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oxford 2nd e d iti o n exam support
2nd ed i ti o n
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OXFORD
UNIVERSITY
Great Clarendon Street, Oxford, ox2 GDP, United Kingdom
Oxford University Press is a department of the 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 countries
O Oxford University Press 2013
The moral rights ofthe author have been asserted First published in 2013
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Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work
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.
ContentsContents
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
IntroductionWelcome 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 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
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.
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.
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
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.
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.
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.
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.
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.
The Get Ready for your Exam lessons in the Studentg Book are accompanied by full procedural notes with advice and tips for exam preparation.
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.
• 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.
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Lesson B — Grammar • Important new vocabulary is highlighted in the text and
• • 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.
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• 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) 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.
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Get Ready for Vour Exam |
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• 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.
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.
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
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.
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.
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
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.
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.
Help students to prepare their ideas: make suggestions and provide useful words. Allow them to work in pairs, if appropriate.
'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 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,
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.
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
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.
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 ordinaryStudent's Book page 5, Workbook page 3
Photocopiable Activity: 1 A Personality traits (TRCD-ROM)
Student's Book page 6, Workbook page 4
Photocopiable Activity: 1 B Born to sail (TRCD-ROM)
Student's Book page 7, Workbook page 5
Photocopiable Activity: IC Adolescence is... (TRCD-ROM)
Student's Book pages 8-9, Workbook pages 6-7
Photocopiable Activity: 1 D Extra curricular activities
(TRCD-ROM)
Students's Book page 10, Workbook page 8
Photocopiable Activity: IE Verb patterns board game
(TRCD-ROM)
Student's Book page 1 1, Workbook page 9
Photocopiable Activity: I F Photo
description (TRCD-ROM)
Student's Book pages 12-13, Workbook page 10
Photocopiable Activity: IG Neighbours (TRCD-ROM)
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)
Student's Book page 14 Workbook page 93 Exam Challenge iTools Unit 1
Interactive exercises (2 x Vocabulary, 4 x Grammar)
Warmers and fillers
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.
• Refer students to the photos and ask them to describe what the people are doing. Discuss the questions as a class.
• 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.
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:
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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 |
• 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
• 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.
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.
• 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,
• 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.
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
• 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
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).
• 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:
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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 |
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 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.
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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:
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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.
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: 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).
• 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.
• 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
• 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
• 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
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: 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.
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.
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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.
• 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)
• 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.
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
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.
• 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
• 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
• 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.
• 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.
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 .
• Play the recording again. Students listen for the phrases from exercise 5.
• 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.
Ask students: What haveyou learnt today? What can you do now?
and elicit the answer: / can answer questions about photos ofpeop/e.
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.
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.
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!
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.
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.
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.
Student's Book page 15, Workbook page 1 1
Photocopiable Activity: 2A Money makes the world go round (TRCD-ROM)
Student's Book page 16, Workbook page 12
Photocopiabie Activity: 2B What life used to be like
(TRCD-ROM)
Student's Book page 1 7, Workbook page 13
Photocopiable Activity: 2C A place to let . (TRCD-ROM)
Student's Book pages 18—19, Workbook pages 14-15
Photocopiable Activity: 2D What would you do? (TRCD-ROM)
Students's Book page 20, Workbook page 16
Photocopiable Activity: 2E Past perfect and past perfect continuous (TRCD-ROM)
Student's Book page 21 , Workbook page 17
Photocopiable Activity: 2FTo be honest, I was furious! (TRCD-ROM)
Student's Book pages 22—23, Workbook page 18
Photocopiable Activity: 2G An irresponsible driver
(TRCD-ROM)
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)
Student's Book page 26
Workbook pages 19-20 Workbook page 93 Exam Challenge
iTooIs Unit 2
Interactive exercises (2 x Vocabulary, 4 x Grammar)
Warmers and fillers
[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.
• 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.
• 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
• Discuss the question with the class. Find out if there are any tips that some students do not agree with.
• 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
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
• Students choose the correct adjectives from the chart.
• In pairs, students give their opinions on the statements.
• dirt cheap 2 priceless affluent 4 stingy
• 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.
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.
• 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:
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
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.
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.
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: 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.
• 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.
• 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.
• 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.
• 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
• 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.
• 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
• 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:
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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. |
• 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.
• As students report back to the class, write their suggestions on the board. Then take a class vote.
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
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:
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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.
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.
• 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.
• 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.
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.
• 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
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:
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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! |
• 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.
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
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.
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.
