example from their personal experience
that illustrates the meaning of one of the sayings and elicit a variety of
examples from Ss around the class.

Suggested
Answer Key
Wonders
will never cease. (An expression we use
when we are surprised because something unusual or unexpected happens.) Truth
is stranger than fiction. (Something we say when we want to emphasise that
real events or things are sometimes stranger than
imaginary
ones.)

Hamlet Key

Before you start
The Author
1
William Shakespeare
2
He was born in Stratford-upon-Avon, England, on 23rd April,
1564.
3
He went to the King Edward VI Grammar School in Stratford.
4
He married Anne Hathaway.
5
He had three children: Susanna, Hamnet and Judith.
6
His most famous plays are: Macbeth, Romeo and Juliet, A
Midsummer Night’s Dream, Hamlet, The Merchant of Venice and Othello.
7
He wrote about a wide variety of emotions such as: greed,
selfishness, revenge, kindness and love. 8 He died on 23rd April, 1616.
Background
1
winter ― summer
2
5 ― 4
3
easy ― difficult
4
straightforward ― very complicated and controversial
5
the same ― a different
6
television ― cinema, and another 16 for television
7
27 ― At least 26
8
old ― modern
The Plot
Hamlet ― The Prince of Denmark, whose father the King dies and
whose mother marries his uncle Claudius, who takes the throne.
King Hamlet ― The King of Denmark and Hamlet’s father, who is murdered
by his brother, Claudius.
Claudius ― The new King of Denmark, who kills his brother, King
Hamlet, and marries the Queen.
Gertrude ― Hamlet’s mother, the Queen, who marries Claudius soon
after King Hamlet’s death. castle ― Home of the royal family,
where most of the
action takes place.
ghost ― The apparition of the dead King, who returns to tell
Prince Hamlet the truth about his death and to urge him to take revenge on his
uncle Claudius.
revenge ― The act of avenging the death of King Hamlet. It will be
the driving, motivating factor for Hamlet to kill his uncle, the King.
mad ― Hamlet will
pretend to be mad so that everyone will think he has lost his mind. In this way
he will find out the truth about his uncle’s guilt without drawing attention.
stepfather ― King Claudius becomes Hamlet’s
stepfather by marrying his
mother.
old school friends ― Rosencrantz and Guildenstern are two of Hamlet’s old
school friends. King Claudius asks them to spy on Hamlet in order to find out
what troubles him, and, later in the play, they are commanded to escort him to
England.
special play ― Hamlet asks a group of actors to put on a special play
for the court, that features a king being murdered in the same way Hamlet’s
father was murdered.
murder ― One of the underlying themes of the play, as Hamlet
seeks to take revenge for his father’s murder by murdering his own uncle.
tragic end ― The outcome of the story, which proves fatal for almost
all the characters due to various plots inside the castle.
The Characters

1 Claudius

4   Hamlet

7     Laertes

2 Gertrude

5   Polonius

8     Ophelia

3 Horatio

6   Hamlet

9    Claudius

Episode 1
Before Reading
1 (Suggested Answer)
Judging from the title and
the pictures, it seems that there is a new King at court, who is probably
making a speech, and everyone is there to greet and congratulate him.
While Reading

2 1     uncle.

4   mourning

7   ghost

      2   attack

5   two

      3   France

6   meaningles

After Reading
3 (Suggested Answers)
1
Hamlet thinks that his mother is disrespectful both to the
recently deceased King and to her son. Gertrude should continue to mourn the
death of her husband and not marry so soon, especially not Hamlet’s uncle.
2
There must be a serious reason for Hamlet’s dead father to
appear as a ghost. He possibly wants to tell Hamlet about his death or about
something that happened before he died that no one knows about.
3
Hamlet must be feeling lonely because he has lost his father,
who was probably a stabilising force in his life. He is probably also confused
as he finds it hard to understand why his uncle took the throne. He must be
angry with his mother, even disgusted, since she betrayed him and his father
and got married so soon after her husband’s death. Finally, he may be worried
or even scared about the future of Denmark now that his uncle has a lot of
power in his hands.
Think! Gertrude reveals no guilt
in her marriage with Claudius after the sudden death of her husband, King
Hamlet. This suggests that she might have been involved in the murder,
especially since she hardly mourned her husband’s death before remarrying. Her
behaviour is open to various interpretations, though. The affection she shows
towards her son, for example, makes one doubt whether she is evil. She might
have married Claudius to make up for the insecurity and instability King
Hamlet’s death has caused her and the country as a whole.
Episode 2
Before Reading
1    (Suggested Answers)
1
The people in the first picture are Hamlet, the ghost of his
father and his friend Horatio. They are on the battlements of the castle
because this is where the ghost appears. Hamlet probably wants to find out the
truth about his father’s death.
2
Hamlet could be begging the ghost to talk to him. He may be
feeling respect for or even fear of the ghost.
While Reading
2    (Suggested Answers)
1
They meet on the battlements of the castle.
2

Horatio warns Hamlet to be careful because the ghost might put
Hamlet’s life in danger.
3
Hamlet ignores his friend’s advice because he thinks his life is
meaningless.
4
Claudius has told everyone that his brother was bitten by a
serpent while he was sleeping in his orchard.
5
Claudius poured poison into the King’s ear while he was sleeping
in his orchard.
6
The ghost wants Hamlet to avenge his murder.
7
After Hamlet promises to take revenge for his father’s death, he
decides to act like a madman for a while so that no one will find out what his
real intentions are.
After Reading
3    (Suggested Answers)
1
Hamlet probably feels astonished, even shocked, to see his
father as a ghost. He may also be worried or afraid that something bad has
happened and is anxious to find out what it is.
2
Although astonished at first, Hamlet seems to be very angry when
he finds out the truth about his father’s death, and also assured of his
original suspicion that his father has been murdered.
3
Hamlet has actually started planning his revenge. He thinks that
if he pretends to be mad, he will be able to find out what really happened and
avenge his father’s death without anyone suspecting him.
4
Hamlet might confront his uncle and his mother about what
happened, or he might confide in Horatio and ask him to help him. In any case,
he will certainly start pretending to be mad, as he has planned.
Think! Shocked at the sight of
the ghost, the guard accompanying Hamlet and Horatio expresses his fears that
“Something is rotten in the state of Denmark”. Denmark is corrupt, infected by
some mysterious force, well-hidden and pending. The feeling of anxiety
established in the first episode is here confirmed by the appearance of the
ghost, whose words reveal corruption through an effective symbolic image. The
new King poured poison into the old King’s ears sending him to death. Like the
poison running through the old King’s body and eating him away, corruption is
now oozing through the state of Denmark making it a decaying body.
Episode 3
Before Reading
1    (Suggested Answer)
The title seems to be
associated with the strange behaviour Hamlet decided to adopt after meeting his
father’s ghost.
2    (Suggested Answer)
Judging from everyone’s
expression, they seem to be talking about something important ― maybe the
change in Hamlet’s attitude.
While Reading

3 1     No

3   Yes

5   No

7   Yes

      2   Yes

4   No

6   Yes

8    No

After Reading
4 (Suggested Answers)
1
Being a prince, Hamlet is by birth Ophelia’s superior. His
position and responsibilities make it almost impossible for him to marry a girl
who belongs to the common people. As a prince and a future king, he is
responsible not only for his own well-being but also for the state’s wellbeing.
This means that it is not just his own feelings that affect his choice of a
wife but the state’s interests as well. In his case there are a lot of things
that must be taken into account, of political importance mostly. Therefore, he
may not be allowed simply to marry the woman he loves. This is Laertes’ and
Polonius’ main concern and the reason why they don’t want Ophelia to be
involved with Hamlet.
2
Hamlet’s rude behaviour is part of his plan. He tries to behave
madly to fool everyone in the castle so that he can take revenge for his
father’s death without arousing suspicion. He probably doesn’t trust Polonius
either since he seems to be the King’s right-hand man.

Think! Ophelia is a young girl who appears to be innocent and even
naïve. She is easily led by the men she loves so she seems to have no
control of her life. She is dependent on her father and brother, who make
decisions for her without taking her judgment into account. She obeys both
Polonius and Laertes to stay away from Hamlet, even though she has feelings for
him, without the slightest objection to their guidance. She is so respectful of
them that she won’t do anything against their will. After Hamlet’s frightening
visit to her room, it is Polonius she runs to for advice. On the whole, Ophelia
seems to be a weak character as she relies on men, who control her life. I
don’t think I would act the same way as her. I would certainly respect my
family and take their advice into consideration but I would also expect them to
respect my feelings too. I would try to explain to them what I really wanted
and how I felt.
Episode 4
Before Reading
1 (Suggested Answer)
The two men standing near
Hamlet are probably Rosencrantz and Guildenstern. They’ve come to talk to
Hamlet and find out what troubles him after the King commanded them to do so.
There seems to be a more relaxed atmosphere in the second picture. The people Hamlet
is talking with seem to be smiling and in good spirits, so Hamlet’s mood must
be better too.
While Reading

2 1     pleased

3   depressed

5   speech

      2   prison

4   delighted

After Reading
3    (Suggested Answers)
1
Rosencrantz and Guildenstern find Hamlet in a rather sour, bad
mood. He confesses he is depressed and finds everything in this world
meaningless. Although he is pleased to see his childhood friends at first, he
is also suspicious of why they have come to see him.
2
Hamlet wants the actors to perform a play whose plot resembles
Claudius’ murder. He also asks the actors to perform an extra speech which he
will add to the play. Apparently he wants to see the King’s reaction and find
out if he is really guilty.
3
Hamlet is blaming himself because he cannot find the courage to
avenge his father’s death. Although he has a strong motive, he remains
inactive, whereas the player has acted out his speech very passionately for no
reason other than the play.

