TB PDF

01 City Stars 7 Ts Contents.
qxp_01 City Stars 7 Ts Contents 6/5/17 6:34 PM Page 1
Teacher’s Book
Virginia Evans – Jenny Dooley
Ksenia Baranova – Victoria Kopylova –
Radislav Millrood
01 City Stars 7 Ts Contents.qxp_01 City Stars 7 Ts Contents 6/5/17 6:34 PM Page 2
Published by Express Publishing
Liberty House, Greenham Business Park, Newbury,

Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk
© Virginia Evans – Jenny Dooley – Ksenia Baranova – Victoria Kopylova – Radislav Millrood 2017
Design and Illustration © Express Publishing, 2017
First published in this edition 2017
Made in EU
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form, or by any means, electronic, photocopying, or otherwise, without
the prior written permission of the publishers.
This book is not meant to be changed in any way.
ISBN ???
01 City Stars 7 Ts Contents.qxp_01 City Stars 7 Ts Contents 6/5/17 6:35 PM Page 3
Contents
Introduction to the Teacher .............................................................................................................. p. 4
Starter ................................................................................................................................................. p. 8
Module 1 ............................................................................................................................................. p. 10
Module 2 ............................................................................................................................................. p. 28
Module 3 ............................................................................................................................................. p. 46
Module 4 ............................................................................................................................................. p. 64
Module 5 .............................................................................................................................................. p. 82
Module 6 .............................................................................................................................................. p. 100
Language in Use ................................................................................................................................. p. 118
Revision Key ........................................................................................................................................ p. 124
Writing Bank Key ............................................................................................................................... p. 127
Word Formation Key .......................................................................................................................... p. 129
Key Word Transformations Key ........................................................................................................ p. 129
Student’s Book Audioscripts ............................................................................................................. p. 130
Evaluations ......................................................................................................................................... p. 139
3
02 City Stars 7 Ts Intro.qxp_02 City Stars 7 Ts Intro 6/5/17 6:41 PM Page 4
Introduction to the Teacher

City Stars 7 is a modular secondary-level course for Grammar
learners studying British English at intermediate • The grammar items of each module are presented
level. It allows a flexibility of approach which makes by means of clear and concise theory boxes.
it suitable for classes of all kinds, including large or • Grammar exercises and activities reinforce Ss’
mixed ability classes. understanding of these items. There is also a
Grammar Reference section at the back of the
City Stars 7 consists of six modules. Each module Student’s Book that offers more details.
consists of nine units plus Skills sections.
Listening tasks and Speaking practice
COURSE COMPONENTS
• Ss can develop their listening skills through a
Student’s Book variety of tasks. These tasks employ the vocabulary
The Student’s Book is the main component of the and grammar practised in each module, in this way
course. Each module is based on a single theme and reinforcing understanding of the language taught
the topics covered are of general interest. All in the module.
modules follow the same basic structure (see • Controlled speaking activities have been carefully
Elements of the Coursebook). designed to allow Ss guided practice before
leading them to freer speaking activities.
Teacher’s Book
The Teacher’s Book contains Teacher's Notes which Pronunciation/Intonation
provide step-by-step lesson plans and suggestions Pronunciation activities help Ss recognise sounds
about how to present the material. This book also and reproduce them correctly. Intonation activities
includes a complete Key to the exercises in the help Ss improve their intonation patterns.
Student’s Book and the audioscripts of the listening
material. Everyday English
These sections provide practice in real-life
Class Audio CDs communication. Standard expressions and language
The Class Audio CDs contain all the recorded material structures associated with realistic situations are
which accompanies the course. This includes the extensively practised.
dialogues and texts in the Listening and Reading
sections, as well as model dialogues, Pronunciation/ Study Skills
Intonation section, and the material for all listening Brief tips, explanations, and reminders at various
tasks. points throughout each module help Ss develop
strategies which improve holistic learning skills and
Student’s Audio CD enable Ss to become autonomous learners of the
The S’s Audio CD contains the main texts or model English language.
dialogues in the Reading sections of the Student’s
Book and the Pronunciation/Intonation tasks. Reading texts
These texts or situational dialogues practise specific
ELEMENTS OF THE COURSEBOOK reading skills such as skimming, scanning, intensive
Each module begins with a modular page that reading for specific purposes, understanding text
contains: a brief overview of what will be covered in structure, and so on. The texts are usually exploited
the module, pictures and words/phrases related to in four stages:
the theme of the module, and exercises to practice • a warm-up activity to intrigue students
the vocabulary presented. • top-down activities (scanning and reading for
gist)
Each module contains the following sections:
• bottom-up activities (reading for detailed
Vocabulary understanding)
Pictures are employed to introduce Ss to the • oral reproduction (Ss outline the main points of
vocabulary of each module. Vocabulary is practised the text)
through various types of exercises. A particular
feature of the book is the teaching of collocations,
which helps Ss remember vocabulary items as parts
of set expressions. (See Student’s Book Ex. 4, p. 21)
4
Writing Writing Bank

The writing sections have been carefully designed to This section provides preparation of the writing task
ensure that Ss systematically develop their writing types as they are presented in the Student’s Book. It
skills. contains theory, plans, full-length model compositions
• A model text is presented and thoroughly and useful language to help Ss produce successful
analysed, and guided practice of the language to pieces of writing.
be used is provided.
• The final task is based on the model text and American English – British English Guide
follows the detailed plan provided. An American English – British English Guide outlines
• All writing activities are based on realistic types and highlights differences between the two main
and styles of writing such as letters, emails, international varieties of English.
descriptions, postcards, and reviews.
Irregular Verbs
Culture Corner & Curricular sections This provides students with a quick reference list for
Each module contains a Culture Corner and a Curricular verb forms they might be unsure of at times.
section.
• In each Culture Corner, Ss are provided with Word List
culture information and read about aspects of A complete Word List contains the new vocabulary
English speaking countries that are thematically presented in each unit, listed alphabetically, with a
linked to the module. Ss are given the chance to phonetic transcription of each word.
process the information they have learned and
compare it to the culture of their own country. SUGGESTED TEACHING TECHNIQUES
• Each Curricular section enables Ss to link the A Presenting new vocabulary
themes of the module to a subject from their
Much of the new vocabulary in City Stars 7 is
school curriculum, thus helping them contextualise
presented through pictures. Ss are asked to match
the language they have learned by relating it to
the pictures to listed words/phrases. (See Student’s
their own personal frame of reference. Lively and
Book, Module 1, p. 7, Ex. 2.)
creative tasks stimulate Ss and allow them to
consolidate the language they have learned Further techniques that you may use to introduce
throughout the module. new vocabulary include:
• Miming. Mime the word you want to introduce.
Moscow Culture & Russia sections For instance, to present the verb sing, pretend
These sections contain cultural information about you are singing and ask Ss to guess the meaning
aspects of Russia and its capital city and are of the word.
thematically linked to the module. • Synonyms, opposites, paraphrasing, and giving
definitions. Examples:
Skills sections & Language in Use – present the word strong by giving a synonym:
& Revision section “powerful”
These follow every module and reinforce Ss’ – present the word strong by giving its
understanding of the topics, vocabulary, and structures opposite: “weak”
that have been presented. The games in the Teacher’s – present the word weekend by paraphrasing
Book enable Ss to use the new language in an it: “Saturday and Sunday”
enjoyable way, using the format of a team – present the word famous for by giving its
competition, and promoting humanistic learning. definition: “very well-known (person or thing)”
The material has been designed to help Ss learn new .• Example. Examples place vocabulary into context
language in the context of what they have already and consequently make understanding easier. For
mastered, rather than in isolation. In the Skills instance, introduce the words city and town by
sections, the students are able to practise all four referring to a city and a town in the Ss’ country:
language skills through exam type tasks. “Rome is a city, but Parma is a town.”
• Sketching. Draw a simple sketch of the word or
Grammar Reference section words you want to explain on the board. For
instance:
This section offers full explanations and review of
the grammar structures presented throughout the
book. It can be used both in class and at home to
reinforce the grammar being taught.
5
• Flashcards. Flashcards made out of magazine or D Speaking

newspaper pictures, photographs, ready-made • Speaking activities are initially controlled,
drawings, and any other visual material may also allowing for guided practice. (See Student’s Book,
serve as vocabulary teaching tools. Module 1, p. 18, Ex. 4 where Ss use the same
• Use of L1. In a monolingual class, you may explain structures to ask for and give personal details.)
vocabulary in the Ss’ native language. This method, • Ss are then led to free speaking activities. (See
though, should be employed in moderation. Student’s Book, Module 1, p. 9, Ex. 7 where Ss are
• Use of Dictionary. In a multilingual class, Ss may invited to present a job to the class, provided with
occasionally refer to a bilingual dictionary. the necessary lexical items and structures.)
The choice of technique depends on the type of
word or expression. For example, you may find it E Writing
easier to describe an action verb through miming All writing tasks in City Stars 7 have been carefully
than through a synonym or definition. designed to closely guide Ss to produce a successful
piece of writing.
Note: Check these words sections can be treated
• Always read the model text provided and deal
as follows: Go through the list of words before Ss
with the tasks that follow in detail. Ss will then
read the text and present the new words by
have acquired the necessary language to deal
giving examples, synonyms/opposites, or miming
with the final writing task. (See Student’s Book,
their meaning.
Module 1, p. 19.)
Alternatively, go through the list of words after • Make sure that Ss understand that they are
Ss have read the text and ask Ss to explain the writing for a purpose. Go through the writing
words using the context they appear in. Ss can task in detail so that Ss are fully aware of why
give examples, mime/draw the meaning, or look they are writing and who they are writing to.
up the meaning in their dictionaries. (See Student’s Book, Module 1, p. 19, Ex. 1/4. Ss
are asked to write a cover letter.)
• Make sure Ss follow the detailed plan they are provided
B Choral and individual repetition with. (See Student’s Book, Module 1, p. 19, Ex. 4.)
Repetition will ensure that Ss are thoroughly familiar • It would be well-advised to actually complete the
with the sound and pronunciation of the lexical task orally in class before assigning it as written
items and structures being taught and confident in homework. Ss will then feel more confident with
their ability to reproduce them. producing a complete piece of writing on their own.
Always ask Ss to repeat chorally before you ask F Projects
them to repeat individually. Repeating chorally will • When dealing with project work, it is necessary
help Ss feel confident enough to then perform the to prepare Ss well in class before they attempt
task on their own. the writing task at home.
C Listening and Reading G Assigning homework

You may ask Ss to read and listen for a variety of When assigning writing tasks, prepare Ss as well as
purposes: possible in advance. This will help them avoid errors
• Listening and reading for gist. Ask Ss to read or and get maximum benefit from the task.
listen to get the gist of the dialogue or text being
dealt with. (See Student’s Book, Module 1, p. 8, Commonly assigned tasks include:
Ex. 3a. Tell Ss that in order to complete this task Copy – Ss copy an assigned extract;
successfully, they do not need to understand every Dictation – Ss learn the spelling of particular words
single detail in the text.) without memorising the text in which they appear;
• Listening and reading for detail. Ask Ss to read Vocabulary – Ss memorise the meaning of words
or listen for specific information. (See Student’s and phrases or use the new words in sentences of
Book, Module 1, p. 10, Ex. 2b. Ss will have to read or their own;
listen to the text on page 10 for a second time in order Reading Aloud – Assisted by the S’s CDs, Ss practise
to do the task. They are looking for specific details in at home in preparation for reading aloud in class;
the text and not for general information.) Project – After they have been prepared in class, Ss
complete the writing task.
Writing – After thorough preparation in class, Ss are
asked to produce a complete piece of writing.
6
H Correcting students’ work • Group work

