extracted_text:
oxford 2nd e d iti o n exam
support
Solutions
Upper-Intermediate
Te a c h er' s Book
with Teacher's Resource CD-ROM
Mered ith Levy, An d rew Jurascheck,
Am a n d a Begg                                             OXFORD
Tim Falla, Paul A Davies

2nd ed i ti o n
Solutions

Upper-Intermediate Teacher's
Book
OXFORD
M ered ith Levy Am an d a Begg Tim
Falla Paul A Davies                                    UNIVERSITY
PRESS
OXFORD
UNIVERSITY
Great Clarendon Street, Oxford, ox2 GDP, United
Kingdom
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University of Oxford. It furthers the Universitys objective ofexcellence in
œsearch, scholarship, and education by publishing worldwide. Oxford is a
registered trade mark of Oxford University Press in the UK and in certain other
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O Oxford University Press 2013
The moral rights ofthe author have been asserted First
published in 2013
2017
2016 2015 2014 2013
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You must not circulate this work in any other form
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    ISBN: 978 019
455299 8     Teacher's Book
       ISBN: 978019 455373
5             CD-ROMPack
    ISBN: 978 019
455347 6   Teacher's Resource CD-ROM
Printed and bound by Gráfica Maiadouro S. A. in
Portugal
This book is printed on paper from certified and
well-managed sources
ACKNOWLEDGEMENTS
The
authors and the publisher would like to thank the many teachers who contributed
to the development ofthe course by takingpart in lesson observations,focus
groups and online
questionnaires.
For
the Teacher's Resource CD-ROM Printable ClassmomActivities, the publisher would
like to thank thefo[lowingfor their permission to reproduce photographs: Alamy
Images 7F (Teen boy portraitfUpperCut Images), IG (Woman icing a cake/
Larry Lilac), 3F (Man in cafe/Gary Roebuck), 3F
(Couple in cafe/Andrew Fox), 4D (Couple shopping for camerafYuri Arcurs), 5F
(Saleswoman with video camera/Juice Images), 5F (Dog walker/Alex 5F (Students
in Florida/Jeff Greenberg). 6B (Bottle and glass,Tim Hill), 6B (Ackee
tree/FLPA), 6B (Tomato ketchup/Steve Stock), 6B (Kinder Surprise
eggs/studiomode), 6B (Marmite/ Cephas Picture Library), 6B (Raw milk/Gordon M.
Grant), 6D (Filling a glass with water/Bon Appetit), 6F (Food rich in protein
and carbohydrates/ Bon Appetit). 6G (French traditional restaurant/guichaoua),
7D (Email/E11y
Godfroy), SA (Car exhaust fumes/Corbis Flirt), 8F
(Hedgehog/Les Stocker) , 8F C Sacrilege' Stonehenge replica/Clive Chilvers), 9C
(Woman walking in rain/Chuck Pefley); Corbis 1B (Solo sailor Lauren
Dekker/Marcel Antonisse/ epa), ID (Teenager with drum kit/Ocean), 7F (Teen boy
with mohawk/ Don Mason), 2B (Robert Pattinson/Splash News), 2E (Teen in
tent/Ocean), 6E (Tomatina festival/Hugo Delgado/epa), 1 OC (Tower Bridge with
Olympic rings[Me1vyn Longhurst); Getty Images 2B (Brad Pitt/Jon
Kopaloff/Fi1mMagic), 2B (JK Rowling/Evan Agostini), 2B (Catherine, Duchess of
Cambridge/lan
Gavan), 2B (Victoria Beckham{John Shearer), 2E (Eating
sushi/George Doyle),
2E (Hiking in France/JACQUES Pierre[hemis.fr), 3D
(Arguing/Mark Bowden),
4A (Members of the British Youth Council and Youth
Parliament/Rosie Hallam), 5A (Woman using phone and laptop/John Howard), 5B
(Woman frowning in mirror/purestock); iStockphoto p. 5F (Lifeguard/Gene
Chutka); OUp. 1 D (Woman shoppingrretra Images), •IA (Student
presentation/amana productions inc.), 5F (Waiter/Push/Digital Vision), 5F
(Assembly line worker/ Corbis), 6F (Wheat/Photodisc), 6F (Fruit{Photodisc). 7D
(Telephone{D. Hurst), 71) (Television/Judith Collins), 7D (Newspaper/Mark
Mason), 8A (Wind turbines/Corbis), 8A (Logging/Photodisc); Rex Features 3F
(Zizzi restaurant/ View Pictures). 3F (Brownes Restaurant, Musto),
6G (Restaurant
Allegro/lsifa
[mage Service sro), SC (Sir Paul McCartneylRichard Young), SF (The Food Cycle
caferrony Kyriacou); Science Photo Library SD (Space junk artwork[Roger
Harris); Shutterstock 7F (Teen male pom-ait/sint), 41) (Teen spray
painting/MSPhotographic), 6B (Horse{Horse Crazy), 6B (Jelly beans/natu), 7D
(Fax machine[Konstantin Shevtsov), 7D (Radio/bondarchuk). 7D (Telegram/ Jill
Battaglia), 7D (Mobile phone/Pakhnyushcha), 8A (Cows/Dieter H), IOC (Sports
medals/Boris Sosnovyy).
TeachersResource
CD-ROM Printable Classroom Activities illustratiotLS by: Humberto Blanco/Sylvie
Poggio Artists Agency 2G, 3B, SC, 7E; Estudio Albertoyos 2A, 9F, 9G; Sean
Longcroft IA, 3A, 4B.
Contents
Contents
                                 Introduction                               4
                                      Unit
1 Out of the ordinary                      10
                                      Get Ready for your
Exam I              20
                                       Unit
2 Rich and poor                           21
                                   Language Review 1—2 /
Skills Round-up 1—2 32
                                      Get Ready for your
Exam 2             33
                                       Unit
3 Generations
                                      Get Ready for your
Exam 3             44
                                       Unit
4 Taking a stand                           45
                                   Language Review 3—4 /
Skills Round-up 1—4 56
                                      Get Ready for your
Exam 4              57
                                       Unit
5 Technology                              58
                                      Get Ready for your
Exam 5              68
                                       Unit
6 A matter of taste                        69
                                   Language Review 5—6 /
Skills Round-up 1—6 79
                                      Get Ready for your
Exam 6              80
                                       Unit
7 Communication                           81
                                      Get Ready for your
Exam 7             92
                                       Unit
8 Our planet                              93
                                   Language Review 7—8 /
Skills Round-up 1—8 103
Get Ready for your Exam 8
                                       Unit
9 Mistakes                               105
                                      Get Ready for your
Exam 9             1 14
                                       Unit
10 Game on!                              1 15
                                   Language Review 9—10 /
Skills Round-up 1 —10                                                       125
                                      Get Ready for your
Exam 10            126
                                 Workbook answer key                       127

Introduction
A note from the authors
Welcome to Solutions
edition. Teachers' responses to the first edition have been overwhelmingly
positive, so we have been careful to follow the same guiding principles in the
new edition, providing a course that has:
• a strong focus on exam topics and tasks
• a clear structure, with easy-to-follow lessons that
always have an achievable outcome
• a familiar teaching approach With plenty of extra
practice material
• a guided approach to speaking and writing.
In the course of
extensive research carried out for the new edition, we spoke to scores of
teachers and asked them how we could improve the course.
In response to their
requests, we have:
• updated and refreshed all the material, making it more
appealing to secondary-school students
• made the vocabulary sets more sophisticated, with
increased practice in the Vocabulary lessons as well as in the Culture and
Reading lessons
• included more listening exam tasks in the Student's
Book and
Workbook
• provided more resources to support teachers, including
photocopiable worksheets for every lesson in the Student's Book which provide a
mixture of extra practice, extension and communicative activities; review games
and worksheets
• revised the tests to provide totally new tests at a
higher level to those in the first edition
• provided enhanced digital resources, comprising iTools
(a digital version of the Student's Book for use with interactive whiteboards);
Workbooks; Online and additional resources. Solutions 2'1d edition has
benefited from collaboration with teachers with extensive experience of
teaching secondaryschool students and of preparing students for their
schoolleaving exam. We would like to thank Meredith Levy for sharing their
expertise in writing the procedural notes in the Teacher's Book. Amanda Begg
provided the photocopiable classroom activities on the Teacher's Resource
CD-ROM.
We are confident that the
result is a forward-thinking and modern course that will prepare your students
for their exams and provide you with all the support that you need, We hope
that you and your students enjoy using it!
 Fal/a and Paul A Davies
The components of the course
Student's Book
The Student's Book
contains:
•
ten topic-based
units, each covering seven lessons
•
five Language
Review/Skills Round-up sections, providing a language test of the previous two
units and a cumulative skills-based review
•
ten Get Ready
foryour Exam sections providing typical exam tasks and preparation  a ten-page Vocabulary Builder
section with practice and extension  a nineteen-page Grammar Builder Reference section
containing grammar reference and further exercises
Words mobile phone app
Also available for
students to purchase is the Solutions 2nd edition Upper-intermediate Words app
for Apple and Android mobile phones. The app offers definitions and contextual
sentences for over I ,OOO useful words from the UpperIntermediate Student's
Book and Workbook. This helps to consolidate learning by enabling students to
check and learn the meaning of the words presented and encountered in class and
at home. The app also gives students the opportunity to practise the words
through two different types of quiz. The first multiple choice quiz checks
student understanding of the meaning of the words by matching words to
definitions. The second checks understanding of the context of the words by
asking students to drag and drop words into contextual sentences. Please go to
www.oup.com/elt/solutions/wordsapp for more information.
Three class audio CDs
The three audio CDs
contain all the listening material from the Student's Book, plus recordings of
all the reading texts from the Student's Book.
Workbook (with audio CD)
The Workbook mirrors and
reinforces the content of the Student's Book. It offers:

further practice
lesson-by-lesson ofthe material taught in class
  more listening practice
  five Get Ready foryour Exam sections
providing typical exam tasks and preparation
  Challenge! exercises to stretch
stronger students  writing guides to provide a clear structural framework for writing tasks
  Selfchecks with Can do statements at
the end of every unit to promote conscious learner development
  reviews to develop students' awareness
of their progress  a Functions Bank and Writing Bank for reference  an irregular verbs list  a unit by unit Wordlist
Online Workbook
The Online Workbook is an
interactive version ofthe content of the print Workbook, with integrated audio
and an automated marking system and online markbook.
Teacher's Book
In addition to
methodological notes for the course, including ideas for mixed-ability
teaching, the Teacher's Book offers:
• optional activities throughout for greater flexibility
• structured speaking tasks to get students talking
confidently
• exam teaching notes with useful tips and strategies to
improve students' exam techniques
• a full Workbook answer key, including audioscripts • a
full Student's Book answer key, including audioscripts.
Teacher's Resource CD-ROM
(TRCD—ROM) Packed with the Teacher's Book, this contains two types of extra
resources:
• digital interactive Vocabulary and Grammar exercises
for each unit, and games
• photocopiable PDFs: Classroom Activities for each
lesson, Self-Test sheets for students, and suggestions for Warmers and Fillers.
Test Bank CD-ROM
Tests are provided as
PDFs and editable Word documents. They consist of:
• two short tests per unit, A and B versions
• longer Progress tests for every unit, A and B versions
• three cumulative tests for Units 1—5, 6—10 and 1—10.
All tests are
fully editable, so you can adapt tests to match your students' needs. There is
also a Results Table to keep a record of your students' scores.
iTools
Solutions 2nd edition
Tools contains:
• Student's Book and Workbook page-on-screen functionality
• pop-up Student's Book and Workbook answer keys and
audio
• DVD material for every unit with worksheets
• further interactive resources.
Website
• Further resources and ideas for teaching.
Exam
preparation
Student's Book
The Student's Book includes ten exam-specific sections (Get Ready for your
Exam) designed to familiarise students with the task-types typical for most
exams.
These sections provide strategies and
exam techniques to give students the skills they need to tackle exam tasks with
confidence.
Each section
provides practice of skills that students will need to demonstrate in most
exams: listening, reading, speaking and writing.
Workbook
Every other unit in the
Workbook is followed by a double-page exam section to practise tasks for both
the oral and the written exam. Work in class can be followed up with exam tasks
done as homework.
The audio for the Workbook listening tasks is available on the Workbook
audio CD. The CD also contains a link to Oxford English Testing (OET), where
students can do practice exams and get feedback on their answers.
Teacher's Book
The Get Ready
for your Exam lessons in the Studentg Book are accompanied by full procedural
notes with advice and tips for exam preparation.
A tour of the Student's Book
There are ten units in the Student's Book. Each unit has seven lessons
(A-G). Each lesson provides material for one classroom lesson of approximately
45 minutes.

Lesson A — Vocabulary and listening
• The unit menu states the main language
and skills to betaught.
• Every lesson has an explicit learning
objective, beginning 'l can .
• Lesson A introduces the topic of the
unit, presents the main vocabulary set, and practises it through listening and
other activities.
• The topics covered in the book
correspond to the topics in the Extended Matura syllabus.
• This lesson links to the Vocabulary
Builder at the back of the book, which provides extra practice and extension.

Lesson B — Grammar        •
  Important new vocabulary is highlighted in the text and

G.eat

• Lesson B presents
  and practises the first main grammar point  practised in a follow-up activity
  and in the Workbook. of the unit.
• The new language is presented in a
  short text or other meaningful context.
• There are clear grammartables and rules, and grammar presentation is
  interactive.
• Learn this! boxes present key
  information in a clear and concise form. Look out! boxes appear wherever
  necessary and help students to avoid common errors.
• This lesson links to the Grammar
  Builder at the back of the book, which provides extra practice and grammar
  reference.
Lesson E - Grammar
• Lesson E presents and practises the
  second main grammar point of the unit.
• The grammar presentation is
  interactive: students often have to complete tables and rules, helping them
  focus on the structures.
• Learn this! boxes present key
  information in a clear and concise form.
• This lesson links to the Grammar
  Builder at the back of the book, which provides extra practice and grammar
  reference Lesson C — Culture notes.
• Lesson C has a reading text which
  provides cultural A final speaking activity allows students to personalise
  the new information about Britain, the USA or another English- language —
  this happens throughout the book. speaking country.

Lesson D - Reading
• Lesson D contains the main reading text of the unit.
• It occupies two pages though it is still designed for
one lesson in class.
• The text is always interesting and relevant to the
students, and links with the topic of the unit.
• The text recycles the main grammar points from lessons
B and E.
Lesson F — Speaking
  Lesson F (Speaking) presents an
exam-style speaking task.
  The lesson always includes listening
practice.
  Extra vocabulary is presented, if
necessary.
  Students follow a clear guide when
they produce their own dialogue.
  Useful functional phrases are taught
and practised.

Lesson G — Writing preceding two units.
  Lesson G always begins by looking at
a model text or texts     • There are exercises focusing on vocabulary, grammar and and
studying the structure and format. functions.
  Students learn and practise useful
phrases. •
The marks always total
40, so it is easy to monitor progress
  There is a clear writing guide for
the students to produce     through the book.
 their own text.        The second lesson of each review is
a Skills Round-up which
  A supported approach to writing
increases students' covers all the preceding units of the book.
linguistic
confidence.                      • The lesson includes practice of all four
skills: listening, reading, writing and speaking.

Get Ready for Vour Exam

Get Ready for your Exam
• There are ten Get Ready foryour Exam
sections which focus on exam skills and preparation.
• The sections include exam tasks for
listening, reading, speaking and writing.
• Each exam lesson includes activities
to prepare students for typical exam tasks and provide them With the language
and skills they need to do them successfully.
• These sections relate to the topics
of the previous unit and provide authentic exam practice.

Strategies and ideas
Teaching vocabulary
Vocabulary notebooks
Encourage
students to record new words in a notebook. They can group words according to
the topic or by part of speech. Teli them to write a translation and an example
sentence that shows the word in context.
Vocabulary does not just appear on Vocabulary pages. You can ask students
to make a list of all the verbs that appear in a Grammar section, or to choose
five useful words from a reading or culture text and learn them.
Learning phrases
We often learn words in
isolation, but a vocabulary item can be more than one word, e.g. surfthe
Internet, have a shower. Make students aware of this and encourage them to
record phrases as well as individual words Revision
Regularly revise previously
learnt sets of vocabulary. Here are two games you could try in class:
• Odd one out. Give four words, either orally or written
on the board Students say which is the odd one out. You can choose three words
from one vocabulary set and one word from a different set (a relatively easy
task) or four words from the same set, e.g. kind, confident, rude, friendly,
where rude is the odd one out as it is the only word with negative
connotations,
• Word tennis. This game can be played to revise word
sets. Call out words in the set, and nominate a student to answer.
The student must respond with another word in the set, Continue round the
class. Students must not repeat any previous words. For example, with shops:
T:
bookshop
SI: supermarket
T: jewe/ler's
52:
electrical store
Teaching grammar
Concept checking
The concept is important.
Do not rush from the presentation to the practice before students have fully
absorbed the meaning of the new language. You can check that they truly
understand a new structure by:
• asking them to translate examples into their own
language
• talking about the practice activities as you do them,
asking students to explain their answers
• looking beyond incorrect answers: they may be careless
errors or they may be the result of a misunderstanding
• contrasting new structures with language that they already
know.
Practice
Practice makes perfect.
Use the activities in the Grammar Builders, photocopiables, the Workbook and on
Tools.
Progression
Mechanical practice
should come before personalised practice. This allows students to master the
basic form and use it first, without having to think about what they are trying
to express at the same time.
Teaching reading
Predicting content
Before reading the text, ask students
to look at the picture and tell you what they can see or what is happening. You
can also discuss the title and topic with them. Dealing with difficult
vocabulary Here are some ideas:
•
Pre-teach
vocabulary. Anticipate which words they Will have difficulty with. Put them on
the board before you read the text With the class and pre-teach them. You can
combine this with a prediction activity by putting a list of words on the board
and asking students to guess which ones Will not appear in the text. For
example, for the text about jailbreakers on page 52 of the Student's Book, list
these words: hacker jai/breaker criminals
malicious entrepreneur
•
Ask students to
look at the Picture and tell you which word they are not going to find in the
text (criminals). At the same time, check that they understand the other four
words.  Having read through the text once, tell students to write down three or
four words from the text that they do not understand Then ask them to call out
the words. You can then explain or translate them.
•
Rather than
immediately explaining difficult vocabulary, ask students to identify the part
of speech of the word they do not know. Knowing the part of speech sometimes
helps them to guess the meaning.
•
After working on
a text, have students write in theif vocabulary notebooks four or five new
words from the text that they would like to learn.
Teaching listening
Pre-listening
This is an important stage. Listening to something
'cold' is not easy, so prepare students well. Focus on teaching rather than on
testing. Here are some things you can do:
  Tell students in broad terms what
they are going to hear (e.g. a boy and girt making arrangements ro go out).  Predict the content, If there is a
picture, ask students to look at the picture and tell you what they can see or
what is happening.
  Pre-teach vocabulary. Put new
vocabulary on the board and check students understand it. Translating the words
is perfectly acceptable.
  Read through the exercise carefully
and slowly before students listen. Ensure that students understand both the
task and all the vocabulary in the exercise.
Familiar procedure
It is not easy to listen,
read the exercise and write the answers all at the same time. Take some
pressure off students by telling them you will play the recording a number of
times, and that they should not worry if they do not get the answers
immediately.
Tell students not to write
anything the first time they listen.
Monitor
While students are
listening, stand at the back of the class and check that they can all heac
Teaching writing
Use a model
Ensure that students
understand that the text in Lesson G Analysis serves as a model for their own
writing.
Preparation
Encourage students to brainstorm ideas and make notes, either alone or in
pairs, before they attempt to write a composition, Draft
Tell them to prepare a
rough draft of the composition before they write out the final version.
Checking
Encourage them to read
through their composition carefully and check it for spelling mistakes and
grammatical errors.
Correction
Establish a set of marks
that you use to correct students' written work. For example:
sp indicates
a spelling mistake w indicates a missing word gr indicates a grammatical error  indicates a lexical error wo
indicates incorrect word order.
Self-correction
Consider
indicating but not correcting mistakes, and asking students to try to correct
themselves. Teaching speaking
Confidence-building
Be aware that speaking is a challenge for most students, Build their
confidence and they will speak more; undermine it and they Will be silent, This
means:
• encourage and praise your students when they speak
• do not over-correct or interrupt
• ask other students to be quiet and attentive while a
classmate speaks
• listen and react when a student speaks, with phrases
like 'Really?' or 'That's interesting'.
Preparation
Allow students time to prepare their ideas before asking them
to speak. This means they wili not have to search for ideas at the same time as
trying to express them.
Support
Help students
to prepare their ideas: make suggestions and provide useful words. Allow them
to work in pairs, if appropriate.
Choral drilling
'Listen and repeat' activities which the class does
together can help to build confidence because students feel less exposed. They
are also a good chance to practise word stress and intonation.
Teaching mixed-ability classes
Teaching mixed-ability
classes is demanding and can be very frustrating. There are no easy solutions,
but here are some ideas that may help.
Preparation
Try to
anticipate problems and prepare in advance. Draw up a list of the five
strongest students in the class and the five weakest. Think about how they will
cope in the next lesson.
Which group
is likely to pose more of a problem - the stronger students because they will
finish quickly and get bored, or the slower students because they Will not be
able to keep up? Think how you will attempt to deal with this. The Teacher's
Book includes ideas and suggestions for activities and fillers for different
abilities,
Independent learning
There is the
temptation in class to give most of your attention to the higher-level
students, as they are more responsive and they keep the lesson moving. But
which of your students can best work on their own or in pairs? It is often the
stronger ones, so consider spending more time In class with the weaker ones,
and finding things to keep the fast-finishers occupied while the others catch
up.
Peer support
If you are doing
pairwork, consider pairing stronger students with weaker students.
Project work
Provide
on-going workfor stronger students, You can give stronger students extended
tasks that they do alone in spare moments. For example, you could give them
readers, ask them to keep a diary in English or work on a project
Correcting mistakes
How much we
correct should depend on the purpose of the activity. The key question is: is
the activity designed to improve accuracy or fluency?
Accuracy
With controlled grammar and vocabulary activities, where the emphasis is
on the accurate production of a particular language point, it is best to
correct all mistakes, and to do so immediately you hear them. You want students
to master the forms now and not repeat the mistake in later work.
Fluency
With
activities such as role-play or freer grammar exercises, it may be better not
to interrupt and correct every mistake you hear. The important mistakes to
correct in these cases are those that cause a breakdown in communication. We
should not show interest only in the language; we should also be asking
ourselves, 'How well did students communicate?' During the activity, you can
make a note of any serious grammatical and lexical errors and put them on the
board at the end of the activity. You can then go through them with the whole
class,
Self-correction
Give students a chance to
correct themselves before you supply the correct version.
Modelling
When you correct an
individual student, always have him or her repeat the answer after you
correctly.
Peer correction
You can involve the rest of the class in the process of
correction. Ask, 'Is that answer correct?' YOU can do this when the student has
given a correct answer, as well as when the answer is incorrect,

Out of the ordinary

Map
of resources
1 A Vocabulary and listening
Student's Book page 5,
Workbook page 3

Photocopiable Activity: 1 A Personality
traits (TRCD-ROM)
1 B Grammar
Student's Book page 6,
Workbook page 4
Photocopiable Activity: 1 B Born to sail (TRCD-ROM)
1 C Culture
Student's Book page 7,
Workbook page 5
Photocopiable Activity: IC Adolescence is... (TRCD-ROM)
ID Reading
Student's Book pages 8-9,
Workbook pages 6-7

Photocopiable Activity: 1
D Extra curricular activities
(TRCD-ROM)

I E Grammar
Students's Book page 10,
Workbook page 8

Photocopiable Activity: IE
Verb patterns board game
(TRCD-ROM)

IF Speaking
Student's Book page 1 1,
Workbook page 9
Photocopiable Activity: I F Photo
description (TRCD-ROM)
1 G Writing
Student's Book pages
12-13, Workbook page 10
Photocopiable Activity: IG Neighbours (TRCD-ROM)
1 Review and Tests
Review 1-2 Student's Book
page 24
Review 1—2 Workbook page 98
Photocopiable Activity: 1
How much can you remember?
(TRCD-ROM)
Student Self-Test Sheets
1, 1—3 (TRCD-ROM)
Unit 1 Progress Tests & Short Tests (Test Bank CD)
Get Ready for your Exam
Student's Book page 14 Workbook page 93 Exam Challenge iTools Unit 1
Teacher's Resource Disk (TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary and listening
Describing personality
ESSON
Vocabulary: personality
traits; compound adjectives; synonyms and antonyms
Listening: talking about
personality traits
Speaking: describing and expressing feelings about personality
traits Topic: People

To do the lesson in 30 minutes, keep the lead-in briefand
omit exercise 4. The Vocabulary Builder activities can be set for homework.

• Write the headings People I like and
People/ dislike on the board. In pairs, students discuss and agree on four
adjectives to describe people in each categor½
• Ask a few students to write their
adjectives on the board.
Encourage the
others to express agreement or disagreement.
Exercise 1
•
Refer students to the photos and ask them to describe what the people are
doing. Discuss the questions as a class.
Exercise 2
• In pairs, students check the meaning of the adjectives
using a dictionary. Check comprehension by giving translations and eliciting
the English words.
• Drill words which may be difficult to pronounce, e.g.
eccentric /ik'sentr/k/. Give special attention to the /a/ sound in the last
syllable of considerate and stubborn, and to the stress on the third syllable
in argumentative.
• In pairs, students discuss the questions. In class
feedback, ask them to give reasons for their choice of adjectives.
Extension
Write the
prefixes un-, in-, dis- and ir- on the board. Ask students to find at least
three adjectives in the list that take the prefix un- to form an adjective with
the opposite meaning, and one adjective for in-, dis- and ir-. They can use
dictionaries to check.
un-:
unambitious, unassertive, unconventional, unselfish, unsociable in-:
inconsiderate dis-: disorganised ir-: irresponsible For
further practice ofSynonyms and antonyms, go to:

Vocabulary Builder 1.1
I positive: daring — adventurous; energetic- active;
  friendly — amiable; humorous — witty; intelligent — clever; logical -
  rational; loyal - faithful; relaxed - calm; unassuming — modest negative:
  conceited — vain; condescending — patronising; irritable — grumpy; timid —
  shy

3 1 messy 2 excited 3 exactly 4 dishonest 5 hate 6 optimism

Exercise 3
• Students read and complete the
sentences.
• Students check answers in pairs.
Check answers as a class. 1 immature 2 selfish 3 argumentative 4 stubborn
5 considerate
Exercise 4
• Students write their sentences
individually. Point out that they need to think of examples of typical
behaviour to illustrate the personality traits they have chosen.
•
Students read out
one or more of their sentences, leaving out the adjective for the others to
guess. If you have a large class, it may be best to do this as a group activity
so that everyone gets a chance to read more than one sentence. With a stronger
class, ask students to guess the adjective without looking at the list in exercise
2.
Extra activity — speaking
Ask students to think of
a well-known fictional character (e.g. from a film, a book, a TV drama, a
sitcom or a soap opera), In groups, they take it in turns to describe the
character they have chosen, without naming them. They can include some
information about the person's age, nationality and appearance, but the
description must focus on their personality. The other members of the group try
to guess the character, asking questions if necessary.
Exercise 5
• Students discuss in pairs. Tell them to explain their
choice of adjectives by describing how they typically behave or react in
certain situations.
• Aska few students to tell the class about their
partner's ideas,
Exercise 6
• Explain the task and give students time to read the
questions. With a weaker class, tell students to decide which questions ask
about a positive personality trait (b, c, f) and which about a negative one (a
and d; e could be positive or negative).
• Play the recording, pausing after each speaker for
students to find the right question. Play the recording a second time, if
necessary. Check answers as a class.
• Elicit the main idea in each speaker's answer. Ask
which of these answers students found the most surprising.
Audioscript  1.02
I I definitely respect people who don't need to be told
whattodo, who work things out for themselves and then just get on and do it I
think being self-motivated is a great quality. I mean, iÚ really useful
in life, especially at school or at work. It means you're in control of your
life. I hope I've got it too, a little bit. But need to improve! It's
definitely the best one to have
2    What you really want from somebody you
spend a lot oftime with is somebody who cares about you, who wants to do the
right thing, even if they don't always get it right! So for me, the most
important quality is to be well-meaning. You can't expect anyone to be perfect;
we all have our faults, don't we? But basically, they have to be a nice person,
and ifthat's what they're really like inside, then I can forgive a few other
faults. Those aren't important.
3    It's fine to have strong opinions
ofyour own, but you need to listen to other people too and be a bit, you know,
open to things. Some people don't even listen to what other people have got to
say. It's like, 'I'm right, this is how it is, and why should I listen to
anyone else's point of view?' But that's really negative and er . I just don't
know why anybody wants to be so narrow-minded. It makes me angry sometimes.
4    There are a few things about myselfthat
I wish I could change, Like, I wish I didn't get angry so easily. I'm so
quick-tempered! It's not something want to do, or mean to do - it just happens.
mean, I don't get angry for no reason, of course - there's always something
that sparks it off. Like when somebody pushes in front of me in the queue for
the bus - I mean, how dare they? Who do they think they are? Arrgh! That makes
me really angry but I wish it didnt.
5    I'm terrible if people say things about
me, even if they don't really mean to be rude! I get upset very easily. It's
not their fault, really, it's mine; I take everything so personally. I'm just
not very thick-skinned. I definitely think it would be better if I could ignore
criticisms or unkind comments, and just think, OK, that's interesting, that's
your opinion but it isn't going to upset me. That's how I'd really want to
react - yes.
6    I think lots of different personality
qualities might be important, but basically, you have to really care about
money! If you're really mean, and never spend the money you get, you'll
probably end up with lots of it, Sometimes you hear people say things like,
'That guys got so much money, why is he so penny-pinching? Why doesn't he buy
somebody a drink every now and then?'Well, you know, that5 why he's got so much
money because he's careful with it! Most of my friends are really generous with
their money, but they've never got much.
1 b 2 f 3 a 4 d S c 6 e
Exercise 7  1.02
• Play the recording again. Pause after each speaker to elicit the
missing word and the meaning of the whole adjective.
1 self 2 well 3 narrow 4
quick S thick 6 penny
Language note — Compound adjective forms
If the second word of a compound adjective is a present
participle (verb + -ing), it is an active form and means doing something' (so a
hard-working person works hard). If it is a noun + -ed, it means 'having
something' (so a kind-hearted person has a kind heart). If it is a past
participle, it has a passive meaning (so a love-struck person has been struck
by love).
Exercise 8
• Students discuss the questions in pairs. Encourage them to give reasons
for their opinions and to respond to their partner With comments and follow-up
questions. Circulate and monitor orjoin in the conversations as appropriate.
1
For
further practice ofCompound adjectives, go to:

Vocabulary Builder 1.2 tpage1W
1 1 big-headed Z time-wasting 3 Meat-eating
4
  kind-hearted 5 long-legged 6 thinly-veiled
2 2 densely-populated 3
  absent-minded
4 mouth-watering 5 cold-blooded 6 sure-footed 7 level-headed 8
  able-bodied
3 2
  short-haired 3 strong-minded 4 freshly-baked 5 time-saving 6 one-armed 7 and8
  Students' own answers

Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I can use suitable
adjectives to describe personality traits. I have learnt some
compound adjectives for describing personality.
Grammar
Present perfect simple and continuous

Grammar: present perfect
simple and present perfect continuous; state and dynamic verbs
Reading; an article about
an exceptional teenager
Speaking: talking about
recent actions and activities that have continued overa period of time

To do the lesson in 30 minutes, omit the lead-in and
do exercises 3 and 4 together as a class. The Grammar Builder activity can be
set for homework.

• Write the following on the board: Name three teenagers
who have received a lot ofpublicity. What did they do to attract this attention?
Do you admire them? Would you like to be in their shoes?
• In pairs or small groups, students discuss the
questions.
Exercise I
• Focus on the photo and elicit answers to the question.
Examples of mental qualities could include courage, determination,
self-confidence, independence and ambition.
Exercise 2
•
Students read the
text to find the three pieces of information. Check answers as a class.
• Discuss the two questions as a class.
The answers can only be speculative, so encourage the use of might, could, may
or must (have) and the adverbs perhaps or probably.
name: Jordan Romero age:
thirteen nationality: American
Exercise 3 ípage'u
• Establish the difference in form between the present
perfect simple (have/ has + past participle) and present perfect continuous
(have/ has been + present participle),
• Explain at the outset that the two tenses are similar
but, like all continuous tenses, the present perfect continuous carries the
idea of action continuing over time.
• Go through the Learn this! box together. Write more
examples for each use on the board and elicit the correct tense: 1 Look at
the rain! it's come/It's been coming down al/ morning. I've decided / I've been deciding not to go
out. 2 We've stayed / Weve been staying in this hotel four
times. 3 She's studied / She's been studying in the library since lunch time.
• In pairs, students identify the present perfect
continuous verbs in the text and complete the matching task. With a weaker
class, do this together as a class activity. Check answers as a class.
has not been leading — 3; has been using — 2; has been giving — 2; has
(also) been appearing — 2; have been voicing — 2; Have (Jordan and his family)
been considering — 1; have (they) been thinking — 1

Grammar Builder 1.1
ipagetl$
1 've been
searching, haven't found 2 've visited, never seen
3 Have
you seen, 've been looking 4 've just been talking
5 've
been eating 6 Have you seen, 's been working
7 've played 8 've been watching 9
has won 10 taken

Language note — Present perfect
simple and continuous
The
difference between the two tenses is difficult to pinpoint, as both can refer
to recent actions. In the text in exercise 2, most of the present perfect
continuous verbs could be replaced by verbs in the present perfect simple, but
the meaning would be a bit different. The continuous tense emphasises duration
— actions continuing or happening repeatedly over a period of time up to the
present, and often extending into the present. To help students grasp this idea
of action in progress, make a comparison with the present and past continuous
forms that they are already familiar with.
You may want to mention
that we use ever, never and yet with the simple form and that already is
commonly used with the simple form. You could also mention that, as well as for
and since, the expressions al/ morning / week, etc. are most commonly used with
the continuous form.
Exercise 4 iageV

Students work
individually to form the two tenses and then discuss the differences in pairs.
Allow them to give their explanations in their own language. With a weaker
class, go through some or all of the sentences together.

have read: I
finished reading the book at some time in the past.
have been reading: I was
reading the book for some time until recently; may still be reading it.
2 haven't played: The last match we played was a long time ago.
haven't been playing: We play football now, but we didn't start until quite
recently.
 has done: Her exams are finished and she has good results. has been
doing: Her exams aren't finished yet, but she's doing well.
4
has finished: His
homework is done now.
has been finishing: He
was working on the last part of his homework until recently and he may still be
working on it.
5
have gone.'
They're at the gym now.
have been going: They've
made repeated visits to the gym recently.
6
have eaten: There
aren't any crisps left.

moment ago; perhaps there are some left.

have been eating: You
were eating my crisps until just a
Exercise 5
• Refer students to the Look out! box.
Remind them that state verbs describe the way things are, as opposed to dynamic
verbs, which describe actions or processes. Elicit some examples of state verbs
(see Grammar Builder 12).
• Give students a few moments to find
the verb which is used in both ways. In pairs, they discuss the difference in
meaning. Check the answer With the class.
The verb is appear. In paragraph 1 it is a state verb
meaning 'seem'. In paragraph 2 it is a dynamic verb meaning 'make an appearance'.
Extension
Write on the board a list of state and dynamic verbs, e.g. climb,
hate, seem, call, come, agree, find, watch, know, believe, bring, need. Ask students to pick out
the state verbs. Then write have and look. Elicit two sentences for each, one
using the verb as a state verb, the other as a dynamic one (e.g. She has
a lotofdetermination. She's having a lesson).
For
further practice ofState and dynamic verbs, go to:

Grammar Builder 1.2 Ðages115-116ß
're behaving, don't understand, mean
2     are you laughing, doesn't fit
3     'm carrying, weighs, know, contains
4     Do you like, doesn't matter, don't
  mind
5     need, don't care, 'm enjoying
was looking 2 had 3 'm seeing 4 was
  thinking
5 were having 6 think 7 see 8 looks

Exercise 6
• Explain to students that in some of these sentences
either tense is possible. However, they should use the present perfect
continuous unless it is actually incorrect.
• As you check the answers, ask students why the simple
form is needed in sentences 2, 3 and 4. (In 2, like is a state verb. In 3 and
4, the verb refers to completed actions.)
 have been helping 2 has liked 3 has climbed
4 hasn't climbed 5 hasn't
been going 6 has been appearing
Exercise 7
•
Students write the
questions individually and then compare answers in pairs Check answers as a
class.  What have you been watching on TV recently?
2
How long have you
been learning English?
3
Have you been
working hard recently?
4
How long have you
known your teacher?
5
Has your best
friend seemed happy recently?
 How much has it been raining this month?
7
What time have
you been going to bed recently?
8
How well have you
understood this grammar lesson?
Exercise 8
• Choose a pair of students to ask and answer the first
question as an example.
• In pairs, students ask and answer. Circulate and
monitor to check that they are using the tenses correctly.
Lesson outcome
Ask students: What have you learnt today? What can you do now?
and elicit answers: / have learnt when to use the present perfect simple
and when to use the present perfect continuous. / understand dynamic and state
verbs.
Culture
Great American writers

Listening: a radio talk
about two American authors
Reading: an extract from
To Kill a Mockingbird
Vocabulary: words for
religions
Speaking: talking about
themes in a work of fiction
Topic: Understanding the
culture of English-speaking countries

To do the lesson in 30 minutes, do exercises 4 and 5
together as a class.
Exercise I
• Check that students understand the
word adolescent (a young person who is developing from a child into an adult).
• In pairs, students make a list of
titles on this theme. Ask one pair to read out their list Write it on the board
and invite the others to add to it. Leave the list on the board for exercise 7.
Exercise 2
• Write on the board the names of the
two authors (J. D. Salinger and Harper Lee) and the novel titles (The Catcher
in the Rye and To Killa Mockingbird). Ask if anyone in the class has read these
novels (in translation) or seen the film version of To Kill a Mockingbird.
• Play the recording. In pairs,
students note down things that the writers have in common.
Audioscript  1.03
Most novelists are hungry for publicity. However, a minority of authors
have appeared to hate the attention which their success has brought. Among
these are two of the best-known American novelists of the twentieth century: J.
D.
Salinger and Harper Lee.
Jerome David Salinger - known as j. D Salinger - was born in
New York in 1 919. He grew up in a Jewish family, and at the age of thirteen
went to a private school in Manhattan. Overall, his education was not a
success. He was asked to leave school after a series of poor grades, and he
dropped out of New York University after studying there for less than a year.
Salinger'
passion was writing, and in the 1940s, during and after World War Two, Salinger
sent many stories and poems to the magazine The New Yorker. They rejected them
311. But then his luck changed, and in 1951 Salinger published his first novel,
The Catcher in the Rye. It was an immediate success, particularly among younger
readers, who, for the first time, had an honest portrayal of the stress and confusion
of adolescence. Because of its honesty, the novel was controversial: The
Catcher in the Rye is not only on the list of books that are most often taught
in American schools, but also on the list of books that are most often banned.
The success of The
Catcher in the Rye made Salinger famous - but he did not react well to fame. He
moved from New York to a remote house in the country, and gradually became more
and more reclusive. He experimented with various different religions,
converting first to Buddhism, then to Hinduism, and later to a form of
Christianity called Christian Science. Eventually, he abandoned them all. From
1965 until his death in 2010, Salinger published nothing, And for the last
thirty years of his life, refused all requests for an interview. Few people
even saw or spoke to him.
1
In a strange way, Salinger's single-minded determination to stay out of
the public eye made him even more famous. He was famous for not liking fame!
The same can be said of another great writer from the twentieth century, Harper
Lee. She was born in Alabama in 1926, worked hard at school and went on to
university, where she got a degree in English Literature. Like Salinger, Lee
had a passion for writing fiction but did not achieve immediate success. In 1949,
at the age of 23, she moved to New York to become a writer, but ten years
later, she was still struggling and unknown. Fortunately for her, a friend of
hers, who was a successful songwriter, gave her an amazing Christmas present a
whole year's salary in one go! With the money was a note which read: 'You have
one year off from your job to write whatever you please. Merry Christmas.'
Harper Lee left her job and wrote her first novel: To KillA Mockingbird. It was
an immediate success, winning the Pulitzer Prize for Fiction in 1961 and
selling millions of copies.
After the success of To Kill
A Mockingbird, the literary world was waiting for Harper Lee's next
publication. It never came. Although she worked for a while on a second novel,
she never finished it. On the rare occasions when she agreed to appear in
public, she always refused to make a speech. Both novels - The Catcher jn the
Rye and To KillA Mockingbird - were published more than half a century ago, but
both continue to sell hundreds of thousands of copies every year. Perhaps it is
surprising that the authors of two such popular books about the human condition
were so keen to avoid contact with their fellow humans.
(Possible answers)
They were both American and spent time living in New York. They both had a
passion for writing but did not achieve immediate success. They both had
tremendous success with their first novel. They both disliked being famous and
avoided public appearances. Neither of them published another novel.
Culture note - The Catcher in
the Rye and To Kill a
Mockingbird
In The
Catcher in the Rye, events are seen through the eyes of Holden Caulfield, a
troubled and rebellious sixteen-yearold boy who feels alienated from the world
in which he is growing up.
To Kill a
Mockingbird is set in a small town in the American south where the narrator,
Jean Louise Finch ('Scout'), is growing up with her older brother Jem. Their
widowed father is a lawyer and the novel revolves around his defence of a black
farm worker. In 1962, the novel was made into a celebrated film starring
Gregory Peck.
Exercise 3 S 1.03
• Go through the Exam tip together. Remind students that
even when they are not sure of the correct answer, they may be able to narrow
down the choices by eliminating one or two that they know are not correct.
• Give students time to read the questions, marking the
answers they know. You may need to check comprehension of condemned (judged
with extreme disapproval) and controversial (causing disagreement).

• In pairs, students complete the chart.
• Ask the question about Salinger. Play the first half
of the recording again if necessary.
1 Buddhism 2 Christian 3
Christian 4 Hindu 5 Islamist
6 Muslim 7 Judaic 8
Sikhism 9 Sikh
Salinger followed Judaism,
Buddhism, Hinduism and Christianity (Christian Science).
Exercise 5  1.04 page7 L
• Explain that an implication is a meaning that is
suggested, not directly stated.
• Before students read the extract, explain a little
about the main characters (see Culture note) and tell students that Calpurnja
(Cal) is the family housekeeper.
She has brought a heavy suitcase which hits the floor with 'a dui'
permanence'. The children know that the phrase 'for a while' may be used to
mean 'for a long time'.
Language note
Nome is the way the
children say 'No, ma'am', ma'am (or madam) being a polite way of addressing an
older woman.
Exercise 6
• Ask students to guess the meaning of
bossy (always telling people what to do) and tomboy (a young girl who behaves
in a way that is considered more typical of boys).
• Students complete the task
individually and then discuss with a partner. Check answers as a class.
(Possible answers)
1  The first two things she says when she
arrives are orders.
2  He takes Calpurnia's heavy suitcase
and carries it inside.
3  He has forgotten to tell the children
their aunt is coming.
4  She is not (romantically) interested
in boys and can't imagine being interested in clothes.
Exercise 7
• In pairs, students choose one item from the list on
the board to discuss. Advise them to focus on one or two main characters only.
To help them organise their ideas, you could write these questions on the
board: What is the character like? How does he / she relate
to others? Describe an interesting event that shows this. Tell students to make notes as they discuss.
• Ask some students to feed back to the class.
Extension
Students work
individually to write a paragraph on the topic they have discussed in exercise
7.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I have learnt about
two great American writers. I can recognise implications and
discuss a work of fiction.
Reading
A maths prodigy

Reading: an article about
a teenager with exceptional abilities in maths
Vocabulary: prepositions
and prepositional phrases
Speaking: asking for and
giving advice
Topic: School

To
do the lesson in 30 minutes, keep the lead-in briefand do exercises 4 and 5
together as a class.

• Write on the board: What are the most
important things you have achieved in your life so far? What do you hope to
achieve this year? In pairs, students discuss them briefly.
• As class feedback, elicit examples of
achievements which are academic (connected with education) and non-academic. At
this point you could also pre-teach extra-curricular activities (activities
outside your course of study).
Exercise 1
•
Check the
pronunciation of prodigy/prnd'd3i/ and elicit, or, if necessary, explain the
meaning (a person who is exceptionally good at something at a very early age).
•
Check that
students understand that desperate implies an extreme feeling of need, so
you'll do almost anything to get what you want. Also explain that being hard on
yourself means you make very severe judgernents about yourself.
•
In pairs,
students list as many adjectives as possible. Elicit answers but do not confirm
or correct them at this stage.
Exercise 2 S 1.05
•
Play the
recording for students to listen while they read the article.
• Give students a few minutes to
reconsider and add to their list from exercise 1. Fast finishers can exchange
lists to see if they agree and to check each other's spelling.
• As you check the answers, ask students
to give supporting evidence from the text. (Possible answers) unusual,
exceptional, brilliant, gifted, ambitious, hard-working; unsociable,
uncommunicative, awkward, isolated, insensitive, naive; honest, self-critical
Exercise 3
• Go through the Exam tip together.
Remind students that some answer options may have 'traps', using words from the
text, but in a statement that is not true.
• Students read the text again and
answer the questions.
l a 2 d 3 a 4 b 5 c
Exercise 4
• Students find the prepositions and
phrases in the text, using their dictionaries where necessary. They then
compare answers in pairs.
• Check answers as a class. Elicit
translations to check that students have understood the meanings correctly. 1
bearing in mind 2 among 3 towards 4 alongside
S prior to 6
aside from 7 beyond 8 Throughout 9 owing to 10 concerning
Language note
Both
considering and bearing in mind are used to show that you are aware of a
certain fact and are keeping it in mind when making a statement. As well as
introducing a noun, they can also be used with that + clause.
Exercise 5
• Students choose the correct prepositions. With a weaker
class, help with vocabulary.
• Ask some students for their opinions on the statements.
1 right through 2 among 3
alongside 4 prior to
5 owing to 6 aside from
Extension - fast finishers
Ask students to write
example sentences for bearing in mind, beyond and concerning.
Exercise 6
• Ask: Ifsomeone has good social skills, what can they
do? and elicit examples.
• In pairs, students discuss and decide on three
activities.
Exercise 7
•
Explain that in
the role-play, Student B should be prepared to suggest all three activities
chosen in exercise 6, giving reasons that will be encouraging. Student A should
raise doubts about two of the choices before agreeing to try one.
•
Refer B students
to the language for suggesting and A students to the language for objecting and
agreeing.
•
Give students
time to practise their role-play. Circulate and give help where necessary.
•
Fast finishers
can swap roles and do the role-play again.
Exercise 8
•
Ask some pairs to
perform their role-play for the class.
Extra activity
Students do
some research at home about a child prodigy in a field other than maths (e.g.
rnusic, art, sport, etc.) and make notes, Ask them to tell the class about this
person in the next lesson. referring to their notes only when necessary.
Lesson outcome
Ask students: What have you learnt today? What can you do now?
and elicit answers: / can understand and react to o text about a high
achiever. can give and respond to advice.
Grammar
Verb patterns

Grammar: verbs that are
followed by different forms
Speaking: asking
questions using different verb patterns

To do the lesson in 30 minutes, omit the lead-in and
keep exercises I and 2 brief The Grammar Builder activities can be set for homework.

• Introduce the verb stand out (to be clearly noticeable
among other people), Brainstorm examples of people who stand out in these
contexts: in a sports team, in a band, in a TV drama.
• Ask students to explain why these people stand out.
Exercise 1 JÞa.O
• In pairs, students discuss the statement, and then
individually decide on the number (0—5) which best fits their preference.
• Call for a show of hands for each number, to see where
the majority of students see themselves.
Exercise 2
• In pairs, students ask and answer the first three quiz questions.
(Others will be asked later, in exercise 7.)
I
Exercise 3
• Go through the Learn this! box together. Draw
attention to the form of each example.
• Focus on quiz questions 1-3. Students find the phrases
and put them with the correct pattern in the Learn this! box.
1b decide to paint it /
seems to be / offer to help
2b avoid helping 3b
invite your friends to come
4b let your friends borrow
/ help them choose
5b want your room
decorated
Exercise 4
•
Students look again at quiz questions 1-3 to find the examples and identify the
pattern for each one.
Language note
Pattern 4 is
rare, and the verbs that belong to this group are make and let. Help can also
be followed by the infinitive with to (I help them to choose) with no change of
meaning, Pattern 5 (have/get something done) is a structure with a specific
use. It means 'to arrange for someone (usually a professional) to do a service
for you',
Exercise 5
• In pairs or groups, students do the task. If they are
unsure, they should think of examples to see which form 'sounds right'.
• Students check their answers against the Grammar
Builder.
• Ask students to say which verbs they were unsure
about. Elicit one or two example sentences for each of these.
agree A; avoid B; can't
help B; can't stand B; consider B; deny B; enjoy B; feel like B; finish B; hope
A; imagine B; keep (on) B; miss
B; practise B; pretend A;
refuse A; risk B; spend (time) B; suggest B
Extra exercise
Divide the class into two
teams. Students from each team take it in turns to say a verb from exercises
2-5. The other team must say a sentence using the verb. They score a point for
a sentence that is grammatically correct. If the verb pattern is wrong, the
first team has a chance to give their own sentence for a bonus point. The team
with the highest score at the end is the winner.
Exercise 6
•
Go through the
examples in the Look out! box together and elicit translations to show the
differences in meaning.
•
Students work in
pairs to complete the exercise.
la He shouted once.
1b He was shouting for some time or he shouted a number of
times.
She smiled at him, hoping it would have a good effect (but it didn't).
2b She made an effort to
smile but couldn't do it.
3a The busker had been
chatting but then stopped.
3b The busker stopped in
order to chat.
4a You need to speak to
Sam — don't forget to do that.
4b
You spoke to Sam some time ago — you must remember that you did that.
For
further practice of Verb patterns, go to:

Grammar Builder 1.3
pages116-117
1 1 to come, going
2 to meet, to turn up
3 to contact,
trying 4 staying, sleeping 5 to like, being
6
taking, to ask 7 arguing, having 8 playing, to stop
2 1 b 2 c 3 b 4 c S b 6 c

Exercise 7
• Explain that on behalfof means 'representing[ If
someone speaks on behalf of a group, they act as a spokesperson,
expressing the views of
the group.
• Students work individually to write the verb forms.
Check answers as a class.
• In pairs, students ask and answer.
4 to wear, looking,
feeling 5 looking, chatting, making
6 to know, to speak,
offering, speak
Exercise 8
  Explain the task, reminding students
of the topic of the quiz. You could start by brainstorming some situations that
will show if people prefer to stand out or not (e.g. choosing clothes,
performing in public, organising an event, posing for a photo, thinking about a
future career, etc.).
  With a stronger class, encourage
students to think of more than two questions. With a weaker class, elicit ideas
to write the first question on the board. In pairs, students then write the
second question themselves.
  Pairs swap questions and give their
answers.
  Ask some students to tell the class
whether their partner prefers to fit in or stand out, and to give examples.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit answers: I can recognise
different verb patterns. / can use a range of verbs in the correct
pattern.
Speaking
Photo description

Listening: a photo
description
Vocabulary: language for
describing people
Speaking: describing
Topic: People

To
do the lesson in 30 minutes, omit the lead-in and do exercise 7 together as a
class.

Exercise 1
• Ask students to read out the
  words in the list. Check comprehension and pay attention to the pronunciation
  of intriguing
  /m'tri:gtn/.

• Ask students to think of a photo of
themselves that they like. Ask: Where are you and what are you doing in the
photo? Ifsomeone
looked at this photo without knowing you, what impression ofyou would they get? Elicit answers from a
number of students.
• Students choose adjectives and
discuss in pairs. Tell them that it does not matter if they do not agree —
their answers will depend on their own personal judgernent.
Exercise 2
• Students add the words to the mind map. You may want to
check these answers before pairs go on to brainstorm other words.
• While they are working, copy the mind map onto the
board, leaving plenty of room under the headings. As students read out their
words, write them on the mind map. Practise the pronunciation where necessary,
Hair: dyed, spiky (other
examples: long, short, straight, wavy, curly, frizzy)
Make-up: eye-liner,
mascara (other examples: lipsticlç lip gloss, eye shadow, nail polish)
Jewellery: bracelet,
piercing (other examples: ring, necklace, chain, earrings, studs, brooch,
badge)
Expression /
Posture: crouching, moody (other examples: cheerful, lively, excited, bored,
worried, nervous, frightened, sitting, standing, lying, kneeling, leaning,
bending, stretching) Clothes: tie, tights (other examples: jeans, leggings,
skirt, dress, shirt, sweatshirt, jumper, jacket, anorak, gloves, scarf)
Exercise 3
• Play
the recording. Students listen for the expressions listed in exercise 2. Ask
them if they heard any other words from the mind map on the board.
Audioscript  1.06 page"
Candidate This photo shows a
boy and a girl - they might be eighteen or nineteen years old. Or a bit older.
I'd say they're uh punks? He's got long, spiky black hair - and some of it's
red, actually. It's dyed, of course. He's wearing a black and white T-shirt and
a black leather jacket. He's uh got a piercing in his nose. He's wearing an
earring. The girl has got a leather jacket too. I can't quite see what she's
wearing on her legs. Perhaps she's got black tights, and long socks up to her
knees, She's wearing make-up, dark lipstick and probably some eye-liner. They
look as if they're in a photographers studio, I can't see any background behind
them.They're both sitting down. The boy has got his arm around the girl's
shoulder, and they're smiling slightly.
spiky, dyed, piercing,
tights, make-up, eye-liner
Culture note — Goths and Emos
Drawing on
images from traditional horror films, the gothic look is dark, elegant and
slightly sinister. Goths typically wear black clothes, often in a
nineteenth-century style, with dyed black hair, dark eye make-up and
black-painted fingernails. Emos wear tight clothes and have straight hair that
may be dyed in a variety of colours and often hangs down over one eye. Both
these groups started as offshoots from punk rock in the 1980s and they each
have their own genre of music.
Exercise 4  1.06 pagelï
• Go through the first Exam tip
together. Remind students that the examiner is not looking for a specific
answer but wants to hear them expressing their ideas. They will be able to
speak more freely if they can speculate about the person in the photo.
• Play the recording again. Students
listen for the expressions for guesses and deductions.
might, say, Perhaps, They
look as if
Exercise 5 vagell
• Go through the second Exam tip together and then focus on the list of
phrases. Explain that there is no rule dictating when these phrases can be
used; however, some are likely to be more useful when looking at the photo and
others when responding to a more general question.
a l b 2 c 1 d 2 e 2 d l
Exercise 6
• In pairs, students consider the questions. Tell them to make sure first
that they understand what each question is asking so that they keep to the
topic. They then discuss what they could say in reply and note down their
ideas.
Exercise 7
• Play the recording. In pairs, students compare the
candidate's ideas with their own.
• Get feedback from some students whose ideas were
similar and from some who had different ideas.
Audioscript  1.07 'pgell
Examiner Do you think the boy in the photo cares about his appearance?
Why do you think so?
Candidate Yes,
Ido.l mean, lookat his hair, It must takea long time toget it like that - it's
amazing! And the clothes are quite Um-ISUBI, compared to, say, jeans and a
sweatshirt. So I reckon he's spent quite a lot oftimethinking about his outfit.
Examiner Good, thank you. Now, teli me how much can you tell about a teenager's
personality just from looking at their appearance?
Candidate It depends. Sometimes, you can't tell very much, if
the teenager is wearing really normal clothes. But if they're dressed tike a
Goth, for example, then you can make some assumptions about their personality,
By and large, Goths tend to be fairly quiet, and they aren't aggressive at all.
In my experience, they're quite creative.
Examiner OK, Thanks. Now, one more question .
Exercise 8 107 pagetl
• Play
the recording again. Students listen for the phrases from exercise 5.
Exercise 9 .page1T
• Students take it in turns to answer
the two questions, using language from the lesson.
• Circulate and monitor, making a note
of any important errors to address at the end of the activity.
Lesson outcome
Ask students: What haveyou
learnt today? What can you do now?
and elicit the answer: /
can answer questions about photos ofpeop/e.
Writing
analysis
Description of a person

Reading: a description of
two contrasting personalities
Vocabulary: idioms for
personality traits
Topic: People
Exercise 1 pagei21
• In pairs, students discuss the
saying. They should support their views by describing relationships in their
own life or between people they know.
• Ask some students to share their
opinions with the class.
I

Exercise 2 pagell
• Give students about one minute to skim-read the text
fora general idea of what it is about.
• Elicit what is meant when we say that two people are
'like chalk and cheese'.
The title refers to two
people who are very different from each other.
Exercise 3 page 12
• Check that students understand the meaning of
conformist (behaving and thinking in the same way as most other people and not
wanting to be different).
• Students read the text more closely to match the
adjectives with the people. Encourage them to underline and label the relevant
parts of the text With a stronger class, students can be asked to do the
matching before they re-read the text.
• Check answers as a class.
Connor: funny, outgoing,
unconventional, unreliable
Bess: conformist,
considerate, dependable, shy
Exercise 4 page12
• Make sure that students understand that the phrases in
each pair are opposites, and that only some of them are in the text,
• In pairs, students complete the phrases. They can
complete the ones they know first and then guess the others before using a
dictionary.
• With a weaker class, tell students where to find the
phrases in the text so that they can see them used in context and can pick out
these verbs first. You may want to go through the new phrases together.
• As you check the answers, ask students to explain the
expressions in their own words.
 play  look  keep 4 take 5 wear 6
give 7 get
8 let g count
Extension
Ask students to think of
similar or related expressions in their language. They can do this in pairs or
small groups.
Exercise 5 page 12
• Refer students back to exercise 4 to
help them with this transformation task. Remind them that they must use the
word in brackets Without any change and that they may not use more than five
words.
• In a stronger class, students
complete the task individually and then compare answers with a partner to
check. In a weaker class, they can work in pairs.
• doesn't get stressed / never gets
stressed 2 never let you
3 suddenly lost for 4
wear his hearton 5 look on the bright
Exercise 6 page 12
• Give students a few seconds to find the example. Check
comprehension by asking: How does the writer fee/ when this happens? (annoyed /
irritated)
(Paragraph 4) ... he's
always phoning me at the last minute
Exercise 7     12
• Students discuss in pairs. Encourage
them to use some of the idiomatic phrases from exercise 4,
I
Lesson outcome
Ask students What have you
learnt today? What can you do now? and elicit answers: / can understand a
description of two people and talk about two different people. / have learnt
some idioms for describing personality and behavvour.
Writing
task
Description of a person
L F.SSON
Vocabulary: expressions
for making a contrast; sentence openings to make a statement more subtle
Writing: a description
contrasting two very different people Topic: People

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework,

•
Tell students to close their books, and then say all they can remember about
the two people in the text on page 12.
Exercise I page13
• Students identify the
topics that appear in the text.
annoying habits, clothes,
hair, personal traits
Exercise 2 page 13
• Students use the chart to plan the general areas they are going to
focus on. Remind them that they need to think of areas where the differences
between the two people are most obvious.
Exercise 3 page 13
• Go through the [earn this! box together. Point out that
unlike and in contrast to are followed by a noun. Whereas, while/ whilst and
and yet are used to join two clauses.
• Tell students to find and underline examples in the
text,
• Draw attention to the use of Nevertheless as a more
formal alternative to However in the last paragraph.
unlike
(paragraph 5); but (paragraphs 1, 4, 6), whilst (paragraph 5); however
(paragraph 6)
Language note — however
The position of however
can vary. The most common position is at the beginning of the sentence, as in
the example in the [earn this! box, but it can also be placed between the
subject and verb (Sarah, however, is short.) and, 'ess commonly, at the end of
the sentence (Sarah is short, however.). It is not correct to use it as a
conjunction to join two clauses.
Exercise 4 page 13
•
Students complete the task individually and then compare answers in pairs.
1 whereas 2 Whilst 3 and
yet 4 but S on the other hand
Extension
Ask students to choose
other expressions from the box that could be used to replace their answers in
exercise 4.
but /
while / whilst 2 Whereas/ While  but 4 whereas/ while / whilst S however

Exercise 5 page 13
• Students write four sentences about
the people they have chosen. Each sentence should be on a different topic and
should include a different expression from the Learn this! box.
• Ask some students to read out their
sentences to the class.
Exercise 6 øage13
•
Go through the
Exam tip together. Explain that these expressions are especially useful when we
want to soften a statement that would otherwise seem too sweeping or too severe
in judging someone.
•
Students look
back at the model text to find examples.
Connor comes
across as very confident. (paragraph 1 he tends to be very talkative (paragraph
6)
Possible alternatives: he can be unreliable at times / he
tends to be unreliable at times (paragraph 4); he has a habit of phoning me
(paragraph 4); Bess tends to play it safe (paragraph 5)
Exercise 7 •paget3
  Check that students understand the
meaning of offend (to cause someone to feel upset or angry) and trustworthy
(that you can rely on to be good, honest, sincere, etc).
  Students rewrite the sentences using
the word in brackets.
 My dad comes across as immature.
2
My neighbour has
a tendency to talk too much.
3
People regard my
friend George as ambitious / an ambitious student.
4
Lucy's brother
tends to offend people.
5
Some people find
my best friend argumentative,
6
My mum can be
unconventional.
7
People consider me
trustworthy.
8
He has a habit of
saying the wrong thing.
Exercise8 .page13u
•
Students write
their description. Encourage them to use some of the language on pages 1 1 and
12. Circulate and monitor, giving help where necessary.
•
When students
have finished writing, they check their work against the checklist.
Lesson outcome
Ask students:
What have you learnt today? What can you do now? and elicit answers: / can
write a description contrasting two people. / have learnt expressions
for making a contrast and for making a statement more subtle.
1

Get Ready for your Exam 1
 LEAD-IN  MINUTES
• Ask students if any of them have been on a course
during the school holidays or during term time at the weekend
• Ask a few to explain what they did on the course and
why they chose to do it.
Listening
Exercise 1 page14
READY TO LISTEN
• Students read through the courses and come up with at
least three reasons for choosing the one they want to attend.
• Students discuss their choices in pairs.
Exercise 2 page14
LISTENING EXAM TASK -
MATCHING STATEMENTS TO SPEAKERS
• Begin by asking concept questions about the task: Doyou
know the topic ofthe listening extracts? What is it? (inventions) Do you need
to use al/ the sentences? (no).
• Remind students that they will hear the recording
twice.
• Students go through the sentences and underline the
key words. They think of synonyms they might hear. Do this together as a class
or get the students do it in pairs. Then check.
• Play the recording twice.
• Check answers as a class. With a stronger class, elicit
the synonyms or expressions from the listening text that helped them answer the
questions (I defend themselves, self-defence; 2 karate, original philosophy,
deeply spiritual; 3 stressful, feeling pressure, mind and body will become
stronger; 4 water, wind in your hair, water sport; 5 travelling at up to 100
miles an hour along the shore).
Audioscript S 1.08 page 14
1  Do you find it stressful walking around
at night time? If you were attacked or mugged, what would you do? How can a
smaller, weaker person defend themselves against a taller, stronger assailant?
Which parts of your body are the most vulnerable? How fast can you move? If you
don't know the answers to these questions, join our ten-week course on
self-defence for students. You will learn basic karate and practise useful techniques
with a qualified instructor.
2  Everyone thinks they know about karate
because they see its fighting techniques showcased in Hollywood films. But
would you like to learn about  beyond the basic moves? Understanding the original philosophy and
principles behind this most ancient of martial arts can be a deeply spiritual
experience. The mind is trained alongside the body - both become stronger and
begin to work as one powerful unit. It is a form of meditation and selfdefence
combined Try a free class today!
3  Our modern day lives are getting
increasingly stressful. We work hard and expect a lot from ourselves so Ys no
wonder that even young people are feeling the pressure. We invite you to look
at the world differently for an hour a week. During that hour we guarantee your
mind and body will become stronger and your powers of concentration will
increase. Meditation: you may not have considered it before, but why not give
ita try? Join up today!
4  Look at the world differently -
standing on the water with the wind in your hair! Stand Up Paddleboarding or
SUPboarding is the newest water sport to hit our shores, and it wont take you
long to master the basics. Tall, small, weak or strong, anybody can do it. Give
your body a complete workout, and give your mind some time out from the stress
and pressure of your everyday life. Acquire the basics in just a one-hour
introductory session!
5  Why not learn to sand-yacht this year?
Imagine the wind in your hairtravelling at upto 100 miles an hour along the
shore! Contrary to popular
Get Ready for your Exam 1
belief, sand-yachting needn't be complicated or expensive. It won't take
you very long to master the basics, so that you can swiftly enjoy the very real
pleasures of this new and exciting sport. Sign up for one of our'come and try'
sessions at only £16.50 an hour!
1 B 2C
3 A 4D 5 F
Use of English
Exercise 3 page 14
USE OF ENGLISH EXAM IASK -
MULTIPLE CHOICE ccaze
•
Remind students
that only one word will fit in the context of the sentence. Students will have
to use their logic and grammar skills to find the correct missing word. Check
that they understand that not all the words are needed.
•
Encourage
students to read the text to gain a general understanding. Elicit that the text
is an advert for a summer camp in California where students can learn stunt
performing skills.
•
Ask students to
complete the task individually.
•
Before checking
the answer with the class, suggest students compare their answers in pairs.
•
Ensure that
students understand why the chosen words are correct.
I F 2 A 3 H 4 B 5 1 6 D 7 C 8 J 9 E
Speaking
Exercise 4 page 14
GET READY TO SPEAK
• Students order the benefits individually and then
compare their order with a partner's. Encourage them to justify their order and
persuade their partner to reorder.
• Monitor their conversations and help with vocabulary if
necessary.
• With a weaker class, feed back their ideas and elicit
an agreed class order.
Exercise 5 page 14
SPEAKING EXAM TASK -
COMPARE AND CONTRAST

Students work in
pairs and take it turns to do the task. Remind them that they should not
describe the pictures in a lot of detail; the purpose of the pictures is to
stimulate discussion. Circulate and monitor.

Point out that
questions 2 and 3 require students to give their own opinion.

Stress that it is
important to always support opinions with examples and refer to the pictures if
necessary, partly to make the opinion more convincing and partly to give the
examiner another chance to hear them speak. Remind students that they will get
higher marks if they give full answers.

Rich and poor

Map of
resources
2A Vocabulary and listening
Student's Book page 15,
Workbook page 1 1

Photocopiable Activity:
2A Money makes the world go round (TRCD-ROM)

2B Grammar
Student's Book page 16,
Workbook page 12

Photocopiabie Activity:
2B What life used to be like
(TRCD-ROM)

2C Culture
Student's Book page 1 7,
Workbook page 13
Photocopiable Activity:
2C A place to let . (TRCD-ROM)

2D Reading
Student's Book pages
18—19, Workbook pages 14-15
Photocopiable Activity:
2D What would you do? (TRCD-ROM)

2E Grammar
Students's Book page 20,
Workbook page 16

Photocopiable Activity:
2E Past perfect and past perfect continuous (TRCD-ROM)

2F Speaking
Student's Book page 21 ,
Workbook page 17

Photocopiable Activity:
2FTo be honest, I was furious! (TRCD-ROM)

2G Writing
Student's Book pages
22—23, Workbook page 18

Photocopiable Activity:
2G An irresponsible driver
(TRCD-ROM)

2 Review and Tests
Review 1-2 Student's Book
page 24
Review 1-2 Workbook page
98
Photocopiable Activity: 2
Find out who (TRCD-ROM)
Student Self-Test Sheets
2, 1-3 (TRCD-ROM)
Unit 2 Progress
Tests & Short Tests (Test Bank CD)
Get Ready for your Exam
Student's Book page 26
Workbook
pages 19-20 Workbook page 93 Exam Challenge
iTooIs Unit 2
Teacher's Resource Disk (TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary and listening
Value and price
[SSON
Vocabulary:
money management; adjectives describing value, price, cost, attitudes to money,
being rich or poor; money idioms
Listening:
describing ways of handling money Speaking: talking about spending habits and
saving Topic: Shopping and services
SHORTCU]
To
do the lesson in 30 minutes, keep the lead-in briefand omit exercise 3 and the
extension. The Vocabulary Builder activities can be set for homework.

• Give students ten seconds to look at the photos on
page 15 and then tell them to close their books. In pairs, they try to remember
all the objects in the photos.
• Ask students to estimate the monetary value of the
objects. Then focus on the less expensive objects and ask: Why might someone
attach importance to these things? Do you have possessions like these that are important to you?
Elicit responses
from several students.
Exercise I page15-
• In pairs, students discuss the questions. Encourage
them to describe the objects rather than just naming them, and to be ready to
respond to their partner with follow-up questions (e.g. When ? Where ? Why... ?
How much 7).
• Ask some students to tell the class about the most
interesting thing their partner told them.
Exercise 2 page15
• Focus on the words in the list. Check that students
understand allowance (a sum of money that is given to
someone regularly, often
to a school-age person by their parents) and budget (to manage your money
carefully, according to a plan). Point out that budget and waste can be nouns
as well as verbs.
• Draw attention to the silent b in debt /det/
• With a weaker class, ask students to sort the words
into nouns, verbs and adjectives. Tell them to read through the text and work
out what part of speech is needed for each gap before they complete the text.
• Students complete the text. Check answers as a class.
1 income 2 allowance 3
financial 4 debt 5 save
6
repay 7 wastes 8 afford 9
expenses 10 budget
Exercise 3 page15
•
Discuss the question with the class. Find out if there are any tips that some
students do not agree with.
Exercise 4 page 151
• Focus on the headings in the chart. Ask: Which sections
of the chart describe people and which describe things? (The last two sections
describe people; the first two describe things.)
• In pairs, students check the meaning of the
adjectives, starting with the ones in the chart and referring to a dictionary.
They then complete the chart with the adjectives in the list.
• Make sure students do not confuse priceless (extremely
valuable — so valuable that it is beyond price) with worthless (having no value
at all).
• Check comprehension by asking questions, e.g. Which
words describe something of very high value? (precious, priceless, worth a
fortune) Which words mean expensive'? (costly, pricey, dear) What is a rip-off?
(something that is not worth the money you pay for it) Which two words mean the
opposite of generous'? (stingy, mean) Which two adjectives mean 'having very
little or no money'? (hard up, broke) Is hard up' informal?
(yes) Which three
adjectives mean 'having a lot of money'?
(affluent, well off,
comfortably off)
• Drill pronunciation as necessary, paying special
attention to precious / i prcJas,•' and stingy /'Si vnd3i/.
• valuable 2 worthless 3 dear 4 extortionate S careless
6 mean 7 hard up 8 well
off
Extension
Ask students
to rearrange the words in each section of the chart. They should group similar
words together and put them in order, starting with those that have the
strongest meaning. With a stronger class, get students to do this in pairs.
With a weaker class, draw a chart on the board and group and order words
together. (Possible answers) priceless, worth a fortune, precious, vaiuabie;
worthless extortionate, a rip-off; costly, pricey, dear; reasonable; dirt cheap
generous; careful; careless; mean, stingy affluent, welt off, comfortab'y off;
hard up, broke
Exercise 5
• Students choose the correct adjectives from the chart.
• In pairs, students give their opinions on the
statements.
• dirt cheap 2 priceless  affluent 4 stingy
Exercise 6
• Tell students that they will hear four people talking
about their attitudes to money and the way they spend and save it. Give them
time to read the five statements and underline key words to highlight the
differences between them.
• You may want to pre-teach the first two idioms in
exercise 7, which students will hear used by speakers I and 4
• Play the recording, pausing after each speaker for
students to choose one of the options. With a weaker class, you could elicit
some information about each speaker before moving on to the next one.
• Play the recording again for students to check or
revise their answers.
Audioscript  1.09 pageb
 I have a very relaxed attitude to money- too relaxed, probably. I've
never managed to save anything. I find money burns a hole in my pocket. If have
some, I tend to spend it on books, magazines, music. And when it's gone, it's
gone, When I do have money, I'm quite generous with it and pay for my friends
if theyfie a bit hard up. So I find that when I'm broke, there's more often
than not a friend that can pay for me. I'd preferto be like that with money
than be stingy. Although I know I should save some, I really don't like people
who are mean with their Friends are much more valuable than cash.
2
My family is not
affluent at all, and I was always taught to be careful with money. been brought
up to know the value of everything, and not to waste anything. My parents work
hard but couldn't afford much for us when we were growing up and don't give us
much of an allowance. Me and my brothers always found ways to earn a bit of
money. If we particularly wanted something, we saved up hard for it. Now I work
twice a week in my local supermarket - on Thursday evenings and all day
Saturday. I've got my own bank account and I write down my weekly income and
expenses 50 that I can keep track of my finances. I'm always careful to keep
some back for a rainy day.
3
What can I say -
love shopping! I love buying new clothes and shoes, music and gadgets. But I
never buy anything that's really extortionate, because I also hate getting into
debt. So I take good care of my finances and I try to budget Wisely. I have two
part-time jobs - in a newsagent's and a garden centre — but I work hard at my
schoolwork, too - honestly! I have a bank account which pay into weekly. I make
sure that I keep most of my money in there. And once a month go shopping. But I
don't use a debit card, because think that might be dangerous. it's too easy to
spend money without thinking. I always use cash.
4
I wish was more
interested in money, but I'm not and never have been. If my mum gives me some
pocket money, I tend to lose it. I'm not really careless with money -l suppose
it's important, and one day I'll have to get a job and earn a living, But I'm
just not bothered about having pricey possession" I suppose I'd rather be
comfortably off than severely hard up, but actually I don't think I'll need
much money in the future. t like making things and buying second-hand
stuff.Things don't have to be expensive to be worth having, I think that other
things are much more precious. Things like friendship, mean, which is
priceless.