4    (Suggested Answers)
1
Hamlet says that the King and Queen are deceived because he is
not really mad as they think. His madness is feigned as a means to an end
― that of avenging his father’s death.
2
Tomorrow night is when the players are going to perform the play
for Claudius to see. Hamlet expects that the murder taking place in the play
will shake Claudius’ confidence and prove his guilt, as the murderer kills his
victim in exactly the same way Claudius killed Hamlet’s father.
Think! Hamlet feels that the
world around him is in a shambles. He feels confined to a place that is crooked
and full of liars and villains plotting against him. Evil is latent everywhere
and no one seems to be trustworthy. This is why Hamlet regards Elsinore and the
whole of Denmark as a prison.
Episode 5
Before Reading
1
(Suggested Answer)
In the first picture,
Gertrude is talking to Ophelia seriously, probably about Hamlet, while Claudius
and Polonius are hiding. In the second picture, Hamlet and Ophelia seem to be
arguing over something while Claudius and Polonius are watching. Perhaps the
transformation in Hamlet’s character has affected Ophelia, who appears to be in
distress.
While Reading
2
7 The King and Polonius come out of their hiding place.
4 Ophelia looks up from her
book and meets Hamlet’s eyes.
4 Hamlet is troubled,
pondering “to be, or not to be”.
4 Claudius and Polonius
discuss Polonius’ plan to spy on Hamlet.
4  Claudius considers sending Hamlet to England.
5  Ophelia offers to give Hamlet’s gifts back to him.
6  Hamlet tells Ophelia that he does not love her.
After Reading
3
(Suggested Answers)
1
When Hamlet wonders if it is better “to be, or not to be”, he
poses a matter of philosophical discussion on the advantages and disadvantages
of existence. Unlike previous parts of the play, where Hamlet was overwhelmed
by emotion, here his speech shows logical reasoning. In an agonising way, he
thinks that it is very difficult to decide between life and death. The miseries
of life are such that no one is willing to bear them. If one died, he would end
the torture. But then, we do not know what to expect in the afterlife, so maybe
it is safer to bear the miseries we already have and are familiar with than
take on others that are totally unknown to us.
2
Claudius will probably keep spying on Hamlet until he finds out
what is going on. If he is still not convinced of Hamlet’s madness, he may send
him away or even try to kill him.
Think! From the first episode,
one cannot fail to see Hamlet’s disgust towards women. His mother’s betrayal
has brought out in him a strong feeling of hatred that now takes the form of
misogyny. Addressing Ophelia, Hamlet attacks all women. He feels they are unworthy
of men’s affections because they cannot be trusted. He urges Ophelia to go to a
nunnery, which represents the ultimate seclusion and isolation from society.
Living as a nun, Ophelia would have to renounce her need for love and affection
from a man. She would be alone with her thoughts and prayers. Being a nun means
she would be restricted to a quiet, lonely life, deprived of earthly pleasures,
and this, according to Hamlet, is the severe punishment she deserves.
Episode 6
Before Reading
1 (Suggested Answer)
In the first picture,
there seems to be a play going on. Apparently, it is the one Hamlet has asked
the actors to perform for the King. Everyone seems emotional or nervous about
it. In the second picture, Hamlet looks prepared to kill Claudius, who is in
some sort of emotional turmoil. Things don’t seem to be getting any better as
everyone seems to be more upset, but perhaps Hamlet will become more decisive
and finally fulfil the promise he has made to his father.
While Reading

2 1     carefully

4   rushes

7   second

      2   witnesses

5   disturbed

8   soul

      3   pours

6   remorse

After Reading
3 1 Hamlet wants someone else to see Claudius’ reaction for proof,
evidence of the crime he committed. He also wants someone on his side, someone
he can turn to for support when he decides to take action. Horatio seems to be
the right person since he is Hamlet’s dear and trustworthy friend, whose
judgment he can rely on.
2 Hamlet’s reflective
nature makes him delay action once again. His father died without having been
forgiven for his sins as he didn’t have the chance to pray. Now that he is a
ghost, he is doomed to burn in fires until his soul is cleansed. If Hamlet
kills Claudius while he is praying for forgiveness, he will send his soul to
heaven. This is hardly adequate revenge for the murder Claudius committed.
Therefore, Hamlet finds it wiser to postpone action once again and wait until
the time is right. If he kills Claudius while he is doing something bad, he
will send his soul to hell and he will take his revenge.

Think! The actors’ performance certainly triggers a number of different
emotions in the members of the audience. Gertrude’s reaction is of particularly
great interest, as from the beginning of the play it is not clear whether she
is involved in Claudius’ crime. Therefore, her behaviour in this episode is
open to various interpretations. According to Rosencrantz and Guildenstern,
Gertrude is “terribly upset”. Perhaps the performance brought about a sort of
self-realisation for her. Maybe it made her see through the man she married to
the murderer and villain he really was. Perhaps she knew beforehand, and the
performance now made her realise her guilt and feel agitated. It could also be
possible that she is still ignorant and her feelings are once more guided and shaped
by Claudius’ feelings, since so far Gertrude has appeared rather weak, lacking
a personality of her own and conforming to her new husband’s ideas and
reactions.
Episode 7
Before Reading
1 (Suggested Answer)
In the first picture,
Polonius seems to be running to hide, probably from Hamlet, who is about to
enter the room. In the second picture, Polonius is lying at Hamlet’s feet,
killed by him, while Gertrude is kneeling shocked. Although Hamlet appears
active for the first time in the play, he isn’t doing what he is supposed to
do, that is to take revenge against Claudius.
While Reading

2 1     F

3   T

5   T

7

F

      2   T

4   F

6   T

8

F

After Reading
3 (Suggested Answers)
1
Hamlet might seem disrespectful to Gertrude but his reason for
behaving this way is very serious. He feels his mother has betrayed him like
she has betrayed his father by marrying so soon after his death. Therefore, it
is out of anger and despair that Hamlet appears disrespectful and not because
of lack of morals. His indignation is what makes him call Gertrude “stepmother”
showing her he no longer sees her as his biological mother but as a stranger.
2
After Hamlet’s accusations, Gertrude seems regretful for what
she has done. She can’t bear listening to Hamlet anymore, because deep down she
knows her son is telling the truth, and she promises not to reveal the secret
concerning his madness. Her behaviour at the end of the episode shows she is
regretful and willing to help Hamlet.
3
Maybe Claudius will try to kill Hamlet, or Hamlet will finally
go after Claudius and kill him.
Think! The fact that
Gertrude does not see the ghost is pivotal to the plot and the outcome of the
story. Gertrude thinks that Hamlet is mad talking to himself, and this prevents
her from clearly
taking her son’s side and
acting against the King. Although she promises not to reveal Hamlet’s secret,
she seems to be at a loss, which serves Shakespeare’s intricately woven plot.
If Gertrude saw the ghost, she would believe Hamlet and become his ally. This
means that Claudius would run a greater risk of being revealed and the whole
story would probably turn out quite differently.
Episode 8
Before Reading
1 (Suggested Answers)
1
Hamlet appears to be leaving and saying goodbye. Perhaps
Claudius has finally decided to send him away with Rosencrantz and Guildenstern
as a measure to keep his position as King safe.
2
In the second picture, Hamlet is meeting with some soldiers and
talking to one of them. He might be plotting something against Claudius.
While Reading

2 1     b        3   d

5   a

7

a

      2   c        4   d

6   c

After Reading
3
(Suggested Answers)
1
After Polonius’ murder, Claudius is increasingly agitated. His
alarm turns into fear of Hamlet and the only way to feel secure is to get rid
of him. He has to be careful, however, and not arouse suspicion, this is why he
acts secretly once more. He wants Hamlet executed abroad so that people in
Denmark will not find out about the King’s crime and turn against him. Claudius
is again interested in maintaining his status and public image.
2
Hamlet obviously does not want to acknowledge Claudius because
he hates him, so he ignores him. Either he is still pretending madness, so he
affects not to notice Claudius, or he is too angry that Claudius is still alive
to speak to him. In any case, he is still trying to plan a way to kill him, so
his attitude towards his uncle can be nothing but hostile.
3

Earlier in the play, Hamlet was amazed by the actor’s passionate
performance and expression of feeling for no apparent reason, just to act
out a speech. Now, he is
amazed by the willingness of an entire army to risk their lives for a worthless
piece of land. He is impressed by their decisiveness and determination to
achieve their goal, no matter how insignificant it is compared to his.
Fortinbras’ army, like the actor earlier, makes Hamlet blame himself for
delaying to carry out the task he has to perform. Twenty thousand men are
prepared to die for a tiny piece of land, and he, that has a father killed,
remains inactive. This realisation is what finally strengthens him and makes
him at last promise to take revenge.
Think! It is not the first time
Shakespeare has used a powerful symbolic image to get his message across. Here
he chooses to use illness and conveys the King’s agitation most vividly. Hamlet
is like a fever in Claudius’ blood because, just as a fever burns and tingles
and causes one to feel uneasy and uncomfortable, Hamlet is disturbing Claudius’
peace. After the actors’ performance the King knows his secret is revealed. His
fears of Hamlet have now been confirmed. Hamlet is no longer a potential
threat, but rather an imminent danger, rooted in Claudius’ system and making
him feverish.
Episode 9
Before Reading
1    (Suggested Answer)
In the first picture,
Ophelia seems to be dancing; however, her expression is not a happy one.
Laertes and Claudius appear to be having a serious conversation. In the second
picture, Gertrude is entering the room looking worried while Laertes is pulling
out his sword as if to fight someone. Claudius seems to be trying to either
calm him down or show support. It appears that the outcome of the episode is
not positive as the whole atmosphere seems rather tense. Perhaps Laertes has
found out about his father’s death or another unfortunate event has happened.
While Reading
2    1    Ophelia
2
Gertrude, Ophelia
3
Laertes and Ophelia’s, Ophelia
4
the sailors, Horatio
5
Horatio
6
Claudius, the people’s, Hamlet
7
Claudius, Laertes
8
Hamlet and Laertes
9
Ophelia
10
Claudius, Hamlet’s
After Reading
3    (Suggested Answers)
1
Laertes returns to Denmark because he has found out about his
father’s murder and wants to take revenge by killing the perpetrator.
2
Ophelia loses her mind because of sorrow after Hamlet kills her
father. As illustrated earlier in the play, Ophelia loved and respected her
father deeply so his death must have affected her greatly. Apart from that, she
is already depressed because Hamlet has rejected her recently and because he
appears to have gone mad.
3
Claudius’ position as King has already started weakening. His
main concern now is to maintain his power, and it is exactly this concern that
proves him to be most murderous. To start with, he is extremely worried about
the people’s reaction to all the recent tragic events. His worry soon turns
into fear when the people call out Laertes’ name and wish him to be the King.
Claudius’ first step is to calm Laertes down and assure him he is not guilty of
Polonius’ death. This way he makes him trust him and takes him to his side as
an ally. Previously, Claudius didn’t hesitate to arrange Hamlet’s execution in
England. Now that his plan has failed, he doesn’t hesitate to arrange Hamlet’s
death inside the castle. The King is so crafty that he also draws up a back-up
plan: if Hamlet does not get killed by Laertes’ sharpened and poisoned sword,
he will be killed by poisoned wine. Claudius does not bother to worry about the
victims that accumulate around him. He is only concerned about the threats to
his power.
4
Hamlet will probably be invited to a duel with Laertes, but
before that he will find out about Ophelia’s death.