All learners make errors – it is part of the learning Groups of three or more Ss work together on a
process. The way you deal with errors depends on task or activity. Class projects or role play are
what the Ss are doing. most easily done in groups. Again, give Ss a solid
understanding of the task in advance.
• Oral accuracy work:
Correct Ss on the spot, either by providing the J Using the Student’s Audio CD
correct answer and allowing them to repeat, or Dialogues, texts and Pronunciation sections are
by indicating the error but allowing Ss to correct recorded on the Student’s Audio CD. Ss have the
it. Alternatively, indicate the error and ask other chance to listen to these recordings at home as many
Ss to provide the answer. times as they want to improve their pronunciation and
• Oral fluency work: intonation.
Allow Ss to finish the task without interrupting,
but make a note of the errors made and correct • S listens to the recording and follows the lines.
them afterwards. • S listens to the recording with pauses after every
• Written work: sentence/exchange. S repeats as many times as
Do not over-correct; focus on errors that are needed, trying to imitate the speaker’s
directly relevant to the point of the exercise. pronunciation and intonation.
When giving feedback, you may write the most • S listens to the recording again. S reads aloud.
common errors on the board and get the class to • All listening tasks in the Workbook are also
attempt to correct them. included in the Student’s CD.
Remember that rewarding work and praising Ss is of
K Using L1 in class
great importance. Post good written work on a
display board in your classroom or school, or give Use L1 in moderation and only when necessary.
“reward” stickers. Praise effort as well as success.
ABBREVIATIONS
I Class organisation Abbreviations used in the Student’s Book and
• Open pairs Teacher’s
The class focuses its attention on two Ss doing the
set task together. Use this technique when you T Teacher p(p). Page(s)
want your Ss to offer an example of how a task is S(s) Student(s) e.g. For example
done. (See Ex. 4 on p. 18 of the Student’s Book.) HW Homework i.e. That is
• Closed pairs L1 Students’ native etc. Et cetera
Pairs of Ss work together on a task or activity language sb Somebody
while you move around offering assistance and Ex(s). Exercise(s) sth Something
suggestions. Explain the task clearly before
beginning closed pairwork. (See Ex. 5 on p. 13 of
the Student’s Book)
• Stages of pairwork
– Put Ss in pairs.
– Explain the task and set time limit.
– Rehearse the task in open pairs.
– In closed pairs, get Ss to do the task.
– Go around the class and help Ss.
– Open pairs report back to the class.
7
03 City Stars 7 Ts Starter.qxp_03 City Stars 7 Ts Starter 6/5/17 6:42 PM Page 8
Objectives
3 To revise household chores
Lesson Objectives: To revise vocabulary for transport, • Give Ss time to complete the phrases and then
places in a city, household chores, food/drinks, cooking check Ss’ answers around the class.
methods and natural disasters; to practise everyday
English Answer Key
Vocabulary: Transport (plane, bus, underground, 1 dust 3 iron 5 take out 7 do
ferry, bike, car, motorbike, taxi); Places in a city (block 2 make 4 lay 6 mop 8 hoover
of flats, petrol station, post office, traffic lights,
• As an extension ask Ss to say what household
tunnel, bungalow, semi-detached house, road sign,
chores they have to/don’t have do at home.
hospital, cottage, library, bus stop, bus lane, detached
e.g. I have to make my bed and lay the table, but
house, community centre); Household chores (do the
I don’t have to dust the furniture.
washing-up, lay the table, mop the floor, iron the
clothes, dust the furniture, make the bed, take out the
rubbish, hoover the carpets); Food & drinks (fruit and 4 To revise/categorise vocabulary for
vegetables, dairy products, meat, fish, drinks, food & drinks
tomatoes, yogurt, chicken, orange juice, cauliflower, • Explain the task and ask Ss to copy the web
bread, salmon, grapes, rice, lamb, milk, eggs, cherries, diagram into their notebooks.
tuna, tea, peppers); Cooking methods (pour, add, beat, • Give Ss time to complete the task and then
slice, chop, stir, melt); Natural disasters (drought, check Ss’ answers on the board.
flood, earthquake, forest fire, tornado, tsunami,
hurricane) Suggested Answer Key
fruit and vegetables: tomatoes, cauliflower,
1 To revise/practise means of transport grapes, cherries, peppers
dairy products: yogurt, milk
• Read the means of transport aloud and elicit meat: chicken, lamb
an explanation for each one from various Ss fish: salmon, tuna
around the class (e.g. you fly in a plane). drinks: orange juice, tea
• Give Ss time to complete the task and then other: bread, rice, eggs
check Ss’ answers.
Answer Key 5 To revise/practise collocations
1 plane 3 taxi 5 bike • Go through the gapped phrases 1-10 and
2 underground 4 ferry 6 car explain/elicit the meanings of any unknown
words.
2 To revise/categorise vocabulary for • Give Ss time to complete the phrases with the
places in a city verbs in the list and then check Ss’ answers
around the class.
• Explain the task and ask Ss to copy the table
into their notebooks. Answer Key
• Give Ss time to complete the task and then 1 grow 4 raise 7 miss 10 make
check Ss’ answers on the board. 2 patrol 5 stuck 8 lose
Answer Key 3 put up 6 try 9 show
block of flats, bungalow, semi- 6 To revise/practise collocations

Types of
detached house, cottage,
Home • Go through the lists of words and explain/elicit
detached house
any that Ss are unsure of the meanings of.
Features of a traffic lights, tunnel, road sign, • Give Ss time to match the words to make
Town/City bus stop, bus lane phrases and then check Ss’ answers around the
petrol station, post office, class.
Public Services/
hospital, library, community
Facilities Answer Key
centre
1 C 2 F 3 A 4 B 5 D 6 E
8
03 City Stars 7 Ts Starter.qxp_03 City Stars 7 Ts Starter 6/5/17 6:42 PM Page 9
7 To revise/practise vocabulary for

cooking methods
• Read out the verbs in the list and then give Ss
time to read the recipe and fill in the gaps with
the appropriate verb.
• Check Ss’ answers.
Answer Key
1 slice 3 stir 5 beat 7 chop
2 add 4 melt 6 pour
8 To revise vocabulary for natural

disasters
Explain the task and give Ss time to complete it,
then, check Ss’ answers.
Answer Key
1 tsunami 3 drought 5 forest fire
2 earthquake 4 flood
9 To identify appropriate responses to

everyday English expressions
• Explain the task.
• Allow Ss some time to complete it.
• As an extension, ask pairs of Ss to act out the
exchanges.
Answer Key
1 a 3 b 5 b 7 a 9 a
2 b 4 a 6 b 8 a 10 b
9
04 City Stars 7 Ts Mod 1.qxp_04 City Stars 7 Ts Mod 1 6/5/17 6:43 PM Page 10
Work & Play

Topic 1d Everyday English 13
In this module Ss will explore the topic of jobs, job Lesson objectives: A job interview, intonation in
qualities, careers, sports and hobbies. questions
Vocabulary: Sentences (Please have a seat., Tell me a
little about yourself., Why do you think you’ll be a good
Modular page 7 shop assistant?, Well, I think I’m hardworking and
Lesson objectives: Overview of module honest., Do you have any experience in this type of
Vocabulary: Jobs (camp counsellor, surgeon, judge, firefighter, work?, Here’s a letter of recommendation., I can start
storm chaser, shop assistant, flight attendant, police officer); immediately., Thank you very much for your time.)
Job descriptions (make sure people obey the law, follow and
photograph tornadoes, put out fires, look after passengers on
a plane, help customers, supervise children at a camp, apply the 1e Adventure Sports 14-15
law in court, operate on people); Job-related adjectives Lesson objectives: To listen for specific information, to
(dangerous, demanding, interesting, well paid, easy, difficult) read for gist, to read for specific information, to act
out an interview, to talk and write about an imaginary
1a Hard & Work 8-9 experience
Vocabulary: Sports (mountain biking, street luge, motor
Lesson objectives: To listen and read for gist, to read cross, speed skiing, windsurfing, freediving, paragliding,
for specific information, to learn adverbs of manner, to rock climbing, white water rafting); Verbs (dive, shrink,
paraphrase a text bark); Phrasal verb (carry on); Nouns (surface, air tank,
Vocabulary: Work (9-5, shifts, at the weekends, long hours, wetsuit, goggles, monofin, flipper, mermaid, champion,
work on their own, work with a team, get paid well, low lungs, meditation, distraction, environmental campaign);
wages); Character adjectives (brave, organised, creative, Adjective (final); Phrases (deep breath, hold a record,
caring, patient, annoyed, polite); Verbs (beat, risk, parachute, double in size, come naturally, hold her breath, totally
drop); Phrasal Verb (put out); Nouns (duty, training, fire silent)
zone, face mask, helmet, backpack); Adjectives (elite, fit,
padded); Adverb (bravely); Phrases (tough job, remote areas)
1f Voluntary Work 16-17
1b Hobbies 10-11 Lesson objectives: To read for general comprehension,
to make comparisons, to learn infinitive & -ing forms,
Lesson objectives: To listen and read for gist, to read
to practise key word transformations
for specific information, to revise the Present Simple
Vocabulary: Voluntary work (take care of orphans, teach
and Present Continuous, to learn stative verbs, to talk
English, help protect an endangered species, build houses);
and write about a hobby
Verbs (participate (in), protect, conserve, monitor,
Vocabulary: Hobbies (ghost hunting, robot building,
improve); Nouns (volunteer work, unpaid work, charity,
tornado chasing, metal detecting, UFO hunting); Verbs
non-profit organisation, orphan, endangered species,
(involve, investigate, analyse, spot); Phrasal Verbs (take
project, community, conservation, wildlife research,
up, find out); Nouns (strange object, planet, meteor,
effort); Adjective (practical); Phrase (develop skills)
military plane, explanation, sighting, hotspot, rooftop,
hillside, camcorder, telescope, device); Adjectives
(fascinated, curious, enthusiastic, patient); Adverb 1g Skills
(mostly); Phrases (interview witness, record information)
18
Lesson objectives: To listen for key information, to ask
for/give personal details, to write a CV
1c Culture Corner 12 Vocabulary: Student jobs (video game tester, lifeguard,
Lesson objectives: To read for specific information secret shopper, dishwasher, delivery person, gardener,
Vocabulary: Verbs (earn, offer); Nouns (cash, waiting babysitter, dog walker); Personal questions (How old are
tables, delivery, cashier, customer service, campus, camp you?, Are you married or single?, What qualifications do you
counsellor, internship, profession, experience, clerk); have?, What kind of experience do you have?, What are
Adjectives (part-time, available); Phrase (average wage) your hobbies and interests?)
10
1h Writing 19 ▶▶ What’s in this module?