Exercise 7 page 15
• Ask students to guess the meaning of
the three idioms, reminding them of how the first two were used in the
recording. (If money burns a hole in your pocket, you want to spend it as soon
as you have it. If you keep some money back fora rainy day, you save it for a
time when you will really need it. If you shop around you compare the quality
or prices of goods or services that are offered by different shops / stores,
companies, etc. so that you can choose the best.)
• In pairs, students discuss the
questions. For further practice ofMoney idioms, go to:

Vocabulary Builder 2.1 page 135
1
1 d 2 g 3 c 4 e 5
b 6 h 7 f 8 a
2 1 cost an arm and a leg 2 dip into our savings
3 came into some money 4 live from hand to mouth
5 make ends meet 6 were ripped off 7 made a killing
8 tighten our belts

Lesson outcome
Ask students: What have
you learnt today? What con you do now? and elicit answers: / can talk about
monev management, value, price, cost, attitudes to money and being
rich or poor. / have learnt some money idioms.
Grammar
used to and would

Reading: a short text
about a lottery winner
Grammar: used to and
would
Listening:
word stress to express irritation Speaking: talking about habits in the past

To
do the lesson in 30 minutes, omit the lead-in and extensions. The Grammar
Builder activity can be set for homework.

• Write these questions on the board: Have you won many
prizes in your life? What was the best thing you've won? What was the silliest
thing? In pairs, students ask and answer.
• Ask some students to report on what their partner has
said.
Exercise 1 page 16
• Discuss the questions briefly as a class.
Culture note — The lottery
A number of countries, including the UK, run a lottery based on choosing
six numbers from 1 to 49. The chances of getting all six numbers are almost 14
million to one.
Exercise 2 page 16
• Pre-teach state benefits (money paid
by the government to support people who are unemployed or ill) and thejackpot
(the top prize in a lottery).
• Give students two minutes to read the
text and answer the questions.
• As you check the answers, ask
students to deduce the meaning of run-down (in a very bad condition because it
has not been looked after) and get by (to manage to live using the money you
have or get, but with some difficulty).
1 No, she hasn't. 2 It was
quite poor. 3 Because she didn't usually win anything and wasn't expecting to
win.
Exercise 3 page
• If necessary, revise the form of used to. Write a
sentence using used to on the board (e.g. She used to live in the country) and
elicit the negative and question forms (She didn't use to live in the
country and Did she use to live in the country?).
• Go through the Learn this! box together. Stress that
WOU/d cannot be used to describe past states. Unlike used to, it can only be
used for repeated actions.
• Ask students to underline the examples in the text.
Point out that it WOUId be possible to use a past simple verb in many of these
examples. However, using used to or would emphasises the fact that the actions
or states were normal or habitual in the past but do not happen now.
didn't use to
be, used to live, never used to win would buy, 'd (always) choose, 'd
(sometimes) forget
Language note — 'd
The
contraction d can be used for both would and had. In the last sentence of the
text, She'd means She hod, where had is the auxiliary verb of the past perfect,
not She would Note the past participle won rather than the infinitive win.
Extension
Students focus
on the verbs they have underlined. Where possible, they substitute used to for
would, and Vice versa. Molly used to buy; She always used to choose; she
wouldn't usually look; I'd never win; I sometimes used to forget
Exercise 4 page16
• In
pairs, students identify the sentences with errors and correct them, Check
answers as a class.
2 1 didn't use to wear
glasses, but I do now.
4  My dad used to have a beautiful old
sports car.
5  Sally was a teacher for ten years. 3
and 6 are correct.
Exercise 5 page 16
•
Students complete
the sentences. Tell them to use used to or would wherever possible.
•
Check answers as
a class. For answers where only one form is correct, ask students to explain
why the other forms cannot be used.
•
used to have /
had; used to use / would use / used; got; charged; ended
2 used to be / was; worked; used to have
to / would have to / had to; didn't use to earn / didn't earn; used to do /
would do / did; won
Language note — used to and
would
Paragraph 1: used to
charge/ would charge is not correct because the company almost certainly still
charges high rates
now.
Paragraph 2:
worked, not used to work, is correct because the length of time is given (for
30years). In the next sentence, didn't use to earn (or didn't earn) is correct
but wouldn't earn is not: the sentence describes a constant condition of life,
not a repeated action.
For further practice
ofused to and would, go to:

Grammar
  Builder 2.1 page 11?
l a 2 both 3 both 4 a 5 both

6 a

T a

8 b

Exercise 6 page16
• Go through the Look out! box together. Mode' the
example, stressing would and showing annoyance.
• Play the recording. Students listen for the sentences
that stress would to talk about a persistent and annoying habit.
Audioscript (S 1.10 page16
 He would go out rather than do his homework.
 If he was short of cash, he would always borrow money from me.
3    She would leave her shoes in the
middle of the hall where people would trip over them.
4    Sometimes Pete would eat a whole
packet of biscuits in an evening.
5    She would never offer to help with the
housework.
6    A Fran denies breaking the DVD player.
3 Well, she would, wouldn't she?
 irritated 2 not irritated 3 irritated 4 not irritated
5
not irritated 6 irritated
Exercise 7 page 16
• Students complete the transformation exercise. With a
weaker class, focus on the original sentences first and make it clear that
these all describe habits or conditions in the past.
• Check answers as a class.
1 would interrupt 2 used
to spend 3 would always drive
4 Did you use to have 5
never used to be
Exercise8
page 16
•
In pairs,
students take it in turns to talk about each topic. You could start by telling
the class about some of your own past habits, making the description
light-hearted and amusing if possible.
•
Encourage
students to use the stressed would for topic 3.
•
Ask some students
to tell the class about what their partner said.
Extension
Ask students to write
sentences on all three topics.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I can use 'would'
and Used to' to describe past habits and situations.
Culture
Squatters

Reading: an article about
squatters
Listening: a radio
interview with a squatter
Vocabulary: collocations
connected with housing
Speaking:
expressing opinions about squatting Topic: People, home
HORTC_LIT
To do the lesson in 30 minutes, omit
the lead-in, keep exercise brief and do exercise 5 together as a dass. The
Vocabulary Builder activity can be set for homework

• Ask students to estimate the number of new homes that
have been built in their area in the past few years.
• Ask: Are there any empty buildings in your
neighbourhood? How long hove they been empty? How were they used in
the past? Why are they
empty now? Could they be used for anything? Elicit answers from several
students.
Exercise I ;øagelï
• Focus on the photo and ask students to describe what
they can see. Use the photo to teach a squatter (a person who is living in a
building or on land Without permission and without paying rent) and a squat (a
building that people are living in without permission and Without paying rent).
• In pairs, students read and discuss the questions.
• Ask some students for their opinions and invite others
to comment
Exercise 2 9 1.11 jpage17
• Explain that in the context of the
text, propertyrefers to a building and the land it stands on. Make sure
students understand the meaning of property developer (a person or company that
buys land or buildings in order to build new houses, shops / stores, etc., or
to improve the old ones, and makes a profit from doing this), profit (the money
that you make in business or by selling things, especially after paying the
costs involved) and evict (to force somebody to leave a house or land,
especially when you have the legal right to do so).
• With a stronger class, ask students to
read the text themselves. With a weaker class, ask students to read it aloud,
using a nonsense word like buzz for the gapped words. Help them to guess the
meaning of new vocabulary from the context.
• Students choose the correct words to
complete the text.
• You can play the recording of the text
for students to check their answers.

Culture note - Squatting in
England
In England,
it is a crime to enter someone's home or building that the owner is intending
to occupy. But squatting in an empty and unused commerical property is
considered to be a civil matter (i.e. a dispute between individuals) rather
than a criminal one, as long as the squatters have not forced their way in,
caused damage or used the owner's gas, water or electricity supplies. The owner
can, however, get a 'possession order' through a civil court and if squatters
then refuse to leave, they are committing a crime and the police can be called
to remove them. There are an estimated 200,000 squatters across the UK today.
Exercise 3
• Tell students that they are going to hear an interview
With one of the squatters in Mr Lock's property in Bath.
• Give students time to read the sentences before
playing the recording. You may need to play it a second time.
• Students compare answers in pairs. Check answers as a
class.
Audioscript 9 1.12 page17
Reporter I'm at the house that Mr Lock bought and which has been occupied
by squatters. I'm going to see if they Will talk to me Heilo! Hello! Is anyone

Woman Who is it?
Reporter My name's James Connelly. I'm fram Radio Bath, the local radio
station. was wondering if someone would give me an interview.
Woman Hi. This isn't on live radio. is it?
Reporter No, it isn't. But I'm recording it Is that OK?
Woman Sure. What would you like to know?
Reporter Why are you squatting in this house? It int yours, is it?
Woman No, of course it isn't. But it was empty and we all need a place to
live. Reporter Why don't you just rent a flat or house?
Woman You're joking! The rents around here are extortionate. I wouldn't
have enough to live on after paying the rent.
Reporter Don't you think it's wrong to live in a property which doesn't
belong to you, without getting permission?
Woman No, not if it's empty. There's a shortage of houses in this
country. But there are loads of empty properties and most of them are owned by
greedy property developers who have bought them as an investment and are
leaving them empty for years and then selling them when property prices go up.
Reporter
WhatÉ wrong buying and selling property to make a profit? Woman Whats
wrong with that? There are thousands of people who have become homeless, people
with mental health and addiction problems, who need somewhere to live.
Everybody's got the right to a roof over their head Reporter Why did you choose
this place?
Woman We noticed that it looked empty. We came back a few times to make
sure, then one of us climbed in through a window that had been left open.
Nobody is using the place
50 we decided to take possession of it. Reporter What do you say to people Who
say that squatters are just lazy and want everything for free, and contribute
nothing to society?
Woman rubbish.
were just normal people. We live like normal people. We contribute to society,
yeah. We're not damaging stuff, and in fact we've done a lot of maintenance,
and even made some improvements. Wdve tidied the garden and repaired the roof
It's the people like Mr Lock who own empty properties that are anti-social.
They're only motivated by greed. They're the ones that contribute nothing to
society.
Reporter Mr Lock has applied for a court order. What will you do when you
get evicted?
Woman We'll leave. We'll find another empty property and squat there. My woken up. I have to go now.
Reporter OK. Thank you for your time. Woman Bye.

Exercise 4 (9 1.12 pagell
Make sure students understand that five of the sentences reflect opinions
that the woman expresses, although they do not use her exact words. Their task
is to choose the sentence that is not expressed.
• Students read the sentences and decide
what is not expressed. If they have trouble deciding, tell them to eliminate as
many sentences as they can and then listen to complete the task
•
Play the
recording again. Students check their answer.
sentence 3
Extra exercise
Ask students
to do some research to find out about the laws concerning squatting in their
country and to report back on their findings in the next lesson.
Exercise 5 page It
• Explain the meaning of maintenance (keeping something
in good condition by checking or repairing it regularly).
• In pairs, students complete the collocations.
• Ask fast finishers to think of example sentences using
some of the collocations.
1 rent 2 pay 3 make 4
become 5 take 6 do 7 make
8 get
Language note — rent
The verb rent
may describe either what a tenant does (We're renting a house in Lub/in) or
what a landlord does (She rents (out) rooms in her house). However, rent out
always refers to what a landlord does.
Exercise 6 page17
• In pairs, students discuss the question,
• Elicit opinions from both sides of the argument and
then take a class vote.
Exercise 7 vage17
• In pairs, students decide what kind
of property they are going to talk about, so they can both visualise it. They
should decide where the property is, what condition it is in, how long it was
empty, and how many squatters are now occupying it.
• Give students time to prepare their
roles. With a weaker class, you can write prompts on the board: Student A: Why
are you homeless? Why don't you andyour friends rent a place to
live? How are you living in the property?
Have
you damaged or improved it?
Student
B: Are you a property developer or a private owner?
When did you buy the
property? What do you want to do with it? Why was it empty? Why do you object
to squatters living in it?
Exercise 8 page1T
• Students act out their role-play using their notes as
prompts.
• Ask a strong pair to act out their role-play for the
class.
Extension
If you have
access to video equipment, you can film the role-play. Play it back to the
class and encourage students to comment on the strong points made on each side
of the argument
For further practice ofBuying and
renting a flat, go to:

Vocabulary Builder 2.2 «page1350
1 top-floor 2 balcony 3 fully-fitted 4 walking distance
5 amenities 6 For sale 7 Spacious 8
  furnished
9 double glazing 10 central heating 1 1 Available 12 Rent

Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / can understand an
article about squatters and an interview with a squatter. / can
express my opinions on the subject ofsquatting and squatters.
Reading
How the other half live

Reading: an article about
millionaire philanthropists
Vocabulary:
prepositions in verb phrases Grammar: revision of the second conditional
Speaking: talking about
good causes
Topic: People, State and
society

To
do the lesson in 30 minutes, keep the lead-in brief and omit exercise 5. The
Grammar Builder activities can be set for homework.

• Write millionaire on the board and ask
students what they immediately associate with this word. Brainstorm ideas with
the class and write them up quickly on the board.
•
Pre-teach benefit
(to be useful to somebody or improve their life in some way) and ask: Do you
know ofany millionaires who benefit society? Elicit examples.
Exercise 1
• Read out the title, Secret millionaire, and focus on
the photos. Ask students to describe what they can see and to predict what the
article will be about.
• Play the recording while students read the text. With
a stronger class you can give students one or two minutes to skim-read the text
without listening to the recording. Remind them to concentrate on the general
meaning, ignoring words they do not know.
• Ask students if their predictions were correct.
Exercise 2 tppge18
• Students re-read the first three paragraphs in detail
to answer the questions.
• Check answers as a class and ask students to correct
the sentences that are false.

Exercise3 S 1.13 .pagel¶
•
Focus on the
task, pointing out that each question needs to be matched to one of the four
millionaires A-D There are ten questions so there is a strong possibility that
each paragraph (A-D) will contain at least two of the answers.
•
Give students a
few moments to read the ten questions.
•
Go through the
tip together. With a weaker class, demonstrate the strategy by reading out
paragraph A and asking students to find the two descriptions that fit. They can
then work in pairs to do the same with paragraphs B-D.
•
As students work
though the task, ask them to underline and make a note next to the parts of the
text that gave them the answers. Check answers as a class.
I D 2 C 3 A 4
B 5 B 6 A 7 D 8 C g B IO D
Exercise 4
• Students find the phrases in the text and complete
them with the prepositions. Tell them that the phrases are listed in the order
in which they appear in the text.
• In a stronger class, students can try and complete the
phrases before looking at the text to check their answers.  from 2 with 3 in 4 in, of 5 for 6 to
7 to 8 in
Exercise 5
• Ask students to agree on the paragraphs they are going
to focus on so they do not both choose the same one. Explain that they can use
their own words when they do the task.
• Students take it in turns to tell their partner all
they can remember.
• When they have finished talking, students look at the
text again to check for any information that was missing or inaccurate.
Exercise 6 pagew
• In pairs, students discuss the questions.
• Negative aspects could include the following: the
programme may exploit poor or needy people for the sake of ratings; the reality
of the situation may be distorted by the presence of a camera crew; the gift of
money may have no long-term effect on the problems people are facing; charity
should be given anonymously, not for publicity
Exercise 7 page19
• Go through the examples in the Learn
this! box together to revise the use of the second conditional.
• Check that students understand when
we use the second conditional: to talk about unusual situations and events in
the present or future. • Students complete the rule.
past simple, would
For
further practice of the Second conditional, go to:

Grammar Builder 2.2 pages117-1T8
worked out, would know 1 would manage, let
3 would be able, didn't spend 4 gave,
  wouldn't be
 5 wouldn't have, weren't  won, would retire
If he weren't (so) stingy, hec tend you money. / He'd
  lend you money if he wasn't/ weren't (so) stingy.
3    If the painting wasn't / weren't a
  copy, it would be worth a fortune. / The painting would be worth a fortune if
  it wasn't / weren't a copy.
4    If the restaurant wasn't / weren't
  rather pricey, we'd often eat there. / We'd often eat at the restaurant if it
  wasn't / weren't rather pricey.
5    If he wasn't/ weren't (so) careless
  with his money, he wouldn't always be broke. / He wouldn't always be broke if
  he wasn't / weren't (so) careless with his money.
6    If he budgeted well, he wouldn't get
  into debt all the time. / He wouldn't get into debt all the time if he
  budgeted well.
If it wasn't / weren't (so) difficult to pay money back, I'd borrow it.
  / I'd borrow money if it wasn't / weren't (so) difficult to pay back.
8 If you didn't waste your money, you wouldn't always
  be short. / You wouldn't always be short of money if you didn't waste it.

Exercise 8 page19
• Explain the meaning of a good cause (an organisation
that does good work to help others or to improve conditions in the world).
• In pairs, students discuss the question.
Exercise 9 page19
• As
students report back to the class, write their suggestions on the board. Then
take a class vote.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / con understand and
react to an article about a TVprogramme. / can talk about good
causes that deserve support.
Grammar
Past perfect simple and continuous

Grammar: past perfect
simple and continuous
Speaking: talking about
past emotions and the reasons behind them
SHORTCUT
To do the lesson in 30 minutes, keep
the lead-in brief, do exercise 5 together as a class and omit the extension
activities. The Grammar Builder activities can be set for homework

• Write the expression from rags to riches on the board.
Explain rags (pieces of old, torn cloth worn as clothing) and elicit the
meaning of the expression (from being extremely poor to being very rich).
• Ask students if they know of any rags-to-riches stories,
either real or fictional, and encourage them to tell the class about them.
Culture note — J. K. Rowling
J. K. (Joanne) Rowling was born in England in 1965. Her seven
fantasy novels about the adventures of Harry Potter and his friends at Hogwarts
School for wizards have made her one of the wealthiest women in the UK.
Published between 1997 and 2007, the books have been phenomenally popular,
selling over 400 million copies. They have been translated into 67 languages
and were made into a series of films starring Daniel Radcliffe as Harry.
Exercise 1 opagezo
• Write J. K. Rowling on the board. Establish that she is
the author of the Harry Potter books and ask students to say what else they
know about her.
• Elicit the form of the past perfect simple (had + past
participle) and teach the form of the past perfect continuous (had been +
present participle). Draw attention to the similarity between these forms and
the present perfect simple and continuous.
• Students underline examples of the two tenses in the
text.
Past perfect: had (just)
returned; had married; had (only) lasted; had moved
Past perfect continuous:
had been living; had been teaching; hadn't been feeling; had been going around
Exercise 2 page20Ô
  Focus on the first example in the
text (She hadjust returned).
Point out that the
situation is already in the past (in 1994, J. K. Rowling was living) and remind
students that the past perfect simple is used to refer back to an earlier time
in the past.
  Focus on the next example (she had
been living). Point out that this also refers back to an earlier time.
Emphasise that, like all continuous tenses, the past perfect continuous carries
the idea of action continuing over a period of time.
  With a weaker class, go through the
text together and ask concept questions, e.g. Which came first, living in
Portugal or living in Scotland? (living in Portugal) How long was she in
Portugal? (for two years) Was she teaching English during this time? (yes) Did
she get a teachingjob in Scotland? (no) Did she get married before or after
1994? (before).
  With a stronger class, ask students to
read the Learn this! box and choose the correct alternatives. Check the answers
before they continue. With a weaker class, go through the rules together.
  In pairs, students choose an example
to match each rule.
  Fast finishers can write their own
example sentence for each of the two tenses.
 Simple: She had just returned from Portugal; had married a
Portuguese man there; she
had moved back to Britain
2
Continuous: She
had been teaching English in Porto
3
Simple: But the
marriage had only lasted for a few years
4
Continuous: she
had been living for two years; She hadn't been feeling well for months; had
been going around in her head for a long time
Language note — Past perfect
simple and continuous
In some
sentences it is possible to substitute the past perfect simple for the past
perfect continuous. For example, in the text it would not be incorrect to say where
she had lived for two years or She had taught English in Porto. However, the
continuous form is more suitable here because it emphasises the duration of the
state or action.
For
further practice of Past perfect simple and continuous, go to:

Grammar Builder 2.3 page IV
1
  hadn't been 2
  had always kept 3 hadn't told 4 had been 5 Had (you ever) visited 6 had got
  up 7 had known
2
  1 had been
  raining 2 hadn't been sleeping well
3
  had been
  cooking dinner
4
  had been
  travelling for six hours 5 hadn't been paying attention 6 had been sitting at
  my desk since nine o'clock 7 had been walking in the woods
8 had been sunbathing all day

Exercise 3
• Students read the sentences and choose the correct
verbs. They then compare answers in pairs. Check answers as a class.
 had been raining been learning 4 eaten S been running 6 seen
Exercise4 page20
• Go through the example together.  In pairs, students complete the
sentences and match them with the rules in the Learn this! box.
2
had been learning,
Use 4
3
had been waiting,
Use 4
4
had known, Use 3;
had (only) been going out, Use 4  hadn't had, Use 3
6
had been working, Use 2
Extra exercise
Write the
following sentences on the board:  'went
to sleep in frontoftheTV/ast night.
2 We saw Alice in the city centre this
morning.
3 Paul rang meassoonashegot home.
4 Her
face was white and she was trembling.
For each
sentence, students write two follow-up sentences, one using the past perfect
simple and the other using the past perfect continuous, e.g. (for the first
sentence) I'd gone to bed late the night before. I'd been watching a
boring documentary.
Exercise 5 page20
  Write Ralph Lauren on the board and
ask students why he is famous. (He is a world-famous fashion designer.)
  Tell students to read the whole text
before they start to write. With a weaker class, it may be useful for students
to underline the time expressions; this will help them follow the time shifts
in the text.
  In pairs, students write the correct
form of the verbs.
1 had dropped out 2 had
been studying 3 hadn't finished
4
had been selling 5
hadn't had     had (always) worked
7
had started 8 had been
designing

Extension — Fast finishers
Write this sentence on the
board for fast finishers to complete: In 2072, at the age of 72, Ralph Lauren
still(not retire) although he(work)
in the fashion industry for more than 50 years.
hadn't retired, had been
working
Exercise 6
• Focus on the example. Draw attention to the tenses used
in the replies.
• Give students time to think about situations that
could have produced the emotions in the list
• In pairs, students ask and answer. Encourage them to
give details about what they had been doing and what had happened.
• Ask some students to tell the class about one or two
of the situations that their partner described.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
the answer: / have learnt when to use the past perfect and
when to use the past perfect continuous.
Speaking
Photo description

Listening: opinions
related to a photo; a description of a related event
Vocabulary: extreme
adjectives; comment adverbs
Speaking: answering questions related to a photo; describing a
personal experience Topic: Family and social life

To
do the lesson in 30 minutes, omit the lead-in, do exercise 6 orally as a class
and keep exercise 8 brief The Vocabulary Builder activities can be set for
homework.

• Tell students that you want them to think about
adjectives for feelings. Put students in groups, and ask one student in each
group to write down the words.
• Say ten letters of the alphabet in random order. Pause
after each one for groups to think of an adjective beginning with that letter
(e.g. d: depressed, delighted).
• Elicit the adjectives and write them on the board.
Groups score a point for each correct adjective and an extra point if it is a
word that no one else thought of. The group With the highest score is the
winner.
Exercise 1
• Pre-teach any words in the list that
students are not familiar with.
• In pairs, students describe the
photo. At this stage, they should focus on physical details, not on the boy's
feelings. Exercise 2
• In pairs, students discuss the boy's
thoughts and feelings. Remind them to consider why he is feeling this way and
encourage them to speculate about various possibilities.
Exercise 3 page21
• Play the recording. Students make brief notes on the
candidate's ideas and then discuss them with their partner.
• Ask some students to report back on the candidate's
ideas and on their own.
Audioscript  1.14
He's clearly astonished. Perhaps he's so surprised because
he's received something he's always wanted but didn't expect to get. Another
possibility is that it's an incredibly expensive present. Or it could be that
it's a complete surprise and he's just delighted to be given whatever it is.
Exercise 4 vage21ô
•
If necessary, play
the recording again to elicit the two adjectives. Make sure students understand
that these words have a stronger meaning than surprised and happy.
• Remind them that it is good to find different
words to express different shades of meaning, rather than always relying on the
obvious ones.
astonished, delighted
Extension
On the board,
write the following adjectives that may be used instead of happy: overjoyed,
pleased, cheerful, elated, ecstatic, glad, thrilled, contented Ask students
which ones express a very strong feeling of happiness.
overjoyed, elated,
ecstatic, thrilled
For
further practice ofExtreme adjectives, go to:

Vocabulary
  Builder 2.3 pageu135u
1
  angry furious;
  beautiful —gorgeous; crowded — packed; clean — spotless; dirty — filthy;
  funny — hilarious; hungry — starving; silly — ridiculous; surprising —
  astonishing; tired — exhausted; ugly — hideous
2
  1 enormous, huge
  2 fantastic / fabulous, wonderful 3 terrible, awful
3
  Audioscript  1.15
  pageT35 1 A Areyouhungry?
B Hungry? I'm starving! 2 Is the dining table clean?
3    Was the bus crowded?
4    I think Joanna is beautiful.
5    That was a silly thing to say.
6    I thought that programme was quite
  funny.
7    Are you tired?
8    Was your dad angry with you?
2 Clean? It's spotless! 3 Crowded?
  It was packed!
4 Beautiful? She's gorgeous! 5 Silly? It was ridiculous! 6
  Quite funny? It was hilarious! 7 Tired? I'm exhausted! 8 Angry? He was
  furious!

Exercise 5 opage2t
•
Go through the
tip together.
•
Pre-teach hoodie
(a sweatshirt with a hood).
•
Play the
recording. Pause after the examiner's question to allow students to consider
how they would respond to it.
•
Students listen
for the tenses the candidate USE
•
Play the
recording again, pausing from time to time to elicit the verbs. Point out that
the main tense is the past simple.
Audioscript  1.16 page21
Examiner Tell me about the last time you gave someone a present. Candidate
The last time I gave someone a present let me see. That was my sister's    I
usually used to buy her make-up orjewellery, but she'd been borrowing my hoodie
all the time so i thought I'd get her one of her own.  found a great one on a website, but
stupidly ordered the wrong size. I must have clicked the wrong button. Id asked
for the hoodie to be gift-wrapped and sent directly to her, not to me. So
obviously didn't realise my mistake until she opened the present on her
birthday. it was a size 18 instead of a size 8! You should have seen her face
when she unwrapped it! Luckily, she saw the funny side. I can laugh about it
now, but to be honest I didn't think it was very funny at the time.
Fortunately, I was able to return it and they exchanged it free of charge.
past simple, past perfect
simple, past perfect continuous, used to, would
Exercise6
  Students answer the questions
individually and then compare answers with a partner. Check answers as a class.
  Because her sister had been borrowing
her hoodie.
2
She thinks she
must have clicked the wrong button.
3
Because she had
asked for it to be sent directly to her sister.
4
She was probably
astonished and disappointed, but also quite amused.
5
She was probably
horrified and angry with herself Now she is amused,
Extra activity
in pairs, students take it in turns to give their own answer TO the examiner's
question in exercise 5.
Exercise 7  1.16 .page21
• Go through the Learn this! box together.
• Make sure students understand the difference between
the two examples with frankly. In the first example, it means 'I'm going to be
honest, even though you might not like what  have to say'. (To be honest has the
same meaning.) In the second, it means 'in an honest and open way'.
• You could give another pair of examples with
hopefully, e.g. Hopefully, it will be warm tomorrow. (I hope it will be warm
tomorrow.) The dog was looking hopefully at the food on my plate. (The dog was
looking at the food on my plate in a hopeful way, in other words, it was hoping
I would give it some food.)
• Students complete the sentences. When they have
finished, play the recording again so that they can check their answers.
1 stupidly 2 obviously  Luckily 4 To
be honest
5 Fortunately
For
further practice of Comment adverbs, go to:

Vocabulary Builder
2.4 page135'
1
Personally, 2 To be honest, / Frankly,
3 obviously /
unfortunately 4 Hopefully / Ideally
5 fortunately

Exercise 8
• In pairs, students describe the photo. Remind them to
say where it was taken, who is in the photo, and what the person is doing.
Exercise 9 pagežl
• Give students time to read and think about the three
questions.
• In pairs, students take it in turns to ask and answer.
Circulate and monitor, making a note of any important errors to address at the
end of the activity.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: can describe and discuss a photo. I can answer a
question about a persona/ experience in the past. / have learnt how to use
comment adverbs.
Writing
analysis
Story

Reading: a story about an
unexpected find
Grammar: sequencing
clauses
Topic: People

To
do the lesson in 3D minutes, omit the lead-in and set the Grammar Builder
activity for homework.

•
Write the
following phrases from the story in exercise 2 on the board: a waste collector,
filthy plastic bag, the police, a robbery, wonderful news.
•
In pairs or small
groups, students construct the outline of a story that could contain all the
phrases on the board.  Ask some students to tell the class about the story they have devised.
Exercise I
• In
pairs, students ask and answer the questions. If some students have not had
these experiences with money, they can talk about something else that they
found or lost,
Exercise 2 .page2ï
• Ask students to describe what they can see in the
photo, Then give them about one minute to read the story.
• With a stronger class, ask students to summarise the
main events without looking at their books. With a weaker class, prompt them
with questions, e.g. What does Graham Hill do in hisjob? (He collects rubbish.)
Where did he find the banknotes?
(in a plastic
bag in a dustbin) What was strange about them? (They were cut into pieces.)
What did the police do with the money in the end? (They gave it back to Mr
Hill.) Why was this good news for Mr Hill? (Because the bank will give him new
banknotes for all the old ones that he can put together.)
• Invite students to speculate about where the money
came from.
Exercise 3 page2ïU
• Students identify the stages in the story. They can do
this together as a class.
• Point out that while the main narrative tense is the
past simple, other tenses are also used. Elicit some examples.
Background information
that sets the scene: It was a day like any other a waste collector.
The first event: He was
putting bags of rubbish onto his handcart when he noticed something unusual in
one of the dustbins.
Leaning over the bin, But they were
all cut into pieces!
Later events: second
paragraph
The final resolution or
outcome: last paragraph
Exercise 4 pagen
• Students read the three uses in the Lookout! box and
complete the examples.
• Tell them to find other examples in the story.
Look out!
1 was
raining, was blowing 2 stood up, opened, left  was reading, rang
Examples from the story
1      Graham
Hill was doing his normal round as a waste collector.
. he took a closer look and saw a
filthy plastic bag     As soon as he realised Hill called the police, who
quickly arrived on the scene; The police thanked Hill and said
3 He
was putting bags of rubbish onto his handcart when he noticed something unusual
in one of the dustbins
For
further practice ofPast simple and past continuous, go to:

Grammar
Builder 2.4 pages118-119
1 was shining, were singing, left     saw, realised 3 were
(you) doing, called 4 were waiting, started
5 walked, sat down,
started 6 was living, moved 7 played / was playing, was living 8 was leaving,
came out

Exercise 5
• Go through the Learn this! box
together. Point out that these structures are useful for showing when actions
took place in relation to each other.
• Students find examples in the text,
I after investigating for
a long time
2 Having looked in the
bag 3 As he pulled it out
 As soon as he realised 5 Leaning over the bin
Language note
Note that the
rule about subject agreement in point 5 also applies to the other participle
clauses (I and 2). After losing his wallet, he called the
police.
Having
found the money, he took it to the police station.
Exercise 6 .page22[
• Students use structures from exercise 5 to combine the
sentences. Do the first one together as an example.
 'l ive lost my wallet,' said Mary, closing her handbag / as
she closed her handbag.
 As soon as / The moment / As I stepped outside, it started to snow,
 After sitting down / Having sat down, he opened the newspaper.
4 Walking to the shops / As I walked to the shops, I thought
about what my mum had just said.
 After having lunch / Having had lunch, she went out.
2
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / can recognise the
stages in o story. I con use sequencing clauses to order events in
a story.
Writing
task
Story
i: SSON
Vocabulary: time
expressions used in a story
Writing: a story
Topic: People
SHORTCUT
To
do the lesson in 30 minutes, do exercises        in class and get students to
complete the story for homework.

• Ask students to describe the photo.
• Brainstorm ideas for other valuable things, apart from
money, that might be lost or hidden and then found. Examples might include a
treasure from the ancient past, a rare document, a painting, a piece
ofjewellery, or perhaps something of purely personal value, like a treasured
photo or a family pet.
Exercise I page23
• Read
the topic and give students three or four minutes to think of some ideas for
the basic outline of the story.
Exercise 2
• Go back over the four stages in the story on page 22.
• Point out that the story on page 22 has three
paragraphs, but they may need more. After the first event, it may be a good
idea to use a separate paragraph for each of the events that follow, and to
have a shorter resolution at the end. Remind students that when the action
shifts from one time to another, or when one train of events ends and a new one
begins, they will probably need to start a new paragraph.
• Students use the chart to plan their story in
paragraphs.
Exercise 3 page23 D
•
Students write theirfirst paragraph. Circulate and monitor, checking tenses and
giving help where necessary.
Exercise 4 vage23 õ
• Remind students of the importance of time expressions
in a story to make the sequence of events clear to the reader.
• Students complete the chart. To check comprehension,
give translations and elicit the English expressions.
1 same 2 end 3 shortly 4
after 5 later 6 time 7 blue
Exercise 5 page23
• Go through the tip together. Ask a strong student to
read out the example, bringing out the sudden drama created by the change to
short sentences.
• Students look for a similar example in the story.
As he pulled it out, he
gasped. It was money. Inside the carrier bag were lots of banknotes! But they
were all cut into pieces!
Exercise 6 page23
• Tell students to find
examples of this language in the story.
1  filthy, wonderful
2  Surprisingly, Apparently  the police told him they would find
out what had happened; the Bank of England said that for every note that he
could put back together, Hill would receive a new one
Exercise 7 page2Y
• Students use their plan
to write the middle paragraphs.
Exercise 8
• Point out that the last sentence of
the story on page 22 is short. It wraps up the story neatly and creates an
image that lingers in the mind. This then makes a good title.
• Explain that it is a good strategy to
think of an effective ending before writing the last paragraph. It is important
not to drift towards a weak and inconclusive ending.
Exercise 9 page2ï
• Students write their final paragraph.
• When they have finished writing, they check their work
against the
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / can plan and
write an interesting story.

Language Review / Skills Round-up
1 —2 Language Review
Exercise 1
1 selfish / self-centred
2 calm / unemotional 3 ambitious
4 immature / childish 5
creative / artistic
Exercise 2
1 Have (you) remembered 2
have been reading 3 has been
4 have been staying 5 has
wanted
Exercise 3 opagež4
1 repaired 2 standing 3
toga 4 playing 5 join
Exercise 4  like 2 say 3 though 4 should 5 could

Exercise 6
page24  didn't use to 2 used to would 4 'd 5 wouldn't
Exercise 7
1 had been looking 2 had
arrived 3 had got up
4 had been getting 5 had
fallen down
Exercise 8 oge24
1 furious 2 filthy 3
spotless 4 hideous 5 hilarious
1 -2 Skills Round-up
Exercise 1 'page2S
Students' own answers
Exercise 2
Anna's brother: paragraph
3
Anna's new home:
paragraph 4
Anna's ex-boyfriend:
paragraph 2
Anna's new job: paragraph
1
Exercise 3 'Þage2$

Exercise 4 coage25
Audioscript  1.17 pageb
Stefan Hi, can ask you does this newspaper have property adverts?
Shopkeeper Are you planning to buy somewhere?
Stefan No, i need to renta flat.
Shopkeeper Oh right. Weil, that paper has a few adverts at the back. But
you know there's a weekly property newspaper as welt. It comes out on Fridays.
Stefan didn't know that.
Shopkeeper Come back in tomorrow. I'll save you a copy
Stefan Thanks!
Shopkeeper And while you're
here, have a look in our window. W€ve got a few adverts there for fiats to
rent. Stefan Thanks, I will. Bye!
Spikey Hi. Looking for somewhere to live?
Stefan Yes, I'm looking for a flatto rent. Why? Do you know of
one? Spikey Not exactly. But I might be able to help you out, Stefan Really?
That's great.
Spikey When did you arrive in London?
Language Review and Skills
Round-up

Stefan

About a month ago. I've been staying
  with friends

Spikey

You're not originally from the UK,
  are you?

Stefan

No, I'm from Poland.

Spikey

Your English is fantastic.

Stefan

Thanks. I've been learning it for
  ten years, so it should be OK

Spikey

Anyway, look I'm sharing a place with a few friends. It's
  massive!

Seven or eight bedrooms Stefan Sounds great.
Spikey Yes, and the best thing is, we dont have to paya penny for it!
Stefan Ah, you're squashing.
Spikey It's squatting, not squashing, actually. And yes, we're squatting.
Weil, you know, it's such a waste, having all these big, empty houses. It's
criminal, really, when you think about all the homeless people there are in
London.
Stefan I see your point .
Spikey That's why do it
really. It's a kind of protest. used to pay over a thousand pounds a month for
a tiny room in a fiat. I worked seven days a week to pay for it, and every day
I would walk past ten empty houses. Well, I mean, somebody has to challenge the
way the capitalist society works — somebody has to stand up and say, no, this
is unfair, for one person to own a huge property they don't even need when
other people are homeless, or paying rent they can't afford.
Stefan Yes, it does seem unfair
Spikey So, feel free to
drop round and visit us. Have a look. If you like it, you're welcome to move
in. It's the big house on the corner of Williams Street and Western Avenue.
Stefan Right, thanks. MY name' Stefan, by the way.
Spikey I'm Spikey.
Stefan Spikey.
Spikey Well, that's what everybody calls me now anyway. Sq do you think
you'll come round and see us?
Stefan Well, it's really kind of you. But I'm not really looking for house
share or a squat. If I could find a place on my own, I'd prefer that.
Spikey In this part of London? But rents are extortionate here - a
complete ripoff Only bankers and people like that can afford to rent a place on
their own.
Stefan Well, actually, I do work in the financial sector.
Spikey Oh  see. Well you're still
welcome to drop round, I suppose.
I mean, we don't hate all bankers.
Stefan Thanks. Well, see you around.
Spikey Yeah.
Bye„ (Possible answers) He is less friendly.
He probably thinks Stefan
is a capitalist, and he is against capitalists.
Exercise 5 S) 1.17 page25
I F 2 T 3 T 4 F 5 F 6 T
Exercise 6 Þage25
Students' own answers
Exercise 7 page251
Students' own answers
Get Ready for your Exam 2

• Ask students to describe their
  favourite advert.

•

Draw attention to the first task,
  which asks students to describe the picture. Remind tem to include as much
  detail

• Elicit why it appeals to them.

as possible.

Reading

•

Elicit that
  the questions require students to speculate, give personal opinions and
  information. Elicit some useful

Exercise I page261

vocabulary for speculating, e.g. In my view, It seems to me
  that,

He could be, They might be. Remind
  students that they will

GET READY TO READ

earn more marks if they can
  elaborate on their answers with

• In pairs, students discuss the questions.

examples.

• Elicit answers from different pairs and encourage other

•

In pairs, students take turns to do the task, with one
  student

students to comment.

being the examiner and
  the other the candidate. Encourage the examiner student to give feedback on
  how the candidate

Exercise 2 - page26

could improve.

READING EXAM TASK - MATCHING SLNIFNCFS TO TEXTS

Monitor while students
  are doing the task, noting down correct as well as incorrect use of English
  to share with the

• Draw attention to the instructions
  and make sure students understand that they need to insert sentences A-E into
  gaps I —4, and that there is one sentence they do not need to use.
• Ask students to read quickly
  through the text to gain understanding, ignoring the gaps at this stage.
• Then ask them to read through the
  statements. Encourage students to underline linking expressions and pronouns,
  such as so, also, this, they. Remind them that these words indicate that the
  sentences they start will provide either a consequence or additional
  information related to the content of the previous sentence.
• Then ask students to underline other
  key words and expressions in sentences A-E e.g. advertising, products, increased
  activity in the brain, general public, predict.
• In a weaker class do the first gap
  together. Elicit the key words in the preceding sentence in the text (endless
  surveys asking us what we buy, not an exact science). Elicit that the correct
  match is sentence D because it adds further information about the scientific
  approach to surveys and asking us why we buy what we do.
• Students do the reading task
  individually.
• Ask students to check answers in
  pairs before checking as a class.
I D 2 E 3 A 4C
Speaking
Exercise 3 page26
GET READY
  TO SPEAK
• Students make their lists in pairs.
  Make sure they all start listing at the same time and give them two minutes.
• After two minutes ask pairs to read out their lists to see who has
  named the highest number of objects.
• List the objects on the board and
  encourage students to add any they didn't get to their own lists.

class in the feedback session.

MINUTES
Exercise 4

Get Ready for your Exam

SPEAKING  TASK - PICTURE DESCRIPTION

Generations
Map of resources
3A Vocabulary and listening
Student's Book page 27,
Workbook page 21

Photocopiable Activity: 3A Relating
to people (TRW-ROM)

3B Grammar
Student's Book page 28,
Workbook page 22
Photocopiable Activity: 3B Can I ask you ... ? (TRCD-ROM)
3C Culture
Student's Book page 29,
Workbook page 23
Photocopiable Activity: 3C Ageing population (TRCD-ROM)
3D Reading
Student's Book pages 30—31
, Workbook pages 24—25

Photocopiable Activity: 3D Phrasal
verbs (TRCD-ROM)
3E Grammar
Students's Book page 32,
Workbook page 26
Photocopiable Activity:
3E Making comparisons
(TRW-ROM)

3F Speaking
Student's Book page 33,
Workbook page 27

Photocopiable Activity:
3F Describing places (TRCD-ROM)
3G Writing
Student's Book pages
34—35, Workbook page 28
Photocopiable Activity: 3G Wish you were
here (TRCD-ROM)

3 Review and Tests
Review 3-4 Student's Book
page 24
Review 3—4 Workbook page
99
Photocopiable Activity: 3
How much can you remember?
(TRCD-ROM)
Student Self-Test Sheets
3, 1-3 (TRCD-ROM)
Unit 3 Progress Tests & Short Tests (Test Bank CD)
Get Ready for your Exam
Student's Book page 36 Workbook page 94 Exam Challenge
iTooIs Unit 3
Teacher's Resource Disk (TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary
and listening
Relating to people
LESSON
Vocabulary: expressions
describing how we relate to people; verbs for verbal interaction
Listening: describing
family relationships
Speaking: discussing
family relationships; giving and responding to a monologue
Topic: People, Family and
social life
SHORTCIJ
To do the lesson in 30 minutes, omit
the lead-in, keep exercise 7 brief and do exercises 8 and 9 orally as a class.
The Vocabulary Builder activities can be set for homework.

• Read out the following sentences, pausing after each
one for students to write the correct family word.
1   Myaunt'ssonismy (cousin)
2   My husband's mother is my
(mother-in-law)
3   My mother's grandfather is my.
(great-grandfather)
4   The woman my father married is his
(wife)
5   Mydaughter's husband is my
(son-in-law)
6   A
girl who has the same father as me, but notthesame mother, is my (step-sister)
• Check answers as a class.
Exercise I -page27
• Give students three minutes to find out all they can
about their partner's family, making brief notes of the answers.
• Ask several students to tell the class what they have
learnt about their partner's family. You can ask questions to elicit
information, e.g. Is there anyone who lives in an extended family? Who has more
than six cousins? Who has a veryyoung sister or brother? Who has twins in their
family? Who has relatives living outside Europe?
Exercise 2 page2ï
• In pairs, students read through the list, using their
dictionaries where necessary. They then decide whether the expressions describe
a negative or a positive feeling, or relationship.
• Check answers as a class. Note that feel sorry for
could be seen as either positive or negative.
• Pay special attention to the pronunciation of wary
/'weari/.
(Possible answers) negative: be wary of, despise, envy, feel
sorry for, have nothing in common (with), look down on, not see eye to eye
(with) positive: admire, adore, be on the same wavelength (as), be (very) close
(to), feel sorry for, have a lot in common (with), look up to, respect, trust
Extension — fast finishers
Ask fast finishers to find: (a) a synonym for admire (look up to), (b) an
antonym for look up to (look down on), (c) the word that expresses the
strongest negative feeling (despise), and (d) the word that expresses the
strongest positive feeling (adore).

Exercise 3 pageŽï
• Explain the task. Make sure students
understand that their first step is to choose the best expression for the first
half of each sentence. They will then have more time to complete the sentences
in their own words.
• Ask students to read through the
sentences first. With a weaker class, ask them to say whether the speaker's
feeling about the person is positive or negative.
• Play the recording. Pause after each
speaker for students to choose the best verb or expression in the sentence.
Play the recording again, Students make brief notes to help them with the
second part of the task.
• Give students time to complete the
sentences. Their answers will vary, so elicit a number of different endings
when you check as a class.
Audioscript  1.18
Brianna My mum's life isn't easy at all. She has to cope with
a lot. She works long hours in the hospital - she's a nurse - and she also does
most ofthe cooking and housework. But she manages it all somehow, without
complaining! My brother and I argue all the time about whose turn it is to do
the washing-up or empty the bins. My mum always says shed rather do it herself
than listen to us arguing! I feel bad about it really, because think she's
arnazng
Ryan I'm quite an easy-going
person, I think. I mean, I don't get annoyed very easily. But I'm always
disagreeing with my dad about well, about nearly everything! We have a
completely different way of looking at the world, even though, on the surface.
we like the same things, like football and films. If we weren't in the same
family, we'd probably never speak to each other. But because we live in the
same house, we have to. I always complain to my mum about him - and she always
listens. She's a good listener. Unlike my dad. Sophia My granddad lives with us
- he's lived with us for about ten years, so I know him really well. And I've
learnt a lot from him. had an amazing life and love listening to his stories
about his early life. In many ways, I'd say he's my best friend - at least,
Within my family - even though we aren't that alike. You see, I don't always
find it easy to talk to my parents. My dad's always too busy. And my mum's
always telling me to do my schoolwork - she says it ten times every evening, it
drives me mad! That's why I'd rather be with Granddad. He's cool.
Isaac My cousin Noah is the
top of his ciass in just about every subject. I really wish was like that. t
mean, work hard and everything, but I still don't do that well. I'm average, I
suppose. But NoahÝ a genius - and he doesn't mind admitting it! He's
always telling me about his incredible exam results - that he got 95 per cent
in this exam or 98 per cent in that exam. just smile and try to look pleased
for him! But really, I wish he didn't go on about it so much! And, in some
ways, wish I was more like him.
Ella I've got a twin brother
called Sam. Because we're twins, people assume that we're going to be similar -
you know, have the same hobbies and interests, that kind of thing. aut we
haven't. In fact, we couldnt be more different! He's into football, I hate it.
I like books, he never reads His favourite subjects at school are all the
sciences - physics, chemistry but i like history, music, English, languages.
It's odd, isn't it? The only thing we share is a birthday. Apart from that,
everything about us is different - even our hair. I'm the only one in the
family with black hair. Dad's always teasing me about it. He says maybe the
hospital gave them the wrong baby to take home. But that can't be true because
I really look like Mum
David My dad is really close
to his sister, Kate. We visit her quite often- which is fine because she's
really nice. Her husband - my uncle - is nice too, but he makes me a bit
nervous because he's always playing tricks on me. Like, once, when was washing
up in the kitchen, he put a plastic eyeball in the sink. It really gave me a
shock when I picked it up! I know he's just trying to be funny, but I don't
really like that kind of joke. Anyway, I don't complain about it. My aunt says
its good that I'm so patient. But still, I wish he'd stop doing it. I can't
relax when heg around!
(Possible answers)
1  (Brianna) admires (her mother,
because) she works extremely hard for other people without complaining.
2  (Ryan) doesn't see eye to eye with
(his father, because) they have a different way of looking at the world.
 (Sophia) is very close to (her grandfather, because) she can talk to him
easily and loves listening to his stories.
4 (Isaac) envies (his cousin, because) he always gets
outstanding results at school.
 (Ella) has nothing in common with (her twin brother, because) they have
completely different interests and don't even look alike.
6 (David) is wary of (his uncle, because) he likes to play
tricks on David that aren't very pleasant.
Exercise 4 vage27
• Students ask and answer
in pairs,
Exercise 5
• In pairs, students go through the list and check the
meanings in a dictionary. They then test each other by giving English verbs to
elicit the translations.
Exercise 6 pager
• Students work
individually to complete the sentences.
 with 2 in 3 about 4 about 5 about 6 for
Exercise 7  1.18 pageÛ
• Play the recording again. Students answer the
questions.
• With a stronger class, ask students to write down any
answers they can remember before they listen.
• her brother 2 his mother 3 (doing) her homework  his exam results 5 her black hair 6
his patience
Exercise 8 page27
• Play the first item on the recording as an example.
• Play the rest of the recording, pausing after each
speaker so that students can choose the verbs.
Audioscript  1.19 .page27.
• Hey, well done! You played really well. I didn't
realiSž YOU were so good at tennis. It wasn't an easy match, but you kept
going and showed a lot of determination. I was really impressed.
2    Hey, guess what I got in my maths test!
Come on, guess! No? OK-I got 98 per cent! Isn't that great! I'm sure it was top
of the class. mean, I cant imagine anyone getting more than 98 per cent, can
you? knew I'd done well, but didn't realise I'd done that well. 98 per cent! So
anyway, what did you get?
3    Look, if you've got Mr Edwards for
history, be careful. He gets angry really easily - you know, if you talk in
class or don't pay attention. And you don't want to see Mr Edwards when he's
angry. It isn't nice. So be carefull
4    Do you want to know who my favourite
singer is? Don't tell anyone, Will you? OK - it's Justin Bieber. Yeah, know.
But I just really like his voice - and the songs are great too. think I like
Baby the best What a great song!
5    hear you got a birthday present from
Jake. A book of poems. wasn't it? How romantic! I didn't know he felt that way
about you. What do you mean, he's just a friend. Oh, come on! Tell the truth
now
6    can't believe you borrowed my bike
without asking! I opened the garage to get it and it wasn't there. I needed it!
Why didn't you me you were taking it? It's my bike! And that's the second time
this week that you've taken it without asking. It's really unfair - you should
say sorry.
Speaker 2: boasting;
Speaker 3: warning; Speaker 4: confiding; Speaker 5: teasing; Speaker 6:
telling off
Exercise 9  1,19 page27
• Read out the example. Draw attention to the
preposition for and point out that the word following a preposition can be a
gerund as well as a noun.
• Students expand their answers in exercise 8 into
sentences.
(Possible answers)
Speaker 2 is boasting
about his exam results.
Speaker 3 is warning somebody about a teacher's hot temper. Speaker 4 is
confiding in somebody about his liking for Justin Bieber.
Speaker 5 is teasing
somebody about her relationship with a boy. Speaker 6 is telling somebody off
for borrowing his bike.
Exercise 10 'pager
•
Students think of a verb and plan a monologue like the ones in the recording.
Exercise 1 1 »pagen
• In pairs, students take it in turns to speak and guess
what the verb is.
• Ask some students to deliver their monologue for the
class to guess.
Extra exercise
Turn the activity in
exercise Il into a team game. In turn, students from each team deliver their
monologue to the class. Their team has a maximum of 30 seconds to guess what
they are doing, using the correct verb with the correct preposition(s). Time
the activity and record the times on the board. The team with the smallest time
total at the end is the winner.
For further practice
ofStages of life, go to:

Vocabulary
  Builder 3.1 o paget36
1
  1 infancy 2
  childhood 3 adolescence 4 adulthood 5 middle age 6 old age
2
  Infancy:
  nappies, toddler, kid
Childhood: kid, toddler
Adolescence: kid, teenager
Adulthood: career, forties, marriage, twenties
Middle age: career, forties, grey hair, marriage,
  wrinkles Old age: elderly, OAP, retirement, seventies, walking stick, white
  hair, wrinkles
3
  Students' own
  answers

Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I can describe relationships. I can use different verbs
to show how people interact.
Grammar
Question forms

Grammar: indirect
questions; subject and object questions
Listening: a market
research survey
Speaking: asking polite
questions; asking and answering subject and object questions

To
do the lesson in 30 minutes, do exercise 3 orally as a class. The Grammar
Builder activity can be set for homework.

• Focus on the photo. Ask: Where are
they? Whatdoyou think she's doing? How well do they know each other? Establish
that the young woman is conducting a survey.
• Find out if anyone has been
approached in the street to answer survey questions. Did they agree to do so?
If they did, what were the questions about? If they did not agree to answer
them, why not?
Exercise 1
• Play the recording while students read. You can elicit
the answer to the question at this point.
• Play the recording again, pausing for students to
write the answers. Then play it once again so that they can check.
• Check answers, paying special attention to word order.
Audioscript  1.20
Ava Excuse me. I'm doing a survey about families. I wonder whether you
could spare a moment?
Tom OK, fine.
Ava Thank you First, I
need a few details about you. Could you tell me how old you are? Tom I'm
twenty.
Ava Can I ask what you do?
Tom I'm a web designer.
Ava Would you mind telling me who you work for?
Tom I'm self-employed. I work at home.
Ava Great, So, question one. What do you argue about most in your family?
Tom Er whose turn is to use the car.
Ava OK. Question two. Who cooks most of the meals in your home?
Tom We don't have family meals. We help ourselves.
Ava And finally, question three. Who do you get on With best in your
family?
Tom My sister, definitely. We've got a lot in common.
Ava That's all. Thanks very much for your help.
Tom No problem. I wonder if I can askyou a question.
Ava Sure. Go ahead.
Tom I'd like to know if YOI]re free this evening.
 1 wonder whether 2 Could you tell me
how
3 Can I ask
what 4 Would you mind telling me who 5 1 wonder if 6 1'd like to know if
Yes, he does. He wants to
ask her out this evening.
Exercise 2
• Go through the Learn this! box
together. Point out that Ava's questions to a stranger about his personal life
are quite delicate and she needs to be very polite.
• Students look back to exercise 1 to
answer the questions. Point out that if and whether are often used after /
wonder, but can also be used with the other phrases in the Learn this! box.
Question word:
2, 3, 4 if/
whether. 1, 5, 6
Exercise 3
• Focus on the example. Point out that the direct
question, with its use of could, is already quite polite, but the indirect form
that Ava uses is even more polite.
• Students work individually to rewrite the questions.
2
How old are you?
3
What do you do?
4
Who do you work
for?
5
Can I ask you a
question?
6
Are you free this
evening?
For
further practice oflndirect questions, go to:

Grammar Builder 3.1 'ppgelly:
How much does this shirt cost?
2 Is the help desk open?
Where's the bank?
4
  Do you need any
  help?
5
  What time will
  she be back? 6 What's the matter?
telling me why you're laughing
2     if / whether they're married or just
  engaged
3     tell me what this word means
4     ask how old you are
5     if / whether there's a fast train to
  Liverpool from here
6     if / whether your sister eats pasta
7     to know when the film finishes
8     tell me if / whether you prefer
  football or basketball

Exercise 4
• Students work in pairs or individually to make
indirect questions. There are many different phrases that can be used to begin
the question, but the word order and the use of if/ whether for yes/ no
indirect questions is always the same.
(Possible answers)
 Would you mind telling me if you share a bedroom?
2  Can I ask who you bicker with most at
home?
3  1'd like to know if you're the only
teenager in your home.
4  Could you tell me how often you all
have a meal together at home?
5  Can you tell me who goes to bed first
in your family?
6  1 wonder if you're often alone in your
home.
7  Can I ask you whether you help with
the housework?
Exercise 5
• Give students a couple of minutes to
think of three more questions to ask about home and family life.
• In pairs, students ask and answer.
With a stronger class, encourage them to begin questions 1-7 with phrases that
are different from the ones they used in exercise 4.
Exercise 6 ,pageW
• Go through the Learn this! box together. Remind
students that in object questions there is always a noun or pronoun subject (in
the examples, the subject is you), whereas in subject questions the question
word itself is the subject.
• Stress the difference in word order between the two
forms.
• Students identify the underlined examples.
Subject question: Who
cooks most of the meals in your home?
Object questions: What do
you argue about most in your family? Who do you get on with best in your
family?
Language note
If students have trouble
deciding which farm to use, tell them to ask themselves whether the verb has a
noun or pronoun subject. If not, it is a subject question and the verb must be
in the form of a statement. This means that in the present and past simple
there is no use of the auxiliary doe
For
further practice ofSubject and object questions, go to:

Grammar Builder 3.2 pages 119-120
did he
give his number to 2 did they win
3
drove them to the airport 4 caused the fire
5 won the rally 6 does Sandy always
sit next to

Exercise 7 :pageÛ
  Students write the questions. With a
weaker class, ask them to see if the prompts include a subject and, if so, to
underline it.
  Ask fast finishers to write one more
sentence of each type.
  Students compare their answers in
pairs. Check answers as a class.
2
What do you have
for breakfast?
3
Which letter does
your surname start with?
4
Which month has
the fewest days?
5
Which subject do
you have first on Mondays?
6
Who buys your
clothes?
7
What makes you
laugh?
8
Who do you admire
most in the world?
9
Who has the most
in common with you?
Exercise 8
• In pairs, students ask
and answer the questions in exercise 7.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: / can use indirect questions to ask formally and politely.
/ understand the difference between subject and object questions.
Culture
Ageing population

Listening: a radio
interview about the ageing population
Vocabulary: compound
nouns related to old age
Speaking: giving opinions
about ageing and the lives of elderly people
Topic: Family and social
life

To
do the lesson in 30 minutes, omit the lead-in, keep exercise brief and do
exercise 2 as a class.

• Ask students to think of an elderly person they know
and to describe this person to their partner.
• Ask: What difficulties do elderly people face? Elicit ideas
and write them up in note form on the board.
Exercise I
•
In pairs,
students describe the man in the photo. Ask some students to feed back to the
class.
• In pairs, students discuss a
definition of elderly. They may specify an age, but their answers will probably
var½ Point out that elderly is a gentler and more tactful expression
than old.
Exercise 2 ypage2Y
• Elicit or explain the meaning of life expectancy (the
number of years that a person is likely to live).
• In pairs, students read the sentences and guess the
ages. Elicit a range of possible answers, but do not confirm or correct them at
this stage.
Exercise 3 page29
• Play the recording and elicit the correct answers for exercise 2. Find
out which piece of information students found most surprising or significant.
Audioscript  1.21 page2Y
See the first half of audioscript 1.22 below.
 16 2 82 2 69 4 68
Culture note — Woody Allen
Woody Allen is
an American film actor and director who is renowned for his wry humour. The
'alternative' to ageing referred to in the recording is, of course, dying.
Exercise 4
• Give students time to read the questions and underline
key words. Explain that Classical refers to the time of ancient Greece and
Rome.
• Ask students to choose one answer option for each
question that seems unlikely and put a question mark beside it.
• Play the recording of the whole interview. Tell
students to eliminate any options that are definitely wrong.
• Play the recording again. Students concentrate on the
remaining options and make their choices.
Audioscript 9 1.21 and 1.22
pagezy
Presenter Hello, and welcome to Fomi/y Matters. And today, wéll be
discussing ageing and the elderly. With me in the studio is Professor Terence
Clark from (he University of London, Professor Clark - how would you sum up
people's attitude to old age?
Professor Hmm. Well, nobody
really likes the idea ofgetting old. But as Woody Alien remarked, getting old
is better than the alternative. Anci we'd better get used to it because more
and more of us are living longer and longer. Here in the UK, we've got more
people who are over 65 than under sixteen. It's the first time in history that
this has happened
Presenter So, how long can most of us expect to live? Is it possible to
say?
Professor life expectancy here in the UK is now 78 for men and 82 for
women.
Presenter And what did it use to be?
Professor Well, way back in Classical times - the Romans and Greeks - the
average life expectancy was 28. And in fact, it was similar
in many other civilizations throughout history - right up until the modern age.
Presenter Thats amazing. 28! So when you reached fourteen, you'd already lived
50 per cent ofyour life!
Professor Er, no. Actually, that's not right.
Presenter But you said 28
Professor Yes, that's the average life expectancy. But not many people
actually died at that age. The majority actually died before the age of four.
If you were lucky enough to reach the age offourteen - if you survived all
those childhood illnesses - you had quite a good chance of a long life. You
might even live to be 50! But 70 was unusual. This was true for most of human
history, right up until the twentieth century. Then life expectancy began to
increase sharply. Only four decades ago, it was only 69 for men and 75 for
women. Today, living to 90 isn't unusual. That's why most governments are
trying to raise the retirement age, For example, in the UK, it's due to go up
to 68 by 2027. Presenter 50 how do you explain this rise in life expectancy?
Professor It's mainly down
to medical science and healthcare. Also, were more conscious of trying to stay
healthy these days - eating healthier food, taking regular exercise. People
didnt worry about those things so much in the past because, quite frankly, they
didn't expect to live so long. [Recording 1.21 ends here.]
Presenter I suppose the idea of getting old is less frightening if you
think you're going to stay healthy,
Professor Yes, it is. Maybe you heard about the British man who recently
set several athletics records at the age of 100.
Presenter That's amazing! Can you imagine a time in the future when the
parks are fuli of 100-year-old joggers trying to keep fit?
Professor Well,
personally I think it's very unlikely - the human body doesnt seem to be
designed to live that long, although there are exceptions. But certainly, I
think we'll see more people in their Eighties leading healthy and active lives.
Presenter So, it isn't time for TIE to give up exercise yet —at the age
of 56?
Professor No! Certainly not.
Presenter Although perhaps should lose some weight before start jogging.
Professor Well, a few kilos, yes.
Presenter So does this increase in life expectancy cause any problems?
Professor Yes, it does. Firstly, the€s an economic problem: governments can't
afford to pay everyone the state pension if they're going to live for twenty or
thirty years after retiring. Then, there's also the problem of how we, as a
society, take care of all these elderly people. Many countries are having to
face this problem right now.
Presenter And how do we compare with other countries and societies? Are
we more or less the same in the way we treat the elderly?
Professor No, not at all. There are very' significant differences between
cultures.
Presenter Can you give us a couple of examples?
Professor Yes, well, in many
societies, elderly people always live With their families - in fact, the
families think of it as an honour to have their elderly relatives in their
home. In Britain and North America, it's more usual for elderly people to live
in nursing homes they can't look after themselves, And at the other extreme,
there are traditional nomadic tribes who simply abandon their elderly people
because there's no way of looking after them. Presenter So some cultures treat
their elderly people worse than wedo Professor Yes- but not many. And
interestingly, some societies who in the past took good care of their elderly
relatives are becoming more like us places like China and India,
particularly in the big, modern cities. Younger people in those places want to
live their lives and be independent - they dont want to look after an ageing
grandparent.
Presenter Hmm.
Yes, I see. Fascinating stuff. But I'm afraid we've run out of time. Professor
Clark from the University of London, thank you for corning into the studio.
l a 2 a 3 d 4 b 5 b
6 d
Exercise 5
• Students match the words ro torm compound nouns from
exercise 4. With a stronger class, ask students to do the matching before
checking their answers.
• Check comprehension by eliciting translations.
2 a 3 e/ g 4 h 5 b 6 g/ e 7 f 8 d/ c
Exercise 6 page29
•
Students complete the sentences individually and then compare answers with a
partner. Check answers as a class.
2 nursing
homes 3 lifespan / life expectancy, healthcare 4 state pension 5 elderly
relatives 6 old age, retirement age
Exercise 7
• Ask some students to read out the example dialogue
• in pairs, students give their opinions.
• Ask some students to share their opinions with the
class and invite others to agree or disagree.
Exercise 8 page29
• In pairs, students discuss the topic. Advise them to
start by deciding what they think the major problems are for elderly people.
They can refer to the notes on the board from the lead-in activity.
• Elicit a range of ideas and discuss them with the
class.
Extra exercise
For homework, ask
students to write an essay on the topic in exercise 8. They shouid structure it
by giving a paragraph to each of their proposed improvements, together with a
brief introduction and conclusion.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt about the ageing population in the
UK. / can talk about elderly people.
Reading
Closing the generation gap
I ESSON
Reading: an article on
good parenting by a teenager
Vocabulary: phrasal verbs; colloquial phrases; adjective suffixes
Speaking: a presentation on relationships between teenagers and parents
Topic: Family and social
life

To
do the lesson in 30 minutes, omit the lead-in, do exercise 8 orally as a class,
and omit the discussion stage in exercise 9.

• Ask: What are some differences between your life and
the lives of your parents when they were your age?
• Ask students to discuss in pairs and get feedback from
the class.
Exercise 1 rpage30
• Read out the quotation and discuss the question as a
class.
• Ask students what their own personal experiences are
or have been.
Exercise 2 vage30
• Focus on the title of the article and
ask a student to read out the last sentence. Elicit or give a translation for
cotton wool and ask students what they think is meant by wrapping someone in
cotton woo/ (being over-protective of someone).
• Students read the four options and
predict which one will fit with the article. Do not check the answer yet,
Exercise 3 ;page30
• Students read the article. Elicit the correct answer to
exercise 2 and ask students if they agree with it.
• Ask: How old is Ellie? (sixteen) Which parent does she
have a good relationship with? (her father) What's the main problem with her
mother? (She treats Ellie like a child.) b
Exercise4 IÞagoo
•
Students answer the question, giving supporting evidence from the text.
It contains mainly
opinions. The text is subjective, written on the basis of Ellie's experience
and that of her friends.
Exercise 5 opage3ð
• Go through the Exam tip together.
• Focus on sentences A-G and ask students to find
examples of the types of language given in the tip. (A and G each have a
pronoun that must refer back to something or someone in the previous sentence;
3, C and E make comparisons with something that has just been described; D
makes a contrast and F exemplifies something,)
• Students read the text and complete the task. With a
weaker class, ask students to read the text aloud, each student reading two or
three sentences, and help with vocabulary where necessary.
• Do not check answers at this stage.
Exercise 6  1.23 -page31
• In pairs, students compare their answers and discuss
how they arrived at them.
• Play the recording for students to check their answers.
I F 2
C 3 H 4A 5 G 6 D
Extension
Write these questions on
the board for students to answer: According to the text, who , .
 isa/wayscalm? (Ellie's father)
2  iscapab/eofbehaving responsibly?
(Ellie)
3  provokes arguments? (Ellie's mother)
4  over-reacted after an accident?
(Ellie's mother)
5  reacts in different ways to different
people? (Ellie)
6  agrees with Ellie's opinions? (Ellie's
friends)
7  mode a /ega/ agreement with Ellie? (a
book publisher)
Exercise 7 page31
• Students match the verbs with the definitions.
• turns into      grow up 3 get on with 4 comes down to
5 ended up 6 brings out 7
storm out 8 answer back
Exercise 8 page31
• Elicit possible translations of the phrases. Make sure
that students understand that the phrases in l , 3 and 4 are informal, as is
the use of moan to mean 'complain'.
• In pairs, students rewrite the sentences in their own
words.
(Possible answers)
• All adults think teenagers are awful to live with.
2  1 complain until I get what I want.
3  Mum made me feel exasperated and
furious a few weeks ago. 4 Why did she think it was so important?
5 It is
natural for a teenager to want the freedom to try out new experiences for
themselves.
Exercise 9 page3iI
• Students match the parts of the words. They should try
to do this before referring to the text.
• In pairs, students discuss the questions.
• Ask some students to share their opinions with the
class.
1 moody 2 argumentative
3 responsible  unpredictable
5 confusing  reasonable 7 combative
Extension
Ask students to underline
the stressed syllable in the adjectives in exercise 9. Then practise saying the
words.
moody, argumentative,  unpredictable, confusing,
reasonable, combative
Exercise 10
• In
pairs, students agree on three practical suggestions on the topic. Ask them to
describe problems and outcomes as well as the actions that should be taken.
Exercise I I ,page3T
• In pairs, students prepare and practise a formal
presentation of their ideas, using the structures.
• Ask some pairs to present their ideas to the class. At
the end, ask the class which of the ideas they found most persuasive. For
practice ofPhrasal verbs with up and down, go to:

Vocabulary
  Builder 3.2 ,page13Ç
Audioscript 01.24 vage13ó'
You're
  welcome to visit us on Saturday but I'm afraid we can't put you up.
2    He doesn't play as well as he can
  because he doesn't want to show the rest of the team up.
3    They often have terrible rows
  because they both refuse to back down,
4    When you talk to my grandfather
  about his health problems, he always plays them up.
At the time, his marriage was a huge scandal that took
  years to die down.
6    It's a comfortable hotel, but they
  need to do it up.
7    As the teacher started to Wind down
  the lesson, the students put their books away.
8    He only took up skiing after hetl
  retired
9    There was an accident on the motorway
  which held us up for two hours. 10 He turned down a job in a bank
  because he wanted to be a dancer.
1 up  up 3 down 4 up 5 down 6 up 7 down
8 up 9 up
  10 down
2
1 e, intransitive
  2 i, intransitive a, transitive 4 c, transitive 5 f, transitive 6 b,
  transitive 7 j, transitive 8 h, transitive 9 d, transitive 10 g, transitive
3
Students' own
  answers

Lesson outcome
Ask students: What have you learnt today? Whatcan you do now? and elicit
answers: / can understand and react to a text about parents
and teenagers. / can present ideas in a logical sequence.
Grammar
Comparison

Grammar: comparative
structures
Speaking: statements with
comparatives and superlatives

To
do the lesson in 30 minutes, omit the lead-in and exercise J. The Grammar
Builder activities can be set for homework.