Think! The way Ophelia’s death is presented in this episode creates the
impression that it was an accident. According to Gertrude’s account, while
Ophelia was on a willow tree, hanging her
flower garlands, a branch
broke and she fell down into the river. However, judging from the story so far,
the possibility of Ophelia’s death being accidental may not seem very strong.
Ophelia is very sensitive and emotional as a character, and all of a sudden she
finds herself confronted with two devastating facts ? her father’s death and
Hamlet’s rejection and exile. These incidents are serious enough to lead her to
depression and suicide, especially because of her fragile nature; therefore one
cannot avoid thinking about this option when pondering on the matter of
Ophelia’s death.
Episode 10
Before Reading
1    (Suggested Answers)
1
Hamlet and Horatio seem to be walking in a graveyard. They are
walking up to a man digging a grave.
2
Hamlet seems to be sad and troubled. He might be lamenting his
father’s death or be preoccupied with death, a matter that puzzled him earlier
in the play as well.
While Reading
2    (Suggested Answers)
1
Hamlet has just returned to Denmark and met Horatio. The two of
them come across the gravediggers while they are walking through a graveyard on
their way back to Elsinore castle.
2
The gravediggers think the woman’s death was suicide, and people
committing suicide cannot have a proper burial. However, the fact that she was
someone important, that is of a wealthy or influential family, is an advantage
for her. The priest will overlook the suicide and give her a proper burial.
3
They find Yorick’s skull, who used to be the court jester when
Hamlet was a boy.
4
Hamlet knew Yorick and he loved him dearly. Yorick used to carry
him on his back and entertain him with jokes and songs. Hamlet remembers him
quite fondly and seems to miss his jovial personality. On the other hand, he
feels disgusted and appalled at how Yorick ended up, pondering that this is
every man’s fate.
5
They come in a funeral procession. They are going to bury
Ophelia.
6
Laertes does not like the priest’s comments regarding Ophelia’s
burial. The priest wants a shortened service as he thinks Ophelia committed
suicide. He believes that instead of having prayers read to her, she should be
hit with stones. Laertes loved his sister too much to agree with the priest and
gets furious at his words. He cannot accept his beloved sister’s death, which
happened right after his father’s death. Laertes is angry with Hamlet, whom he
considers responsible, and he takes his anger out at the priest.
After Reading
3    (Suggested Answers)
1
The gravedigger is very precise and uses the right word at the
right moment. Although he is socially inferior to Hamlet, his speech proves to
be very witty.
2
Laertes is sending good wishes to his dead sister because she was
pure and virtuous, and violets are a symbol of these qualities. He hopes that
she will be as pure in death as she was in life.
3
From the moment Hamlet establishes eye contact with one of the
gravediggers, he appears to be very respectful towards the dead as he does not
approve of the gravedigger’s lightheartedness. He gets annoyed when he sees the
man singing merrily and throwing two skulls up in the air, as he thinks that
this shows disrespect. He believes that the dead deserve the same respect as
the living since they used to be among them once. Later on, when he sees
Yorick’s skull, Hamlet seems to be awestruck as he realises a universal truth:
no one can escape death.
Think! The moment Hamlet sees the
funeral procession, he urges Horatio to hide and watch silently. His reaction
is quite reasonable, if not expected, since this is a crucial moment for him.
He has just returned to Denmark from his short exile and Horatio has gone to
meet him. While Hamlet was away, there were new developments which he is not
informed about, and he must find out before he visits the castle. Moreover, the
fact that Claudius is plotting against Hamlet is something that Hamlet is aware
of, so he must be cautious. Now that the King’s crime has been revealed, Hamlet
knows Claudius is afraid and
wants to get rid of him.
Sending him away to England was the King’s first measure of protection, which
failed to prove effective, since Hamlet managed to get back. The King is bound
to come up with another plan; therefore, Hamlet must be careful.
Episode 11
Before Reading
1    (Suggested Answers)
1
Laertes seems to be attacking Hamlet. He must be in great
emotional distress because of his sister’s death, and he probably thinks Hamlet
is responsible for it.
2
Hamlet and Horatio seem to be discussing a letter that Horatio
is reading. Perhaps it has to do with Hamlet’s journey to England. Now that he
is back, he probably wants to inform Horatio about what happened while he was away.
While Reading
2    (Suggested Answers)
1
Gertrude is scattering flowers on Ophelia’s coffin, weeping. She
wishes Ophelia were Hamlet’s wife and not dead.
2
Laertes loved his sister so much that he can’t stand seeing her
in a coffin. He thinks that the one to blame for her death is Hamlet, who is
also responsible for Polonius’ death. For this reason he becomes furious with
Hamlet and attacks him.
3
Hamlet is trying to prove his love for Ophelia, which he claims
is much deeper than Laertes’.
4
Hamlet becomes so passionate in his argument with Laertes that
Claudius thinks this is another sign of his madness and asks the courtiers to
pull them apart. He then urges Laertes to be patient until they arrange their
plan to kill Hamlet. Even at a moment of grief and mourning his mind is still
preoccupied with the implementation of his plan.
5
On his way to England Hamlet feels there is something wrong
since he knows that in reality his two childhood friends are Claudius’spies.
What he finds in their bags is Claudius’ letter to the King of England, who is
asked to have Hamlet executed.
6
Hamlet exchanges Claudius’ letter with another one he has
devised himself and sealed with his father’s royal seal so that no one can tell
the

difference. In the new
letter the King of England is asked to have the messengers, that is Rosencrantz
and Guildenstern, executed instead of Hamlet.
After Reading
3    (Suggested Answers)
1
Although Rosencrantz and Guildenstern could not have known about
the content of Claudius’ letter to the English King, they are guilty of spying
on Hamlet and of contributing, even without knowing it, to his death. This
justifies, in a way, Hamlet’s desire to take revenge on them. On the whole,
they are Claudius’ pawns lacking a personality of their own, since they always
do as they are commanded.
2
Hamlet’s attitude towards Laertes changes at the end of the
episode. He regrets having been violent to him since he now feels they have
something important in common. They both want to take revenge for their
fathers’ deaths. This is what brings him closer to Laertes, whose determination
strengthens Hamlet too and makes him ready to take action. Therefore, what
Hamlet will probably do next is fulfil the promise he has given to his father.
Think! A good friend is someone
who is always willing to help and support you when you need them. Agood friend
is a good listener, someone you can talk to and seek advice. They are
trustworthy and reliable, and would rather be sincere than make things appear
better than they are in order not to hurt you. A good friend must be sensitive
to your feelings and stand by you in difficult situations the same way he must
share your happy moments.
Episode 12
Before Reading
1 (Suggested Answers)
1
Hamlet and Laertes are fighting a duel. Emotions vary. Laertes
and Claudius must be anxious to put their plan into practice and achieve their
goal, that is kill Hamlet. Gertrude and Horatio must be worried about Hamlet,
even though this is supposed to be a friendly fight. Hamlet himself may not be
aware of Laertes’ real intentions; still he will certainly try to do his best
to beat his opponent.
2
Judging from the second picture, the play is going to have a
tragic end involving bloodshed. Everyone seems to be dead apart from Horatio,
who is kneeling beside Hamlet, probably trying to share his agony.
While Reading

2 1     challenged

5   scores

9     plunges

      2   shakes

6   instead

10    story

      3   madness

7   exchange

      4   sharpened

8   blame

After Reading
3    (Suggested Answers)
When the play ends, it is
not obvious whether Fortinbras will restore public confidence in the government
and bring back a feeling of well-being in Denmark. However, he clearly
represents a strong-willed leader. In contrast to weakened and conniving Claudius
lying dead before him, Fortinbras appears to be a strong character and,
therefore, a capable ruler. Also in contrast to corrupted Claudius, Fortinbras
seems to have high moral principles as he acknowledges Hamlet’s ethics and pays
a special tribute to him: he orders Hamlet to be carried away like a soldier.
On the whole, though the country’s future is still uncertain, Fortinbras
appears a promising king.
Think! Agood leader should be
interested in his country’s progress and not use his position as a means to
achieve his personal aspirations. They must be able to ensure the people’s
well-being and safety from external threats. A good leader must have good
judgment and foresight so that they can plan ahead. Also, they must be in
command, making people not lose heart in times of crisis.
Final Comprehension Quiz
1    B          4          C          7          A          10        B
2       C          5          C          8          B          11        A 3    A          6          A          9          C          12        C
Overview
(Suggested Answers)
1
The conflict of man versus man is
always prevalent throughout Hamlet. All characters plot against each other and
want to take revenge on others. Some outstanding examples are Claudius’ and
Hamlet’s hatred for each other as well as Laertes’ and Hamlet’s duel. The
Norwegian King’s plans of war are also indicative of the conflict of man versus
man. The conflict of man versus himself is equally prevalent throughout the
play, mostly represented by Hamlet’s inner struggle. His ambivalence toward
action, his indecision and self-reproach show he is at war with himself.
Finally, the man versus nature conflict reveals how weak man is opposed to
nature. When Hamlet meets the ghost at the battlements, Horatio warns him about
the sea and the cliffs, which might prove dangerous. Death is also a proof of
the control the natural order of things has over man, as we can tell from
Ophelia’s drowning and Hamlet’s awe in the cemetery.
2
Throughout the play, Hamlet appears to
be more reflective than active as a character. His thoughtful nature makes him
always delay action, a policy which proves instrumental in the outcome of the
story. Hamlet does not find the courage to take revenge for his father, even
when the opportunity is right before him. The fact that he constantly delays killing
Claudius seriously affects the plot of the story, since it results in a series
of fatal events which would have otherwise been prevented. The first time he
decides to get over his indecision he ends up acting rashly and kills Polonius,
whose murder triggers conspiracy and plotting inside the castle. If Hamlet was
active from the beginning, perhaps there wouldn’t be so much bloodshed and the
story would not end so tragically.
3
The characters that betray or
disappoint Hamlet are: Claudius ― He killed Hamlet’s father and
married his mother.
Gertrude ― She hardly mourned her husband’s death and hastily
married Hamlet’s uncle. Rosencrantz and Guildenstern ― They follow
the King’s commands and spy on Hamlet. Laertes ― He joins Claudius
and plots with him against Hamlet.
Polonius ― He spies on Hamlet.
Ophelia ― She betrays Hamlet by losing her faith in him.
All the above characters
make Hamlet feel disillusioned and disappointed. They make him feel confined in
a prison and the only way to escape is by avenging every traitor. This brings
about feelings of hatred and disgust, which turn out to be fatal.
The only character who
stands by Hamlet throughout the play is Horatio. He accompanies Hamlet to the
battlements and warns him about potential danger. He takes an oath not to
betray Hamlet’s secret. He watches the King’s reaction during the actors’ performance
in the castle and assures Hamlet of Claudius’ guilt. Horatio is the one Hamlet
confides in when he comes back from the journey to England. Finally, Horatio
proves to be most loyal when he expresses his wish to drink the poisoned wine
in order to die with his lord. He is the only one who can alleviate Hamlet’s
suffering and distress and make him calmer and more reasonable.
4
Both Ophelia’s and Gertrude’s deaths
are accidental, which makes both women victims. Ophelia died after Hamlet
renounced his love for her, in his attempt to appear mad, and after he killed
her father, mistaking him for the King. Gertrude died after she drank the
poisoned wine Claudius had prepared for Hamlet. Therefore, the men who they
both trusted so blindly and heavily depended on caused the two women’s deaths.
However, their different character also determines and differentiates the way
each one died. Although it is not clear whether Ophelia accidentally drowned or
committed suicide, her innocent romantic nature makes her death appear to be
innocent and romantic as well, as the young woman had been emotionally charged
before she drowned. Gertrude, on the other hand, is in a way more responsible
for her tragic end because throughout the play she lacked the courage to face
the truth.
5
Whether Hamlet would have made a good
leader if he had lived is ambiguous, judging from his actions throughout the
play. On the one hand, what mostly characterises him as a person is his
indecision and lack of courage, as he tends to be reflective rather than
active. An indecisive and inactive leader is certainly not one to trust and
depend on in times of crisis, when people need someone to encourage and
motivate them to take action. On the other hand, what also distinguishes Hamlet
is his morality and ethics, elements that form an integral part of a good
leader’s personality. Regardless of whether they can counterbalance the lack of
bravery, they contribute to a country’s well-being since they safeguard people
against corruption and dishonesty.
6
The castle of Denmark is a “prison”
full of plotters and spies. The first one to start spying is the King himself,
who asks Rosencrantz and Guildenstern to watch Hamlet closely and find out
about his strange behaviour. Later on Claudius and Polonius spy on Hamlet and Ophelia
when the two of them meet. During the actors’ performance, Hamlet and Horatio
spy on Claudius to see what his reactions are and immediately after that
Hamlet, “hovering in the shadows”, spies on Claudius while the latter is
praying. When Hamlet meets Gertrude in her room, Polonius hides behind a wall
hanging and listens to their conversation. After Polonius’ murder, Rosencrantz
and Guildenstern are again commanded to accompany Hamlet to England and see
that the English King has Hamlet executed. Finally, in the cemetery Hamlet and
Horatio hide back and watch as the funeral procession enters. On Hamlet’s part,
one may say that spying is justified since he has to protect himself against
the King’s plotting. In every other case, however, spying indicates an evil act
that can only have tragic consequences.
7
Hamlet represents the archetype of the
modern hero. Apart from being the most easily recognisable Shakespearean hero,
he is also the most contemporary one. He is a character people of today can
identify with, as we face the same issues and share the same ambivalences. What
troubles Hamlet is also what concerns modern people, as his problems are
situated in the context of family and state. Loss of a parent, remarriage,
betrayal, depression, lack of morals, war, political ambition, corruption,
wickedness, friendship, honesty, plotting, revenge are issues that make Hamlet
remarkably modern as a character.
Discuss in groups
(Suggested Answers)