Read the title of the module, Work & Play and ask
Lesson objectives: To write a cover letter
students to predict the content of the module (the
module is about different kinds of jobs and careers).
1i Curricular: PSHE 20 Go through the contents list and initiate a
discussion on what Ss will learn in the module.
Lesson objectives: To read for gist, to give a presentation
on a career Vocabulary
Vocabulary: Verbs (suit, comfort, agree (on)); Nouns
(key, skills, interest, blanket, mood, engineer, electrician, 1 To present new vocabulary
social worker, psychologist, film director); Adjectives • Draw Ss’ attention to the pictures.
(useful, spontaneous, down-to-earth); Phrase (by myself) • Play the recording.
• Ss listen and repeat chorally and/or individually.
Moscow Culture 1 21
2 To present job descriptions
for specific information, to expand the topic and • Draw Ss’ attention to the sentences.
express a personal opinion, to develop creativity and • Ask Ss to read the job descriptions and think
critical thinking skills about which jobs have which responsibilities.
Lesson objectives: Phrasal Verb (carry out); Nouns • Read the example out loud. Elicit similar
(framework, quest game, competence, training, aspect); sentences from Ss around the class, using the
Adjectives (leading, worthwhile); Phrase (career guidance) job titles and descriptions.
Answer Key
A A camp counsellor supervises children at a camp.
Skills 1 22-23 B A surgeon operates on people.
Lesson objectives: To listen for specific information, C A judge applies the law in a court.
to read for cohesion and coherence, to describe D A firefighter puts out fires.
photos, to practise word formation, to write a letter of E A storm chaser follows and photographs tornadoes.
application F A shop assistant helps customers.
G A flight attendant looks after passengers on a plane.
H A police officer makes sure people obey the law.
Russia 1 24
Lesson objectives: To listen and read for gist; to read for 3 To introduce job-related adjectives
specific information, to write about your favourite sport • Explain the task and read the example aloud.
Vocabulary: Nouns (diving, lake, destination, natural • Allow Ss time to write a few sentences. Check
beauty, biodiversity, host, flora, fauna, dive, sheet of ice, Ss’ answers.
entrance, exit point); Verbs (surface, dive); Adjectives • Alternatively, write camp counsellor on the
(freshwater, salty, invisible); Adverb (truly) board and ask various Ss to give their opinions
using the adjectives. Repeat with the other jobs
on the list.
Suggested Answer Key
A police officer’s job is dangerous because they deal
with people who don’t obey the law.
A shop assistant’s job is easy because they do the
same thing every day.
A camp counsellor’s job is interesting because they
work with children.
A surgeon’s job is well-paid because they operate on
people.
A judge’s job is difficult because they have to apply
the law.
A firefighter’s job is dangerous because they put out
fires.
A flight attendant’s job is demanding because they
have to look after lots of passengers on a plane.
11
OVER TO YOU! Suggested Answer Key

An artist works on his/her own.
To personalise the topic A sports coach works with a team.
• Draw Ss’ attention to the ‘OVER TO YOU!’ A taxi driver works shifts/on their own/at the weekends.
section and ask them to talk about their A nurse works long hours/shifts/with a team.
parents’ jobs, then to think about what jobs A secretary usually works 9-5.
they’d like to do and why. A smokejumper works with a team.
• Encourage Ss to use adjectives from the list to A(n) artist/sports coach/smokejumper is paid well.
justify their job choices. A nurse/secretary/taxi driver gets low wages.
• Ask various Ss to tell the class which job they’d
like to do, and why. 2 To introduce character adjectives
Suggested Answer Key • Explain the task and ask Ss to use the jobs
My dad is a teacher and my mum is a police officer. They from the pictures to complete the sentences.
find their jobs interesting although I believe my mum’s • Ask Ss to think carefully about what kind of
job is a bit dangerous. I would like to be a police officer qualities each person/worker must have.
because I think it would be interesting and well-paid. • Allow Ss time to complete the task.
• Elicit answers from Ss around the class and
• As an extention, ask Ss to describe picture A,
then describe this person’s daily work routine.
Answer Key
1 smokejumper 5 sports coach/taxi driver/
Picture A shows a camp counsellor playing a game
2 secretary/sports coach secretary/nurse
with some kids. It’s summertime because all of them
3 artist 6 taxi driver/secretary/
are wearing summer clothes. A camp counsellor wakes
4 nurse nurse
up early in the morning. He makes sure all the kids he
is responsible for are present at breakfast. Then he
supervises the kids and plays games with them until
Reading
lunchtime. He has a rest, then he participates in 3 a) To predict the content of a text
various activities with the kids until dinner. He makes
sure all the kids are in bed, then he goes to sleep. • Read the Study Skills box aloud and point
out the importance of key words when
1a Hard at work
predicting the content of a text.
• Ask Ss to read the list of words and
phrases, and explain that they relate to the
text on page 9.
• Allow Ss time to read the list, and ask them
Vocabulary
to predict what the text is about.
1 a) To brainstorm for topic-related • Elicit suggestions from Ss around the class.
vocabulary • Play the recording and ask Ss to follow in
their books and check.
• Set a time limit of one minute and ask Ss to
write down as many jobs as they can think Suggested Answer Key
of. I think the text is about smokejumpers, what they
• Check Ss’ answers on the board and ask Ss do at work and what equipment they use.
to copy the list into their notebooks. • Explain/Elicit the meaning of words in the
Suggested Answer Key Check these words box.
doctor, lawyer, vet, nurse, police officer, writer, Suggested Answer Key
secretary, painter, etc tough job (phr): work that is difficult or challenging
beat (v): to defeat sb/sth
b) To introduce work-related vocabulary elite (adj): the most distinguished, skilled (people of
• Draw Ss’ attention to the pictures (A-F) and a group)
ask them to read the corresponding job risk (v): to endanger or allow the possibility of harm
titles. remote areas (phr): places that are not inhabited or
• Ask Ss around the class what kind of things are not easily accessible
they think each person does in their job. bravely (adv): without fear, courageously
• Read the questions in Ex. 1 and explain any parachute (v): to jump out of a plane or helicopter
unfamiliar vocabulary. with a parachute to help you reach the ground safely
• Elicit answers from Ss around the class. put out (phr v): to extinguish sth, often a fire
12
duty (n): the responsibility that sb has in their job

training (n): the course of preparing physically and 6 To practise forming adverbs from
mentally for sth adjectives
fit (adj): healthy and in a good physical condition • Explain the task to Ss and refer them back to
fire zone (n): an area that is alight with fire the table in Ex. 5.
padded (adj): having thick material making it • Allow Ss time to complete the task and check
protective Ss’ answers as a class.
face mask (n): a shield that sb wears on their face
to protect it Answer Key
helmet (n): a protective hat that people wear to 1 well 3 carefully 5 quickly
avoid injury to the head 2 bravely 4 happily 6 hard
backpack (n): a bag that people carry on their back
1 carefully 3 quickly 5 bravely
drop (v): to let sth fall
2 hard 4 happily 6 well
b) To read for specific information Speaking & Writing

• Ask Ss to read the text again and answer
7 To summarise a text
the questions.
• Allow Ss time to complete the task. • Write the headings job, duties, qualities needed,
• Elicit answers from Ss around the class. clothes & equipment and feelings on the board.
• Correct any mistakes and explain correct Ask Ss to write the same headings in their
answers. notebooks, with sufficient space under each
heading.
Answer Key
• On the board, write Smokejumper under the
1 C (line 4) 4 A (lines 24-25) job heading, as an example.
2 A (lines 8-9) 5 B (lines 29-30) • Ask Ss to read the text again and elicit answers
3 C (lines 17-18) from Ss and make notes under each heading.
• Ask Ss to imagine that they are Zach, and ask
4 To practise new vocabulary various Ss to present their job to the class
using their notes.
• Ask Ss to read the sentences and use words
• As an extension, initiate a question/answer
from the Check these words box to complete
session where the other Ss ask the speaking S
them.
about details of the job.
• Allow Ss time to complete the task.
• Check Ss’ answers as a class. Answer Key
Answer Key Job: smokejumper
Duties: parachute into remote areas to fight fires
1 put out 2 remote areas 3 fit 4 training
Qualities needed: brave, fit
Clothes & equipment: padded jump jacket, trousers,
Grammar
boots, gloves, face mask, helmet, backpack
5 To present adverbs of manner Feelings: happy
• Draw Ss’ attention to the grammar box. Suggested Answer Key

• Explain that adverbs of manner describe the A smokejumper parachutes into remote areas to fight
way in which we do something. fires. To be a smokejumper, you need to be brave and
• Read the examples aloud and ask Ss to think of fit. Smokejumpers wear a padded jump jacket,
other examples (e.g. he runs quickly, she smiles trousers, boots, gloves, a face mask and a helmet. I
happily, etc) am a smokejumper, I love my job. It keeps me happy.
• Explain the spelling rules. We usually add -ly,
but adjectives ending in -le drop the -e and 8 To personalise the topic
take -y. Adjectives ending in a consonant +y
drop the -y and take -ily. • Explain the task and ask Ss to give reasons why
• Ask Ss to read the text again and find they would/wouldn’t like to be a smokejumper.
examples of adverbs of manner. • Allow time for Ss to write a few sentences.
• Elicit answers from Ss around the class. • Ask various Ss to read their sentences to the
class.
Answer Key
bravely, quickly, safely
13
Suggested Answer Key • Play the recording and ask Ss to follow in

I would love to be a smokejumper. I think it is a their books.
fantastic job because you get to help save people Suggested Answer Key
and forest animals, and you also do something
Nick’s hobby involves investigating and recording
exciting./I wouldn’t like to work as a smokejumper. I
information about UFO sightings.
think it is very dangerous and scary. I wouldn’t like
to work long hours in difficult conditions. • Explain/Elicit the meaning of words in the
Check these words box.
BACKGROUND INFORMATION fascinated (adj): interested in sth
West Yellowstone is a town in Montana strange object (n): unusual thing
next to Yellowstone National Park. planet (n): a large object like the Earth that moves
around a star
meteor (n): a piece of rock or metal from space that
makes a bright light in the sky when it enters the
1b Hobbies
Earth’s atmosphere
military plane (n): a plane or aircraft that is used by
the military
curious (adj): wanting to learn more
explanation (n): the reason for sth
Vocabulary
involve (v): to consist of, include
1 a) To present vocabulary for hobbies mostly (adv): most of the time, mainly
investigate (v): to observe and make inquiries about sth
• Explain that a hobby is an activity that we sighting (n): the act of (briefly) seeing sth
do for enjoyment in our spare time. interview witness (phr): to ask sb questions who is
• Ask Ss to think of as many hobbies as they present when sth happens and has seen sth that
can and to make a list, then compare it with may be of use
their partner. Elicit answers. analyse (v): to examine, make notes and look
Suggested Answer Key carefully at sth
model making, stamp/coin collecting, jewellery hotspot (n): a place where action or events take place
making, reading, hiking, skateboarding, etc rooftop (n): the outside surface of the roof of a building
hillside (n): slope of a hill
record information (phr): to make notes about
b) To introduce unusual activities details about a specific thing or event
• Draw Ss’ attention to the pictures, and play camcorder (n): a portable video camera
the recording. Play the recording again, telescope (n): a scientific magnifying instrument
with pauses for Ss to repeat individually or which allows sb to see stars and other activity in space
chorally. device (n): an invention, often a machine
• Ask Ss if they know any of the activities, take up (phr v): to start doing an activity as a hobby
and ask them to make suggestions about enthusiastic (adj): excited about
what each activity involves. patient (adj): able to wait without becoming annoyed
• Ask Ss which activity they would choose to find out (phr v): to discover
do and why. Also ask which activity they spot (v): to see sth
wouldn’t like to do and why.
Suggested Answer Key b) To read for specific information and
summarise a text
I have heard of all of these hobbies, but I don’t do
any of them. I would like to try metal detecting • Ask Ss to read the text and complete the
some day. I think it would be fun and I might find sentences.
buried treasure. I wouldn’t like to try ghost hunting • Allow Ss time to complete the task.
because I think it would be quite scary. • Elicit answers from Ss and check as a class.
Answer Key
Reading
1 He is fascinated by the possibility of life on other
2 a) To read for gist planets (line 3)
2 investigate sightings (line 12)
• Explain the task and ask Ss to read only the 3 camcorders, cameras, telescopes and other devices
title and the introduction to answer the (lines 16-17)
question.
14
4 to be enthusiastic and patient (line 24) Answer Key