•
Draw the
following chart on the board:

Comparative adjective

Superlative adjective

Adverb

Comparative adverb

•
Briefly revise
comparative and superlative forms by asking students to complete the chart
using these words: quiet (quieter, the quietest, quietly more
quietly), easy (easier, the easiest, easily, more easily), important (more
important, the most important, importantly, more importantly), /ate (later, the
latest, late, later),
good (better, the best, we", better) and bad (worse, the worst, badly,
worse).
Exercise I vage3ï
• In pairs, students discuss the question. If they find it hard to
answer, prompt with more specific questions, e.g. What are some
examples of teenage slang? Do you and your friends use words your parents don't
understand? How often do you use forma/ language? Is it important to you to use
correct grammar when you're speaking your language?
Exercise 2 1.25 page3T
•
Students read the text to find and identify the comparative and superlative
forms.
Comparative: smaller (adjective, regular); worse (adjective, irregular);
younger (adjective, regular); more frequently (adverb, regular); noisier
(adjective, regular); harder (adjective, regular) Superlative: commonest
(adjective, regular)
Exercise 3
•
Go through the
Learn this! box together. Check that students understand the meaning of the
qualifying words in points 1 and 2.
•
All the examples
in the box use comparative adjectives, except for the comparative adverb faster
in point 5. Make sure students understand that all five points also apply to
comparative adverbs. Remind them that for points 3-5 we can use less +
adjective / adverb.
•
Students work
individually to find examples in the text. Tell them that some illustrate more
than one point.
•
far smaller; even
worse
2
almost as
worrying; nowhere near as important as; nothing like as varied as; just as
worrying
3
smaller than you
might think; worse than previous generations were
4
more and more
frequently  the noisier their surroundings, the harder it is
Language note
In the examples almostas
worrying andjustos worrying, the second half of the comparison is implied. The
writer means
'almost /
just as worrying as the situation I havejust described(
Exercise 4 (pageW
• Go through the Look out! box
together. Point out that the verb form after as depends on the first verb in
the sentence. If the first verb has an auxiliary (or modal), this is what is
used after as. The auxiliary will be singular or plural, depending on its
subject. If the first verb is in the present or past simple, we use do, does or
did.
• Students complete the sentences.
2 as have our neighbours
3 as can her dad
4 as will the pre-school
5 as did her boyfriend
Exercise 5
•
Students work individually to do the matching task and then compare answers in
pairs. Check answers as a class.

Extension
Ask fast
finishers to write their own sentence endings for the following: I'm near/yas I'm
nothing /ikeos , The more the better/
For
further practice ofComparison, go to:

Grammar Builder 3.3
1 1 near as big as 2 more difficult than 3 further south than 4 as big /
  large as it looks 5 smaller (and smaller) 6 you drink, the worse
 This restaurant is more popular than it used to be.
   It
  should be easier than it is to use this phone.
4     I spent more money than I had
  planned to.
5     This hotel is more comfortable than
  it looked from the outside.
6     Chicago is a more exciting city
  than I had imagined.

Exercise 6
• Look at the example and elicit one or two other
possible beginnings for this sentence.
• Students use their own ideas to write alternative
beginnings.
• Elicit a few different alternatives for each sentence.
Exercise 7
•   With a stronger class, students work
individually to do the transformation exercise. Then tell them to compare
answers in pairs. If they have different answers, are both correct or is one of
them wrong?
•   With a weaker class, reduce the number
of alternatives by giving students the first word or phrase for each sentence.
2
Sam is nowhere
near as talkative as Jack (is).
3
Getting online is
becoming less and less difficult / hard. / It is becoming less and less
difficult / hard to get online.
4
My dad drives
(just) as badly as my sister. / My sister drives (just) as badly as my dad.
5
I'm the worst
singer in the class. / No one in the class is a worse singer than me / am.
6
He doesn't play
football as badly as he thinks (he does). / He plays football less badly than
he thinks (he does).
7
The town centre is
nowhere near as busy as it used to be. / The town centre is nothing like as
busy as it used to be. / The town centre is far / much less busy than it used
to be.
Exercise 8
• In pairs, students use their own ideas to complete the
sentences.
• Ask some students to read out their sentences.
Encourage others to say if they agree and to add their own comments.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I can use a
variety ofcomparative structures correctly.
Speaking
Role-play

Listening: a role-play
Grammar: question tags
Speaking:
role-playing a conversation about a visit Topic: Family and social life, Travel
and tourism

To
do the lesson in 30 minutes, keep the lead-in briefand omit exercise 4. The
Grammar Builder activity can be set for homework.

• Ask students to imagine their ideal hotel and describe
it to their partner. Write these prompts on the board: Where? Surroundings?
Rooms? Facilities? Food? Entertainment?
• Ask some students to tell the class about their
partner's ideal hotel.
Exercise I
• In pairs, students describe the hotel in the photo.
Exercise 2
• Read through the task together and give students a
little time to think of some ideas of their own before they listen.
• Play the recording twice. Students listen for the
suggestions made and write the ones that are agreed on in the chart.
• As you check answers, ask what other suggestions the
candidate made and why they were rejected.
Audioscript  1.26 •pageÿf
Examiner So, I'm corning to visit you soon.
Candidate Yes. Your grandfather is coming too, isn't he?
Examiner That's right.
Candidate Would you like to come and stay with us?
Examiner Thanks. But I don't think that's a great idea. You havent got a
big fiat, have you?
Candidate No.
But you can sleep in my room. I've got a sleeping bag. Examiner Hmm. I'm not
sure about that. I don't think my granddad would enjoy sleeping on the floor.
He's 75.
Candidate Alternatively, we could book a hotel. There's a good one in the
town centre. It's called the Bear Hotel. It's about ten kilometres from our
house.
Examiner Is there anywhere closer?
Candidate No, not really.
Examiner Hmm. I don't know
Candidate really think you should stay there. It's far betterthan any of
the other hotels - and it isn't too expensive.
Examiner Does it have a restaurant?
Candidate Yes, it does. It serves Thai food. It's a really good place to
eat. Examiner Ah - Thai food is spicy, isn't it? My grandfather hates Thai
food. Are there any other restaurants?
Candidate Yes, thereS an Italian restaurant near the hotel.
I'm sure your grandfather will like that. Everybody likes Italian food, don't
they? Examiner Yes, I guess. Is it reasonable?
Candidate I'm
sorry, I'm not sure What you mean by'reasonable'? Examiner 'Reasonable' means
'not expensive', Is the Italian restaurant reasonable?
Candidate Yes, it is. It's a little more expensive than the Thai one, but
the food IS nicer.
Examiner Good. It sounds perfect then. The other thing we should do is
arrange a few day-trips during our stay.
Candidate Well, there's a castle.
Examiner I'm not that interested in castles.
Candidate And there's a fantastic wildlife centre. You really must go
there.
Examiner That sounds more interesting.
Candidate There are lots of other places too.
Examiner should look online, shouldn't I?
Candidate Yes, that's a good idea. Is there anything else you need to
know about? Transport?
Examiner Yes, transport. How are we going to get around while we're
there?
Candidate You could hire a car, couldn't you?
Examiner I'm not sure. My grandfather doesn't really like driving.
Candidate But taxis are expensive. And the big advantage of hiring a car
is, you're completely independent.
Examiner suppose you're right. Where' the best place to hire a car?
Candidate Let's decide later, shall we? We could always look online.
Examiner OK  can you book a room for
us at the Bear Hotel, please?
Candidate Yes, of course.
Examiner Dont forget, will you? Candidate I won't!
Place to stay: Bear Hotel;
Day-trip: wildlife centre; Getting around: hire a car; Eating out: Italian
restaurant
Exercise 3 jpagew
•
Point out to
students that in a role-play in which they have to make suggestions, the
examiner is likely to raise doubts or objections to keep them talking. They
should be ready for these and try to prepare themselves with alternatives to
suggest for each topic.
•
Students complete
the phrases.
•
Check
comprehension and check answers as a class.  You could ask students to complete
the unfinished sentences.
•   know 2 idea 3 got 4 think 5 could 6
other 7 sure
8
great 9 side 10 why 11
That's 12 Alternatively
Exercise 4 1.26 page33
• Play
the recording again. Students mark the phrases they hear.
I really think you should  you could      I
don't think
Exercise 5 1.27
• Go through the Learn this! box together to revise question tags. Remind
students that we use the tag wi///won'tyou? after a command and shall we? after
Let's.
Students complete the
sentences with question tags. I isn't he 2 have you isn't it 4 don't they 5
shouldn't I
6 shall we 7 will you
For
further practice ofQuestion tags, go to:

Grammar
  Builder 3.4 opag8120'-121
1 is it 2 hasn't it 3 will you 4 do they 5 have you
6 didn't it 7 shall we 8 won't you 9 didn't they aren't you

Exercise 6 1.27
• Play the recording
again. Students listen for the intonation,
1 down 2 up 3 down 4 down
5 down 6 up 7 down
The intonation falls when we expect the answer to
confirm something we already know. It rises when we are not sure what the
answer will be.
Exercise 7 Þage33
• Students prepare the role-play in pairs. They should
think of several ideas for each of the topics in the chart and choose the ones
that they Will agree on. Remind them to think about the expressions they will
use.
Exercise 8
• In pairs, students act out their role-play. When they
have finished, they can swap roles and do the role-play again.
• Ask a strong pair to act out their role-play for the
class.
Lesson outcome
Ask students: What have
you learnt today? What con you do now? and elicit the answer: / can make and
respond to suggestions and objections.
Writing
analysis
Essay: pros and cons

Reading: an essay on
being home alone as a teenager
Grammar: language for
making concessions
Topic: Family and social
life

To
do the lesson in 30 minutes, omit the lead-in and keep exercise I brief

• Write on the board: in an average week, how much time
doyou spend alone at home? In groups of four or five, students give their
answers and explain the circumstances.
• When they have finished talking, they work out the
average amount of time their group spends alone at home and report
back to the class.
Exercise tpageW
• In pairs, students discuss the questions.
Exercise 2 opage34'
• In pairs, students agree on one advantage and one
disadvantage. Elicit a range of ideas and write them in note form on the board.
Culture note — Home Alone
The phrase home alone
refers to the title of a series of five comedy drama films released between
1990 and 2012. In each flim, a young boy, accidentally left alone at home,
finds ingenious ways to defeat a couple of burglars, who are trying to break
into the house.
Exercise 3
• Give
students a minute or two to read the essay. Ask them to say which of the ideas
on the board appear in the text.
Exercise4
• Go through the Exam tip together. Tell students that
they may prefer to reverse the order of paragraphs 2 and 3 - that is, to put
the cons before the pros.
• individually or in pairs, students study the essay in
exercise 3 to answer the questions.
• Yes, it does. 2 (a) three, (b) three say, lasagne; like
a doctor's appointment; For example, ifthe bathroom floods, you need to sort it
out! 4 Overall, think
Exercise 5 page34
• Read
through the information in the Learn this! box. • Students find examples in the
text.
. even though you may forget one or two little things; Although preparing
your own food may be fun, . Despite the risk of problems, ...
Language note
We can use despite the fact that and in spite ofthe fact that + clause,
e.g. He won the race despite/ in spite of the fact that he had
hurt his foot.
Extension
Write the following
sentence halves on the board:
7 Wedecided to eat outdoors, in spite of 2        ,
even though she sometimes drives me crazy.
3      Despite
being nervous, .
4      Although        it's
a worthwhile thing to do.
Students use their own
ideas to complete the sentences.
Exercise 6
• Students do the transformation task. With a weaker class,
focus on the words in brackets and ask students to say which are followed by a
noun or -ing form, and which by a clause.
2
Despite their
friendship / being friends, they often argue.
3
In spite of our
teasing, we're actually very close.
4
Although it was
raining, they walked home together.
5
Many parents watch
too much TV, even though they lecture their children about the same thing.
6
She doesn't
respect her dad in spite of his well-paid job.
Exercise 7 pagew
• In pairs, students
discuss the essay's conclusion.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I know how to structure a pros and cons' essay. /
can use language to express concession.
Writing
task
Essay: pros and cons
LESSON
Writing: a 'pros and
cons' essay
Topic: Family and social
life

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework.
LEAD IN
• Focus on the photo. Ask: Hovvo/d are these people?
What's the relationship between them? Where are they? What are they doing? Are
they enjoying themselves? Elicit answers from the class.
• Ask students ifthey have a similar relationship with
their own friends.
Exercise 1
• Give
students two or three minutes to read the task and then in pairs, exchange a
few preliminary ideas.
Exercise 2
• Working individually, students note down all the
advantages and disadvantages they can think of. They can include or build on
ideas discussed in exercise 1
• Check that students understand get mugged (to be
attacked violently by a person who wants to steal your money).
Exercise 3 Vage35
•
Students compare notes and choose the strongest points for paragraphs 2 and 3,
with examples where possible. Ask them to write these in note form in the plan.
Exercise 4
• In pairs, students give translations. They may need to
use a dictionary for the word bonding (coming together to form a close
relationship), but should be able to work out the meaning of the other
expressions from context. Encourage them to use any of these that fit with
their essay plan.
Exercise 5 jpagejS
• In pairs, students write their introductory paragraph.
Exercise 6 opage$
• Students plan their conclusion together.
Exercise 7
• Warn
students not to keep repeating the wording used in the task. Ask them to
complete the sentences as examples of different ways of expressing the same
idea.
1 Not having adults
around 2 while your parents are away
3 Without your parents at
home
Exercise 8
•
Students write their essay. When they have finished, they check their work
against the checklist.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I con write a
well-structured essay setting out pros and cons.

Get Ready for your Exam 3

•
Write the word
weekend on the board and brainstorm activities associated with the weekend. As
students make suggestions, write them up on the board.
•
Circle four of
the activities and ask students, in pairs, to think of two adjectives to
describe each one. Elicit a variety of adjectives and write the best ones on
the board.
Listening
Exercise 1 page36
  GET   ro LISTEN
• In
pairs, students describe their preferences. Encourage them to give reasons and
examples, and to ask their partner followup questions, e.g. Why do you prefer
to be alone? Do you see the same friends every weekend?
Exercise 2 page36
ISTfNING EXAM TASK - MATCHING STATEMENTS TO SPFAKERS
• Tell students to read the task. Ask: How many speakers
will you hear? (five) What do you have to do in the chart? (tick the speaker
described by each sentence) Will some speakers match with more than one
sentence? (yes) Are the answers in the recording in the same order as the
sentences? (no)
• Students read the sentences and underline key words.
• Tell students to focus on the words they have
underlined and to make a note of any synonyms or other associated words. They
can compare answers briefly in pairs.
• Play the recording twice. Students complete the task.
Audioscript S 1.28 page36
1
You can't beat
spending the weekend in the countryside, somewhere really remote, away from the
constant racket, bustle, dirt and smog of the city. Every so often, I drag my
rucksack down from the top of the wardrobe, fling a few things in it and set
off hiking and camping overnight with a couple of friends. We get exhausted,
muddy and laugh a lot. We can't get enough of the wide open spaces, the beauty
and the sense of adventure.
2
My brother and I
are kart fanatics. We are completely obsessed with racing, so you'll find us at
the track every weekend without fail. It's a totally awesome sport. It's our
ambition to get into Formula One. All those drivers started with karts. Our
superhero of all time has got to be Ayrton Senna. We want to be as classy a
driver as him. Right now w€re saving every penny for our own kart, because
we've got to get faster!
3
My best weekends
are with my mates, a screen and a console. We consider ourselves extreme gamers
and we're all pretty good. Every Friday after school is game time - we create
competitions which can carry on into the night, or at least for as long as our
parents let us! They keep nagging us about spending so much time on the
computer, but what with school, sports and endless homework, it's not that
long. They should chill a bit.
4
It's dead easy to
describe my ideal weekend. Two words:'city' and 'shopping'!
We live in the
back of beyond, so I'm usually dying to get away to the Big Smoke and visit my
auntie. I adore arriving in central London. My aunt usually plans a treat like
the theatre, but mostly we're shopaholics! Wdre both really into clothes and
design, but dorft need to spend much. Just feeling the buzz and vibrancy of
city life is cool.
5
My ideal weekend?
Doing absolutely nothing for a whole 48 hours. Sure this sounds lazy, but I'm a
student doctor slaving away on an 80-hour week, which is super stressy. My
ideal weekend wouldn't start before noon and the alarm clock would be in a
drawer. I'd have a long bath, not a quick shower. Then I'd have friends round
and watch back-to-back films on TV - as long as we ordered takeaways! There's
no way I'd be shopping or cooking!
I D 2
C 3 E 4 B 5 C 6 A 7 B 8 A 9 D
Get Ready for your Exam 3
Use of English
Exercise 3 page36
USE OF ENGLISH  TASK - MULTIPLE CHOICE
•
Point out that
this task tests vocabulary and grammar.
•
Individually or in
pairs, students do the first question as an example. Tell them to use a
dictionary only if necessary and to guess the answer first. Remind them to look
closely at the previous sentence as well as the one with the gap.
•
Students complete
the task.
•
Check the answers
and ask students to explain why the other options are not correct.
1 B 2
D 3 B 4C 5C 6A
Speaking
Exercise 4 page36
GET READY TO SPFAK
• In pairs students briefly agree on when old age
starts. Take an average and agree that the discussion will be based on people
at this age and older.
• In the same pairs students make their two lists. Get
feedback.
• Ask students to tell the class about their personal
experiences with older people.
Exercise 5 page361
SPEAKING EXAM TASK - DISCUSSION
•   Draw attention to the picture. Make it
clear that the picture is there to stimulate discussion only, and that they are
not required to describe it.
•   Focus on the task and the statement.
Elicit that it requires students to give clear personal opinions supported by
reasons. Remind students that they will earn more marks if they can elaborate
on their answers with examples.
•   In pairs, students take turns to do
the task, with one student being the examiner and the other the candidate.
Encourage the examiner student to give feedback on how the candidate could
improve.
•   Monitor while students are doing the
task, noting down correct as well as incorrect use of English to share with the
class in a feedback session.
Taking a stand
Map of resources
4A Vocabulary and listening
Student's Book page 37,
Workbook page 29
Photocopiable Activity: 4A Politics and protest (TRCD-ROM)
4B Grammar
Student's Book page 38,
Workbook page 30

Photocopiable Activity:
4B Expressing probability
(TRCD-ROM)

4C Culture
Student's Book page 39,
Workbook page 31

Photocopiable Activity: 4C Conflict (TRCD-ROM)
4D Reading
Student's Book pages 40—41
, Workbook pages 32—33

Photocopiable Activity:
4D Suffixes (TRCD-ROM)

4E Grammar
Students's Book page 42,
Workbook page 34

Photocopiable Activity: 46
Looking forward to the future
(TRCD-ROM)

4F Speaking
Student's Book page 43,
Workbook page 35

Photocopiable Activity:
4F Alternatively we could . (TRCD-ROM)

4G Writing
Student's Book pages
4445, Workbook page 36

Photocopiable Activity:
4G A letter of protest (TRW-ROM)

4 Review and Tests
Review 3—4 Student's Book
page 46
Review 3—4 Workbook page
99
Photocopiable Activity: 4
Find out who
Student Self-Test Sheets
4, 1-3 (TRCD-ROM)
Unit 4 Progress Tests & Short Tests (Test Bank
CD)
Get Ready for your Exam
Student's Book page 48
Workbook pages 37—38 Workbook
page 94 Exam Challenge iTools Unit 4
Teacher's Resource Disk
(TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary
and listening
Politics and protest
LESSON
Vocabulary: collocations;
political terms
Listening:
talking about attitudes to politics Speaking: expressing opinions on political
attitudes Topic: State and society
½HORTCI'T
To
do the lesson in 30 minutes, keep the lead-in briefand set a time limit of three
minutes for the quiz in exercise 1. The Vocabulary Builder activities can be
set for homework.
LEAD-IN

In pairs, students
choose two major events in the news at the moment, one of which is taking or
has taken place in their country. They exchange information about what has
happened, giving details
and explanations where they can.

Ask some students to
describe one of their news stories. Invite others to add information or
comments.

Ask the class: Which of
these news stories can be described as political'?
Exercise 1
•
Focus on the
photos and elicit the names of the politicians.
•
In pairs, students
answer the quiz questions.
•
Check answers as a
class. Students score 1 point for each correct piece of information. Find out
which pair had the most correct answers.
•
Nelson Mandela:
(a) South African; (b) He was imprisoned for 27 years for his opposition to
apartheid in South Africa.
Barack Obama: (a)
American; (b) He was the first African American to be elected President of the
USA. Aung San Suu Kyi: (a) Burmese; (b) She carried out a campaign for
democracy while being held under house arrest for almost fifteen years by
Burma's military rulers: Angela Merkel: (a) German; (b) She was the first woman
to be elected Chancellor of Germany.
Lech Walesa:
(a) Polish; (b) He was leader of the Gdansk shipyard strike and head of the
Solidarity labour union which spearheaded opposition to Soviet power in Poland.
Hanna Gronkiewicz-Waltz: (a) Polish; (b) She was the first woman to be elected
Mayor of Warsaw.
2
Answers will
depend on the current situation.
3
18
4
27 (Austria,
Belgium, Bulgaria, Cyprus, the Czech Republic,
Denmark, Estonia, Finland,
France, Germany, Greece, Hungary,
Ireland, Italy, Latvia,
Lithuania, Luxembourg, Malta, the
Netherlands, Poland,
Portugal, Romania, Slovakia, Slovenia,
Spain, Sweden, the United
Kingdom)
5
2004
6
Answers will
depend on the current situation.
7
Mikhail Gorbachev
Extension
Fast finishers can work
individually or in pairs to write two more quiz questions to ask the class.
Exercise 2  1.29 page37
• Elicit or explain what the House of Commons is (see
the Culture note). You may also need to pre-teach other words,
e.g. demonstration, protest, petition, cynical.
• Ask students to read the list of verbs. Pay special
attention to the pronunciation of launch /la:ntJ/ and gauge /geJd3i.
• In pairs, students complete the task. Point out that
the form of some words will need to be changed to fit the text.
1 taken part 2 written 3
joined 4 launching
5 influencing 6 sign 7
called for 8 tackle 9 change
10 gauge
Culture note - House of Commons
The UK
parliament has two bodies, the House of Commons and the House of Lords. The
most important legislative powers belong to the House of Commons, which has 650
democratically elected members. The prime minister, the leader of the
opposition and most government ministers belong to this house.
Exercise 3
• Students can use dictionaries to
check the meanings.
• In pairs, they test each other as in
the example. For further practice of Elections, go to:

Vocabulary Builder 4.1
1 General elections 2 constituencies 3 candidates member of
parliament 5 proportional representation votes 7 majority 8 prime minister 9
hung parliament 10 coalition

Exercise 4
• Give students time to read the sentences. Tell them to
write + or—, depending on whether the attitude to politics seems to be positive
or negative.
• Play the recording twice. Students complete the task.
Audioscript  1.30
1  1'm old enough to marry, have children,
work, own a house, join the army, which could mean dying for my country. But
I'm not old enough to vote. I think we need to reform the electoral system so
that anyone over the age of sixteen can vote in a general election, The
government spends a lot of money on education, but school students have no say
in how that money is spent. I think we should. Many teenagers have thought
about things and have opinions on how politicians should tackle the important
issues. People sometimes say we aren't responsible enough and wouldn't take it
seriousliyQ But a lot of young people get involved in single-issue
politics, like animal rights, and so on. And if you gave them the vote, they'd
take the trouble to find out what the other, more general, issues are.
2  Imagine what it would be like ifyou
couldn'tvote at all. Many young people in the West can't imagine what that
would be like. Being female, I think it's especially important to vote. It took
a long time before women were allowed into politics - which, frankly, think is
shocking - and there are still countries in the world where women can't vote.
So, if you want to change the world, you have to use your vote. Otherwise we
may lose our freedoms and end up living under a dictatorship. There are so many
countries where you can't vote, where your opinion doesn't count. OK, so
politicians here sometimes don't listen, but you have to appreciate the
political system that we have. We should value our democracy and not take it
for granted. And remember, democracy only works if people take part. When I'm
eighteen next year, I'll be first at the polling station!
3  1 just switch offwhen hear politicians
droning on on the telly. dont know who's left wing or who's right wing. I'm not
even sure I know the name of the Prime Minister. And probably wouldn't remember
to vote even if the Government passed a law allowing me to at sixteen. think a
lot of teens just wouldn't bother to vote. They aren't interested in politics.
They think ifs boring and that it doesn't affect them. None of my friends have
taken part in a demonstration or even signed a petition. And aßo, it
seems that those people at school who are interested in politics just have the
same political opinions as their parents. If they are going to get into
politics and stand for public office, they need to think for themselves. Having
said all that, maybe when I'm eighteen and able to vote, I'll change my mind.
4  It seems to me that whether people vote
or not, things never change. All political parties seem interchangeable and say
the same things. I don't think politicians pay any attention to what the
general public think about government policy. They are far more interested in
arguing amongst themselves. They just say what people want to hear when they
want the public's votes in order to get elected. But when they're in
government, they're not interested in public opinion any more. When i get the
vote, I hope someone different will come along with a new attitude and new
approach to politics. I'm not sure I'll care ifthey're left wing or right wing,
as long as I can believe that they mean what they say. My mum says that not all
politicians are the same and that I should take an interest in politics.
Perhaps she's right.
5  admire people who go into politics and
put themselves up for election. They mostly do it because they want to change
things and make things better. I don't think they're in it for the money or the
fame. Having said that, fm pretty fed up with politics in general. think the
main problem is the electoral system. We don't have proportional representation
in this country so the political party that wins isn't necessarily the one that
gets the most votes in the general election. That's why I think a lot of people
have become disillusioned with mainstream politics and get involved with
single-issue politics, like climate change, gun control, things like that.
A 4 B
2 C I D 3 E S
Exercise 5 IBO :page3T
• Play the recording again, pausing after each speaker
far students to make brief notes.
• Give students time to expand their notes into
sentences.
• Check answers as a class.
(Possible answers)
• Young people like me have thought and formed opinions
about important issues.
 Democracy allows us to make our opinions count, but the system only
works if people take part.
3
Young people
think politics is boring and doesn't affect them.
4
Politicians say
what people want to hear in order to get elected, but when they're in
government they aren't interested in public opinion.
5
The party that
wins an election isn't necessarily the one that got the most votes.
Exercise 6 - page37
• In pairs or small groups, students give translations
for the phrases. They can use dictionaries where necessary, but encourage them
to guess first.
• Check answers as a class.
Exercise 7
• In
pairs, students give their own opinions on the statements in exercise 4.
Extra exercise
Have a debate on
statement D in exercise 4. Divide the class into two teams, one to speak for
the statement and the other against. Each team chooses three speakers and the
whole group works together to help them prepare arguments and decide who will
say what Alternate speakers from each team have one minute to speak in front of
the class. You will be the adjudicator, but encourage other students to comment
on the strong points of the speakers' presentations.
For
practice ofInternational organisations, go to:

Vocabulary Builder 4.2 .oage13T
1 1 the UN 2 Amnesty International 3 NATO
4 World Trade Organisation 5 European Central
Bank 6 the
  Red Cross 7 WWF 8 the EU
2 (Possible answers)
It promotes peaceful cooperation
  between countries.
2    It protects human rights.
3    It is a military alliance of 28
  North American and European countries.
4    It regulates international trade.
5    It regulates financial transactions
  in the European Union. 6 It supports refugees and victims of natural disasters, 7 It
  campaigns for action to protect the environment. 8
  It promotes and
  regulates trade among its member states.

Lesson outcome
Ask students: What have
you learnt today? What can you do now?
and elicit answers: / have
learnt verbs and collocations for talking about politics and
political campaigns. / can express opinions about politics.
Grammar
Probability: present and future

Grammar: modals for
present and future probability
Listening: a
conversation at a demonstration Speaking: discussing a photo
SMORTCIM
To
do the lesson in 30 minutes, keep the lead-in brief. The Grammar Builder
activities can be set for homework.

• Write student fees on the board. Then elicit answers to
these questions: Do students have to poy anything for university education
here? Do students from other EL/ countries have to pay? What about students from other
countries?
• Give some information on tuition fees in England (see
Culture note) and ask students how they think this scheme would be received in
their country.
Exercise I  1.31 0
Þage38ß
• Play the recording.
Students listen and answer the questions.
1  They are university students.
2  Students are occupying the library and
holding demonstrations to protest against student fees.
Culture note — Student fees
University education was
free for British residents until 1998, when tuition fees were introduced. The
amount students have to pay has risen sharply over the years to a maximum of
£9,000 per year. It can be paid by means of an interest-free loan,
repayable when the person starts earning a salary. The rise in fees has sparked
protests, and the law does not apply in Scotland, where tuition fees have been
abolished.
Exercise 2 page38
• Go through the Learn this! box
together. With a weaker class, check that students remember the differences in
form between modals and other verbs.
• Test students' understanding by
asking concept questions,
e.g.
(point 2) Whot3 the difference between 'Emily will have left' and 'Emily will
be leaving'? (Emily will have left means that she will no longer be there;
Emily will be leaving means that she will still be there, but in the process of
leaving.) (point 3) Can we also conclude 'He mustn't be at work'? (No. We use
can't when we conclude about something negative.) (point 5) Can we also say 'We
may not play tennis?' (yes) What about 'We couldn't play tennis'? (No. The
meaning is different. We couldn't ploy means 'We were unable to play'.) (point
6) Whats the difference between 'Spain should beat England' and
'Spain might beat
England'? (Spain should beat England implies we are expecting Spain to beat
England. Spain might beat England means it is possible that Spain will beat
England.) • Students find examples that express probability in the text.
Chances are,
will be there, must be wondering, are likely to occupy, could march, it might
be better, are bound to sit up, should be here
For
furtherpractice of Talking about possibility, go to:

Grammar Builder 4.1
1 1 may / might / could 2 can't 3
  may / might/ could 4 must 5 can't 6 should 7 can't 8 may / might/ could 9
  should
Chances are you'll have an accident
  one day. / You're likely to have an accident one day.
6
     so chances are I'll get home just after five twenty. / I'm likely to
  get home just after five twenty.
7
  It's bound to
  be no good —there was nobody in it.
8
  Chances are
  he's in town shopping. / He's likely to be in town shopping.
9
  . so they're
  bound to win.

Exercise 3
• In pairs, students complete the task.
• Check answers as a class and discuss the differences
in meaning between the alternatives in sentences 1, 3 and 6.
1 shouldn't /
won't 2 must/ could 3 might / should  have arrived 5 can't 6 should / may
might not
Exercise 4 ,page38
• With a stronger class, ask students to do the
transformations
individually,
referring to the Learn this! box where necessary.
• With a weaker class, you could give students the first
word or two in each sentence. Remind them that the expressions with bound,
likely and chances use the present tense, even though they refer to probability
in the future.
 The Government is bound to be defeated.
3
I rang Liam at
home but there was no answer. He can't be at home.
4
Do you think that
Josh is likely to arrive soon?
5
Sam really
shouldn't fail his driving test.
6
Chances are Fran
is lying.
7
It's one o'clock.
She'll be having lunch.
Exercise 5
• In pairs, students describe the photo. Encourage them
to speculate, using a range of expressions from the Learn this! box.
• Elicit sentences from several students.
Extension
With a
stronger class, you could ask students to speculate about the past as well as
the present and future. Remind them that to do this they can use modals With
have + past participle (e.g. The Government must have announced cuts in spending).
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / can use modals
and other expressions to say that something is possible, probable
or certain.
Culture
Religion and politics

Reading: an article about
Northern Ireland
Vocabulary: compound
nouns related to political protest
Listening: a conversation
about Northern Ireland
Speaking: summarising a
text
Topic: Knowledge of
English-speaking countries, State and society

To
do the lesson in 30 minutes, keep the lead-in brief, do exercise 3 orally as a
class and omit extensions.

• Ask: What four countries makeup the
United Kingdom? (England, Scotland, Wales, Northern Ireland) What about the
southern part ofIreland? (It is an independent country, the Republic of
Ireland, or Eire.)
• Draw a rough map of the UK, including
the whole of Ireland, on the board. Invite students to come and draw in the
borders between the countries and to identify the capital cities of England
(Condon), Scotland (Edinburgh), Wales (Cardiff), Northern Ireland (Belfast) and
the Republic of Ireland (Dublin).
Exercise 1
• In pairs or small groups, students exchange
information about the politics of Ireland.
• Get feedback from the class. Use this discussion to
introduce the words Catholic, Protestant and partition.
Culture note - Ireland
Opposition to British
rule has a long history in Ireland.
Especially in the
seventeenth century, rebellions against English rule were brutally suppressed,
and it was at this time that many Protestant colonists moved into Ireland,
enjoying rights and access to power and wealth that were denied to the Catholic
majority. In 1801, Ireland was merged with
the United
Kingdom, to be ruled directly from Westminster. Nationalist uprisings in the
early twentieth century finally led to Irish independence and the Republic of
Ireland today is a mainly Catholic country. However, the northern part of the
island, with its Protestant majority, wished to remain part of the UK, and this
led to partition. The resulting 'Troubles' that flared up in the 1960s divided
Northern Ireland in a violent struggle between mainly Protestant unionists
(people who wish to remain part of the UK) and mainly Catholic republicans
(people who wish to break from the UK and become merged with the Republic of
Ireland). Some outbreaks of violence continue to this day.
Exercise 2
• Go through the words together and
check students' comprehension. Practise the pronunciation of riot Pra10t/,
rioter/'ranta/, shield /fi:ld/ and weapon /'wepon/.
• In pairs, students describe the
photo. Encourage them to use some of the modals from lesson 4B.
Exercise 3 91.32
• Play the recording while students read the text. • Students find the information. Check
answers as a class.
a Ireland gained its independence.
b There were demonstrations, violence and rioting in
Northern Ireland.
 The British Army was sent into Northern Ireland.
d  The Irish Republican Army (IRA)
attempted to murder the British Prime Minister.
e  The IRA agreed to give up its armed
struggle.
Extension
As you check
answers, ask further comprehension questions: 1 Independence from which
country? (the UK)
2
WereCatho/icsin
the minority or in the majoritYin Northern
Ireland? (in the minority)
3
Which
side in the conflict was opposed to the presence ofthe
British army, do you
think? (the Catholics / the Republicans)
4
What does IRA
stand for? (Irish Republican Army)
5
Were the victims
ofviolence Catholic or Protestant? (both)
Exercise4
•
Pre-teach
aggrieved (discontented or angry because you feel you have been treated
unfairly).
•
Students read the
text again and answer the questions.
•
two thirds
2 Because they were less well off than the Protestant community and were
often excluded from public office. 3 To restore law and order after
rioting had broken out. 4 To have a united Ireland, totally independent of the UK.
5
over 3,500 people
Exercise 5 .page39@
• Students complete the expressions and then check
against the text
• Focus on the expressions in context and elicit
translations to explain what they mean.
 rights 2 civil 3 group 4 peace 5 struggle
Language note
• The word civil comes from a Latin word meaning 'citizen'. So civil
rights (closely connected to civil liberties) are the rights that every citizen
in a society has, egg. the right to vote, to live free from discrimination, to
follow their own religion, etc. Civil unrest is some form of disturbance by a
group of people who are reacting or protesting against something they see as a
social problem.
Exercise 6
• Write the speakers' names, William and Niamh, on the
board. Explain that they both come from Northern Ireland.
• Pre-teach Union Jack (the name of the British flag).
Also preteach faith (religious belief) and elicit the meaning of faith school
(a school that identifies itself with a particular religion and may be run by
officials belonging to that religion).
• Play the recording. Students listen for the general
position of each
• Check the answer and ask: Which speaker wants this?
(Niamh) Is she Catholic or Protestant? (Catholic)
Audioscript  1.33
William I remember going on
Protestant marches when I was a little kid, and watching the bands, and waving
a Union Jack It was a lot of fun, My granddad, Who died a few years back, was a
police officer and so was my uncle. But he was killed back in the 80s by
Republican terrorists. That was a terrible time for my mum and dad. My parents
think that Northern Ireland should remain part of the UK, and I'm of the same
opinion. But you know, as I grew up I realised that the labels we give each
other do a lot of harm. can see now that dividing people into those who want
Ireland to be united and those who want Northern Ireland to stay part of the UK
isrft helpful. it divides the two communities and stops us from getting to know
and understand each other.
I've decided that don't want
to be part of religious intolerance any more. We need to break out of the
mindset where we view people from the other community as the enemy. It isn't
easy, though, and it'll take a long time. Niamh I'm glad that the IRA have
given up their weapons because you get nowhere by shooting and bombing. But
come from a nationalist family, and I'd like to see a united Ireland. The
island of Ireland should never have been divided into two parts. But I think we
should try to achieve reunification by peaceful means. The other thing that
really needs to change in Northern Ireland is the education system, because
most Protestants and Catholics go to separate schools. They don't mix. About
nine out of ten children in Northern Ireland go to faith schools. You can spend
your entire childhood without having a conversation with someone from the other
faith community. Until that changes, it'll be very difficult to heal the
divisions in our society. I'm going to send my kids to an integrated school -
one that both Protestants and Catholics go to, for sure.
Sentence b is correct.
Exercise 7  1.33 Þage3ÿ
• Give students time to read the sentences. Ask them to
pencil in Tor F for any sentences that they feel fairly sure about.
• Play the recording again. Students complete the task.
• Check answers as a class and ask students to correct
the false statements.
• Ask: Do William and Niamh agree about anything? (Yes,
they both want to get rid of the division between the two communities so that
people can get to know and understand each other.)
1 T 2 F (Only one
relative, his uncle, was killed.) 3 F (He wants to break out of that mindset.)
4 F (She is glad they did this.) 5 T 6 F (She will send them to an integrated
school.)
Exercise 8 page39
•
Make sure students
understand that the object of this exercise is not to reproduce large parts of
the text word for word, but to select the essential information and summarise
it in their own words.
•
Students read the
text again to select and memorise the most important information. With a weaker
class, allow them to make brief notes of dates and other figures.
•
In pairs, students
take it in turns to summarise the text.
•
Ask some students
to present their summaries to the class,
Extra activity
In place of
class feedback, ask students to write a oneparagraph summary of the text,
Without looking at their books. Working in new pairs they exchange and read each other's work.
Tell them to correct any factual or grammatical errors they see and to point
out any important information that their partner left out.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / have learnt
ûbOUt the history of Northern Ireland and its present
politico/ situation. / have learnt words related to political protest.
Reading
Freedom of speech

Reading: opinions on free
speech and freedom ofthe press
Vocabulary: words with
the suffixes -ism and -ist
Listening: a song by John Lennon
Speaking: expressing and justifying opinions Topic: State and society, People
_-,I-IORTCUT
To
do the lesson in 30 minutes, omit the lead-in and do exercise 6 as a class
discussion.

• Write the following quotations on the board: Freedom
means you are unobstructed in living your life as you choose. Anything less is
a form ofslavery. (Wayne Dyer, American author)
True individual freedom cannot exist without economic
security and
independence. (Franklin D. Roosevelt, US President) You have freedom when
you're easy in your harness. (Robert
Frost, American poet)
Freedom
isjust Chaos with better lighting. (Alan Dean Foster,
American author)
• In small groups, students discuss what the quotations
mean and whether or not they agree with them.
• Get feedback from one or two groups and encourage
class discussion.
Exercise 1 page40•

• Elicit a number of different views on this subject.

• In pairs, students
discuss the questions.
Exercise 2 2.02 page40
• Go through the task and the example together.
• Play the recording for students to listen to while they
read the article.
• Students complete the task individually and then
compare answers in pairs.
Jane Simmons:
Governments have the right to censor information and restrict free speech for
the prevention of disorder or crime.
Peter Greenwood: we should
limit people's rights to express racist, sexist, ageist or homophobic views.
The lesson is: be intolerant of intolerance.
Annie Thatcher: The press
must not invade people's privacy, . without clear evidence that they are
true.
Exercise 3
• Focus on the photos and ask students what they show.
Use the second photo to pre-teach censor (to remove the parts of a book, film /
movie, etc. that are considered to be offensive, immoral or a political threat)
and censorship.
• Go through the Exam tip together.
• Students read the text and complete the task.

Extra exercise
Ask students to find a
word in the text for the following definitions.
(a) horrible, repulsive (abhorrent — paragraph 1) (b) rude in
a way that causes you to feel upset, insulted or annoyed (offensive — paragraph
2)
(c) to prevent
something from being expressed (stifle — paragraph 3) (d) unwillingness to
accept views or ways of living that are different from your own (intolerance —
paragraph 4) (e) to publicise secret information (leak - paragraph 5) (f)
something that affects a situation or people's lives in a way that they do not want (intrusion —
paragraph 6)
Exercise 4 pageo;
• Go through the Learn this! box togethen
• Students find the words in the text and add the
suffixes.
• Make sure students understand that the words ending in
-ist can be either a noun
(a type of person) or an adjective (describing a person or their beliefs /
behaviour). Explain that there is a noun form with -ism (a set of beliefs) for
all of these words.
1 activist— 2 2 liberalism
— 1 and 3 3 racist— 2 4 sexist— 2 5 ageist— 2 6 fascist— 2 7 journalist— 4 8
terrorism- 1 For further practice ofSuffixes -ism and -ist, go to:

Vocabulary
  Builder 4.3 page131
1 2 vandal  atheist 4 extremist S
  pessimist
6
  capitalist 7 socialist 8 patriot 9 nationalist
2 1 atheism 2 patriot 3 extremist 4
  pessimism 5 feminism 6 vandal 7 nationalist 8 capitalism 9 socialism

Exercise 5 page41
• Give students time to think about and give a score to each of the
statements. Tell them to make brief notes of reasons that justify their
opinions. Do not ask them for their answers at this stage.
Exercise 6 upage41
•
In groups,
students compare and discuss their opinions.
• For each statement, ask a group to give
their most representative score and to report on areas of disagreement.
Encourage other students to respond with their opinions,
Exercise 7  2.03 - page41
•
Write the name
John Lennon on the board and ask students to say what they know about him.
•
You may want to
pre-teach heaven and hell before students listen.
•
Give them a few
moments to read through the song lyrics and tell them they need to listen for
one word for each gap, • Play the recording twice. Students write the missing words.
•
Check answers as
a class. Then play the recording again and encourage students to sing along if
they want to.  heaven 2 sky countries 4 die 5 peace 6 dreamer
7
world 8 possessions 9
hunger 10 sharing
Culture note — Imagine
John Lennon,
formerly a member ofThe Beatles, wrote and recorded Imagine in 1971 , shortly
after the break-up of the band, and nine years before he was shot dead by a
gunman in New York. It was the most commercially successful of all his
post-Beatles recordings.
Exercise 8 page41
• In pairs, students discuss the questions.
• Ask some pairs to share their opinions with the class.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I can understand and react to a text presenting opinions
on freedom ofspeech. / have learnt how to use words with the suffixes -ism and -ist
Grammar
Future continuous and future perfect

Grammar:
future continuous and future perfect Listening: a conversation about the future
consequences of a train journey
Speaking: making
predictions about specific times in the future

To
do the lesson in 30 minutes, omit the lead-in and do exercises 2 and 3 together
as a class. The Grammar Builder activities can be set for homework.

• To revise simple predictions with will,
write the following topics on the board: In my home, At our school, In my
country and Abroad. For each topic, ask students to make a prediction about
something they think will happen during the next seven days.
• In pairs, students tell each
othertheir predictions. Ask some students to tell the class what their partner
has said.
Exercise 1
• Aska
student to read the text aloud • Discuss the questions with the class.
Culture note — School councils
Most schools
in the UK have a school council — a group of students who are elected to
represent the views of all students in the school. The council meets, usually
with a teacher present, to discuss problems, plan events and make proposals
about improving the school.
Exercise 2
•
Revise the form of
the future continuous (wi// be + -ing) and the future perfect (wi// have + past
participle). Write an example sentence for each of these tenses on the board,
e.g. This time nextyear be studying at university. This
time next year I'll have started my university course.
• Go through the first two rules in the
Learn this! box together.
•
Teach the form of
the future perfect continuous (will have been + -ing) and add a further example
to the ones on the board,
e.g. This time next year they'll have been living there
for thirty years.
• Go through the third rule.
• Students underline the examples of the
tenses in the text. Future continuous: we'll (all) be wearing; We'll be meeting
Future perfect: we'll have made
Future perfect continuous:
we'll have been running
Exercise 3 Vage42
• With a stronger class, students can work in pairs to
discuss the differences and translate the sentences.
• With a weaker class, go through the sentences together.
Focus on sentences 3 and 4 and ask concept questions, e.g. Is the fi/rn on now?
(no) Is it on already? (no) Do you know when it wil/ start? (3: no; 4: yes, at
three o'clock) Will we be watching the film at four o'clock? (3: no; 4: yes) Do
you know when the film will finish? (3: not exactly, but some time before four
o'clock; 4: no)
• Fast finishers can be asked to write their own example
sentence for each of the three tenses.
For
further practice of Future continuous, future perfect simple and future perfect
continuous, go to:

Grammar Builder 4.2 page122
2
  He'll be having
  breakfast
3
  He'll be taking
  the bus to school / He'll be going / travelling to school on the bus 4 He'll
  be arriving at school
5
  He'll be having
  a maths lesson
6  He'll be playing football
2 1 Will have known will have been working 3 will have
  passed 4 will have washed up 5 will have been living 6 will have been playing
  7 will have started 8 will (she) have taken

Exercise 4 page4Z
  Students read the Learn this! box.
Point out that this use of the future continuous goes with use la in the
previous box.
  Students write the questions using
the future continuous,
  What time will you be leaving school?
2
What will you be
doing this evening?
3
Who will you be
seeing at the weekend?
4
Where will you be
going for your next holiday? 5 What will you be wearing to school tomorrow?
Exercise 5 IÞage•42
• In pairs, students ask
and answer the questions.
Exercise 6 opage42
• Tell students they are going to hear a phone
conversation between a young man called Sam and his father.
• Play the recording. Students listen and answer the
question.
Audioscript  2.04 page42
Dad Hello, Sam.
Sam Oh, Dad, where are you? It's five o'clock. You were supposed to be
here hours ago.
Dad I'm still on the train.
Sam Oh no, really?
Dad Yes, the train was 40 minutes late, then we were delayed for two
hours outside Leeds.
Sam Oh, dear, I'm really sorry.
Dad Anyway, we'll be arriving in Birmingham soon.
Sam Birmingham? But you must
have been on the train for hours! Dad Yes, about five hours. By the time I
arrive home I'll have been travelling for eight hours.
Sam WIII you be wanting something to eat When you arrive?
Dad No, don't worry, I won't be hungry. I'll have eaten.
Sam Can you get something to eat on the train?
Dad Yes, I'll go to the buffet car.
Sam OK I hope you won't be too tired for tomorrow.
Dad Me too. But don't worry, by tomorrow afternoon thewedding Will be
over.
By five o'clock, we'll be sitting down to a lovely meal.
Sam I'm very nervous.
Dad Sam, everyone gets nervous about their own wedding. Everything's
going to be fine.
Sam OK, but hurry up and get here. need my dad!
Sam will have got married.
/ Sam's wedding will have taken place.
Exercise 7  2.04 page42
• Tell students to read and try and remember the missing
words.

students time to write. Check answers as a class.

• Play the recording again, pausing where necessary to
give
1 be arriving 2 have been
traveliing be wanting 4 have eaten S be sitting
Exercise 8 •Þage4Ž
• Students complete the task
individually. With a weaker class, you may want to elicit the verb needed for
each sentence before students think about the tenses.
•
Check the answers
as a class.
1 will have found 2 will
have spread 3 will be speaking
4 will be living 5 will
have melted 6 Will be going
Exercise 9 oage42
• In
pairs, students give their opinions. Monitor to check that they are using
future tenses correctly.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / can use future
tenses with 'will' correctly. I can make predictions and talk
about expectations.
Speaking
Role-play: agreeing and disagreeing
ISSON
Listening: a
discussion about organising a protest Vocabulary: expressions for persuading
and responding to persuasion
Speaking: planning a
campaign

To do the lesson in 30 minutes, omit
the lead-in and the listening stage in exercise 7. The Grammar Builder activity
can be set for homework.

• Ask the class for examples of demonstrations that have
taken place recently, either in their country or abroad.
• Ask: What were people demonstrating about? Do you agree
with them? Do demonstrations get results? Elicit students' opinions.
Exercise I Ogee,
• Explain any words in the list that
students do not know. Pay attention to the pronunciation of placard
/'plæka:d/.
• In pairs, students describe the photo.
Encourage them to speculate about the location, the demonstrators and the
reason for their demonstration.
Exercise 2
• Read out the task. You might like to
specify a particular town that students will be familiar with, so that they can
visualise the setting and talk in specific detail about it.
• Give students two or three minutes to
brainstorm ideas. • Elicit their ideas and write them in note form on the
board.
Exercise 3 .pageo
• Play the recording. Students listen for four
objections.
• Ask them which of the ideas on the board match those
expressed in the recording.
Audioscript  2.05
Emma Have you
seen this article in the paper, Ollie? They're going to build a massive car
park in the town centre. Ollie Really?
Emma Dont you think it's awful?
Ollie Lim, well Why?
Emma The town centre is already congested enough. We dont want
even more cars coming in. Ollie No, I suppose you're right.
Emma And it'll just cause more pollution. They should be encouraging
people to use public transport.
Ollie Where are they going to build it?
Emma Next to the school.
Ollie That isnt very sensible, is it? It'll make the roads around the
school even more dangerous.
Emma It says here it's going to be four storeys high!
Ollie Four storeys! That's massive! It'll look awful.
Emma Yes, it'll be an eyesore. It says here they expect a lot of
objections from residents. We should object.
Ollie Yes agree
Emma The council meets in a month's time so we need to move quickly.
Let's meet up this evening and work out a plan of action.
Ollie I can't. I'm going out this evening. Emma What about
tomorrow evening?
Ollie Fine.
Emma I'll ring Jane and get her involved.
Ollie Good idea. She's great at this sort of thing.
Exercise 4 92.05
• Students read the sentences and write down what they
expect the verb forms to be.
• Play the recording again. Students confirm or correct
their answers.
• Check answers as a class.
• 're going to build 2 meets 3 'm going 4 'Il ring
Exercise 5
• Give students one minute to complete the matching
task.
• Check answers as a class.

Extension
Point out that there are several predictions with will in the
conversation (It'// cause more pollution, it"/ look awful, etc.). Ask
students if they can remember another form for predictions, when the speaker is
very sure of a future outcome on the basis of present evidence (going to).
Elicit one or two example sentences.
For
further practice ofFuture forms, go to:

Grammar Builder 4.3 l a 2 b/ c 3 b
  4 a/c g b/c 10 b/c

5 c

6 a/c

7 a/ b/c

Exercise 6 Þge4j
•
Students read the
list, Tell them that the first time they listen, they should focus on the
actions and put a tick (agreement) or a cross (rejection) next to each one they
hear.
•
Play the
recording. Students complete this part of the task. With a weaker class, you
may want to check the answers before students listen again. Note that number 7,
put up posters, is not mentioned in the conversation.
•
Piay the
recording again, pausing briefly where necessary to allow students time to
write. Students focus only on the rejected actions and note down the reasons.
Audioscript S 2.06
Emma OK, we need a plan of action. What do you suggest we do?
Jane Weil, first of all, I think we should write letters of protest,
Ollie Who to?
Jane To the town council. They are the ones who will give permission for
the car park to go ahead. And to the local newspaper.
Emma Yes, and we could always write to our Member of Parliament too Ollie
OK. Good plan. Shall we all write?
Jane Yes, the more letters they get, the better.
Ollie know, why dontwe organisea march?
Jane I'm not sure about that. It would be difficult to organise.
Ollie The big advantage of a march is that it would involve hundreds of
people and attract a lot of attention.
Jane I see what you're saying, but it would bea huge amount of work and
it would involve the police.
Emma Here's an idea. What about a rally? That'd be much easier to
organise and we could hold it outside the school.
Ollie OK, let's agree on that. Emma, can you start thinking about that,
then? Emma Sure. We'll need to make placards for the rally, and also hand out
leaflets.
Jane OK, I'll get started on those.
Ollie What else can we do?
Jane Well, we could draw up a petition.
Emma That's not a bad idea, but don't think there's time for that. Ollie
Wouldn't it be better to puta petition on the Internet? We could set up a
website.
Emma Maybe, butl still think there won't be time.
Jane And it'd bea lot of work,
Ollie I guess you could be right.
Jane The other thing we should do is contact the media.
Emma Yes, absolutely. We need to fix a date and time for the rally and
let the local paper and radio station know, so that they send reporters and
photographers along on the day.
Ollie Shall do that then?
Emma Yes, please.
Ollie Good That decided then,
Things they decide to do:
2, 4, 6, 8, 9
Things they reject: 1 (not enough time), 3 (difficult to organise, a huge
amount of work, police involvement), 5 (not enough time, a lot of work)
Exercise 7 S 2.06
• Working individually, students complete the phrases.
Check understanding and answers as a class.
• Play the recording again. Students mark the phrases
they hear in order to isolate the ones that are not used.
t advantage 2
it 3 Don't 4 Maybe 5 right 6 persuaded 7 agree 8 decided 3 and 6 are not used.
Exercise 8
•
Point out that in
exercise 6, protestis used as a noun.
•
Model and practise
the pronunciation for both parts of speech. For the verb form, make sure students
produce the /a/ sound in the unstressed first syllable.
Noun: ALQtest: Verb:
protest
For
further practice of Variable stress, go to:

Vocabulary Builder 4.4 Audioscript         2.07 page137
I impQü, verb (import = noun) 3 permit, verb (EJt-nit= noun)
  4 increase, noun (incr_ase = verb) 5 produce verb (zroduce
  noun) 6 PIQtest, noun (protest = verb 7 record, noun (record = verb) 8
  suspect, verb (suspect = verb)
2 1 increase 2 record 3
  protesting 4
5 imports 6 produces

Exercise 9
• Go through the instructions together.
• In groups, students choose an issue and plan their
protest, using language from exercises 6 and 7. Monitor the activity, helping
with ideas and vocabulary as necessary.
• Ask some groups to present their plans to the class.
Encourage others to
comment and add their own ideas.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / can use
appropriate verb forms to talk about the future. I can discuss
and agree on a plan ofaction.
Writing
analysis
Formal letter: letter of protest

Reading: a letter of
protest to a local council
Vocabulary:
formal language for a letter of protest Topic: State and society

To
do rhe lesson in 30 minutes, keep the lead-in briefand ornit extensions.

•
Ask students: How
do you usua//y communicate with people in writing? Do you ever
receive or write letters?
•
Tell students to
look quickly at the letter on page 44 and ask: When might you need to write a
forma/ letter? In pairs, students make a list of occasions (e.g. to apply for a
job; to request information; to request some form of action to be taken by a business
or government department; to make a complaint to an organisation; in a job, to
communicate with clients or other businesses).
Exercise I
• Focus on the salutation (Dear Mrs Jones) and the
sign-off (Yours sincerely) for this question.
• If necessary, explain that we write Dear Madam if we
do not know the recipient's name but we do know she is a woman, whereas if we
know he is a man, we write Dear Sir. If we do not know whether the recipient is
male or female, we write Dear Sir/Madam. She would start with Dear Madam or
Dear Sir/ Madam and end with Yours faithfully.
Extension
Write these
phrases for ending a letter on the board: o Kind regards, b Yours
faithfully, c Bye, d Best Wishes, e Love, f Yours sincerely, g All the best
Ask students to put them
in order from I (most formal) to 7 (most informal).
(Possible answers)

Exercise 2 opage44
•
Students read the
letter and answer the questions. They can compare answers in pairs before you
check as a class.
•
They are planning
to close the public library at the end of the year.
2
three
 They research homework assignments and projects there.
4 It will have a bad effect, as many of these people will lose
their only source of reading matter.
 They drop in to read newspapers and meet friends. 6 She requests them to keep the library
open.
Exercise 3 upage4S
• Go through the five lists together.
• Students find the examples in the letter, ignoring the
numbered gaps in the lists for the moment. Tell them to pay particular
attention to the parts of the letter where each set of phrases could be used.
I am writing
to protest against I am particularly concerned about In addition, It is
important to recognise that ...;The fact is that is bound to adversely
affect Furthermore, ..;The consequences of will be very damaging It is for these reasons that
I think
Extension
Focus on the
phrases that are not used in June's letter. Ask students to expand each one
into a full sentence that could be used in a letter of protest against the
library closure.
Exercise 4
• Students add the phrases
a—e to the lists in exercise 3.
Opening the letter: c
Introducing your reasons
for protesting: b
Making a point forcefully:
a
Describing ill effects: e
Requesting action: d
Exercise 5
• Ask students to refer
back to the letter to complete the tip.  your address 2 receiver's address 3
the date 4 Sir
5 sincerely 6 informal 7
abbreviations 8 exclamation
9 name
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / have learnt
expressions for writing a formal letter ofprotest
Writing
task
Formal letter: letter of protest

Reading: a news article
about a new retail development
Writing: a letter of
protest
Topic: State and society
Sh'ORTCUT
To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework

• To quickly revise the structure and layout of a formal
letter, draw an empty page on the board. Then draw in rectangles to represent
the elements of the letter: addresses, date, Dear. , first paragraph stating
the reason for writing, paragraphs setting out each point, last paragraph
summing up and requesting action, Yours , handwritten signature, printed name.
• Elicit what goes in each part of the letter.
Exercise I vage45
• Ask students to look at the photo and make sure they
understand what a retail park is (an area containing a group of large shops /
stores, located outside a town).
• Ask individual students to describe the photo, The
others can add any details or comments they wish.
Exercise 2 page45
•
Give students
time to read the text. Elicit or explain the meaning of on the outskirts (the
parts of a town or city that are furthest from the centre), greenfie/d site (an
area of land that has not yet had buildings on it, but for which building
development may be planned) and retailer (a business that sells goods to the
public).
•
Students complete
the task individually and then compare answers in pairs.
•
They have to
decide whether or not to approve plans for a retail park on the outskirts of
Aylesmarsh.
2
Harrington plc (a
property developer)
3
The park will be
200 hectares and cost £20 million.
4
It will create
hundreds of jobs and attract major retailers to the area.
5
It will have a bad
effect on the shops in the town centre and it will destroy the natural
environment.
Exercise 3 page45 í
• Go
through the task together and elicit the answer to the question. Make sure
students understand that they should write a separate paragraph for each of
their two objections.
four paragraphs
Exercise 4 0 page45
•
Students write their first paragraph. Remind them that this should be a general
statement of one or two sentences only.
Exercise 5 page45
• In pairs, students discuss what to write in the next
two paragraphs. Point out that this is the most important part of the letter -
they will need to come up with clear objections supported by convincing
reasons.

Exercise 6 pageA5
• Working individually, students write the two
paragraphs.
Exercise 7 page45
• In
pairs again, students discuss the possible content of this paragraph.
Exercise 8 page4Ÿ
• Students complete their letter. When they have
finished, they check their work using the checklist. You could ask them to
exchange letters with their partner to get comments and possible corrections,
before they write their final version using the correct layout.
Extension
If your class has access to computers, ask students to
key in their letter and print it out Alternatively, they can do this as
homework.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / can plan and
write a letter ofprotest.

Language Review / Skills Round-up
3—4 Language Review
Exercise 1
'l praising, for 2
boasting, to 3 warning, about
4 confiding, in, about 5
telling, for
Exercise 2
1  Who did Keira go to Spain with? / Who
went to Spain with
Keira?
2  How long did they stay in the hotel?
3  What were they unhappy about?
4  Who did they complain to?
5  What did he tell the maid off about?
Exercise 3 pge."

1 and harder

2 the most

3 near as 4

can 5 the less

Exercise 4

Þge46J

1 shall we 2 you

shouldn't we

3 have you

4 did they 5 will

Exercise 5  take part in 2
gauge 3 tackle 4
influence 5 launch
Exercise 6 page€

 must 2 Chances
Exercise 7

3 might

4 bound

S won't

l a 2 b  b 4 b

5 a

Exercise 8 page.4b
1 idea 2 sure 3 think 4
can 5 why
1 -4 Skills Round-up
Exercise I oge47
Students' own answers
Exercise 2
Audioscript  2.08 .paqé47
Crowd Say no to
Wesley's! Stop the superstore! Daisy i wonder if I could give you this leaflet,
Stefan Yes, sure.
Daisy  about the plans for a new
superstore on this site.
Stefan OK. I'll read it later. Thanks.
Daisy Do you know about the plans?
Stefan Er no, I wasn't aware ofthem. But I haven't been living in this
area for long.
Daisy Really? Where have you moved here from?
Stefan LUbIin.
Daisy Dublin?
Stefan No, Lublin. Its in Poland. I'm Polish Daisy Your
English is better than mine!
Stefan Thanks. Where are you from, then?
Daisy London. I'm English.
Stefan Oh, Sorry! thought . well, you don't look English.
Your hars very dark, and your eyes you could be Italian, or Spanish. Daisy My
mum is Spanish. guess take after her quite a lot
Spikey Hello,
it's you. Our friendly banker Stefan Well, I'm not exactly a banker Spikey What was the name again?
Stefan Stefan,
Spikey That's right. Stefan.
Daisy You two know each other, then, do you?
Spikey Kind of. We met once.
Stefan Yes, outside the newsagent's. You're Spikey So, did you find a place to
rent?
Stefan Yes, I did. It's a two-bedroom flat on Western Avenue. By this
time next week, I'll have moved in.
Daisy That's just down the road from us!
Stefan You're one of the squashers, are you?
Daisy Pardon?
Spikey He means squatters.
Stefan Oh, yes, sorry- always get that wrong.
Daisy Yes, I live in the same squat as Spikey. My name's Daisy,
Stefan Hi, Daisy. Pleased to
Spikey A two-bed flat in Western Avenue. Wow! How much does that cost you
a month?
Stefan Oh, quite a bit
Spikey Were you passing? Or going into the shop?
Stefan Going in. just want to buy some bananas.
Spikey That's the worst thing you can buy!
Stefan No, it isn't. like bananas.
Spikey mean, you know why bananas are so cheap, don't you?
Stefan Not really
Spikey They're cheap because the poor people who actually grow the
bananas are paid almost nothing. Less than £1 a day.
Stefan That's wrong.
Daisy No, heg right. Look it up on the Internet.
Stefan mean, it's wrong that people can work hard and earn less than
£1 a day.
Daisy Oh, see.
Stefan But ifl don't buy bananas, how would that help them?
Daisy Well, one person can't make much difference. Sut what if everyone
did the same? What if everyone stopped buying bananas?
Stefan I don't see how that would help them either.
Spikey Forget it, Daisy. YOWre talking to a banker. He's bound to
disagree with you!
Daisy Oh, I don't know. I've won over harder cases than him before. MY
dad is a director ofWesiey's supermarket, remember!
Spikey You didn't exactly win him over though, djd you? In fact, he
kicked you out of his house. That's why you'l£ living in the squat!
Daisy True. But Stefan is more sympathetic to our cause, aren't you? Just
give me a bit more time!
Stefan Well, I know where you live. Maybe I'll drop round after all -just
to say hello.
Daisy Sure, Whenever you like. Before you know it, you'll be joining us
on our demonstrations!
Stefan Maybe.
Anyway, I'd better go and buy those bananas now. See you around Daisy Bye.
Spikey Capitalist.
outside a shop

Exercise 4

Exercise 6
Students' own answers
Exercise 7 page47
Students' own answers

Language Review and Skills
Round-up
Get Ready for your Exam 4
Reading
LEAD-IN  MINUTES
• Write science fiction on the board and
elicit some examples of recent or famous science fiction films (e.g. Blade
Runner, ET, Close Encounters of the Third Kind, Star Wars, Minority Report, Brazil).
• In pairs, students choose one science
fiction film and discuss this question: How is the world in the film different
from the world we live in today? You may want to write some prompts on the
board, e.g. buildings / transport/ machines / wars and weapons
/ government/ non-human life forms/ the condition ofhumans.
• Elicit answers about several different
films.
Exercise 1 .page48
GET READY TO READ
• In pairs, students discuss the questions. They may need a dictionary
for the word android (a robot that looks like a real human being).
Exercise 2 page48
READING EXAM TASK -
MATCHING SENTENCES 10
• Focus on the task and ask: What doyou
have to write in the gaps? (the letters A-E) Will you use all the letters from
A to E?
(No, one sentence does
not fit the text.)
• Remind students to read through the
text and sentences for an overall understanding, before trying to fill the
gaps. Tell them that if they cannot decide on an answer, they should move on
and return to it later. When some sentences have been assigned, it will be
easier to choose between the remaining options.
• Remind students to read again after
deciding on the answers, to check that the text flows smoothly and makes
logical sense.
• Check answers as a class. Ask
students to say what thematic and grammatical links helped them to arrive at
the answers.
1 B 2A
3 E 4C
Use of English
Exercise 3 page48
USC OF ENGLISH   TASK WORD FORMATION
• Again, advise students to read the
whole text before they focus on individual answers.
• Point out to students that the
grammatical forms they will need to consider are nouns, verbs, adjectives and
adverbs. Tell them to decide what kind of word is needed for each gap and then
to think of the appropriate form of the word in brackets. Warn them that,
depending on the context, they may have to use a negative form.
• Students complete the task.
• Ask them to compare answers in pairs
and then check as a class.
1 latest 2 Unemployment 3
jobless 4 severely
5 inadequately 6 earnings
7 encouraging 8 Surprisingly
Get Ready for your Exam 4

Technology
Map of resources
5A Vocabulary and listening
Student's Book page 49,
Workbook page 39

Photocopiable Activity: 5A IT troubles
(TRCD-ROM)
5B Grammar
Student's Book page 50,
Workbook page 40
Photocopiable Activity: 5B A better fit (TRCD-ROM)
5C Culture
Student's Book page 51 ,
Workbook page 41
Vocabulary
and listening
Computing
ITSSON
Listening: conversations
between people
Vocabulary: computing
verbs and phrases
Speaking:
explaining a technological process Topic: Science and technology
SHORTCUT

Photocopiable Activity: 5C Technology and ethics

To
do the lesson in 30 minutes, omit the lead-in and extensions. The Vocabulary
Builder activities can be set for homework.

5D Reading
Student's Book pages
52-53, Workbook pages 42—43
Photocopiable Activity: 5D Cybercrime (TRCD-ROM)
5E Grammar
Students's Book page 54,
Workbook page 44
Photocopiable Activity: 5E Passive
forms (TRCD-ROM)
5F Speaking
Student's Book page 55,
Workbook page 45

Photocopiable Activity:
5F Choosing a summer job
(TRCD-ROM)

5G Writing
Student's Book pages
56-57, Workbook page 46
Photocopiable Activity:
_SG Story telling (TRCD-ROM)
5 Review and Tests
Review 5-6 Student's Book
page 68
Review 5-6 Workbook page
100

Photocopiable Activity: 5
How much can you remember?
(TRCD-ROM)
Student Self-Test Sheets
5, 1 —3 (TRCD-ROM)
Unit 5 Progress Tests
& Short Tests (Test Bank CD) Cumulative Test, Units 1—5 (Test Bank CD)
Get Ready for your Exam
Student's Book page 58 Workbook page 95 Exam
Challenge iTools Unit 5
Teacher's Resource Disk
(TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
•
In groups,
students think of three nouns connected with computers and write definitions
for them without including the word itself.
•
Groups take it in
turns to read out their definitions. The other groups guess the words and write
them down.
•
Groups score one
point for a good definition (awarded by you) and one point for each word that
they guessed correctly. The group with the highest score is the winner.
Exercise I •page49
• Focus
on the photos. Ask the questions and elicit a range of answers from the class.
Exercise 2 ovage49
•
Students work
individually to complete the chart. If they are not sure of some of the
answers, tell them to guess. Then ask them to compare answers in pairs.
•
Check answers as a
class.
•
In pairs, students
translate the phrases.
1 update 2 log on 3 post
4 join 5 download 6 upload
7
stream
Extension
Ask further questions to
test comprehension, e.g.
 Find: (a) two social networking sites (Facebook, MySpace) and (b) a site
for sharing photos (Flickr).
2
What's the word
for: (a) an Internet discussion site? (forum) (b) the information
you present about yourselfon a social networking site? (profile) (c) options that let you choose how
you want the computer to act? (preferences)
3
What's the
advantage of Wi-fi? (It lets you connect devices or get on the Internet without
wires or cables.)
4
What's the
difference between a downloaded film and a streamed film? (A downloaded film is
transferred to your computer so you can watch it whenever you want to. You
watch a streamed film while it is being transmitted; it is not stored
permanently on your computer.) 5 What are your two favourite apps?
Exercise 3 page w
• Tell students that the people in the conversations are
all doing something on a computer.
• Play the recording, pausing after each conversation for
students to find and write the appropriate phrases
• Allow them to compare answers in pairs, and then play
the recording again. Check answers as a class
Audioscript  2.09 .page4¶
1 A Have you seen this video? It's
gone viral over the past couple of days. It's hilarious.
B What's it called?
A Ift just called Mananddog. Look, there
have been over three million views.
B That's great! What are you typing?
A
Just a comment.
B
'LOL -who says
dogs are man's best friend? Nice one! What have other people said? Let's scroll
down and see what they've written underneath the video. A Read that one!
B That's really unkind! He isn't that ugly. Hejust isn't the sort of man
2
A Which is your
coffee?
B That one - with chocolate on top.
A
OK So what time
does the museum open?
B
I dorft know. But
you've got your phone -why don't you look online?
A t havent got an Internet connection.
  8 You  enter the correct password.
A
What is the
password?
B
I'm not sure.
Trythe name ofthe café: Lujgj,
A No, that's not right either.
8 Oh, wait.There's a sign over there. Connectme is the password, all one
word.
A Thanks. Yeah, that works. Great, were online What were we going to
search for? I've forgotten.
3
A It's great-
look. Ijustclick on this button and I've ordered it. I don't need to key in my
card details. Or my home address. It should arrive tomorrow.
B And it's got your new address and everything, has it?
A
Oh no! We've just
moved house! I forgot!
B
What will happen?
They'll deliver it to the old address?
A Yes - need to change it quickly!
B Click on that button.
A OK. Password      need my password.
What is it? Oh yes .
B Justin Bieber. That's your password?
A Yes. Easy to remember! Now I just need to here. Name and address.
I can change them
4
A Can we watch a
video on your phone?
3 Not right now. I'm in the middle of sharing some photos.
A
Which ones?
B
The ones I took at
the end-of-term party. Look, this isa good one.
A
What's that boy
doing in the background?
B
Which boy?
A
That one. Zoom in
so we can see him more clearly.
B Hang on. Oh dear. don't think we want
that photo on the website, do we? How do I stop it?
A Just swipe from left to right, then tap the red button with your
finger. B OK, it's stopped. Phew, that was close! Thanks for spotting it!
5
A How long do we
haveto wait before we can watch it?
B You can find out. Use the cursor to highlight the name of the film and
then press the return key.
A
OK. Waita moment
here we are,
B
Let's see. Four
hours and 53 minutes remaining. You're joking!
A We can't wait that long, How do we cancel the download?
8 1'm not sure. Try pressing the delete key.
A
That isn't
working.
B
Click on the back
button, then. A That doesn't work eitheL B Fancy a game of cards? A Yes, OK.
 posting a comment 2 logging on
3 updating personal
details 4 uploading photos
5 downloading a film
Exercise 4 vage49
• With a stronger class, ask students to read the list
of verbs and use a dictionary to check any they do not know
• With a weaker class, elicit translations of the verbs
from the students where possible and translate the others for them.
• Students complete the task. Do not check answers yet.
Exercise 5  2.09 :bage4ji
• Play the recording again. Students
listen for the sentences and check their answers.
• Point out that we press a key on a
keyboard or an on / off button. We click on something on the screen when using
a mouse, but tap it (with a finger) when using a touchscreen. Swiping and
zooming in/ out are also done with the fingers on a touchscreen device, like a
smartphone or tablet.
1 scroll down 2 search 3
key 4 Click 5 Zoom in
6 swipe, tap 7 highlight,
press 8 cancel
Exercise 6 page4¶
• Ask a student to read out the example, Ask: Which
topic is this? (1). Draw attention to the clear steps in the explanation (First..
. Then .. . Next
• To avoid repetition, tell pairs to consult and choose
different topics, either 2 or 3. Give them time to think about the process and
consider the language they Will need.
• In pairs, students take it in turns to speak, When
they have both finished, encourage them to comment on their partner's
explanation. Was it clear and logical?
For
further practice ofTechnology components, go to:

Vocabulary Builder 5.1 ,page13þ
1  1 dial 2 aerial 3 lens 4 spring 5
  switch 6 SIM card 7 bulb 8 cog
2  A circuit board, lens, microphone,
  microprocessor, SIM card, speaker, touchscreen
B (possible answers) aerial, antenna — a TV; blade - a knife; brake —a
  motorbike; bulb — a torch; cog — a car (gears); dial — a clock; fan — a
  computer; lead — a vacuum cleaner; motor — a car; plug - a dishwasher; pulley
  — a lift; spring — a bed; strap — a watch; switch — a washing machine;
  thermostat — a cooker
3 1 battery, blade, cog, motor, switch 2 fan, motor, plug, switch 3
  battery, circuit board, lens, microphone, microprocessor, motor 4 blade,
  lead, motor, plug 5 axle, brake, bulb, cog, motor 6 dial, plug, switch,
  thermostat

Lesson outcome
Ask students: What have
you learnt today? What con you do now? and elicit answers: / have learnt verbs
and phrases for actions using a computer. I can explain a process.
Grammar
Passive: all forms

Grammar: the passive
Reading: an article about
'magic mirrors'
Speaking: discussing
ideas for innovations

To
do the lesson in 30 minutes, omit the lead-in, restrict exercise 1 to a
briefclass discussion and omit extensions. The Grammar Builder activities can
be set for homework.