ñ

An alternative title for the story could be: Hamlet’s Revenge.

ñ

A
  different ending for the story could be that Hamlet kills Claudius and
  becomes King; he marries Ophelia and sends Polonius somewhere to live as a
  hermit. This is a happier ending than Shakespeare’s as justice is served and
  Hamlet’s mother is free from her guilt and dishonour.

ñ

My favourite character in Hamlet is
  Horatio because he is a loyal and supportive friend who stays out of trouble
  but remains close to Hamlet in his time of need.

ñ

I
  dislike Claudius because he is evil, conniving and power hungry; he will stop
  at nothing to get what he wants. He has killed his own brother and is after
  his own nephew too. He is so calculating and greedy that he deserves to die
  brutally.

ñ

The
  story teaches us about loyalty and honesty and also about the lack of these
  morals. It is also concerned with a major issue, prevalent in every society
  throughout history that of political corruption and excessive ambition.

Project
(Suggested Answer)
Back in 1925 there was a
family of landowners in rural Ireland. It was a poor underdeveloped country
where land was still the chief means to financial freedom. The family were the
Careys, and young James was the only son. His father, whom he loved dearly and
had always been very close to, had just died under mysterious circumstances,
and his mother had quickly remarried a man who had offered her financial
security as long as he controlled both her and her estates. Therefore, young
James had lost everything his father would have left to him. His new
stepfather, who was not so kind and generous, even though he spoke to others
about his love and fondness towards his stepson, now ordered him about. James,
who was still mourning his father’s death, remained distant and somewhat cold
towards his stepfather and his mother, for remarrying so quickly.

and Peter realised that the father’s death must have been Topics For Further Discussion due to murder rather than natural causes, as it was first
(Suggested Answers)