• Ask Ss to imagine that they are Nick and to Present Simple: tries, are, see, ‘m, want, does, ...
use words from the Check these words box involve, investigate, interview, analyse, go, record, etc
to think of things to say about their hobby. Present Continuous: is moving, are going out, are
• Allow Ss time to write down a few sentences. thinking, are waiting for
• Ask various Ss to talk about UFO hunting to
the class. 5 To practise the Present Simple and the
Suggested Answer Key Present Continuous
I am fascinated by the possibility of life on other • Explain the task, and tell Ss that they must use
planets, and my hobby is UFO hunting. I look for present simple or present continuous and the
strange objects in the sky. Most of the time they are words in brackets to complete the sentences
meteors or military planes, but not always. I like to and exchanges.
find explanations and investigate sightings. I watch • Allow Ss time to complete the task.
for UFOs on rooftops and hilltops, and record • Elicit answers from various Ss around the class.
information. I use camcorders, cameras and other • Check Ss’ answers.
devices. If you are enthusiastic and patient, you can Answer Key
take up UFO hunting, too. You may spot something!
1 do you hang out, go, watch
2 does Pete spend, surfs, reads
3 To practise new vocabulary 3 are you doing, am painting
• Draw Ss’ attention to the sentences, and ask Ss 4 is Jane, is preparing, is going
to complete them with appropriate words 5 Are you coming, am meeting
depending on their opinion.
• Allow Ss time to complete the task. 6 To present stative verbs
• Ask various Ss to read their sentences to the
• Draw Ss’ attention to the grammar box.
class.
• Explain that stative verbs are usually only used
Suggested Answer Key in the Present Simple form as they describe a
1 I find UFO hunting exciting because there are state, thought or feeling rather than an action
many UFOs out there and we can’t explain or event. Give examples.
what they are. • Explain that some stative verbs are used in the
2 I don’t like ghost hunting because I don’t Present Continuous form, but the meaning of
believe in ghosts. the verb changes. Read the example from the
3 My hobby is metal detecting because I find a lot box aloud.
of old coins and other interesting things. • Explain the task and allow Ss time to complete it.
• Elicit answers from Ss around the class.
Grammar Answer Key
4 To compare the Present Simple and the 1 believes
Present Continuous 2 does not/doesn’t understand
3 am seeing (which means is meeting), Do you want
• Draw Ss’ attention to the grammar box. 4 loves
• Focus on the Present Simple form, and explain 5 is tasting (which means is trying), smells
that we use it to talk about permanent states, 6 are you looking (which means is staring at)
facts, habits, routines and timetables. Read the
examples for each usage aloud.
• Point out the time expressions (every day, on 7 To practise the Present Simple and
Mondays, often) that we use with the present Present Continuous forms in a personalised
simple. context
• Read the Present Continuous uses (actions • Explain the task and tell Ss that they should use
happening now or around the time of speaking, their own answers to complete the sentences.
future arrangements and temporary situations) • Ask Ss to pay attention to the time expressions
and examples aloud to the class. used in each sentence.
• Point out the time expressions (now, at the • Refer Ss back to the grammar box if necessary.
moment, at present) that are used with the • Check Ss’ answers as a class.
present continuous.
• Ask Ss to read the text again and find examples
of present simple and present continuous forms. 1 am going to a football game
• Check Ss’ answers as a class. 2 stay in on a Saturday night
15
3 come around to my house • Explain/Elicit the meaning of words in the

4 am doing my homework Check these words box.
5 am going to London
6 stay in bed late at the weekend
cash (n): money in notes and coins
Speaking & Writing part-time (adj): (of work) lasting for only a few hours
earn (v): to get money in return for work
8 To write about your hobby average wage (phr): the estimated amount of
money people get paid across a group
• Explain the task, and tell Ss to answer the
waiting tables (n): what sb does as a waiter or
questions first and then use their answers to
waitress, including taking orders and clearing tables
write a short paragraph about their hobby.
delivery (n): the bringing of goods to sb
cashier (n): sb who works with a cash register
• Ask various Ss to read their paragraphs to their
customer service (n): a company department responsible
partners.
for helping customers with questions or complaints
Suggested Answer Key available (adj): free
1 underwater photography campus (n): an area that contains the main
2 scuba diving to take photographs of marine life buildings of a university or college
3 most weekends camp counsellor (n): sb who works at a camp,
4 yes – scuba equipment and underwater cameras organising events and supervising children
internship (n): a programme for students or
My hobby is underwater photography. It involves graduates to acquire practical career training
scuba diving to take photographs of marine life. I profession (n): occupation
practise my hobby almost every weekend. I always experience (n): knowledge or skill in a particular job/
go with friends. I have lots of equipment. I have all activity
my own scuba diving gear and two underwater clerk (n): an office worker
cameras and one underwater video recorder. offer (v): to propose, to give
1c Culture Corner b)
•
•
To read for specific information
Explain the task and ask Ss to reread the text.
Allow Ss time to complete the task.
1 To introduce the topic
• Ask Ss to correct the false statements.
• Read the questions in the rubric.
Answer Key
• Start a discussion about part-time jobs and
what kinds of jobs students do. 1 F (60% of all university students work.)
• Ask Ss about jobs, and write a list of suggested 2 NS
jobs on the board. 3 F (They get free room and board.)
4 NS
Suggested Answer Key 5 T (The job can often be low-paid or even unpaid.)
Most university students have part-time jobs such as
waiter/waitress or delivery person.
3 To present synonyms
Reading • Explain the task and remind Ss that synonyms

are words with the same meaning.
2 a) To predict content of a text • Read the list of words aloud and allow time for
Ss to read the text and find the synonyms.
• Draw Ss’ attention to the pictures and ask
• Write the list on the board, and elicit answers
them what kind of jobs they show and what
from Ss around the class.
other jobs they think American students have.
• Write the words from the text next to their
• Write Ss’ suggestions on the board.
synonyms and ask Ss to copy the pairs into
• Play the recording and ask Ss to follow in
their books.
their books and check.
Answer Key
Answer Key
1 ideal 3 graduate 5 assistant
waiter, delivery person, cashier, customer service,
2 average 4 room and board
research assistant, teaching assistant, camp
counsellor, lab assistant, research assistant,
computer lab assistant, office clerk.
16
• Read the phrases aloud and ask Ss to follow

4 To consolidate information in a text/ in their books.
To develop critical thinking skills • Play the recording for Ss to repeat.
• Explain the task, and allow Ss time to think of • Ask Ss which of the speakers they think
which job they would like to do and why. says each of the phrases.
• Allow Ss time to write a short paragraph. • Draw two columns, labelled ‘Interviewer’
• Ask various Ss to read their paragraphs to their and ‘Job applicant’ on the board. Put the
partners. phrases according to Ss’ suggestions in the
• Do a class vote for the jobs in the text to see appropriate columns.
which is the most popular.
b) To listen and read for context and
confirmation
I would prefer to work outdoors, perhaps as a camp
counsellor. I like working outdoors and especially • Play the recording and ask Ss to follow in
with anything related to sports. I think a camp their books.
counsellor is a great job because you organise • Check Ss’ answers as a class, and circle the
sports and other activities and have fun. phrases in the correct columns on the
board. Rewrite incorrectly-placed phrases in
the correct columns.
5 To compare the topic with Ss’ own
country Answer Key
• Explain the task, and allow time for Ss to think Interviewer: Please have a seat. Tell me a little
about the differences or similarities between the about yourself. Why do you think you’ll be a good
jobs university students do in the USA and the shop assistant? Do you have any experience in this
jobs university students do in Ss’ own country. type of work?
• Ask Ss to write a few sentences. Job applicant: Well, I think I’m hardworking and
• Ask various Ss to share their thoughts and read honest. Here’s a letter of recommendation. I can
their sentences to the class. start immediately. Thank you very much for your
time.
I think that in my country students do more or less 3 To present synonymous phrases
the same jobs that students in the USA do. They
mostly work as waiters and delivery people, but they • Ask Ss to read the dialogue again and suggest
also work in shops and supermarkets as cashiers. which sentences match those in the list.
• Elicit answers for each sentence.
1d Everyday English
• Explain that there are often two or more ways
of saying the same thing.
• Check Ss’ answers as a class.
Answer Key
1 To read for specific information Sit down, please. – Please have a seat.
I’d like to find out about you. – Tell me a little about
• Draw Ss’ attention to the two adverts, and yourself.
allow time for Ss to read them. I understand. – I see.
• Ask Ss what job is being advertised in each You will hear from me. – I’ll be in touch.
advert and who should apply for it.
• Elicit answers from Ss around the class. Intonation
Answer Key
4 To practise intonation when asking
A – waiter/waitress, hardworking and reliable people
different kinds of questions
B – shop assistant, friendly and energetic people
• Read the information in the box aloud.
Students or other people seeking part-time work
• Ask Ss which of the questions in the exercise
should apply.
they expect to have rising intonation, and
which they expect to have falling intonation.
2 a) To introduce situational language • Play the recording.
and understand the role of the speakers • Play the recording again with pauses so Ss can
• Explain that the dialogue in the task is repeat each word individually or chorally.
between an interviewer and job applicant. Answer Key
1 falling 2 rising 3 rising 4 falling
17
Speaking Vocabulary
5 To act out a dialogue 1 a) To present new vocabulary
• Divide the class into pairs and explain the task. • Draw Ss’ attention to the pictures, and read
Tell Ss that the dialogue should be about A, the list of adventure sports aloud.
the waiter/waitress job from Ex. 1. • Explain the task and allow Ss time to
• Go through the plan and ask Ss to follow it in complete it.
their dialogue. • Play the recording for Ss to check their
• If they need extra help, refer Ss back to Ex. 2. answers.
Tell them to use the same format for their • Play the recording again for Ss to repeat the
dialogue. words individually or chorally.
• Ask various Ss to act out their dialogue in front
Answer Key
of the class.
1 D 3 F 5 E 7 G 9 A
Suggested Answer Key 2 C 4 B 6 I 8 H
A: Good morning. I’m Sam Brown.
B: Nice to meet you, Sam. Please have a seat. b) To categorise vocabulary
A: Thank you.
B: So, Sam, tell me about yourself. • Write land, water and air on the board in
A: Well, I’m a student and I’m looking for a part- three columns.
time job to help pay for university. • Ask Ss to look at the pictures again and ask
B: I see. Why do you think you’ll be a good waiter? them which of the sports you can do on
A: Well, I’m hardworking and reliable and I like land, on water and in the air.
working with the public. People tell me I’m a • Elicit answers from Ss around the class, and
friendly and helpful person. write their suggestions under the appropriate
B: Do you have any experience in this type of work? columns on the board.
A: Yes. I worked part-time in a café last summer. Answer Key
Here’s a letter of recommendation.
Land: mountain biking, street luge, motocross racing,
B: Oh, that’s great! If we offer you the job, when
speed skiing, rock climbing
can you start?
Water: windsurfing, free diving, white-water rafting
A: I can start immediately.
Air: paragliding
B: OK. I think that’s all I need to know. I’ll be in
touch.
A: Thank you very much for your time. 2 To practise using new vocabulary
• Ask Ss which of the adventure sports they have
1e Adventure sports
done before.
• Ask Ss which of the sports they would like to
do, by having a class vote and keeping a tally
of how many Ss would like to do each sport.
• Tell Ss to think about why they would like to
BACKGROUND INFORMATION do their chosen sport.
• Draw Ss’ attention to the list and encourage
Adventure sports (or extreme sports, as them to think of their own reasons why they
they are often called) are sports that have a want to try the particular sport.
higher level of danger, excitement and • Divide the class into pairs and ask them to
required skill than regular sports. speak to their partner about which sports they
Adventure sports have become increasingly have done before, which sport they would like
popular since the 1990s, with a wide range to do and why.
of sports taking place in the water, on land • Select pairs around the class to share their
and in the air. Classic examples are ideas.
windsurfing, kiteboarding, street luge and
rock climbing. Participants need to be fit and
be trained in the specific sport, as well as I have tried paragliding before. I really want to try
have the appropriate safety equipment. white-water rafting because I like spending time
outdoors and I want to try something thrilling.
18
Listening wetsuit (n): a tight-fitting suit that is worn by