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
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
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Stefan |
About a month ago. I've been staying
with friends |
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Spikey |
You're not originally from the UK, are you? |
|
Stefan |
No, I'm from Poland. |
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Spikey |
Your English is fantastic. |
|
Stefan |
Thanks. I've been learning it for
ten years, so it should be OK |
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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
Exercise 6 Þage25
Students' own answers
Students' own answers
Get Ready for your Exam 2
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• 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 |
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• Elicit why it appeals to them. |
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as possible. |
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Reading |
• |
Elicit that the questions require students to speculate, give personal opinions and information. Elicit some useful |
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Exercise I page261 |
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vocabulary for speculating, e.g. In my view, It seems to me that, |
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He could be, They might be. Remind students that they will |
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GET READY TO READ |
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earn more marks if they can elaborate on their answers with |
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• In pairs, students discuss the questions. |
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examples. |
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• Elicit answers from different pairs and encourage other |
• |
In pairs, students take turns to do the task, with one student |
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students to comment. |
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being the examiner and the other the candidate. Encourage the examiner student to give feedback on how the candidate |
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Exercise 2 - page26 |
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could improve. |
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READING EXAM TASK - MATCHING SLNIFNCFS TO TEXTS |
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Monitor while students are doing the task, noting down correct as well as incorrect use of English to share with the |
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• 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. |
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class in the feedback session. |
MINUTES
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Get Ready for your Exam |
SPEAKING TASK - PICTURE DESCRIPTION
GenerationsStudent's Book page 27, Workbook page 21
Photocopiable Activity: 3A Relating
to people (TRW-ROM)
Student's Book page 28, Workbook page 22
Photocopiable Activity: 3B Can I ask you ... ? (TRCD-ROM)
Student's Book page 29, Workbook page 23
Photocopiable Activity: 3C Ageing population (TRCD-ROM)
Student's Book pages 30—31 , Workbook pages 24—25
Photocopiable Activity: 3D Phrasal
verbs (TRCD-ROM)
Students's Book page 32, Workbook page 26
Photocopiable Activity: 3E Making comparisons
(TRW-ROM)
Student's Book page 33, Workbook page 27
Photocopiable Activity: 3F Describing places (TRCD-ROM)
Student's Book pages 34—35, Workbook page 28
Photocopiable Activity: 3G Wish you were
here (TRCD-ROM)
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)
Student's Book page 36 Workbook page 94 Exam Challenge
iTooIs Unit 3
Interactive exercises (2 x Vocabulary, 4 x Grammar)
Warmers and fillers 
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:
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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.
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:
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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.
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.
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.
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)
• 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
• 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.
• 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
Ask students to underline the stressed syllable in the adjectives in exercise 9. Then practise saying the words.
moody, argumentative, 
unpredictable, confusing,
reasonable, combative
• 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.
• 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 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 |
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.
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
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.
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.
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.
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!
Get Ready for your Exam 3
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.
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 
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.
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:
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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.
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:
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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
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.
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: 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:
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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
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:
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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.
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:
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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:
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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.
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
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."
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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€
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Exercise 7 |
3 might |
4 bound |
S won't |
|
l a 2 b b 4 b |
5 a |
|
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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.
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
TechnologyStudent's Book page 49, Workbook page 39
Photocopiable Activity: 5A IT troubles (TRCD-ROM)
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
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 |
 |
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: 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.
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.
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: 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,
• 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.
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.
• 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:
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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 |
• 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.
• 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.
• 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.
• Pairs give their presentations to the class. Encourage them to use their notes as little as possible,
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.
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:
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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.
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 analysisStory
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:
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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.
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.
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.
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 
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!
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
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
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.
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.
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.
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.
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 ΠC: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.
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 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.
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:
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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 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:
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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:
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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 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.
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.
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,
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 
a
walked
my cousin Som.
b
. was a delicious looking meal.
c
. she went for the lost time. d 
came
the train. e
was 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 
|
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
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.
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
Unit 1
Vocabulary and listening
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?
(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
1 vain 2 faithful 3 grumpy 4 unassuming 5 witty
6 amiable 7 timid 8 calm
1 headed meat 3 minded 4 cold 5 haired 6 sure
7 watering 8 space 9 hearted 10 densely
Challenge! ,pagejv
Students' own answers
Exercise I pagee
Students' own answers
1 have you been waiting 2 recorded 3 been learning
4 been working 5 Visited 6 have you spent
1 Have (you) seen 2 've been ringing 3 's been taking part
4 has forgotten 5 've selected 6 's been playing
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.
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
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
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 .
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
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
|
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, |
|
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
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
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
I should think . • I'd say
It's clear from the photo that 
Maybe; They (are) obviously .
Exercise 3 
Students' own answers
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
Exercise 1
tends 2 tendency 3 habit 4 across S regard
6 consider 7 people 8 can
Exercise 3 bage 101
However,
2 unlike some other teachers
Exercise 5 page IOí
Students' own answers
Students' own answers
Unit 2
Vocabulary and listening1 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
broke — hard up; dear -
pricey; extortionate — a rip-off; mean — stingy; well off - affluent 
broke 2 a rip-off hard up
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
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
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
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
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
8 B
Exercise 5 :page14 1
Students' own answers
Challenge! ,page14
Students' own answers
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
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
|
|
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 |
|
|
|
|
|
|
|||
|
|
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!
EXAM Use of English
1 B 2A 3C 4C 5A 6B 7 B 8A
Unit 3
Vocabulary and listeningRelating 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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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"
1 pulley 2 battery 3 circuit board 4 lead 5 antenna
6 fan 7 plug 8 axle 9 strap
Challenge!