One day not so long after
his father’s death and mother’s remarriage, one of James’ friends, Peter, told
him about something he had uncovered somewhere in a remote area of the farm. He
took James to see what appeared to be a murder weapon that had recently been
used, judging from the blood on it. Immediately James believed. James started
to contemplate who might have done this to his father. He became very troubled
and
neglected his life and
people around him. His depression
1
became so marked that
one day his stepfather openly questioned him about it and they got into an
argument. James rashly accused his stepfather of having a hand in his father’s
death and keeping what was rightfully due to him. By the manner in which his stepfather
spoke and treated him, it seemed obvious that he hadn’t been as innocent as he
had made everyone believe.
One night James had a
dream in which he saw his stepfather murder his father. He told his friend,
Peter, who also didn’t trust the new person in James’ life. He urged James to
approach his mother with what he knew. James’ mother brushed off his
accusations, telling him they were nonsense. Then one day a near fatal accident
occurred on the farm, which almost killed James. When
his friend looked at the
evidence at the scene
2
afterwards, he
informed James and they both agreed that something needed to be done quickly or
James’ and his mother’s life might be in danger.
James and Peter
decided to go to the local constable, who listened to them but also brushed it
off as nonsense, as James’ stepfather was a pillar of society and they had no
real evidence either. They realised that without something to connect the
stepfather with the death of the father they could do nothing. One evening, as
James’ mother began to contemplate the possibility that her husband might have
been murdered, she took several sleeping pills to help her calm her nerves so
she could sleep. The stepfather noticed this and slyly threw
extra pills in the water
when she wasn’t looking; he
3
then woke her up to
have her take more in the middle of the night, when she was too groggy to be
aware of what was happening. James had a strange feeling and went to his
mother’s room, just in time to see what his stepfather was doing. Catching him
in the act, he rushed in to save his mother, but confronted his stepfather.
They quarrelled, as the stepfather tried to fake a story, but James carried his
mother out of the room and to the local doctor.
When the constable became
aware of this new
evidence, he took action
by accusing the stepfather of
4
attempted murder
against the mother. While in custody, the stepfather admitted that he had
murdered the father, remained in jail throughout his trial and was subsequently
incarcerated for life. James’ mother recovered and returned to the family
residence to see her son regain control of the family estate.
Episode 1
Claudius takes great pains
to balance the situation to his benefit by using his words very carefully. On
the one hand, he mourns his brother’s recent death and on the other he
celebrates his marriage to his dead brother’s wife. These two contradictory facts
are likely to cause public disapproval. However, Claudius aims at two things:
appealing to popular sentiment, by remembering his brother, and proving that he
is ready to take on his new role as King, by marrying the Queen. Moreover, he
appears to take decisive action by securing Denmark’s safety against Norway.
Regardless of whether he makes a good or bad impression, Claudius certainly
appears to be confident and in command.
The kind of balance
Claudius tries to achieve is unnatural. Throughout his speech he uses
contradictory words and ideas. Even if the common people are convinced, because
they need something to believe in after their old king’s death, it seems
unlikely that Hamlet will be convinced too. To him, it is unthinkable how the
sorrow of losing a brother can be balanced with the happiness of marrying a
dead brother’s wife. When Claudius assumes a fatherly role toward him, Hamlet’s
disbelief in the new king is even greater. He knows that the real motive behind
Claudius’affection and advice is to keep Hamlet under control since he is the
legitimate heir to the throne.
Hamlet feels devastated by
his father’s death and betrayed by his mother’s remarriage. On the one hand,
his deep sorrow and disgust make him feel that the world is not worth living in.
On the other hand, his mother’s dishonesty affects his opinion about womanhood
in general. The way he reacts reveals a highly intelligent and particularly
sensitive man, the only honest character in the royal court and the only person
of high morals, who feels offended by injustice and dishonesty.
The atmosphere presented
at the beginning of the episode is rather ominous. There is a general sense of
uncertainty and anxiety as a beloved king has died and the throne has been
inherited not by his son but by his brother. There is still grief for the old
king’s death, and the presence of a new king who lacks experience cannot
guarantee a secure future for the country. This threatening atmosphere is
heightened at the end of the episode by the ghost’s appearance. The ghost
indicates that something about the old king’s death has upset the balance of
things. It shows there is something wrong and unnatural in Denmark that makes
the country’s future dark and frightening.
Episode 2
1
Hamlet strongly disapproves of Claudius’
behaviour and criticises it. The fact that the King is celebrating instead of
mourning his brother’s death is humiliating not only for him but also for the
country he rules. It is a sign of thoughtlessness, which makes Denmark and its
people seem shameless and corrupted. The bad impression Hamlet has of Claudius
at the beginning of the story is gradually getting worse and eventually turns
into hatred when the ghost reveals that the old king was murdered by the new
one. It is only natural for a son who has lost a father so unjustly to have
feelings like these.
2
From the beginning, Horatio appears to
be an educated, intelligent person. He is realistic and has good judgment, as
he estimates things before taking action, which contrasts with Hamlet’s
tendency to take rash decisions. Horatio warns Hamlet about the possibility of
danger when they see the ghost and urges him to be careful. Moreover, he proves
to be a loyal, reliable friend. He accompanies Hamlet to the battlements as he
is concerned about his friend’s safety. When the ghost disappears, Horatio is
very worried about Hamlet and takes an oath not to reveal anything to anyone.
On the whole, Horatio seems to be more practical whereas Hamlet tends to have a
more romantic approach to things.
3
Hamlet seems extremely sensitive to
the issue of his mother’s remarriage. The fact that it’s hardly been two months
since his father’s death and she has married again, and to his uncle, makes
Hamlet feel offended and betrayed. His special bond with his mother has broken
and his hurt feelings have turned into disgust and even hatred for her. He
thinks his mother is evil and he doesn’t seem to differentiate her from the
villainous King. His father’s ghost, on the other hand, appears more
sympathetic towards Gertrude. It doesn’t want Hamlet to make her suffer because
it believes that deep down she is aware of her fault, and this is adequate
punishment.
Episode 3
1
Laertes respects and loves his father
Polonius. Before he asked the King’s permission to return to France, he had
asked his father’s, and now that he is leaving he has been given his father’s
blessing and advice. This proves a strong relationship between them. Similarly,
Hamlet holds a great respect for his dead father, whose death he has sworn to
avenge. However, Laertes’ family state is healthier than Hamlet’s, as Laertes
shares a strong bond with both his father and his sister. The death of Hamlet’s
father, on the contrary, has created a state of loss and alienation. Hamlet’s
attitude towards his mother has changed dramatically and Claudius will never
take the place of his real father.
2
As far as Ophelia is concerned,
Polonius appears to be caring and protective, proving that there is a strong
bond between father and daughter. However, he is in a position of authority
over Ophelia and treats her as though her judgment and her feelings are
irrelevant and insignificant. Polonius is an influential and trusted person in
the royal court, as his encounter with the King and Queen proves. He is present
when Claudius hears the good news about Fortinbras and he does not hesitate to
confide to the King and Queen that Hamlet is mad because of his daughter.
However, he takes care to be likeable to the King and Queen, and by doing so he
appears both intelligent and cunning. This is also obvious in his encounter
with Hamlet, whose speech makes Polonius doubt his madness.
3
As the play develops, Claudius seems
to lose his initial composure. Underneath his façade of confidence lie
nervousness and fear. The King is deeply concerned about Hamlet, who he sees as
a threat since he is the legitimate heir to the throne. Therefore, Claudius’
position as King is shaky, and he must take pains to maintain his power. To
accomplish this he does not hesitate to use Rosencrantz and Guildenstern, two supposedly
dear friends of Hamlet, and actually turn them into spies. Hamlet’s sudden
change, now that he is pretending to be mad, can prove dangerous and must be
dealt with.
Episode 4
1    Rosencrantz and Guildenstern are manipulated by the King so that
he can achieve his goal. This makes them seem very weak as characters. They
lack personal will and initiative and are turned into pawns in Claudius’ game.
Their blind obedience to the King makes them look servile, and their weak
personality is also evident in their encounter with Hamlet. They seem afraid to
speak for fear that they might say something wrong and, when Hamlet uncovers
their real motives, they change the subject
2
of discussion. Rosencrantz
and Guildenstern are so alike that they appear entirely undifferentiated from
each other throughout the play.
2    Throughout the play Hamlet struggles to put his desire for
revenge into action. His indecisiveness and lack of courage are closely linked
to his thoughtful nature, which prevents him from taking action. At the end of
this episode he is impressed by the actor’s passionate acting and emotional
speech over something imaginary, just a play. This is what makes Hamlet
overwhelmed with frustration. He cannot accept the fact that he, who has a
strong motive, remains inactive while the actor shows such passion for nothing,
just a play. This incident causes
his frustration to
eventually turn into lust for
3
revenge for his father’s
murder.
Episode 5
1 Immediately after his encounter with the ghost, Hamlet starts
putting on a show of madness to hide the fact that he is plotting against his
uncle. However, his conversation with Ophelia makes one wonder if he is simply
pretending. His unstable behaviour is so passionate that it does not seem fake
at all. Hamlet says the opposite of what is true and contradicts Ophelia. His
hatred for his mother has made him despise women in general and use hard
language against them. He accuses women of exploiting and fooling men and tells
Ophelia she must become a nun and not a bride. Hamlet’s rage leaves Ophelia
totally devastated and his madness
is too convincing to seem
fake.
1
Episode 6
1 Horatio sharply contrasts with Rosencrantz and Guildenstern as
far as friendship is concerned. He
is a true friend, always
willing to help Hamlet, who trusts him completely. He is honest and moral,
sharing Hamlet’s sense of injustice caused by the King, and very reliable due
to his good judgment and advice. Rosencrantz and Guildenstern, on the other
hand, do not deserve to be called Hamlet’s friends. In reality they are his
spies guided by the King. They are such weak characters that they can be easily
manipulated; therefore they are the perfect means for Claudius to implement his
plans.
So far Claudius has been
presented as a calculating, ambitious politician manipulating others to stay in
power. In this episode, though, he shows signs of human feeling as he is filled
with remorse. This is the first time he has realised and acknowledged his
guilt. It is the first time he has appeared not as a monster but as a person
regretting his sins and asking for forgiveness. It is impossible not to feel
sorry for him as his act of kneeling and praying reduces him from a king to a
common man. However, his change is only superficial. Deep down he is still the
man he used to be. Even when asking for forgiveness, he is not willing to
abandon the prizes of his crime: his crown, his ambition and his queen, and
this makes him all the more immoral and evil.
The play performed at the
court is what determines the course of events for the royal family. Both
Claudius and Hamlet are strongly affected by it, though in a different way. Claudius
is badly shaken after the performance, as his fears for Hamlet are confirmed.
His composure breaks down completely and his guilty conscience even fills him
with remorse. He can’t stand witnessing the exact representation of his crime.
He feels humiliated to have his secret revealed this way and blunders out of
the room in panic. His first priority at the moment is to send Hamlet away.
Hamlet, on the other hand, has had his suspicions of Claudius confirmed by the
play. The King’s reaction has proved his guilt, and this has made Hamlet
determined to fulfil his father’s wish and take revenge.
Episode 7
As the scene of Hamlet’s
encounter with his mother progresses, Gertrude goes through several states of
feeling. At the beginning, she is very strict towards Hamlet, addressing him in
a proud, hostile way and accusing him of offending Claudius. Her anger soon
turns into fear and panic when her son raises his voice threateningly.
Immediately after that, she becomes shocked and upset when Hamlet kills Polonius,
and then desperate when he criticises her strongly for showing disrespect to
his father by remarrying. Next, Gertrude seems disbelieving when Hamlet talks
to the ghost, and, finally, she appears regretful and willing to take her son’s
part by promising not to reveal his secret. This sequence of different feelings
indicates that Gertrude’s reactions and behaviour are strongly affected by the
men surrounding her, a fact that makes her a rather weak character and,
therefore, not very trustworthy.
2
Gertrude’s encounter with Hamlet shows
her inability to think and feel on her own, and her tendency to let men guide
her emotions and actions. This has been obvious since the beginning of the
play. Whenever we see her express her opinion, her words echo Claudius’ beliefs.
She seems not to have a personality of her own but, instead, to exist through
men. This makes her a similar character to Ophelia, who is also heavily
dependent on men and led by them. However, Ophelia’s much younger age makes her
appear more innocent and naïve whereas Gertrude seems to be more of a
victim and much weaker as a character.
3
Hamlet’s thoughtful nature is what
troubles him throughout the play since it prevents him from taking action. His
tendency to reflect on things and be passive rather than active is what
determines his personality. He is always faced with the dilemma of thought and
action and never manages to solve it. He can be decisive and indecisive, kind
and cruel, calm and outraged at the same time. His trouble choosing between thought
and action is illustrated in this episode by Polonius’ death. Hamlet hesitated
to take revenge and kill Claudius even when the opportunity was before him. Now
that things are not so clear, he chooses to act without thinking and ends up
killing the wrong person.
Episode 8
1
As she is guided by men, Gertrude
adopts Hamlet’s point of view in her encounter with him and promises not to
betray his secret. She seems willing to take his side and help him after
realising her mistake to marry Claudius. Exactly the same reason, her dependence
on men, makes her break her promise the moment she sees Claudius. This time she
shares the King’s point of view, according to which Hamlet is dangerous, and
she presents her son as a madman who killed innocent Polonius. Gertrude seems
to act according to her interest each time but by revealing her son’s secret
she pushes Claudius to plan Hamlet’s execution.
2
This episode highlights Claudius’ evil
character, as he proves to be a conniving king only interested in fulfilling
his political ambitions. The first thing he is worried about when Gertrude
tells him about Polonius’ murder is his own safety. Instead of worrying about
his wife, who could have been in danger, he only cares about himself, thinking
that if he had hidden instead of Polonius, he would be dead now. Also, the
moment he finds out about this incident, he starts thinking of a way to cover
things up so that it doesn’t look like a political crisis to his people. He
immediately sends Rosencrantz and Guildenstern to find Polonius’ body and loses
no time in getting everything ready for Hamlet’s journey to England. The real
reason why he sends Hamlet away is because he feels threatened by him, and not
because he wants to protect him. However, what mostly signifies Claudius’
wickedness is the command he gives the King of England to kill Hamlet.
3
So far Hamlet has been considered a
sensitive young man whose reflective nature prevents him from taking action
and, therefore, avenging his father’s murder. However, he now appears to have a
violent side. Polonius’ death represents a rash, murderous action like
Claudius’ one when he murdered Hamlet’s father. Hamlet, of course, did not
commit murder out of ambition like Claudius, and Polonius was not totally
innocent like Hamlet’s father. However, the result is the same: death that
costs someone their father. Even after the crime, Hamlet does not seem to feel
guilt or remorse. Instead, he behaves very excitedly and anxiously. He fools
Rosencrantz and Guildenstern, does not hide his hostility toward Claudius and sounds
happy to be leaving for England. His ironic wit and his excitement are combined
in such a way that he appears very close to real madness.
Episode 9
1
A country’s well-being is affected by
those who govern it. Whether the people are going to live in prosperity or
misery highly depends on those in power. Claudius is a corrupted ruler, and, as
a result, Denmark is corrupted too. This corruption is illustrated by a series
of ominous events that create a darkened atmosphere throughout the episode. The
first signs of corruption are visible in Ophelia’s madness, which is caused by
two other gloomy events: Hamlet’s exile and Polonius’ death, followed by a
secret burial, another sign that indicates corruption. The darkened atmosphere
is heightened by the common people’s reaction to all these events. Everyone in
the country feels disturbed and they are whispering and murmuring among
themselves. As a result, Laertes’ return is accompanied by a short rebellion of
the people. Another event that signifies corruption is Claudius’ evil plan to
kill Hamlet, but the most tragic event in the episode is Ophelia’s drowning.
2
Throughout the play, Laertes’
character is sharply contrasted to Hamlet’s. Although they have both lost a
father and want revenge, they are very different characters. Hamlet is
reflective and has difficulty acting. Even when he is given the opportunity to
kill Claudius, he has second thoughts believing it is not the right moment to
act. Laertes, on the other hand, is active and has no time for thought. The moment
he hears about his father’s death, he comes back from France swearing revenge.
It is only when the King assures him of his innocence that Laertes calms down,
but, still, he cannot remain inactive. He wants the guilty one to be punished.
His desire for revenge is so strong that he doesn’t hesitate to become
Claudius’ accomplice in his plan to kill Hamlet.
3
It has already been demonstrated how
dependent on men Ophelia is. She suppresses her feelings for Hamlet out of
respect for her father and brother. After Polonius’ sudden death and Hamlet’s
exile she finds herself without the men she loves most. This abrupt loss
literally drives her mad, as she loses her support and guidance in life. She is
too innocent and too pure to face life on her own and she now feels unstable.
Her madness is due to external pressures. She does not pretend to be mad in
order to achieve an end, which is what differentiates her insanity from
Hamlet’s. Hamlet pretends to be mad in order to plot against Claudius.
Therefore his insanity is different from Ophelia’s.
Episode 10
1
The two gravediggers represent a
humourous type of character found in Shakespeare’s plays. They are typical
examples of common people whose wit acts as a foil to the language of their
superiors. Their jokes and clever language set a comic tone in the episode and
lighten the atmosphere. However, they are also macabre since the action takes
place in a cemetery, a place associated with death. More importantly, the
topics raised in this episode are of extreme seriousness. Ophelia has drowned
but it is questionable whether she is entitled to a proper burial, and Hamlet
is concerned about death and physical decay. All this sets a tragic tone in the
episode.
2
From an early stage in the play,
Hamlet seems preoccupied with death. What troubles him initially is the
afterlife. He thinks that it is our fear for the unknown that makes us live and
bear our miseries. This time, he is concerned with physical decay and the
inevitability of death. He is shocked when he sees Yorick’s skull and remembers
the King’s jester. He imagines physical characteristics, such as lips, that
have now decayed and vanished. The thought that everyone’s body sooner or later
will decompose appals him. No one can escape decay, no matter how important or
noble they are. On the whole, Hamlet appears very respectful towards the dead.
3
There is a dilemma posed in this
episode that signifies a matter of religious and moral importance. It is not
clear whether Ophelia should be given a proper burial since it is not clear
whether she committed suicide or she accidentally drowned. If she has willingly
killed herself, she is not allowed to be given a proper burial as this would be
unholy for the dead. Suicide is considered a sin; therefore the one committing
it must be punished. Instead of having prayers read to them, they must be hit
with stones. In Ophelia’s case, however, such things have been overlooked due
to her position in the court. Being the daughter of Polonius, the King’s chief
advisor, she is being treated with leniency. As a result, Ophelia is being
taken to her resting place with a funeral service.
Episode 11
1
Hamlet’s uncontrolled behaviour during
Ophelia’s funeral is due to love. This is highly ironic if one calls to mind
Hamlet’s behaviour in his encounter with Ophelia when she was alive. The
passionate way in which he spoke to her then was also close to real madness.
However, the end he wanted to achieve was different. In his encounter with
Ophelia, Hamlet deliberately appeared to be mad and convinced her he didn’t
love her. At Ophelia’s funeral, Hamlet appears to be raving mad as well; he
even threatens Laertes and turns violent on him. However, this time he
struggles to convince everyone of the opposite: that he loved Ophelia more than
anyone and he is willing to do anything to prove his love for her. This time
his madness seems genuine and not part of a plot.
2
What unites Claudius and Laertes is
their desire to kill Hamlet, each one for his own reasons. Claudius feels
threatened by him. Despite the tragedies that are taking place in his kingdom,
he remains interested only in maintaining his power, and the only way to secure
his position as King is to get rid of Hamlet. Laertes wants to avenge his
father’s death and, likewise, wishes Hamlet to be dead. These reasons are good
enough for them to become partners in crime. On the other hand, Hamlet and
Horatio share the strong bond of deep friendship. Neither uses the other as a
means to an end. Horatio is Hamlet’s companion, the one he can rely on for
help, support and advice. In contrast to Laertes, who is Claudius’ pawn in his
murderous game, Horatio is regarded as a trustworthy friend of good judgment.
Episode 12
1
Before his duel with Laertes, Hamlet
seems to have undergone a mental transformation. He appears far more peaceful
now and not obsessed with carrying out his plan for revenge. He is even
reconciled to the idea of death, a matter that always seemed to trouble him
earlier in the play. He now sees death as something natural and unavoidable, so
he is no longer afraid of it. His anger and madness have given way to calmness
and reasoning. As a result, Hamlet appears sympathetic to others. He regrets
being violent to Laertes and asks him for forgiveness. Even Hamlet’s death
matches the ideal of morality he has represented throughout the play. He killed
Polonius, so his death seems like a fair punishment.
2
Action in the final scene sharply
contrasts with action in the rest of the play. All the tension accumulated so
far triggers a series of violent events, and justice finally prevails. Although
the scene is rather macabre, with characters dropping one after the other, it
only seems right that the play should end this way. Everyone gets what they
deserve according to their actions. Claudius is punished for his crimes, and
Laertes is justly killed with his own wickedness after taking his revenge.
Likewise, Hamlet takes his revenge by killing Claudius but he is also punished
with death for killing Polonius. Meanwhile, he watches his mother die as well.
However, even Gertrude’s death seems fair since she betrayed her son and was
instrumental in Hamlet’s death. Finally, Rosencrantz’s and Guildenstern’s
execution represents a harsh but fair punishment, as the two of them were
traitors. Overall, the feeling created in the last scene is that of balance and
justice rather than distress.