divers in the sea
3 To listen for specific information goggles (n): tight-fitting glasses that are used to
• Explain the task and ask Ss to look again at the protect eyes
list of adventure sports. monofin (n): a single flipper that fits both feet, like
• Play the recording. a fish’s tail
• Elicit answers from Ss around the class. flipper (n): shoe-like footwear with long paddles
• Play the recording again and ask Ss which extending from the toes which help with underwater
words helped them to identify the sport. swimming
• Check answers as a class. mermaid (n): a mythical creature which is half-
woman, half fish and lives in the sea
Answer Key champion (n): sb who is the best at sth they do and
A paragliding C mountain biking has won competitions/awards for it
B windsurfing lungs (n): the organs in our body which are like
bags and inflate and deflate as we breathe
Reading shrink (v): to get smaller
double in size (phr): to become twice as big
4 To read for gist come naturally (phr): to be easy to do because it
• Ask Ss to read only the title and the first feels natural
sentence of each paragraph in the text. meditation (n): a state of focus, quietness and
• Ask Ss what they think the text is about and stillness
write their ideas on the board. hold her breath (phr): to inhale, and not breathe
• Play the recording and ask Ss to follow in their out, but hold the air in her lungs
books. distraction (n): sth that draws sb’s attention away
• Refer back to the board and tick the correct from sth they are doing
suggestions. bark (v): (of dogs) to make a short loud noise
totally silent (phr): completely without noise
Suggested Answer Key environmental campaign (n): a plan or operation
The text is about a woman who does freediving. with goals and measures to help the environment
5 To read for specific information 6 To practise new vocabulary

• Explain the task, and tell Ss that they must • Explain the task and point out that Ss must use
choose the best answer depending on what’s the correct form of some of the words.
written in the text. • Allow Ss time to complete the task.
• Allow Ss time to read the questions, the • Elicit answers from Ss around the class.
possible answers and the text again. • Check Ss’ answers as a class.
• Elicit answers from Ss around the class and ask
Answer Key
them for evidence from the text to justify their
answers. 1 shrink 3 totally silent 5 champion
• Check Ss’ answers as a class and correct mistakes. 2 held her breath 4 air tank 6 goggles
• Explain/Elicit the meaning of the words in the
Check these words box. 7 To introduce antonyms
Answer Key • Explain the task and tell Ss that the words
1 C line 4 3 B lines 10-12 given are antonyms (or opposites) of the words
2 A line 9 4 C lines 15-17 in bold in the text.
• Allow Ss time to reread the text and match the
Suggested Answer Key antonyms.
final (adj): last • Write the list of provided words on the board
deep breath (phr): the act of inhaling deeply to and the words in bold in a separate list.
completely fill your lungs with air • Ask various Ss to approach the board and draw
dive (v): to plunge into water head first lines to match the antonyms.
carry on (phr v): to continue • Check Ss’ answers, and ask Ss to complete
surface (n): the top edge of sth them in their books.
hold a record (phr): to have the best result that has
Answer Key
ever been achieved
air tank (n): a metal canister filled with compressed 1 shrink 3 busy 5 dangerous
air that divers use to breathe underwater 2 new 4 terrific 6 deep
19
Speaking & Writing • Play the recording. Ss listen and follow the
text in their books and find out.
8 a) To act out an interview
• Explain the task, and tell the Ss that they All these activities can be part of a volunteer holiday.
should prepare an interview with questions
and answers.
• Ask Ss to use the information and vocabulary 2 To read for specific information
from the text in their interview. • Ask Ss to read the sentences 1-5.
• Divide the class into pairs and allow time • Give Ss time to read the text again and mark
for Ss to prepare. the sentences accordingly.
• Ask various Ss to act out their interviews in • Check Ss’ answers.
front of the class.
Answer Key
Suggested Answer Key 1 NS 2 T 3 F 4 NS 5 T
A: How long can you hold your breath?
• Refer Ss to the Check these words box and
B: I can hold my breath for up to five minutes.
elicit/ explain the meanings of any unknown
A: How do you manage to hold your breath for so
words. Alternatively, ask Ss to look up their
long?
meanings in the dictionaries.
B: I think my years of practising yoga and
meditation have helped me to relax and use my Suggested Answer Key
lungs to their full potential. volunteer work (n): working for free for a good cause
A: How do you feel when you are freediving? unpaid work (n): work without wages
B: I feel totally comfortable. I love the silence. etc. charity (n): an organisation that helps needy people
non-profit organisation (n): an organisation that
b) To consolidate information in a does not aim to make any money
text/ To develop critical thinking skills orphan (n): a child whose parents are dead
endangered species (n): a plant/animal in danger of
• Ask Ss to imagine that they are Sara and
dying out
they are swimming underwater.
project (n): a task that requires a lot of effort
• Tell Ss to write a few sentences about the
community (n): a group of people living in the same
experience and specifically what they can
area
see and how they feel, referring to the text
develop skills (phr): to gain useful knowledge and
as necessary.
abilities
practical (adj): hands-on
• Select various Ss to read their sentences to
participate (in) (v): join in
their partners or the class.
conservation (n): protection of wildlife
Suggested Answer Key wildlife research (n): studying plants/animals
I can see dark blue water all around me. There are protect (v): to look after
some fish, too. I feel calm, relaxed and happy. I love conserve (v): to help sth last a long time
how peaceful it is under the water. I feel great! monitor (v): to watch and check sth
effort (n): trying hard to do sth
1f
improve (v): to make sth get better
Voluntary work 3 To consolidate information in a text

Elicit answers to the question on the rubric from
Vocabulary Ss around the class.
1 a) To present new vocabulary Answer Key
• Direct Ss’ attention to the pictures. Educational projects – teaching English & Maths
• Play the recording. Construction projects – building schools
• Ss listen and repeat chorally and/or Conservation projects – doing wildlife research or
individually. protecting endangered animals
b) To predict the content of a text and 4 To consolidate new vocabulary

read for gist • Explain the task and give Ss time to complete
• Elicit Ss’ guesses about how the activities it.
can be related to a volunteer holiday. • Check Ss’ answers around the class.
20
Answer Key
1 non-profit 4 volunteer 7 foreign 9 To practise key word transformations
2 improve 5 community 8 research • Read the rubric aloud and then give Ss time to
3 difference 6 monitor write new sentences using the word in bold.
• Ask various Ss around the class to read their
Grammar sentences aloud.
5 To practise infinitive and -ing forms Answer Key
• Revise infinitive & -ing forms. 1 good at organising

• Give Ss time to complete the task and then 2 had difficulty writing
check Ss’ answers. 3 looking forward to going
• Refer Ss to the Grammar Reference section. 4 is not as good
Answer Key
10 To personalise the topic
1 to starting 3 working 5 go
2 to do 4 to find 6 to working • Give Ss three minutes to write a few sentences
in answer to the question in the rubric.
• Ask various Ss around the class to share their
6 To practise (to) infinitive and -ing answers with the class.
forms using personal examples
• Explain the task. Give Ss time to complete the
task. I would like to go on a volunteer holiday to teach
• Check Ss’ answers. children English/to help build schools in poor
villages/to help conserve wildlife.
Answer Key
1g Skills
My brother would love to get a top job.
My best friend doesn’t want to start his own business.
I hope to get a summer job this year.
My sister hates dressing smartly.
Tomas doesn’t mind working in an office. Vocabulary
My dad is used to working in an office.
1 a) To present new vocabulary
7 To revise comparative forms • Draw Ss’ attention to the pictures.
• Read the examples aloud and elicit what type • Play the recording, and ask Ss to follow in
of comparisons each sentence makes from Ss their books.
around the class. • Play the recording again with pauses for Ss
1 – to compare two people/things to repeat individually or chorally.
2 – to compare three or more people/things
3 – to show something is/isn’t similar in some way b) To personalise the topic
4 – to show something is increasing
• Ask Ss which jobs are popular in their
5 – to show the degree of difference between things
country and write a list on the board.
• Elicit further examples in the text from various • Take a class vote to see which Ss would like
Ss. to do each job. Keep a tally next to each job.
• Ask Ss to think about why they would like
Answer Key
to do their selected job.
more and more, more, brighter than • Repeat the vote for jobs from the list that
Ss wouldn’t like to do. Keep a similar tally
8 To practise comparisons in a different colour.
• Ask Ss why they wouldn’t like to do those
Give Ss time to complete the task and then check
jobs.
Ss’ answers.
Answer Key
Working as a delivery person is a popular job for
1 more interesting 4 the most tiring 7 easier
students in my country.
2 the least 5 the happiest
I would like to be a video game tester because I love
3 harder, harder 6 more, better
video games. I wouldn’t like to be a gardener. I think
it would be very tiring.
21
2 To present a text type and to read for 5 To practise writing in a specific style
cohesion and coherence
• Explain the task to Ss.
• Draw Ss’ attention to the text. • Remind Ss to use the CV in Ex. 2 as a model.
• Ask Ss what they think this is and what it is • Allow Ss time to complete the task.
used for. Elicit answers from Ss around the class. • Ask various Ss to read their CVs aloud to the
• Explain the gap-fill task and allow time for Ss class.
to complete it. Ask Ss around the class to say
which missing word goes where.
• Check Ss’ answers. CV
Boris Martin
Answer Key 6 Elm Street
It is a CV. 35163, Aurora
It is for a job application. New Zealand
bmartin@gmail.com
1 Degree 5 Waitress
Date of birth: 06/04/1994
2 University 6 Shop
Education
3 grades 7 Interests
2009-2012
4 Lifeguard 8 travelling abroad
Secondary School, Aurora
Work Experience
Listening
Summer 2012
3 To listen for key information Waiter, Dave’s Restaurant, Aurora
Summer 2011
• Explain the task and read out the Study Skills Lifeguard, Aurora Community Centre, Aurora
box. Hobbies & Interests
• Ask Ss to read the list of names and the jobs. Swimming, hiking and reading crime novels.
Elicit what each job is about.
1h Writing
• Play the recording. Ss listen and match. Play
the recording again with pauses for Ss to check
their answers.
Answer Key
1 To read for gist and to identify a
1 D 2 G 3 E 4 C 5 A writing style
Speaking • Ask Ss to read the letter.