• Write these questions on the board: How often do you go
shopping for clothes? Where do you go? Do you enjoy it? Do you ever order
clothes online? Why?/ Why not?
• In pairs, students ask and answer.
Exercise I
• Give students a few moments to choose adjectives to
complete the sentence.
• In pairs, students give their opinions.
• Ask students for a show of hands to find out if their
answers were mainly positive or negative.
Exercise 2 •agen
• Students work individually to complete the sentences.
• bought, returned 2 tried 3 introduced 4 done, closed
Exercise 3 dioe50t
• Give
students a few moments to consider the form of the verbs and then elicit
answers.
1 present
perfect, present simple 2 present with modal can 3 present continuous 4 future
with will, future perfect For further practice of Passive: al/
forms, go to:

Grammar Builder 5.1
1 1 has been stolen 2
  will have won 3 had been removed 4 were being fed 5 won't be completed
6 is being
  decorated 7 had been worn 8 was built
Paper was invented by the Chinese about 2,000 years ago.
2 The first computer program was written by Ada Lovelace. 3
  Polonium and radium were
  discovered by Marie Sktodowska-Curie.
4
  The world's first
  aircraft was built by the Wright brothers. 5 The first CD player was manufactured
  by Sony.
6    The first successful home computer
  was designed by the computer giant IBM.
7    Twitter was created by Jack Dorsey
  in 2006.
8    YouTube was bought by Google for $
  1.65 million.
 must be worn 2 must have been
  stolen
3 might be cancelled 4 should have been handed in 5
  can be exchanged 6
  could have been taken 7 can be used 8 can't have been recharged

Exercise 4
• Go through the Learn this! box together.
• With a stronger class, students rewrite the sentences
on their own and then compare answers with a partner.
• With a weaker class, tell students to underline the
active verbs. Emphasise that the passive form must keep the same tense, so the
same auxiliaries and modals Will be used again, sometimes with a change of
singular or plural. Do the first sentence together as an example.
• Check answers as a class.
• The earth might be destroyed by a giant asteroid.
2
Our theories about
the universe are being tested at CERN.
3
Gunpowder may
have been invented by the Chinese.
4
The Wi-fi network
can be joined free of charge.
5
The new Metro
lines will have been completed by the time they hold the Olympics.
6
(no passive form
for the past perfect continuous)
7
If your complaint
had been received, you would have been notified.
Language note - Passive forms
The present and past forms
are the only passive forms for modals; there are no continuous forms. We do not
say A-

Exercise 5 'ÞàgeiE
• Go through the Lookout! notes and examples together.
• Tell students to read through the whole text before
they complete it. For verbs without modals, remind them to look carefully at
the context, and especially for time markers, e.g. recently, a few seconds
later, at the moment, to determine the tense they need to use.
• Students can work in pairs to complete the text. Check
answers as a class.
2
have been installed 3
can be tried on
4
is instantly scanned 5
is displayed
6
are automatically
calculated 7 has been / is done
8
can be chosen 9 are
superimposed 10 may be added
11 is often needed 12 can
instantly be shared
13 will be /
is posted 14 aren't often found 15 are quickly being introduced
Language note — Position of
adverbs
The position of adverbs of
manner can vary; they can also be placed after the past participle, e.g. The
results will be checked thoroughly. Your measurements are
calculated automatically. In
this position, the adverb has greater prominence or emphasis.
Extra exercise
Students re-read
paragraph 2 of the text and then close their books. In pairs, they help explain
how a magic mirror works.
Exercise 6 •age5Ç
• In pairs, students discuss and agree on endings for the
three sentences, preparing reasons to support their statements.
• Ask some pairs to read out their sentences and invite
others to say if they agree or disagree.
Lesson outcome
Ask students: What haveyou learnt today? What can you do now? and elicit
the answer: I can use passive verbs in al/ tenses and with modals.
Culture
Designer babies

Listening: people
expressing opinions about designer babies
Reading: an article on
testing to prevent genetic disorders Speaking: discussing the ethics of testing
for genetic disorders Topic: Science and technology, Health

TO
do the lesson in 30 minutes, do exercise 3 orally With the class and keep
exercise 5 very brief

• Ask students to say what they can see
in the photo and use it to teach embryo /'embri poi.
• Write in vitro fertilisation on the
board and elicit a translation. Ask students to say what they know about this
process (see the Culture note below).
Exercise 1
• Students complete the
definition, using a dictionary where necessary. 1 fertilisation 2 genes 3
engineering 4 embryo 5 implanted
Culture note - IVF and designer
babies
In vitro
fertilisation ('VF) is a process by which an embryo is conceived outside a woman's
body. Human eggs, taken from the woman, are fertilised and then implanted in
the woman's uterus. IVF is now quite commonly used when natural means of
reproduction have failed.
It is already
possible to screen 'VF embryos for many genetic diseases and also to test for
gender so that one sex or the other can be selected.
The term designer babies
is an extension of designer clothes. It is usually a derogatory expression.
Exercise 2
• Revise or pre-teach the words listed in exercise 3.
Practise the pronunciation, paying special attention to diagnosis laboratory /la'horot   and technician
• Ask students which of these words they would expect to
hear in comments on designer babies.
• Play the recording. Students listen and decide if each
speaker is mainly for or mainly against designer babies. With a stronger class,
you could also ask them to make brief notes on the points that the speakers
make.
• Check answers as a class.
Audioscript S 2.10 spage51'
1  It can be dangerous if you allow
parents to choose. I mean, a lot of societies don't really value girls as much
as they value boys. So if you give parents a choice, they'll choose to have
boys all the time - and then how Will the human race survive? Its true of
people everywhere, in all societies, that if you give them too many choices,
they choose badly. Look at all the choices of food we have on offer, for
example - and look how unhealthy our diet is! In the old days, we didn't have
fast food and we were much healthier. We should keep it simple. don't think a
technological advance is the same as progress. Do you see what I mean?
2  It's all about money, isn't it? Clinics
invent new techniques, then they patent them. And who can afford to take
advantage? The rich - as usual. So we could end up with two types of human
being. The rich will pay technicians to genetically improve their babies, And
then there will be 'natural' humans, with all their physical problems and
flaws. It will be a divided world. And that Will cause all kinds of conflicts
in the future. You can imagine huge wars taking place between the rich,
genetically-advanced humans and the savage, V101ent underclass. I think I've
seen a film about that, actually, so, you know, isn't just my opinion.
3  I reckon in a few years time, women
won't get pregnant at all - nobody will be born in a natural way. I think all
babies will be created in a test tube one day. The parents will specify exactly
what kind of baby they want: hair colour, skin colour, height, intelligence It
will be like ordering a new car -you can customise it! And pick it up when it's
ready. guess if that's where technology is heading, then what's the problem? We
cant stop it so we had better make the most of it.
4  can see why parents want to make
choices - say, they've got three sons already and they really want a daughter -
but really, its not natural, is dorft think scientists should
interfere with nature. We dont understand it well enough, fora start.
Scientists only found out about DNA in the 1950s. Its still new technology, so
we should be careful. What if an experiment created a gene that damaged the
human race? My friend's dad is a scientist and he says that could really
happen, We shouldn't experiment with human embryos. What if goes wrong? We
could accidentally change human DNA
5  I think people are a bit frightened of
science, arent they? There's the typical image of a mad scientist in his
laboratory. You know, Frankenstein's monster— scientists desperate to create
artificial life at all costs. But I think the reality is very different. It's
just ordinary parents who want the best for their children. I think its just a
medical procedure, like any other. I really don't think we should be scared of
it- we should welcome it as an advance.

Exercise 3
•
Students use words from exercise 2 to complete the six sentences from the
recording. Do not check answers yet.
Exercise 4  2.10
• Play the recording again for students to check their
answers.
• Elicit some of the other reasons that the speakers
give for supporting or opposing the idea of designer babies.
 advance 2 technicians 3 test tube 4 experiment
5 DNA 6 procedure
Exercise 5 epageS1
• In
pairs, students give their opinions on the statements. Keep the activity brief,
as they will discuss this in exercise 8.
Exercise 6 2.11
•   Give students one minute to read
through the text, without worrying about the gaps. Ask them to say whether the
writer is for or against some form of genetic engineering (for),
•   Students focus on the gapped sentences
and choose the correct words. If they are not sure of an answer, tell them to
eliminate options that are definitely not correct and then make an intelligent
guess. Remind them to re-read the whole sentence to see if it makes sense and
flows well.
•   Play the recording for students to
check their answers.
•   Ask students to decide between fact
and opinion. Get them to pick out sections of the text that are factual (e.g.
the first paragraph and the last part of the second paragraph).

It contains mostly
opinion.
Exercise 7
•
Students choose
the correct summary.
• Ask them to say why the other two
statements are not accurate. (a: The text says that the idea of selecting
traits is not an issue, as the possibilities for doing this are very limited.
c: The text says that we should be using technology if either of the parents
has a serious genetic disorder.)
Extra exercise
Write the following
statements about the text on the board.
Students
decide if they are true (T) or false (F). The writer  is making a case for altering human
genes. (F)
2
believes
parents should try not to pass on genetic diseases to their children. (T)
3
says
that IVFshould becompulsoryfora// parents with genetic disorders. (F)
4
supports
parents' rights to choose the features they want their baby to have. (F)
5
believes
that people's objections to genetic engineering ore not based on reason. (T)
Exercise 8 þageSJU
• In pairs, students discuss the statements.
• Ask some students to share their opinions with the
class and encourage class discussion.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I can understand arguments for and against genetic
engineering. i can express my opinion on this issue
Reading
Jailbreakers

Reading: an article about
teenage 'jailbreakers'
Vocabulary: words
connected with cybercrime
Speaking:
presenting opinions about cybercrime Topic: Science and technology
-;HDRTCCJÃ
To do the lesson in 30 minutes, keep
the lead-in briefand do exercises 6 and 7 as a class discussion without the
pairwork stage. The Vocabulary Builder activities can be set for homework.

• Write the word hacking on the board and ask students
to explain what it means (getting into someone's computer system without
permission).
• Ask: What motivates people to go in for hacking? Tell
students to discuss this in pairs and then elicit their answers. Students may
know about 'black hats', whose motivation is personal gain or a desire to cause
disruption, and 'white hats; who may be employed by companies to test their
security
Exercise 1 page52
• Explain the
meaning ofpoacher (a person who illegally hunts birds, animals or fish on
somebody else's property) and gamekeeper (a person whose job is to take care of
wild animals and birds on private land so that they can be hunted). Explain, if
necessary, that game in this context means 'wild animals that are hunted for
food or sport'. • In pairs, students discuss the questions.
The person has stopped illegal hacking and is using
their knowledge to prevent it, e.g. by testing and improving computer security
systems or by helping the police to identify hackers.
Exercise 2 Þage510
•   Students read the questions. Ask them
to predict what is meant by jailbreaker in a computing context. Check the
meaning of unauthorised (without official permission).
•   Students skim-read the text and then
scan to find the information.
a Jailbreakers write code which removes the manufacturers'
restrictions on everyday devices like smartphones and games consoles.
b DarkMalloc, chronic, ih8snOw, Geohot, Cornex
 Barrel, Multifiow d Apple, Sony, Facebook
Exercise 3 92.12
•
Go through the
Exam tip together.
•
Give students a
few minutes to read the text without paying attention to the gaps, and then to
read sentences A—H.
•
Remind them to
underline key words in sentences A-H, and in the sentences before and after the
gaps in the text. • Students complete the task and compare answers in pairs.
•
Play the recording
for students to check their answers.
•
Ask them to
identify content and grammatical links that helped them arrive at the correct
answers,
I E 2
H 3 B 4 G 5 A 6 C
Exercise 4 page53h
•
Students read the
text and answer the questions.
•
Because they do
not commit criminal acts.
2
His jailbreaking
discovery drew interest from big names in the hacking scene and this Internet
exposure attracted people to invest in his new software company.
3
He wanted to write
apps for his iPhone, but was too young to sign up to Apple's official iPhone development
program.
4
Because most
people who use his apps have pirated versions that they haven't had to pay for.
5
Because he now
knows more than most of his teachers. 6 They have been recruited by big
companies.
Extra exercise
Put students
in pairs, A and B. Assign the first three paragraphs of the text to Student A
and the rest to Student B. Students use a dictionary to check the meaning of
unfamiliar words in their section of the text. Then they take it in turns to
test each other by giving a definition in their own language and identifying
the paragraph. Their partner has to find the English word.
Exercise 5 page530
• Students complete the chart and then check their
answers by looking at the text.
• Explain thatthe verb hack is used With into, e.g. to
hack into a computer/ a network / a phone, etc.
 hack 2 hacker 3 jailbreaking 4 jailbreaker 5 piracy For
further practice ofCrime, go to:

Vocabulary Builder 5.2 page138
1 1 arsonist 2 blackmail 3 burglar 4 drug dealer
5 forge 6 fraud 7 hacker 8 hijack 9 kidnapper
10 joyrider 11 mugging 12 murder 13 rape 14 rob
15
  shoplifter 16 theft 17 trafficker 18 vandalism
2 1 convicted  sentenced 3 pleaded
  4 jury
5 verdict 6 trial 7 acquitted 8 found 9 evidence
10 witnesses 11 alibi 12 question 13 offences
14 accused 15 issued 16 arrest

Exercise 6
• In pairs, students discuss the descriptions and rank them in order,
giving reasons. Tell them to come to an agreement if possible. Remind them of
language for compromising or agreeing on page 43 of the Student's Book.
Exercise 7
• Ask a pair to read out their list, and write it on the
board.
Go through it, asking if
everyone agrees with the ranking.
Have a class discussion
and try to reach an agreement.
• If some points of disagreement remain, have a class
vote to find out the majority opinion.
Exercise 8
• In
pairs, students choose one of the topics and prepare a presentation. They
should announce their general position on the topic clearly at the start and go
on to present two or three arguments supported by examples. Tell them to make
notes and to decide beforehand who will say what.
Exercise 9
•
Pairs give their presentations to the class. Encourage them to use their notes
as little as possible,
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I can understand an
article aboutjai/breaking. / can talk about cybercrime.
Grammar
Use of the passive

Grammar: the passive
Speaking: asking
questions using the passive

To
do the lesson in 30 minutes, omit the lead-in and keep exercise bñef
The Grammar Builder activities can be set for homework.

• Revise passive forms by writing this chart an the
board:

Nicholas Allegra

installed

by 3.5 million people,

IVF embryos

have been

developed

by Charles Darwin.

The Theory of Evolution

is

employed

in some UK stores.

Magic mirrors

is being

done

by Apple now.

One of Aaron Ash's apps

might be

used

online.

in the future, most of our shopping

can be

tested

for genetic diseases.

• Students work in pairs to make six correct sentences
With information from Unit 5. Check answers as a class.
Nicholas Allegra is
employed by Apple now.
IVF embryos can be tested
for genetic diseases.
The Theory of Evolution
was developed by Charles Darwin.
Magic mirrors have been
installed in some UK stores.
One of Aaron
Ash's apps is being used by 3.5 million people. In the future, most of our
shopping might be done online.
Exercise 1 page54)
• Read out the question, In pairs,
students exchange information and make brief notes.
• Get feedback from the class and build
up profiles of the company and Steve jobs on the board (see exercise 2 and the
Culture note below for information). Ask students ifthey use any Apple products
and what they think of them.
Exercise 2 page541
• Elicit or explain CEO (chief executive officer, or
managing director in UK English - the top position in a company).
• Working individually, students read down each column
in the chart and answer questions I and 2. Tell them to underline the passive
verbs to answer questions 3 and 4.

Extension
Ask fast finishers to
combine the two columns of the chart so that the information is in
chronological order.
Culture note - Steve Jobs and
Apple
Steve Jobs
(1955—201 1) was twenty-one when he and his friend Steve Wozniak formed the
Apple Computer company in the Jobs family garage. Jobs launched the first
Macintosh computer in 1 984, but resigned from the company a year later. In the
1990s, the company was close to bankruptcy and Steve Jobs returned in 1 998. As
CEO, he supervised the development of the iMac, iTunes, the iPad and the
iPhone, turning Apple Inc into the most valuable cornpany in the world. Steve
Jobs died of cancer in 201 1.
Exercise 3 *541
• Go
through the Learn this! box. Elicit an explanation of the use of active and
passive verbs in the chart in exercise 2.
The passive is used more in column A because the focus
is on the company affected by the actions, not on who performed them. In some
cases we do not know exactly who performed or will perform the action. In
column B, the active is used more because the focus is on Steve Jobs and what
he did.
For
further practice of Using the passive, go to:

Grammar Builder 5.2 .paget14/
A new kind ofTV is going to be
  released by Panasonic next year.
2    A quantum computer is being built by
  scientists in Oxford.
3    This picture was painted by van Gogh
  in 1890 and given to a friend.
4    All the Harry Potter novels were
  written by LK. Rowling between 1996 and 2007.
5    The next awards ceremony will be
  hosted by Jim Carrey, the Hollywood actor.
6    The Model T, one of the earliest
  motor cars, was designed by Henry Ford.
My brother was awarded first prize
  for art by the school. 3 We were shown our room by the hotel manager.
4    I've been told that story many
  times by my grandfather.
5    My friend was paid £20 to
  hand out leaflets.
6    I was offered my money back, but I
  refused.
7    The suspect was shown the CCTV
  footage by the police.
8    My grandmother was taught piano by
  Arthur Rubinstein.

Exercise 4     2.13
  With a stronger class, ask students
to work in pairs to change the underlined clauses from active to passive.
Remind them to use by +
agent where necessar½
  With a weaker class, go through each
of the clauses and ask students to say what the new subject will be when it is
changed to the passive. You could also ask them to circle the verb to focus
attention on the tense needed.  Play the recording for students to check their answers.
  Google is the world's best-known
search engine and is used by about 620 million people every day.
2 Google began as a research project, and was created by Larry
Page and Sergey Brin in 1996.
 The first Google storage unit was 4GB — less than a modern phone — and
was made from Lego bricks.
4
Today, Google's
information is stored on more than 450,000 servers around the world.
5
Google has been
criticised for storing too much information about the public without their
consent.
6
In a survey for
Business Excellence magazine, Google was named by British adults as the company
they would most like to work for.
Exercise 5 cpagew
•
Students work
individually to write passive sentences.
•
With a weaker
class, first check that students have underlined the correct object in each
sentence. Then elicit the subject that will begin the passive sentence.
2 her; She was left some money by her grandfather in his will, 3
We were taught to ski by
my cousins.
4
me; I have been
sent a really funny video clip.
5
my dad; My dad
has been lent a laptop by the computer shop. 6 My neighbours had been told about the
party.
Language note — Direct
and indirect objects When the direct object comes before the direct object, we
use a preposition before the indirect object. With some verbs,
e.g. award,
give, lend, offer, pay, sell, send and show, we use to. With other verbs, e.g.
book, buy, cook, find, get and make, we use for. When we transform sentences
from the active voice to the passive beginning with the direct object, we use
for They've booked us a table A table has been booked for us. Someone found her
a seat. A seat was found for her.
Exercise 6
• Give students time to talk about the things in the
list and prepare to talk about them. Tell them to make notes about each item
and how it was sent/ shown / given / lent to them.
Exercise 7 •ageS4'•
• Ask several
students to read out the questions and elicit example answers. • In pairs,
students ask and answer.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I understand the difference between active and passive
sentences. I can use the passive correctly.
Speaking
Stimulus description

Listening: a stimulus
description
Vocabulary: expressions
for speculating about a photo Speaking: choosing between two photos and giving
reasons Topic: Work, Science and technology

To
do the lesson in 30 minutes, keep the lead-in brief, do exercise I together as
a class and also do exercise 8 ora//y as a class activity.

• Ask students if they have ever had a holiday job, and
to say what they did and what it was like.
• Write this question on the board for students to
discuss in pairs: What conditions would you like to have in your idea/ holidayjob?You
can write up prompts to give them some ideas, e.g. Outdoors or indoors? Pay?
People? Physical work?
Challenging
/ Stimulating work? Experience for a future career?
• Ask some students to tell the class about their own and
their partner's ideas.
Exercise I pages
• In pairs, students match the words with the photos,
using their dictionaries if necessary.
• Students will have ideas for other words to add to the
lists, but possibilities might include chemicals, craftsmanship, dangerous,
demanding, efficient, machinery, massive, noisy, patience, quiet, skill, slow, small-scale. Write
suggestions on the board for later
(Possible answers)
Photo 1: hi-tech, modern,
precise, sterile; components, facemasks, factory, production line, protection
Photo 2: precise,
traditional; components, factory, instruments, tools
Exercise 2
• Read out the task. Point out that students need to
talk about a holiday job in one of these factories. Stress the importance of
giving reasons for the choice they make. Students can use words from exercise 1
and those on the board if they like.
• Students discuss in pairs.
• Get feedback from several different pairs.
Exercise 3
•
Play the
recording. Students listen to identify the choice made by the speaker and the
reasons he gives.
• Emphasise that there is no 'correct'
choice and no right or wrong reasons. The important thing is to be able to
express a preference clearly and give the reason for it.
Audioscript  2.14 Þage5Y
There's something really appealing about the guitar factory. There seems
to be an atmosphere of calm and concentration. And it's bright too. It looks to
me as if there's some natural light, although I can't see the window. That
makes it a nice place to workQ Whereas in the other factory, there is just a
lot of artificial light. The guitar factory is a far nicer environment, from my
point of view. So my choice would be the guitar factory. That' because it looks
calm and relaxing. The reason I wouldn't go for the other factory is that would
find it stressful to work under those very bright, artificial lights all day.
Exercise 4 '*55
• Go through the Exam tip together and ask students to
pick out the synonyms. Point out that it is good to use a variety of structures
and to avoid repeating the same words.
opt (for), go for, pick
Exercise 5  214 pagesw
• Play
the recording again. Students listen for the phrases in the Exam tip.
So my choice
would be the That's because The reason I wouldn't go for the is that
Exercise 6 pageS$
• Play the recording of a different
response to the same Exam task. Students listen and answer the questions.
• Ask: Has shegjven an answer that'son
the topic? (yes) Has she given reasons for choosing the first factory, as well
as rejecting the second one? (yes)
Audioscript  2.15 'Pages
The musical instrument factory looks like a pleasant place to work. But I
wouldn't choose it The reason I wouldn't go for the guitar factory is that I
probably wouldn't earn very much there. IT looks to me as though the work needs
a lot of skill, and I haven't got that skill. I should imagine they've had a
lot of training in orderto do the job. I'd probably end up sweeping the floor.
I think the other factory would be the better option because jobs in hi-tech
factories are usually better paid Judging by the protection they're wearing,
Iti say it's quite a dangerous environment. More likely than not there are
toxic chemicals. All ofthat usually means more money! So my choice would
definitely be the hi-tech factory.
She chooses the hi-tech factory. She rejects the guitar factory because
she probably wouldn't earn much money there because she hasn't got the
necessary skills to do any interesting work.
Exercise 7     2.15
• Point out that in this answer the
student is speculating about work conditions for a temporary employee that are
not immediately evident from the photo.
• Students complete the phrases for
speculating and compare answers in pairs. Check answers as a class. Note that
the answer for 3 could be likely as well as possible.  Play the recording again. Students
listen for the phrases.
 seems 2 though 3 possible 4 imagine     say
6
Chances 7 likely
It looks to me as if
.;There seems to be
Exercise 8 pages
• Students use their own ideas about the
photos to write full sentences for five of the phrases in exercise 7. Fast
finishers can be asked to do this for the remaining two phrases as well.
•
Ask some students
to read out their sentences,
Exercise 9 .pagesw
• Give students a few moments to read the task and think
about the photos individually.
• In pairs, students agree on a choice and the reasons
for it.
Exercise 10
• In pairs, students take it in turns to do the task and
take the role of the examiner, using phrases from the Exam tip box and exercise
7, and speaking on the topic for about one minute.
• Circulate and monitor, making a note of any important
errors to address at the end of the activity.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt expressions for choosing and rejecting options. / can
make a choice between two photos and give reasons.
Writing analysis
Story

Reading: a short story
Grammar: future in the
past
Topic: Science and
technology, TraveMing and tourism

To
do the lesson in 30 minutes, omit the writing task in exercise 6. The Grammar
Builder activity can be set for homework.

• Ask: What are some common problems that people have
with modern technology? Elicit a few examples.
• Ask students to tell their partner about a problem they
have had. Prompt them with questions: What happened and when? Was it a serious
problem and, ifso, why? How was it resolved?
Exercise 1 vag€5ðJ
• Ask students if they know what sotnav is short for
(satellite navigation) and elicit the translation.
• In pairs, students discuss the questions.
Exercise 2 vage5õ
• Read out the task and give students time to read the
story.
• Elicit the main event in the story. (The satnovgove
the couple the wrong directions and they ended up in a river.)
Extra exercise
Pairs role-play a
conversation between Mr Martin and his wife when he gets home. Start them off:
Mrs Martin Oh,
thereyouare, Fred. So the new people have arrived. is everything
OK?
MrMartin Well. yes and
no. .
Exercise 3 page56
•
In pairs, students
identify the stages in the the story. Point out that this is a common structure
for a short story.
•
Paragraphs 1 and 2
2
'After 50 metres,
turn left,' ordered the satnav. ... 'l knew the satnav was wrong!' exclaimed
Zena.
3
Alex tried to
start the car There was no signal.
4
At that moment,
there was a loud tap on the window. 'Most visitors from London follow their
satnav into the river!'
Exercise 4 í$gesb
• Focus on the example in the Learn this! box. Point out
that this is part of a past narrative, but the narrator is referring to events
that were, at that time, still in the future.
• To show how the tenses are used, elicit how to rewrite
the example in the present: It's Monday. Dad is coming home tomorrow. We're
sure he will be happy with the changes we're making . But are we going to
finish them on time? Explain that the future forms move 'one step back' into
the past.
• Students find examples of the verb forms in the text.
they would soon arrive,
was to meet, What were they going to do? the water would rush in
Language note
Was / Were to + infinitive
expresses something that someone was expected or required to do. Am/ is/Are to
+ infinitive can also be used, e.g. Everyone is to be here at eight o'clock.
What om
/ to do with this piece Ofequipment?
For
further practice ofFuture in the past, go to:

Grammar
  Builder 5.3 page124
1
  Jack was on the
  diving board. He was going to jump.
2
  I was excited
  because we were going on holiday the next day.
3
  didn't know my
  exam result, but I would find out soon.
4
  I'd borrowed my
  brother's laptop. Would he notice? 5 We were at the station. The train
  would leave in ten minutes.
6
  It was going to be a
  long winter.

Exercise 5 pages6
• Go through the Exam tip together and elicit the answer
to the question. Point out that the story goes on to set the scene and give
some background after the dialogue.
• Give students time to write alternative openings. They
can work on this in pairs.
type 2
Exercise 6 page56
•
With a weaker
class, start by focusing on the future verbs in the dialogue and elicit the
'future in the past' forms (start -¥ would start, is coming was corning,
etc).
•
Working
individually, students rewrite the story opening.
Exercise 7 page56
• Students exchange and discuss their work. Encourage
them to make improvements as a result of this discussion.
• Ask some students to read out their paragraph to the
class,
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I can talk about the
future from a point of view in the past. / hove learnt different ways to begin
story.
Writing
task
Story

Vocabulary: speech verbs
Writing: a story about a
problem caused by technology Topic: Science and technology, Travelling and
tourism

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework.

• With their books closed, students briefly re-tell the
story from the previous lesson.
• Encourage them to speculate about how Zena and Alex
eventually got out of the river.
Exercise I page 57
• Focus on the photos and ask students to identify the
items.
• In pairs, they think of one possible problem that
could be caused by each item.
Exercise 2 opayè57
• In groups of four, students compare ideas and discuss
the follow-up questions about the consequences of the problems and the
reactions of the people.
• Ask students from several different groups to describe
the most interesting situation they have discussed.
Exercise 3 page57
• Students work individually to plan a basic outline for
their story.
Exercise 4 paye57
• In pairs, students read each other's
plans and write follow-up questions for their partner. Tell them to ask about
important information that they, as readers, will want to know.
• Students add further details to their
plan in response to their partner's questions.
Exercise 5 page57
• Go through the Exam tip together. Refer students back
to the story in the previous lesson to show them how dialogue can be included
in a story Point out that we normally start a new paragraph when someone starts
to speak.
• Check that students understand the meaning of the
speech verbs and encourage them to use alternatives to said.
• Go through the punctuation of direct speech together.
Four: said, ordered,
muttered, exclaimed
Extension
To test
understanding of the speech verbs, get different students to say the words
Don't do that! in the manner of the verbs in the Exam tip (insist, joke, moon,
etc.).
Exercise 6
•
Students do the matching task in pairs, checking in a dictionary where
necessary.
admit —
acknowledge; announce — declare; bellow — scream; caution - warn; complain —
grumble; emphasise — stress; promise — assure; mutter — mumble; remark —
comment; wonder — ask yourself
Exercise 7 ,óageS7
• Explain that each sentence contains direct speech.
Students have to add a speech verb and punctuate the direct speech.
• Students compare their answers in pairs before you
check as a class. Make sure that the punctuation is accurate.
(Possible answers)
1  'You must tell her,' he warned,
'before it's too late.'
2  'What is he doing here?' she muttered,
spinning around.
3  'Look out, Gloria!' he screamed. 'It's
heading straight for us!'
4  'The worst thing,' she grumbled, 'is
not knowing.'
5  'l hate this film,' he declared. 'It's
worse than you said it was.'
Exercise 8 •pagen
•
Students write the opening oftheir story. Remind them to use what they learnt
in the previous lesson.
Exercise 9 UÞge57
• Students complete their story.
• When they have finished, they go through the
checklist.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I can write a
well-structured story containing dialogue.

Get Ready for your Exam 5
Listening
Exercise I page58
GCT READY TO LISTEN
• Tell students that they are going to listen to an
interview with a scientist who works in Antartica.
• To introduce some of the key vocabulary, ask them to
work in pairs and match the words to make compound nouns.
• Check answers as a class.
1 e scientific
research 2 a sea creatures 3 g marine biology 4 c research station 5 f ice cap
6 bdog sledge 7 d climate change
Exercise 2 page58
 I ISTENING EXAM TASK -  CHOICE
• Stress the importance of pre-listening preparation.
Tell students to underline key words not only in the options A-C), but also in
the stem of the sentence. Information given here
will direct them to
specific parts of the interview where they need to listen for the answer.
• Give students time to read the sentences.
• Play the recording twice. Students complete the task.
• Check answers as a class.
 Audioscript  2.16 page58
Presenter Welcome to Science Now. We talk today with Dr Elaine Glover,
one of a new generation of scientists with a fascination for Antarctica.
Remote, isolated and frozen all year, Antarctica is one of the most pristine
places on the planet. It is therefore one of the worldß most important
places to do scientific research. Only in the last 70 years have people started
to really explore this vast unspoilt continent. So, Dr Glover, what drew you to
science in general?
Scientist Well, as a girl
was always outside studying insects and observing our garden pond. When we went
to the seaside I collected seaweed, sea creatures and all sorts, really. was
fascinated by nature - especially water - but not so interested in socialising!
Rather than on kids around me, I focused on science at school, eventually
specialising in marine biology at university.
Presenter And what drew you to Antarctica?
Scientist I realised how
little we know about the Antarctic seas, but how vitally important they are to
the survival of the rest of our planet. Britain has a big research station
there, where I've been for four years now. We are trying to understand the
dynamics of Antarctic ice and how climate change might affect the ice cap and
sea levels, It's a truly fascinating and beautiful place.
Presenter What's life like on an Antarctic station?
Scientist It's actually quite relaxing. There is plenty oftime for
research and few distractions! But you have to learn to ski and travel by dog
sled, You also have to get on with other people because there are a lot of us
in a rather confined area. And you have to be sure that you will manage living
there as it's not easy to come back again if you change your mind! Presenter
And what does the future hold?
Scientist We'll be working closely with geologists and meteorologists to
geta more complete picture of the region. Locked up in Antarctica's
four-kilometrethick ice sheet is a record of our climate for the last 500,000
years. We share data and are mapping changes in the area. And when I come back,
I want to write a book for children about the hidden world of Antarctica.
Presenter Sounds fascinating. Many thanks, Dr Glover.
1 B 2
D 3A 4D
Get Ready for your Exam
Use of English
Exercise 3 page58
OF ENGLISH EXAM TASK L
OPEN CLOZE
•   Remind students that they need a
general comprehension of the text before they can make connections between
particular sentences and ideas. Encourage them to read the text through first
without concentrating on the missing words.
•   In a weaker class, look at the first
gap together and elicit the missing word (to). Remind students that they need
to use logic and their language knowledge to find the missing words.
•   Students complete the task
individually, then compare answers in pairs. Check answers as a class
1 to 2 kinds/ sorts/
types 3 Amongst 4 as 5 of
6
same 7 like 8 such 9 In
10 Two
Speaking
Exercise 4 page58
GET READY 10 SPEAK
•
In pairs, students
make a list of their ideas.
• Pairs tell their ideas to the class.
Encourage them to support their choices with reasons and examples. Equally
encourage the rest of the students to ask them follow-up questions.
Exercise 5 page58
SPEAKING EXAM TASK - FOR
AND AGAINST ARGUMENTS
•
In the same
pairs, ask students to do the speaking task. Remind them that they should
provide examples and evidence for their opinions. They should also make sure
that they speak on each of the points in the question.
•
While students
are talking, monitor and help as necessary.
•
Give feedback on
any common errors and highlight any good expressions you heard.

A matter of taste
Map of resources
6A Vocabulary and listening
Student's Book page 59,
Workbook page 47
Photocopiable Activity: 6A Describing food (TRCD-ROM)
6B Grammar
Student's Book page 60,
Workbook page 48
Photocopiable Activity: 6B
Unusual food bans (TRCD-ROM)
6C Culture
Student's Book page 61 ,
Workbook page 49

Photocopiable Activity:
6C Food and nutrition (TRCD-ROM)
6D Reading
Student's Book pages
62—63, Workbook pages 50-51
Photocopiable Activity: 6D Word formation (TRCD-ROM)
6E Grammar
Students's Book page 64,
Workbook page 52
Photocopiable Activity:
6E Articles and quantifiers
(TRCD-ROM)

6F Speaking
Student's Book page 65,
Workbook page 53
Photocopiable Activity: 6F Food for
thought (TRCD-ROM)
6G Writing
Student's Book page 66—67,
Workbook page 54

Photocopiable Activity:
6G Restaurant recommendations
(TRCD-ROM)

6 Review and Tests
Review 5—6 Student's Book
page 68
Review 5-6 Workbook page
100
Photocopiable Activity: 6
Find out who . (TRCD-ROM)
Student Self-Test Sheets
6, 1-3 (TRCD-ROM)
Unit 6 Progress Tests & Short Tests (Test Bank CD)
Get Ready for your Exam
Student's Book page 70
Workbook pages 55-56 Workbook page 95
Exam Challenge iTooIs Unit 6
Teacher's Resource Disk
(TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary and listening
Describing food
HSSON SUMMARY
Vocabulary: adjectives
describing food
Listening:
people complaining in a restaurant Speaking: talking about the taste and
texture of food Topic: Food

To
do the lesson in 30 minutes, omit the lead-in and exercise 5. The Vocabulary
Builder activities can be set for homework.
FAD-IN  MINUTES
• Write Food on the board, followed by
these letters: A, B, C, E, F, L, M, O, P, S, T. In pairs, students think of a
food starting with each letter. The first pair to finish calls Stop! and scores
a point. Ask them to read out their words and elicit alternatives from other
pairs.
• Pairs score a point for each correct
word and an extra point if it is a word that no one else thought of. The pair
with the highest score is the winner.
Exercise 1 page59 0
• In pairs, students tell each other about their ideal
meal.
• For each course, ask one or two students to tell the
class what they and their partner would choose.
Exercise 2
•
In pairs, students
decide which adjectives describe taste and which texture. Tell them to use a
dictionary if they need to, but to guess the meanings as far as possible from
words they already know.
•
Check answers as a
class. Note that some adjectives can describe either taste or texture.
•
Check
comprehension by giving translations and eliciting the English words. Drill
words that may be difficult or tricky to pronounce, e.g. crumbly  smooth /smu:ô/, SOw / saoa(r)/,
tough /t Af/.
Taste: bitter, bland, creamy, disgusting, fresh, fruity, greasy, mild,
mouth-watering, peppery, raw, ripe, rich, salty, smoky, sour, spicy, stale,
strong, sugary, sweet, tasteless, tasty, unpleasant, unripe
Texture: chewy, creamy,
crispy, crunchy, crumbly, disgusting, dry, greasy, juicy, raw, ripe, runny,
smooth, sticky, stodgy, tender, tough, unpleasant, unripe
Extension
Choose some of the new or less familiar adjectives and
write them on the board. Ask students to think of an example of food that can
be described by each adjective.
Exercise 3 upge59
• Students work individually to answer the first
question.
• Check answers as a class. Note that some answers will
depend on students' individual tastes.
• In pairs, students look for opposites. There are many
possible combinations, so you may want to set a time limit of two minutes for
this task.
(Possible answers)
Negative:
bland, disgusting, greasy, stale, stodgy, tasteless, tough, unpleasant, unripe
(+ students' own answers) Opposites or near opposites: bitter — sweet; bland —
peppery / rich / salty / spicy / strong / tasty; chewy - creamy; crispy /
crunchy / crumbly — smooth; disgusting — mouth-watering / tasty; dry — greasy /
juicy / runny; fresh — stale; mild — peppery / spicy / rich; ripe — unripe;
sour — sweet; tasty — tasteless / unpleasant / disgusting; tender — tough
Exercise 4
• Students
complete the sentences • Check answers as a class and elicit translations.
i juicy 2 crispy 3 bitter
4 salty 5 crumbly 6 tender 7 unripe, sour
Exercise 5 vage5Y
• Focus on the photos and ask students to suggest some
of the ingredients in each dish (Iamb curry: lamb, spices; salad: rocket,
lettuce, tomatoes, onions; toffee pudding with ice cream: flour, sugar, butter,
cream),
• Tell students to make notes on the
dishes. Encourage them to use different adjectives for different parts of each
dish, e.g. (I) tender meat - strong, spicy sauce; (2) crisp, fresh vegetables;
(3)
sweet, rich pudding — sticky, sugary sauce —creamy ice cream.
• Ask some students to give their description. Write key
words for each dish on the board.
Exercise 6 ÞqeS9
• Tell students that they will hear
seven customers who are not happy with their food. You may need to pre-teach
rare for meat (cooked lightly so that it is still red inside).
• Play the recording, pausing after each
conversation for students to write. Then play it again for students to check or
complete their answers. Check answers as a class.
Audioscript  2.17 page59D
 Customer Excuse me The fish is
overdone, It's actually quite tough and chewy.
Waiter Oh dear, I am sorry. I'll change it for you.
2
Waitress Is
everything all right?
Customer The chicken is OK, but the sauce is a bit bland. Could have some
salt?
Waitress Yes, I'll get some for you.
3
Customer Could I
change this bread, please? 't's a bit stale and dry. Waiter I'm sorry about
that, madam. I'll get some fresh.  Customer 1 (coughing and spluttering)
Customer 2 What is it?
Customer 1 This soup is too
Customer 2 Ask the waiter to change it.
Customer 1 cant. I added the pepper myself.
5
customer Excuse me
This steak is undercooked. I asked for rare. But this is practically raw.
Waitress I'll get the chef to cook it fora little longer.
6
Customer Excuse
me. These chips are very greasy. And the bacon isn't crispy. It says crispy
bacon on the menu,
7
Waiter 15
everything OK with your meal?
Customer No, not really. The rice is stodgy. And the Wine isn't chilled.
Waiter I'm sorry, madam. I'll change them for you,
 fish — overdone, tough, chewy     chicken — OK; sauce— bland 3 bread—
stale, dry 4 soup — peppery
5 steak - undercooked,
(practically) raw 6 chips — greasy; bacon— not crispy 7 rice — stodgy; wine —
not chilled
Exercise 7 pageÐ
• Give students time to read the questions and underline
key words.
• Play the recording, pausing after each speaker, With a
weaker class, stop after Jenny's speech and elicit the two questions before
continuing With the rest of the recording.
• As you check the answers, ask students to name the
foods that each speaker mentioned. Ask: Did he/she like or dislike this food in
the post? What about now? With a stronger class, ask students to give more
information,
Audioscript  2.18 page59
 Jenny I never used to like cheese. My
parents regularly had cheese and biscuits at the end of a meal instead of
dessert, and I found it terribly disappointing when they did that They used to
say 'You don't know what you're missing. Just try a bit, its fantastic,' but
really couldnt stand the texture. In Britain, we have a hard cheese called
Cheddar- and found it crumbly and greasy at the same time. They also loved
Stilton, which is a really strong cheese with blue mould through it. I found
the smell of it unpleasant, never mind the taste. I thought would never like
cheese, until I went to France and tried Brie for the first time on crusty
white bread Brie is mild and creamy and is best when it's ripe and runny. I was
so surprised that I liked it that I slowly became more adventurous and started
to try other cheeses. Although it's not my favourite thing, I've got to like a
few types of cheese now, even some hard cheeses, as long as they're mild. Itg
just as well because I'm now vegetarian. However, I can safely promise that I
will never get to like Stilton.
2
Ed used to have
such troub'e with vegetables when I wasa child. So did my brotheL I loathed
cauliflower - yuck! - and my brother absolutely detested Brussels sprouts. Our
parents insisted that we put a little of each vegetable on our dinner plates.
'A bit of everything,' they would say, 50 we couldn't avoid eating them. But
cauliflower to me looked like bits of brain, and seemed bland and tasteless
with an unpleasant, watery texture. And my brother thought that sprouts just
looked disgusting and tasted really bitter. He couldn't even bear the smell of
them, But we had to have them on our plates. We used to try and hide them in
our paper serviettes, or drop some on the floor when our parents weren't
looking. Or sometimes wetl swap vegetables because, if I had to, I'd rather eat
sprouts than cauliflower, and my brother would rather have cauliflower any day
than eat one single sprout. We're much better with vegetables now - if they're
not overcooked But, although it's traditional to have Brussels sprouts for
Christmas lunch, neither of LIS will eat them.
3
Rosie Asa kid I had
a passion for baked beans -you know, those ones in tomato sauce in a tin. I
would rather eat them than almost anything else. I adored the smooth texture of
the beans in the rich, creamy, sweet sauce. You could also get them with
sausages in. I loved that variety almost as much, with salty, chewy mini
sausages — mouth-wateringly delicious! My favourite meal was beans on toast,
sometimes with grated cheese on top or extra tomato. My mum used to despair of
getting ma to eat'proper food' as she called it. After 3 while, in art attempt
to get me to experiment more with a wider range of meals, she refused to buy
any more beans. So I just bought them With my pocket money. They weren't
expensive, and I was happy to eat them cold, straight out of the tin! When my
mum found out, she didn't know whether to laugh or cry. She used to say,
'You'll make yourself sick of them one of these days: and actually, she was
right. I cant look at a baked bean now!
I R 2 J 3 E 4 E 5 R 6 J
Exercise 8  2.19 page59
• Ask students to read the sentences and see if they can
remember what the missing words are.
• Play the recording again. Students listen for the
sentences to check or correct their answers.
1 stand 2 found, mind 3
got 4 loathed, detested 5 bear
6 had 7 adored
Exercise 9
• Give students some time to decide on several foods
they can talk about and to think about ways to describe them.
• Students do the exercise in pairs.
For
further practice ofInformal food idioms, go to:

Vocabulary Builder 6.1 page 139
Il j 2 c 3 g 4 f 5 i 6 a 7 b 8 h 9 e 10 d
2 couch potato 2 out to lunch 3 full of beans
4 butter
  him up 5 In a nutshell
3 it's pie in the sky 2 don't spill the beans
3 1've got a
  lot on my plate 4 gone pear-shaped 5 peanuts

Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: / can describe the taste and texture offood. I can
say why / like and dislike some foods.
Grammar
Passive: advanced structures

Grammar:
passive with know, believe, etc.; passive modals, gerunds and infinitives
Reading: a quiz about food
Speaking: sentences With
advanced passive structures

To do the lesson in 30
minutes, omit the lead-in and do exercise 3 orally as a class. The Grammar
Builder activities can be set for homework.

• Write this chart on the board:

Pasta

eaten

Steak

are

drunk .

Apples

can be

grown .

Cakes

should be

used .

Champagne

isn't

served .

Chips

has been

cooked .

Yoghurt

shouldn't be

made .

• Give students two minutes to make as many true
sentences as they can, choosing different words from the three columns and
adding their own endings.
• Elicit at least one example for each passive verb
form.
Exercise 1  2.20 page601
• In pairs,
students read the quiz and choose their answers. • Play the recording. Students
listen for the correct answers.
1 China 2 9000 BC 3 South
America 4 Saffron
5 tomatoes 6 sea water 7
apple
Exercise 2
• Go through the Learn this! box together.
• Point out that the first structure LISeS the
impersonal it. The pronoun does not refer back to anything mentioned earlier.
• For the second structure, elicit the difference between
There are
thought to be and There are thought to have been (to be refers to the present, to have been
refers to the past). The form of the infinitive is the same as for the third
structure.  Students find examples in the quiz Draw attention to the passive form of
the infinitive in the passive structure to have been cultivated.
• It is believed that; it was thought that
2
There are known to be
 Wheat is first thought to have been
cultivated; The potato is known to have originated; Saffron is considered to
be; tomatoes were thought (by many people) to be
Language note
Other verbs that can be
used With these structures include calculate, estimate,
expect, intend, judge, said and understand.
Exercise 3 opageo
•   Complete the example with the class.
With a weaker class, look at one or two more sentences together and elicit the
words that begin the sentence.
•   In pairs, students rewrite the
sentences from exercise 1 .  Ice cream is believed to have been invented by the Chinese in about 650
BC.
2 It is thought that wheat was cultivated in Turkey in about
9000 BC.
 It is known that the potato originated in South America.
4
It is considered
that saffron is the most expensive spice in the world.
5
Until the 19th
century, it was thought that tomatoes were potsonous.
 in the 17th century, bathing in sea water was thought to cure most ills.
7
It is known that there
are over 7,500 types of apple.
Exercise 4 page60
• Ask students to complete
the exercise individually.
1  For centuries, mercury wasn't thought
to be poisonous.
2  The universe is known to be about
13.7 billion years old.
3  There are thought to be fewer than
500 Siberian tigers living in the wild.
4  In 16th-century England, it was
considered that taking a bath was unhealthy,
5  It is thought that the Chinese
invented tea.
Exercise 5
• Go through the second Learn this! box together.
• With a stronger class, students complete the sentences
individually. With a weaker class, ask them to pick out the modals first. Then
focus on the other verbs and establish whether they are followed by the
infinitive or the -ing form.
I being expelled 2 to be
loved 3 be found 4 being bitten
5 be booked 6 to be
chosen 7 be handled 8 being told
Exercise 6 page60
• In pairs, students
complete the exercise on verb patterns.
If they need to do more
work on these, refer them back to Grammar Builder 1.3 on page 1 16.
I imagine 2 can't stand 3
agree 4 expect S remember
Exercise 7 opage60
• Explain the task and read out the example. If
necessary, elicit one or two more examples from the class. With a weaker class,
you can prompt students with some possible sentence openings, eg. / , My friend
, Nobody , Celebrities The thieves , Most politicians .
• Students complete the task in pairs.
For
further practice of Passive: advanced structures, go to:

Grammar Builder 6.1 pages124-12$
It is thought that the burglar climbed in through a window. The burglar
  is thought to have climbed in through a window.
2     It is said that she owns five
  houses.
She is said to own five houses.
3     It was once believed that the world
  was flat.
The earth was once believed to be flat.
4     It was reported that the ship sank
  very quickly.
The ship was reported to have sunk very quickly.
5     It is expected that the Government
  will raise taxes. The Government is expected to raise taxes.
6     It is now known that the car was
  stolen. The car is now known to have been stolen.
Coats can be left
2
  They enjoyed
  being taken .
3
  The washing-up
  ought to have been done ...
4
  . to avoid
  being bitten
5
  My mum expects
  to be promoted . Batteries must be disposed of 7 Don't let yourself be bullied.
 8 what it's like to be followed

Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I con use
advanced passive structures.
Culture
Healthy living

Reading: an article on
obesity in the USA
Listening: opinions on
Government health policies
Speaking: giving opinions
about the problem of obesity
Topic: Knowledge of
culture in English-speaking countries,
Food, Health

To do the lesson in 30 minutes, omit
the lead-in and choose one or two pairs only for the presentation in exercise 8. The Vocabulary Builder
activity can be set for homework.

• Write the following words on the
board: apples, beef, bread, butter, cheese, chocolate, cream,
eggs, fish, flour, oil, potatoes, rice, salad, sugar. Ask students, in pairs, to choose some of
these ingredients to create a two-course meal that would be disastrous for
someone who wants to lose weight.
• Use ideas from different pairs to put
together the most fattening possible meal.
Exercise I page61
• Elicit the meaning of overweight (too
heavy and fat) and introduce the words obese (very fat, in a way that is not
healthy) and obesity (the condition of being obese).
• Students predict the kind of
information that the article will include, Elicit ideas and note them on the
board
Exercise 2 2.21 upage61J
• Give students time to read the text first, without
trying to complete it,
• In pairs or individually, students complete the task.
Remind them to consider what part of speech is needed for each gap and then to
find the form that makes sense in the context.
• Check answers as a class.
1 knowledge 2 dramatically
3 advertised 4 easily
5 communities 6 watching 7
national 8 awareness
9 achievement 10 alarming
Exercise 3
  Students scan the text to find and
explain the figures. Ask them to identify any connections with the list on the
board.
  If there is other information in the
text that they predicted (e.g. about the consumption of junk food), elicit this
too.
a the number of years during which
obesity figures have risen b the percentage of Americans who are overweight  the percentage of Americans who are
classed as obese d the number of hours that the average young American child
spends watching TV a week e the number of dollars spent on medical care for obesity
Exercise 4 page61
•
Read through the
questions with the class and elicit or explain the meaning of epidemic (a
sudden rapid increase in how often something bad happens) and stabi/ise (to
become steady, i.e. in this case, to stop rising).
•
Students answer
the questions.
•
When checking the
answerto question 5, ask students what the 'government initiatives' might be.
This will help to prepare them for the listening in exercise 5.
•
They don't use up
all the energy in the calories they have consumed so their body stores it in
fat cells.
2 People consume more sugar, fat and salt because they eat
snacks and fast food.
 There are often no safe routes for walking or cycling. People are used
to driving or sitting down at home.
4
Because the
medical costs of obesity are enormous.
5
Government
initiatives to combat obesity and greater public awareness.
Exercise 5
• Play the recording. Students listen and take brief
notes on the opinions expressed by each speaker.
• Discuss the question as a class, eliciting a range of
views,
Audioscript  2.22 page6t
Anna To be honest, I dont think that the Government should really be
involved at all in what health choices people make. I don't think it's any of
the Government's business what people do with their lives, unless they're
committing a crime or not paying taxes, or that sort of thing. People should be
responsible for their own health. Everybody knows that it's not good to eat too
much of the wrong things, and everybody knows that exercise is good for you.

It's their choice, I don't think the Government telling people what to do
has any effect, anyway. People still do what they want to do. Look at the
Prohibition era in America, when the Government there banned alcohol People
smuggled

it in instead and still drank it in secret. Look at the high taxation in
Britain on cigarettes. The people who want to smoke still smoke, People have
stopped smoking in recent years because they realise that it's bad for your
health, not because the Government told them not to.
Jonathan I think there' a lot more that the Government could do to
improve people's health. They talk about it a lot/ but they don't actually do
much, do they? Why is food that is bad for you cheaper than healthy food? The
Government is happy to tax alcohol and cigarettes to encourage us to have less
of them. Why don't they tax fast food, sweets, crisps and fizzy drinks as well?
That would make people think a bit harder before they bought them. It's too
easy to buy chocolate bars - they're everywhere - and children can afford them
with their pocket money. And it would make manufacturers think about making
healthier snacks. And why don't they just ban some really unhealthy food? Why
have it at all? Hydrogenated fat is good for nobody. That's already been banned
in some foods. Artificial additives, added salt, sugar and sweeteners in
absolutely everything - why doesn't the Government ban all of that? The food
manufacturers will not make our food healthier unless we force them to do so.
Food is big business. Our health comes a poor second.
Kyle I think the Government's role is to promote not only healthy eating
but also healthy living. I dont know why it doesrft educate people more about
the benefits of good food and exercise. And ther* no point in the Government
just telling people what to do. There should be help to encourage people to
lead healthier lives. It should start at primary school, because if you start
young, then good habits will be formed. For example, doctors say that children
need an hour of exercise a day, but a lot of school kids dont get enough
exercise. Why doesn't the Government make schools responsible for this? Also, I
don't think that people know enough about how their bodies work. If we learnt
at school what an amazing thing the body is and how food and exercise affect
it, then wetl all be a lot more careful, I think. And think young children
should learn to grow and cook vegetables and other healthy food at school. Why
isn't that part of the school curriculum? These things are as important as
maths and English.
Exercise 6  2.22
• Tell students to read the opinions. Ask them to put
names beside any they are fairly sure about, adding a question mark if they are
not very sure.
• Play the recording again. Students complete the matching
task.
• J and K 2 A 3 A 4 J 5 K 6 J and K
Extension
With a
stronger class, write these phrases on the board: primany
schools, government ban on alcohol, taxing fizzy drinks and fast food, an hour of exercise a
day, healthier snacks. Ask students to identifv the speaker who talked about
each of these and to say how it was used as part of their argument. Replay the
recording again if necessary.
Primary schools: Kyle
Government ban on alcohol:
Anna
Taxing fizzy drinks and
fast food: Jonathan
An hour of exercise a
day: Kyle
Healthier snacks:
Jonathan
For
further practice ofFood and nutrition, go to:

Vocabulary Builder 6.2
1 Additives 2 GM foods 3 Organic
S low-carb 6 Fair-trade 7 calories
9 cholesterol

4 Wholemeal, fibre
8 use-by date

Exercise 7
Students discuss the
questions in pairs or small groups. Ask them to tryto come to an agreement on
the issues and to give reasons and examples.
Exercise 8 Þage61
• Students prepare their presentation,
using the questions in exercise 7 to structure it. Tell them to make notes and
to decide beforehand who will say what.
•
Pairs or groups
give their presentations to the class.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: / have learnt about obesity in the USA. I can give an
opinion on government health policy.
Reading
Drinking stories

Reading: three texts on
the history of beverages
Vocabulary: nouns formed
from verbs
Speaking: talking about
drinks
Topic: Food

To
do the lesson in 30 minutes omit the lead-in, keep exercises I and 2 briefand
omit extensions. The Vocabulary Builder activity can be set for homework.

• Write the following adjectives on the board:
comforting, energising, fizzy, fragrant, fruity, refreshing, sour,
strong, sugary, unpleasant.
Check comprehension and then ask students to think of a drink that fits with
each one. They can use the same drink more than once.
• Students compare answers in pairs.
• Elicit several suggestions for each adjective,
Exercise 1
• In
pairs, students note down any information they know about the three drinks. If
they are not sure about their origin, ask them to guess. Do not check answers
yet.
Exercise 2 2.23 page62i
•
Play the recording
for students to listen to as they read. Tell them to underline any parts of the
texts that confirm information they thought of in exercise I .
• Students report the information to the
class, using their own words.
Exercise 3 Vage@
• Students skim-read the text again to choose the
correct statement.
• Check the answer. With a stronger class, ask students
to explain in more detail why alcohol played a part in making the three drinks
popular.
• Elicit the drinks described by the other two statements
(statement 2: Coca-Cola; statement 3: tea).
statement 1
Exercise 4 vage62
• Read through the sentences together. Check that
students understand endorsed (publicly supported or recommended) and commodity
(a product that is bought and sold, especially between countries).
• Go through the Exam tip together. Students follow this
procedure to complete the task.
• Check answers as a class. Ask students to identify the
parts of the texts that gave them the answers.
1 Coca-Cola 2 tea 3
coffee 4 tea 5 Coca-Cola 6 tea
7 coffee 8 coffee g
Coca-Cola
Extension
Ask fast finishers to find these words in the text: berries, trade,
kettle, jolly, servant, smuggle. From the context, they identify the part of
speech and work out the meaning.
Exercise 5
• Students complete the exercise individually.
• Tell them to find the nouns in the texts to check the
form and the spelling. They are given in the order in which they appear in the
text.
1 discovery 2 knowledge 3
approval 4 conversation 5 prohibition 6 consumption 7 success 8 advertisement
9 operation 10 argument 11
endorsement 12 invention
Extension
Ask students to change the form of these words from the text:
legend: adjective (legendary); alcohol: adjective (alcoholic); religious: noun
(religion); original: verb (originate); product: verb (produce); invention:
adjective (inventive).
For further practice of
Word formation, go to:

Vocabulary
  Builder 6.3 page 139
1 thicken 2 Visibility 3 legalise 4 carelessness 5 ripen
6 sharpen 7 frankness 8 Punctuality 9 nationalise 10 similarity

Exercise 6
• In pairs, students discuss the questions.
• Get feedback from the class.
Culture note — Daily intake of
water
It is usually
recommended that an adult should drink about two litres of water a day.
However, this will vary depending on a person's body weight, the amount of
exercise they do and the weather conditions on any given day.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I can understand a text about the history of drinks.
/ can describe drinks and drinking habits.
Grammar
Articles and quantifiers

Grammar: a, the and no
article; quantifiers
Speaking: talking about
numbers and quantities

To
do the lesson in 30 minutes, omit the lead-in and keep exercise very
brief The Grammar Builder activities can be set for homework.

•
Ask students to
think of examples of festivals that are associated with a particular food, or
where certain foods are traditionally eaten. Start with their own country and
then ask about festivals in other countries that they know something about.
(Students may have heard of La Tomatina, the tomato fight that takes place
every year in Spain.)
Exercise I þage64
•
In pairs,
students describe the photo. Encourage them to speculate about where the place
is and what is happening. Exercise 2 02.24 .page64
•
Tell students to
read the whole text first. Ask them what it is about (a grape harvest festival
in Spain).
•
Students complete
the exercise individually. When they have finished, give them a few moments to
read the completed text. Does it sound correct and flow naturally?
•
Check answers as
a class.
3 a 4 the 5 the 6 the 7 a 8 The
Exercise 3 gage64
•
With a stronger
class, ask students to work in pairs. Tell them to focus on each of the ejght
answers in the text in exercise 2 and decide which rule fits best. They can
then complete the rule with the correct article or '—' (no article).
•
With a weaker
class, go through the task together.
•
As you check
answers, elicit other phrases or sentences as examples for each rule.
a a, the b the
For
further practice ofArticles, go to:

Grammar
  Builder 6.2 page 125
a, the, - 2 a 3 the, the 4 the, The
7 a, the 8 - ,the, the

, the

Exercise 4 page64
• Do this exercise together as a class. Start by looking
at nouns that fit with the rules already covered in exercise 3, e.g. grapes
(rule d - grapes in general), the market square, the end of the grape harvest
(rule b — there is only one of these things in this context); the town (rule a
- the town has been identified earlier).
• Now select these nouns to focus on: festivals,
Valencia, the inhabitants, summer, day. Elicit a rule for each of these.
all day: We do not use an article with quantifiers. 100
kilometres / 90 tonnes: We do not use an article with numbers.
from Valencia: We do not use an article for towns or cities. the
inhabitants of the town: We use the with plural nouns when we are specifying a
particular group of things or people. of summer: We often do not use an article
with seasons.
Extra exercise
Give students more
practice by choosing an extract from one of the sections of the text (e.g. the
first paragraph about coffee on page 63). Write it on the board with gaps
instead of the articles, which students fill in, Alternatively, students could
choose a paragraph themselves and write it out with gaps for their partner to
fill in. They can check by comparing their completed paragraph with the one in
the book. If some answers are wrong, students should discuss these in pairs and
consult you if they need to.
Exercise 5 jpage60
• Go through the Learn this! box together. Make sure
students understand that all the quantifiers except a lot can be followed by a
noun (both hands, each morning, etc.). If they are used with of, we must use
the (e.g. most of the peaches) or some other determiner (e.g. most ofmy/your /
these/ those peaches) before the noun.
• Remind students that (a) few is used with plural nouns
and (a) little with uncountable nouns. Elicit translations for the two examples
to show the difference in meaning.
• Students complete the exercise individually and then
compare answers With a partner. Check answers as a class.
• most, a few 2 no, another 3 a little 4 both, neither
5 all, none
Language
note
Although students should
recognise how to use Q little and little, neither of these is used often in
normal conversation.
We are more
likely to say There's a (little) bit ofhorn and There isn't/ There's not much
ham. Similarly, while very few is commonly used, it would be more usual to say
There aren't many eggs than There are few eggs.
For
further practice ofQuantifiers, go to:

Grammar
  Builder 6.3 upages125-1b
1
1 the whole 2
  Any 3 some, some little 6 both 7 no 8 Any 9 any
2
1 of 2 -

4 any 5 a few,
10 either
8 of

Exercise 6 page64a
•
Explain the task and do the first item with the class as an example. Students
complete the exercise individually.

Extension
Ask students to list all
the quantifiers in the Learn this! box and exercise 6 and decide whether the
noun that follows them is singular (S), plural (P), or whether it can be
singular or plural (S / P).
(a) few — P; a little— S; a lot—S / P; all —S / P; both - P; each —S;
every — S; hardly any — S / P; many — P; most— S / P; no —S / P; several — P;
some — S/ P
Exercise 7 ,bage64;
Students ask and answer in
pairs.
• With a weaker class, elicit the questions before they start. Pay
special attention to the difference in structure between the subject questions
(I, 2, 6, 7, e.g. How many ofyour friends live and the object questions (3, 4,
5, e.g. How many classmates do you see . .7).
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: / have learnt how to use articles. I can use quantifiers
to talk about numbers and quantities.
Speaking
Stimulus description

Listening: stimulus
descriptions
Vocabulary:
expressions for giving opinions Speaking: choosing between photos and giving
reasons; expressing opinions Topic: Food

To
do the lesson in 30 minutes, omit the lead-in and exercise 6.

• Focus on the photos. Give students two minutes, in
pairs or small groups, to brainstorm words to describe them.
• Elicit suggestions and note them on the board in three
lists.
Exercise 1 page65
• In pairs, students ask and answer the questions.
Encourage them to ask follow-up questions about the food outlets that their
partner uses and what their preferences are,
• Ask some students to tell the class about their own and
their partner's habits.
Exercise 2 page65
  Tell students to read the task and
give them a few moments to think about the choice they would make in this
situation.
  Play the recording, pausing after each
speaker. Students identify the correct photos and make brief notes on each
speaker's reasons.
  Check the answers. Then ask students
to say why each speaker rejected the other two options.
  Stress that there are no fixed right
or wrong answers here the two students give equally good answers.
Audioscript  2.25 cpage$
Candidate I I'm
going to choose the first option, the barbecue. The weather will be fine at the
weekend so it'll be nice to be out in the fresh air, Not only that, but
barbecued food is really tasty and enjoy preparing it, marinating chicken and
making kebabs, like in the photo I wouldn't opt for the second option, a
take-away pizza, because although my cousin loves pizza, I wouldn't order it
for a guest. And the problem with going for a meal in a restaurant is that it
would be quite expensive. So wouldn't choose to do that.
Candidate2 Let me see. I
think I would go for the third option, that's eating out with my cousin. I'd
choose that because its a special occasion and it would mean we didrft have to
go to the trouble of preparing a meal. Now, as to why I'd reject the other
options . barbecues are only successful f the weather is fine, so they are best
planned on the spur ofthe moment. If it rained, it would be a disasten I
wouldn't choose the other option either - the take-away meal as my cousin isn't
keen on pizza, and I'm not a big fan either. Um, that's all.
Candidate 1: option 1.
Fine weather — nice to be in the fresh air; food is tasty; she enjoys preparing
it
Candidate 2: option 3.
Special occasion; avoids the trouble of preparing a meal
Exercise 3 'page$
• Briefly revise the phrases for choosing and rejecting
options.
• Give students 30 seconds of preparation time.
• In pairs, they take it in turns to do the task. While
listening, they should check the following: Does my partner's answer fit With
the situation described in the task? Does he/she identify a choice clearly?
Does he /she give reasons for choosing this option, and for rejecting both other options? Encourage
students to give each other feedback.
• You may want to ask one or two students to give their
answer again for the class to hear.
Exercise 4 )Þage6S
•
Remind students of
the other part of this exam task, where they have to give their opinions on two
general questions. Explain that it is quite acceptable to express uncertainty
or mixed feelings in answer to a question like this, so long as they are
talking about some of the issues.
•
In pairs, students
complete the phrases. Check answers as a class.
1 mind 2 view 3 of 4 feel
5 clear 6 opinions 7 sure
8 argued 9 arguing 10
hand 11 then 12 Having
13 time Exercise 5
• Students read the Exam tip.
• Play the recording and elicit the two questions asked
by the examiner. Ask Does the student have strong views about these subjects?
(no)
• Play the recording again. Students
listen for phrases from exercise 4. With a stronger class, you could ask them
to listen for any other words or phrases that express a tentative opinion (I
suppose , I guess
Audioscript S 2.26 upge$h
Examiner I will now ask you two questions. In your opinion, should all
students be taught to cook at school?
Candidate urn, let me think about that. don't really have any strong
feelings about it. I suppose that cookery should be an optional subject, Some
people just aren't interested in food so in my view they shouldn't be forced to
learn how to cook.
Examiner Thank you In what ways have people[s eating habits changed over
the years?
Candidate I'm not sure, really. I guess that there didn't use to be any
fast-food restaurants, and now there are lots. So it could be argued that our
diets have become less healthy than they were. Having said that, I don't think
that the way we cook at home has changed much. Not in my house, anyway!
I don't really have any
strong feelings about it; in my view; I'm not sure, really; it could be argued
that; Having said that
Exercise 6
• Give
students a few moments to think about what they want to say. Then ask several
students to express their opinions.
Exercise 7
• Students read the questions. Give them 30 seconds to
think about their answers.
• In pairs, they take it in turns to do the task, with
their partner taking the role of the examiner.
Exercise 8
•
Without any help from their notes, students take it in turns to do the exam
task. They have one minute of preparation time.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I can make andjustify a choice between photos. /
have learnt phrases for expressing strong and tentative opinions. / can express
opinions on genera/ questions.
Writing analysis
Description of a place

Reading: a description of
a restaurant
Topic: Food

To
do the lesson in 30 minutes, reduce the number oftopics in the lead-in to one
or two and omit the extension.

• Write these notes on the board:

Occasion

Number of people

Age

1 a couple's first date

2

1 7 and 1 9

2 a 50th wedding anniversary

40

10-80

3 a child's birthday celebration

12

• In groups, students discuss suitable venues for the
three occasions and decide on the ones they would recommend.
• Write each group's suggestions on the board and ask
them to explain why they chose them. With the whole class, discuss the pros and
cons and take a vote on the best idea for each occasion.
Exercise
• In pairs, students look at the photos and discuss the
question, They should give their impressions of the decor and atmosphere and
speculate about the style of food.
• Ask a few students to share their opinions With the
class. Exercise 2
• Students read the Exam tip. They then read the task
and underline the verbs that tell them what to do
• Point out that for this task it will be important not
only to give information about the restaurant but to express positive opinions
to convince the reader that it is a good place to go.
describe, recommend
Exercise 3
• Tell students to underline the key elements in the
task,
• Ask them what they think value for money means in this
context (generous amounts of good food at a price that teenagers can afford).
restaurant for teenagers:
location, atmosphere, value for money
Exercise 4
• Tell students to skim-read the whole text first. They
then read the text in more detail to find the topics and number them in order.
• Check the answers and ask students to identify the
part of the text that deals with each topic.
1 location 2
value for money 3 decor 4 atmosphere 5 clientele 6 music 7 staff 8 food The
furniture is not described.
Extension
As a
comprehension check, read out the following statements and ask students to say
if they are true or false. Get them to correct the false sentences.
1  The restaurant is close to the
university. (true)
2  A main course plus a dessert costs
less than £20. (true) 3 /t'sa family restaurant thatcaters fora//ages.
(false)
4   It
would bea good place for entertaining business clients.
(false)
5   You select your food yourselfanda
waiters brings ittoyour table. (false)
6   Becky is most enthusiastic about the
desserts. (true)
Exercise 5
• Go through the four plans with the class and ask
students to select the one that is followed by the text.
• Stress that this is only one approach and the others
will work equally well. However, it is often a good idea to highlight one
particular aspect of the place and describe it in detail, as the writer has
done with the restaurant's food in this text. plan 4
Extra exercise
Ask students to think of
a well-known place in their town - it could be the town hall or post office, a
shop, a café, a club, a gallery, etc. In groups of three or four,
students take it in turns to describe the place, without mentioning its name or
saying exactly what its function is. The others have to guess the place.
Each group then nominates
one member, who gives their description for the rest of the class to guess.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
the answer: / have learnt different ways to approach a description
ofa place.
Writing task
Description of a place
ESSON
Vocabulary: adjectives
describing aspects of a restaurant
Writing: a description of
a restaurant
Topic: Food

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework.
_ £ACEN
Students keep
their books closed. Ask them to say all that they can remember about the
restaurant in the text in the previous lesson.
Exercise I Ÿpage67
• Give students a few moments to read through the chart.
Focus on any of the words that might need an explanation,
e.g. off the beaten track (describing a place which is
not where lots of people normally go), minimalist (referring to an artistic
style where only a very few simple elements are used) and subdued (quiet, not
bright or noisy).
• In pairs, students complete the chart with the
adjectives in the list.
1 central 2 conveniently
located 3 pricey 4 reasonable
5 old-fashioned 6 trendy 7
lively 8 relaxing 9 attentive
10 welcoming 11
mouth-watering 12 varied
Extension — fast finishers
Ask fast finishers to think
of at least one more adjective for each of the last four of the categories in
the chart. Possibilities could include: decor - contemporary, elegant, simple,
ornate; atmosphere — calm, friendly, sociable, laid-back; staff - helpful,
efficient, courteous, chatty; food - plain, healthy, regional,
exotic.
Extra exercise
Tell students
to write down the six categories from the chart. Working individually or in
pairs, they have two minutes to think of negative adjectives for restaurants
that they would definitely not recommend. Possibilities could include:
location: remote, unattractive, inconvenient; value for money: overpriced,
unaffordable; decor — dull, ugly, unimaginative; atmosphere - cold, depressing;
staff - slow, rude, indifferent; food — bland, overcooked, tasteless.
Exercise 2
• Students find the words in the text.
• Ask them to look for other adjectives and phrases in
the text that give a positive impression of the place (conveniently situated,
funky, stylish, appealing, upmarket, freshly made, to die for, wonderful,
amazing).
reasonable, modern,
bright, trendy, lively, friendly, welcoming, delicious, varied, mouth-watering
Exercise 3
• Elicit descriptions from several different students.
The words they choose from the chart will depend to some degree on their own
judgement, so accept any adjectives that are not definitely inappropriate.
Exercise 4 Diage6ï
• Go through the Exam tip together and stress the
importance of using varied language, rather than repeating the same words.
• In pairs, students decide on their own alternatives for
the underlined words.
• Ask some students to read out the whole paragraph with
their alternative words. (Possible answers) lovely square: beautiful / charming
/ picturesque square nice dining areas: attractive / appealing / pleasant views
great views: spectacular / magnificent / wonderful views good atmosphere:
lively / vibrant / relaxed atmosphere staff are nice: staff are friendly /
courteous / helpful staff the food is good: the food is delicious / excellent /
superb a great time: a wonderful / an enjoyable time
Exercise 5
• Go through the list of phrases togetheL
• Students find examples in the text.
I was immediately struck
by the The struck me as , What I found most appealing is
Exercise 6
• Students make sentences using the phrases. This can be
done orally as a class if there is not enough time for them to write,
Exercise 7
page67. • Students choose a plan to follow,
Exercise 8 aÞage6?
• In pairs, students decide on a restaurant that they
would both like to write about and note down ideas in the chart.
Stronger
students can work alone on this planning stage.
Exercise 9
• Students write their description. Encourage them to
use some of the language from this lesson. Circulate and monitor, giving help
where necessary.
• When students have finished writing, they check their
work against the checklist.
Lesson outcome
Ask students: What have
you learnt today? What con you do now? and elicit answers: I have learnt
expressions for making a recommendation. / can write a description
recommending a place.