Workbook Tapescripts
Module 1
1b
― Ex. 4 (p. 5)
Radio Host: Welcome back to ‘Family Troubles’ with me, your tough-talking
agony aunt, Aunt Alice. Caller 2, you’re on the air. Caller: Hi Alice.
My name’s Holly. I’m calling from Richmond in South London.
Radio Host: Hello Holly. Welcome to the programme. So ... tell us about your
problem.
Caller: Well, it’s my little sister, Kelly. She’s always going into my
room without asking and taking my clothes. It’s driving me crazy!
Radio Host: Have you asked her to stop?
Caller: Of course! But she just doesn’t listen to me!
Radio Host: You know, Holly, if your sister likes your clothes that
obviously means she thinks you have great style and very good taste! Take it as
a compliment. Why don’t you tell your sister that she can wear some of your
clothes but she has to ask for your permission first. That way, she won’t go
into your room without asking you. Caller: I suppose I could. But I
still don’t like that she wears my favourite clothes!
Radio Host: Well, let me tell you what I did with my sister when we were
young. We had a common drawer where we both agreed to put everyday clothes that
we didn’t mind sharing. But we agreed that anything that wasn’t in that drawer
was special and so totally off limits.
Caller: I guess I could try that ...
Radio Host: Yes, try it and tell me how it goes.
Caller: OK. Thanks Aunt Alice!
Radio Host: My pleasure. And to all you other listeners out there with
family troubles, keep those calls coming in! Caller 3, you’re on the air ...
Vocabulary
Practice ― Ex. 4 (p. 10)
Ben: Hi Joe! What are you doing?
Joseph: Hi! I’m just filling out a form to become a member of
Greenpeace.
Ben: Greenpeace? They’re that environmental group, aren’t they?
Joseph: Yes. That’s right.
Ben: I don’t know much about them to tell you the truth. Joseph: Don’t
you? Well, I’ve just been reading on their website that they’ve been around for
over 3 decades, have almost 3 million members and have a presence in over 40
countries around the world.
Ben: Really? Remind me what kind of campaigns they’re involved in
again.
Joseph: Well, they campaign to protect the world’s oceans and forests,
stop global warming, encourage sustainable trade ... and campaign for peace and
disarmament ... things like that. Ben:Wow! Really worthwhile causes.
Maybe I should think about becoming a member ...
Joseph: You definitely
should. In fact ... why don’t you sign up now?
Ben:I guess I could. But how much does it cost?
Joseph: Nothing! It’s completely free to join. But you can give them a
donation of course. I think I’m going to give them a one-off donation of
£50, but you can also sign up for monthly donations. They accept these
from as little as £3 per month.
Ben:Wow. There’s no joining fee ... OK! You’ve convinced me!
Stay on their webpage. I’m
going to join up too.
Joseph: Great!
Module 2
2b
― Ex. 5 (p. 13)
Melanie: What’s up, Sally? You look really stressed!
Sally: I don’t know. I just feel like everything’s getting on top of me
at the moment. I’m really worried about the Science test next week ... I’m way
behind in my Maths project ... and things at home aren’t very good lately ...
Melanie: OK. First things first. We can study for the Science test
together if you want. We’ve got the whole weekend to study which is plenty of
time. And my older sister can help you with your Maths project. She’s really
good at Maths. But what’s happening at home? Can I help?
Sally: Well, I haven’t told anyone yet ... but I think my parents are
getting a divorce.
Melanie: Oh Sally I’m sorry! You should have told me! I thought you had
been looking a little sad, recently. How are you and your brother coping?
Sally: Not very well. Neither of
us wants Mum and Dad to split up. We’re trying to convince them to work things
out ... but it doesn’t look like they’re going to.
Melanie: Oh Sally!, I know exactly how you’re feeling. When my parents
divorced, it was horrible. But the thing to remember is, it doesn’t mean they
love you any less or will be any less a part of your life.
Sally: I know ... but the thought of not being able to see my Dad every
day is horrible ...
Melanie: But who says you won’t?! You don’t know what’s going to happen.
Maybe your Dad will find a place really close to your house and then you’ll be
able to see him any time you want. Sally: I guess you’re right ... You
know, I’d forgotten your parents were divorced. I would have come to you
earlier if I’d remembered because I really need to talk to someone who
understands. Melanie: Of course you do! Look, I have a music lesson
after school today but why don’t you come round to my house tomorrow after
school? That way, we can talk properly.
Sally: Really? I’d love to.
Melanie: Great. I’ll see you in the cafeteria at lunchtime and we can
arrange it then.
Sally: OK! Thanks, Melanie. You’re a great friend!
Vocabulary
Practice ― Ex. 5 (p. 18)
Helpline: Hello. Youth Helpline. You’re talking to Amanda.
Caller: Hmm, Hello ... I ... I ... Oh, I don’t know if I can do this
...!
Helpline: It’s OK. Take a deep breath and relax. This call is strictly
confidential. You don’t even need to tell me your name. I’m just here to help.
So, relax. And just start speaking when you are ready.
Caller: Thanks ... it’s just ... I’m calling because I don’t know who
else I can talk to ...
Helpline: That’s why I’m here. Do you want to tell me what’s wrong?
Caller: I ... I ... I’m being bullied by a girl at school.
Helpline: Has it being going on for long?
Caller: Yes. More than two months ...
Helpline: And why haven’t you wanted to tell anyone about it ? Caller: Because
the girl who’s bullying me said if I tell anyone she’ll give me real problems.
I want to tell my parents ... but I know it’ll just make things worse ...
Helpline: You know, the only way to stop bullies is to inform an adult.
The best people to tell are your teachers at school because they are all
trained in this area. They know exactly how to stop bullying. And what’s more,
they know how to do it without the bully ever finding out that someone has told
on them. Is there a teacher who you trust at school who you think you could
talk to?
Caller: Well, I do like my French teacher a lot ...
Helpline: Well, why don’t you ask if you can talk to her after school
tomorrow? You can tell her exactly what’s happening, that you’re scared, and
she will take matters from there.
Caller: OK, maybe I will ...
Helpline: Please do. And will you call me tomorrow to tell me how things
went? I would really like that.
Caller: OK, I will. Thanks for listening to me. Helpline: My
pleasure. And don’t worry. Everything will get better once you tell your
teachers. Caller: Thanks Amanda.
Spotlight
on Exams ― Ex. 1 (p. 19)
Presenter: With us in the studio
today is counselling psychologist Dr. James Smith. Dr. Smith is here to talk
about peer pressure. Dr. Smith, welcome to the programme.
Psychologist: Thank you. Well, there are two types of peer pressure - good
peer pressure and bad peer pressure. Good peer pressure is when your friends
persuade you to do something positive that you maybe didn’t have the courage to
try. It can also be your friends convincing you not to do something because it
is not in your best interest. Bad peer pressure, on the other hand, is when
your peers persuade you to experience or do something that you don’t want to
do.
Now, most of the time, our
peers have an extremely positive influence on our lives. Their influence is not
positive and negative in equal measure. The trick is learning to reduce the
negative impact they sometimes have.
Teens give in to bad peer
pressure for many reasons. Perhaps they want to be liked by a person they
admire. Perhaps they don’t want to be the only person not doing something. Sometimes
it can just be because they don’t want to be teased by the ‘cool’ crowd.
So how can teens avoid bad
peer pressure? Well, firstly, they can start by learning to feel comfortable
saying ‘no’. With good friends you should never have to explain why it is you
don’t want to do something. Secondly, there is no need to avoid situations
where you’ll be asked by strangers to do things you don’t want. Simply think
ahead of time about what you can say. For example, if you are going to a party
and know you’ll be offered alcohol there, a good line to have in your head is
something like, ‘Sorry, but I can’t. I’m in training”.
These days, teens have to
deal with a lot more pressure than in the past. This is because they are hit
with unrealistic images of beauty, celebrity and success every single day on
the TV, in magazines, in newspapers etc. Trying to live up to these impossible
ideals and cope with peer pressure is very tough for teens. But I tell the
teens who come to see me that becoming an adult means knowing when to go along
with the crowd and when to be independent. I tell them not to worry. That
sooner or later they will have the confidence they need to listen to their
inner voice in difficult situations, rather than listen to others. I want to
end by saying that one of the most important factors in every young person’s
life is their peers. This is especially true during the teenage years because
it is at this time that the influence of one’s peers begins to get greater than
that of one’s family.
Presenter:
Thank you, Dr. Smith. Psychologist: My pleasure.
Module 3
3b
― Ex. 4 (p. 21)
1
Every day, we go to school, we learn,
and then we go home. But I think it’s important for students to remember that,
while we’re there, we all share certain responsibilities. For example, if we
see somebody getting bullied, we should tell a teacher. Bullying is horrible
and we should never tolerate it. People mustn’t be allowed to get away with
something so nasty. But, most important of all, we have an obligation to
respect our teachers. They work really hard to give us a good education and
prepare us for the rest of our lives, even if it does include doing a lot of
homework ...
2
I’ve just been to a lecture about how
to be a ‘green’citizen. It was full of tips about the little things all of us
can do to help the planet. Many of the tips ― such as taking shorter
showers and not leaving electrical appliances on standby ― I knew
already. But there were some interesting suggestions such as eating less meat
and planting shade trees in your garden. I now want to read about these things
some more. I don’t know if I could ever reduce my meat consumption, but if
planting shade trees in my garden can cut down on my air conditioning use
during the summer months, then I’d definitely consider it. But first I need to
get more information.
Workbook
Tapescripts
3
To be completely honest, I always
thought that global warming wasn’t really a problem. It seemed to me that
people were worrying about nothing. But, one day, my daughter came home from
school and told me what she had learned about it. Frankly, it worried me. I
realised that global warming was a real problem that affects the air we
breathe, the weather, and all life on the planet. Since then, I’ve decided it’s
my duty to do what I can to help the planet. So, every Sunday, my daughter and
I go on a beach clean-up. As she says, it’s the least we can do!
Module 4
4b
― Ex. 5 (p. 29)
Nurse: Good morning, Waterston Surgery …
Tanya: Oh, hello. My name is Tanya Holden. I’m a patient of yours. I
wonder if I could book an appointment to see my doctor, please.
Nurse: Of course, Miss Holden. What’s your doctor’s name?
Tanya: It’s Doctor Johnson.
Nurse: Thompson?
Tanya: No, Johnson. That’s J-O-H-N-S-O-N.
Nurse: Ah, Ok! Thank you. And what is your reason for booking the
appointment? We need to know if you are experiencing any symptoms.
Tanya: Well, I have a slight temperature, runny nose and a persistent
cough that seems to be getting worse. I don’t know if I should be taking any
cough syrup or not.
Nurse: It is a dry cough?
Tanya: No, I have a lot of mucous and I’m coughing up phlegm. Nurse:
Mrs. Holden, avoid cough syrup at the moment because we do want you to
cough up the phlegm and not have it build up inside. I was going to give you an
appointment tomorrow, the 25th June, at 2 pm but I can squeeze you in between
patients in one hour. Can you make it by 3 pm?
Tanya: Yes, certainly. Thank you.
Nurse: My pleasure. See you then.
Vocabulary
Practice ― Ex.5 (p. 34)
Radio Host: Welcome back, listeners. For those of you who have just joined
us, we’re discussing water pollution. Caller 1, you’re on the air.
Caller 1: Hello. I know it’s only a small gesture but whenever I mow my
lawn, I always dispose of my grass clippings carefully because if they wash
into a storm drain they can really affect the quality of the water.
Radio Host: Caller 2, you’re on the air.
Caller 2 I would do something to help but is there any point? I can’t
stop water pollution on my own, so why should I bother to do anything? Change
only happens if lots of people do the same thing.
Radio Host: Caller 3, you’re on
the air.
Caller 3: Hello. Every month, my class at school goes on a ‘litter drive’
at our local lake where we spend the whole afternoon picking up rubbish. The
good thing is, not only are we helping to prevent water pollution but we’re keeping
the lake area nice and pretty!
Radio Host: Caller 4, you’re on the air.
Caller 4: I don’t wash my car in the street. I go to the car wash at my
local petrol station. It costs me a bit more, but I read somewhere that petrol
stations have to dispose of their waste water carefully. If you wash your car
on the street all the detergent just ends up in a river or stream.
Unfortunately, not many people know things like this. I think the government
has to do more to educate people.
Radio Host: Caller 5, you’re on the air.
Caller 5: Hi. I do my best to stop water pollution so when I see people
doing things like pouring hazardous chemicals or detergents down a drain, it
drives me crazy! I think anyone who deliberately pollutes our environment
should be taken to the nearest police station.
Spotlight
on Exams ― Ex.2 (p. 35)
Jill: Good morning, doctor.
Doctor: Good morning, Jill. What seems to be the problem? Jill: Well