• Draw Ss’ attention to the question in the
4 To practise asking for personal details rubric, and elicit answers from around the
class.
• Explain the task and draw Ss’ attention to the
questions in the box. Answer Key
• Refer Ss back to the text in Ex. 2 for answers. To apply for a job
• Divide the class into pairs and allow time for Ss
to ask and answer.
2 To read for specific information
• Ask various pairs to act out their interview in
front of the class. • Read through the list and ask Ss to read the
letter again and make a note of which points
are included. Remind Ss to write which
A: How old are you, Ruth? paragraphs the information appears in.
B: I’m 22. • Give Ss time to complete the task.
A: Are you married or single? • Check Ss’ answers.
B: I’m single.
A: What qualifications do you have? Answer Key
B: I have a degree in English Literature and French. Items included: 1, 3, 6, 7
A: What kind of experience do you have? 1 – paragraph 3 6 – paragraph 2
B: I worked as a lifeguard, a waitress and a shop 3 – paragraph 4 7 – paragraph 1
assistant.
A: What are your hobbies and interests?
B: I enjoy learning foreign languages, swimming,
scuba diving and travelling abroad.
22
• Ask Ss to write 120-150 words and to check

3 To present formal and informal their writing using the advice in the Study Skills
language box (read it aloud and explain if necessary).
• Draw Ss’ attention to the Writing Tip and read • Ask various Ss to read their letters to the class.
through the tips for formal writing. Suggested Answer Key
• Explain that Ruth’s letter uses formal writing, Dear Sir/Madam,
and give Ss a few minutes to identify and I am writing to apply for the position of part-time
underline some of the formal phrases. shop assistant which was advertised in the Daily
• Explain that the informal phrases in the list Gazette on 27th May.
have a meaning similar to the formal phrases in I am 18 years old and studying English at university. I
bold in the text. feel that a part-time job at a bookshop would be of
• Give Ss time to match the phrases. great value to me.
• Elicit answers from Ss around the class. I worked in a small bookshop two years ago and in
Answer Key the local library for two months last summer.
A 8 C 1 E 5 G 2 I 3 I consider myself to be a very hardworking and
B 9 D 6 F 7 H 4 enthusiastic person. I enjoy working with the public
and am very friendly and helpful.
Writing Please find enclosed a copy of my CV. I am available for
an interview at any time. I look forward to your reply.
4 To write a cover letter Yours faithfully,
Lisa Brown
• Draw Ss’ attention to the advert and explain that
1i
they should write a letter applying for this job.
• Ask Ss to follow the plan presented.
• Refer Ss back to the Writing Tip and ask them
to use a formal style in their letters. Write the
Curricular: PSHE
sentences in the Useful Language box on the
board and ask Ss to copy them into their 1 To introduce the topic
notebooks and use them to write their letters. • Read the dictionary definition of career to the
• Refer Ss to Writing Bank 1 for more information. class.
• Ask the class why they think it’s important to
Useful language for writing cover letters choose the right career.
• Write Ss’ ideas and suggestions on the board.
Reason for writing
I am writing to apply for the position of ... which Suggested Answer Key
was advertised in ... . It is important to choose the right career because if
With reference to your advertisement in ..., I am you do something that you like and enjoy your
interested in applying for the position of ... . work, then you will be happy in life.
Qualifications/Experience
I am a student at ... . 2 a) To predict the topic of a text
I have a degree in ... . • Ask various Ss what kind of career they’d
I am studying for a Master’s degree in ... . like to have.
I have no experience in ... . • Write Ss’ ideas on the board to identify a
Although I have no experience, I feel that I would range of ‘dream jobs’ and chosen careers.
be suited for the post. • Allow Ss time to complete the quiz.
Personal qualities • Write A, B and C (quiz results) on the board
I am reliable/hardworking/careful. and do a class vote to see how many
People say I am ... . students belong to each category.
I consider myself to be ... . Suggested Answer Key
Availability/Contact details I would like to become a vet.
I am available for an interview ... .
I would be grateful if you would consider me for b) To analyse a quiz result
the position. • Ask how many Ss agree with their quiz
I am available for an interview at your convenience. results and how many don’t agree.
I can be contacted at ..., or by telephone on ... . • Elicit reasons as to why the Ss agree or
I look forward to hearing from you. don’t agree with their results.
(Ss’ own answers)
23
• Explain/Elicit the meaning of words in the • Give Ss time to collect information using the
Check these words box. Internet or other resources and ask various Ss
to present their chosen career to the class.
key (n): important element Suggested Answer Key
suit (v): to match I would like to become a History teacher. To be a good
skills (n): special abilities History teacher, you need to have a passion for
interest (n): sth that sb is curious or enthusiastic about history and enjoy sharing this knowledge with others.
useful (adj): effective/practical You also need to be very communicative and patient
blanket (n): a thick covering used on beds to keep with students. A History teacher’s duties include
people warm preparing lessons, delivering lessons and correcting
comfort (v): to make sb feel better papers. History teachers earn reasonably good wages.
mood (n): emotion
1
by myself (phr): alone
agree (on) (v): to have the same opinion of sth as sb
else
spontaneous (adj): acting on impulse
Moscow Culture
down-to-earth (adj): logical Listening & Reading
engineer (n): sb who plans, constructs and manages an
engineering project (e.g. building, machine operating, etc) 1 To introduce the topic through
electrician (n): sb who works with electrics personal questions
social worker (n): sb who works with people and
Elicit answers from Ss around the class and ask
social problems
them to justify their answers.
psychologist (n): sb who provides emotional therapy
and is involved with testing and research concerning Suggested Answer Key
the mind I would like to be an architect because I find this job
film director (n): sb who oversees the filming of a really interesting and I think it will suit my
film and tells the actors what to do personality. I’m quite creative as I often develop
original ideas and I am excellent at Art and drawing.
c) To expand the topic and express a
personal opinion 2 To predict the content of a text; to
• Read the rubric aloud and allow Ss three listen and read for gist
minutes to consider the question and • Direct Ss to the title of the text and the photo.
formulate their answers. Then, elicit suggestions from Ss around the class.
• Ask various Ss to share their answers with • Play the recording and ask Ss to follow the text
the class. in their books and find out.
Suggested Answer Key Suggested Answer Key
Yes, I do. For example, it is obvious that creative or In Moscow, there are various projects to help
artistic people make better fashion designers, interior students decide on their future career and find out
designers or film directors./No, I don’t. I think anyone all about their future job. Some of them are the
can do whatever they want if they study hard and following: Young Experts, Travel to the City of
work hard. Experts, Moscow pupil’s Saturdays and Professional
Environment.
3 To practise new vocabulary • Explain/Elicit the meaning of the words in the
• Explain the task and tell Ss to use words only Check these words box.
from the Check these words box. Suggested Answer Key
carry out (phr v): to do sth
career guidance (phr): advice given to sb to help
Answer Key them decide what job they want to do
1 down-to-earth 3 spontaneous 5 by myself framework (n): a set of ideas or facts that provide
2 skills 4 engineer support for something
quest game (n): a game in which people search for
sth as a group
4 To research and present further ideas
leading (adj): most important
about a career
worthwhile (adj): useful
• Explain the task and ask Ss to think about a competence (n): sb’s ability to do sth
career that suits them.
24
training (n): the process of learning the skills that I would like to ask them: What skills and competences
you need for a particular job does a person need to join this profession?
aspect (n): a particular part of sth What training is necessary to be an excellent doctor?
1
• Ask Ss to read the text again and answer the
questions.
Skills
Listening
• Correct any mistakes and explain correct answers. 1 To prepare for a listening task
Answer Key • Ask Ss to read the rubric and then think of
1 Young Experts and Travel to the City of Experts problems related to different jobs and make
2 Travel to the City of Experts notes.
3 Moscow pupil’s Saturdays • Ask Ss to compare their answers with their
4 Moscow pupil’s Saturdays partner and then check Ss’ answers on the
5 Travel to the City of Experts board.
6 Professional Environment
7 Moscow pupil’s Saturdays
8 Travel to the City of Experts, Moscow pupil’s Nurse – headache, swollen ankles, sore feet
Saturdays and Professional Environment Painter – backache, stiff neck, etc
9 Young Experts
2 To listen for specific information
Speaking & Writing
• Play the recording. Ss listen and complete the
4 To expand the topic and express a task. Play the recording again with pauses for Ss
personal opinion to check their answers.
• Ask Ss to work in pairs in order to discuss the
topic and exchange their views. Answer Key
• Invite pairs of Ss to talk in front of the class. Speaker 1 – B Speaker 3 – D Speaker 5 – C
Speaker 2 – A Speaker 4 – F
A: I think it’s very important to get professional Suggested Answer Key
advice on your future career. 1 40-hour week, after hours, at weekends,
B: Really, why? paperwork endless
A: Because, the more advice you get, the easier it 2 dream job, new place, 24/7, 12-hour shifts,
will be to decide what you want to do. This way aching feet, headaches
you will have more information about all the 3 slight risk, always follow safety procedures
different careers you could do. 4 neck and shoulder pain
B: Will that make it easier for you to choose your 5 vocalist, my voice
perfect career?
A: Yes. It will make it a lot easier. What do you think? Reading
B: Well, by asking for professional advice it helps
you learn important life skills. 3 a) To read for gist
A: That sounds really great! • Ask Ss to look at the title of the text and
the picture and then skim read the text to
5 To develop creativity and critical get the gist of what it is about.
thinking skills • Elicit answers.
• Explain the task and ask Ss to prepare their Answer Key
notes. The text is about a family of stunt people.
• Allow time for Ss to complete their work.
• Ask various Ss to read their notes to the class.
b) To read for specific information
I would like to learn about the professional • Ask Ss to read the text again.
education in the medical profession. • Allow Ss time to complete the task.
I would like to meet a successful doctor and • Elicit answers from Ss around the class.
experienced health professionals at the event.
25
Answer Key Answer Key