Language Review / Skills Round-up
5-6 Language Review
Exercise 1 ,page68
1 downloaded 2 logged 3
posted 4 streamed
5 uploaded
Exercise 2
'1 were told off 2 will
be built 3 has been stolen
4 's being repaired 5
were / had been damaged
Exercise 3
 We'll be sent invitations to the wedding soon.
2  We weren't taught Latin at school.
3  My credit card may have been stolen.
4  1 had been warned about the dangers.
5  He can't be offered the job because
he's too young.
Exercise 4 ovage6$
1 seem 2 say 3 though 4
imagine 5 likely
Exercise 5 Vage68
1 unpleasant/ disgusting
2 tough 3 dry 4 tasty / delicious
5 sour
Exercise 6 -page$u

1 are known to sense

2 are believed to have evolved

3 were thought to be
5 was believed to cure

4
  are known to be

Exercise 7 pagea

Exercise 8 vagef,g
1 mind 2 time
3 case 4 yet 5 opinion 1 —6 Skills Round-up
Exercise 1
Students' own answers
Exercise 2 •page691
Students' own answers
Exercise 3 )age69
Students' own answers
Exercise4 -page691 8 Z A 3 C 4 F 5 E
Exercise 5 pagg69
Audioscript S 2.27 page690
Daisy Cheers!
Stefan Cheers!
Daisy And thanks again for taking me out for dinner.
Stefan That's OK I mean, I was hungry and you didnt seem to have much
food at your place.
Daisy No. We never do. That½ one of the disadvantages of living in
the squat.
Stefan Are there any advantages?
Daisy Yes! For a start, it's great being with people who
really believe in the same things as I do. It makes you feel strong, like you
really can make a difference. I'm taken seriously now. But when I was at home,
I was seen as weird - or just childish and immature.
Stefan You said before that you'd argued with your dad _ Daisy Yes, we would argue all the
time. In the end, he got sick ofit.
Stefan SQ were you asked to leave?
Daisy No, not really. I mean
my dad didn't want me to go, but decided it would be best for all of us. I
already knew Spikey and some of the others because I'd been going to meetings
for a while. So it made sense to go and live at the squat.
Stefan How long ago was that?
Daisy Four months ago. And I don't regret it. Spikey i really admire him.
He isn't the easiest person in the world toget on with .
Stefan I've noticed that.
Daisy But he really cares about these protests and campaigns. It's his
Whole life, not just a hobby. He's passionate about it all. That's why he's a
bit suspicious of you because of your job, you know.
Stefan It'sjust a job. I'm not really an evil capitalist I'm interested
in your campaigns.
Daisy Spikey didn't look too happy when we left.
Stefan I did ask if he wanted to come .
Daisy This isn't really his kind of place, He's a vegetarian, He'd hate
being surrounded by all these people eating big chunks of meat.
Stefan By the way, how were your ribs?
Daisy Great! Delicious. I was so hungry!
Stefan Good. This place had been recommended to me a few times, but I'd
never been here.
Daisy What was I saying? Oh yes, Spikey says I'm spending too much time
with you.
Stefan Really? But I've only been round to see you twice, before this
evening.
Maybe he's jealous
Daisy Spikey? Jealous? No. He doesn't thinkof me in that way
unfortunately, Stefan So er what's being planned for the next protest against
WesleyM Daisy I'm sorry, that can't be revealed - top secret.
Stefan Oh come on! am buying you dinner
Daisy Oh, all right. But don't tell Spikey that I told you.
Stefan I won't, I promise. He never talks to me anyway. But don't worry,
I won't say a word to anyone.
Daisy Well, it's a big cyber-attack. We're going to hack into the whole
website
. for the whole supermarket chain. And if anyone visits it, they'll just
see our leaflet and some other stuff . some other anti-capitalist stuff It'll
be so cool.
Stefan And do you know how to do that kind ofthing?
Daisy 1 don't, personally. But a couple of the guys are into that kind
ofthing hacking.
Stefan Interesting. Isn't hacking illegal though?
Daisy I'm not sure. Some
kinds are, think, I'm not really involved, personally, so I'm not worried about
that. And anyway, they're hoping not to get caught! They are at The Steakhouse.
It serves ribs and big chunks of meat.
Exercise 6 2.27
I T 2 F 3 T 4 T 5 F 6 T
Exercise 7 page69
Students' own answers
Language Review and Skills Round-up
Get Ready for your Exam 6
Reading
Exercise I page70
GET READY TO READ
SPEAKING EXAM TASK - PIC TURC
DESCR'PTIOI\
•
Draw attention to
the first task, which asks students to describe the picture. Remind them to
include as much detail as possible.
•
Elicit that the
questions require students to give personal

• Write anorexia on the board. In
  pairs, students write a examples.
 definition.                  •
  In pairs, students take
  turns to do the task, with one student
•
Ask pairs to
  read out their definitions and write the best ones being the examiner and the
  other the candidate. Encourage on the board. the examiner student to give
  feedback on how the candidate could improve.
READING EXAM TASK COMPREHENSION
• Monitor while students are doing the
  task, noting down
•
Remind students
  that they need a general comprehension of correct as well as incorrect use of
  English to share with the the text before they can make connections between
  the text class in the feedback session. and the questions. Encourage them to
  read the text through first without referring to the questions.
•
Tell students to
  read each question and underline key words and expressions, e.g. Question I
  difference between, anorexia, orthorexia. They should then read the text
  again and underline the sections of the text that correspond to each
  question. Explain that this will help them to answer accurately. Point out
  that the questions will use synonyms and similar expressions but not
  identical ones to those used in the questions.
•
Students answer
  the questions individually then compare their answers in pairs.
•
Check answers
  with the class, eliciting the key words and phrases that helped students
  answer correctly.
1
  Anorexia is not
  eating, or eating very little, to be thinner; orthorexia is not about feeling
  thin, but about about feeling pure and healthy and can lead to extreme
  dieting.
2
  You begin to
  view other people as greedy and animalistic, eating with no regard for their
  health.
3
  Orthorexia
  socially isolates you and you no longer take pleasure in what you eat.
4
  He gave up
  caffeine and dairy products.
5
  His friends
  don't invite him out now because he is so fussy about what he eats and
  drinks.
Speaking
Exercise 2
  page70
GET READY
  TO SPEAK
•
Go through the
  list a—f and check students know what each one is.
•
Students make
  their list.
•
Ask students for
  their ideas and write the foods that contain the highest amounts of each
  thing on the board.
•
Doa quick class
  survey to see who eats the things on the list more than twice a week.
Get Ready for your Exam 6

opinions and information.
Remind students that they will earn more marks if they can elaborate on their
answers with

Communication
Map of resources
7A Vocabulary and listening
Student's Book page 71 ,
Workbook page 57

Photocopiable Activity:
7A Headlines and news vocabulary (TRCD-ROM)

7B Grammar
Student's Book page
72, Workbook page 58
Photocopiable Activity: 7B Reported speech (TRCD-ROM)
7C Culture
Student's Book page 73,
Workbook page 59

Photocopiable Activity:
7C Communication idioms
(TRCD-ROM)

7D Reading
Student's Book pages
74-75, Workbook pages 60—61

Photocopiable Activity:
7D Means of communication (TRCD-ROM)

7E Grammar
Students's Book page 76,
Workbook page 62
Photocopiable Activity: 7E Reporting
verbs (TRCD-ROM)
7F Speaking
Student's Book page 77,
Workbook page 63
Photocopiable Activity: 7F Awkward situations
(TRCD-ROM)
7G Writing
Student's Book pages
78-79, Workbook page 64
Photocopiable Activity: 7G Book review
(TRCD-ROM)
7 Review and Tests
Review 7-8 Student's Book
page 90
Review 7—8 Workbook page 101
Photocopiable Activity: 7
How much can you remember?
(TRCD-ROM)
Student Self-Test Sheets
7, 1 —3 (TRCD-ROM)
Unit 7 Progress Tests
& Short Tests (Test Bank CD)
Get Ready for your Exam
Student's Book page 80 Workbook page 96 Exam Challenge
iTools Unit 7
Teacher's Resource Disk
(TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary and listening
News

Vocabulary: words related
to the news
Listening: an interview
with teenagers about their interest in the news
Speaking:
talking about habits and preferences related to the news Topic: Culture

To
do the lesson in 30 minutes, omit the lead-in and use translations to keep
exercise 3 brief The Vocabulary Builder activities can be set for homework.

• Ask: What stories have been in the news lately? Elicit
five or six answers and write them up on the board in brief note form. Ask
students to say a little about the events without going into great detail.
• Ask: Which storydoyou think is the most important?
Which is the least important? Elicit answers from different students and ask
them to give their reasons.
Exercise I
• In pairs, students briefly describe what they can see
in the photos and feed back to the class.
• Use the smaller photo to explain news correspondent (a
person who reports news from a particular country or on a particular subject
for a newspaper or a television or radio station) and live broadcast (a
broadcast sent out while the event is actually happening, not recorded first
and broadcast later).
Exercise 2
•   Discuss the questions with the class.
Use examples from a local context to help explain the difference between some
of these words.
•   A news programme is a TV programme
reporting on the news; a news story is the coverage of a particular event or
topic within the programme; a news flash is a brief announcement of breaking
news; rolling news is broadcast 24 hours a day.
2 A broadsheet has longer articles and
more serious, in-depth analysis of important news topics. A tabloid generally
has shorter articles, written in a more sensational style, and with a lot of
photos. It focuses more on dramatic news events, shocking crimes and the lives
of celebrities.

Culture note
— Newspapers in the UK There is a sharp division between broadsheet and tabloid
newspapers in the UK, where tabloids are particularly popular. The phrase
tabloidjourna/ism has a negative meaning, describing a type of reporting that
sensationalises events, makes rather simplistic judgernents and is interested
in gossip and scandal.
Broadsheets were
traditionally printed on much larger pages than tabloids, but a number of
'serious' newspapers have now adopted a more compact format, similar to that of
tabloids.
Exercise 3
• Students do the exercise in pairs. With a stronger
class, ask students to guess all the answers in each text, before using a
dictionary to check. With a weaker class, read out the first text, saying a
nonsense word or something for each gap, and help students to deduce the
answers. For the second text, pre-teach broadsheet and tabloid and go through
the first sentence together. Students then work in pairs to complete the task.
• Ask three students to read out the completed texts and
check the answers as a class.
• Check comprehension by giving the words in their
language and eliciting the English translation.
TV news: 1
news programmes 2 news flashes 3 breaking news 4 Rolling news channels S
correspondents 6 live broadcasts satellite phone
Newspapers:8 broadsheet 9
articles 10 tabloids 11 humaninterest 12 editorials 13 columns 14 front-page 15
headlines
Online news:
16 online editions 17 citizen journalism 18 news blogs 19 eyewitness accounts
20 censorship 21 the press For further practice of News, go to:

Vocabulary
  Builder 7.1 page14iY
I breaking news, citizen journalism, live broadcast, online edition,
  news programme, news flash satellite phone, front page, eyewitness account,
  rolling news channel, news blog, news correspondent
2
1 a piece of
  writing about a particular subject the title of a newspaper story, printed in
  large letters
3
a story about
  the experience of individuals
4
a section of a
  newspaper that appears regularly and is usually written by the same person
5
an article that
  expresses the opinion of the editor of the newspaper

Exercise4
• Tell students that they will first
hear a radio or TV presenter talking about a recent survey and then the
opinions of the four teenagers. Write the names on the board: Toby, Becky, Mark
and Sophie.
• Play the recording. Students listen
and identify the two speakers. With a weaker class, you may want to pause after
the presenter's introduction to elicit a general idea of the survey results and
the question that the teenagers are going to answer.
Audioscript  2.28 pagell
Presenter Good morning and
welcome to the programme Current Affairs, where we investigate the week's news
headlines. Toda$ headline is about the news itself and whether teenagers are
interested in it. The results of a news survey carne out today in the USA
saying that 60 per cent of teenagers pay little or no attention to daily news,
and they particularly ignore war and politics. Twenty-eight per cent of
Americans aged twelve to seventeen say they pay no attenlion whatsoever to the
daily news, and 32 per cent say that they pay only casual attention to it.
American teenagers rarely pick up a newspaper and tend to get news information
from TV and the Internet. But is this generally true for teenagers in Europe
and other parts of the world? On rhe programme today we have a panel of UK
teenagers who will give us their views on the news. Good morning! So, the
question for our panel is: 'How much attention do you pay to the news and how
do you find out what's going on in the world?'Toby, would you be the first to
give your view?
Toby Well, I think I'm reasonably well-informed about current affairs but
without really trying. My dad always has the news channel on in the mornings,
and the headlines and breaking news are repeated in news flashes, so you
kind of pick up on what's going on. There are always live broadcasts and
correspondents reporting from somewhere in the world. I'll always ask my dad if
I'm not sure about something, but the more you pay attention, the more you
follow whatS going on in the world.
Presenter And would you switch a news programme on yourself in the
mornings?
Toby Well, actually I would, yes. My dad has got me into the habit now,
and I suppose that's a good thing.
Presenter And Becky, what about you?
Becky Well, it's different for me because I'm studying
economics at school and our teacher is always asking us to follow the news,
especially economic policy and world trade issues. So have to. Presenter How do
you get your information?
Becky I look at news
websites and news blogs, usually. I'm on my computer every day for other things
like homework and Facebook, so it's the quickest and easiest thing to do. The
online editions of the newspapers tend to be more up-to-date than the published
ones, anyway.
Presenter And Mark, same question to you.
Mark I'm afraid I'm more like the 32 per cent of teenagers in the USA that
pay only casual attention to the news. I really don't have time and I'm not
really into current affairs. get up early for school and after going to school,
doing homework/ studying for exams and playing all the sport i do, there is
very little time left for anything else. I rarely watch the TV at all or surf
the Internet, anyway. So maybe I'm really like the 28% that pay no attention to
it.
Presenter Sophie? Is it the same for you?
Sophie Yes,
probably. My parents get a newspaper most days during the week and the big
Sunday editions at the weekend, so I'll glance at the headlines if I'm passing.
But it usually isn't hard news that attracts my attention, more the
human-interest stories and the gossip columns, I'm afraid probably should be
more interested in the news, but my life is busy With school, studying and
friends, and I don't make time to really keep up with what's going on in the
world outside.
Presenter Thank you, panel. And now we'd like to hearfrorn you if you are
aged between twelve and eighteen. You can contact the show on Twitter, by text
or go to our website. Send us your Views on the news.
a Toby b Mark
Exercise 5  2.28 vpageïl
•
Give students time
to read the sentences. Ask them to pencil in Tor F for any sentences they are
fairly sure about.
•
Play the
recording again. Students complete the task.
•
Check answers as a
class and ask students to correct the false statements.
1 F (28 per cent pay no
attention to the news.) 2 T 3 F 4 T
5 F (He isn't into current
affairs.) 6 T
Exercise 6 page71
• In groups, students discuss the questions.
• Ask some students to report back on their group's
answers, Encourage others to say if their habits and opinions are similar or
different.

works 3 was going 4 had better 5 would be

Extra exercise
In groups, students write
six survey questions to ask about people's awareness of the news and their use
of news media.
The questions should have alternatives to tick or
number. Students can adapt some ideas from exercise 6 but should add others of
their own.
If possible,
arrange with the teacher of another English class for your students to come in
for ten minutes and survey their students. If this is not possible, they can
survey others in their own class. Ask them to collate their results and make a
brief report to the class, using the quantifiers they learnt in Unit 6 (page
64).
For
further practice of Headlines and news vocabulary, go to:

Vocabulary Builder 7.2
The mystery surrounding some jewels which were
  missing has now been solved.
2     Some doctors are trying to get
  smoking made illegal.
3     A couple in the royal family have
  asked for people to respect their privacy.
 The manager (probably of a football
  team) has promised to resign at the end of the season.
 A Government minister has promised to limit any rise in
  inflation.
6 The Government is going to cut 5,000 jobs.
2 hard news: 2, 5, 6; softnews:

Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt words connected with the news media. / can talk about my
habits and interests related to the news.
Grammar
Reported speech

Grammar: reported
statements; reported questions

To do the lesson in 30 minutes, keep the lead-in
briefand do exercises 4 and 6 orally as a class. The Grammar Builder activities
can be set for homework.

• On the board, write My news and the following sentence
openings: lam , I have      Last
week, I. Tell students to quickly write three sentences.
• Ask different students to read out their sentences.
Choose an interesting one for each tense and write it on the board. Then for
each sentence, write [Name] said that and elicit the reported version,
reminding students of the tense shift that is needed in each case.
Exercise 1 pagen
•
Students complete
the sentences. You may need to remind them that there is no tense change if the
reporting verb is in a present tense, e.g. in sentence 2.
• With a weaker class, go through the
sentences together to revise the rules for reporting speech. Focus on the
direct speech verbs and elicit the tense that will be needed in the reported
sentence. Students then complete the exercise individuallyv
Exercise 2 page72
• Students
read the Learn this! box and match the rules with two of the sentences in
exercise 1  sentence 2 2 sentence 4
For
further practice ofReported speech, go to:

Grammar Builder 7.1 pages126-127 r
I'll wear my new dress to the party.
2
  I'm not going dancing
  with you this evening. I'd like to study law at college.
4 I went to Italy last spring.
 You've kept me waiting for two
  hours.
6    My team hadn't won a single match
  before their victory last Sunday.
7    I don't want to go out because I
  haven't been feeling very well.

Exercise 3 page72
  Students compare the reported
sentence and answer the questions.
  Substitute other pronouns and
possessive adjectives in some sentences and elicit the changed forms in the
reported version, e.g. I work for a broadsheet (l -¥ she); My brother works
with yourcousin (my -¥ her; your my/ our); You'd better cal/ me next week (you
-¥ I ; me you).
  Refer students to the Grammar Builder
for other time expressions that may change in reported speech.
a There is no
relevant personal pronoun example; my changes to her (or his if the speaker is
male) b tomorrow changes to the next day
Language note — Time
expressions in reported speech
Time
expressions like today, this afternoon, tomorrow, yesterday, etc. do not change
if we are reporting something that the speaker said today. Similarly, next
week, last month, last year, etc. only change if we are reporting the speaker's
words in a later week, month or year.
Exercise 4 page72
• Go through the Look out! box together to remind
students of the difference between say and tell. Pay special attention to rule
2, giving one or two examples, e.g. Switch off the computer.'
He told me to switch off the computer. 'Go away!' She told us to go away.
• Students write their own example sentences.
Language note
When looking
at rule 2, remind students that tell is replaced by ask when we are reporting a
request rather than an instruction or command, e.g. 'Please help me!' He asked
me to help him. There is more on verbs that use this structure in lesson 7E.
Exercise 5 pagen
• Students write the sentences. With a weaker class, do the
first two together as examples.
 Linda says (that) she hasn't seen the news.
2
Kate told me
(that) she would buy a tabloid the next / following day.
3
Jo said (that)
she had never visited a news website before.
4
Ed told me (that)
I had better look smart for my interview.
5
Naomi says (that)
she is going to buy a broadsheet.
6
Marcus told me
(that) that time the next / following day he would be flying to Paris.
Exercise 6 4Þage72t
  Ask a student to read out the
paragraph.
  Working individually or as a class,
students match the direct questions with the reported ones.
  He asked me when wanted it back.
2
Then he asked me
which one I had bought.
3
He asked me if he
could borrow it.
4
Jake asked me
whether I had bought a newspaper that day.
Exercise 7
•
Students compare the direct and indirect speech in exercise 6 and answer the
questions.
2 yes: It is the word order ofa statement.
3 if / whether
 We use the auxiliary or modal from the
reported question, in either the affirmative or negative form, and with a tense
shift where possible or appropriate.
Exercise 8
• Go through the example together, drawing attention to
the changes.
• With a weaker class, tell students to pick out all the
yes/no questions in the conversation and remind them that they need to use ifor
whether for these. You may want to go through a few more sentences together
with the class.
• With a stronger class, ask students to choose different
reporting verbs rather than always using said and asked. Refer them back to the
list on page 57. Note that there is more on reporting verbs in lesson 7E of
this unit.
• In pairs, students complete the exercise.
She asked (him) why he was asking her. Ben asked (her) if /
whether she had used it the previous day. Pat told him / said (that) she had,
but she had put it back in his room. Ben said (that) it wasn't there any more.
Pat asked (him) if / whether he had looked properly. Ben told her / said /
(that) he had and asked (her) if / whether she would help him look for it. Pat
told him / said (that) she couldn't right then because she had to go out. Ben
asked (her) where she was going. She asked (him) why he wanted to know. He told
her / said (that) he was just curious and asked if / whether it was a secret.
Pat told him / said (that) it wasn't (a secret), but she would rather not tell
him.
Exercise 9
• Students do the transformation exercise individually.
They can compare answers in pairs before you check as a class.
2 Fred (that) she would phone him that night  whether Sue had ever been
4
if / whether he
had had lunch
5
asked Ed what he
Extension
Write the following on the
board and ask fast finishers to do the transformations:
 a 'Did your parents read my blog?' Ben asked Amy. (if) b
Ben asked Amy _ his blog.
2
a
She said to us, 'We won't
be seeing you next week.' b She told us that the following week.
(us)
3
 Alex, why are you blaming yourse/f?' / asked. (he) b
/ asked Alex
4
a
'Don't leave your bag there,' he said to her. (not) b He — her bag there.
 if her parents had read  they wouldn't be seeing us
3
why he was
blaming himself
4
told her not to
leave
For
further practice of Reported questions, go to:

Grammar Builder 7.2
Harry asked me why I hadn't tidied my bedroom.
2    Harry asked me when Kate was
  arriving.
3    Harry asked me if I would like a
  cheese sandwich.
4    Harry asked me why I was laughing.
Harry asked me if he could
  use my rubber. 6 Harry asked me what I thought I was doing.
7     Harry asked me what had been doing.
8     Harry asked me if I would be
  needing a lift home that evening.

Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
the answer: / can report what people have said and asked.
Culture
Instant news

Reading: an article about
Twitter
Listening: an interview
with a journalist about using Twitter Speaking: talking about Twitter and other
forms of networking Topic: Culture
SHORTCUT
To
do the lesson in 30 minutes, omit the lead-in and set exercise 9 for homework.

• Ask students: Do you often send text messages? Who do
you send them to and for what purposes? Elicit answers.
• Ask: What are the advantages ofsuch short messages? Are
there any disadvantages? Elicit answers. You could elicit or explain the
meaning of concise (giving only the information that is necessary and
important, using few words); it will be useful for the listening task later.
Exercise I
• In pairs, students exchange information about Twitter.
• Elicit ideas and note them on the board. If some
information is uncertain or in dispute, put a question mark beside it but do
not correct it at this stage.
Culture note - Twitter
Twitter was
created by American web developer Jack Dorsey in 2006. BV 2012, it had over 500
million active users making over 340 million tweets a day. Users can post
tweets through the website interface, through apps for devices such as
smartphones or by SMS.
Exercise 2 2.29
• Students read the text first and then choose the
correct words to complete the text.
• Play the recording for students to check their
answers.
• Ask: What's the word fora message postedon Twitter?
(tweet) What word is used for people who subscribe to your tweets? (followers)
Whatis meant by 'micro-blogging'? (blogging on a very small scale)

Exercise 3
• Ask
students to read out any parts of the text that confirm information on the
board from exercise I.
Exercise 4
• Read out the question. Ask students what they think
some of the advantages and disadvantages ofTwitter might be for a news
journalist.
• Play the recording. Students listen for the general
meaning.
Audioscript (9 2.30
Interviewer I'm speaking to Maggie Harwood, a TV journalist based in
London.
How do you use Twitter, Maggie?
Journalist When I wake up,
the first thing I do is log on to my Twitter account and see what's going on.
If there's any breaking news, like an accident, a disaster, or the death of a
celebrity, the first place you'll learn about it is on Twitter, I follow about
1 ,000 fellow journalists so there's usually something interesting there.
Interviewer It sounds like an amazing way of communicating news.
Journalist Yes, it is, for sharing news, and sharing links. If I see an
interesting article about something, post the link on Twitter and everyone can
see it. And you can also ask for news, post a message like 'Who knows about
this or that?' and you'll get lots of replies
Interviewer What else do you like about it?
Journalist It teaches you to be really concise, You've only
got 140 characters for each tweet, that's maybe 25 to 30 words. It won't let
you overrun so you learn to lose unnecessary words and only include the most
important information.
Interviewer It sounds like it's a great tool for journalists,
but Journalist Yes, it is.
Interviewer  are there any drawbacks
to Twitter?
Journalist Yes, there are. The main issue is verification. How do you
know what someone is Ñveeting is true?
Interviewer How do you?
Journalist
Well, ultimately, you don't. But you'll usually find that if it's an important
news story, like an earthquake or a demonstration, lots of other people are
tweeting the same kind of thing. You can also check who it is thaft tweeting by
looking at their 'bio' Interviewer What's their 'bio'?
Journalist Biographical
information about them. Are they journalists themselves? You can also check
their past tweets Are they serious or messing around or - worse - spreading
misinformation?
Interviewer People do that,
do they, spread false information? Journalist Yes, it happens. And also you cen
reply to the tweet and ask for more information. So there are wav. of building
up a picture of the person and getting a good idea f they're reliable or not.
Interviewer Any other disadvantages?
Journalist Yes, the word limit of 140 characters means it's difficult to
analyse events properly or to give the context. Many events obviously can't be
summed up in twenty or so words. But that isn't what Twitter is for.
Interviewer So you believe the pros far outweigh the cons,
Journalist Yes, I do. Twitter has had an enormous impact on journalism.
It's democratised the news.
Interviewer What do you mean by that?
Journalist
With Twitter, you get lots of different voices and perspectives, instead of all
the information coming from one or two big news agencies. And it isn't edited
or censored. So what you've got is lots of ordinary people reporting the news
as they see it. And it's free! Yes, she does.
Exercise 5 2.30
• Give students time to read the answer options
carefully, underlining key words. Remind them to mark any answers that they
think are correct and to eliminate any that they think are definitely wrong.
• Play the recording. Students choose the correct
answers.

Exercise 6
• Students complete the collocations.
• Test comprehension by asking for translations or
explanations.
1 picture 2 impact 3 context  news 5
misinformation
6 events
Exercise 7
• In pairs, students discuss and agree on the advantages
and disadvantages and write two summaries.
• Ask some students to read out their summaries to the
class.
Exercise 8 .page7ý
• Students ask and answer in pairs.
Extension
Ask students
to try to compress the essential points from their answers about Twitter into a
tweet of no more than 140 characters.
Exercise 9 epageyý
• If students have access to computers, they may have
time to start browsing through websites at the end of the lesson. Ask them to
complete the project for homework.
Extra exercise
Read out the last part of
the audioscript for exercise 4. Ask students if they agree that Twitter and
other forms of modern communication have 'democratised the news' and elicit specific
examples if possible. Then ask: How could we contribute to Citizen journalism'?
Students discuss the question in small groups and report backto the class.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I can understand a
text and an interview about the uses ofTwitter. / can make a
summary. I can talk about online networking.
Reading
The postal service
LESSON
Reading: an article about
the history of the UK postal service
Vocabulary: phrasal verbs
with on, off, out and on
Speaking:
talking about writing and receiving letters Topic: Shopping and services

To do the lesson in 30 minutes, omit
the lead-in. Exercise 6, the Grammar Builder activity and the Vocabulary
Builder activities can be set for homework.
LAD
• Write postal service on the board. Give students, in
pairs, one minute to brainstorm all the words they can think of connected with
the postal service. Tell them to list these as nouns, verbs and adjectives.
Elicit their words and write them on the board.
• Ask: What sort of things come through the post in your
household? and elicit a range of replies.
Exercise I opage74
• Students discuss the questions in pairs. Ask them to
guess when the top picture was painted (probably around 1900).
• Get feedback from the class.
Culture note — The mail sorting
process
When focusing
on the second picture, point out that nowadays mail sorting is normally an
automated process. It uses machines with optical scanners which can read
addresses. It is only when addresses cannot be deciphered by the machine that
items are sorted manually
Exercise 2 2.31
• Tell students to read the four summaries. Check that
they understand the meaning of revolutionise (to completely change the way
something is done),
• Play the recording for students to listen to while they
read.
• Elicit the answer and ask why the other options are not
correct. Make sure students understand that although sentences a, c and d
contain accurate information from the text, they only relate to particular
parts of it - they do not give a summary of the text as a whole.
sentence b
Exercise 3 opage7¶
• Students read the text in detail to complete the task.
Ask them to mark the parts of the text that give them the necessary
information.
• Check answers as a class and ask students to explain
how they arrived at their answers.
I F 2 F 3 T 4 F 5 T 6 T
Extension
Ask comprehension
questions, e.g. Imagine you lived in the south ofEngland in the early 7800s.
Why would you not want to geta long letter from Scotland? (Because you would
have to pay for mail sent to you; the longer the letter and the greater the
distance, the more it cost.) Roland Hill was a 'Victorian'— whatdoes this mean?
(He lived in the period when Victoria was Queen of England.) What was the aim
behind his idea of a single rate ofpostage? (to make the postal service cheaper
and therefore accessible to everyone) Why were stamps needed? (to prove that a
letter had been paid for) What' unusual about British stamps now? (They do not
have the name of the country on them.)
Exercise 4 'Þage75
• Working individually or in pairs, students look at the
verbs in context and complete the matching task.
• dragged on 2 setup 3 come up with 4 settled on
5 caught on 6 put up with
Extension
Ask students to think of
their own sentences using the six phrasal verbs. Tell them to write the
sentences but to gap the phrasal verbs. In pairs, they swap sentences and
complete their partner's sentences. If they think a sentence contains a
grammatical error or misuses the verb, they should point this out to their
partner and suggest improvements.
For further practice
ofPhrasa/ verbs with on, off, out and in, go to:

Vocabulary Builder 7.3 page 140
I A continuing B ending C discovering / solving
t) arriving
2 1 log off 2 Carryon 3 find out 4 called off 5 stay on 6 checked in 7
  work out 8 get in 9 going on
•10 pulled in 11 sort out 12 rang off

Exercise 5 vage7S
• In pairs, students use dictionaries as necessary to
explain what the phrases mean. With a stronger class, ask them to give these
explanations in English. In a weaker class, they can explain in their own
language.
(Possible answers)
• People feared the arrival of the postman at their home
(because they had to pay for mail they received).
2
He tried to force
the Government to listen by repeatedly putting forward his ideas to them.
3
The post office
fees were far too great for ordinary working people to afford.
4
It continued
slowly and tediously for a very long time.
5
It seemed normal
and unremarkable to everyone because they became used to it.
6
It had a huge
effect on people's lives.
Exercise 6 page75
• Students scan the text to find the
pronouns. To make this quicker, you can tell them which paragraphs to look in.
• Elicit other pronouns with some-, any-
and no-. You could add pronouns with every- to this list. Choose some of these
and ask students to use them in example sentences.
something (paragraphs 1
and 2); anyone (paragraph 5); no one (paragraph 6)
For
further practice ofindefinite pronouns, go to:

Grammar Builder 7.3 page127 any 2 some/ any 3 No 4 any

5 Any

6 Some

Exercise 7
• In pairs, students discuss the questions.
• As feedback, get them to ask and answer in open pairs
across the class.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / can understand and
react to a text about the history of the postal service. / can describe my own
use of the postal service.
Grammar
Reporting verbs

Grammar: reporting verbs
and structures
Listening: an interview
with a politician; short everyday conversations
Speaking: reporting
things people say or said to you

To
do the lesson in 30 minutes, omit the lead-in and keep exercise I brief The
Grammar Builder activities can be set for homework.

• Write the economy on the board and elicit a
translation.
• Ask: What problems have there been /ate/y in the world economy?
Has our country been affected? Have the problems affected you or people you know? Discuss these
questions with the class.
Exercise I
• Read out the questions and encourage students to guess
what the politician's replies will be. Pre-teach public spending (money the
Government pays for public services, e.g. relating to education, health care,
defence, etc.).
• Play the recording. Students answer the questions.
Audioscript S) 2.32
Interviewer The economy is in a mess, isn't it?
Minister Well, it's true
that the economy has not been performing well, but Interviewer That's because you have
failed to make the necessary cuts in public spending, isn't it?
Minister No, it isn't our
fault. We didn't cause these problems. If you remember, the previous government
left the nation's finances in a terrible mess, and we are doing our best to
deal with it.
Interviewer So, you arent going to cut public spending?
Minister No. that would be very dangerous and deepen the crisis. We are
going to cut taxes and create jobs. That will strengthen the economy and put us
on the road to recovery.
She blames the previous
Government. She promises to cut taxes and create jobs.
Exercise 2 (S 2.32
•
Students read the sentences and complete them with the reporting verbs. Check
answers as a class.
1 agreed 2 denied 3
reminded 4 warned S announced
Exercise 3 page76
•
Go through the
Learn this/ box together. Focus on the examples and point out that the rules
for reported speech apply. However, while we often leave out that after say and
tell, these other verbs are nearly always followed by that.  In pairs, students report the
sentences. With a weaker class, focus on the verbs in brackets and elicit
translations before students write.
•
Matt reminded /
warned Sue that the film started in ten minutes.
2 Jessica pointed out / announced that she had already done her
homework.
 Ross explained that he had been tired because he hadn't slept well.
4
Jim persuaded me
/ argued / explained that he wouldn't have crashed if there hadn't been ice on
the road.
5
Mandy complained
/ announced that Sally had lost her gloves.
6
Beth claimed /
insisted that Emma was wearing her scarf.
Exercise 4 page7ð
• Give students time to read the sentences carefully.
• Play the recording. Students listen and match. Tell
them to listen to the way the girl speaks as well as what she says.
Audioscript  2.33 .page76
1
Please, please let
me stay out late this evening.
2
1 dont care what
you say, I'm not coming home early!
3  Look I definitely wont be home late
this evening. 4 No, you're wrong. I didn't get home late last night.
5
OK, it's true.
arrived home very late last night.
6
Asl said before,
I'm going TO be home late this evening,
1 b 2 d 3 c 4 f 5 a 6 e
Exercise 5 page76
• With a stronger class, ask students
to work individually or in pairs. Teli them to examine the structure that
follows each of the reporting verbs in blue and then add the verb to the
correct list in the Learn this! box.
• With a weaker class, go through the
six structures in the box and make sure students are clear about the
grammatical forms. Then look at the first two sentences, asking students to
identify the structure that follows the reporting verb. Continue in the same
way with the rest of the sentences if necessary.
• refuse Z remind       deny 4 insist 5
congratulate sb on
6
suggest 7 insist

Grammar
  Builder 7.4 pages12&-129
1
  1 Andy offered
  to feed the cat.
2
  Susannah
  apologised for being late.
3
  Brenda accused
  Zoe of breaking her new smartphone.
4
  Denise warned
  her son to stay away from the cliff edge,
5
  The teacher
  requested that we should all put our pens down.
6
  The doctor
  recommends that Sam take more exercise. 7 The minister proposed that smoking
  be banned.
2 Audioscript  3.02
1
  Mum Charlotte,
  did you do this? Look, this glass is broken.
Daughter Yes, sorry Mum. I did it while I was washing up.
2
  Sister Simon,
  please lend me your iPod.
Brother I'm not sure. I might need it.
Sister Oh,
  please, please. Just this once. I'll take great care of it.
3
  Boy Did you see
  that? I played brilliantly today. I scored five goals!
Girl Oh, listen to you. Anyone would think you were Lionel Messi.
4
  Dad Well done,
  son. You played really well today.
Son Thanks, Dad. It was a good match.
5
  Brother Let's go
  to the cinema this afternoon.
Sister Good idea. What's on?
Brother Thereß that new comedy With Ashton Kutcher.
6
  Woman Here,
  have a biscuit with your coffee.
Man Thanks, but I won't. I need to watch my weight.
7
  Boy Would you
  like to come to my party next Saturday? Girl I'd love to. Thank you very
  much.
8
  Man Let me help
  you with that bag. I can carry it for you.
Woman Thanks, but I can manage.
Man No really. Let me. It's no trouble. 2 She begged him to lend her his iPod.
3    He boasted of having scored five
  goals. / He boasted that he had scored five goals.
4    He congratulated his son on playing
  well. / He congratulated his son on having played well.
5    He suggested going to the cinema. /
  He suggested that they go to the cinema. / He suggested that they should go
  to the cinema.
6    He refused to have a biscuit with
  his coffee.
7    He invited her to come to his party
  the following Saturday.
8    He insisted on carrying her bag.

Exercise 6 Ogeï6
•
Students complete the sentences. With a stronger class, ask them to do this
without referring to exercise 5 or the Learn this! box. When they have
finished, they should look back to check that they have used the correct forms.
1 to ground 2 not to copy
3 to stay out 4 on buying
5 show 6 to sit 7 going 8
for losing
Exercise 7
• In
pairs, students talk about the topics. Encourage them to give details about the
situations and the way they feel / felt.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I can report what
people said in a variety of ways.
Speaking
Photo description

Listening: a response to
a question
Vocabulary:
phrases for handling difficulties when speaKing Speaking: describing a photo;
giving opinions in answer to general questions Topic: Family and social life

To
do the lesson in 30 minutes, combine the lead-in and exercise as
a briefclass discussion, and omit exercise 7 ifnecessary.

• Write these questions on the board; Are there rules in
your home
about (a) how often you can go out? (b) where you can go? (c) how lateyou can stay out?
Ifyou have brothers or sisters, are the rules the same for them? What happens
ifyou are late home? In pairs, students ask and answer the questions.
• Elicit responses from several students.
Exercise I .pagem
• In pairs, students discuss the question. They should
reach agreement on about five items and number them 1-5.
• Find out through a show of hands what the class
considers to be the most common cause of arguments.
Exercise 2 page7ï
• In pairs, students describe the photo. Remind them of the requirements
of the oral exam: to define the place, the people and the actions performed by
them.
Exercise 3 pager
• You may want students to work with a different partner for this task.
Students look at the photo and decide on the probability of the ten statements.
Answers will vary, depending on students' interpretation of the photo.
Exercise 4 pager
• Go through the Learn this! box together to remind
students of the use of modals for speculating.
• Students write a sentence for each statement in
exercise 3. Remind them that they must give reasons.
• Elicit one or two answers for each statement. Encourage
students to answer directly rather than reading out what they have written.
Language note — Modals
If students
are not confident about the forms that are used with modals, write the
following sentences on the board and discuss the differences in meaning between
them: She might use her phone. (= Maybe she will do this in the future. / Maybe
she does this regularly.)
She might be
using her phone. (= Maybe she is doing this now.) She might have used her phone
(= Maybe she did this. / Maybe she has done this.)
She might have
been using herphone. Maybe she was doing this.)
Exercise 5
• Point out to students that there are
likely to be times when they are not sure what the examiner is saying or when
they cannot immediately think of what to reply. Tell them not to freeze or
panic. The phrases in this exercise will help them get around the difficulty.
• Students complete the phrases.
1 mean 2 explain 3 say 4
know 5 words 6 What
7 something 8 kind 9 moment 10
thought   see
12 question
Exercise 6
• Play the recording. Students listen forthe phrases.
• Play the recording again and ask students to pick out
other phrases for giving a tentative answer (I don't have any strong feelings
about it, really. Having said that, , But then again Point out that although there is
hesitation and uncertainty in this answer, it is still a good one.
Audioscript  3.03
Examiner Do you think young
people should be allowed to stay out late? Candidate Um I haven't given that a
great deal ofthought before. I dont have any strong feelings about it, really.
um There'll be times when it's fine for teenagers to stay out late. Let me see,
for example when they've been invited to a party at a friend's house, and the
parents know where he or she is, and they're sure that they won't um, I'm not
sure how to say it in English . that they won't have problems or be in
danger. Having said that, there are often times when it isn't sensible or right
for teenagers to be out late. To my mind it'd be silly to stay out very late
When you have school the next day, but then again,  guess it's OK once in a while.
I haven't given that a
great deal of thought before. Let me see, . I'm not sure how to say it in
English.
Extension
Give students
some practice with paraphrasing. Write these sentences on the board: / don't
trust (politicians). She didn't read the (warning) on the bottle. You need to
use a (vacuum cleaner). / (downloaded) the video. To me, coffee
tastes (bitter). Tell
students to imagine that these are things they want to say, but they cannot
think of the words in brackets. How could they express the idea to get their
meaning across?
Exercise 7
• Students discuss the
question in pairs, giving reasons.
Exercise 8
•
Students take it in turns to do the exam task with their partner taking the
role of the examiner.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt how to paraphrase and gain thinking
time. / can speculate about a photo. / can give opinions in answer to a genera/
question.
Writing analysis
Review

Reading: a film
review
Vocabulary: adjectives
for describing a film
Topic: Culture

To
do the lesson in 30 minutes, keep the lead-in briefand in exercise 9 make a
small selection ofadjectives from the list.

•
Ask students to
think of a well-known film and to write a onesentence summary describing it,
without mentioning the title or naming any of the characters or actors in it.  In groups, students take it in turns
to read out their sentence. The others have to guess the name of the film,
•
Groups decide
which of the summaries was the best. Ask the person who wrote it to read it out
for the class to guess.
Exercise 1 4Þàgen•
•
Students ask and
answer the questions in pairs. At the end, you could take a vote on the class's
most popular film.
Exercise 2
•
Discuss the
question with the class and make notes on the board.
•
In addition to the
basic elements given in the key below, students might suggest other
information, e.g. about the film's budget, the original source of or
inspiration for the story, the writer of the screenplay, the score (music), the
special effects, any awards or nominations for awards, interesting facts about
the director or actors, or the making of the film.
Most reviews will contain the following: title, type of film
(genre), names of the director and main actors, the setting, an introduction to
the main character(s), an indication of the story line, the reviewer's
opinions.
Exercise 3
•
Students read the
tip and identify the angle they would need to take in each of the exam tasks.
A  You were disappointed in a film that
got rave reviews.
B  You enjoyed a film that you didn't
expectto like.
C  You really liked a film that your
friends didn't like.
Exercise 4
• Ask for a volunteer to read the first paragraph of the
review.
• Elicit the answer to the question.
question C
Exercise 5
• Students read the whole review, underlining the
relevant sections.
• However, it received mixed reviews from the critics,
and my friends weren't impressed by it My friends maintain that Carrey gives an
unconvincing performance in the leading role, . Some critics were of the
opinion that the story was farfetched and silly,
2     I
was pleasantly surprised;   couldn't disagree more; think they are missing the point
Exercise 6 page7is
• Check that students understand the meaning of plot
(the story line of a film, novel, etc.).
• Students identify the paragraphs.
• Point out that when describing the plot, the writer
just gives an idea of how the action is set in motion, without going into
details that would spoil the story for the reader.
a paragraph B b paragraph
C
Exercise 7
• Ask students about the tense. When you have elicited
the answer, remind them that the present simple is used in the same way when we
are talking about a book, play or TV drama.
present simple
Exercise 8
• Students scan the text to find the adjectives. Elicit
or explain what the adjectives mean.
• Ask students to go through the other words in the
list, using dictionaries where necessary to find or check the meanings.
• Check comprehension of the less familiar words by
giving translations and eliciting the English words.
entertaining, far-fetched,
hilarious, light-hearted, serious, thought-provoking, unconvincing,
well-rounded
Exercise 9 page7ÿ
• Students think of examples for the adjectives. If time
is short, make a selection of adjectives to consider, e.g. fast-moving,
intricate, predictable, thought-provoking; clichéd, complex, twodimensional,
well-rounded,
Extra exercise
Ask students, in pairs, to think oftwo positive and two
negative adjectives for these elements of a film: (a) the special effects, (b)
the score, (c) the dialogue and (d) the ending.
Exercise 10
• In pairs, students choose a film and discuss the plot
and characters, using language from the lesson,
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I can understand and
talk about a film review. I have learnt a variety
ofadjectives to describe the plot and characters in a film.
Writing task
Review

Vocabulary: expressions
for a film review
Writing: a film review
Topic; Culture

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework.

• Write the heading Types offilm on the board. Brainstorm
words for film genres (e.g. romance, horror, science fiction) and write them on
the board.
• Ask students to say which genre or genres they like
best, and Why.
Exercise I
• Give students time to read the exam task carefully and
to decide on a film that suits the angle they have to take.
Exercise 2 pW9'
• Tell students to look at the chart and note down the
facts that they know If they have access to computers, they can do a bit of
research on the Internet in class to add to their notes. If not, they can do
this later at home.
Exercise 3 page79
• Go through the list together, Take a particular film
as an example and use it to elicit ways in which some of these sentences could
continue. Make sure students understand what is meant by twist (an unexpected
turn of events).
• Using several of these sentence openings, students
make notes about the plot of the film they have chosen,
Exercise 4 -page79
• Ask students to divide the list into characters (action
hero, anti-hero, hero / heroine, protagonist, side-kick, Villain) and actors
(comic actor, extra, star, leading role, romantic lead, star, supporting cast).
Make sure students understand, for example, that the hero/ heroine or
protagonist of a film is the main character, while the star is the actor /
actress who plays the main role. Similarly, the hero may have a side-kick in
the film, who is played by a supporting actor.
• Elicit examples of characters and actors in particular
films to demonstrate the meaning of the words.
• Students make notes about the characters in their film.
Exercise 5 .page791
• In pairs, students take it in turns to presenttheir
film to their partner, using their notes. Encourage them to comment on their
partner's description of the plot and characters and to ask questions if
anything was unclear.
Exercise 6
• Explain that in this context, reservations means
'slight doubts or criticisms that limit your support for something'.
• Working individually or in pairs, students complete
the sentences.
• Point out that only some of these sentences will be
suitable for this particular task. Ask students to pick these out.
1 reservations 2 praise  pleasantly 4
reviews
5 made out 6 expectations
7 expected 8 raved
Useful sentences for this
task: 2, 4, 7, 8
Exercise 7
• Students plan their final paragraph.
Exercise 8 opage79i
• Students write their review, using their notes and
referring to the text on page 78 as a model.
• When they have finished writing, they check their work
against the checklist.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt nouns and other expressions for writing
about plot and character. / can contrast my opinions with those of other
people. I can write film review

Get Ready for your Exam 7
Listening
Exercise I page80
 GET READY  ISTCN
• In pairs, students discuss which shows they would like
to see.
• Encourage them to give reasons for their choices and to
ask their partner follow-up questions, e.g. Why don't you like musical
shows? Don't you think piano recitals are boring?
Exercise 2 page80
EXAM TASK - SENTENCE MATCHING
• Students read the sentences. Ask them to underline key
words and to write down any synonyms or related words that they can think of.
• Play the recording twice. After the first listening,
students should assign the sentences they are sure of and cross them out on the
list. They can then concentrate on the remaining options for the second
listening.
• Check answers as a class.
 Audioscript  3.03 page80
1  Seethe latest in contemporary dance,
inspired by visual art, being showcased at the Lyceum Theatre this weekend. The
brilliant choreographer Michael Clark will present Whose Zoo- his exciting new
production - and performances are free for those who apply in time. Admission
is by ticket only, which can be acquired online or in person at the theatre. So
do take advantage of this rare opportunity to witness an amazing dance premiere
at no cost.
2  When you hear the name Todd Barry, you
know you are in for an evening of rare entertainment! This man has appeared on
chat shows and stand-up shows too numerous to mention. Take the opportunity to
see him live tomorrow for one night only at the Caroline Theatre on Broadway.
His quick wit, smart one-liners and acute observations of everyday life will
have you rolling in the aisles! Book tickets in advance at
carolines.com.Tickets cost $27 for adults.
3  Add a little drama and amusement to
your life this weekend. Cuttingedge director Daniel Fish highlights the work of
the novelist David Foster Wallace in A Supposedly Fun Thing [Il Never Do Again.
This highly entertaining dramatic piece gives the author's words to six actors
in a different way every night. See it this weekend at the Chocolate Factory
Theatre in Long Island at 8 p.m. Tickets cost an unbeatable $ 15. Book online
or by telephone on 212352-3101.
4  Sign up for a Broadway classic this
Saturday! Ifyou haven't seen it before, or even if you have, you will enjoy the
devilish and delightful tale of murder, greed and corruption that is Chicago.
Set in this notorious city during the jazz-age Twenties, Chicago keeps the
story moving with massive showstopping song and dance numbers. The original
choreography by the brilliant Bob Fosse and the now-classic score will hold you
spellbound. Join the queue for a ticket - its worth it!
5  Go off-Broadway for something totally
different this weekend This is not a traditional, story-driven production -
there isn't even a stage for the performers or seats for the audience. Instead,
Fuerzabruta is a full-on 360-degree experience - the action happens around,
above and among you. The performance is completely non-verbal and uses music,
dance, acrobatics and visual art to excite a whole range of emotions, from
humour to suspense to pure exhilarating joy. Book a ticket today from $75.
I D 2 C 3 F 4 A 5 E
Get Ready for your Exam
Use of English
Exercise 3 pagea
USE OF ENGLISH EXAM TASK L     CHOICE
• Students complete the task.
• Check answers as a class. Ask students to explain why
the other options are not correct.
I C 2 B 3 D 4 A 5 A 6 D
Exercise 4 page80
GIC T READY TO SPEAK
• Ask students which TV talent shows they watch. Do not
ask any questions.
• Students discuss what they would do to audition for a
talent show.
• Get feedback - it could be amusing and surprising.
Exercise 5 page80
SPEAKING EXAM TASK -
PICTURE DESCRIPTION
•
Give students 15
seconds to look at the picture.
•
Focus on the
questions. Ask: Which question asks about the photo? (the first task and
question 1) Which one asks you to express an opinion? (both 2 and 3).
•
Give students 20
seconds of preparation time.
•
In pairs, they
take it in turns to answer the questions. At the end, ask them to comment on
their partner's answers.

Our planet

Map of resources
8A Vocabulary and listening
Student's Book page 81,
Workbook page 65
Photocopiable Activity: 8A
Eco-quiz (TRCD-ROM)

8B Grammar
Student's Book page 82,
Workbook page 66

Photocopiable Activity: 8B
Talking about ability (TRCD-ROM)

8C Culture
Student's Book page 83,
Workbook page 67

Photocopiable Activity: 8C Meat free Mondays (TRCD-ROM)
8D Reading
Student's Book pages
84-85, Workbook pages 68—69

Photocopiable Activity:
SD Time to clean up the sky (TRCDROM)

8E Grammar
Students's Book page 86,
Workbook page 70
Photocopiable Activity: 8E Relative clauses
(TRCD-ROM)
8F Speaking
Student's Book page 87,
Workbook page 71
Photocopiable Activity: 8F Charity
choices (TRCD-ROM)
8G Writing
Student's Book pages
88-89, Workbook page 72
Photocopiable Activity: 8G Opinion essay (TRCD-ROM)
8 Review and Tests
Review 7-8 Student's Book
page 90
Review 7-8 Workbook page
101
Photocopiable Activity: 8
Find out who . (TRCD-ROM)
Student Self-Test Sheets
8, 1-3 (TRCD-ROM)
Unit 8 Progress Tests & Short Tests (Test Bank CD)
Get Ready for your Exam
Student's Book page 92
Workbook pages 73-74 Workbook page
96 Exam Challenge iTools Unit 8
Teacher's Resource Disk
(TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary
and listening
Global warming

Vocabulary: energy and
the environment
Listening:
teenagers talking about global warming Speaking: describing photos and
discussing different energy sources Topic: Natural world

To
do the lesson in 30 minutes, keep the lead-in brief and omit exercise 6.
Vocabulary Builder activities can be set for homework.

• Write the word electricity on the board. Ask: Wheredoes
electricity come from? Give students a few minutes to think of as many sources
as they can (e.g. coal, oil, natural gas power station, turf power station,
nuclear power station, wind farm, solar power, hydroelectric power, tidal /
wave power).
• Alternatively, put students in teams. Write a list of
fuel sources on the board, gapping some of the letters in the words, and ask
students to complete the words as quickly as possible. Then ask students to say
which are 'green' or renewable forms of energy (wind, solar, hydroelectric,
tidal).
• Ask: How does your country compare with other countries
in the EU for renewable energy? (The EU goal is to get 20 per cent of its
energy from renewable sources by 2020. In 201 0, the EU average was 12.4 per
cent, and the UK figure was 3.2 per cent.)
Exercise I
•   Students discuss the terms in pairs.
Check answers as a class. With a weaker class, help students to work out the
meaning of words by looking at the root of the words, e.g. globe global,
warm — warming, new — renew —renewable
•   global warming: the increase in
temperature of the earth's atmosphere, caused by the increase of certain gases,
especially carbon dioxide
2
renewable energy:
a type of energy that can be replaced naturally, e.g. wind or solar
3
fossil fuels: fuel
such as coal or oil that was formed over millions of years from the remains of
animals or plants
Exercise 2
• Students work individually or in pairs. With a
stronger class, tell them to complete as much as possible before they use a dictionary.
1 solar / tidal / wave 2
solar / tidal / wave 3 solar / tidal / wave 4 coal / oil / biofuel 5 coal / oil
/ biofuel 6 coal / oil / biofuel 7 power 8 pylon 9 turbine 10 rig 11 mine
12 panel 13 footprint 14
change 15 CO 16 greenhouse
Language note - Carbon footprint
Your carbon
footprint is a measure of the amount of carbon dioxide produced by your daily
activities. It can also be used to describe the amount of carbon dioxide that a
company produces. There are a lot of websites which will help you to calculate
your carbon footprint. Try:
Exercise 3 page83
• Tell students to read the sentences a-i. Answer any
vocabulary questions they may have.
• Play the recording, pausing after each speaker for
students to find the answers. Play the recording a second time if necessary.
Check answers as a class.
Audioscript  3.05
1  Henry I've absolutely no doubt that
global warming is happening and that causing the world's climate to change.
Just look at the number of irregular weather phenomena in recent years -
hurricanes, storms, floods, drought, and so on. It's beyond doubt - to my mind
anyway - that it's caused by human activity. It's imperative that we act now to
prevent it getting much worse. Governments should invest massively in renewable
energy, set up wind farms, tidal barrages, and so on. And don't fall into the
trap of thinking that nuclear energy is the answer to our problems, because
there's the problem of disposing of the nuclear waste.
There are lots of ways to reduce your own carbon footprint too. But to
make a real impact on global warming, we have to make radical changes to the
way we live. For one, we should travel less. Don't go abroad on holiday, And you have to travel, avoid flying if
you can usea train or coach instead.
Second, become a vegetarian. Meat production causes global warming. How?
When farm animals digest food, they release vast amounts of methane, which is a
very potent greenhouse gas.
2  Millie I must say I'm a bit of a
global warming sceptic. I know I'm in a minority, but I do think people
exaggerate the problem. I agree that the earth is getting warmer but I'm not
100 per cent sure that human activity is entirely responsible for it. I think
there are natural processes at work too, In the past, the earth has been much
hotter - and much colder - than it is today, and that had nothing to do with us
And anyway, I don't think there's a great deal we can do about global
warming. Governments waste huge amounts of money on inefficient renewable
energy schemes, like installing wind turbines and solar panels. Of course we
should try to conserve energy, and avoid polluting the atmosphere and oceans,
but you can't persuade people to change the way they live. Basically, I don't
think we should worry too much about climate change. We just have to learn to
live with it.
3  Zak The vast majority of scientists
have linked the increase in the earth's temperature with C02 emissions, so I
guess it must be true. The problem is what to do about it. It's all very well
for us in the developed world to say we must cut carbon emissions and rely less
on fossil fuels. We've already benefited from centuries of economic growth
based on high energy consumption. What about India and China? They are going
through a kind of industrial revolution, as we did. What right have we to tell
them what to do? Especially if we don't practise what we preach.
I think it's down to each of
us to do our bit: use public transport to get to school and work, insulate our
homes, reuse and recycle. Every little bit helps. As for what the Government
should do, personally I think the answer js to build more nuclear power
stations. We'll have used up all the natural resources like coal, gas and oil
by 2100, so think 'ÊII have no choice anyway.

Extension
Have a class
discussion on global warming. Write the following statement on the board: We do
not need to worry about global warming and climate change as
they are greatly exaggerated.
Allow students to give their opinions on the topic. Take a vote by asking: Do
you agree or disagree?
Exercise 4  3.05 page81
• Students work in pairs to complete
the collocations. Play the recording again for students to check their answers.
• renewable energy 2 nuclear waste 3 your carbon
footprint
4 energy 5 the atmosphere
and oceans
6 wind turbines or solar
panels 7 carbon emissions
8 fossil fuels 9 natural
resources
Extension
• In small groups, students think of another phrase
which collocates with each of the verbs in exercise 4.
• Check answers as a class.
(Possible
answers) invest in a company, dispose of rubbish, reduce your speed, conserve
water supplies, pollute rivers, install new software, cut spending, rely on a
friend, use up all your money
Exercise 5
• Tell students to look at the photos. Ask: What can you
see? (a power station that is emitting smoke and steam; a wind farm) In pairs,
students discuss the questions.
• Ask a few students to repeat their descriptions to the
class.
(Possible answers)
2 a Advantages of fossil
fuels: fairly cheap, still readily available; disadvantages: polluting,
damaging to the land when extracted b Advantages of nuclear energy: clean, uses
limited resources; disadvantages: expensive to install and decommission, danger
of contamination c Advantages of renewable energy: clean, endless supply;
disadvantages: can be expensive to harness, supply is variable
Exercise 6 page81t
• Refer students to the examples. Tell them to look back
at the statements in exercise 3 and discuss them with a partner.
• Ask a few pairs to give their opinions on different
statements to the class.
Extra activity
Tell students to choose the sentences they disagreed with in
exercise 6. Ask them to rewrite the sentences so that they reflect their
opinion, e.g. We can persuade people to live Greener' lives. Ask different
students to read out some of their sentences to the class.
For
further practice of Wildlife and endangered species, go to:

Vocabulary Builder
8.1
1 1
the wild 2 Threats 3 habitat 4 poaching
5 conservation 6
reserves 7 breeding 8 captivity
9 extinction

Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I have learnt about
global warming. / can talk about ways ofpreventing global warming.
Grammar
Talking about ability
I Œ C:SON
Grammar: talking about
ability in the past, present and future
Reading: an article about
an eco-protester
Speaking: talking about
personal achievements and abilities
SHORTCUT
To do the lesson in 30 minutes, omit the lead-in and
do exercise 6 together as a class. The Grammar Builder activity can be set for
homework.

• Write two headings on the board: Two years ago and
Now. Write a sentence about yourself under each heading using could
and can, e.g. / couldn't play the guitar. / can play the guitar.
• Ask students to make similar sentences about
themselves.
• Change the first heading to When i was fiveyeors o/d
and repeat the exercise.
Exercise 1 -page8ïL
• Students work in pairs to underline the ability
expressions.
1 won't be able to
prevent 2 could supply 3 can generate 4 managed to cut 5 can't help, 'Il be
able to help 6 couldn't find 7 could smell 8 isn't able to cut
Exercise 2
• Go through the Learn this! box together.
• Read out the first sentence in exercise 1 and ask
students to match it with one of the rules.
• Students complete the exercise individually. Check
answers as a class.
Present ability: can —
sentence 3; be able to — sentence 8
Ability in the past: could — sentence 2; managed to do /
Succeeded in doing: sentence 4; couldn't — sentence 6; cöu/d with verbs of
perception: sentence 7
Ability in the
future: will be able to for ability in the future: sentence 1 can / will be
able to for future arrangements: sentence 5
Exercise 3
• Students work individually to choose the best answers
from the options given. Remind them that in some cases both answers are
correct.
• Check answers as a class.
1 couldn't hear 2 Can you
/ Are you able to 3 can't  couldn't / wasn't able to 5 Can you / Will you be able to
6
managed to
Exercise 4 Þageu
•
Write the gapped
sentence for the first item: Jo when she left school. Write the key word
(managed) next to it. Read out the full sentence (Jo was able to find a job
when she left school.) and ask a volunteer to come to the board and complete
the sentence. Remind students that they must include the key word each time.
•
Students work
individually. They then compare answers in pairs. Check answers as a class.
1 managed to find a job 2
might be able to ring
3
not being able to 4
succeeded in getting a place
5
couldn't go to school 6
could see the house
For further practice ofTalking about ability, go to:

Grammar Builder 8.1 page128
1 not being able to 2 Can    won't
be able to 4 be ableto 5 Can ó be able to 7 haven't been able to 8 can't

Exercise 5 pagee
•
Point to the picture and ask students what the person is doing, and Why.
He's lying in a tunnel and
holding a torch. He's an eco-protester protesting against a road-building
project.
Culture note — Eco-protests
The eco-protest movement
can be traced back to the 1960s and 1970s when groups such as CND (the Campaign
for Nuclear Disarmament) and Greenpeace (who campaign on a variety of
environmental issues, including whaling and global warming) were formed Taking
their inspiration from these early protest groups, environmental direct action
groups began to form in the early 1 990s. In the UK, groups such as Earth
First! organised camps of protesters at the site of roadbuilding projects in
order to prevent the work from going ahead Supporters built tunnels under the
ground and chained themselves to trees or digging equipment. In some cases,
they successfully prevented the building of major roads. In other cases, little
was achieved, although projects were often severely delayed and many protesters
were arrested.
Exercise 6 .page@
•
Students work in pairs to complete the text. Check answers as a class.
1 can 2 managed to 3
couldn't 4 didn't succeed
5 managed 6 be able to 7
manage to / be able to
Exercise 7 pageu
• Give students a few minutes to think
about the things they are going to talk about. Go round the class and monitor
the activity to check that students are using the target language correctly.
• Ask students to tell the class about
their partner.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I have learnt about
eco-protests I can talk about ability in the past, present and
future.
Culture
Feed the world

Reading: an article about
global food shortages
Listening: a talk about
vertical farming
Vocabulary: prefixes:
anti-, under-, multi-
Speaking: arguing for and
against a topic
Topic: Natural world

To
do the lesson in 30 minutes, omit the lead-in and do exercises 1 and 2 together
as a class.

•
Write these numbers
on the board: 500 million, 20 billion, 5 billion, 7 billion. Ask students which
figure represents the current world population (7 billion). Take a vote for
each figure.
•
Ask a student to
write the correct number in full on the board (7,000,000,000). If you have
access to the Internet, you can look up the exact figure on this website: http://www.census:
gov/main/www(popclock.html.
•
Ask students to
guess the predicted population for 2050 (9 billion).
Culture note - Feed the world
The title of
the lesson Feed the world refers to a charity record by a group of celebrity
musicians called Band Aid. It was released in 1984 and became a Christmas
Number I hit. Two further versions were made in 1989 and 2004 with different
musicians. All proceeds from the singles went to support anti-poverty efforts
in Africa.
Exercise 1     3.06
•
With a stronger
class, ask students to read the heading of the first paragraph (Solving the
food crisis) and predict what the text will be about. With a weaker class,
check if they know the meaning of solve (to find a way of dealing with a
problem or difficult situation) and crisis (a time of great danger, difficulty
or confusion when problems must be solved or important decisions must be made).
•
Students discuss
the questions in pairs. Ask a few pairs for their answers. Students read the
text. Check answers as a class.
1 weather, insects and
natural disasters 2 health risks and damage to other plants that grow near GM
crops 3 more meat
Exercise 2
• In pairs, students scan the text
quickly to find the numbers. They should highlight the numbers in the text and
then decide what they refer to.  Check answers as a class.
 the number of people who go to bed hungry
2
the date when the
population will reach 9 billion
 1 hectare of indoor land 5 hectares
of outdoor farmland
4 seven kilos of corn is needed to make one kilo of beef  the amount of food wasted in the UK
every year
Extra activity
Divide the
class into four groups. Give each group one of the four solutions mentioned in
the text (GM crops, Vertical farming, Eat less meat, Increase aid). Tell them
they are going to take part in a debate and will attempt to convince the rest
of the class that their solution is the best. Give them a few minutes to prepare
arguments to support the solution they have been given. Each group chooses two
speakers to present their arguments. When they are ready, each pair of speakers
puts forward their arguments for two minutes. At the end, take a class vote on
the best solution.
Exercise 3
• Go through the Learn this! box together. Check the
pronunciation of anti- /ænti/ and multi- i/. Tell students that there is
an example of each prefix in the text. Students see who can find the examples
first. The first student to do so should raise their hand.
• Point out that some words with these prefixes are
hyphenated but others are not. There is no rule and students need to learn each
word individually.
anti-GM
protesters, undernourished, multi-storey For further practice
ofPrefixes with particular meanings, go to:

Vocabulary
  Builder 8.2 page1411
2     I misunderstood what you said.
3     Last weekend we took part in an
  anti-war demonstration.
4     He's an ex-policeman.
You shouldn't overeat.
6
  This meat is
  undercooked.
7
  My dad was born
  in the post-war era.
8
  The National
  Health Service is underfunded.
9
  If you didn't
  understand it the first time, reread it. 10 The children are misbehaving.

Exercise 4 OgeOh
Tell students to look
again at the paragraph on vertical farming in the text and find two advantages
(year-round crops, easily feed whole cities).
• Students listen to the recording to identify which
countries are mentioned, and why. With a weaker class, play the recording once
for students to identify the countries. Write the countries on the board.
• Play the recording again for students to identify the
reasons.
Audioscript  3.07 apageo
Dr Samuel Friedman Vertical farming isn't actually a very new concept The
idea has existed since at least the 19505. However, it is only recently that we
have begun to seriously explore the idea, and put it forward as a solution to
the world food crisis.
So what has vertical farming
got going for it? At present, over 80 per cent of the world's land that is
suitable for farming is already being used. In order to grow enough food to
feed the nine billion people that will be living on our planet in the middle of
the 21st century, we'll need TEN million more square kilometres of land - that'
an area 20 per cent bigger than Brazil!
The buildings used for vertical farming won't take up much space because
they are tall - they're skyscrapers. They can be built in the middle of cities,
where all the people are. The food would be on people's doorsteps, almost
literally, so transport costs are minimal. ThatS great for helping to combat
global warming and climate change.
Another advantage is that all food could be grown organically. The crops
would need less water than traditional ones because all the water is recycled.
All the nutrients are recycled too. The only thing that actually leaves the
building is the produce, the food.
Vertical farming would create jobs too. Imagine the small businesses that
would spring up around these farms - for packaging, distribution, catering, and
so on - they would employ thousands of people.
Where is it likely to
happen? Who will benefit most from it? First and foremost, countries that don't
have agriculture: cold countries, like Greenland and Iceland, and hot, desert
countries, like Saudi Arabia. You would have sealed buildings in these places
with an artificial climate - artificially warm in Iceland, artificially cool in
a hot country.
The social benefits are amazing everybody gets good, healthy food. People
have reacted really well to this idea - I think the ideas about to develop into
reality
Brazil — to compare it
with the area of land needed to grow enough food for 9 billion people
Greenland and Iceland — as examples of cold countries without
agriculture Saudi Arabia — as an example of a hot country without agriculture
Exercise 5  3.07 .pageU
• With a weaker class, go through the questions with
students and help them with vocabulary if necessary. With a stronger class, ask
students to answer the questions before they listen again.
• Play the recording again. Check answers as a class.
I T 2 T 3 T 4 T 5 F
Exercise 6 þñge,OJ
• Write the words on the board and brainstorm ideas
With the class. Write brief notes (e.g. the cost of building skyscrapers for
vertical farming would be very great, the variety of food grown there might
have to be limited, many farmers would be forced out of business). Students
work in pairs to develop the arguments.
Exercise 7
• Refer students to the examples. Students work in pairs to argue for and
against the topic. Ask a few students to tell the class their main arguments,
With a stronger class, ask
Student A to
describe Student B's arguments and vice versa.
Lesson outcome
Ask students: What have
you learnt today? What can you do now?
and elicit
answers: / have learnt about world food shortages and some possible solutions
to the problem. j can talk about the world food crisis.
Reading
The final dumping ground

Reading: an article about
rubbish in space
Vocabulary: words with a
similar meaning; words related to space
Speaking: ranking a list
in order of importance
Topic: Natural world

To do the lesson in 30 minutes, keep the lead-in brief
and do exercises 3 and 4 together as a class. The Vocabulary Builder activities
can be set for homework,

• In groups of four, students make a list of as many
different things as they can think of that can be found in space. They should
think about man-made objects as well as natural objects (e.g. planets, stars,
asteroids, meteorites, rockets, satellites, the Hubble Space Telescope, pieces
of rocket or satellite, small pieces of metal and plastic).
• Ask one student from each group to read out their
list. Give one point for each correct answer. The group with the most points is
the
Exercise 1 apagew
• Tell
students to look at the photos and ask them what they show (a space station,
space debris, wreckage from a spacecraft). In small groups, students discuss
the question. Ask groups to share their answers with the class.
Exercise 2 3.08 opageu
• Tell students to read the text quickly and not try to
understand every detail. Give them a time limit of three minutes. Check answers
as a class.
Space junk refers to rubbish orbiting in space. It is made up of pieces of
rockets and satellites, as well as tiny particles of paint and other material.
It could damage a spacec'aft or injure somebody on Earth if it re-enters the
Earth's atmosphere.
Exercise 3
• Complete the first gap together as a class. Tell
students to read the first paragraph and predict what the missing sentence
could be about (a dangerous situation for the six astronauts). Ask: Which
sentence can fit into the gap? (sentence D). Tell students to look closely at
the sentence before and after the gap. Ask them to identify the words which
link sentence D with the surrounding text. (They — the six astronauts;
escape capsules - the International Space Station.)
• Students work in pairs. Check answers as a class,
I D 2 A 3 F 4 G 5 B 6 E
Exercise 4
•
With a weaker
class, go through the first question together, and remind students that the
questions are in the same order as the task.
•
Students work in
pairs to answer the questions. Check answers as a class. Ask students to say
why the false answers are incorrect.
•
F (They didn't
return to Earth.)
3
F (Not all space
junk burns up, and the junk that does so burns up in the Earth's atmosphere,
not the Sun's.)
4
F (She wasn't
injured.)
 F (Little bits of burning debris fell to Earth.)
6 F (It is feared that we might not be able to use low-Earth
orbit in the future.)
Extra activity
Students work
in pairs. Tell them to look back at the text and then write two statements
about it. They show their statements to their partners, who must decide whether
they are true or false.
Exercise 5
•
Students work individually to find the words in the text. They may need to use
their dictionaries.
 bits 2 particles 3 flakes 4 stuff 5 chunk 6 lump 7 fragments
For further practice of
Words with similar meanings, go to:

Vocabulary Builder 8.3 page 141
1
  1 damage 2 harm
  3 hurt 4 injure 5 wound 6 hurt
2
  harming 2
  damaged 3 hurt 4 wounded
5 hurting

Exercise 6
• Check that students understand the meaning of the
words. You could give a translation where possible and ask students to tell you
the English word.
• In small groups students rank the items in order of
size. Check answers as a class.
meteorite, asteroid, moon,
planet, star, constellation, solar system, galaxy, universe
The three in the text are
planet (paragraph 1), meteorites (paragraph 3), and Moon (paragraph 5).
Exercise 7 jpage85
•
Students remain in their groups. Point out thatthey need to weigh up both the
likelihood of the event and the potential damage. Tell them that there is no
correct answer and encourage them to argue different opinions before coming to
an agreement. Go round the class checking that all members of the group
participate and that they reach an agreement.
Exercise 8 pageb
• Make
sure that students give reasons for the order they have chosen, With a stronger
class, encourage other students to ask about their decisions. Try to reach a
consensus for the whole class.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt about spacejunk. / can express my views about
extra-terrestrial events.
Grammar
Relative clauses

Grammar: defining and
non-defining relative clauses Speaking: making sentences with relative clauses

To
do the lesson in 30 minutes, omit the lead-in and keep exercise 7 brief The
Grammar Builder activities can be set for homework.