as you can see, my eyes are very red. They also feel itchy. Oh, and I have a
runny nose, too!
Doctor: Yes, indeed. Let me ask you a few questions while I examine you.
When did your symptoms start? And would you say you feel better or worse when
you are outside? Jill: My eyes started bothering me last week. And my
nose, ... well, it started running a few days ago. As for whether I feel better
outside ... well, funny you should ask. I definitely feel worse when I am at
home.
Doctor: Hmm. So that eliminates hay fever and seasonal allergies. It
sounds to me like there is something in your home that is causing your
symptoms. Have you moved house recently or bought any new carpets or pets? Jill:
Well, I did buy a puppy a couple of weeks ago. Do you think I’m allergic to
it?
Doctor: Well, not the puppy itself. I suspect that what’s bothering you
is not your dog, but the dead skin cells that fall off your dog.
Jill: On no! Is there anything I can do? I don’t want to get rid of my
puppy!
Doctor: You won’t have to. Just make sure your puppy stays out of your
bedroom and if you have carpets in your house, get rid of them. Wooden floors
are best and you must mop them regularly. Jill: OK. I’ll do what you
say. I hope it works.  Doctor: If it’s the dead skin cells that are
causing your symptoms, it will work. And I am pretty sure it is. But just to be
on the safe side I’d like to give you an allergy test to confirm that you are
not allergic to anything else.
Jill: Oh. Will it hurt?
Doctor: Not really. I will make a few tiny scratches on your skin and
place a different drop of liquid on each scratch. If you are allergic to the
liquid, your skin will develop a red, itchy area.
Jill: Oh. That sounds alright.
Doctor: Good. Do you have time to do it now? Jill: Yes. I don’t
have any other appointments to go to this morning.
Module 5
5b
― Ex. 4 (p. 37)
Bob: Good morning, Frank. Painting so early in the morning? That’s a
surprise! I was just coming round to see if you wanted to join me for a jog.
Frank: Hi, Bob. Well, I wouldn’t call it a good morning. Some kids
graffitied all over my garage door last night and that’s why I’m standing here
with a paint brush in my hand. I want to paint over the mess before my wife
sees it. It’ll only upset her.
Bob: Oh, I see. What bad luck.
Frank: Indeed! Has it happened to you, yet?
Bob: Yet? What do you mean ... ‘yet’?
Frank: Well, The Thompsons had their fence graffitied a couple of days
ago. And I ran into Joe Smith last night at the petrol station and he told me that
his garage door was graffitied last week.
Bob: Oh, that’s awful. I had no idea we had such a problem on our
hands!
Frank: Well, we do. And we’re going to have to think about what we can
do to stop it.
Bob: Hmm. Maybe we could install surveillance cameras ... Frank: Well,
the same thought occurred to me this morning but I don’t think people in the
street will go for the idea. It’ll be too costly.
Bob: Yes, maybe you’re right. Well, what about a neighbourhood watch
scheme, then? My brother started one up in his street a few months ago and he
tells me that it’s been quite effective in cutting crime.
Frank: Hey! That’s a great idea! Do you think the other neighbours
would go for it?
Bob: I don’t see why not. Look, why don’t we have a meeting at my
place tonight to discuss the idea? I can pop round to the Thompsons and Smiths
now to tell them to come over to my house about 6-ish.
Frank: OK, great. And as soon as I’ve finished here, I’ll walk round
the rest of the street and tell everyone. Bob: Good. That’s sorted then.
Now … do you need a hand painting that door?
Frank: Thanks, Bob, it’s fine. I’ve almost finished.
Bob: OK. Well, see you tonight at 6, then. Frank: Great. Enjoy
your jog.
Spotlight
on Exams ― Ex.1 (p. 43)
What will houses be like
in the future? Well, to start with, people won’t need keys to get into them.
They will simply place their hand on a panel on the front door and a computer
will scan their hand print. If the print is recognised, the front door will open
and a voice will welcome them home.
What about cleaning? Well,
in the future, people won’t need to do it! Floors, windows and other household
surfaces will be selfcleaning, leaving people with more time to have fun. And
how will clothes be washed? Well, not with water! Washing machines will use
sound waves to ‘shake’ dirt off clothes.
What will bathrooms be
like? Well, they will check for health problems. When people brush their teeth,
a tiny computer inside their toothbrush will tell them if they have a bad tooth
that needs repairing at the dentist. When people look in their bathroom mirror,
a computer will tell them if they need to visit an eye doctor.
Kitchens of the future
will have exciting new features, too. For example, fridges and cupboards will
‘speak’ to the cook: their digital voices will suggest ideas for meals
according to what food is inside them. And, when supplies of a product are
running low, computers in fridges and cupboards will order replacements from
the supermarket using the Internet.
Living rooms will be
different too. For instance, the size and shape of living rooms won’t be fixed
in the future. Sliding walls will enable people to make their living room
larger or smaller. Curtains won’t be needed either, as windows will turn from
clear to dark at the touch of a button. And dual screen TVs will mean that
people can watch different programmes at the same time from the same one TV
screen.
What about bedrooms? Well,
when bedroom wardrobes are opened, a computer screen will display the weather
forecast and also images of what clothes each family member might like to wear.
When people look into their bedroom mirror, messages will appear on the mirror
telling them if it is time to get a haircut and so on. And music systems will
ask what piece of music people want played whenever they walk into their
bedroom.
Finally, when people go
away on holiday they will be able to operate everything in their home via their
laptop. They will be able to water their plants, feed their pets, open the
garage door for a delivery ― anything they want ― all just by
pressing on their laptop keypad.
Module 6
6b
― Ex. 5 (p. 45)
Speaker 1: The paper’s delivered to my doorstep each morning. I skim the
headlines over my coffee and cereal.
Speaker 2: I read the online versions of the newspapers sitting at my desk
during my lunch hour.
Speaker 3: There isn’t one particular time of day. It’s just whenever I get
a spare moment.
Speaker 4: I go jogging every evening. I pick up a paper on my way home to
read when I get in.
Speaker 5: Every Sunday, I meet my friends for breakfast in a café.
I arrive early and read the paper before they get there.
Workbook Tapescripts Module 7
7b
― Ex. 5 (p. 53)
A:  Good morning. Walker College. How may I help you?
B: Good morning. I’m interested in signing up for a language course
this summer. What do you have on offer?
A: We have classes in French, Italian, German and Spanish.
B:   I was thinking about learning Italian.
A:   Have you studied the language before?
B:   No, I’m a beginner.
A: Very well. Would you prefer daytime or evening classes?
B:   Evening. I’m at work during the day.
A: We run beginner’s classes every night, from Monday to Friday.
Which would you prefer?
B:  Mondays would be best. What time do the classes start?
A: At 5.30 p.m., except on Thursdays when they start at 8 pm.
B: Ah! In that case, Thursdays would be best as I don’t finish work
until six. When does the course begin?
A: The summer term starts on Monday May 3rd, so the first class for
the Thursday group will be on the 6th.
B:  That’s great. Do I have to come to the college to enrol?
A: No, it’s possible to do so over the phone. Do you have your
credit card details handy?
B:   I’m afraid I don’t.
A: Not a problem. You can also enrol online via our website.
The address is
www.walkercollege.ac.uk/enrol.
B:  Perfect. I’ll do that. Thank you for your help.
A:   You’re welcome.
B:         Goodbye. A:       Goodbye.
Vocabulary
Practice ― Ex. 5 (p. 58)
Tommy: Hi, Paolo! I haven’t seen you for a while. What have you been up
to?
Paolo: I’ve just joined the Dian Fossey Gorilla Fund.
Tommy: What’s that?
Paolo: Do you remember that film Gorillas in the Mist? Tommy: The
one about a woman who tried to protect gorillas from poachers?
Paolo: That’s right. Well, I saw it on TV the other night and it made
me realise that I’d like to do something to help. Tommy: What kind of
work does the Dian Fossey Gorilla Fund do? Paolo: Well, they’re
committed to gorilla protection, field research, education and awareness.
Tommy: That sounds really exciting. How did you find out about them?
Paolo:   It was easy. I just went to their website: www.gorillafund.org.
Tommy: Sounds simple. Does it cost much to join? Paolo: To
become a member costs $30. With that you get a calendar, membership card and
journal.
Tommy: That’s good value.
Paolo: It is. But you can also
pay more to become what they call a ‘Supporter’, ‘Sponsor’ or ‘Gorilla’.
Tommy: ‘Gorilla’ membership sounds interesting. What is it? Paolo: Well,
for $250 you get to adopt a mother and baby gorilla. And you are sent a colour
photograph and certificate to prove it.
Tommy: $250 is a lot of money.
Paolo: You’re right. But it’s for a good cause.
Spotlight
on Exams ― Ex.1 (p. 59)
Speaker 1: I’ve never wanted to be anything but an actress. It’s a tough
life and I know that few people make a living from it, but acting is my
passion. The parents of some of the kids in my acting class tell them to keep
acting as their hobby. That they shouldn’t think of it as a potential career.
But my parents say that I should go with my heart. I really appreciate the fact
that they say I should do what I love for a career. Even if it means that my
life won’t perhaps be as easy as it would be if I pursue a more traditional
career path.
Speaker 2: My Mum and Dad own a restaurant ... one of the most popular
restaurants in the city, actually. They started it when I was little and I
spent all my summers helping them out in it when I was growing up. For a few
years now, they’ve been thinking about expanding the business ... opening up
two or three more eateries in different parts of the city. That’s why I chose
to do business studies at university. I’m in my final year now and I really
can’t wait to start working with them. I want to put everything I’ve learnt
into making our business become even more successful!
Speaker 3: I want to be a singer. Not one of those manufactured pop stars
that get their break into the industry because of some reality TV show, but
someone who makes it because they genuinely have talent. People tell me that I
have a shot. They say I have something special ... Nevertheless, I know that
there are thousands of kids like me who dream of the same thing. That’s why I’m
not taking any chances. I’m pursuing a singing career in my spare time but I’m
studying accounting at university. That way, if I don’t make it, I’ll be able
to fall back on a more guaranteed career.
Speaker 4: There have been doctors in my family for generations. Two of my
grandparents are doctors, my mother is a doctor and my brother is studying to
be a doctor. I suppose that a background like this pushes you in one of two
directions: either you are completely turned off medicine or you want to become
part of it. I feel the latter. Like my mum and brother, I have never considered
becoming anything else but a doctor. Next year I’m starting medical school ...
and I can’t wait!
Speaker 5: For years, I was certain that I wanted to be an engineer. Maths
was always my best subject at school and it seemed the obvious choice to join
my father and uncle in the family business. But in my final year of school, I
went to a lecture on cosmology with one of my friends. I was fascinated by what
I heard in the lecture, so I started reading up on the subject. I soon realised
that there was nothing else I wanted to do with my life. Now I am in the middle
of a physics degree at university, not an engineering degree!
Speaker 6: Should you pursue a career in which you have some natural
talent? I think so. That’s why I want to be a fashion designer. It’s the area
where I feel ― and have been told ― I have real talent. But I know
how competitive the industry is. I know I will only succeed if I have drive and
determination. I know it’s never just talent that gets you where you want to be
but the ability to keep going no matter how many setbacks you have. Luckily I
think I have this determination. I never take ‘no’for an answer!
Module 8
8b
― Ex. 4 (p. 61)
1
A: Sir!
My suitcase hasn’t come out on the conveyor belt. What am I going to do? What
if it’s been lost?
B: Don’t panic Madam. I doubt your suitcase has been lost. It’s
probably just been put on an incorrect flight, or is still at the airport you
departed from. If you go to the ‘Lost Baggage’ desk over there, you can give
the lady all the details. She will track down your suitcase and will have it
delivered to your hotel when it arrives. A: OK. Thank you, Sir.
2
I work for Qantas as a flight
attendant. It’s a great job but it can get pretty tiring, especially when
you’re working the long-haul flights. I would say that one of the keys to the
job is flexibility. If the thought of working holidays doesn’t appeal to you
for example, the job isn’t for you. Also, although it is true that you get to
fly to many glamorous destinations, you usually spend several years flying the
less glamorous routes before you are put on the more exciting ones. But I can
tell you from experience that it’s well worth the wait!
3
I absolutely agree with you! I was
there last month on holiday and I couldn’t believe how much the prices had gone
up since my previous visit. I’m not one to watch the pennies as you know, but I
really resented paying two, three, sometimes four times the price of what we
pay in this country to visit their museums and eat out. I think they’re going
to be in for a drop in tourist numbers soon, because I really don’t know how
the average family can afford to holiday there now. I’m certainly not sure I’ll
be holidaying there again any time soon.