1 NS 2 T 3 T 4 T 1 comes 4 to make 7 to go
2 Finding 5 earlier
3 will help 6 to take on
Speaking
4 a) To make and justify a decision Writing
Give Ss time to read the rubric and then ask Ss
6 To analyse a rubric, make notes and
to work in pairs and take turns to complete the
write a letter of application
task. Monitor the activity around the class and
then ask various Ss to report their decisions • Explain the task and ask Ss to read the rubric
and reasons to the class. and make notes under the headings: where you
saw the advert, why you think you could be a
good chef and questions about the course.
If I were you, I would choose between being a
babysitter and being a lifeguard. I wouldn’t work in Suggested Answer Key
a supermarket as a cashier because although it is a where you saw the advert – Daily Gazette 28th
responsible job and you would meet lots of people, April, I want a career as a chef
you would probably have to work shifts and it why you think you could be a good chef –
would be very boring and repetitive work. Also, you hardworking, love of food, quick learner, kitchen
would be stuck indoors all the time. assistant in café, worked at a snack bar
I think babysitting would be a good job because you questions about the course – Please send me an
are very good with children. Also, you would application form & details of the enrolment requirements?
probably only have to do it in the evenings so you What is course content and length?
would have most of your days free. On the other
• Give Ss time to complete the task and then
hand, you may not have the opportunity to earn
very much money.
Therefore, I think you should go for a job as a Suggested Answer Key
lifeguard. You are very good at sports and so you Dear Sir/Madam,
have the swimming ability needed. Also, you get to I would like to apply for the chef training course which
spend the whole summer on the beach. Finally, you I saw advertised in the Daily Gazette on 28th April as I
would have all your evenings free and I think it am very interested in pursuing a career as a chef.
would be good experience for the future. It would I am currently working as a part-time kitchen assistant
also be good to have a position of responsibility like at a local café. I also worked at a snack bar last summer.
this on your CV. I love food and I consider myself to be hardworking and
enthusiastic. I am also a quick learner.
b) To analyse a model answer Please could you send me an application form and details
of the course content? I would also like to know the
• Play the recording. Ss listen and say which length of the course and the enrolment requirements.
job the speaker chooses and why. Thank you very much. I look forward to hearing
• Elicit if Ss agree with the speaker. from you.
Answer Key Yours faithfully,
The speaker chooses the lifeguard job because she John Smith
thinks that it would be a good match to her friend’s
1
skills, it would be more enjoyable to be on the beach
Russia
than indoors in the summer. Also, she thinks it
would be good to have such a position of
responsibility on her CV for the future.
Reading & Listening
Grammar
1 a) To introduce the topic
5 To complete a text and check for • Read the questions in the rubric.
lexico-grammatical correctness • Start a discussion about the area and what
• Explain the task and give Ss time to complete lives there.
it. • Write a list of suggested answers on the
• Check Ss’ answers around the class. board.
26
Suggested Answer Key sheet of ice (n): a large area of frozen water covering
Many different animals, including the Baikal Seal the surface of sth
live there. surface (v): to come up from under the water
entrance (n): the opening or way to come or go into
a place
b) To predict content of a text
exit point (n): the opening or way to leave a place
• Ask Ss to look at the pictures and ask what
• Explain the task to Ss and allow Ss time to
they know about ice diving.
complete it.
• Elicit how to ice dive in Lake Baikal.
• Check Ss answers around the class.
• Write Ss suggestions on the board.
• Play the recording. Ss follow in their books Answer Key
and check. 1 freshwater lake 3 sheets of ice
Answer Key 2 invisible 4 host
You cut a large hole in the ice as an entrance and

exit point. 4 To consolidate information learnt from
a text
2 To read for specific information • Explain the task and ask Ss to look back
through the text and write down some notes.
• Explain the task and ask Ss to reread the text.
• Give Ss time to complete the task and then ask
some Ss to present their answers to the class.
• Ask Ss to correct the false statements. Suggested Answer Key
Answer Key • prepare dive carefully, can be dangerous

• cut a large hole in the ice to enter and exit
1 F (... freshwater lake)
• draw lines in the ice that they can see from
2 T
underwater
3 NS
• when everything is ready and safe, they dive in
4 T
5 F (... beauty of the ice that covers the lake in winter.) An ice diver in Lake Baikal must prepare the dive
6 F (... to help them find their way back to the hole.) carefully because it can be dangerous. First, they cut
a large hole in the ice to use to enter and exit. They
also draw lines in the ice that they can see from
3 To consolidate new vocabulary
underwater to make sure they can get back to the
• Refer Ss to the Check these words box and hole. When everything is ready and safe, they dive in!
explain/Elicit the meaning of the words or ask
Ss to look them up in their dictionaries.
5 To personalise the topic
Suggested Answer Key • Explain the task to Ss.
diving (n): an underwater sport/activity using special • Tell Ss to answer the questions in the rubric
breathing equipment and use the answers to write their paragraph.
freshwater (adj): containing water that is not salty • Allow Ss time to complete the task.
lake (n): a large body of water surrounded by land • Ask various Ss to read their paragraphs to the
destination (n): the place where someone is going class.
truly (adv): really, genuinely as stated
natural beauty (n): attractive quality or feature
found in nature My favourite sport is ice hockey. I practise every day
biodiversity (n): many different types of plants and after school for 2 hours. I am on the school team. In
animals in their natural environment the winter, I practise at the ice rink behind the
host (n): an area where certain plants and animals live school. At the weekends, I play ice-hockey with my
flora (n): plants which grow in a specific area friends on the frozen pond near my house. In the
fauna (n): animals which live in a specific area summer, I play field hockey.
invisible (adj): not able to be seen
dive (n): the act of going underwater using special
breathing equipment
27
Culture and Stories

Topic Vocabulary: Nouns (string, sensation, social media, lyrics,
icon, pop culture); Adjectives (phenomenal, outrageous,
In this module Ss will explore the topics of cultural reigning); Phrase (play by ear)
activities and experiences, stories, films, books and
travel.
2d Everyday English 31
Modular page Lesson Objectives: Expressing opinions, intonation
25 when expressing feelings
Lesson Objectives: Overview of the module Vocabulary: Sentences (What was it like?, It was
Vocabulary: Cultural activities (taking a guided tour of a fantastic!, The dancers were amazing!, Did you enjoy it?,
museum, attending a rock concert, having a ballet lesson, Not really., It was nothing special.)
reading a classic novel, practising playing the flute,
watching traditional dancing)
2e Amazing performances 32-33
2a Seeing the world Lesson Objectives: To listen and read for gist, to read
26-27 for specific information, to learn used to, to summarise
Lesson Objectives: To listen and read for gist, to read a text
for specific information, to learn the Past Continuous Vocabulary: Verbs (gather, gallop, reveal); Phrasal verb (start
affirmative, to listen for specific information and out); Nouns (ancient times, lantern, ribbon, kaleidoscope,
sequence of events crowd, acrobatics, emotion, whip, somersault, loyalty,
Vocabulary: Travel experiences (He got caught in bad bravery, warrior, cruelty); Adjectives (hanging, grand, fiery,
weather., He made friends with the locals., He caught the sharp, high-pitched, wild); Phrase (fall in love with)
wrong bus., He tried some spicy food., He travelled on an
oxcart., His backpack got stolen., He went on a boat trip
and got seasick., He got bitten by mosquitoes.); Verbs 2f Haunted buildings 34-35
(head back to, buzz around, bite, share, grab); Phrasal
Lesson Objectives: To listen and read for gist, to read
Verbs (end up, pass by, run after); Nouns (culture,
for specific information, to learn the past perfect and
experience, adventure, sack, long-tail boat, bush, passport,
past perfect continuous, to practise key word
embassy); Phrase (in the middle of nowhere)
transformations
Vocabulary: Verbs (explore, found, wander, march); Phrasal
2b Times change verbs (stand out, find out); Nouns (ancient wall, medieval
28-29 cathedral, cobbled street, ghost, shield, spear, ghostly
Lesson Objectives: To listen and read for gist, to read attraction); Adjectives (haunted, historic, fascinating,
for specific information, to learn the Past Continuous spooky, terrified); Phrase (go missing)
negative, interrogative & short answers, to compare
the Past Continuous and the Past Simple, to describe a
series of events 2g Skills 36
Vocabulary: Verbs (calculate, respond, fade); Nouns
Lesson Objectives: To read a bar graph, to listen for
(brainchild, argument, search engine, commitment,
specific information, to talk about reading habits
popularity, criticism, investor, performance, headquarters);
Vocabulary: Types of books (classic novel, crime thriller,
Adjectives (user-friendly, complicated, frustrating, catchy,
non-fiction, biography, horror, adventure, romance,
neat); Past participle (inspired); Phrase (a fair amount)
science fiction, fantasy)
2c Culture Corner 30 2h Writing 37

Lesson Objectives: To write a story
for specific information, to write a short text about a
popular musician in your country
28
2i Curricular: ICT 38 ▶▶ What’s in this module?

Lesson Objectives: To listen and read for gist, to read Read the title of the module Culture & Stories and
for specific information, to write about a social ask Ss to suggest what they think the module will
network be about (the module is about cultural activities and
Vocabulary: Verbs (post, personalise, browse, interact, experiences). Go through the topic list and initiate
expand, promote); Nouns (social networking site, a discussion to prompt Ss’ interest in the module.
connection, user-friendly interface, profile, login name,
contact, community, media, blogger, trend); Adjectives Vocabulary
(straightforward, independent, tight-knit)
1 To present vocabulary for cultural
activities
Moscow Culture 2 39 • Ask Ss to look at the phrases A-F and then the
Lesson Objectives: To read for detailed understanding, to pictures 1-6. Elicit which phrase matches which
tell the history of Moscow metro, to present interesting picture.
facts about a few metro stations in Moscow, to develop • Play the recording. Ss listen and check their
research skills answers.
Vocabulary: Verb (cope with); Nouns (citizen, plaque, • Play the recording again with pauses for Ss to
bomb shelter, rush hour, peak hours, venue); Adjectives: repeat chorally or individually.
(significant, numerous, annual, fully-integrated); Phrase Answer Key
(passenger flow)
A 2 B 6 C 5 D 1 E 3 F 4
Skills 2 40-41 2 To practise the Past Continuous