• Write the following sentences on the board:
There's the boy parents were on TV This is the book — I was telling you
about.
I've
got a friend _ lives in New York.
  / sti// live in the house       I was born
Underneath write the
relative pronouns which, who, where and whose. Ask students to complete the
sentences.
• Write sentence beginnings on the board, e.g.: This is
the place
. , I read the book. He's the man , Those are the people . . Ask different students to
complete the sentences using a relative clause.
Exercise I page86
• Ask different students to read out the quotes. Help
them with vocabulary as necessary.
• Ask students to name some other charities. Write some
on the board and ask them what type of work these charities do (e.g. Oxfam
works to help reduce the effect of poverty around the world; the World Wide
Fund for Nature campaigns for endangered species and conservation issues;
Médecjns Sans Frontières provide medical care in emergency
situations such as famines or natural disasters).
Exercise 2 page86
• Go through the Learn this! box together. Check
students' understanding. Ask: What are the main differences between defining
and non-defining relative clauses? (A sentence With a non-defining relative
clause would make sense even without the non-defining clause. We use commas
with non-defining relative clauses. A sentence with a defining relative clause
does not make sense without the defining relative clause. We can omit which or
who in defining relative clauses if which or who is the object of the defining
relative clause, or we can replace them With that. We do not use commas with
defining relative clauses.)
• defining: I'm raising money for people whose homes were
destroyed in last year's floods. The charity which I support raises money for
children who are seriously ill, non-defining: I support a charity called
Anti-Bags, which encourages people to stop using plastic bags. I donate to
charities dedicated to helping people in drought-affected areas, who are at
risk from starvation and disease.
2
The charity which
I support
3
The charity which
I support ...
Exercise 3 page86
•
Students complete the exercise individually. Check answers as a class.
1  The man who's wearing a tie is my
uncle.
2  Space junk is a problem which is
getting worse.
3  1've got a friend who lives in Japan.
4  Solar energy is an idea whose time has
come.
5  Who did you dance with at the night
club? / With whom did you dance at the night club?
For
further practice ofRelative clauses, go to:

Grammar
  Builder 8.2 page129
I know a lot of people who are opposed to wind farms.
  Tom works in a factory where they make solar panels.
3    From here you can see the enormous
  wind turbine which we were protesting about.
4     met some eco-protesters who the
  police were trying to evict.
5    I support a charity which campaigns
  against the use of fossil fuels for energy generation.
6    I found a piece of space junk which
  hadn't burnt up in the Earth's atmosphere.
7    That's the nuclear power station
  where my dad has been working for the past five years.
Fossil fuels, which are found deep
  underground, are not a renewable source of energy.
2 Shale gas, which is gas trapped in shale formations,
  is becoming an increasingly important source of natural gas. There are many
  types of renewable energy, which governments are investing in.
4    People in industrialised countries,
  who have already benefited from years of economic growth, should be the first
  to reduce carbon emissions.
5    Farm animals release a lot of
  methane, which is a very potent greenhouse gas.
6    Nuclear power stations produce a lot
  of radioactive waste, which is difficult to dispose of.
7    The Intergovernmental Panel on
  Climate Change (IPCC) is an international organisation, whose aim is to
  assess the impact of climate change.

Exercise 4 vageW
•
Students complete
the exercise individually. Check answers as a class.
•
Here's the money
(that) I owe you.
2
I run three times
a week, which keeps me healthy.
3
I made Joe a
sandwich, which he ate at once.
4
I live in a
village called South Milton, which has a population of 600.
5
We look after
stray dogs whose owners can't be traced.
Exercise 5 jpageø
• Go
through the Learn this! box together. Ask students to say the sentences with
the full relative clause. (e.g. The charity protects animals which
are facing extinction. Global warming is mostly caused by C02 which is emitted by power stations.)
I support a
charity called Anti-Bags, . ; I donate to charities dedicated to helping poor
people Exercise 6
  Students work in pairs. Check answers
as a class.
  People working for private companies
usually get paid more than those in the public sector.
2
Is that your dog
making a mess on the lawn?
3
This
self-portrait, painted by van Gogh in 1889, is one of his finest.
4
I saw a young
girl stealing a CD.
 We visited a castle built in the sixteenth century.
6
I only eat food made
with fresh ingredients.
For
further practice ofShortened relative clauses, go to:

Grammar Builder 8.3 pages 129-130m
The police have arrested the woman
  seen shoplifting on CCTV.
3    I've got a photo of my granddad
  driving an old Mercedes.
4    The man living next door was a
  climate change scientist.
5    I live in a farmhouse built in 1855.
6    I can't find the address book
  containing all my friends' contact details.
7    The insurance company have replaced
  the vase broken by the removal men.

Exercise 7 ;pagew
• Go through the first prompt together as an example.
Suggest an ending for the sentence, e.g. Last week / met someone who knows my
cousin, and then ask students to suggest alternatives. Students work in pairs
to complete the remaining sentences in different ways in one minute.
• Ask different students to say some of their sentences.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
the answer: / can recognise and use relative clauses in written
and spoken English.
Speaking
Stimulus description

Listening: expressing an
opinion
Speaking: expressing and
justifying opinions
Vocabulary: justifying
opinions
Topic: Travel and tourism

To
do the lesson in 30 minutes, omit the lead-in and omit exercises 6 to 8. The
Grammar Builder activities can be set for homework

• Write the word recycling on the board. Ask students
what it means.
• In groups, students make a list of items that can be
recycled, Give them three minutes to write their list.
• When the time is up, ask one student from each group
to read out their list.
(Possible answers) glass,
paper, cardboard, plastic containers, food cans, drink cans, clothes,
electrical items
Exercise 1 Þage87
• Ask students to look at
the three posters and compare their
visual appeal.
Exercise 2 Jpage•8T
• Ask a student to read out the task. Then read out the
Exam tip. Students listen to the recording before answering the question.
Audioscript S) 3.09 page87m
Candidate I think the best poster for encouraging people to
recycle would be the third one. The reason I'd go for that one is that it's
quite serious, What's more, it gives a lot of information about what exactly
can be recycled: different metals and so on. Thatg very useful information.
 wouldn't choose the first poster because it doesn't give very much
information. And I also think it looks rather boring. it wouldn't appeal to
teenagers of my age. Moving on to poster two I don't think poster two isa good
choice because it isn't serious enough.
Um, so, to sum up, Itl go for the third poster, because it would have a
greater impact and be more effective.
Exercise 3 ,page8T
• Explain that these are all useful phrases that can be
used when justifying an opinion. Students work individually to complete the
phrases. Check answers as a class.
1 believe 2 main 3 thing 4
Another S reason 6 top
Exercise 4 page87
• Students work in pairs. Remind them that it is
important for them to be able to justify their opinions. When they have
finished speaking, ask one or two students to give their opinions to the class,
Exercise 5
•
Before they listen, tell students to read the questions. With a weaker class,
play the recording twice. Students compare answers in pairs. Check answers as a
class.
Audioscript  3.10 .page87
Examiner What can be done to
improve the environment where you live? Candidate Well, I live in a big city,
and I do think they should ban cars from the centre. That would be a really
good move. Why do think that? Well, first of all, it would improve the air
quality a lot. Let me give you an example. When I go to school in the morning,
the exhaust fumes from all the cars are awful. You can hardly breathe! On top
of that, banning cars would make the streets a lot safer. At the moment, I
daren't cycle to school because it's coo dangerous But if there were fewer cars
on the streets, I would cycle. Another thing they could do is plant more trees.
They could plant them in the main square, for example. The main reason is that
they would make the city look nicer. But another reason is that we really do
need more trees in the world because they absorb carbon dioxide and so help
stop global warming.
1  Why do think that? On top of that;
another reason; The main reason is that; (But) another reason is that
2  The candidate thinks cars should be
banned from the city centre. To support this argument he says: When the
candidate goes to school in the morning the exhaust fumes from all the cars are
awful and he can hardly breathe. Banning cars would make the streets a lot
safer and he would cycle to school. His second argument is that they should
plant trees in the city centre. Trees would make the city look nicer. They also
absorb carbon dioxide.
Exercise 6 S 3.10 ,page87J
• Go
through the Learn this! box together. Play the recording again while students
listen for the two examples of do/did for emphasis
I do think they should
ban cars from the centre; we really do need more trees in the world
Exercise 7
• This
is another opportunity for students to practise using the justifying language
from exercise 3. Students work in pairs. Go round the class and monitor to make
sure they are using the phrases correctly.
Exercise 8  3.11
•
Play the
recording twice so that students get the idea of emphasising the words do or
did.
•
We've got bins
for recycling paper but we do need to recycle glass too.
2
I'm all for
cutting our carbon footprint but I do think the Government should come up with
some better ideas.
3
We didn't install
double glazing, but we did insulate the loft.
4
It isn't easy to
save energy, but we do have to try.
S
The Government didn't cut carbon emissions, but it did promise to invest in
renewable energy.
For more practice ofdo and
did for emphasis, go to:

Grammar Builder 8.4
You didn't get much sleep last night. Do go to bed early tonight.
2 It's a very important meeting. Do be on time! 3
  I don't much like him,
  but I do like his brother.
4
  We did enjoy the play. 5
  I do like your new top!
6    Do be quiet, will you!
7    I didn't cook the meal but I did do
  the washing-up.

Exercise 9
•
Tell students to write notes, not a speech. One minute is quite a long time to
speak, so they probably need five or six points to talk about.
Extra activity
Students work in pairs. Tell them to look back at the text and then write
two statements about it. They show their statements to their partners, who must
decide whether they are true or false.
Culture note — Plastic bags
Plastic bags are a major
source of pollution on our planet as they take up to 500 years to biodegrade.
Every year, Americans throw away 100 billion plastic bags (which is the
equivalent of dumping 12 million barrels of Oil). The following countries have banned
plastic bags: Australia, Belgium, Bhutan, Botswana, China, Eritrea, Ethiopia,
Germany, India,
Italy, Japan, Kenya, Malta, Papua New Guinea, the
Philippines, Samoa, Singapore, Somalia, South Africa, South Korea, Sweden,
Turkey, Uganda and Zanzibar. Many other countries have a tax on the use of
plastic bags instead.
Exercise 10 'þageø
•
Students do the exam task. Remind them that it is important to justify their
opinions.
Extra activity
Ask students
to design a poster for recycling in their town or school. Tell them to
concentrate on the areas that they think are the greatest problems. Students
work in groups to design and create the posters. You could display them on a
classroom wall.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I have learnt about
recycling. I can discuss a topic andjustify my opinions.
Writing analysis
Opinion essay

Reading: an opinion essay
on the topic of environmental impact
Writing: a concluding
paragraph
Topic: Natural world

To
do the lesson in 30 minutes, omit the lead-in and do exercise 2 together as a
class.

•
Write the word
pollution on the board. Ask students: What are the main types ofpollution (air
pollution, water pollution, soil pollution, noise pollution) and write them on
the board.
•
Ask: What causes
the different types ofpollution? (air pollution
•
vehicles,
factories, fires, volcanic eruptions; water pollution - rubbish, chemicals,
human waste; soil pollution — mining, farming, household dumping, chemical
waste; noise pollution - traffic, airports, factories, construction, rock
concerts).
•
Students discuss
the question in pairs.
•
Ask different
pairs to feed back to the class.
Exercise I uÞage84
•
Ask different
students to read the exam questions to the class. Tell them to scan the essay
quickly to find the answer.
exam question c
Exercise 2 oage88
•
Ask students to
read the first paragraph and find the section where the author gives their
opinion (My view is that it is possible to care for our world and at
the some time improve our standard ofliving). Students work in pairs to complete the task. Check
answers as a class.
Paragraph 1: It's worth
acknowledging improve our standard of living.
Paragraph 2: Firstly, it's
important to recognise to dispose safely of most hazardous waste.
Paragraph 3: Secondly, we
must bear in mind and can therefore act more wisely. Paragraph 4: Some people
argue we are able to recycle many non-renewable materials.
Paragraph 5: All things
considered, to avoid the mistakes of the past.
Exercise 3
• With a weaker class, make sure that
students remember the meaning of the various expressions, and know how to use
them.
Introducing additional
points: We should also remember that,
Moreover, ...
Introducing contrasting
points: That said,
Exercise 4
• Tell students that there are several
different possible answers for most of these pairs of sentences. Encourage them
to use a variety of the expressions. Students work individually to complete the
task. Check answers as a class.
Students' own answers
Extension
Tell students to choose
two of the expressions for introducing additional points and two for
introducing contrasting points from exercise 3. Write the following sentence on
the board: / believe we must solve our economic problems before we consider environmental
issues. Ask students to write a follow-up sentence using each of their chosen
phrases (e.g. What is more, we will need economic stability and growth in order
to be able to afford to tackle the wide-ranging environmental
problems facing the modern
world). When they have finished, ask individuals to read out some of their
sentences.
Exercise 5
•
Read out the tip
to the class. Then tell students to look at the final paragraph of the essay
and find the items listed in the tip.
Concluding phrase: All
things considered, .
State opinion: really do
think
Concede opposing opinion:
While a little damage may be inevitable,
Repeat strongest
argument: We now have the knowledge and technology to avoid the mistakes of the
past.
Exercise 6
• Make sure that students understand
that they must give the opposite opinion to the essay writer. Tell them to
choose a concluding phrase and write their paragraph. With a weaker class, ask
students to suggest ideas for the conclusion and write one or two on the board.
Lesson outcome
Ask students:
What have you learnt today? What can you do now? and elicit answers: / have
learnt about paragraphing, introducing additional points and
introducing contrasting points. I can write a concluding paragraph.
Writing task
Opinion essay

Writing: an opinion essay
Topic: Natural world

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework.
Exercise 1
• In pairs, students take a minute or two to choose the
essay title they want to answer.
Exercise 2
• Go through the Exam tip together. Explain that
referring to and countering opposite opinions can help to strengthen your own
argument. Students work in pairs to note down ideas for and against the
opinion.
• When they have finished, tell them to work with
another pair who have chosen the same essay title. They should compare ideas
and see if they can add anything to their lists.
Exercise 3
• Point to the plan in exercise 2 on page 88, or copy it
on the board. Tell students to write notes or ideas, not full sentences.
Exercise 4
• Students work individually to complete the phrases.
They compare answers with a partner. Check answers as a class.
1 arguing 2 to say 3 to
recognise 4 acknowledging
5 to deny 6 to say 7 to
point to 8 pointing out
Exercise 5
• Students choose the most appropriate
phrases from exercise 3 on page 88.
Exercise 6 opageW
• Draw students' attention to the
example phrases and refer them back to the opening paragraph of the essay on
page 88.
Exercise 7 .pageW
• Students expand their notes from
exercise 3 to write full paragraphs. As they are working, go round the class
checking that they are using the target expressions and phrases correctly.
Exercise 8
• Point to the Exam tip on page 88 and,
if necessary, read it out again. Remind students to use a concluding phrase
from exercise 6.
8
Exercise 9
• Students may need help with the
process of cutting Of expanding their essay. Be prepared to answer any
questions they have and make suggestions for what action to take.
Exercise 10

• You could ask students to check their
partner's work. Make sure that they do this constructively. They can make
pencil marks on their partner's essay and then discuss the corrections that are
needed.
Exercise Il
• Students write out a final draft of
their essay, making sure that the word count is correct and that they have
checked their grammar and spelling. This can be done for homework.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / can write an
opinion essay

Language Review / Skills Round-up
7—8 Language Review

2  said she had better
3  when his car would be
4  she is not going on
5  why I had got
Exercise 3
1 insisted Z warned 3
offered 4 convinced 5 claimed
Exercise 4  must 2 can't 3 might 4 can't 5 must
Exercise 5
1 carbon 2 turbines 3
fossil 4 solar 5 hydroelectric
Exercise 6 Þage90C
1 couldn't 2 succeeded in
3 be able 4 managed to
5 could
Exercise 7 pagew
Students' own answers
Exercise 8 page90
1 thing 2 top 3 thing /
reason 4
Another S do
1—8 Skills Round-up
Exercise I -page9t
Students' own answers
Exercise 2 'page91k hactivist: a person who gains unauthorised access to a
computer as a form of protest
Exercise 3 ;pageyi

Exercise 4 u oge9i• Audioscript 9 3.12
Stefan Hi, Spikey. How are you?
Spikey What do you want?
Stefan Is Daisy there?
Spikey No, she isn't.
Daisy Who is it, Spikey?
Spikey IÚ Stefan. I'll have a word with him, She doesn't want to
see you,
Stefan Oh. Why not?
Spikey You know.
Stefan No, I don't!
Spikey Why did you inform them about our plan?
Stefan What do you mean? What plan?
Spikey The cyber-attack.
On the supermarket website. They knew all about it. Somebody had told them how
we were going to do it, the exact time, everything! You must have warned them.
Stefan Me? Why are you accusing me of doing it?
Spikey We hadnt mentioned it to anyone else. It must have been you!
Stefan But I promised Daisy wouldnt say anything, and I
didn't. I didn't even .
Narrator A week later, in Stefan's office .
Stefan Stefan speaking.
Daisy Hi, Stefan. It's Daisy.
Stefan Daisy! Good to hear from you. HOW are you doing?
Daisy Itn fine. And 'just want to say, I believed you when you said you
hadn't told anyone about the cyber-attack.
Stefan Thanks.
Spikey didn't believe me though, did he? Daisy No, I'm afraid not. I've tried
to convince him that you aren't like that, but well, you aren't exactly his
favourite person anyway.
Stefan I know!
Daisy Look, are you going to be ata charity event tonight? I think you
mentioned that your company were supporters of Feed The Millions Stefan Yes. The event at the Regal
Hotel. I'll be there. Why?
Daisy Well, I'm going to be there too.
Stefan Really? Why? I mean good. I'm glad. But why?
Daisy I'll explain later. I just wanted to know there would be a friendly
face See you later!
Stefan Yes, see you later.
Daisy Hi, Stefan.
Stefan Daisy! Good to see you!
Daisy Thanks How's it going?
Stefan Fine, I think. aut you didn't tell me why you were coming.
Daisy Oh, I'm meeting my dad here. His supermarket- Wesley's Supermarket
- are big sponsors of Feed The Millions. That3 why he's here.
Stefan Your dad? But you said you didn't get on With him
Daisy We're
still in touch. I like to see him sometimes, but he wont come to the squat -
and I don't like going home too often. Stefan You still call it home' though Daisy I guess,
Stefan Does Spikey know you're here?
Daisy No, he doesn't. I'm not sure he'd betoo happy about it. He said I
should stay away from you
Stefan It's a good cause though, isn't it? Feeding hungry children in
Africa . Daisy Yes, but the charity is sponsored by Wesley's, and they're the big
enemy.
Stefan And I am too, I think,
Daisy Well, he still blames you for the failed cyber-attack.
Stefan That was nothing ro do with me. couldn't have passed on any details
- I didn't know any details!
Daisy OK, I believe you But justto be on the safe side, I won't tell you
about our next big protest, which is going to be even better!
Stefan Really? Give mea clue.
Daisy Actually, can't I don't know what it's going to be, exactly. They
haven't told me the plan. I just know when and where its going to happen.
Stefan Oh, right.
Daisy Actually, if you're interested, you can see it
all with your own eyes on Saturday.
Stefan How? You're being very mysterious.
Daisy Meet me outside the squat next Saturday at midday, You won't regret
it, I promise.
Stefan OK, OK. I'll meet you outside the squat at midday.
Daisy Next Saturday. See you then.
Stefan Great. Now, really should go and talk to some of(he other guests Sir Roger! Nice to see you. Have you
come far ?
Daisy's house (the squat),
Stefan's office, the Regal Hotel, a public place
Exercise 5 page91
1 b 2 a 3 c 4 c 5 a
Exercise 6
Students' own answers
Exercise 7 page91
Students' own answers
Language Review and Skills Round-up
Get Ready for your Exam 8
Reading
Exercise 1 page92

GET READY TO READ
• Ask students to think of a particularly vivid memory
of a happy time in their childhood. Ask them to close their eyes and visualise
the moment. Say: Think about the place and the time. Were you inside or
outside? Was it light or dark? What details can you remember?
Think about shapes and colours and smells. Were you alone? What was happening around you? What
was so special for you?
• Ask students to tell each other about the experience.
• Invite some students to share their memories with the class.
Exercise 2 page92
READING EXAM TASK - MUI TIPI CHOICE COMPREHENSION
• Tell students that they are going to read an extract
from a story. Elicit or explain the meaning of narrator (a person who tells a
story).
• Tell students to read the task. Ask: What kind
ofreading task is this? (multiple choice) How many options are there for each
question? (four) How many do you choose? (one) Are the questions in the same
order as the information in the text? (yes)
• Students complete the reading task. Encourage them to
mark the parts of the text that support their answers.
• Students compare answers in pairs. Check answers as a
class.
1 B 2 D 3A 4C
Use of English
Exercise 3 page92
USE OF ENGLISH EXAM TASK
OPEN CLOZE
• Ask students to read the text to get
the general meaning. Ask: What is the text about? (an insect that was supposed
to have become extinct 80 million years ago)
• Ask students to look at the two gaps
in the first sentence and say what parts of speech are missing (first gap -
comparative adjective; the word than tells us this; second gap - part of a
superlative adjective; the word the and the adjective tell us th is).
• Students complete the text
individually or in pairs.
• Check answers as a class.
1 taller/ higher 2 most 3
supposed 4 tall / high 5 which
6 despite 7 after 8 to 9
when
Get Ready for your Exam

Mistakes
Map of resources
9A Vocabulary and listening
Student's Book page 93,
Workbook page 75
Photocopiable Activity: 9A Behaviour (TRCD-ROM)
9B Grammar
Student's Book page 94,
Workbook page 76

Photocopiable Activity:
9B Speculating about the past
(TRCD-ROM)

9C Culture
Students Book page 95,
Workbook page 77
Photocopiable Activity: 9C Twitter
trouble (TRCD-ROM)
9D Reading
Student's Book pages
96-97, Workbook pages 78-79

Photocopiable Activity:
9D Identical twins separated at birth (TRCD-ROM)

9E Grammar
Students's Book page 98,
Workbook page 80
Photocopiable Activity: 9E Mixed conditionals (TRCD-ROM)
9F Speaking
Student's Book page 99,
Workbook page 81
Photocopiable Activity: 9F Wishes and regrets
(TRCD-ROM)

9G Writing
Student's Book pages 1  101 ,
Workbook page 82

Photocopiable Activity: 9G A story (TRCD-ROM)
9 Review and Tests
Review 9-10 Student's
Book page 1 12
Review 9—10 Workbook page 102
Photocopiable Activity: 9
How much can you remember?
(TRCD-ROM)
Student Self-Test Sheets
9, 1-3 (TRCD-ROM)

Unit 9 Progress Tests & Short Tests
(Test Bank CD)
Get Ready for your Exam
Student's Book page 102 Workbook
page 97 Exam Challenge iTools Unit 9

Teacher's Resource
Disk (TRCD-ROM) exercises (2 x Vocabulary, 4 x Grammar)
Vocabulary
and listening
Behaviour

Vocabulary: describing
behaviour
Listening: people
describing different types of behaviour
Speaking: describing past
behaviour
Topic: People

To do the lesson in 30 minutes, keep
the lead-in brief and do exercises 5 and 6 together as a class. Vocabulary
Builder activities can be set for homework.
3 MINUTES
•
Write the
following words on the board: sensible, unfriendly, dangerous, annoying,
exciting. Point to the word dangerous. Describe a dangerous situation to the
class, e.g. Yesterday I saw somebody driving a car. While they
were driving, they were eating
a sandwich and talking on the phone. It was a dangerous thing
to do.
•
Write: It was a
thing to do. In pairs, students describe a situation for each of the words on
the board, ending with the sentence It was a thing to do.
•
Ask students to
tell the class about some of the situations they described.
Exercise I
•
Tell students to
look at the photos. Ask individual students to describe them. With a weaker
class, you may need to prompt them with some vocabulary, e.g. fall, feed,
crocodile, canal, bank, reverse.
Exercise 2 Þge9jf
•
With a stronger
class, ask students to discuss the meaning of the words in small groups. With a
weaker class, tell students to look up any words they do not know in a
dictionary.
(Possible answers)
Photo 1:
careless / clumsy / foolish / reckless Photo 2: courageous / foolish / reckless
/ short-sighted / thoughtless
Photo 3: careless /
foolish / reckless / short-sighted
Extra activity
Divide the
class into two teams and ask them to group the adjectives into positive and
negative. Give them two minutes to complete the task. Note that cunning can be
either positive or negative, depending on the context in which it is used.
Positive: altruistic,
considerate, courageous, cunning, eager, heroic, hospitable, romantic
Negative: careless, clumsy, cowardly, cunning, cynical, deceitful,
disloyal, foolish, forgetful, hysterical, over-sensitive, pushy, pretentious,
reckless, ruthless, short-sighted, spiteful, thoughtless

Exercise 3 pagegi
• Play
the recording. Pause after each speaker and check comprehension. Ask:
(Speaker 'l) Who wentto
see Lady Gaga? (the speaker's cousin, Claire)
(Speaker 2) What does the
speaker do? (She's chief executive of a company. / She manages a company.)
(Speaker 3) How big was
the dog when the man bought it? (It was small. / It was a puppy.)
(Speaker 4) What did the
speaker do to the flowers? (She dug them up.)
(Speaker 5)
Whatc the speakers real name? (Edward) (Speaker 6) Why didn't the speaker buy a
present for her boyfriend? (She didn't have any money.)
• Play
the recording again. In pairs, students decide which adjective describes each
speaker.
Audioscript  3.13
1  So I had this ticket to go and see Lady
Gaga performing live and I mentioned it to my cousin, Claire. It turned out she
just loves Lady Gaga she's her favourite singer. She tried to book a ticket for
herself but they were sold out. So I gave her my ticket. Well, clo like Lady
Gaga but wouldn't say I'm her biggest fan. And Claire was really grateful, so
that was nice.
2
lÁ.'e been
Chief Executive of the company for three years now. When I arrived, there was a
lot of work to do. Some of the employees just weren't trying. So I called
everyone into a meeting and told them that half of them were going to lose
their jobs. And I was going to make that decision after four weeks so they
better impress me! They did work harder after that! And four weeks later, the
50 per cent who weren't performing as well as the others lost their jobs.
3  1 bought him as a puppy, when he was
only afewweeks old. I really wanted a dog. know live in a small flat, but I
love pets - dogs, especially. Well, what didn't think about was how big that
puppy was going to grow! He's huge! Look at him! Yes, we are talking about you,
aren't we? Anyway, he's wrecked the fiat, of course. It isn't his fault - he's
just too big. didn't think about that when I got him.
4  1 got so angry with my dad last week -
I can't remember why. I think he told me not to spend so much time on the
computer, Anyway, I was cross. So do you know what did? When he went to work, j
went outside and dug up all the roses in his flower bed. He loves his roses. He
loves them more than he loves his children, that's what I think sometimes. So I
dug them up! He went crazy when he found out.
5  My parents gave me the name Edward -
which is OK. Lots of people my age are called Edward. But don't like being the
same as lots of people. So I decided to change my name. I changed it to
Eduardo. It's similar to Edward but it's got more style. It's more exotic, more
interesting, more exciting,  think it's a better reflection of my personality. Eduardo. Sounds good,
doesn't it? I've started wearing sunglasses a lot more too.
6  1 wanted to get something special for
my boyfriend last Valentine's Day but I didn't have any money to buy a present.
I thought about it for a while and then I decided to write a song for him. I'm
quite musical. So anyway, I wrote it and then recorded it on my computer -
singing and playing the guitar I gave it to him on a CD. He loved it! Well, he
said he did
(Possible answers)
Speaker 2: ruthless
Speaker 3: foolish,
short-sighted, thoughtless
Speaker 4: spiteful
Speaker 5: foolish, pretentious
Speaker 6: romantic
Exercise 4  3.13 þage93.
•
Go through the
Learn this! box together. Play the recording of Speaker 1 again and ask a
student to read out the example.
• Play the rest of the recording, pausing
after each speaker, Ask different students to describe the speaker's actions
using the structure.
(Possible answers)
2  it was ruthless of her to get rid of/
fire 50 per cent of the staff.
3  It was short-sighted / foolish of him
to buy a dog.
4  It was spiteful of her to dig up the
roses.
5  It was pretentious of him to change
his name.
6  It was romantic of her to record a
song for her boyfriend.
Exercise 5
• Go through the first example together.
Elicit different ideas and write the best ones on the board. Students work in
pairs to complete the task. Check answers as a class.
Exercise 6 opageB
•
Go through the Learn
this! box together. To check understanding, write four adjectives on the board:
ghostly, funny, hard, frantic. Ask students what the adverbial forms are (in a
ghostly way/ fashion / manner, funnily, hard/ hardly, frantically)
•
Students work
individually or in pairs to form the adverbs.
altruistically,
carelessly, clumsily, considerately, courageously, in a cowardly way / fashion
/ manner, cunningly, cynically, deceitfully, disloyally, eagerly, foolishly,
forgetfully, heroically, hospitably, hysterically, over-sensitively, pushily,
pretentiously, recklessly, romantically, ruthlessly, short-sightedly,
spitefully, thoughtlessly
Exercise 7
• Students work in pairs. Tell them they
can talk about somebody else's behaviour if they prefer For
practice ofAdverbs, go to:

Vocabulary Builder 9.1 page142
1 in a friendly way
/ fashion / manner 2 late 3 highly
4 deep 5 wrong 6 in
a cowardly way / fashion / manner
7
closely 8 in a leisurely way / fashion / manner 9 weekly

Lesson outcome
Ask students:
What have you learnt today? What can you do now? and elicit answers: / have
learnt how to describe somebody's behaviour / can form
adverbs from adjectives.
Grammar
Criticising past actions

Grammar: should / could /
might/ needn't have; third conditional
Listening: an argument
between two teenagers
Speaking: talking about
hypothetical situations in the past

To
do the lesson in 30 minutes, omit the lead-in. The Grammar
Builder
activities can be set for homework

•
Tell students to
think of an argument they had with a friend.
Write prompts on the
board: What was the argument about? What caused the argument? COUId you have
avoided it?
•
Students describe
the argument to their partner.

partner's argument.

•
Ask several students
to tell the class about their
Exercise I  3.14 pageg
•
Tell students to
look at the photo. Ask them what they think the teenagers are arguing about.
Play the recording and ask students to listen for the missing words. Check
answers as a class. With a stronger class, ask students to guess the answers
before they listen.
1 shouldn't 2 could 3
might 4 needn't 5 should
Exercise 2 apage94L
•
Go through the
Learn this! box together.
•
Ask students to
close their books. Then write the example on the board, but gap the target
language: She told me Sam's address. / already knew it. She _
have told me Sam's address because / already knew it. Ask a student to come to the board and
complete the sentence.
•
Students complete
the exercise individually. They then compare answers in pairs. Check answers as
a class.
2 You should have gone to the doctor's because you were feeling ill,  She should have given her dad a card
because it was his birthday.
4
Mark needn't have
taken his camera to the match because he didn't take any photos.
5
We needn't have
taken sun cream on holiday because it rained every day.
6
You shouldn't
have spent all your money because you needed some for the bus.
Extra activity
Write the
following jumbled sentences on the board:  block painted shouldn't You bedroom
have your
2     your
kinder been sister You could have to
3     coot
a worn / have needn't 4 brought He kit should football have his Next to them, write these sentences: a
/tdidn't rain at/ day b He's playing a match later today. c It's very dark in
there now. d She's upset about her exam results.
In small groups, students
put the words of sentences 1—4 in the correct order and then match them With
sentences a—d.
For further practice
ofshould / could / might/ needn't have + past participle, go to:

Grammar Builder 9.1
might
  2 shouldn't 3 could 4 might 5 shouldn't 6 should
You shouldn't have given chocolate to your dog.
2     She needn't have worn formal
  clothes.
3     You could / should have invited your
  cousins to your party.
4     You might / could have saved some
  chips for me!
5     You shouldn't have left the front
  door unlocked.
6     You needn't have bought me a
  present.
7     You should have stayed at home.
8     They could / might have given us a
  lift to the station!

Exercise 3
• Go through the Learn this! box together. Check
understanding by writing the following sentence on the board: We were late for
school so the teacher was cross. Write: If we hadn't , and ask students to
complete the sentence (Ifwe hadnt been late for school, the teacher wouldn't
have been cross).
• Students find the sentence. They then write their
explanation and compare their answers with a partnec
If youd warned me, I'd
have stayed at home.
But you didn't
warn me so I didn't stay at home. For further practice of
the Third conditional, go to:

Grammar Builder 9.2 ep¥130-131
hadn't left, wouldn't have got
2
  would have won, had
  played  would have been, hadn't mentioned
4    hadn't come, would have gone on
5    would have gone, hadn't been
6    wouldn't have guessed, hadn't given
7    wouldnt' have written, hadn't been
8    had asked, would have said

Exercise 4
• Do the first sentence together as a class. With a
weaker class, tell students that the first missing word is hadn't. Students
work in pairs to complete the exercise. Check answers as a class.
• hadn't run, we wouldn't have
2 might have taken some  shouldn't have eaten
4
got lost if he hadn't
S you hadn't helped,
6
needn't have bought me
Exercise 5
• Model the first situation with a student. Check that
students understand that they need to use the past perfect Also check that
students know the past perfect form needed for situation 5 (hadn't been able
to).
• When they have finished, ask different pairs to say
what they would have done in the different situations.
Students' own answers
Exercise 6 page94
• Students take it in turns to ask and answer questions
about the situations in exercise 5.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: / have learnt how to use the third conditional. / can
talk about hypothetical situations in the past.
Culture
Facebook fears

Reading: an article about
the dangers of using Facebook
Listening: a journalist
discussing recording artist Rebecca Black
Vocabulary: adjective
suffixes and prefixes
Speaking: talking about
mistakes on social networking sites Topic: Culture, Science and technology

To do the lesson in 30 minutes, omit the lead-in and
do exercise 3 together as a class. The Vocabulary Builder activities can be set
as homework.
9

• Students work in small groups. Each student writes
down their three favourite websites. They then interview each other to find out
if they have any websites in common. Groups feed back to the class. Find out if
there are any websites that are popular with students.
• Ask some students to tell the class what they like
about their favourite websites.
Exercise I
• Students ask and answer the questions in pairs. Ask
different pairs to feed back to the class. Then follow up with a general
discussion. Ask: Why is Facebook so popular? Do you think it Will still
be popular in ten years' time?
Culture note — Facebook
The social
networking site Facebook was set up by Mark Zuckerberg and some fellow students
at Harvard University in the USA. It was launched in 2004, originally as a
service for university students. It was soon made available to anyone over the
age of thirteen. Membership grew rapidly and by 2008 there were over 100
million users. When Facebook was launched on the stock exchange in May 201 2,
it was valued at 104 billion dollars. Facebook is now available in more than 70
different languages, and there are approximately one billion users of the site
in the world.
Exercise 2 3.15
• Tell students to skim-read the text in order to answer
the question. You could give them a time limit of two minutes,
So that they can monitor
their children's behaviour and what they post on the Internet.
Exercise 3
• Students read the text again. In pairs, they answer
the questions. Check answers as a class.
• Because mistakes could be permanently recorded on the
Internet and catch up with them later in life.
2
Because they are
immature and their decision-making abilities are still developing.
3
Because there is a
permanent record of them and they are seen by far more people.
4
He wants them to
make rules on the use of mobile phones and the Internet, and especially rules
against sending images that may be used to bully others.
Exercise 4 0;page95J
• Encourage students to guess the meanings of words that
they do not know. Tell them to look at the root of the word first (e.g. mature)
and then decide how the suffix or prefix (im-) changes the meaning.
Prefixes: immature,
inappropriate, unknown, unquestionable
Suffixes: retrievable,
careless, lasting, hurtful, unquestionable
Both: unquestionable
For practice ofAdjective suffixes, go to:

Vocabulary Builder 9.2 .age14V
1 1 offensive, intentional 2 hazardous, disastrous
3 mountainous 4 reliable, rainy 5 global
6 enviable, supportive 7
  preventable 8 tasteless, chewy 9 accessible, meaningful
2 1 compatible 2 credible 3
  suitable 4 indestructible
5 comparable 6 invisible 7 curable 8 breakable

Extension
Write the
prefixes and suffixes in exercise 4 on the board (im-, in-, un-, -able, -less,
-ing, -ful). Ask students to suggest another word using each of the affixes,
e.g. impossible, inadequate, unattractive, believable,
meaningless, living, wonderful.
Exercise 5
• Tell students to look at the photo. Ask: Haveyou heard
ofRebecca Black? Haveyou seen heron YouTube? Why is she famous?
• Students listen to the recording and answer the
questions as a class.
Audioscript S 3.16
It was a classmate who first told Rebecca Black about a company called
Ark Music Factory. For a fee of 54,000, you could have a song recorded,
complete with music Video. The company even provided the music and lyrics. For
Rebecca, who was a thirteen-year-old student with a passion for music and
drama, it seemed like a fantastic opportunity. Her mother agreed to pay the
$4,000 and Rebecca recorded a song called Friday.
As soon as the music video was ready, Rebecca uploaded it to YouTube. In
the first month, 3 few hundred people watched it. But nothing could prepare her
for what would happen next. Thanks to a few mentions on the social networking
service Twitter, the video went viral. Within three months, more than 167
million people had viewed the video. And more than three million of those
viewers clicked 'dislike'- the most negative reaction a video on YouTube had
ever received. The record was previously held by Justin Bieber's song Baby.
Rebecca Black6 single was suddenly famous all around the world - for being the
worst song in the world ever. Black told The Daily Beast website that the
negative attention the song received shocked and hurt her. She appeared on The
TonightShow on American TV and reiterated the idea, saying she cried when she
first read the negative comments on her video.
So was it a mistake to put it on YouTube, where it's so easy for people
to make unkind comments - sometimes just for fun? The song was removed in June,
four months after first being posted, partly because of all the negative
publicity it was creating. After all, Rebecca was still just a young teenager,
about to turn fourteen. How could she cope with negative feedback from three
million people?
But there's an old saying in
show business - that there' no such thing as bad publicity. Suddenly, Rebecca
Black was famous! And people at the top of the music business wanted to meet
her. Simon Cowell, music boss and inventor of the X Factor and other talent
shows, said: 'Whatever she's done has worked. Whether you like her or not, sheg
the most talked-about artist in America right now.'
She put the video of Friday
back on YouTube and the song entered the music charts in six different
countries. Since then she has formed her own record company, released an album,
appeared in one of Katy Perry's music videos and travelled to Australia to
promote a mobile phone network. Some people think it was a mistake for Rebecca
to put Friday on YouTube, because it received such negative and hurtful
comments - but in reality, that 'mistake' has given her a chance of success.
Whether she makes the most of it or not is up to her. No, because it gave her a
chance of success,
Exercise 6 93.16
•
Check that
students understand the questions, especially the key verbs (charge, removed,
posted, publicise), They listen to the recording again and answer the
questions.
•
Students compare
answers in pairs. Check answers as a class.  F (They provide the music and
lyrics.)
 F (A few hundred people watched it.)
4
F (3 million out
of 167 million clicked 'dislike'.)
5
F (She was
shocked.)
6
7 F (She travelled to Australia to publicise a mobile phone
network.)
Exercise 7 Èe9S•s
• Read the situations aloud to the class.
Ask one or two students for their opinion about the first situation. Then give
students time to think about the other situations.
Exercise 8
•
Studentsdiscuss
the situations in pairs. Remind them that they do not need to agree, but should
give reasons for their opinions.
Lesson outcome
Ask students: What have you learnt today? What con you do now? and elicit
the answer: I can talk about the risks ofusing social networking
sites.
Reading
Mistaken identity

Reading: an article about
two children who were accidentally swapped at birth
Speaking: expressing the
feelings of a character in a story
Listening: a song, Same
Mistake
Topic: People, State and
society

To
do the lesson in 30 minutes, omit the lead-in and do exercises 4 and 5 together
as a class.

• Tell students to imagine this situation: You havea
cousin the same age as you who lives in Australia. You have never met them
before, but they are coming to visityou next month. What sorts of
things wouldyou like to ask them when you finally meet?
• In pairs, students make a list of five questions to
ask their cousin. Students share their ideas with the class.
• Write some of the best questions on the board and see
if students can suggest answers to some of them.
Exercise I
• Students discuss the ideas in pairs. Ask them to give
reasons for their opinions. With a weaker class, you may want to specify what
type of family, e.g. another family in the same town, or another family with a
different culture in a different country. With a stronger class, you could
extend the task by asking students to consider two different situations, one
where the other family lives nearby and has the same culture, and one where the
other family lives in a foreign country and has a very different culture.
• With a stronger class, students could discuss whether
genes or the environment has the bigger influence on a child's development.
Extension
In pairs, students think
of five more things that might be different if they had been brought up in a
different family, e.g. hobbies, music, clothes, relationship with brothers and
sisters, attitude to living in a city or the countryside.
Exercise 2 93.17
• Ask
students to read the text quickly. Give them three minutes to find the answer.
Exercise 3 page96L
• Go through the Exam tip together. Then ask different
students to suggest the names needed to complete the diagram.
Yulia brought up Irina.
Yulia is the biological mother of
Anya. Naimat is the biological father of Irina. Nairnat brought up Anya.
Exercise 4 page97]
•
Tell students that
the questions follow the order of the text. Tell them to mark the section of
the text which each question refers to. Explain that they need to read this
section very carefully because each answer option a-d, or aspects of each
option, will probably be mentioned in the text, but the details will only be
correct for one option.
•
Go through the
first question as an example. if necessary, tell students where they can find
the information (paragraphs I to 4). Explain why each incorrect option is
wrong. (a: They are looking through family photos, but Yulia has already
discovered that Irina isn't her daughter. b: The text says Yulia has
discovered that the baby shëd taken home is not her child, but the tenses used indicate
that she has discovered this recently whereas the baby was brought home years
ago. d: The text says this happened more than a decade ago.) Explain why option
c is correct. (The text says twelve years on, Yulia Belyaeva has
discovered that the baby shed taken home is not her child.)
•
In pairs, students
work through the remaining questions. Check answers as a class. Make sure
students can explain why an answer is correct by referring to the correct
information in the text.

Exercise 5 sp*9T,
• Tell students to find the phrases in the text and use
the context to help them explain their meaning. With a weaker class, allow
students to use dictionaries if necessary.
(Possible answers)
• The two families were brought together because of the
tragic
mistake made at the
hospital.
2
The man Yulia
used to be married to refused to give her regular sums of money that would be
used to support her daughter financially.
3
Yulia had a legal
trial to prove her ex-husband was Irina's father.
4
Everything in her
life changed radically.
5
She looks exactly
like her biological mother.
6
The parents admit
they do not get on very well and they have different opinions and views.
 It is a situation that is very difficult to deal with.
8
She is not used
to being shown love and kindness.
9
Both families are
making a claim against the hospital in a court of law because of the harm the
hospital caused, and they are asking it to pay them $300,000.
10
The hospital
cannot afford to pay the money it owes.
Exercise 6
• Students
underline the phrasal verb in the text. Then they underline the noun formed
from it. mix up; mix-up
Exercise 7

exercise 6.
9

•
Students form
nouns from the other five phrasal verbs in
•
Ask a few students
to read their sentences aloud. drop-out; get-away; hold-up; sellout; turnout
Students own answers
Exercise 8  3.18 page97
• Tell
students to look at the photo. Ask: Who is this? Whatdo you know about him?
Check that students know the meaning of the adjectives. Play the song and let
them discuss the best choice of adjectives in pairs.
Culture note — James Blunt
•
James Blunt was born James Hillier Blount in Wiltshire, England in 1974. He was
an army officer before beginning a career in pop music in 2002, His first
album, Back to Bedlam, released in 2004 was an international hit and became the
best-selling album of the 2000s in the UK. The Single You're Beautifu/ reached
Number 1 in ten different countries. The single Same Mistake is taken from his
second album, Al/ the Lost Souls.
Exercise 9 ,Þge9Že
• Play the recording again if necessary.
• Explain that song lyrics, like poems,
may be interpreted in different ways, so there are no right and wrong answers.
Encourage students to say what they think the underlined phrases mean.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / can answer
multiple-choice questions on o text.
Grammar
Mixed conditionals

Grammar: mixed
conditionals
Speaking: discussing
hypothetical situations

To
do the lesson in 30 minutes, keep the lead-in brief The Grammar Builder
activities can be set for homework.

• In groups, students brainstorm ideas and agree on a
list of the top five inventions of the twentieth century. The items on the list
do not need to be in a particular order, and students do not need to worry too
much about exact dates.
• Ask one member of each group to read out their list to
the class. Write down the inventions on the board. Take a vote on the most
important inventions.
Culture note — Inventions
There are many
different ideas about the best inventions of the twentieth century. The
Guinness World Records came up with a list which included Tupperware and the
Rubik's cube! Here is one list (from toptenz.net, a website dedicated to top
ten lists): radio, the Internet, television, antibiotics, the submarine, the
rocket, the car, the aeroplane, the personal computer, nuclear poweL
Exercise I page98
• Tell students to look at the photo. Ask: What is it?
Did you ever play with it when you were younger? Take a vote on which idea
students think the inventor was trying to make.
Play-Doh was originally
manufactured as a cleaning product for wallpaper.
Exercise 2 3.19 page981
• Students work individually to complete the text. They
compare answers in pairs.
• Play the recording for students to check their answers.
1 would 2 hadn't 3 could
4 wouldn't 5 didn't 6 were
Exercise 3 opagew
• Go through the Learn this! box together. Check
understanding by asking: Do mixed conditionals refer to real situations? (no,
imaginary ones)
• Students work in pairs to find the sentences in the
text. Check answers as a class.
Many familiar items would not exist if their inventors hadn't
made lucky mistakes. A If he hadn't had that candy bar, microwave ovens
probably wouldn't exist today! A
If today's doctors didn't have penicillin and other
antibiotics, many of the students in your class wouldn't have survived
childhood. B
If scientists were always
tidy and well organised, they wouldn't have made some of the most important
discoveries in history! B
Exercise 4 page98
• Students work individually to match the sentence
halves. Check answers as a class.
2 a, B 3  4 b, A 5 f, A 6 c, B
For
further practice ofMixed conditionals, go to:

Grammar
  Builder 9.3 page131
If you weren't my best friend, I wouldn't
  have told you what I really think.
2    if they hadn't closed the bowling
  alley, we could go there tonight.
3    She might have become a model if she
  was / were a few centimetres taller.
4    You'd never have stood in a queue
  for three hours if you weren't British.
5    If there was a good restaurant in
  town, I wouldn't have bought fish and chips.
6    He wouldn't have become a teacher if
  he didn't like children.
2   2
  If he were / was fit,
  he would have finished the race.
3   If my grandfather hadn't owned a
  factory, we wouldn't live in a big house.
4   If she hadn't worked hard last term,
  she wouldn't be disappointed with her exam results.
5   If I spoke Spanish, I would have
  applied for a job in South America,
6   If it hadn't rained all night, we
  could use the tennis courts.
7   If you hadn't been rude to Ellie,
  she would like you.
8   If we weren't on holiday, we would
  have gone to the barbecue.

Exercise 5
•   Go through the Look out! box together.
Ask students the difference between using were and was. (There is no difference
in meaning, but were is usually a little more formal.)
•   Students work individually to write
mixed conditional sentences. They then compare answers in pairs. Check answers
as a class.
2
If I could speak
Portuguese, would have visited Brazil.
3
If I hadn't left
my phone at home, I would call for a taxi.
4
If we hadn't got
on the wrong train, we would be at Heathrow Airport now.
5
If I ate meat, I
would have gone to the barbecue last weekend.
6
If it had snowed
again after the burglary, the burglar's footprints wouldn't still be visible.
Extra activity
Write the following
gapped sentences on the board, or dictate them to the class.
I Ifyou hadn't used al/
the money, we _ buy some food.
2     Ifyou
hadn't studied French at school, you    be able to speak it now.
3     Ifshe
were taller; she have reached the top shelf without a ladder.
4     Ifyou
were sick, / — have called the doctor.
Students work
in pairs. Tell them that the missing words are could, couldn't, would or
wouldn't. Give them two minutes to find the answers.
1 could / would 2
wouldn't 3 could / would 4 would
Exercise 6 vage98J
• Give students three minutes to come up with ideas
before they discuss them in pairs. Ask different pairs to feed back their ideas
to the class.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I have learnt how to
use mixed conditionals. I can make hypothetical statements about
the past and present using mixed conditionals.
Speaking
Role-play

Listening: three students
doing a role-play
Speaking: a
conversation about a mistake Topic: People, Family and social life
AHORICUI
To do the lesson in 30 minutes, omit
the lead-in and do exercise together as a class. The Grammar
Builder activity can be set for homework,

• Tell students about a shopping trip you made (e.g. /
went to the bookshop to buy a present for my sister. When / got there, / found
a new book by her favourite author. I was rea//y pleased The book cost
£9.99, but when / went to pay, / discovered / only had
£5 in my purse. / went home to get some more money, but when / got back to the shop it was
closed)
• Students work in pairs to describe a shopping trip
that went wrong.
• Ask several students to describe their partner's story
to the class.
Exercise 1 vage991
• Tell students to look at the photo.
Ask: Who con you see? (a shoplifter). What is she doing? (The shoplifter is putting
an item of clothing into her bag. She is looking around her.)
• Tell students to look at the words in
the list. Check that they understand the meaning of accuse (to say that
somebody has done something wrong or is guilty of something). Students discuss
the photo in pairs. When they have finished, ask one or two pairs to share
their ideas with the class.
Exercise 2
•   Ask a student to read the task aloud.
Make sure that students understand that this is a mistake, not a stolen item.
Tell them it is important that the candidates discuss each of the four bullet
points fully.
•   Students listen to the recording. In
pairs, they decide which candidate performs best. With a weaker class, pause
after each candidate and ask students to go through the four bullet points,
checking how well the candidate covered each point.
Audioscript S 3.20
Examiner So, you've got an item you didrfi pay for?
Candidate 1 Yes-this scarf.
Examiner Oh, right. So, Why is it in your bag? Why didn't you pay for it?
Candidate 1 1 didn't know it was there! My phone rang when I was in the shop.
Do you remember?
Examiner Oh yes
Candidate 1 1 think the scarf was in my hand. I probably dropped it into
my bag while I was looking for my phone. I wish I hadn't answered it— it was
only my brother!
Examiner Hmm, yes. Oh well.
It's only a scarf, guess. They arent so expensive. Candidate 1 1 know. But I
shouldn't have put it in my bag. Basically, I just wasn't thinking. feel really
guilty about Examiner So what do you want to do?
Candidate 1 'think I should take it backto the shop.
Examiner Really? But you might get into trouble for stealing.
Candidate 1 1 doubt it. I'll just give back the scarf and explain what
happened. Examiner OK. Good idea.
Examiner What's that in your bag? don't think you paid for it
Candidate2 It's a sweatshirt. It's from that place in the station. Do you
remember?
Examiner Oh yes. With the loud music Candidate2 Yes, that's
right.
Examiner So what happened?
Candidate 2 Well, I was looking ata few sweatshirts- and then you asked me
if I had your ticket. So I started looking for the train tickets in my bag. i
must have dropped the sweatshirt in then. Examiner see. So, how do you feel
about it now?
Candidate2 Annoyed, really. I'm going to have to send it back
Examiner Really?
Candidate2 Yes. I car-fi keep it, can l? I'll post it, It's easier than
going back to the shop - and less embarrassing!
Examiner Yes, I see
Examiner So, which item did you forget to pay for?
Candidate3 The T-shirt. I
got it from the second-hand shop near the car park, Examiner Oh, OK. And how
did it end up in your bag? Was it a mistake? Candidate 3 Yes, of course. 'fou
see, there was a jumper I liked - and a T-shirt. I tried on the T-shirt and the
jumper together.
Examiner Oh yes?
Candidate3 And when paid for the jumper, it still had the T-shirt inside.
But they didn't notice.
Examiner Yes, understand. Oh well. Mistakes happen.
Candidate3 Yes. That's why I feel very relaxed about it all,
Examiner What are you going to do?

Candidate3
Nothing really. I dont want to go back to the shop, It's too embarrassing!
Examiner Oh, OK
Candidate 3 And it's only a second-hand T-shirt after all.
Examiner Yes, see what you mean.
Exercise 3 S 3.20
• Go through the Exam tip together.
• Play the recording again and allow students a few
minutes to complete the table.

candidate:

2

3

what the item is

scarf

sweatshirt

T-shirt

the reason for the mistake

phone

ticket

jumper

how you feel about it

guilty

annoyed

relaxed

what you'll do next

take it back

send it back/ post it

nothing

Extra activity
Students recreate the story of one of the candidates. Tell them to choose
a story and look at their key words. If necessary, they can write brief notes.
They then retell the story to their partner. Ask one or two students to tell
their story to the class.
Exercise 4 'Oge9•
• Go
through the Learn this! box together. Tell students that there is no real
difference in meaning between the phrases, but that I wish and Ifon/y are a
little stronger than rci rather. Ask different students to suggest a regret
about one of the situations from exercises 2 and 3.
Exercise 5
 GO through the first sentence together. Students work individually to
rewrite the sentences. They compare answers in pairs. Check answers as a class.
wish I'd put the T-shirt on the floor.
2
If only I hadn't answered
the phone.
 I'd rather the alarm had gone off.
4
I wish I'd looked in my
bag earlier.
S If only I hadn't gone
into that shop.
6
I'd rather I'd done my
shopping online.
For further practice of
Wishes and regrets, go to:

Grammar Builder 9.4 „Þge13Jî
I'd (much) rather you hadn't told Jacqui my secret.
3    I'd (much) rather you'd worn smart
  clothes.
4    I (really) wish I'd asked for her
  phone number.
I (really) wish my favourite team had won.
I'd (much) rather we had stayed in a hotel.
7     I'd (much) rather you had given me
  money for my birthday.
8     I (really) wish I hadn't promised
  to help Louis with his homework.

Exercise 6
• Tell students to imagine the situation and think about
exactly What happened. They write down four key words.
• With a weaker class, give an example (e.g. same,
messages, annoyed, contact), Write the words on the board and briefly explain
the situation. (The phone you picked up was exactly the same as yours; you can
find the owner by looking at the text messages they have sent and contacting a
person they frequently contact; you feel annoyed with yourself for picking up
the wrong phone; you are going to contact the owner and swap phones as soon as
possible)
Exercise 7 u pageÐJ
• Point
to the Learn this! box and tell students to use two different structures to
express their regrets.
Exercise 8
• The 'examiner' needs to be well prepared for the task,
as they will be prompting the 'candidate: Tell the 'examiners'to refer to the
four points in exercise 7 as prompts for the four issues. Ask the class how the
'examiner' could begin (e.g. Soyou picked up the wrong phone. What happened?)
• Go round the class monitoring. Do not correct
incorrect language. When students have finished, you could briefly address
language issues if they seem to be significant.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: / have learnt different structures for expressing regret.
I can do a role-play task.
Writing analysis
Story

Reading: a story about a
burglary
Vocabulary: expressions
and verbs to describe mistakes Topic: People, Family and social life

To
do the lesson in 30 minutes, omit the lead-in and do exercise 2 together as a
class.

•     In groups students think about stories
in which some of the characters make mistakes. The stories could be in books or
films. Give an example, e.g. Romeo and Juliet, in which Romeo mistakenly thinks
that Juliet is dead and so kills himself to be with her. Each group makes a
list of book or film titles.
•     Students share their lists with the
class. Write some of the titles on the board. Ask students to say whether any
of the mistakes led to a good outcome.
Exercise 1
•     Tell students to read the story and
discuss it in pairs. Ask a pair to explain it to the class.
He goes to visit his friend but arrives at the wrong house. When he rings
the doorbell, he disturbs some burglars who rush out, dropping most of the
things they were trying to steal.
Exercise 2
•     Ask students which of the events
happened first. (The narrator arrived in Western Avenue.)

Tell the
  in the story and then put them in chronological order. Students compare
  answers in pairs. Check answers as a class

•     them to underline   events

Exercise 3
•     Go through the Learn this! box
together. To check understanding, ask students to make a sentence for each of
the phrases describing the mistake in the story. (e.g. / made a mistake when /
went to Nathan's house I went to number 37by mistake. I got the
number ofthe house wrong. I went to the wrong house. / mistakenly called at
number 37.)
•     Go through the first sentence
together. Students complete the remaining sentences individuall½ Check
answers as a class.
•     I mistyped the address on the
envelope.
2
She mistakenly
mentioned her party on Facebook.
3
They misspelt my
name on the poster.
4
We got on the
wrong train.
 He misunderstood the instructions.
Exercise 4
• Go through the Exam tip together.
Explain that story endings are very important; a good ending makes a strong
impression on the reader. Students choose their favourite ending for the story.
Extension
Students work in pairs Tell them to choose one of the
endings and explain it to their partner. They can also add details about what
happened before or what happened next. Ask different students to give their
explanations to the class.
Exercise 5
• Give students two minutes to discuss
the endings. Ask a few pairs to feed back to the class.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: I have learnt about
story endings. / can talk about mistakes.
Writing task
Story

Grammar: expressing
purpose and result
Writing: a story

To
do the lesson in 30 minutes, start the writing task in class and get students
to complete it for homework
Exercise 1
• Go through the Exam tip together. Tell students that
when they are brainstorming, they should write things down quickly Without
thinking too hard and not reject any ideas. They can choose the best ideas
later. Students work in pairs and brainstorm ideas for different types of
mistakes,
Exercise 2
• Students now begin to narrow down their ideas.
Exercise 3
• Students work individually to match the sentences.
They compare answers in pairs. Check answers as a class.
Exercise4
• Tell students to look back at the story on page 100
and read the first paragraph again. Explain that this is a good example of
setting the scene.
• Give them five minutes to make notes, and be prepared
to respond to any questions they may have.
Exercise 5
• Go through the Learn this! box together. Check
understanding by writing the following sentence beginning on the board: I
stayed at home . Ask different students to complete the sentence with a
different purpose or result clause (e.g. / stayed at home to do my homework. I
stayed at home with the intention of tidying my room. I stayed at home so that
I could help my mum with the cooking. I stayed at home so I didn't
see my friends).
• Then write the following gapped sentences on the board
and ask students to complete them: It was _ a big pizza I
couldn't finish it. (such, that) She was _ late she missed the party completely. (so, that)
• Tell students to scan the text and find the purpose or
result clauses.
It was so dark now that I
couldn't see the numbers clearly Nobody came to open the door so I
rang again.
There were no lights on
in the house so I couldn't see much.
They were in such a hurry
to leave that they dropped .
I picked one of them up so I could
look at it more closely. One of them went into the house so that he could look
for clues
For
further
practice ofExpressing purpose and result,
•   Students work in pairs. Tell them that
for some of the sentences they will need to change the order of the
information.
•   Check answers as a class.
2
We went into
London in order to see Tia.
3
We weren't
enjoying the film so we left the Cinema.
4
They put an
unkind comment about me on Facebook with a view to making me angry.
5
He's very
self-centred so he hasn't got any friends.
6
She was talking so
quickly that I couldn't understand her.
Exercise 7
• Tell
students to write one paragraph of 50-60 words for each of the headings in
exercise 4. Remind them to check their work thoroughly using the checklist in
the Student's Book.
Lesson outcome

9

Ask students: What have
you learnt today? Whatcan you do now? and elicit answers: / have learnt how to
express purpose and result. can write a story on o given topic.
Get Ready for your Exam 9
Listening
Exercise 1 page 102
TO LISTEN
• Briefly describe a
holiday that went wrong to the class. (e.g.
I went on holiday to Disneyland Paris
with my family lastyear. First,
our plane was delayed three hours because of fog at the airport so when we
arrived in Paris we had missed the last train to Disneyland. We had to find a
hotel but it was really difficult because the city was so busy. In the end, the
hotel we found was horrible - very noisy and uncomfortable, so we hardly slept.
When we finally got to Disneyland, it was very hot, the queues for all the
rides were really long and I felt ill when / went on the rollercoaster. I spent
the next day in bed and then we had to go home. It was a disaster:0
• Students can practise the brainstorming they learnt in
the previous lesson. As before, they should think of ideas as quickly as they
can.
• With a weaker class, give them an example or two (e.g.
you miss
your flight, your flight is delayed due to bad weather).
• Students work in pairs. Tell them to describe to each
other a holiday they did not enjoy. What went wrong? What didn't they like
about it?
• Ask one or two students to tell the class about their
holiday or their partner's holiday.
Exercise 2 page 102
LISTENING TASK CHOICE
• Tell students to look at the first two questions and
answer options in exercise 2. Ask them what they think the listening is about
(a holiday that went wrong). Point out to students that it is helpful to
predict the vocabulary and information that may feature in a listening task.
• With a weaker class read through the questions as a
class and help students with any unfamiliar vocabulary. With a stronger class,
students read through the questions on their own.
• Remind them that, as with all multiple-choice
questions, they need to check each option carefully. Wrong options will usually
contain information that appears in the recording, but in a different form.
• Play the recording straight through twice. Check
answers as a class.
Audioscript  3.21 page 102
Last summer our family
excitedly set off on holiday. My parents had never booked such an expensive
holiday before and we had certainly NEVER set foot on a Caribbean island!
So it was with eager anticipation that we arrived at the airport with our
five suitcases - only to be told that our Unity Airlines flight had been
cancelled! We hung around the airport despondently until we were re-routed onto
a Sky Eagle flight, but we still missed our connecting flight. So they put us
onto another flight to JFK Airport, this time with Omega Airlines, and we had
to dash like mad through the airport to catch the plane with minutes to spare.
From JFK we boarded our
final flight, and it was with some relief that we arrived in St Maarten Island,
ready to forget the stresses and strains of actually getting there. However,
one vital thing hadnt kept up with us - our luggage. The laid-back officials in
St Maarten Airport didn't seem particularly worried about our missing bags.
They phoned Omega Airlines, who blamed Sky Eagle, because they said that the
first flight was responsible for the luggage. Sky Eagle blamed Omega, and they
all blamed Unity Airlines for cancelling the original flight.
Get Ready for your Exam 9
Meanwhile, through all the accusations, we only had the clothes we stood
up in, so Mum took us on a quick shopping trip and bought toothbrushes,
swimming stuff, shorts, flip-flops, and a couple ofT-shirts each.
For two days we waited in St Maarten until we joined our five-day cruise.
Dad went to the airport twice a day, but each time the baggage staff said
nothing had arrived. So we had to go on the cruise without our luggage. My
brother, sister and I weren't much bothered, but our parents were. Dad missed
his diving equipment, and Mum was upset about not being able to wear her new
summer wardrobe bought especially for our big holiday. The cruise was
fantastic, anyway, even though we had to keep washing our few clothes
When we got back to the airport to go home, there was a new set of
baggage staff who didnt seem to know anything about anything, My dad was so
frustrated by this time, he actually sneaked into the storage room and found
four of our bags! If he hadn't done that, they might still be sitting there. He
just dragged them out without telling anybody, and we went home. When we
arrived back in the States, we found our last bag. It hadn't even left the
airport! My poor mum and dad are still trying to get some compensation from the
airlines .
I C 2 B 3 D 4A
Use of English
Exercise 3 page 102
  OF FNGLISI-/  TASK - 'WORD FORMATION
•
Again, advise
students to read the whole text before they focus on individual answers.
•
Point out the
students that the grammatical forms they will need to consider are nouns,
verbs, adjectives and adverbs. Tell them to decide what kind of word is needed
for each gap and then to think of the appropriate form of the word in brackets.
Warn them that, depending on the context, they may have to use a negative form.
•
Students complete
the task.
•
Ask them to
compare answers in pairs, then check as a class.
1 inclusion 2 impressive 3
unprofessional 4 glamorous
5
repeatedly 6
unintentionally
Speaking
Exercise 4 page 102
• Students put the phrases into the two groups.
• When you check answers, ask students to read the
phrases using the appropriate tone.
• Highlight the use of I'm afraid, I'm sorry to soften
the complaints and make them seem less rude. Ask students if they use
expressions like this in their language.
Complaint: a, e, f
Responding: b, c, d
Exercise 5 page 102
SPEAKING EXAM TASK
  Tell students they will do a
role-play. One student is a guest in a hotel, the other is the hotel manager.
  Before students begin, elicit some
language for making complaints, sympathising with complaints, emphasising
points and agreeing to act on a complaint.
  Ask students to brainstorm vocabulary
they might need to talk about the rooms and the number of nights.• Students
prepare for the dialogue by making notes. They then act out their dialogue,
taking it in turns to be the guest and manager. Remind the students who is
playing the part of the manager to reject some of the guest's argument and
suggestions, and for the manager to reject some of the guest's points.

Game on!
Map of resources
IOA Vocabulary and listening
Student's Book page 103,
Workbook page 83

Photocopiable Activity: IOA Sports vocabulary (TRCD-ROM)
10B Grammar
Student's Book page 104,
Workbook page 84

Photocopiable Activity:
10B Emphasis and inversion
(TRCD-ROM)

1 OC Culture
Student's Book page 105,
Workbook page 85

Photocopiable Activity: 1
OC Hosting the Olympic games
(TRCD-ROM)

IOD Reading
Student's Book pages 106—107,
Workbook pages 86-87 Photocopiable Activity: IOD Quiz (TRCD-ROM)
I OE Grammar
Students's Book page 108,
Workbook page 88

Photocopiable Activity: 1
OE Unreal past, had better and m,ghtas well (TRCD-ROM)

I OF Speaking
Student's Book page 109,
Workbook page 89

Photocopiable Activity:
IOF Relating a past event
(TRCD-ROM)

1 OG Writing
Student's Book pages
110-11 1, Workbook page 90

Photocopiable Activity: 1
OG An unforgettable event
(TRCD-ROM)

10 Review and Tests
Review 9—10 Student's
Book page 1 12
Review 9-10 Workbook page
102
Photocopiable Activity:
10 Find out who (TRCD-ROM)
Student Self-Test Sheets
10, 1 —3 (TRCD-ROM)
Unit 10 Progress Tests
& Short Tests (Test Bank CD)
Cumulative
Test 6-10 (Test Bank CD) Cumulative Test 1—10 (Test Bank CD)

Get Ready for your Exam
Student's Book page 1 14
Workbook pages 91-92 Workbook page 97 Exam Challenge
iTools Unit 10
Teacher's Resource Disk (TRCD-ROM)
Interactive exercises (2 x
Vocabulary, 4 x Grammar)
Warmers and fillers
Vocabulary and listening
Sports
HSSON
Vocabulary: sports venues
and equipment
Listening: teenagers
describing sporting events
Speaking:
choosing equipment for a summer camp Matura topic: Sport

To do the lesson in 30 minutes, omit
the lead-in and do exercises 2 and 3 together as a class. The Vocabulary
Builder activities can be set for homework.