alt: Introduction Spotlight 11 is an

alt: Praise effort as well as success

alt: Reading Skills 5 Focus ➤

alt: Listening: filling in a form

alt: Listening & Speaking Skills 1b

alt: Elicit/explain what the idioms mean

alt: Answer Key 1 used to 6 would/used to 2 used to 7 wasn’t used to 3 would 8 got used to 4 used to 5…

alt: Literature Answer

alt: Miller: Hans, I am surprised at you

alt: Suggested Answer Key community: people of shared national identity generation: period of 25-30 years/people of a similar age make up the majority: be the largest…

alt: Ask the questions around the class

alt: Across the Curriculum – Science

alt: Suggested Answer Key Clean, Green

alt: Man: I live in East Swinton.

alt: Spotlight on Exams Suggested

alt: Answer Key mounts ― increases run-up ― time just before lowdown ― important information in a nutshell ― basically keep you on your toes ―…

alt: B: losing 5 A: take 2

alt: Focus ➤ Expanding vocabulary ñ

alt: Speaking: acting out short exchanges ñ

alt: Listening and Speaking Skills 2b

alt: Grammar in Use 2c 1

alt: Literature Objectives Answer

alt: Answer Key affection ― feelings of love/fondness bewildered ― confused taking my side ― supporting me dreading ― feeling anxious/unhappy about sth that will/may happen…

title: Компоненты УМК Spotlight 11