Students' own answers
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
Internet privacy
Exercise I 
|
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
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
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
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
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
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
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
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
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'
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 $75,000 5 the number of herbs and spices that coat the Original Recipe chicken
Writing |
Exercise I
1 the 2 - 3 a 4 an 5 The
6 the 7 a
8
10 a 11 a n a 13 the u 15 the
Exercise 2 gge5ï
1 a little 2 few 3 little 4 a few 5 a little 6 little 7 few
8 a few
6 of
saw no polar bears
2 were hardly any people
3 every child a copy
4 eat the whole cake
5 nearly all (of) his holiday / nearly the whole of his holiday
Exercise 1 
Audioscript Listening 21
Well, I think I'd go for the third option, the pizzeria. Why? Well, firstly because ith the easiest to organise. You just need to agree when and where you're going. YOU don't need to go shopping or make complicated arrangements. And secondly, because it's indoors - so you can go in the and you don't need good weather. I wouldn't choose the picnic because you need a really nice day for a picnic and also, you probably need to prepare quite a lot — making sandwiches, stuff like that And I wouldn't choose the barbecue because, like the picnic, you need good weather. And also, somebody has to do the cooking, so they can't really relax. The food is often burnt too at a barbecue - and raw on the inside!
Choice: b
Reason 1: It's the easiest to organise, so you don't need to go shopping or make complicated arrangements. Reason 2: It's indoors, so you can go in the evening and you don't need good weather.
Exercise 2 oge$ê
10 k m
Students' own answers
Exercise 1
Exercise 2
Students' own answers
Exercise 3
Students' own answers
Exercise 4 
Students' own answers
Students' own answers
Get Ready for your Exam 3
EXAM TASK -Reading
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
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
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
(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
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.
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
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
1 workout 2 turn into 3 stands for pass on
5 made out 6 thought up
Challenge! page60
Students' own answers
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
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
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
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
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 
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bits 7 flakes |
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Exercise 2 |
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planet |
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Exercise 4 ,paqe6õ Students' own answers |
moon 7 solar system 8 galaxy 9 Asteroids |
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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 |
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Challenge! :øageW Students' own answers Culture Feed the world Exercise 1 |
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semi-final 2 ex-president 3 misspelled 5 multi-talented |
undervalued |
Relative clauses Exercise |
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Exercise 2 C 2 E 3 A 4 D |
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which that 3 when 4 where Exercise 2 |
S who |
whose |
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a Africa and Asia b the West |
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birthday.
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Exercise4 |
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Audioscript
Listening 28 'page67 |
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not like appearing in public. |
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Have I eaten bugs? Well, not insects exactly - but I've eaten worms. It was |
a: Camp Nou stadium, where Barcelona play their home |
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when was on a trip around the world with a friend from school. We took a |
matches, can hold nearly 99,000 fans. |
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year out between school and university. Four months into the trip, we were |
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in Samoa, in the South Pacific, It was in November, I think, and we heard that |
last week. |
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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 |
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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. |
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and the sea looked as if it were boiling - but in fact, we were told it was the |
Exercise 3 |
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one night of the year when the palolo worms come to the surface in order to |
who was arrested at the scene |
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reproduce. The locals go into the sea with nets and catch thousands of them. It |
which / that belonged to the victim |
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was amazing to watch. Some people were just picking them out of the sea and |
which / that was signed by the suspect |
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eating them raw. But most people were collecting them in buckets. We didn't |
which had been denied by the police |
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eat any that night but the next day we tried them fried. They tasted OK - I |
which / that contained various weapons |
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mean, they werent delicious, in my opinion, but I'm glad I tried them. It was an experience!
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which was built in the 17th century Exercise 4
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Challenge! page67 |
The university, located just outside Edinburgh, is only ten |
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Students' own answers |
years old. |
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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
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.
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
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
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
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
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
ReadingIf only!
|
Exercise 1 |
OageîS |
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I broken up |
2 got together 3 got away 4 dropped out |
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5 mix up 6 Exercise 2 |
turned out 7 sold out 8 held up
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2 mix-up 3 get-together 4 drop-outs |
5 getaway 6 sellout 7 turn-out 8 hold-ups
1 Wilf 2 Harriet 3 Wilf 4 Harriet
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
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
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
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
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
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
Exercise 1
short-sightedness 2 swelling sweat 4
circulation
5 ligament 6 lungs 7 sprain 8 passages
Exercise 2 page8Ç
Exercise 3 page 86,
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
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
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
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
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
1 disability 2 seriously 3 unfortunate 4 enthusiastically
5 achievements 6 competitor
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
Exercise I pag04
|
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
Exercise I ;page95.
1 dramatically 2 scientists 3 developing 4 rechargeable
5 storage 6 improvement 7 performance 8 revolutionise
Exercise 2 
|
|
|
|
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 |
Exercise 1
1 challenging 2 completely 3 essential 4 explanations
5 inspired 6 conversations 7 compiling 8 confusion
Exercise 2 Oge96
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
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
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
Exercise I
10 B11 B 12 D 13 C 14 A
1 origins 2 views 3 evidence 4 travels 5 decorative
6 synthetic 7
principle 8 purposes 9 recreational 
10 consumption
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
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
2 nd edition
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