• Write the following on the board:
Sports which (a) usea ball, (b) involve water, (c) are played indoors. In small
groups, students think of as many sports as they can for each category.
• Give students two minutes to write
down the sports.
When they have finished,
elicit sports from each group Note: a few sports belong to more than one
category.
(Possible answers) a
American football, baseball, basketball, cricket, football, golf, handball,
hockey, netball, pool, rugby, snooker, squash, table tennis, tennis, volleyball
b canoeing, diving, kayaking, kite surfing, rowing, sailing, scubadiving, surfing,
swimming, water polo, windsurfing c badminton, basketball, darts, figure
skating, gymnastics, handball, ice hockey, netball, pool, snooker, squash,
table tennis, volleyball
Exercise I
• Ask students: What are the three sports in the photos?
(basketball, hockey,
skiing)
• With a stronger class, ask students to work in pairs
and describe a photo to a partner. Ask one or two students to describe a photo
to the class.
• With a weaker class, write the following words on the
board and ask students to match them to the correct photo: ball, gloves,
goggles, hockey stick, hoop, pads, ski poles. Students then work in pairs and
describe the photos to a partner.
Students' own answers
Exercise 2 page103
• Elicit or explain the meaning of strip (the uniform
that is worn by the members of a sports team when they are playing).
• In pairs, students underline the words they did not
use. Check answers as a class. Practise the pronunciation of words that may
pose difficulty, e.g. cue/kju;/ and shuttlecock /lfAtl.kDk/.
(Possible answers) bat:
baseball, cricket, table tennis board: skateboarding, surfing cap: cricket,
baseball club: golf flag: American football, football, hurling, rugby goal:
American football, football, hockey, hurling, lacrosse, rugby
helmet: American football,
rugby net: football, hockey, ice hockey, lacrosse, tennis puck: ice hockey
racket: badminton, squash, tennis shuttlecock: badminton skates: figure
skating, ice hockey, skating strip: American football, baseball, basketball,
football, hockey, ice hockey, rugby, volleyball wetsuit: scuba-diving, surfing,
windsurfing
Exercise 3
• In pairs, students complete the list
of venues. Check answers as a class.
• Students then add the names for the
people who do each sport. Point out that the answers for items 1 1, 1 7 and 19
have two words.
I ring 2 pool 3 rink 4
swimmer 5 skater 6 track
7 athlete 8 course 9
golfer 10 court 11 tennis player
12 pitch 13 footballer 14
slope 15 skiier 16 table
17 pool player 18 circuit
19 racing driver
Exercise 4
• Students may need help with sports that take place in
a ring. Tell them they involve fighting, and one is a famous Japanese sport.
• Give students a maximum of two minutes to think of the
sports. Compare answers as a class and write them on the board.
(Possible answers) a Sumo wrestling, wrestling b badminton,
basketball, handball, netball, squash, volleyball c American football,
baseball, cricket, hockey, hurling, lacrosse, rugby
Exercise 5 .þage10Yj
• Tell students they need to listen carefully to the recording.
The sports are not mentioned by name, but the equipment should help them work
out the venues.
• With a stronger class, play the recording once. Check
answers by playing the recording a second time, pausing at the relevant points
if necessary. With a weaker class, play the recording twice for students.
Audioscript 93.22
1  It was so funny. Every time the referee
blew his whistle, this dog ran on, Nobody knew whose dog was. And when one of
the linesmen tried to catch it, he dropped his flag. The dog picked it up and
ran! It took ages to catch it One of the spectators got hold of it in the end.
Somebody found a piece of rope and tied the dog to the back of the goal. It
didn't seem to mind. It had a great view of the match, I suppose! In fact, I
think the goalie got quite fond of it and took it home at the end of the game.
I suppose that's the kind of thing that happens in amateur games. You dont see
it in the Champions' League, do you?
2  It was on TV last night. Did you see
ft? This golfer was about to play his shot - he was holding the club, getting
ready to swing. I think it was the final hole or something - really important,
anyway. And there's a small crowd of people near him, all silent, so he can
concentrate. And just as he plays his shot, some guy sneezes really loudly. I
mean really loudly, like an explosion. It completely put the player off and his
ball shot off into the trees. He was so angry! But what can you do?
3  Did I tell you what happened last night
at the sports centre?They were having a swimming gala, with competitors in all
different age groups. There was one race that was very close. And something
happened, just as the swimmers got to the end - I couldn't see what it was.
Maybe one ofthem kicked the other one under the water. Anyway, the swimmer who
won the race - she cant have been any older than fourteen - was furious with
the
girl in the next lane. She reached across, pulled her goggles away from
her face and then let go. They snapped back and the girl screamed. It must have
hurt - mind you, it looked like something you'd see in a comedy film. She was
trying to pull the other girl's swimming cap off when the officials came over
and stopped it.
4  It was the third set, and they'd been
playing for over two hours, when one of the players - he was Serbian, think—
played a really terrible shot, straight into the net. The player ran all the
way to where the spectators were sitting and handed his racket to a young boy.
'You play,' he said. 'I'm rubbish!'The boy didn't know what to do. At first, he
stood up and looked as if he was going to play a few points. But then the
player took his racket back and laughed, and the boy sat down. I wish the boy
had actually played a few shots, it would have been even funnier.
5
It was quite near
the end of the game and one team was winning six-two. There was an argument
between two players at one end. The referee didn't see it because the puck was
right at the other end. But some of the other players saw and skated over. At
first, I thought they were going to stop the argument, but instead they joined
in. The whole thing became a massive fight! At least they didn't use their
sticks - just their hands. Actually, it was a bit more interesting to watch
than the match itself, which was a bit boring.
Speaker 1: football pitch;
whistle, flag, goal
Speaker 2: golf course;
club, ball
Speaker 3: swimming pool /
leisure centre; goggles, swimming cap
Speaker 4:
tennis court; net, racket Speaker 5: ice rink; puck, stick
Culture note — Ice hockey
The sport of ice hockey
has a long history of violent incidents. In the early 1900s in particular,
violence was a frequent part of the game, and four players were killed in such
incidents in 1904. In 1927, Boston player Billy Coutu was banned for life after
attacking the referee and starting a fight with opposing players. In 2000, a
major report was commissioned by the Government of British Columbia, Canada,
entitled Eliminating violence in hockey. Problems still continue, however, and
two players were banned for ten games each after Violent incidents in the 201
1-2012 season.
Exercise 6 3.22
•
Go through the
Exam tip together.
•
Check that
students understand the meaning of sneeze (to have air come suddenly and
noisily out through your nose and mouth in a way that you cannot control), If
necessary,
play the first recording only and go through the first question as an
example. Ask: Did the dog run on during the match? (yes) Did the linesman catch
the dog? (No, a spectator caught it.)
•
Play the rest of
the recording for students to answer the remaining questions. They then compare
answers with a partner. Check answers as a class.
1  F; A dog ran on during the match, but
the linesman didn't catch it.
2  F; Somebody sneezed, but it wasn't
the golfer. This caused the golfer to play a bad shot.
 F; The professional was angry with himself and handed the boy his
racket, but the boy didn't play tennis.
Extra activity
Play the last
part of the recording again. Tell students to make notes about what happened.
Students should then write the story in their own words but change one detail.
They then swap stories with a partner, who must say what detail has changed,
and what the correct detail is.
7 oage103L
• Ask
students what they think teenagers on a summer camp would enjoy doing, e.g. the
same sports that they play at school? Team games or individual sports? Outdoor
or indoor sports? Tell students to brainstorm a list of items and then narrow
it down to six.
Students' own answers
Exercise 8
• As students compare
their ideas, go round the class checking that they are explaining their choices
appropriately. Make sure that everyone is taking an active part in the
discussion and encourage them to question each other's choices. For
further practice ofSports disciplines, go to:

Vocabulary Builder 10.1
I (Possible answers) baseball, football, netball, volleyball
2 diving, figure skating, rowing,
  skateboarding, skating, skiing, swimming, wrestling  motor racing, motorbike racing
cricket, hockey, ice hockey, water polo
B
  judo, karate, snooker,
  squash, tae kwon do aerobics, rock-climbing, yoga
ski jump 2 snowboarding 3 speed skating figure skating 5 half-pipe
  bobsleigh

Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt how to answer True/ False questions. I can
discuss sports equipment and venues.
Grammar
Emphasis

Grammar: emphasis and
inversion
Reading: extracts from a
snowboarding message board Speaking: talking about sports stars

To
do the lesson in 30 minutes, omit the lead-in. The Grammar Builder activities
can be set for homework.

• Write the word Snowboarding on the board. Add the
following questions: What is it? What equipment do you need to do it? What
other sports is it like? Where was it invented?
• In small groups, students discuss the questions and
choose one member to write down their answers.
• Compare answers as a class.
Culture note — Snowboarding
Snowboarding is a winter
sport that involves sliding down a snow-covered mountain slope while standing
on a board. The snowboarder wears a special boot which is attached to the top
of the board. Snowboarding was inspired by other sports like skateboarding,
skiing and surfing. was invented in the United States in the 1960s, and became
a Winter Olympic Sport in 1998. Famous names in snowboarding include: Shaun
White (USA), Mark McMorris (Canada), Paulina Ligocka (Poland) and Torah Bright
(Australia).
Exercise 1
• Tell students that the text consists of a series of
comments by snowboarding fans on a message board, They are all talking about an
upcoming event.
• Students scan the text quickly to find the names of
the snowboarders. Check answers as a class.
Torah Bright,
Australia; Aimee Fuller, Northern Ireland; Cilka Sadar, Slovenia
Exercise 2
• Go through the [earn this! box together. Check
understanding by writing the following sentences on the board:
It was Sonia who wrote the
text.
The
album I'm looking forward to is the new one by Kings of Leon.
Never
had / watched such a boring match.
Ask students to rewrite
the sentences without emphasis or inversion. Tell them to begin with the
subject of the sentence, e.g. Sonia. (Sonia wrote the text. [m looking forward
to the new album by Kings of Leon. I had never watched such a boring
match.)
• Students work in pairs to underline examples of
emphatic structures in the text. Check answers as a class.
The person I'm looking
forward to watching is Torah Bright.
It's her technique that I
really admire.
It's Aimee
Fuller who has shown the best form All she needs is a bit of luck.
What's amazing is that she's from
Northern Ireland How she learnt to snowboard in the first place I really don't know!
What happened
was that she went to live in the USA That's where she learnt to snowboard.
No way will she win.
The person with the best
chance is Cilka Sadar.
What gives her a big
advantage is that she used to be a gymnast.
Exercise 3
• Remind students to look for the subject of the
sentence to begin their sentences. Read out the second sentence (It's her technique
that I really admire.) Ask: What is the subject of the sentence? (l).
• Students work individually to rewrite the sentences.
Check answers as a class.
I'm looking forward to
watching Torah Bright.
I really admire her
technique.
Aimee Fuller has shown
the best form .
She just needs a bit of
luck.
She's from Northern
Ireland
I really don't know how
she learnt to snowboard in the first place.
She went to live in the
USA .
She learnt to snowboard
there.
She won't win.
Cilka Sadar is
the person with the best chance. It's a big advantage that she used to be a
gymnast.
Exercise 4 vage104
•
Go through the
Look out! box and the first sentence together.
•
Students work
individually to complete the exercise. They then compare answers in pairs.
Check answers as a class.  What happened was (that) they had to postpone the snowboarding final
because of the weather.
2
All that happened
was (that) they held the final the next morning.
3
What happened was
a snowstorm.
4
What nobody could
see was the snowboarders in action. / What they couldn't see was the
snowboarders in action. / What happened was (that) they couldn't see the
snowboarders in action.
5
All they did was
(to) turn the floodlights on.
For
further practice ofEmphasis and inversion, go to:

Grammar Builder 10.1 oges132-13ý
One thing (that) I really hate is tomato soup.
3    It was in Japan where my parents
  met.
4    What happened was (that) the referee
  awarded a penalty.
 What Lisa did was (to) spend a
  year abroad after school.
6      All I did was (to) ask my dad for
  some money.
7      One person (who) I enjoy talking to
  is my grandfather.
8      It was my uncle who took me to my
  first sports event.
9      All we need is one more basketball
  player.
10   One place where you can't go on
  holiday is Antarctica.
have I seen such 2 no circumstances must you
3 our wedding have we been 4 can he
  speak
5
  did she break
  her arm but she also
6
  had we arrived
  than the party

Exercise 5 ,page 104
•   Go through the first sentence
together. Write The person on the board and ask a student to complete the sentence.
•   Students work individually to complete
the sentences. They then compare answers in pairs. Check answers as a class.  The person the spectators were most
excited about seeing was the young Czech snowboarder.
2
It was the Czech
girl who had the best chance of winning the event.
3
All she needed to
do was (to) finish the course without falling.
4
What happened was
(that) she lost her board within ten seconds of starting the course.
S
Rarely has a crowd looked
so disappointed,
Exercise6
• Check that students understand role
mode/ (a person that you admire and try to copy). In pairs, students ask and
answer questions. Go round the class checking that they are using the emphatic
structures correctly,
• Ask different pairs to ask and answer
some of the questions in front of the class. When they have finished, correct
any mistakes they may have made with the emphatic structures.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / have learnt how to
use emphasis and inversion. I can emphasise important
information when discussing a topic.
Culture
Sport and money

Reading: an
article about commercialism in sport Listening: people discussing the role of
money in sport
Vocabulary:
noun suffixes Speaking: talking about money in sport Topic: Sport q-{ORTCU I
To do the lesson in 30 minutes, omit
the lead-in and do exercise 4 together as a class. The Vocabulary Builder
activities can be set as homework

  Write the following gapped words
representing five sports on the board: f____a_

  Tell students that these are the five
sports with the highest paid stars in the world.
  Students work in pairs. Give them
three minutes to work out the names of the sports and rank them in order from
the highest (1) to the lowest (5) paid.
 boxing 2 golf 3 basketball 4 tennis 5 football
In 2012, the
highest paid sports stars were: boxing: Floyd Mayweather, $85 million; golf:
Tiger Woods, $59 million; basketball: LeBron James, $53 million; tennis: Roger
Federer, $52 million; football: David Beckham, $46 million.
Exercise 1 (page
  Ask students roughly how much they
think a top footballer earns. (In 201 2, the highest paid player was Lionel
Messi of Barcelona, on an annual salary of €33 million, or €90,000 per day.)
Students work individually to make their lists.
(Possible answers)
  a top footballer 2 a top triathlete
3 a TV sports commentator
4 a P.E. teacher
Students' own answers
Culture note — Triathlon
Triathlon is a sport which
involves swimming, cycling and running in immediate succession over set
distances. Distances vary in different events, but in the Olympics triathletes
swim I .5 kilometres, cycle 40 kilometres and run ten kilometres. This
combination of events was first held in the 1920s in France, although the first
official triathlon race was in California, USA in 1974. The triathlon requires
a very high level of fitness, and athletes train for many hours in each
discipline in order to be able to compete at a high level. Most professional
triathletes earn very little money from the sport, but the top five to ten per
cent are believed to earn around 350-100,000 per year.
Exercise 2 opage105
• In pairs, students discuss their lists. Encourage them
to explain why one job should have a greater value than another. Compare
answers as a class. Ask different students to briefly explain the reason for
their ranking.
3
• Tell students to scan the text and decide what part of
speech is needed to complete each gap.
• Students work individually to complete the text. They
compare answers in pairs. Check answers as a class.
Audioscript  3.23 ,pagei05J
1 in 2 as 3 of 4 from 5
had 6 with 7 much 8 their
9 to 10 since 11 at 12
how
Exercise 4 page105ù
• Go through the Exam tip and the first question togetheL
Ask: Does the text mention the figure of $30 million a year? (yes) Does it say
that some sportspeople earn this amount of money? (yes) Does it say most top
sportspeople earn this amount? (no) Does it say the figure isjust for
endorsements? (no)
• Students work individually to answer the remaining
questions. Compare answers as a class.
I F 2 F 3 T 4 T 5 F
Exercise 5
• With a stronger class, ask students to complete the
nouns first and then check their answers against the text. With a weaker class,
tell them to find the nouns in the text.
1 achievement 2 retirement
3 earnings 4 childhood
5 commercialism 6
sponsorship
Extra activity
Tell students
to write a sentence for each of the nouns in exercise 5. Then tell them to
rewrite them on a piece of paper, gapping the noun each time. Students exchange
their sentences with a partner and complete the gaps in their partner's
sentences.
For
further practice ofNoun suffixes go to:

Vocabulary Builder 10.2 page143
I a Verbs: -ment, -ation, -ing, -ings b Adjectives: -hood c Nouns: -ism,
  -ship, -hood
2 savings 2 likelihood                   recommendations
4 priesthood 5 membership 6 censorship
7 disagreement 8 requirement g sportsmanship
10 misunderstanding 11 findings 12
  commercialism

Exercise 6 page 105
• Tell
students to listen carefully to the speakers. Sometimes (as for Speakers I and
4) people appear to say one thing and then say the opposite. Check answers as a
class.
Audioscript  3.24 .page105
1  Some people say sports stars are
overpaid, but how you can really say that?  mean, who decides what people deserve
to earn? It's all just a matter of opinion, isn't it? The fact is, sport
generates a lot of money - because ofTV rights as well as ticket sales. So the
best players are worth a lot to their clubs. And they can afford to pay them
big salaries. So basically, why shouldn't they? It doesn't make economic sense
to pay them any less! They'd just go to a different club. It's called
competition.
2  Personally, I think it's ridiculous
that you can earn millions justfor kicking a ball around, throwing it through a
hoop or hitting it with a stick! I mean, think of all the really worthwhile
jobs that people do - doctors, nurses, teachers - and ask yourself why a golfer
should earn twenty times more than they do. If you ask me, it's completely
crazy! People's income should reflect how much they contribute to society, how
many people they help, that kind of thing.
 From all the fuss about it, youtj
think footballers were the only people who earned a lot of money. What about
bankers? Property developers? Chief executives? Some of these people earn even
more! The way I look at it, sports stars deserve their money because they've
got real talent. We've all tried to play tennis, or golf, or football - we know
how difficult it is. These men and women are the best! To my way of thinking,
they deserve their high salaries. And remember, they don't have very long
careers - sometimes they're finished by the time they get into their early
thirties
4    don't mind them earning a decent
amount of money. There's no doubt about it, they do have to train hard. But
millions?ThaÚ completely unnecessary. There are people all over the
world who don't even have enough money for food, and yet the top footballers,
for example, are paid thousands of pounds a day. lt3 obscene, really. The way I
see it, nobody should earn thousands a day when people around them are
starving. That kind of inequality is just plain wrong.
5    I don't understand why people moan
about how much money sports stars earn. Why does it matter? They do a good job
- they entertain us, don't they? Let's face it, rs envy, isn't That's why
people complain. Basically, they just want all those things the sports stars
have got but they haven't - the fast cars, the lifestyle. The bottom line is,
these people are massive, global celebrities - 50 of course they're going to
earn big money, just like film stars and pop stars.
speakers 2 and 4
Exercise 7  3.24 page105
• Read
out the rubric in order to remind students that they have to match five
speakers with seven sentences, so two sentences are not used. With a weaker
class, you may have to play the recording twice. Check answers as a class.

Exercise 8 page 105
•
Students complete the phrases and then listen again to check their answers.
1 fact 2 ask  look 4 thinking 5 doubt
6 look 7 face
Exercise 9
• While
students are speaking, go round the class checking that they are using the
phrases from exercise 8 correctly,
Extension
Have a class debate about
the subject of sports and money. Write two opposing views on the board: Sports
stars' earnings should be decided by the market and Sports stars' income should
be
based on how much they contribute to society as a whole. Divide the class into four teams, two
for each Viewpoint. Each team elects two speakers to express its views. Each
speaker has two minutes to give their speech. Give students up to five minutes
to discuss their opinions and take notes before they make their speeches. Take
a class vote on the issue.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: / can talk about
the relationship between sport and money.
Reading
Getting ahead

Reading: an article about things that
sportspeople use to enhance their performance Vocabulary: anatomy
Speaking: discussing ways
of improving physical performance Topic: Sport

To
do the lesson in 30 minutes, omit the lead-in and do exercises 4 and 5 together
as a class.

• Conduct a class discussion on performance-enhancing
methods used in sport.
• Ask students if they know of any sports stars who have
used illegal means to improve their performance (e.g. Ben Johnson, who won an
Olympic gold medal in the men's 100 metres but lost his title three days later
when he was found to have taken steroids; Lance Armstrong, seven times winner
of the Tour de France, who lost all his titles in 2012, when he was found to
have used performance-enhancing drugs). Ask: Why did they do it? What risks did
they take?
• Ask students to name any legal methods that athletes
use to improve their performance (e.g. fitness training, skills training, a
special diet, weight training, altitude training, special equipment, sports
psychology, food supplements). Ask: Which do you think are the most effective?
Exercise I
•
Answers to these questions Will vary, but you may want to point out that energy
drinks are very high in caffeine and other stimulants, have little or no
beneficial health effects and are widely considered to be harmful if consumed
in quantity. The standard treatment for a muscular injury is ice, compression
(e.g. a tight bandage) and elevation (supporting the limb in a raised
position).
Students' own answers
Exercise 2 3.25 ,.page1W
• Give students no more than two minutes to read the text. This will
encourage them to scan the text quickly for the information they need.
a wear: 3,4 b eat: 1 c lie
in:
Exercise 3
• Students read the text again in detail. With a weaker
class, go through the first paragraph together. Ask: Which words in the
summary can be matched with sections of the text? (recovery ofyour muscles -
recovery process ofmuscles; nutrients essential minerals).
• Students work individually to match the remaining
summaries. Compare answers as a class,
I E 2 A 3 C 4 F S B
Exercise 4
• Check that students understand the
meaning of tissue (a collection of cells in the body), moisture (very small
drops of water in the air or on a surface) and organs (a part of the body that
has a particular purpose, e.g. the heart).
• Do the first item together. Tell
students to underline the sentence containing the word circulation (Once the
body senses
the drop in temperature, it sends more blood to the oreo which boosts circulation and speeds up
healing ... ) Ask: Which definition does it match? (7)
• Students work in pairs to match the
remaining definitions. Compare answers as a class.
• Practise the pronunciation of words
that may pose difficulties, e.g. ligament/'"garnant/, long-sightedness /,
               ' salt 'dnas/ and short-sightedness    Idnas/.
• swelling 2 fibres 3 sweat 4 ligament
5
long-sightedness 6 lungs
7 circulation 8 passages
9
short-sightedness
Exercise 5
• Copy
the chart on the board. Ask students to call out their answers to exercise 4
until the chart is complete,
A fibres, ligament, lungs,
passages
8 sweat, circulation
C swelling,
long-sightedness, short-sightedness
Exercise 6 .pagel@
• Give students three minutes to come up
With words. Students work in pairs. When the three minutes are up, ask
different pairs to share their ideas with the class. Write words on the chart
on the board.
• Ask the other students whether they
are correct and in the correct part of the chart.
Exercise 7 'agè1ðY
• Give
students two or three minutes to choose their techniques and note down reasons.
Exercise 8 Þ10ï
• Ask different students to read out the example phrases,
substituting 'X' with a technique of their choice. They then discuss their
ideas in pairs.
• Ask one or two students to explain their choices to
the class.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit answers: / have learnt
vocabulary for anatomy. I can understand a text about ways to boost performance
/ can match summaries with paragraphs in a text.
Grammar
Unreal past and had better

Grammar: unreal past; had
better/ might as well
Speaking: giving advice
or warnings

To
do the lesson in 30 minutes, keep the lead-in brief The Grammar Builder
activities can be set for homework.

• Write the following questions on the board: Have you
ever been to a gym? Did you like it? Why? / Why not? What equipment can you use
in a gym? Students discuss the questions in pairs.
• Ask different pairs to report back to the class.
I vage108•
• Ask two students to read out the dialogue.
• Go through the questions together. invite students to
agree or disagree with the different reasons given.
Ava is less keen to go to the gym: Everyone's so imageconscious; I just
don't feel relaxed; running on a treadmill is so boring; I'd sooner we left it
until after our exams.
Exercise 2 Opagei0U
• Go through the Learn this! box together. To check
understanding, write the following sentences on the board: I'd rather you don't
borrow my laptop. It's high time we buy a new washing machine.
• Ask students whether the sentences are correct. Then
ask individual students to correct them.
• Students work in pairs to underline the examples of
the unreal past. Check answers as a class.
It's time I got fit.
They act as if they were
I'd rather they didn't
have
Suppose we went together.
Imagine if we
went to the gym ... I'd sooner we left it ...
Exercise 3
•
Go through the
first sentence together. Make sure that students notice the change from him to
he.
•
Students work
individually to complete the sentences. Check answers as a class.
 I'd rather he met me at the arena.
 It's high time we went swimming again,
 She'd sooner I stayed at home this afternoon.
4             rather you didn't tell anyone about this conversation,  I'd sooner you didn't pay for my
ticket.
6 Suppose you tried sending her a text message. For
further practice of The unreal past, go to:

Grammar Builder 10.2
1
  1'd rather you
  didn't read my diary.
2
  Suppose we
  invited the whole class.
3
  Imagine you had
  a Ferrari!
4
  It's time we
  returned these books to the library.
5
  1'd sooner my
  parents weren't friends with me on Facebook. 6 It's high time the Government
  allowed online voting.

Exercise 4 —IOU
• Go through the Learn this! box
together. Check understanding. Write the following sentence beginning on the
board: Youa better not forget my birthday. . Ask students how they could
continue the sentence using or + will (e.g. You'd better not forget
my birthday or you wi// be sorry).
• Ask them how they would replace might
as wellwith had betterin the sentence We might as well give up. (Wd better give
up.)
• Go through the example together. Tell
students that they need to think up possible consequences and that several
different answers are possible. Students complete the remaining sentences
individually. Ask students to read out their versions of the answers to the
class.
(Possible answers)
1  You'd better not tell him about it or
it will spoil things.
2  You'd better go to the doctor or it
will just get worse.
3  You might as well get rid of them or
people will think you've put on weight recently.
4  You'd better not eat it or it might
make you ill.
5  You'd better revise for it now or you
might fail it.
6  You'd better clean it or she will be
angry.
7  You might as well do something else
instead.
For further practice of
had better/ might as well, go to:

Grammar Builder 10.3
1
  1 You'd better
  not borrow my laptop without asking or I'll be furious.
2
  They'd better
  hurry up or they'll be late.
3
  She'd better
  apologise or I won't invite her to my house agam.
4
  1'd better not
  wake my dad up.
5
  You'd better
  answer all of the questions or you won't get a good mark.
6  1'd better go home now or my mum
  will be worried.
2 Students' own answers

Exercise 5 •page10SL
• Go
through the first item together. Students complete the sentences individually.
They then compare answers in pairs. Check answers as a class.
1 'd sooner we
travelled 2 'd better say sorry 3 as though he owned 4 rather you came 5 time
we bought a new car 6 might as well go
Extra activity
Write the following
structures on the board: It's (high) time ., I'd rather.. . I'd
sooner , Imagine if. . . Suppose you .
. as ifshe were . He'd better.       better
not . You might as we'/ .
Put students
into two teams. The first student on Team A reads out one of the structures.
The first student on Team B must respond with a sentence using that structure.
Team B gets a point for a correct sentence. The second student on Team B then
reads out a structure for the second student on Team A to respond with a
sentence. Continue alternating until each student has had a turn to say a
sentence.
Exercise 6
•
With a weaker class, you may need to give students some prompts, e.g. somebody
has not done their homework for several days, somebody wants to swim in a
dangerous river, somebody is thinking about having a party while their parents
are away. Check that students have chosen suitable situations.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt how to use the unreal past and had better / might as
well. / con talk about the unreal past and give advice or warnings.
Speaking
Photo description

Listening: two students
describing photos
Speaking: a photo
description
Topic: Sport

To
do the lesson in 30 minutes, omit the lead-in

• Write the following words on the board: running,
exercise class, gym, team sport, cycling, swimming. in groups, students discuss
what is the best way to get fit. They must choose just one answer, they must
give reasons, and they must all agree. Give students two minutes to discuss.
• Ask different groups to report back to the class. Make
sure they justify their answer fully.½
Exercise I .òage10YT
• Check that students understand the meaning of biceps
(the main muscle at the top part of the arm), logo (a printed symbol or design
that a company uses as its special sign) and sweatband (a band of cloth worn
around the head or wrist to absorb sweat).
• Students describe the photo in pairs. Ask one pair to
describe the photo for the class.
Exercise 2 vage109
• Go through the Exam tip together. Students listen to the recording and
answer the questions. You may need to play the recording twice.
Audioscript  3.26 page109
Candidate 1 The man in the
centre of the photo seems to be enjoying the exercise class - guess it's an
exercise class in agyrn. He appears relaxed, and doesn't look too tired. All
the people in the class are wearing T-shirts or vest tops and shorts or
leggings because I guess the class is hard work, physically. It looks like most
of them are men, except for the woman in the blue top. But I'm not completely
sure — their faces are out of focus. They're all holding weights. The
instructor is out of shot, but there must be one there because they're all
doing the same thing at the same time.
Candidate 2 This photo shows an exercise class, most likely at a gym. It's
quite busy - we can see maybe seven people in the photo but there are probably
more in the class, and they're standing in rows. i can just make out a few more
faces in the background. I can also see a mirror, I think, although it isn't
clear.
They're wearing sports clothes - shorts, vest tops and T-shirts. Everyone
in the photo is holding weights. They look quite heavy! The man in the centre
ofthe photo looks relaxed and focused, and I think the woman behind him is calm
too, although her face is partly hidden. The other people in the photo look as
though they're concentrating. Although the man with the blue T-shirt could be
looking out of the window - I'm not sure because his face is blurred.
2; yes
Exercise 3 3.26
• Students work individually to complete the
expressions. Check answers as a class.
• out  shot 3 make 4 clear 5 hidden 6 face
Extension
Bring in some
photos from magazines, or tell students to look at photos in the Student's Book,
e.g. the one on page 99. In pairs, they take turns to describe a photo to their
partner, following the advice in the Exam tip and using some of the useful
expressions for describing unclear details.
Exercise 4
• Ask
different students to read out the questions. If students cannot think of any
answer to question I, prompt them by asking: What is the effect ofusing
weights? How is this different from a normal exercise class?
Exercise 5 page 109
•
Students listen and check their ideas. Ask: Would you liketotry this kind
ofexercise class? Why?" Why not?
Audioscript 9 3.27
Candidate 1 1 think the people are using weights because they aren't just
trying to get fit— they also want to get stronger muscles. It can be quite
boring doing weight-training by yourself in the gym, so this is a great way of
getting stronger and having fun at the same time. You can see that it works
because all the people in the photo have big muscles in their arms. Their
biceps muscles look really strong.
Exercise6 opage10Y
• Go through the Look out! box together. Play the
recording,
• Make sure that students give reasons for their opinions
about which answer is better. Ask students which opinion they agree with.
Audioscript 9 3.28
Candidate 1 1 think it's important to be quite fit, yes. First and
foremost, being fit makes more likely that you'll live to an old age and wont
have problems with your heart. Secondly, if you're fit, you can do more things
without getting tired - for example, you can play sports. Even day-to-day
things like running for a bus are easier if you're fit And thirdly, people look
better when they're fit - slimmer and healthier - and this is good for
confidence. I'd even say that fit people are happier than unfit people. So all
in all, yes, it's important to be fit,
Candidate2 1 don't think
it's particularly important to be fit. For a start, there's a difference
between being fit and being healthth Sure, good health is important. But unless
you're a professional sportsperson, don't think you need to be extra fit. Also,
'et3 not forget that fitness is a Big industry. They want you to think it's
essential to be super-fit, but basically, they're just trying to sell you their
kit, their sports drinks, their clothes, and so on. And most importantly, think
people should worry less about their body and more about their mind. Don't go
to an aerobics class, read a book - that would be my advice!
Exercise 7  3.28 page 109
• Play the recording again. With a stronger class, ask
students to write their answers first and then listen again. Check answers as a
class.
First and
foremost, — 1; For a start, — 2; Secondly, And thirdly, - 1: Also, let's not
forget - 2; And most importantly, -2
Exercise 8 .page109
• Play the recording. Students compare their answers in
pairs. Check answers as a class. You may need to play the recording twice.
Audioscript  3.29 page 1090
Candidate 2 1
recently took part in a five-kilometre run for charit½ ltk not the kind
of thing (d normally do, but I did it with a group of friends who really wanted
me to take part. They were school friends. So said yes. I'm not very fit, so
the run itself was really hard work for me. In fact, I stopped half-way and sat
down! I was feeling really miserable. But then, when stood up, some of the
spectators started cheering me - and that gave me the strength to finish the
course. Looking back, I feel really proud of myself for finishing it. The run
took place in a large park near the edge of town. It happened about oh, six
months ago, I suppose, Yes, it was last surnrne[

(Possible answer)
A better order might be: a
/ b. a/ b, f, d, c, e.
Exercise 9 Be 109
• Remind students to follow the plan in the Exam tip
when describing the photo.

• Allow students to read through the questions but do
not give them any extra time to prepare, as they need to practise answering
these kinds of questions without preparation for the exam.
• In pairs, students describe the photo and answer the
questions. Go round the class checking that each student in a pair is taking an
equal part in the conversation. You may need to prompt particularly quiet or
shy students to speak more.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I can describe a
photo and answer questions about it.
Writing analysis
Description of an event

Reading: a description of
a basketball match
Vocabulary:
compound nouns; extreme equivalents Topic: Sport

To
do the lesson in 30 minutes, omit the lead-in and do exercises 3 and 4 together
as a class.

• Tell students that they are going to describe a live
sporting event to their partner. If they have never experienced a live event,
they can talk about some other event they have experienced, e.g. a concert.
• Write the following questions on the board: What was
the atmosphere like? Was it an exciting event? Why? / Why not?
What happened? Who won?
• In pairs, students discuss the event. Give them two
minutes to do so before they report back to the class.
Exercise 1
• Students work in pairs to describe the photo. Remind
them of the advice in the Exam tip on page 109.
• Ask a pair to share their description with the class.
It's a professional game.
The players are wearing vests with their team's name on them. There are a lot
of spectators.
Exercise 2
• Focus students' attention on the underlined words.
Stress that it is very important to address all aspects of the task.
(Possible answer)
This is a very good answer. The text describes a sporting event (a
basketball game); it is a professional game; the event is described vividly,
with an emphasis on the atmosphere and the writer's feelings before, during and
after the event.
Exercise 3
• Tell students that paragraphs usually contain at least
three sentences. Read the text aloud to the class and ask students to put their
hand up when they think you have reached a paragraph break. Pause when several
students put their hands up and check with the class whether they agree.
Paragraph 2: We arrived at
Madison Square Garden Paragraph 3: When the match started,
Paragraph 4: Into the
cold night air we went, ...
Culture note - Madison Square Garden
Madison Square Garden
(MSG) in Manhattan, New York, was built above Pennsylvania Station in 1968 at a
cost of $1 .1 billion. At that time it was an enormous sum of money. It is home
to two professional sports teams: the New York Nicks (basketball) and the New
York Rangers (ice hockey). Major boxing contests have also been held there,
including the first Muhammad Ali—Joe Frazier fight. The venue holds
approximately 20,000 spectators. MSG is also famous as a concert venue: Michael
Jackson played his 30th Anniversary Special there in 2001, and John Lennon
appeared live for the last time ever in 1974.
Exercise 4 opage110!
• Go through the Exam tip together. Tell students they
should be able to find each element in the relevant paragraph.
Exercise 5
• Students work individually to match the words and
write sentences.
• Tell them to re-write their sentences on a piece of
paper, gapping the compound nouns. They then swap sentences with a partner.
Their partner guesses the missing words.

Exercise 6 opage110
• Tell students there are three expressions in the text.
In pairs they scan the text to find the expressions, Check answers as a class.
• Practise pronunciation of words students might find
difficult,
e.g. berserk be desperate to do it (Connor. was
desperate to see the Knicks) go wild (the crowd went wild) be neck and neck
(the Knicks were neck and neck with their opponents)
Exercise 7
• Tell students there is more than one way to rewrite
some of the sentences.
• When the substitute sprinted onto the pitch the crowd
went wild / crazy / berserk.
2 I was desperate to play her at tennis because she'd thrashed
me the last time.
 The two teams were neck and neck, and both managers were screaming /
yelling at their players to give it everything.
4 She was heartbroken when she lost the match because she had
given it everything.
Extension
Tell students to choose
three of the extreme expressions in exercise 6. Students work individually to
write three sentences using the expressions they have chosen. They then swap
sentences with a partner, who rewrites the sentences using the less extreme equivalents.
Exercise 8 page 110
•
Students may need some help with ideas. You could write these prompts on the
board: comfort, cost, travel, excitement, crowds.
Lesson outcome
Ask students: What have you learnt today? What can you do now? and elicit
answers: I have learnt how to make expressions more colourful
using more extreme equivalents. / can divide a text into paragraphs.
Writing task
Description of an event

Grammar: adverbial
phrases
Writing: a description of
a sporting event

To
do the lesson in 30 minutes, start the writing task in class and get students
to completeit for homework.
Exercise 1
• Go through the Exam tip together. Ask students which
they think is easier to write about, a real or an imagined event.
(A description of a real
event may be easier to write because the details just need to be remembered,
and it may be more personal. An imagined one may be written to fit the task
more closely. One good solution is to use elements from a true story and invent
the necessary details.)
Exercise 2 'p*ltïþ
• Students work individually to write their plans. They
then compare plans with a partner, Their partner should ask about the details
of the plan, check if anything is missing and, where relevant, suggest
additional details.
Exercise 3
• Go round the class asking students for a beginning
using each one of the phrases. Tell them that they are all suitable
introductions for a story such as this.
Exercise 4 'page""
• Go through the Exam tip together. Draw a table on the
board with the questions from the tip and space for several sports along the
top. Students feed back to the class. Complete the table for each sport that is
mentioned.
Exercise 5
• Go through the Learn this! box together. Check that
students understand which are the different components of the sentence (In the
middle of the room - adverbial phrase; stood — verb; a policeman — subject).
Ask students to rewrite the sentences with the adverbial phrase at the end. (A
policeman stood in the middle of the room. They drove away.
There
were three envelopes on the table.)
In the front row sat
dozens of Knicks fans
Into the cold night air
we went (The subject is a pronoun.)
Extension
Write the following
sentence beginnings and endings on the board:
1
Attheend
ofthe hall
2
Into
the station
3
Under
the stairs
4
The
door slammed and away..
5
Into
the room 6 On the table awalked
my cousin Som.
b
. was a delicious looking meal.
c
. she went for the lost time. d came
the train. ewas o place to hang coats.
f. were two more rooms.
In pairs, students match
the sentences beginnings 1—6 with the sentence
(Possible answers)

Exercise 6
•
Go through the
first sentence together. Students complete the remaining sentences in pairs.
Check answers as a class.
•
On the chair was a
tennis racket.
2
Towards the corner
flag sprinted the striker.
3
In the centre of
the court stood the umpire.
4
Onto the pitch
ran a small dog.
5
Into the pool
jumped all six swimmers. 6 In front of the goal were six defenders.
For
further practice ofAdverbial phrases, go to:

Grammar Builder 10.4 -page133a At one end of the
  sofa sat his aunt.
2    Asleep in the top floor bedroom is
  my sister.
3    On the grass lay an empty wine
  bottle.
4    In the town centre are three
  cinemas.
5    Out of the room she ran, screaming.
6    Behind the football pitch is a
  tennis court..

Exercise 7 'Þage1ttJ
• Before they begin writing, tell students to re-read
the story on page 1 10. Tell them to notice in particular how the writer sets
the scene and builds up the atmosphere of the event.
Lesson outcome
Ask students: What have
you learnt today? What can you do now? and elicit the answer: I can write a
description ofan event,
Language Review / Skills Round-up
9—10 Language Review
Exercise I

 ruthless 2 heroic 3 romantic 4
  considerate
5 over-sensitive
Exercise 2
1 needn't/ shouldn't 2 wouldn't 3
  could
4 shouldn't/ needn't 5 hadn't
Exercise 3
1
  be lost if you
  had remembered to bring the
2
  like you if you
  hadn't teased
3
  weren't / wasn't
  afraid of spiders, he wouldn't have
4
  be tired if you
  hadn't woken me up at
5  weren't on special offer, I wouldn't
  have bought
Exercise 4
1 hadn't 2
  only 3 sooner 4 could S wish
Exercise 5

1 in, ring 2 on, pitch 3 on, slope 4 in, pool 5

on, course

1 time we bought our
tickets 2 well take the bus
3 not carry your passport with you
4 you didn't invite the neighbours 5 you left the carat
home
Exercise 8
1 First 2 foremost 3 start
4 Also S importantly
1 -1 0 Skills Round-up
Exercise 1
Super Bowl; Tour de
France; Monaco Grand Prix: photo
Exercise 2
Students' own answers
Exercise 3
I D 2 A 3 E 4 B
Exercise 4
I T 2 F 3 T 4 F 5
Exercise 5
Audioscript S 3.30 0Þge1W
Part 1
Daisy Great! You're on time.
Stefan Of course. I can't wait to find out what's going on.
Daisy You'll soon see. But first, we have to get the underground to
Southfields Station. Come on!
Stefan Southfields? I've never heard of it. Hey! Hold on, wait for me
Part 2
Daisy So, What doyou thinkofWrnbledon?
Stefan It's fantastic! I've always wanted to come here. But what is the
protest going to be?
Daisy Shh! It] rather you didn'tshout about it!
Stefan Sorry.
Daisy Anyway, if' knew the details, I would have told you by
now. But i don't know. My job is just to video whatever happens with my phone -
and then post the clip on YouTube. Stefan OK. So, it's the centre court- wow!
Great tickets!
Daisy My dad got them.
Stefan Really? But of course he doesn't know
Daisy No, of course not, If I'd told him why I need to be
here Stefan we wouldn't be here.
Daisy Exactly. Now, let's find our seats. If we're late, I won't be able
Part 3
Daisy It should have happened by now. It's nearly two o'clock.
Something's gone wrong
Stefan Well you car{t blame me this time. I can't have told anyone- still
don't know!
Daisy Shh. I'm not blaming you. I'm just worried.
Stefan Can't you text them?
Daisy I've tried Nobody's replying. They must have turned their phones
Off. Stefan Look over there.There are a lot of police officers
Daisy It looks like they're taking some people away.
Stefan Hey! Thereß Spikey! He's chatting to one of the police
officers. He's acting as if he were best friends with them .
Daisy That's weird. He' always said that he hates the police .
Part 4
Stefan Don't you want to go home?
Daisy Back to the squat? Not until know what's happening.
Stefan Hey look! Theres something on the news about it.
TV news have clamed that the
protesters planned to run onto centre court and hold up a large banner
protesting against Wesley's Supermarket, They were arrested before they could
carry out the protest after police were informed of their plans. In other news
today, the .
Daisy Look, I've got a text at last, No! Thatts terrible!
Stefan What? Tell me!
Daisy It was Spikey who gave all the details to the police. He was a
police officer all along, just pretending to be one of us.
Stefan A kind ofspy .
Daisy Yes. I never imagined it He seemed so passionate about our
campaigns.
Stefan Oh well. ltjust shows how easy it is to make mistakes about people
Part 5
Daisy Oh hi. Come in.
Stefan Hey! This is a bit better than your other place!
Daisy You mean the squat? Yes! I didn't really want to stay there. None of
us did. I mean, we felt so angry. Spikey was so disloyal and deceitful. Stefan
I know, So, you're back home with your parents. How are you getting on With
your dad?
Daisy Oh, OK. We still argue a bit- but it's mostly
good-humoured Stefan And I imagine the food is better than at the squat,
Daisy Yes, it is. Would you like to stay for dinner?
Stefan Well, was going to suggest going out.
Daisy Yeah, actually that's a better idea. Where shall we go?
Stefan Do you like Chinese?
Daisy I love it,
Stefan There's a new Chinese restaurant quite near here. I went there
last week It's really good.
Daisy OK Let's go there! And you can tell me all about
Because Spikey told the
police what was going to happen.
Exercise 6 3.30 partl B part 2 A part 3 E part4 F part
S D
Exercise 7 ,page1Bi
Students' own answers
Language Review and Skills Round-up

Get Ready for your Exam 10
Reading
Exercise 1 page114
RFADYTO RCAD
  Ask students if they do or have done
yoga. Do / Did they like it? Why? / Why not?
  Ask students to explain briefly what
yoga is.
  In pairs, students underline the
adjectives they associate with yoga.
  Ask pairs to share their choices with
the class, justifying them.
READING  IASK - TRUC OR FALSE
Exercise 2 page 114
• Ask students to glance quickly at the task below the
text and ask what kind of task it is (True or False). Ask what other kind of
reading tasks they might see in the exam (multiple choice, matching sentences,
comprehension).
• Suggest that students skim-read the text first, then
underline the key words in sentences 1-6. Then they should go back to the text
and re-read it carefully, underlining the sections which relate to the
sentences. Remind them that if the answer is not stated they should mark it N.
• Check answers as a class and ask students to tell you
which part of the text they underlined for each answer.
I N 2 T 3 T 4 F 5 F 6 F
Speaking
Exercise 3 page114
GET READY TO SPEAK
• Students put the adjectives into the two groups.
• When you check answers, ask students to read the
adjectives using the appropriate tone.
• Write the best additional adjectives on the board.
1  elated, overjoyed, relieved,
triumphant
2  dejected, despondent, devastated,
dismayed, inconsolable
Exercise4 page114
SPEAKING EXAM TASK -
PICTURE DESCRIPTION

• Draw attention to the first task, which asks students
to describe the picture. Remind them to include as much detail as possible.
• Elicit that the questions require students to
speculate, give personal opinions and information. Elicit some useful
vocabulary for speculating, e.g. In my view, It seems to me that, He could be,
They might be. Remind students that they will earn more marks if they can
elaborate on their answers with examples.
• In pairs, students take turns to do the task, with one
students being the examiner and the other the candidate. Encourage the examiner
student to give feedback on how the candidate could improve.
• Monitor while students are doing the task, noting down
correct as well as incorrect use of English to share with the class in the feedback
session.
Get Ready for your Exam 10

Workbook
answer
Unit 1
Vocabulary
and listening
Describing personality
Exercise 1
2 assertive 3 stubborn 4
considerate 5 calm
6 creative 7 eccentric 8
immature 9 selfish 10 sociable
11 argumentative 12
conventional 13 unconventional
14 organised 15 serious
16 ambitious 17 responsible
18 outgoing Exercise 2
(Possible answers) stubborn, eccentric, argumentative,
conventional, unconventional, serious, ambitious
Exercise 3 pageï
Audioscript  Listening 2
1
Mum George, please
apologise to your brother.
George No, I won't.
Mum You were very rude to him.
George I'm not going to apologise.
Mum George!
George No, I refuse to apologise.
2
Ella Hi, Marcus.
Can have one of your chocolates?
Marcus Urn, well I haven't got many left.
Ella Really?
Marcus Yes. Look.
Ella You've nearly eaten the whole bag!
Marcus Well?
Ella Can I have just one, please?
Marcus No, sorry. I'm saving these for later.
3
Dad Harriet, wheng
your math; exam?
Harriet Next Monday.
Dad Hadnt you better do some more revision?
Harriet Its OK, Dad I've got it all planned I'm revising every night this
week. Then I'm taking Friday evening off. Then Jenny and are getting together
to look at some past exam papers on Saturday. Then it's last minute revision on
Sunday.
Dad Oh, OK. Very good.
4
Harry Have you
seen what Finr# wearing today? jess No. What?
Harry An old jacket from the 1980s. He got it in a charity shop.
Jess What's wrong with that?
Harry Nothing at all, but who wears jackets like that nowadays?
Jess I think it's cool. Unusual, maybe, but cool.
5  Luke Where's Hannah? She's really
late.
Imogen I dont know. She isn't usually late.
Luke Well, the film starts in ten minutes. I think we should go in.
Imogen She won't be able to find us, though, will she?
 Luke   her problem
Imogen You go in, then, and get the tickets. I'll wait a bit longer for
her. sure she'll turn up in a minute.
6
Simon What do you
wanttodo when you leave school, Cerys? Are you going to get a job?
Cerys No, I want to study medicine. Simon Really?
key
(erys I want to study at Oxford because it has one of the best medical
schools in the country, and I want to get a really good job once I graduate.
Simon Difficult to get into, then, I guess.
Cerys Difficult, yes - it's one of the
best universities —but not impossible.
1 stubborn 2 selfish 3
organised 4 unconventional
5 considerate 6 ambitious
Exercise
4
1 vain 2 faithful 3
grumpy 4 unassuming 5 witty
6 amiable 7 timid 8 calm
Exercise
5 pager
 1 headed  meat 3 minded 4 cold 5
haired 6 sure
7 watering 8 space 9
hearted 10 densely
Challenge! ,pagejv
Students' own answers
Grammar
Present perfect simple and continuous
Exercise I pagee
Students' own answers
Exercise 2
1 have you been waiting 2
recorded 3 been learning
4 been working 5 Visited
6 have you spent
Exercise 3 page41
1 Have (you) seen 2 've
been ringing 3 's been taking part
4 has forgotten 5 've
selected 6 's been playing
Exercise 4
3 Whether we
go to the beach depends on the weather. 4 1've always disliked vegetables.

6
That man has been swimming in the sea for over an hour. He must be freezing.
Exercise 5
1 have (you) known 2
haven't been
3 don't care, think 4 's
been raining 5 like, prefer
6 've been reading / 'm
reading
Challenge! page4
Students' own answers
Culture
Great American writers
Exercise I page5
1 Christianity 2 Christian
3 Christian 4 Judaism
5 Jewish 6 Jew 7 Islam 8
Muslim / Islamic 9 Muslim
10 Buddhism 11 Buddhist
12 Buddhist 13 Sikhism
14 Sikh 15 Sikh 16
Hinduism 17 Hindu 18 Hindu

Exercise 3
 The lights were just beginning to be turned on
2 'What kind of job?' asked their Dad. 'Anything I could do, or
just for girls?'
 The question took her by surprise. She had just been thinking she had bought there the day before.
4
'Nobody ought to
work until they're around sixteen. Mick should have two more years '
5
Bill put Ralph
down from his lap
6
'Mick should have
two more years at Vocational — if we can make it.' 'Even if we have to give up
the house and move .
Exercise 4 Audioscript S
Listening 3
She felt excited, They were all talking about her - and in a
kindly way. She was ashamed for the first scared feeling that had come to her.
Of a sudden she loved all of the family and a tightness came in her throat.
'About how much money is in it?' she asked,
'Ten dollars.'
'Ten dollars a week?'
'Sure,' Hazel said. 'Did you think it would be only ten a
month?' 'Portia don't make but about that much.' 'Oh, colored people -' Hazel
said.
Mick rubbed the top of her head with her fist. That's a whole lot of money
A good deal!
'It's not to be grinned at,' Bill said. 'That's what make.'
Mick's tongue was dry. She
moved it around in her mouth to gather up spit enough to talk. 'Ten dollars a
week would buy about fifteen fried chickens. Or five pairs of shoes or five dresses,
Or installments on a radio.' She thought about a piano, but she did not mention
that aloud.
'It would tide us wed their Mama said. 'But at the same time I rather keep
Mick at home for a while. Now, when Etta -
'Wait!' She felt hot and reckless. "l want to take the job. can hold
it down. know  can.'
'Listen to little Mick,' Bill said.
Their Dad picked his teeth with a matchstick and took his feet down from
the banisters. 'Now, let's not rush into anything. I rather Mick take her time
and think this out. We can get along somehow without her working. I mean to
increase my watch work by sixty per cent soon as
'I forgot,' Hazel said. 'I think there's a Christmas bonus
every year: Mick frowned. 'But wouldn't be working then. I'd be in school. I
just want to work during vacation and then go back to school.' 'Sure,' Hazel
said quickly.
'But tomorrow I'll go down with you and take the job if I can get it' It
was as though a great worry and tightness left the family. In the dark they
began to laugh and talk. Their Dad did a little trick for George with a
matchstick and a handkerchief. Then he gave the kid fifty cents to go down to
the corner store for Coca-Colas to be drunk after supper.
1 ashamed of 2 a week 3
quite a lot of 4 the same as this 5 a piano 6 hardly thinks at all 7 a holiday
job 8 happy with
Reading
High achievers
Exercise 1
1 towards 2 owing to 3
among 4 Aside from
5 alongside 6 Throughout
7 concerning 8 beyond
9 Bearing in mind 10 Prior
to
2 •paged

 Throughout 2 alongside
S beyond 6
  towards
Exercise 3 Lpageðo
1 b 2 d 3
  c 4 b 5 a
Grammar
Verb patterns
Exercise I

3 Prior to

bearing in
  mind

1 to see, going, to go
  2 to meet, to find to go 4 watching, to choose, to watch

3 to go, to find,

Exercise 2
la standing 1b to hand 2a
posting 2b to post 3a to have 3b criticising 4a to tell 4b not revising 5a to
become
5b eating 6a meeting 6b
to buy 7a walking 7b ride, fall
Exercise 3
1 are considering going
away 2 managed to solve advised meto 4 had difficulty doing 5 reminded Harry to
text me 6 agreed to help 7 enjoy doing 8 didn't let me goto 9 got my car
repaired Challenge!
Students' own answers
Speaking
Photo description
Exercise I fig€9J Audioscript S Listening 4
pageY
The photo shows two teenage boys. I'd say they were about fifteen or
sixteen years old. Its clear from the photo that they are in school, because
they are standing in front oflockers and they are wearing school uniform. The
uniform is black trousers, black shoes, white shirt and red and green striped
tie. Both boys have got short dark haiL They are obviously friends as they are
chatting together, they look relaxed and they are smiling. I should think it's
break time, or maybe after school.
clothes, hair, expressions
Exercise 2 Audioscript  Listening 4 'pagey o
I should think . • I'd say
It's clear from the photo that Maybe; They (are) obviously .
Exercise 3
Students' own answers
Exercise 4    Audioscript    Listening
5
Examiner Do you think the boys in photo A mind wearing school uniform?
Why do you think so?
Student I think it's quite difficult to tell from the photo, They are
dressed quite smartly and, as said, they look relaxed. But they haven't done
their ties up properly, so perhaps they don't like wearing them. On balance,
I'd say they'd probably prefer not to be wearing a uniform.
Examiner Do you think school uniform is a good idea? Why do you think so?
Student t think a uniform
is a good idea because it means that everyone wears the same thing and people
don't need to be self-conscious about their clothes, Students don't spend ages
in the morning deciding what to wear. Uniforms are also cheap so it's better
for their parents, especially ifthey aren't particularly well off I also
believe that a uniform gives the students a sense of identity, of belonging to
the school. Students' own answers
Exercise 5
oge9' Students' own answers
Exercise 6
Students' own answers
Writing
Description of a person
Exercise 1
I C 2 D 3 B 4 A
Exercise 2
 tends 2 tendency 3 habit 4 across S regard
6 consider 7 people 8 can
Exercise 3 bage 101
Exercise 4 page 101
 However,2 unlike some other teachers
Exercise 5 page IOí
Students' own answers
Exercise 6
Students' own answers
Unit 2
Vocabulary and listening
Value and price
Exercise I page1Jb
1 save 2 afford  allowance 4 waste 5
income
6 budget 7 expenses 8
debt
Exercise 2  allowance, saves 2 debt 3 afford 4
wasted 5 expenses
6 income, budget
Exercise 3 ,pagelip
broke — hard up; dear -
pricey; extortionate — a rip-off; mean — stingy; well off - affluent  broke 2 a rip-off hard up
Exercise 4 ,page1V

Exercise 5 page"
1 cost an arm and a leg 2 tighten
your belt    made a killing
4 came into some money 5
living from hand to mouth
Challenge! pagell
Students' own answers
Grammar
used to and would
Exercise 1
1 used to 2 Did (your
family) use to 3 used to
4 Did (there) use to 5
didn't use to
Exercise 2 pgetï
1 My grandfather would
never go out without a hat.
3  1 would go to the sweet shop every
afternoon.
4  We wouldn't talk to our parents about
school.
5  When Harriet was young, she would go
dancing every night,
Exercise 3 l a 2 b 3 c 4 a 5 c 6 b
Exercise 4 jpagelï
1 would insist 2 would have  would
spend 4 would run
S would leave
Challenge! page12
Students' own answers
Culture
Squatters
Exercise 1
1 made, made 2 has been
renting 3 taking
4 have become 5 pay, get
6 do
Exercise 2 apage13
Audioscript  Listening 6 page 13
What could you buy for $16 in the USA? A quick lunch in a coffee bar,
maybe; a few litres of petrol for your car; or perhaps a large house in a nice
suburb near Dallas, Texas, complete With garden and swimming pool. Impossible?
That's what most people would think. But then, most people have never heard of
an obscure law called 'adverse possession'.
The story of Kenneth
Robinson and the sixteen-dollar house began in 201 1 , when he noticed that a
large house in Flower Mound, near Dallas, had become empty. The house had been
well maintained and was in a good state, but unfortunately, the owner had not been
able to pay the mortgage. After the mortgage company had evicted the owner, the
company went out of business. So the house was not just empty, but it was also
unclear what would happen to the property.
After doing some research
into property laws, Mr Robinson, a 51 -year-old former soldier, filled out a
form online, paid a fee of $16 to submit the form officially, and moved into
the empty $300,000 house. Although he didn't exactly buy the house for S 16, he
had discovered that a law called 'adverse possession' meant he could not be
evicted unless the original owner paid off the mortgage - and even then, it
would be a long and expensive legal process. The story was widely reported in
the media both in the USA and around the world. For some people, Mr Robinson
was a hero who beat the system, Others tried to copy his actions, and suddenly
local councils were having to deal with thousands of forms claiming 'adverse
possession'. But to most of Mr Robinson's neighbours in Flower Mound, he was
just a squatter. They even called the police to arrest him, but the police said
they could do nothing as no crime had been committed.
According to US property
laws, if Mr Robinson stayed in the house for three years he could claim legal
ownership ofthe property. During that time, he would have to do all the basic
maintenance -keeping the garden tidy, and so on - but he would not have to pay
any mortgage or rent. However, eight months after he had moved into the house,
he received a letter from a judge
telling him he had to leave
the property. Although he could have challenged the decision in court, Mr
Robinson decided not to do that: he moved out. Looking back, Mr Robinson
certainly has no regrets. He has written a book about his experiences and is
often asked to give talks about them. And if you wanted to hire him to give a
talk, you'd have to pay a lot more than S 16!
Exercise 3 bagelj Audioscript 9 Listening 6
I F 2 F 3 T 4 F 5 T
Exercise 4 íÞage1j
1 floor 2 worth 3 used 4
little 5 couldn't 6 heating
7 rather 8 paid 9 attention
10 Despite 11 hadn't 12 so
Challenge! ;page13ô
Students' own answers
Reading
How the other half live
Exercise I  in 2 from 3 to 4 with 5 to 6 in  'n, of 8 for
Exercise 2
 had, would give 2 wouldn't make, sold  wouldn't be, budgeted 4 paid, would
happen S were / was, could
Exercise 3
3 and 4
Exercise 4 •page14
1 B
2C 3 C 4A 5 C8 B
Exercise 5 :page14 1
Students' own answers
Challenge! ,page14
Students' own answers
Grammar
Past perfect simple and continuous
Exercise 1 page16
1 a, had been writing 2
e, had been watching
3 b, had been playing 4
f, had been working
5 d, hadn't been paying 6
c, hadn't been feeling
3 page16
2  arrived, I had had a shower
3  we had swapped numbers, he called
4  had tidied her room, she went out
5  had missed the class, she didn't do
the homework
6  had finished his dinner, he washed up
his plate
Exercise 4 1 b 2 b 3 a and b 4 a and b 5 a
Exercise 5
1 had been
enjoying 2 had spent 3 had been going 4 had won 5 had had 6 had been looking
Challenge!
Students' own answers
Speaking
Photo description
Exercise 1
(Possible
answers) box, cross-legged, disappointed, gift, lid, ribbon, tissue paper
Exercise 2 Audioscript  Listening
7 page171
There's a young woman
sitting cross-legged on the floor. Maybe she' a teenager. She looks about
seventeen or eighteen, I reckon. She's holding a red box and lifting the lid so
she can see whaÚ inside. It's obViOl_151y a gift that somebody has given
her. She doesn't look very happy with the gift - in fact, she looks really
disappointed. We can't see what the gift is, because it's covered With tissue
paper.
box, cross-legged,
disappointed, gift, lid, tissue paper
Exercise 3
I       2 big 3 crowded 4 angry g bad         7
bad 8 hungry
9ün 10 bigExercise4 page17 0
Audioscript   Listening 8  remember one Christmas it was about
ten years ago, when I was seven or eight years old. My uncle and aunt were
staying with us. In those days, we used to have a Christmas tree every year, My
parents used to put all our presents under the tree. We'd open them on
Christmas Eve. I always used to feel the presents and tryto guess what they
were.
For months, Id been asking
my parents for a Hello Kitty lunchbox. I really wanted one because my best
friend had one. So when I picked up a present from my uncle and aunt with my
name on it, felt it and realised it was a lunchbox, I was so excited.
Apparently, my parents had told my uncle and aunt what to buy me.
But when I opened the
present on Christmas Eve, I felt so disappointed. Yes, it was a lunchbox.
Unfortunately, it wasn't quite what I wanted, Instead of Hello Kitty, it had a
picture of a different cartoon cat on it. Garfield, I think. My parents had
told my uncle and aunt the wrong thing. Or maybe they hadn't understood
properly. I smiled and said thank you — but inside, wanted to cry. Obviously, I
didnt say anything to my uncle and aunt. Luckily, they didrfi realise how
disappointed I was. To be honest, I've never mentioned it since.

Exercise 2 o page16 Students' own
  answers

It wasn't the particular
kind of lunchbox that she wanted.
Exercise 5
Audioscript S Listening 8

 smiled 2 said 3 wanted 4

were staying

5

had told

6 'd been asking 7 used to put
Exercise 6
Students'
  own answers
Exercise 7
Students'
  own answers
Writing
Story
Exercise 1
  mean, negative, that character
Exercise 2

g 'd open

 later 2 blue 3 moment 4

soon

5 same

6 Eventually

7 shortly
Exercise 3
2 Half an hour later  As soon as Kyle
had gone
4 Eventually he arrived
Exercise 4
Students' own answers
Exercise 5 ,page1U
Students' own answers
Exercise 6
Students' own answers
 Get Ready for your Exam 1
EXAM TASK- Reading

EXAM TASK — Listening Audioscript
S Listening 9
Speaker
1 1 know exactly what I'm going to do now that I've finished school, as We been
meticulously planning it for absolutely ages! I'm doing a full-time stint in
the restaurant down the road this summer -I've been working there on and off
for years part-time. I've got to save up £800 - enough money to go
travelling for the rest of the year. IVe planned a route through Thailand,
Cambodia, Australia - where I've set up some more catering work - then South
America and the CIS before university next yeac
Speaker 2 1 can't make up my mind between work
experience and travelling. I'm hanging on to hear if I've got a temporary job
at the local vets If I get that, I might as well go for it as I'm doing
agriculture at university next year, But I'm pretty keen on going out to stay
with my uncle and aunt, They've moved to a ranch in the States and want me to
Visit. How cool is that? But that won't be till much later in the year, so I'll
have to see what's possible.
Speaker 3 1'm desperate to get some work experience
before start my politics degree in the autumn, so I'm hassling local MPs and
government offices to see if can volunteer! If I'm lucky enough to get
selected, I should get travel and lunch expenses, but t won't actually earn any
money. It's vital though to have real-life experience for my degree course, as
it's fiercely competitive. My parents understand and are happy to continue
supporting me. If time, I'll take a break before the course starts.
Speaker4 1've got absolutely masses to
do before my course starts in October and zero time for a holiday! I'm off to
study English literature and theatre management in Manchester, and need to do
stacks of reading before then as I've got a massive list of classic literature
to study. But I've also got a summer job in the theatre where I'm helping
during the run of Shakespeare's Hamlet. It's backstage work - clearing up,
helping change scenery and assisting the actors - but I'm so looking forward to
it!
Speaker5
1'm taking a gap year and putting off university till next year. I've got an
amazing job lined up -in South America! Well, it's sort of a job as it's not
paid work - I'm volunteering for an educational project in Guatemala. We'll be
building a school in a tiny jungle village for five months - staying with the locals
there - then I'll hit the road for a bit. Exciting! I'm studying Spanish next
year so it'll be perfect experience for me and I want native-speaker fluency
when I come back!
I C 2
F 3 D 4 E 5 A
EXAM   Use of English
1 B 2A 3C 4C 5A 6B 7 B 8A
Unit 3
Vocabulary and listening
Relating to people
     11 0
12 m 13 n 14 1  15 k
Exercise 2 Audioscript
S Listening 10 page 211
 You really are stupid sometimes.
2    You're so good at tennis! The best in
the school for sure.
3    Woman You're always telling me off.
Man No, I'm not
Woman Yes, you are.
Man I'm not. Anyway, at the moment you're telling me off
4    You should have called to let us know
where you were.    what your mobile is for. We were worried sick.
5    Don't leave your coat in the hall. And
pick up those shoes. Have you tidied your bedroom yet?
6    Hi. I'm Max. Has anyone ever told you
youve got beautiful eyes?
2
flattering / praising 3
bickering 4 lecturing / telling off
5
nagging / telling off 6
flirting / flattering
Exercise 3 OgeŽ1(
1 with 2 to, about 3 in,
about 4 — 5 with 6 —
7 about 8 about 9 for 10
about 11 for 12 about
Exercise 4
(Possible answers) a childhood: from three to twelve b
adulthood: from eighteen to death  infancy: from birth to two d
adolescence: from thirteen to seventeen e middle age: from forty to sixty f old
age: from sixty-one to death
Challenge! page21Ê
Students' own answers
Grammar
Question forms
Exercise 1
(Possible answers)
 1'd like to know what your name is.
3  Can I ask where you live?
4  Do you know where the ticket office
is?
5  1 wonder if you'd be willing to answer
some questions.
6  Can you tell me if you'll be eating
at home this evening?
7  Could you tell me what time you plan
to arrive?
8  Would you mind telling me why you're
laughing?
Exercise 2
Audioscript   Listening Il pagea  Do you know where my dictionary is? 2 Could YOU tell me where the train
station is?
3    I wonder if you could help me.
4    Have you any idea what time it is?
5    Id like to know what you would do in
my Situation?
6    Can you tell me how I should cook
these potatoes?
7    Can I ask why you want to know?
8    Would you mind telling me how old you
are?
2
Where is the train
station?
 Could you help me?
4
What time is it?
 What would you do in my situation?
6
How should cook these
potatoes?
 Why do you want to know? 8 How old are you?
Exercise 3 page2
2  Which sandwich did Ed eat?
3  Who made Eve cry?
4  Who did George meet at Sam's party? 5
Who was flirting with Sara?
Exercise 4 .page22j
3  has Pete got in his bag
4  did Marcus give you to eat
5  is missing from the cupboard
6  did Jess see in the park
7  pizza would you like
8  phoned Sally last night
Challenge! pageü
1  Who did Keira go to Spain with
2  How long did they stay in a hotel
3  What were they unhappy about
4  Who did they complain to
5  What did he tell his son off for
Culture
Youthful population
Exercise 1
1
life expectancy 2
state pension elderly relative, nursing home 4 retirement age 5 life span 6 old
age
2   Áage23
Audioscript  Listening 12 pagen•
Presenter Hello, and welcome
to Our World, The world's population has recently passed the seven billion
mark. In the studio to discuss this with me is Professor Teresa Jenkins from
the University of Manchester. Professor Jenkins, our record population can be
viewed as a success, can't it? We're living longer, healthier lives?
Prof Jenkins Yes, there is much to celebrate. In the last 60 years, the
average life expectancy has gone up from about 48 years - that's what it was in
the early 1950s - to about 68 in the first decade of this century. Deaths of
babies and very young children dropped dramatically from about 1 33 in every
1,000 births in the 1950s to 46 per 1,000 biÑhs now. It's all the result
of immunisation campaigns that have reduced deaths from childhood diseases, and
general improvements in healthcare. It seems that this trend is set to continue
in future years.
Presenter So why are some people concerned about the population figures?
Prof Jenkins Many people are worried about the effect that the increased
population will have on global warming and climate change. We will burn more
coal, oil and gas, causing more pollution. And then, of course, these natural
resources will run out. Another problem is simply feeding so many people, and
providing jobs and education for them all. Because, you see, most of the people
in the world are very young .
Presenter Yes, I heard that people under 25 actually make up 43 per cent
of the world's population. Is that right?
Prof Jenkins Yes, and the figure is as high as 60 per cent in some
countries.
Presenter That's rather
different from Europe and other developed countries. Prof Jenkins Indeed.
Countries like ours are facing the problem of ageing populations - where not
many babies are being born - so they are looking for ways to increase their population.
There are too few young people entering the job market, so it's becoming
increasingly difficult for governments to pay the state pension to so many
elderly people.
Presenter
Developing countries with young populations don't have this problem, then. They
have lots of young people who can work and make the countries richer.
Prof Jenkins Unfortunately, it isnt as simple as   The problems that a
young population bring are different. Poor countries are struggling to provide
basic healthcare, education and jobs for ail these young people. Families are
poor, children are malnourished, few of them complete secondary education -
some do not have access to any education at all. And there are few secure,
well-paid jobs. So it's difficult for young people to contribute to economic
growth. Presenter And the world population is set to rise even further, so
these problems may get worse.
Prof Jenkins Yes, it's possible. The world population is expected to rise
to 9.3 billion by the middle of this century and to more than 10 billion by the
end of Much of the increase is expected to come from poor countries in Africa
and Asia.
Presenter So how can we stabilise the population, slow down, stop it
getting out of control?
Prof Jenkins Above all, reducing poverty will help to slow population
growth.
Presenter How will it do that?
Prof Jenkins In
the poorest countries, extreme poverty, high death rates among children, and
high birth rates are all linked. If poverty is reduced and living conditions
improve, parents can feel more confident that most of their children will
survive. Many people then choose to have smaller families. The other way to
slow population growth is to educate and empower women. When women have equal
rights and opportunities in their societies and when girls are educated and
healthy, they have fewer babies.
Presenter That's
very interesting, Professor Jenkins. Unfortunately. v€re running out of time.
Thank you very much for coming in today. 1 7 2 48 3 68 4 43 s 9.3
Exercise 4 page23

Challenge! page23
la about 1.34
billion 1b about 1.24 billion 2a 1804 2b 1960 1999

Reading
Teenagers in Britain
Exercise I page2VJ
1 unpredictable 2
responsible / responsive
3 confused / confusing 4
reasonable 5 argumentative
6 moody 7 combative
Exercise 2
 ended up 2 turned (it) into 3 get on with 4 grew up
5 comes downto 6 stormed
out of 7 answer back
8 brings out
Exercise 3
a
Exercise 4 ,page24JI
I G 2
C 3 H 4 A 5 E 6 D
Exercise 5 -page20
 the number of teenagers who were
consulted by researchers for the enquiry  the percentage of teenagers who
belong to a gang
4 the percentage of teenagers who don't
know where to get help or information  the annual cost of youth crime
6
the amount spent
by government on positive prevention and youth programmes
7
the amount that
it costs to put a young person in a detention centre for a year
Challenge! page24Y
Students' own answers
Grammar
Comparison
Exercise 1 opage26
1  1'm feeling far better today.
2  English is nowhere near as difficult
as Chinese.
3  1 am much better at chess than my
brother. / I am much better than my brother at chess.
4  This winter is even colder than last
winter.
5  Too much coffee is nothing like as
bad for you as too much alcohol.
Exercise 2 þage26
 harder, more tired 2 faster, more, likely 3 more often, better 4 slower,
fewer 5 colder, more depressed
Exercise 3
2 more and more expensive
3 better and better
4 harder and harder 5 more
and more dangerous
6 further / farther and
further / farther
Exercise 4 page26
2  argumentative (now) than I used to be
3  not as confident as people think (l
am) / less confident than people think (l am)
4  easier than I thought it would be /
less difficult than I thought it would be
S arrive as early as you
said you would
5 pageb
2  My brother has a lot in common with my
dad, as do l.
3  It's sunny today, as it was yesterday.
4  Harry would like to study maths at
university, as would i.
5  My mum is calm and reasonable most of
the time, as is my dad.
6  Kate can concentrate for long periods
of time, as can Liam.
Challenge! page26
Students' own answers
Speaking
Role-play
Exercise I page27Ô
1 shall we 2 shouldn't we
3 will you 4 aren't they
5 have you 6 do they 7
aren't they 8 do you
Exercise 2 pager Audioscript  Listening
13 page27
 Your parents like French food
Your parents like French food, don't they? Your parents like
French food, don't they?
2    Jake's coming to the cinema with us.
Jake's coming to the cinema with us, isn't he? Jake's coming
to the cinema with us, isn't he?
3    We should leave now.
We should leave now, shouldn't we? We should leave now,
shouldn't we?
4    She didn't have a lot in common with
Mike.
She didn't have a lot in common with Mike, did she? She didnt
have a lot in common with Mike, did she?
5    There isn't any milk in the fridge.
There isn't any milk in the fridge, is there? There isn't any
milk in the fridge, is there?
6    He never gets up early.
He never gets up early, does he? He never gets up early, does
he?
7    You won't tell anyone what said.
You won't tell anyone what said, will you? You won't tell
anyone what said, will you?
8    Everybody loves warm weather.
Everybody loves warm weather, dont they? Everybody loves warm
weather, don't they?
Exercise 3 pageŽï
Audioscript S) Listening 14 pagezï Examiner I'm really looking forward to
your visit.
Student Me too.
Examiner You're arriving on the 14th ofJUiy, aren't you?
Student Yes, that's right. We're flying to London. What's The best way to
travel around, do you think?
Examiner Well, you could always hire a car, couldn't you?
Student I don't think that's a great idea. My parents don't like driving
abroad. know, why don't we use trains and buses?
Examiner Yes, you could do, but of course it's less easy to get around Student I think it'll be OK. Hotels are
cheap in Britain, aren't they?
Examiner No,
not particularly. Camping is much cheaper, of course. Student Mmm, that's
possible, but my parents might not like camping very much. Let's put that idea
to one side for a moment. What other accommodation is available?
Examiner Well, there are youth hostels and there are B and 35.
Student What do you mean by B and Bs?
Examiner Bed and breakfasts. They're reasonably cheap.
Student OK. Good idea, Now, my parents love looking at paintings. Can you
recommend a good art gallery?
Examiner There isn't one in my town, but there are lots in London, What
kind of art do they like?
Student Old paintings. I don't think they're too keen on modern art.
Examiner Well, there's the National Gallery or the Tate. They're very
good. Student Fine, I'll take them there. When we come and see you, shall we
meet at your house? We could get a bus maybe from the station. Examiner I'm not
sure about that. It's quite difficult to find.
Student OK. Here is an idea.
I'll ring you when we reach your town and you could meet us at the station. How
does that sound? Examiner Good plan.
1 b 2 f 3 d 4 a
Exercise 4 ,pagen
I know, why don't we ?
Here's an idea.
You could always
I'm not sure about that.
I don't think thatß
a great idea.
Let's put that idea aside
for a moment.
Exercise 5
Students' own answers
Writing
Essay: pros and cons
Exercise 1
1 B 2 C 3 conclusion 4
better
Exercise 2
1 Firstly 2
For example 3 Secondly 4 Finally 5 On the other hand 6 Secondly 7 on balance
Exercise 3 page2U
Students' own answers
Exercise 4
Students' own
answers Exercise 5 'ageV:
Students' own answers
Exercise 6
Students' own answers
Unit 4
Vocabulary
and listening
Politics and protest
Exercise 1
1 Minister, vote 2
electoral 3 left-wing, campaign 4 office
5 demonstration 6 party
Exercise 2
 gauging / influencing 2 tackle 3 influence 4 call for
5 signed
3 page29

Exercise 4
1 Earth 2 Red, Red 3 Fund 4
International     5 Central
6 Union
Challenge! "age:ŽY
Students' own answers
Grammar
Probability: present and future
Exercise I Þage30.;

l a 2 d 3 b 4 c 5 f 6 e
Exercise 3
 Don't call Tara now — she'll be having dinner.
2
We probably won't
get home until tomorrow. / We might not get home until tomorrow.
3
The match will
have finished by now. Let's see who won.
4
Don't touch the
glass, you might / could hurt yourself.
5
If you invite
him, he's bound to come.
6
I'm sure our team
won't win the league.
7
Chances are
nobody will notice our mistake.
8
Dad can't be
angry about my exam results — I haven't told him
Exercise 4 :page300
 Chances are (that) it'll be cold next month.
2
If you work hard,
you should do well in your exam.
3
The message can't
be from John —he hasn't got a phone. 4 Kate is bound to get the job, 5
This must be the wrong
key.
6
I don't think our
school team will win the league.
7
Harry will have
left the hotel by now.
8
The hackers might
not live in the same country.
9
Chances are (that)
my grandparents will emigrate when they retire.
10
Your teachers
will be enjoying the holiday.
Challenge! page30(
Students' own answers
Culture
Religion and politics
Exercise I
1 unrest 2 struggle 3
rights 4 groups 5 initiative
Exercise 2
India, Pakistan,
Bangladesh
Exercise 3 opage3i
1  Muslims and Hindus. The Hindus were
the larger group.
2  Most of them were opposed to this
idea.
3  To preventa civil war between Hindus
and Muslims.
4  They moved to Pakistan, because it was
a new state created for Muslims.
Exercise 4 iage3tÔ
Audioscript S Listening 15
Gandhi was born in India on the 2nd of October 1869. After
university, he went to London to train as a barrister then went to work at an indian
law firm in South Africa. There, he noticed that the Indian immigrants who had
come to the country to find jobs were treated very badly. He joined their
campaign for civil rights while rejecting the idea of an armed struggle. In
1914, Gandhi and the Indian immigrants won a major victory when the South
African government agreed to many oftheir demands.
When Gandhi returned to
India, he used many ofthe tactics he had learned in South Africa to protest
against the British. His campaign soon attracted millions of followers. But the
British were unhappy With Indian demands for independence and made it illegal
for Indians to take part in demonstrations. When a big demonstration took place
in Amritsar in 1919, the British army began shooting at the protestors, even
though the crowds contained many women and children. About a thousand
protestors were killed News of this terrible event spread throughout India and
caused widespread anger. But Gandhi still rejected the idea of using violence
against the British rulers. In 1922, Gandhi was sentenced to six
yeaßimprisonment, although he was released after two.
In 1930, Gandhi started a
new campaign of civil disobedience in protest against the British and their
unfair taxes and laws. Again, his campaign attracted millions of followers. But
in 1934, he resigned from his political party because he did not think that
they truly shared his belief in non-violence. In 1947, India finally gained
independence from the British. However, Gandhi's dream of a free and united India
did not come true. Two countries- India and Pakistan - were created to reflect
the two main religions in the area: Islam and
Hinduism. Pakistan was a
Muslim state and India was Hindu. Gandhi -a Hindu - was opposed to partition,
and was shocked by the violence that continued between the Muslims and Hindus
for months after Independence. He started one final campaign: to bring an end
to the violence in both countries. But on 30 January 1948, he was assassinated
by a Hindu fanatic

Challenge! iageJJ
Students' own answers
Reading
Freedom of speech
Exercise I
1 sexism 2 racist 3
activist 4 journalism 5 socialist
6 terrorism
Exercise 2
Students' own answers
Exercise 3

Challenge!
Students' own answers
Grammar
Future continuous and future perfect
Exercise 1 l a 2 b 3 a 4 a 5 a 6 b Exercise 2
 will have been 2 will have invented     will
have been wearing 4 will have been waiting 5 will have been training 6 will
have travelled 7 will have been sitting 8 will have been reading 9 will have
hated 10 will have disappeared Exercise 3
1  What will you be visiting next week?
2  How long will you be staying in
Paris?
3  When will you be leaving the hotel? 4
Who will be paying the bill?
Exercise 4
 we will have taken 2 will be doing      won't
be serving 4 will have been having 5 will have learned 6 will have been working
Challenge! vage34
Students' own answers
Speaking
Role-play: agreeing and disagreeing
Exercise I paw's
 Don't 2 still 3 could 4 advantage S persuaded
6 decided
Exercise 2
2  Don't you think that
3  Maybe, but I still think
4  But the big advantage of the rally is
.
6 1 guess you
could be right. 7 OK, you've persuaded me, 8 That's decided then.
Exercise 3 Audioscript S
Listening 16
Ella Are we going to take part in the Day of Action?
Mike I think we should, yes. But what shall we do?
Ella Ithink we should join the rally in the park.
Mike Really? Why?
Ella Because some of my friends from school are going to be there. It'll
be fun.
Mike I'm not sure about that Speeches are always really boring, aren't
they?
Ella So what do you suggest?
Mike Wouldn't it be better to join the march? We can make placards and
take them along too.
Ella A march sounds a bit tiring. I've got basketball practice all
morning. I don't want to spend the afternoon marching!
Mike Isee what
you're saying, but it isn't very far. Come on, you're fit! Ella I suppose so.
I'm sure can manage basketball and a march Mike OK. Let's agree on that, then.
What time shall we meet? Ella Well, basketball practice finishes at midday, so
.
1  She suggests joining the rally in the
park.
2  Some of her school friends are going
to be there. 3 Speeches are boring.

't He suggests taking
part in the march.
5 The march
will be tiring. 6 They agree on Mike's.
Exercise 4
Audioscript  Listening 16 page 35
1 it be better to       agree on that
Exercise 5
1 is meeting 2 is going to make 3 are
starting I'll join
Exercise 6
Students' own answers
Writing
Formal letter: letter of protest
Exercise 1
Students' own answers
Exercise 2 vpagej6
 recognise; The fact is that
2  reasons; I urge you therefore to
3  register; I am writing to express my
concern about  concerned; I am very worried about ...
Exercise 3
Students' own answers
Exercise 4 oage36
Students' own answers
Exercise 5
Students' own answers
Get Ready
for your Exam 2
EXAM TASK— Reading
1 B 2 B
3C 4A 5D 6C 7 D
EXAM
TASK-Listening
Audioscript  Listening 17
jpage3ïJ
Interviewer Good morning, ladies and gentlemen, and welcome to the
Politics Now show. We're looking at political activism among today's young
people, and to help us analyse this, we have a young American activist in the
studio to give us her views on youth politics across the pond We welcome Tanya
Grey, a student in journalism and an occasional writer for the online activist
magazine Urban Times. Good afternoon, Tanya, and welcome to the studio.
Tanya Thank you.
Interviewer Tanya, you've
been looking at some research into social activism in young adults in the US.
Can you talk us through some ofthe findings? Tanya Certainly. It seems that in
America more young adults than ever before are actively supporting the causes
that they care about - seven out of ten adults between the ages of 20 and 28
are taking real action in ways that make a difference, such as fundraising,
joining or organising group events, and taking part in boycotting companies or
rallies. This is up dramatically from last year almost double, at 73 per cent,
UP from 38 per cent.
Interviewer Wow.That's certainly a big increase. Why do you think that
this has come about?
Tanya Well, I think that awareness of big issues has increased
considerably due to the World Wide Web. We can all find out things in a second
by going online.
And people can rally
support for causes through media like Google, Facebook and Twitter. Twitter,
for example, is used a lot to get like-minded people together and organise
protests. And the website Changeorg has had some incredible successes.
Interviewer Can you explain
a bit more about Change.org for our listeners? Tanya Of course.Change.org is a
website that aims to promote social change through the use of online petitions.
Anyone can start or join a campaign online Great SLICES was had by a young online
activist calied Molly Katchpole with a Change.org petition.
Interviewer What happened there?
Tanya Well, in 201 1, Bank
of America decided to chargea $5 fee when any of its customers used their debit
card to withdraw money and pay for goods. At the time, Molly Katchpole was a
22-year-old student with the usual money worries, and she was outraged. She did
three things: she moved her account to a smaller bank; she started a petition
protesting against the unfair bank charge on the Changeorg website; and then
she cut up her Bank of America debit card on national TV. Her Change.org
petition got more than 300,000 signatures in one month, so Bank of America was
forced to withdraw its new fee. In fact, all the other major banks in the
States announced that they wouldn't be charging this fee either.
Interviewer That's an impressive achievement.
Tanya Yes, and she didn't stop there Telecommunications company Verizon
also quickly changed its policy of charging customers $2 to make payments
online, after her Change.org petition against their fee garnered more than
130000 signatures in just 24 hours!
Interviewer Gosh, that's a lot of public support!
Tanya Yes, it shows that the suppofi is out there if you can get the
information to enough people. It also shows that ordinary people have the power
to change policy if they join together to make their voices heard, Young people
today realise this better than anybody, and they also have the desire and the
information to change things.
Interviewer I can see
that. It's all very interesting. Thank you,Tanya, for coming in to speak to us
today. Tanya You're welcome.

EXAM TASK— Use of English
 have liked 2 made Michelle listen 3 had been playing 4 never used to be
5 if the team eventually managed to win 6 is bound to be
Unit 5
Vocabulary
and listening
Computing
Exercise I page390
1 log on 2 to 3 join 4
post 5 on 6 update
7 download 8 from 9 stream 10 on  upload
12 to
Exercise 2 page39
 Scroll down, click on  Browse,
double-click
 Enter, zoom in 4 Swipe down / Scroll down, tap on / click on 5
Highlight, click on
Exercise 3 pageg9"
I D
Ž A 3 G 4F 5 B
Exercise 4 pagewo
1 pulley 2 battery 3
circuit board 4 lead 5 antenna
6 fan 7 plug 8 axle 9
strap
Challenge!
Students' own answers
Grammar
Passive: all forms
Exercise 1
1 wili be redecorated /
will have been redecorated
Z was being laughed at 3
Has (your car) been serviced
4 were arrested, were seen, had been broken
5 is being renovated 6 is repaired / has been repaired
7 are threatened / are
being threatened
Exercise 2
1  Our contact details can easily be
found on the website.
2  My house has recently been broken into
(by thieves).
3  In German cities the streets are often
cleaned at night.
4  That song was beautifully sung.
5  This vintage car has been very well
looked after.
6  The student was spoken to by the
teacher about his bad behaviour.
Exercise 3
1 have been stolen 2 be
worn 3 have been lost 4 be done
5 have been made 6 have
reported 7 be stored
8 be chosen
Exercise 4 ;pageOI
1 1 thought that I'd been
/ I thought that I was being followed, 2 This house will never be sold.
3  The menu bar can be found at the top
of the screen.
4  The children were looked after by the
babysitter. 5 That man has been staring at me.
Challenge!
Students' own answers
Culture
Internet privacy
Exercise I

 side effect
5 patent 6

2 diagnosis laser

3

injection

4

laboratory

Exercise 3

Liage4iD

Exercise 4
Audioscript S Listening 18
1  1 don't really see what the fuss is all
about. What harm do advertisements do? I don't think they ever really persuade
anyone to buy anything. Most people pay no attention to them. You can usually
skip them, or just press the mute key on your keyboard No, I dont think ads are
intrusive at all. And actually, come to think of it, I like it when I see an ad
for something that I'm interested in pop up on the screen. So they are
providing a useful service in my opinion.
2
It's all part
ofthe surveillance culture that's developing in this country. We're on CCTV
wherever we go. You walk down the street, thereg a camera there; you walk into
a store, there's a camera on you there. There was a time when people's lives
were really private, but nowadays we leave a trail Wherever we go — even when
we're sitting at home in front of our computers!
3  Companies that gather personal
information about you look after the data; they store it safely and don't share
it without your consent. Anyway, its not like the information is very
sensitive, is it? And I've got nothing to hide. So these companies know my
email, my date of birth, what websites I visit So what?
4
Nowadays everyone
expects everything on the Internet to be free. But companies like Google and
Facebook have to make money; there's nothing wrong With that. And they use the
information we give them for legitimate purposes, so I'm happy to sacrifice my
privacy for the service they provide. In effect, we're paying for the use of
these Sites with our personal data.
5  I think Internet privacy is a real
issue and very worrying. Advertisers are targeting young children and teenagers
and encouraging them to spend money, often on unhealthy things like sugary
drinks and junk food It's gong the same way as TV advertising. And it's been a
real struggle to control advertising on children's TV, hasn't it? The Internet
clearly needs regulating and there need to be tough laws to protect our
personal data and to stop companies advertising products to children and young
people.
6  I don't mind too much that big
organisations know lots of stuff about me. For me, the problem is that I don't
really trust them to keep the information safe. I'm not saying they'll
necessarily be careless with it or - worse - give it away, but I don't think
they should hang on to it even if they want to. You often hear about websites
getting hacked into and lists of passwords being stolen. There are people out
there, hackers, with the skill to break into the
most well-protected databases. Thatß a serious worry.
 page41 t
Challenge! vageo
Students' own answers
Reading
Cybercrime
Exercise | 0 pageQ
1 pirated 2 jailbroken 3
piracy 4 hacking 5 Jailbreakers
6 hackers
Exercise 2 pageg
1 two 2 none
Exercise 3 .Þáge4Žo
I C 2
H 3 A 4 D 5 F
Exercise 4
1  They want to start a fight.
2  Because he had received hate mail on
Facebook.
 the suicide of several people after being targeted by trolls
4  Because they think they can remain
anonymous and no one will discover who they are.
5  disclose the identity of the trolls
who were attacking Nicola Brookes
Challenge!
Students' own answers
Grammar
Use of the passive
Exercise 1
Facebook was created by Mark Zuckerberg in 2004 when he was a student at
Harvard University. It was originally intended to be a game in which photos of
students could be compared and rated according to who was the most attractive.
The project was banned by the college within days, but it later became the
basis for the social-networking site we know today. At first, membership was
granted only to students, but later all people over the age of thirteen were
allowed to join. Today, Facebook is actively used by over one billion people.
In 201 1 , Zuckerberg was declared by Forbes Mogazineto be the ninth most
powerful person in the world.
Exercise 2
 The lakes in our region have been polluted.
2
The house next
door has been sold.
3
You will be told
when to start the exam.
4
The kids should
have been picked up before four o'clock.
5
I was not
informed about the change of venue.
6
I hope I won't be
blamed for the accident.
7
Wi-fi will be
installed in the school once a price has been agreed on.
8
The concert
wouldn't have been cancelled if more tickets had been sold.
Exercise 3 pageg
2  He hasn't been taught good manners.
3  1'm being promised a big pay rise by
my boss. 4 1 was given ten minutes to make up my mind.
5  Martin won't be offered the job.
6  The cleverest students were awarded
prizes.
7  Harry is owed £100 by the bank.
8 The boy was thrown a lifebelt.
Challenge! page44
Students' own answers
Speaking
Stimulus description
Exercise I page450
1 seems 2 though 3
possible 4 imagine 5 Judging
6 Chances 7 than
Exercise 2 •page45*
Students' own answers
Exercise 3 page45
Audioscript  Listening 19 page 45
I think the hotel in the
second photo would be the best option because I think it looks cosy and
comfortable - much more so than the others. I should imagine that it's a very
friendly hotel as well, and not too big and impersonal,  wouldn't choose the first hotel
because it looks too modern. It doesn't look very comfortable to me. Judging by
the décor, Id say that it's the kind of hotel business people would use.
I dont think it'd be very suitable for families. I think my mum would hate it!
The reason I wouldn't go for the third hotel is that it looks rather ordinary.
If we're going away for a fun weekend with my family, I'd like to stay
somewhere a bit more special. So, my choice would be the second hotel.
She chooses the hotel in
the second photo. It looks cosy, comfortable and friendly, and not too big and
impersonal. The first hotel looks too modern and not very comfortable, and it
is more suitable for business people than families. The third hotel looks too
ordinary.
Exercise4 page450
Audioscript (9 Listening 19
page45
1 second,
option, cosy, comfortable  choose, first, it looks too modern
3  reason, third, it looks rather
ordinary
4  choice
Exercise 5 page45
Students' own answers
Writing
Story
Exercise 1 jpage46
2  She was to spend a week with us.
3  she would have to pay her university
fees.
4  she was going to geta new smartphone
for her birthday.
5  she would never forget my / our / his
/ her / their kindness. 6 the film was starting in five minutes.
Exercise 2 page46
1  'Where's the satnav?' she asked.
2  'He's so lazy!' she muttered. 'He
never helps.'
3  'What you need,' he commented, 'isa
holiday.'
4  'My favourite sport,' he declared, 'is
rugby.'
5  'l hate you!' she screamed. 'Get out
of here!'
Exercise 3 page46
1 bellowed 2 grumbled 3
remarked 4 announced
5 acknowledged
Exercise 4 opage46
Students' own answers
Exercise 5 page46
Students' own
answers Exercise 6
Students' own answers
Unit 6
Vocabulary
and listening
Describing food
Exercise I page47
1 unpleasant— 2 stale- 3 tough — 4
tasteless—
S creamy + 6 bland — 7
crispy + 8 bitter — 9 greasy— Exercise 2 page47
1 mild 2 sour 3
disgusting 4 juicy 5 stodgy 6 crumbly
7 salty
Exercise 3 page47
 plate 2 potato 3 nutshell 4 beans S butter 6 lunch
7 beans 8 peanuts 9 pie
Challenge! pge4V
Students' own answers
Grammar
Passive: advanced structures
Exercise 1
1  are known to have been early human
settlements
2  is known that soldiers in the ancient
Roman army received
3  was thought that salt was
4  is thought to have been one of the
factors
5  is believed to have
6  believed to be health problems
Exercise 2
1  Two thousand years ago, the earth was
known to be round.
2  The dinosaurs are believed to have
died out because of a huge meteor impact.
3  There are known to have been
jellyfish in the sea for more than 500 million years,
4  Today, the earth is known to be 4.5
billion years old.
Exercise 3
1  may / might have been told about the
party
2  must be paid for in advance
3  should be watered once a week
4  may / might be eaten by rabbits
5  must have been stolen
Exercise 4
 being given 2 being told 3 to be called 4 to be elected
5 to be interviewed 6
being seen 7 to be collected
8 to be treated
Challenge! apageg.
Students' own answers
Culture
Healthy living
Exercise 1
1 energy imbalance 2
weight gain 3 sedentary lifestyle
4 portion size 5 fat
cells
Exercise 2 page4Y
1 offering 2 scientific 3
originally 4 venemous
5 naturally 6 known 7 interesting      8
findings
9 unexpected 10
alcoholism
Exercise 3
1  to control the blood sugar levels of
people with type 2 diabetes
2  Exenatide is artificially produced.
Exendin-4 occurs naturally.
3  the saliva
4  the reward centres
5  all kinds of addictions, including
drug dependency and alcoholism
Exercise 4 page49
Audioscript  I .20 page49
 I've been on lots of diets in my life
- the grapefruit diet, the low-carb diet, the pasta diet. None of them has
worked for me — and most people fail on diets. So I think a pill for losing
weight is great idea. Some people might think it's cheating -you know, being
lazy because you can't be bothered to diet or exercise. Like a short cut to
being slim. But what they don't understand is how difficult it is to lose
weight once you become overweight in the first place. This pill could help you
get down to a healthy weight. Then it's up to you, as an individual, to eat
healthier food and do plenty of exercise keep the weight off, I mean. The pill
just sets you on the right path.
2 These days, there's a pill for everything, isn't there? Can't
sleep? Take a sleeping pill. Feel sad? Take a happy pill, Its gone too far, in
my opinion. Now there's a pill for obesity. But obesity isnt a disease - it's
the result of certain lifestyle choices. If you eat the right amount and do
plenty of exercise, you don't become obese. It's as simple as that. All these
people who claim that they've tried everything but cant lose weight - well, I
just don't believe them.  I think this pill is a good thing. Personally, IVe never tried to lose
weight- if anything, I'd like to be a bit bigger! But I don't blame people for
trying  know how hard it can be to diet. I suppose the only worry would be if
people go too far. You know, if they take the pill to lose weight when they're
already quite thin. That could be dangerous, especially for teenagers. They
might, you know, overdose on them - trying to get as thin as possible. I blame
all those adverts in magazines; they put so much pressure on young girls to be
skinny, don't they?
Exercise 5 page491
Audioscript S) Listening 20 page
49'

Reading
Trade secrets
Exercise I pagen
1 consumption
2 knowledge 3 success 4 approval 5 operation 6 advertisement 7 argument 8
discovery
9 invention
Exercise 2 page50
 tiredness (n), tire (v) 2 shortness (n), shorten (v)
3 similarity
(n) 4 straightness (n), straighten (v) 5 unhappiness (n) 6 generality /
generalisation (n), generalise (v)
Sentences: Students' own
answers
Exercise 3 pageso:
Lea & Perrins
Worcestershire Sauce
Exercise 4 pagen
1 Kentucky Fried Chicken
2 Dr Pepper
3 Kentucky Fried Chicken 4
Lea & Perrins Worcestershire Sauce
5 Lea & Perrins
Worcestershire Sauce 6 Kentucky Fried Chicken
7 Kentucky Fried Chicken 8
Lea & Perrins Worcestershire Sauce
9 Dr Pepper
Challenge! pageso
1 the year Lea & Perrins Worcestershire Sauce went on sale 2 the price
Bill Waters paid for the old notebook 3 the original recipe was revealed after
170 years 4 notebook is expected to sell for between $50,000 and $75,000 5 the
number of herbs and spices that coat the Original Recipe chicken

Grammar

Writing

Articles and quantifiers
Exercise I
1 the 2 - 3 a 4 an 5 The
6 the 7 a
8
10 a 11 a n a 13 the u 15 the
Exercise 2 gge5ï

1 a little 2 few 3 little 4 a few 5 a little 6 little 7 few
8 a few
6 of
saw no polar bears
2  were hardly any people
3  every child a copy
4  eat the whole cake
5  nearly all (of) his holiday / nearly
the whole of his holiday
Speaking
Stimulus description
Exercise 1
Audioscript  Listening 21
Well, I think I'd go for the third option, the pizzeria. Why? Well,
firstly because ith the easiest to organise. You just need to agree when and
where you're going. YOU don't need to go shopping or make complicated
arrangements. And secondly, because it's indoors - so you can go in the     and
you don't need good weather. I wouldn't choose the picnic because you need a
really nice day for a picnic and also, you probably need to prepare quite a lot
— making sandwiches, stuff like that And I wouldn't choose the barbecue
because, like the picnic, you need good weather. And also, somebody has to do
the cooking, so they can't really relax. The food is often burnt too at a
barbecue - and raw on the inside!
Choice: b
Reason 1: It's the easiest to organise, so you don't need to
go shopping or make complicated arrangements. Reason 2: It's indoors, so you
can go in the evening and you don't need good weather.
Exercise 2 oge$ê
10 k    m

Students' own answers
Description of a place
Exercise 1
I D 2
E 3 B 4 A 5 C
Exercise 2
Students' own answers
Exercise 3
Students' own answers
Exercise 4
Students' own answers
Exercise 5
Students' own answers
Get Ready
for your Exam 3
EXAM TASK -Reading
I C 2
D 3 G 4 H S B ó 1 7 A
EXAM TASK - Listening
Audioscript S Listening 22 .pagew
Speaker 1 They say that crash dieting only leads to putting the weight
back on and then some. Well, t can attest to this, because followed some stupid
fruit diet last year and the weight fell off—I lost eight kilos in four weeks.
was thrilled and bought a whole new wardrobe. But as soon as I started eating
normally again, the weight piled back on. Now I'm counting calories so can get
back into my new clothes!
Speaker2 Weight gain is a
simple equation. Ifyou consume more calories than the body expends in energy,
then the excess will be stored as fat. I'm lucky in that I've always played a
lot of sport, so weight has never really been an issue, except for once when
broke my hip and couldn't move for eight weeks. The numbers on the scales
started creeping up and for the first time I had to watch what I was eating!
Speaker 3 1've been on a
diet for as long as can remember. NOW I automatically calculate the calories of
every single item of food consume, and I know the calorie count of everything.
I can't help it - just do it. Calorie counting is the best way. I've tried
every diet there is, including crash diets, but I'm always a couple of kilos
overweight. Id like to lose a bit more, then I could splash out on some new
clothes!
Speaker4 1've always been
big like my dad I'm strong but can easily put on weight. I used to be called
'fatty' at school until started playing rugby. My dad used to play rugby when
he was younger, but now a lot of his muscle has turned to fat. He really should
do more exercise or it'll be bad for his heart when he gets older. The same
will go for me, unless I work hard at staying fit. Speaker 5 1've never had to
worry about what leat or dieting. fact, people are always telling me that I'm
looking a bit too thin, which is annoying! I'm a runner and train four or five
days a week, so I find that can eat what want. But actually it's important to
eat correctly for energy and to help your body recover, so I still think about
what food I eat - I just don't need to count calories!  crash dieting  as many calories
3  by counting
4  gain / put on weight
5  (to) recover
EXAM TASK - Use of English page 56
1 B 2
D 3A 4B 5C 6 D
Unit 7
Vocabulary and listening
News
Exercise 1
 flash 2 rolling news 3 breaking 4 broadsheet 5 editorial 6 tabloid 7
censorship 8 eyewitness
9 news blog 10
correspondent 11 column 12 front
13 citizen
Exercise 2
Audioscript
 Listening 23
Anchor We're interrupting the programme for a news flash Let's go direct
to our correspondent in Abalomu, Daniel Jenkins. Dan, what have you got for us?
Dan I have some important breaking news. There are reports that the government
has been overthrown and the army has taken over the country. Eyewitness
accounts speak of tanks on the streets, and troops are reported to have
surrounded the presidential palace and government buildings. You can probably
hear the sound Of gunfire behind me.
Anchor Yes, and we can see smoke rising in the distance. Any news ofthe
president's whereabouts?
Dan W€ve heard nothing from
his press office but there've been unconfirmed sightings of government vehicles
leaving the palace. The last we heard seen traveling west the mountains another
unconfirmed sighting .
Anchor We seem to be having technical problems with Dan's satellite
phone, think. Apologies for that it's one of the hazards of live broadcasts.
We'll
get back to Dan as soon as we can re-establish contact. Now, let's have a
look at the stories on tomorrow's front pages. Here to discuss the first
editions of tomorrow' newspapers with me is Mervin Ball of The Times. Welcome,
Mervin.
Mervin Thank you.
Anchor So, shall we look at the tabloids first?
Mervin Yes, well, most ofthe tabloids lead with the story of England's
5-0 defeat at the hands of Germany earlier this evening. So in one tabloid the
headline is 'Don't mention the score' and we have 'England surrender to the
Germans' in another,
Anchor They always manage to refer to the war, don't they? Mervin Yes,
typical tabloid headlines. The joke's wearing a bit thin now, though, over 60
years on. And The Mirror leads with a human-interest story - an account of a
lottery winner's journey from riches to rags.
Anchor What about the broadsheets?
Mervin The 77mes leads with the government's latest education reforms,
and is very critical of them in an editorial on the inside pages. The Guardian
leads with the same story, but welcomes the reforms in its editorial.
Anchor And The Independent has a front-page article on the latest banking
scandal .
Mervin Yes,
that' right: 'Government to regulate banking: And finally, The Telegraph has an
interesting article about leaked plans to introduce Internet censorship laws.
They're worried about the amount of racist material on the Internet.
Anchor OK. Thank you, Mervin. Now I think we are able to rejoin Dan
Jenkins in Abalomu Dan, can you hear me?

Exercise 3
1 plea 2 axe 3 bid, curb
4 quit 5
vow
Challenge!
Students' own answers
Grammar
Reported speech
Exercise I
 (that) I / we should read her newsblog
 (that) she would be working at home the next / following day
3  (that) she hates watching the news on
TV
4  (that) I / we hadn't been working
hard enough
5  that he hadn't expected the broadcast
to be live
6  (that) he would like to borrow my
newspaper
7  (that) she doesn't want to go to the
theatre Exercise 2
1 told 2 said 3 said 4
told 5 says
Exercise 3
 he was doing
2
he was writing a
letter to the newspaper
3
(him) what the
letter was about
4
(that) it was
about crime rates in our town
5
there should be
more police
6
he should mention
the recent bank robbery
7
he would
8
he could find the
name of the bank
9
(him) if he had
looked online
10
he couldn't
11
someone had
stolen his laptop
Exercise 4 Audioscript
S Listening 24 ..psgesv
Woman I'm
carrying out a survey about newspapers. Do you have a spare minute to answer
some questions? Man Sure, Fire away,
Woman Do you read newspapers?
Man Yes, I read the newspaper every day.
Woman How many papers have you bought in the last week?
Man I've bought a paper everyday.
Woman Which is your favourite newspaper?
Man I like The Times.
Woman Why do you like it?
Man There's a good mix of serious news and human-interest stories.
Woman How could it be made even better?
Man There should be more sport.
Woman Finally, do you trust newspaper journalists to tell the
truth? Man Yes, I do. Most ofthe time.
1  newspapers.
2  how many papers he had bought in the
previous week
3  which his favourite newspaper was.
4  why he liked it.
5  how it could be made even better.
6  if he trusted newspaper journalists to
tell the truth.
Exercise 5 oage5V
a 5 b 2 c 6 d 1 e 3 t 4
Exercise 6
(The man told her he read)
the newspaper every day (and that) he had bought a paper (every day that week.
He said) (that) he liked (The Times and that he liked it) because there was a
good mix of serious news and human-interest stories. (However, he told her)
(that) there should be more sport. (In answer to the final question, he said
that) he trusted journalists to tell the truth most of the time.
Challenge!
Students' own answers
Culture
Making news
Exercise 1
1 democratised 2 build up
3
spreading 4 give S
analyse
6 had
Exercise 2
Audioscript S) Listening 25 page59'
A  The Flaming Lips are celebrating today
- not the sales of their latest album, massive though they are, but the fact
that they are now in Guinness World Records. The band has just received an
award for performing the most live shows in different cities in 24 hours. They
appeared eight times across America as part of MTV's O Music Awards show.
Frontrnan Wayne Coyne said, 'As the day went, everywhere we would go, they'd
give us energy now I feel I could go another 24 hours.'
B  The Prime Minister said that the
management of Finlays'Bank faced some serious questions after the institution
was fined £290 million. Some of its employees illegally fixed the lending
rate between City banks. However, 80b Emerald, the head of Finlays'today
refused to resign. Instead he condemned the behaviour of a small number of
personnel who had tried to make profits for their own benefit. Government
ministers said the bank had stolen from the public.
C  Police said that Rufus, a pet hawk, was
taken with his cage from a vehicle outside the All England tennis club at
Wimbledon this morning, The bird was in a car parked on a private drive in
Dunstall Road, with the rear window open for ventilation. Police said the working
bird of prey frightens other birds away from the roof of the Wimbledon tennis
courts. Its owner, Imogen Davies, is said to be very distressed, She said, 'We
just want to know hds OK.'
D  The government is set to announce
details of how the army will be restructured as it loses a fifth of its
personnel over the next few years. The review will see troops cut from over
100,000 to nearer 80,000 by 2020. Senior army leaders opposed to the changes
said that the army would no longer be able to fight in two countries at the
same time, The Defence Secretary said that there was no way to avoid difficult
decisions as the army gets smaller.
E  Over three million people have been
left without electricity after violent storms hit the US capital tast night.
Winds of up to 130 kilometres an hour hit Washington DC and left many
householders without air conditioning in the hottest summer on record, with
temperatures over 40 degrees Celsius. Users ofTwitter reported spectacular
displays of lightning. A state of emergency was declared, With twelve deaths
being linked to the storm.
A7 B I
C2 D5 E 3
Exercise 3
2 written 3 historic /
historical 4 beginning / beginnings
5 daily 6 location 7
financial 8 criminal g government
10 latest 11
employers computerised 13 prolonged 14 literally
Challenge!
Students' own answers
Reading
Early communication
Exercise 1 ,Þage60•
1 catch on 2 dragged on 3
put up with 4 set up
5 settled on 6 come up
with
Exercise 2 pageso
Photo l C Phot02 D Phot03
B
Exercise 3
2
Exercise 4 page60
I T 2 F 3 F 4 T 5 F 6 T
Exercise 5
1 workout 2 turn into 3 stands for pass
on
5 made out 6 thought up
Challenge! page60
Students' own answers
Grammar
Reporting verbs
Exercise 1 pageg
 (He complained that) he had too much homework
2  He explained that he had got up early
because he had had a lot of work to do.
3  He announced that his sister was
going to have a baby.
4  He promised that he wouldn't tell
anyone my secret.
5  He admitted that he had broken the
vase in the living room.

Exercise 3
1 to help  tell 3 stealing 4 of lying
5 on paying
6 to go 7 to give 8 to
swim 9 on passing
Exercise 4 :page6ï'
 My dad ordered me to go to my room that instant.
2
Sarah reminded
Clare to phone her that evening.
3
Owen denied
eating all the biscuits. / Owen denied that he had eaten all the biscuits.
4
Amy refused to
lend Sandra her pink jacket.
5
Mum demanded that
Kate apologise to Andrew, 6 Dave suggested that we (should) go and see a film. 7 Robert apologised for losing his
temper.
Challenge!
Students' own answers
Speaking
Photo description
Exercise 1 page63U
Audioscript  Listening 26 u page63
 You do this when you're using a phone
with a touch screen. It means 'move your finger across the screen:
2
I'm not sure how
to say it in English. IÚ a person who works for a newspaper or TV
channel and they report the news from a particular place.
3
What's called in
English? It's when everyone in the country votes fora new government.
4
The word I'm
looking for, it's another way of saying somebody is 'mean'. It has the same
meaning, but it's informal.
5  Hes always . how do you say it in
English? He's always talking about his own achievements and saying how good he
is .
6
She's really . I
mean, she always thinks of herself, always puts herself first. In other words,
she's the opposite of considerate.
7
The bacon I
ordered in the café was very I'm not sure how to say it in English. It
means covered in oil or fat.
8
had a whatk it
called? It's something that you have when you are ill. The doctor or nurse puts
a needle into your arm. It usually stings a bit.
 correspondent 3 election 4 stingy 5 boasting
6 selfish 7 greasy 8
injection
Exercise 2 e page63'
Students' own answers
Exercise 3 page631
1 can't have left    must have had  must
be
4 must have been crying, might have been chopping
5 must have dropped
6 might have been working, might have gone
Exercise 4 pagew
Students' own answers
Exercise 5 -page$j
Students' own answers
Writing
Review
Exercise 1 page64U
1      2 C 3 B
Exercise 2
 The story is set  The plot revolves 3
the course
4 the end
Exercise 3  complex, convincing, cunning,
manipulative, fascinating, faithful, hard-working, selfless
2 upsetting, gripping,
thought-provoking
Exercise 4 pagew
Students' own answers
Exercise 5 page641
Students' own answers
Unit 8
Vocabulary
and listening
Global warming
Exercise I 'page65
10 g 11 m
12 cl 13 n 14 0 15 k
Exercise 2 Þage65
1 wind turbine 2 solar
panels 3 oil rig 4 electricity pylon
5 power station 6 exhaust
fumes
Exercise 3 Ogee
Audioscript  Listening 27 .page6S
And now, the news headlines at one o'clock, North African leaders from
several nations have met in Egypt to discuss plans for the Trans-Saharan
natural gas pipeline. Although work has yet to begin on the pipeline, its route
has been agreed: it Will run from the south of Nigeria, through Algeria to the
coast of the Mediterranean Sea, This latest meeting is to discuss the financing
of the project, In Rome, protestors are demonstrating outside a meeting of
European energy ministers Although the meeting aims to agree new ways to cut
greenhouse gases, protestors point out that most of the ministers arrived for
the meeting in private jets, which have an unacceptably large carbon footprint,
they claim. Plans to build new Wind farm off the coast ofWales have met strong
opposition from local residents. They claim that the proposed facility would
harm tourism in the area, but the government argues that the wind farm is an
essential part of their Green Energy policy. Local activists are calling for a
referendum on the issue.
And finally, fire fighters in London have rescued a six-week-old kitten
called
Sooty, who climbed ten metres up an electricity pylon before getting
stuck. Sooty's owner called the fire service when the kitten failed to come
home for its usual evening meal. fire fighters say Sooty was lucky she did not
come into contact with any ofthe high voltage cables, or she could have ended
up being 'Sooty' in more ways than one

Exercise 4 page65
1 captivity, the wild 2
extinction 3 Poaching 4 breeding
5 threats, habitats  conserve,
reserves
Challenge! page65
Students' own answers
Grammar
Talking about ability
Exercise I Ee66
 Were you able to 2 couldn't 3 can't / won't be able to
4 Can you / Will you be
able to 5 were able to
6 can't/ isn't able to 7
could smell 8 managed to
Exercise 2 page66
3  The car park was dark, but we were
able to / managed to find our car.
4  I'm worried that I won't be able to
drive when I'm older.
5
6

He worked hard all term and was able to/ managed to pass

his
  exams.
Exercise 3

Natural resources in space

Did you manage to visit your cousins?

Exercise I (pagea

1 won't be able to play tennis next Friday, I'm afraid.

 chunks 2 particles   lumps 4 specks
  5 fragments

3
  Can you help at
  the summer fair?
4
  1 succeeded in
  booking the last seat on the flight.

bits 7 flakes

Could you swim when you were five?

Exercise 2

 constellation 2 star 3 meteorite 4
  universe

planet

Exercise 4 ,paqe6õ
Students' own answers

moon 7 solar system 8 galaxy 9 Asteroids

Exercise 5
1
Were you able
  to / Did you manage to
2
couldn't/
  wasn't able to 3 Can you / Will you be able to
can / 'Il be able to 5 can / 'Il be able to / 'Il manageto
Can 7 can 8 could 9 can / 'Il be able to 10 can't

Exercise 3
Exercise 4
D 2 A 3 G 4 F 5 B 6 E
Exercise 5
T 2 F 3 T 4 T 5 F 6 T 7 F
Challenge!
Students'
  own answers
Grammar

Challenge! :øageW
Students'
  own answers
Culture
Feed the
  world
Exercise 1

semi-final 2 ex-president 3
  misspelled 5 multi-talented

undervalued

Relative
  clauses
Exercise I

Exercise 2
C 2 E 3 A 4 D

which  that 3 when 4 where
Exercise 2

S who

whose

Exercise 3

 d: I think I've lost the book my
  best friend gave me for my

a Africa and Asia b the West

birthday.
 b: Covent Garden, which used to be
  a fruit and vegetable

Exercise4

market, is a popular place for tourists to visit.
f: Harper Lee, whose first novel was To Kii/A Mockingbird,
  did

Audioscript
   Listening 28 'page67

not like appearing in public.

Have I eaten bugs? Well, not insects exactly - but I've
  eaten worms. It was

a: Camp Nou stadium, where Barcelona play their home

when was on a trip around the world with a friend from
  school. We took a

matches, can hold nearly 99,000 fans.

year out between school and university. Four months into
  the trip, we were

 c: The hotel we stayed at in Paris
  last summer burned down

in Samoa, in the South Pacific, It was in November, I
  think, and we heard that

last week.

something special was happening that night on the beach
  Everyone there was

e: I wish I hadn't lost the phone
  number of the girl I met at my

really excited about it, so when it was dark, we went down
  to the sea to check out what was happening. I'd never seen anything like it.
  The moon was bright

cousin's wedding.

and the sea looked as if it were boiling - but in fact, we
  were told it was the

Exercise 3

one night of the year when the palolo worms come to the
  surface in order to

who was arrested at the scene

reproduce. The locals go into the sea with nets and catch
  thousands of them. It

which / that belonged to the victim

was amazing to watch. Some people were just picking them
  out of the sea and

which / that was signed by the suspect

eating them raw. But most people were collecting them in
  buckets. We didn't

which had been denied by the police

eat any that night but the next day we tried them fried.
  They tasted OK - I

which / that contained various weapons

mean, they werent delicious, in my
  opinion, but I'm glad I tried them. It was an experience!

which was
  built in the 17th century
Exercise 4
 I've got a place on a course
  starting in October.

Challenge! page67

The university, located just outside Edinburgh, is only ten

Students' own answers

years old.

Reading
 The course leads to a diploma recognised by all major employers.
4 The
tuition fees, totalling £9,000 a year, would be unaffordable without a
scholarship.
My scholarship, awarded by
the university, is worth £7,000 a year.

Challenge!
Students' own answers
Speaking
Stimulus description
Exercise 1
Students' own answers
Exercise 2
Audioscript S Listening 29
I think the best poster for getting people to save energy is the third
one. I'd go for that one because I think it's quite interesting - it makes you
think a bit The first poster, for example, isn't interesting at ail. We all
know that turning off lights is a way to save energy. I just dont think anyone
would look twice at that poster. The second poster is OK- I like the fact that
it includes a funny cartoon. But it isnt very realistic, because lots of people
simply can't choose to walk or cycle to school; they need to go by bus or tram.
The third poster is interesting because it made me want to know more. Why does
painting your walls white help to save energy? I'd like to know the answer -
I'll probably look online later to find out.
She chooses poster 3
because it makes you think and want to know more.
Exercise 3
Audioscript S Listening 30
I think it's very important for people to reduce their energy
consumption.
The main reason is that we really do need to reduce our carbon footprint.
But personally, I think companies and manufacturers should do a lot more to
help. Why do I think that? Well, for one thing, there are 50 many aspects which
individuals can't control. For example, how much electricity your laptop uses,
Only businesses can develop new technology to reduce energy consumption.
Another thing is, they should reduce the amount of packaging
they use - especially plastic packaging. On top of that, they should make sure
the products themselves contain materials which can be recycled d
Exercise 4
Audioscript S Listening 30
1 main 2 that 3 thing 4
thing 5 top
Exercise 5 apage7jL 2 f; it does costa lot.
3  a; they do play tennis once a week.
4  e; I do like prawn cocktail.
5  d; it did contain a few interesting
scenes. 6 b; he does get Sundays off.
Writing
Opinion essay
Exercise 1
2  international agreements to reduce
carbon emissions, e.g.
Kyoto — maybe more
ambitious targets in future
3  advancing technology — may be able to
remove greenhouse gases in future
4  global warming out of control when
China and India reach lifestyle of US
Exercise 2 opageno
 said 2 say 3 deny 4 recognise 5 should
7 pointing 8 arguing
Tick: 1, 3, 7
Exercise 3
Students' own answers
Exercise 4
Students' own answers
Exercise 5
Students' own answers
 Get Ready for your Exam 4
EXAM TASK- Reading
1 B
2E 3 C 4 D
EXAM TASK — Listening Audioscript
  Listening 31
I've been a vegetarian since was eighteen and first travelled round
Europe with a friend. It was the meat and fish markets on the Continent that
brought me to the conclusion that I could no longer justify eating meat. I
realised then that the supermarkets in Britain that I was used to- with their
plastic slices of meat in their plastic containers - had shielded me from the
unwelcome truth of where meat actually came from. In the meat markets of Italy,
for example, the vendors were unashamed about the origins of their wares. Deer,
pig, and Iamb carcasses hung above their stalls in the sunshine, and live
rabbits and chickens sat in boxes, waiting to be bought and killed for the
dinner table. It occurred to me with sudden clarity that would not be able to
kill an animal for food, and if I couldn't do that, then I personally shouldnt
eat meat at all. I ordered an omelette and salad that evening in a café,
and when went home looked further into the production of meat for human
consumption.
What I found out about factory farming horrified me. Those animals in the
Italian market at least had
had a decent life on a small farm in the country first. Factory farming in
Britain - where animals are bred and slaughtered without even their basic
living requirements met - was cruel and inhumane. At that time, pigs lived and
gave birth chained in pens with no room even to move or lie down. Chickens were
kept similarly in tiny boxes purely to produce as many eggs as possible. I
thought that we as humans should behave far better than this to the animals we
kept. And as a vegetarian, needed to make sure that the eggs I ate were from
free-range hens.
Animal welfare has been my passion for the last ten years and I am a
highly active member of the organisation Compassion in World Farming. We
frequently campaign for the better treatment of animals, and with some success.
Those pig pens are no longer used, for example. Much higher standards of animal
welfare now have to be met and farms are routinely inspected We have campaigned
to get rid of battery hens and finally a law is being passed in Britain to ban
them. I'm now particularly involved in protesting against animal testing, a lot
of which I think is wasteful and unnecessary torture. I think as humans we can
only be judged by how well we treat the dumb animals in our care.
of English
tracking 2 didn't think 3 is / was
usually reserved 4 would be fully integrated 5 would be tracking 6 have caught
7 had vanished 8 not to disturb 9 had never experienced 10 hadn't / had not had
Unit 9
Vocabulary
and listening
Behaviour
Exercise 1 page7$
1 careless 2 short-sighted
3 hysterical 4 pushy 5 foolish
6 pretentious 7 romantic 8
thoughtless 9 eager
10 ruthless 11 deceitful
Exercise 2 rpagé7SÒ
Audioscript S) Listening 32
Þ*75
1  When Iwas a child I used to burst into
tearsatthe slightest thing. Like if someone said something nasty or thought one
of my friends was ignoring me. Or worse still, if I iost a game of football or
a board game, it seemed like the end of the world! think my parents found it
very difficult to cope with me!
2  Iwas late for work and had an important
meeting first thing. I drove well over the speed limit and I even jumped a red
light. Well, it was probably still amber -just. But I didn't think about the
other road users or pedestrians. It wasrft very sensible at all.
3  A fewyears ago had to sack a number of
people at work. Business wasn't going well and to be honest, they weren't
particularly good at their jobs. What should have done is called them into my
office and explained the situation. But I just sent them emails on Friday
afternoon so that I wouldn't have to tell them
4  At the supermarket the other day, there
were really long queues at all the checkouts and people were getting very
irritable. I realised that they would have to bring more staff onto the tills,
so instead ofjoining a queue and then getting stuck, I hung back and kept an
eye out for shop assistants who looked like they were going to open a till.
Then I quickly nipped in and was first in the queue!
5  The girl was clearly out of her depth
and didn't have the strength to swim back to the shore. The current was
carrying her towards the rocks, so I dived in and swam out to her, and helped
her back in. I didnt stop to think. I reckon anyone would have done the same in
that situation.
6  1 wanted to make her feel at home. She
was an exchange student from France on her first trip abroad and probably
feeling quite homesick, as you often do at that age. So I cooked a nice meal
for her, and sat down with her after dinner and I asked her all about her
family and her home town. And I made sure that the heating was on in her room
and that she had everything she needed.
1 over-sensitive 2
reckless 3 cowardly 4 cunning
5 courageous / heroic 6
hospitable / thoughtful
Exercise 3
2  It was clumsy / careless of her to
knock over an expensive vase.
3  It was cynical / ruthless of him to
foul the centre forward when he was about to score.
4  It was disloyal of him to spread
gossip about his best friend.
5  It was courageous / heroic of her to
save a child from a burning building.
6  It's altruistic / generous of him to
give fifteen per cent of his salary to charity.
Exercise 4
1 yearly 2 in a leisurely
way / fashion / manner 3 daily
4 in a jolly way / fashion
/ manner 5 early
Exercise 5
1 hard 2 highly 3 lately
4 wrongly 5 close
Challenge! page75
Students' own answers
Grammar
Criticising past actions
Exercise 1 page76
1 should have recharged 2
might have saved
3 needn't have worried 4
shouldn't have eaten
Exercise 2
 should have turned 2 might / should have told
3 needn't/ shouldn't have
made 4 should / might have let
5 needn't / shouldn't
have bought 6 needn't have got
Exercise 3 Joage7W
1  hadn't sent, wouldn't have known
2  would have left, hadn't been enjoying
3  hadn't taken, would have lasted
4  wouldn't have been, hadn't been
5  had stopped, would have heard
Exercise 4
2  If the sun had been shining, we'd
have gone to the beach.
3  If Harry hadn't been driving
recklessly, he wouldn't have been involved in a car crash.
4  If Sam hadn't been short of money,
he'd have bought the jeans.
5  1 wouldn't have eaten the sandwich if
I hadn't been hungry.
Challenge!
Students' own answers
Culture
Family histories
Exercise 1 pagem
1 careful / careless 2 hurtful /
unhurt       immature
4 inappropriate 5
retrievable 6 unknown 7 questionable
Exercise 2 pagen
 about 2 what 3 up 4 with 5 that 6 which 7 had
8 at 9 both  of
Exercise 3 iage.7t
1 ancestors 2 websites,
professional researchers
3 celebrities / well-known
personalities 4 wrong     5 father's
Exercise 4 Þage77
Audioscript     Listening 33 page77
When people find out that
have been researching my family history, they usually ask, 'Have you found out
anything interesting 7'The answer is, of course, yes. But the most fascinating
part of my hobby is solving historical puzzles.

first became
interested in my family's history When I was a teenager and my grandmother
Patricia died. She had saved everything. My mother spent weeks going through
old papers, letters, photos, toys and all sorts. helped her. We went through
all the photos and identified people and started to draw up a family tree.
The first puzzle I needed to solve emerged fairly soon. There was no
documentation about my mother's grandfather at all. He would be my
greatgrandfather. My mother remembers her mother - my grandmother Patricia

saying that no one
ever talked about her father at all, but Patricia never knew why this was. Had
he done something terrible? What if he'd been a criminal, a murderer or
something? I had to find out.
First of all, I researched my marriage. For all the papers that had
been saved by the family, this marriage certificate was not among them. So I
wrote to request a copy. My great-grandmother's name was Mildred and she
married a young man called Warren Hill, my grandmother's father. They had
married very young. Mildred was 18 and Warren was 22. Then I requested a copy
of Warren Hill's death certificate, He had died very young, when my grandmother
was only five years old. Warren had joined the army and fought in the first
World War. It was no wonder that my grandmother didnt remember her father. But
couldn't find out any more information about him. It was puzzling and really
annoying.
I continued going through the papers, photos and letters, and eventually
found a photo tucked away in an old envelope. It was of Mildred, Warren and
baby Patricia. They looked happy. I was thrilled. I looked hard at Warren's
face. He didn't seem like a murderer or anything - just an ordinary,
pleasant-looking sort of man. I showed it to my mother. She was amazed, She had
never seen a picture of her grandfather before.
Months later, I found a
letter written by Mildreth much older sister, Eva. Eva had looked after Mildred
ever since their mother had died. Eva was writing to her fiancé Ross,
and the date was three weeks after Mildred's wedding to Warren. Eva wrote about
how worried she was. She thought that Mildred had made a big mistake, that she
had married too quickly and was too young. Eva thought that Warren wouldnt make
a good husband for Mildred, as he carne from a much poorer family.
So that was Warren's crime. He wasnt considered good enough for Mildred!
I tried to find out what Mildred thought about this. Did she come to regret
having married Warren? Eventually, after a great deal of reading and re-reading
of Old letters, I found a letter written to Mildred, and signed 'Mother'. But,
of course, Mildred's own mother - her name was Nancy - had died when Mildred
was only three. looked at the letter again. It was kind and affectionate and
asked about young Patricia. I researched the address on the envelope and found
out that it was Warren's mother, Johanna Hill, who had written the letter. And
the date on the letter was two years after Warren's death. This meant that
Mildred had kept in touch with her mother-in-law, but Patricia never knew she
had a grandmother and never met her. Johanna died a year after the date of the
letter.
This is what I
think: I think that Mildred was devoted to Warren and was heartbroken when he
died. However, she knew that her family didn't approve of him, and so she never
talked about him after his death and she kept her continuing contact with his
mother a secret. What I do know for sure is that after Warren's death Mildred
never married again. I hope it was because she never found anybody that she
loved as much as she had loved Warren,
1 Nancy 2 Johanna 3 Ross 4
Eva 5 Mildred 6 Warren
7 Patricia
Exercise 5
I F 2 T 3 T 4 T S F Reading
If only!

Exercise 1

OageîS

I broken up

2 got together 3 got away 4 dropped out

5 mix up 6
Exercise 2

turned out
  7 sold out 8 held up

 break-up

2 mix-up 3 get-together 4 drop-outs

5 getaway 6 sellout 7
turn-out 8 hold-ups
Exercise 3 •page
1 Wilf 2 Harriet 3 Wilf 4
Harriet

Exercise 5 page7ï
1  large; Students' own answers
2  back; Students' own answers
3  say; Students' own answers
4  respect; Students' own answers 5
whole; Students' own answers
6 truth;
Students' own answers Challenge!
Students' own answers
Grammar
Mixed conditionals

Exercise 2
 would have, hadn't wasted
2  were, would have applied
3  had paid, would speak
4  didn't like, wouldn't have ordered  wouldn't be, hadn't moved
6  hadn't been, wouldn't be wearing
7  liked, would have watched
Exercise 3 .pageø
 If I hadn't failed my piano exam last summer, I wouldn't be taking it
again.
 I would have gone to the theatre if
I wasn't / weren't broke.  If Dave had said hello to Emily at the party, she wouldn't be upset.
4 If
Ryan wasn't / weren't learning Mandarin, he wouldn't have spent a week in
Beijing.
S Beth would have phoned
you last night if she had a mobile.
6  If Ollie hadn't lost his iPad, he
wouldn't be looking miserable.
7  If Carol was well, she would have
gone out last night.
8  Poland wouldn't be playing in the
European Cup if they hadn't beaten Belgium in the qualifying round.
9  Fran would be coming to the concert
with us tomorrow if she could have got a ticket.
Challenge! page80
Students' own answers
Speaking
Role-play
Exercise I
1  If only I had more time!
2  1 wish you hadn't said that.
3  1 really wish my pet rat hadn't died!
4  1 wish I had been able to go to the
Wimbledon final, but it wasn't possible.
Exercise 2 pagegi

Exercise 4
Audioscript  Listening 34 pge81
StudentA I'm
really sorry that I forgot your birthday. My mum's been a bit ill this week and
wdve all been very busy looking after her, Examiner That's OK,
StudentA Actually, I saw something youtl like when I was shopping about a
month ago. I was intending to go back to the shop and buy It, but it slipped my
mind. I wish I'd bought it when I saw it!
Examiner Dont worry.
Student A Well, I'm going toget it for you this afternoon. But I'm not
going to tell you what it is. It'll be a surprise.
Examiner That's sweet of you, but there's really no need.
StudentA No, no. want to. Anyway, how did the party go?
Examiner It was great, thanks.
Student A Were therea lot of people there?
Examiner About ten.
Student A If only I'd saved the date ofthe party in my phone!
I wouldn't have forgotten then. What did you do? Listen to music? Watch a film?
Examiner We just had some food and drink and listened to music.
StudentA Weil, I'm sorry missed it. Shall we go out together this Friday?
Examiner I'm afraid I can't make Friday. I've got something else on.
StudentA How about Saturday night?
Examiner I'm going to see the new Anne Hathaway film with Jake. Why dorft
you come along?
StudentA OK, that'd be great. What time does the film start?
Examiner At 8.00. We're meeting at the cinema at 7.45.
StudentA OK, see you there,
StudentB I've just realised it was your birthday on Saturday, I'm so
sorry that I forgot it. IC even bought a card for you and written it. Itis
still in my schoolbag.
If only Iti remembered to give it to you!
Examiner Well, never mind. You don't usually forget birthdays!
StudentB It's because I've been so busy recently. I had to catch upon lots
of school work last week, and then I was away with my family over the weekend.
But I wish I'd been at your party instead.
Examiner Yes, we missed you. It was great fun.
StudentB Well, anyway, I'm
going to getyou a present to make up for forgetting your birthday. I'm going to
get the latest Lady Gaga CD. It's just out Examiner Oh, you don't have to.
Student B Yes, I insist. YOU like Lady Gaga, dont you?
Examiner Yes, I do. I love her.
StudentB Good. That's settled then. And we really ought to meet up.
Examiner Yes, good idea.
StudentB What are you up to this weekend?
Examiner I'm going ice skating with Rob on Saturday morning, but I'm free
in the afternoon.
StudentB What do you fancy doing?
Examiner We could go for a coffee.
Student B That would be great. Let's meet at 2.30 at the bus station.
Examiner OK, see you then.
A completes the task
better because he talks about all four issues, whereas B doesn't talk about
what happened at the party.
Exercise 5
Audioscript S Listening 34
 He wishes he had bought the presenta month ago.
2 He wishes he had saved
the date of the party in his phone.
 She wishes she had remembered to give her friend the card. 2 She Wishes
she had been at her friend's party.
Exercise 6
Students' own answers
Writing
Story
Exercise I
 intention; P  so; P  that; R 4 order; p 5 so; R 6 as; P
7 view; P 8 order; P 9
that; R
Exercise 2
1  1 misunderstood the instructions.
2  1 dropped the vase by accident.
3  mistakenly ordered two copies of this
book. 4 1 dialled the wrong phone number.

Exercise 5
Students' own answers
Exercise 6
Students' own answers
Unit 10
Vocabulary
and listening
Sports
Exercise I
I cap;
badminton 2 club; ice hockey pads; golf 4 goggles; field hockey
Exercise 2
1 wetsuit 2 bat           balls    cue
5 surfboard 6 gloves
Hobbies: surfing, table
tennis, pool, boxing
Exercise 3 Audioscript S
Listening 35
 My dad was really keen on the sport - he still is- and when was eight or
nine years old, I used to go on the course with him and carry his clubs. I
loved watching him. And he used to let me hit a few balls sometimes, just to
get an idea of the game. He says I used to miss more than hit. He's quite
surprised I'm now a professional!
2  You never forget your first fight. Mine
was in London, against a guy who was nearly two metres tall! I was so nervous,
I couldn't get my gloves on. But when we got into the ring, I calmed down. And
won! The crowd were amazed. So was l!
3  I've always loved cars - especially
fast cars! And I took part in my first races when I was still a  I've only just
moved into Formula l. Thisj5 my second season. I reckon my favourite circuit is
Monaco.
4  I was born in the UK, but my dad is
Swedish. He grew up on the slopes, So as soon as I could walk, he took me - and
my brother and sister. Now that I'm seriously into the sport, in a professional
way, I've had to move to Sweden because the snow isnt reliable enough in the UK
S I got my first racket as a birthday present on my
fifth birthday There were some public courts near my house, and used to beg my
parents to take me there every day after school. They were really patient. I
remember, was only as tall as the net! Of course, when I was a bit older, I
could go by myself.
I spent half my
pocket money on balls. I really was mad about the game!

to prefer the longer
  distances - 1,500 metres and then 5,000 metres. By the time I was fifteen, I
  was the best in the school at those events. I started

5 At school, my best distance was 400 metres. As I got older, though, I
began training seriously, going out early and doing ten kilometres before
school! I liked because it seemed such a natural sport - no equipment
necessary, apart from a decent pair of trainers.
1 golfer 2 boxer 3 racing
driver 4 skier 5 tennis player
6 runner
Exercise 4
1 pool 2 courts 3 courts
4 ring 5 pitch 6 track  slope 8 rink
Exercise 5
(Possible answers)
1 judo, snooker, table
tennis 2 boxing, judo, karate
3 ice hockey, ski jump, snowboarding
4 kayaking, rowing, yoga 5 diving, sailing, water polo
Challenge!
Students' own answers
Grammar
Emphasis
Exercise I
1  It 2 place 3 All 4 What     person 6 thing    reason
Exercise 2 pgew:
 My mum suggested skiing.
2  We chose a resort in the Alps.
3  We needed to buy a permit.
4  The snow melted.
5  My dad complained most.
6  He was annoyed that we couldn't get a
refund. 7 I didn't mind because I'm not keen on skiing.
Exercise 3
 The reason I went home was that I felt ill,
2 The
person who first got me interested in sailing was my cousin Matt.
 All I ate was half a cheese sandwich.
4  What happened was that a few people in
the crowd started singing.
5  It was the ancient Greeks who first
brought boxing to Europe.
6  The place where I love going for walks
is by the sea. 7 The thing that matters most in a relationship is honesty.
Exercise 4
 No way am I going to lend you my bike.
2  Hardly had I arrived at school when
the fire alarm rang.
3  Only the next day did I understand why
she'd been so upset.
4  So noisy was the hotel that nobody
could sleep.
5  No sooner had I found my phone than
it rang.
6  Never again will I spend £400
on a camera.
7  Under no circumstances would I go to
that hotel again. 8 Rarely has a film generated so much publicity.
Exercise 5
Students' own
answers Challenge!
Students' own answers
Culture
Sport and money
Exercise 1
1 c / d: achievement 2 f:
childhood 3 b: sponsorship
4 a:
earnings 5 c: retirement 6 e: commercialism Exercise 2  doubt b ask fact d bottom e see f
face
Exercise 3
Audioscript S Listening 36
 I guess in an ideal world, we wouldn't
need sponsorship. Everyone would do sport - and watch sport - just because they
enjoyed and money wouldn't really be an issue. But the reality is, these
sporting events cost a fortune to put on. And although they can sell tickets,
they could never get enough money that way to cover their costs. Sponsorship
brings in the money thaÚ needed -so it's here to stay, I guess.
2  don't know why people always moan about
sponsorship. In my view, it adds a bit of glamour. imagine you suddenly got rid
of it all -so all the shirts were plain, with no logos, and the advertising
boards all disappeared from the stadiums. That's what sport looked like fifty
years ago - and if you ask me, it was pretty dull. I prefer how it looks now.
3  I think it's a shame that sport seems
to be all about money these days. In the past, sports people were really good
role models - heroes, even, for the younger generation. But because of all the
money that's poured into sport from big business, sports stars are rich - rich
and spoilt. They don't care about the game any more, they just want to drive
around in a Ferrari and go for holidays in the Caribbean. As a result, sport
just isnt what used to be.
4  It costs these companies millions to
sponsor big sporting events, doesn't it? And I don't see why they do it. I
mean, have you ever bought a particular drink, or used a particular airline,
just because they sponsored a match you've watched on TV? Of course not! You
know, an airline company paid to have the name of my local team's stadium
changed - but I didn't even realise that the new name was an airline. It just
didn't mean anything to me, So don't know why they bother.
5
lft just a form of
advertising, isn't it? I mean, instead of paying for a TV ad which says 'Buy my
product', they put their logo on your favourite football team's strip. You see
the name of the product every time you watch your team - and it goes into your
mind. Of course it does. Subliminal advertising, they call it. Nobody likes to
think that it works on them, but to be honest, why would these companies spend
a fortune on sponsorship if didn't get results?

Exercise 4

Challenge!
Students' own answers
Reading
Getting ahead
Exercise 1
 short-sightedness 2 swelling  sweat 4
circulation
5 ligament 6 lungs 7
sprain 8 passages
Exercise 2 page8Ç
Exercise 3 page 86,
I C 2 F 3
Exercise 4 .:þageW
1  They were from mountain lions that he
had hunted.
2  He had bought the shirt in a shop in
Sweden.
3  She always ties her shoelaces in the
same way.
4  He says that the grass there has the
best flavour.
5  taping his bat to the ceiling; his
teammates
6  Students' own answers
Challenge! oage.86
Students' own answers
Grammar
Unreal past and had better
Exercise 1
 paid 2 are 3 get 4 finish 5 went 6 had 7 went
8 can
Exercise 2
 got 2 might as well / 'd better eat 3 'd better take
4 caught 5 turned 6
arrived 7 were 8 asked Exercise 3
1  You'd better call the police.
2  You might as well download it.
3  You might as well go to bed.
4  You'd better not touch it. 5 You'd
better remove it.
Exercise4 .page8Sþ
1  1'd rather Dad didn't see my diary.
2  It's high time we started work.
3  You'd better not text her after
midnight.
4  We might as well start again.
S I'd sooner the guests
didn't bring gifts.
6 Imagine if
we had a Ferrari! / Imagine having a Ferrari! 7 Suppose everyone waited
outside.
Challenge!
Students' own answers
Speaking
Photo description
Exercise I
Audioscript S Listening 37
This photo shows an exercise class at a fitness club, or maybe a sports
centre. It seems to be a class for women only. The main focus of the photo, I'd
say, is the faces of the women doing the class. That's what were looking at -
not the instructor, who has her back to us and is almost out of shot. There are
only two women we can see clearly, plus one in the background whose face is
partly hidden. And I can make out a few extra feet, but we can't see who they
belong to! The women we can see are all wearing trainers, shorts and vests or
T-shirts.
They're holding bars across their shoulders. The women all look quite
serious. They aren't really smiling, but maybe thatg because they're
concentrating on following the instructor. They're all bending their knees
slightly - guess it's an exercise for strengthening the leg muscles. I'd say
they're regulars at this class they all look as if they know what they're
doing!
I fitness club or sports
centre
2  faces of the women
3  trainers, shorts, vests, T-shirts,
bars
4  serious, concentrating, bending knees,
strengthening leg muscles
Exercise 2 opageo
1 focus 2 shot 3 hidden 4
make 5 blurred
Tick: out of shot partly hidden    I
can make out
Exercise 3 page0
Students' own answers
Exercise 4
1 foremost 2 start 3
Thirdly 4 forget 5 importantly
Exercise 5
Students' own answers
Exercise 6
Audioscript 9 Listening 38 vageW
The last time I did some exercise as part of a group was last weekend. I
was in the park with a couple of friends and we noticed some boys playing
basketball. Well, they noticed us really. And then one of them came over and
asked if we wanted to play. We agreed - and suggested a match, boys against
girls. But that was unfair because there were five of them and only three of
us. And they were pretty good too. So we mixed up the teams and played for
about an hour. It was really good fun - I enjoyed it.
Exercise 7 Audioscript  Listening 38 page 89
Students' own answers
Writing
Description of an event
Exercise I pagen
Exercise 2 page90
1 desperate to play 2
started going berserk
3 yelling at
people 4 his team were thrashed Exercise 3
1 In the bag was a
baseball bat.
3 It was time
to go home, so into the car we all climbed. 4 Away he stormed, yelling at his
wife.
Exercise 4 Oge900
Students' own answers
Exercise 5 page90D
Students' own answers
Exercise 6 .page90
Students' own answers
Get Ready
for your Exam 5
EXAM TASK- Reading
I D 2
B 3 A 4C
EXAM
TASK-Listening
Audioscript O Listening 39 page91•
Runners of the Bristol Marathon - welcome! In order to get the race offto
a flying start, please listen carefully to the following instructions. Please
ensure that you are wearing your runner's bib with your race number. Do not
fold, tear or deface your bib in any way. It needs to be securely attached to
the front of your vest, and your number must be visible to the marshals at all
times. Please make sure that you have your emergency details completed on the
back of your race bib, so that we can offer the correct aid should you need
assistance during the race. We would also ask you to refrain from wearing
earphones and playing music, so that you can hear the instructions from the
marshals during the race. The marshals are there to ensure your safety at all times.
We will shortly be asking
you to make your way to the race pens for the start of the race. Please ensure
that you are in the correct zone as denoted by your bib's colour band, as these
have been issued to match your estimated race time. Please avoid starting in
the wrong zone, as slower runners starting from a faster race pen can cause
accident and injur\ß Should you wish to complete the race with another
runner from a different zone, faster runners are allowed to start with slower
runners further back. Please allow the marshals to check your bib for the
correct colour band as you enter the pen.
Drinks stations are positioned every five kilometres and energy drinks,
bars and fruit pieces will be available at drinks stations every ten
kilometres. Please avail yourself liberally of these refreshments as it will be
a hot day. Little and often is recommended. Now, please make your way to the
start pens I T 2 F 3 F 4 T 5 F
EXAM TASK- Use of English
1 disability 2 seriously 3 unfortunate 4
enthusiastically
5 achievements 6
competitor
EXAM CHALLENGE 1 -2
Exercise I
page93,  in 2 of 3 able 4 is 5 on 6 until 7 Since
Exercise 2
1 selfish 2 creative 3
sensible 4 humorous
5 unassuming 6 daring
Exercise 3
 most 2 than 3 could / might / would 4 made
5 Although 6 are 7 in 8
enough/some
Exercise 4 page 93
 D 4 C S A 6 8 B
Exercise 5 page9ý
1 billionaire 2 appearance 3 globally  intention
5 originally 6 donations
EXAM CHALLENGE 3-4
Exercise I pag04
I A 2
C 3 D 4 A 5 D 6 B 7 C

Exercise 2

page 94

1 in 2 him

3 bit/ little 4 well/ long 5 for 6 as

Exercise 3

p* 94

1 B 2 D 3

C 4 A 5A 6 D

Exercise 4

page94

awareness

2 homeless 3 invitations 4 unpaid

5 donations 8 councillors
Exercise 5

6
  comparatively 7 unemployment

1 against 2 the 3 have 4 on 5 for 6 being 7 by

8 is
EXAM CHALLENGE 5-6
Exercise I ;page95.
1 dramatically 2
scientists 3 developing 4 rechargeable
5 storage 6 improvement 7
performance 8 revolutionise
Exercise 2

 to 2 which 3 be 4 per 5 It 6 by                              whose

8 being 9 time 10 with
Exercise 3 ,page95
I D 2 B 3 D 4 C 5 D 6 D 7 A 8 D
Exercise 4 page95Ó

1 one thing; instance / example 2 away / out
4 have brought 5 can 6 up

3 of the

EXAM CHALLENGE 7-8
Exercise 1
1 challenging 2 completely
3 essential 4 explanations
5 inspired 6
conversations 7 compiling 8 confusion
Exercise 2 Oge96
I C 2 A
3 D 4 D 5 C 6 A
Exercise 3 opage961
1 the 2 of 3 square 4 than
5 make / render
7 global 8 carbon 9 even
10 does
Exercise 4
1 global 2 gas(es) 3 in 4
few 5 turn 6 less
EXAM CHALLENGE 9-1 0
Exercise 1 •pagen
1 mistakenly
read excitement 4 millionaire 5 shocked 6 celebrations 7 winning 8 foolishly
9 jobless 10 physically
Exercise 2 page9T
1 attack 2 kept 3
committed 4 whose 5 back
6 sentenced
Exercise 3
 competitively 2 disagreement(s) 3 obesity 4 wisdom
5 publication 6
preparation 7 adulthood 8 disastrous
9 findings

Exercise 4                      Exercise 3 'pagel@
I A 2 D 3 A 4 C    6 B                 1
has been known 2 dressed 3 didn't study
4 will make 5
is always singing 6 have always encouraged
Review 1-2              7 have
followed 8 will be starting 9 'd / would want; wanted
10 to get on
Exercise 1
 any 2 for 3 the 4 one 5 other 6 can 7 before
8 been 9 there 10 yet
Exercise 2
1 entered 2
majored 3 graduation 4 career 5 dressing 6 stores 7 worldwide 8 social 9
retrospective 10 feature
Exercise 3
I A 2
B 3 D 4 A 5 B 6C 7 B 8 B 9 A 10 A
Review 3-4
Exercise 1
1 reconsider 2
demonstration 3 organiser / organizer
4 closure 5 Inevitably 6
vandalism 7 steadily
8 maintenance 9 Hopefully
10 unemployed 11 protestors
12 entry 13
underprivileged 14 meaningless
Exercise 2
1 had 2 against 3 to 4
both 5 as 6 By 7 whose
8 had 9 take/ develop 10
such
Exercise 3
1 B 2 A 3 B 4 c 5 B   7 B 9 B 10 A
Review 5—6
Exercise I
I C 2 C 3 D 4 A 5 D   10 B
11 B 12 D 13 C 14 A
Exercise 2
1 origins 2 views 3
evidence 4 travels 5 decorative
6 synthetic 7
principle 8 purposes 9 recreational 10 consumption
Review 7-8
Exercise 1
I A 2 A 3 C 4 A 5 D 6 B 7
A 8 C 9 B IO A
Exercise 2
1 driving 2 has been 3
were largely rebuilt 4 have been
5 has functioned 6 to
punish 7 was named 8 takes
9 featured 10 has been
making
Review 9—10
Exercise I •age10ïo
1 was 2 to 3 had 4 final
5 before 6 what 7 have
8 ago 9 for 10 for 11
public 12 been 13 not 14 take
Exercise 2
1 survival 2 deprivation 3
detrimental 4 drowsiness
5 depression 6 growth 7
nervous 8 neurological
9 mortality 10 variation

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title: АНГЛИЙСКИЙ С1-С2