Lesson objectives: To listen for key information, to • Explain the task and read out the example.
read for gist and key information, to give a talk, to Point out that the verb forms in the examples
write a story are in the Past Continuous. Elicit the form
I/he/she/it + was + verb -ing/I/we/you/they +
were + verb -ing. Explain that we use this tense
Russia 2 42 to talk about actions which were happening at
Lesson Objectives: To learn/review shapes, to listen a certain time in the past.
and read for gist, to read for specific information, to • Elicit the remaining answers from various Ss.
talk and write about the balalaika Answer Key
Vocabulary: Nouns (folk music, balalaika, string, salon,
solo concert, orchestra, exhibition, upper class, identity); 2 They were taking a guided tour of a museum.
Verbs (perform); Adjective (national); Phrasal Verb (look 3 She was practising playing the flute.
down on); Shapes (triangular, square, rectangular, 4 They were watching traditional dancing.
round, oval); Phrase (take seriously) 5 They were having a ballet lesson.
6 They were attending a rock concert.
OVER TO YOU!
To personalise the topic
Elicit answers to the question from various Ss.
Last weekend I watched some traditional dancing.
It was fascinating.
29
2a Seeing the world BACKGROUND INFORMATION
Chicago, USA, is the largest city in the US state

Vocabulary of Illinois. It lies beside Lake Michigan and two
rivers. The city attracts millions of tourists every
1 a) To present new vocabulary related year.
to travel experiences Delhi, India, is the second-largest city by
• Direct Ss’ attention to the pictures 1-8 and population in India. It is located on the banks of
read out the gapped descriptions. River Yamuna, and it is the capital city of India.
• Go through the phrases in the rubric and Agra, India, is located on the banks of River
explain/elicit the meanings of any unknown Yamuna, and it is densely populated. It attracts a
words. lot of tourists every year who visit to see the Taj
• Give Ss time to complete the sentences Mahal and Agra Fort.
under the pictures. Phi Phi Islands, Thailand, are six islands of
• Play the recording. Ss listen and check their amazing natural beauty which are popular tourist
answers, then repeat the completed destinations for people who want to go diving or
sentences chorally or individually. kayaking or visit the islands’ caves.
Answer Key
1 got caught 4 tried 7 went on 3 To read for specific information.
2 made 5 travelled 8 got bitten
3 caught 6 got stolen • Give Ss time to read the text again and
complete the sentences.
• Check Ss’ answers around the class.
b) To talk about travelling experiences
Answer Key
• Explain the task and read out the example
exchange. 1 the Taj Mahal in Agra … a small village in the
• Give Ss time to talk in pairs about any of middle of nowhere (lines 5-6)
the travelling experiences they have had 2 oxcart (lines 7-8)
following the example. 3 four hours (line 11)
• Monitor the activity around the class and 4 seasick (line 15)
then ask some pairs to tell the class. 5 a monkey stole his backpack (lines 18-19)
explain/elicit the meanings of the words or ask
A: I once got my backpack stolen in Egypt. I never Ss to use their dictionaries and look them up.
got it back. What about you?
B: I once caught the wrong train and ended up in Suggested Answer Key
London. culture (n): the customs, ideas and art of a society/era
experience (n): sth that a person felt, saw or took
Reading part in
adventure (n): an exciting or unusual experience
2 To predict the content of the text and end up (phr v): to eventually arrive
read for gist in the middle of nowhere (phr): in a place far away
• Direct Ss’ attention to the pictures 1-8 again from large cities or towns
and elicit Ss’ guesses about what happened to pass by (phr v): to go past sth or sb
John. sack (n): a big bag used for storing or carrying large
• Play the recording. Ss listen and follow the text amounts of sth
on p. 27 and check. head (back to) (v): to go back to
buzz (around) (v): (of insects) flying around sth or
Answer Key sb and making a noise
John caught the wrong bus in India. He travelled on bite (v): (of an insect) to make a hole in your skin
an oxcart, got caught in bad weather and got bitten share (v): to divide food, money, goods etc and give
by mosquitoes. In Thailand he got his backpack part of it to sb else
stolen. long-tail boat (n): a boat found in Thailand
30
grab (v): take or seize sth quickly Speaking

bush (n): large plant with branches but smaller than
a tree 7 To personalise & practise the Past
run after (phr v): to chase after sth or sb Continuous
passport (n): official document you need to enter or • Ss talk in pairs and make sentences using the
leave a country prompts and the Past Continuous.
embassy (n): the building that represents a • Ask various pairs to read out their sentences.
government in a foreign country
4 To consolidate new vocabulary and At 9 o’clock last night, I was doing my homework.
distinguish between words often confused Yesterday morning, I was helping my mum with the
housework.
Explain the task and elicit the correct word in each At 10 o’clock this morning, I was studying in the
sentence. Explain/Elicit why the other option is library.
inappropriate.
Answer Key Listening, Speaking & Writing
1 shared (divide: split in two) 8 a) To listen for specific information
2 caught (grab: hold abruptly)
3 biting (bees sting) • Explain the task and ask Ss to read through
4 blowing (puff: exhale smoke) the events A-E.
5 reach (arrive in/at) • Play the recording. Ss listen and order the
events.
Grammar • Check Ss’ answers.
Answer Key
5 To present the Past Continuous
(affirmative) A 5 B 2 C 4 D 1 E 3
• Go through the table with Ss and explain the

Past Continuous. Explain that we form the past b) To write a short account of a story
continuous affirmative with was/were + the based on a listening task
base form of the verb + -ing. • Explain the task and play the recording
• Go through the spelling rules on the board and again if necessary.
give further examples. • Give Ss time to write a short summary of
• Direct Ss back to the text on p. 27 and elicit all the events in the listening task.
past continuous forms. • Ask various Ss to read out their accounts to
the rest of the class.
Answer Key
I was travelling, was passing by, I was sitting, we Suggested Answer Key
were heading, it was raining, mosquitoes were I was travelling in Ecuador and I decided to go on a
buzzing, he was smiling and laughing, I was visiting, kayaking trip. At first it was great then the river
the wind was blowing, I was feeling, monkeys were started moving faster. My kayak hit a rock and I fell
running, I was feeding. out into the river. Suddenly, I saw a crocodile in the
water; it was swimming closer to me! I was
6 To practise the Past Continuous screaming. Then I realised it was just a branch. I was
so relieved.
• Explain the task and give Ss time to complete
it.
• Check Ss’ answers. To consolidate information in a text
• Give Ss three minutes to write a few sentences
Answer Key
about their favourite story from p. 27.
1 was riding 4 were buying • Ask various Ss to read out their sentences to
2 were taking 5 was writing the class.
3 was taking
I enjoyed the adventure where John visited the Phi
Phi Islands. The long-tail boat journey didn’t sound
like much fun, but I really liked the part where a
monkey took his bag. It made me laugh.
31
2b Times change
respond (v): to reply
fade (v): to slowly become less
• Ask Ss to use words from the Check these
words box to complete the sentences.
Reading & Speaking • Check Ss’ answers around the class.
1 To introduce the topic and listen and Answer Key

read for gist 1 user-friendly 3 frustrating 5 criticism
• Elicit a brief explanation of Google (a popular 2 catchy 4 headquarters
search engine). Ask Ss to guess how it got started.
• Play the recording. Ss listen and follow the text 4 a) To summarise a text
in their books to find out. Ask various Ss around the class to tell a
Answer Key summary of the text to the rest of the class.
It got started in 1998 by two college students, Larry Suggested Answer Key
Page and Sergey Brin, at Stanford University. Larry Page and Sergey Brin invented Google. They
met at Stanford University in 1995. They decided to
2 To read for specific information create a search engine that listed results according
• Ask Ss to read the questions 1-5 and then give to their popularity. They thought of the name
Ss time to read the text again and mark them because it is like googol (one followed by 100 zeros).
accordingly. They set up their office in a friend’s garage in 1998
• Check Ss’ answers. Ss should justify their answers. and Google went online. In 2000, they introduced
10 foreign language versions. Today Google handles
Answer Key a billion search requests per day.
1 F (lines 3-4) 3 F (lines 11-12) 5 T (lines 25-26)
2 F (line 6) 4 F (lines 20-21) b) To expand/personalise the topic
• Give Ss time to prepare their answers.
3 To consolidate new vocabulary • Ask various Ss around the class to read their
• Refer Ss to the Check these words box and sentences to the rest of the class.
explain/ elicit the meanings of the words or ask Suggested Answer Key
Ss to use their dictionaries and look them up.
There are other search engines like Bing and Yahoo
Suggested Answer Key so I think people would use them. I think they would
brainchild (n): an idea or invention sb thinks of find it inconvenient and they would be happy to get
argument (n): a disagreement Google back.
search engine (n): a computer programme that
searches for web pages that contain certain words Grammar
on the Internet
commitment (n): a promise to do sth 5 To present the Past Continuous
user-friendly (adj): easy to use (negative, interrogative & short answers)
complicated (adj): complex, difficult to understand • Read the table aloud and elicit how we form
frustrating (adj): annoying because you cannot do the negative in the Past Continuous (wasn’t/
anything about the problems sth causes weren’t + the base form of the verb + -ing). Elicit
popularity (n): the quality of being liked by a lot of how we form the interrogative in the Past
people Continuous (was/were + personal pronoun +
calculate (v): to work out base form of the verb + -ing) and short answers
a fair amount (phr): quite a lot (Yes/No + personal pronoun + was/ wasn’t).
criticism (n): negative comments • Drill Ss using the examples in the table.
investor (n): sb who gives money to fund a project
for a share of the profits
6 To practise the interrogative and full
catchy (adj): easy to remember
answers in the Past Continuous
inspired (pp): getting ideas and a sense of
enthusiasm from sth • Explain the task and read out the example.
neat (adj): tidy, ordered • Ss complete the task and then check Ss’
performance (n): the way sth does its job answers by asking various Ss to read their
headquarters (n): the head offices of a company or questions and answers aloud.
organisation
32
Answer Key
2 Were search engines listing results according to 9 To practise the Past Continuous and
popularity before Google? No, they weren’t. the Past Simple
They were listing them according to the number Give Ss time to complete the task and the check
of times the search term appeared on a page. Ss’ answers.
3 Were Larry and Sergey working from their house
in 1998? No, they weren’t. They were working Answer Key
from their friend’s garage. 1 launched 6 expanded 11 didn’t stop
4 Were people using Google in 1998? Yes, they were. 2 was studying 7 faced 12 became
3 wanted 8 insisted
4 decided 9 was working
7 To practise the Past Continuous
5 signed up 10 was using
interrogative using personal examples
• Explain the task and read out the example. Speaking & Writing
• Give Ss time to complete the task in pairs and
then check Ss’ answers by asking pairs to ask 10 To describe a series of events
and answer in front of the rest of the class. • Explain the task and give Ss time to prepare
Suggested Answer Key their answers.
2 A: Were you walking in the park last Sunday • Ask various Ss to read out their answers to the
afternoon? class.
B: No, I wasn’t. I was doing my homework. Suggested Answer Key
3 A: Were you chatting on the phone an hour ago? I was studying at Harvard University and people
B: No, I wasn’t. I was sitting in my Maths lesson. were asking for a website with students’ profiles so I
4 A: Was your friend eating dinner at 8 o’clock decided to do something about it. I launched
last night? Facebook in 2004. Some senior students said that I
B: No, he/she wasn’t. He/She was chatting on stole ideas from them when I was working on a
the phone. similar project with them, but this didn’t stop me.
5 A: Were your parents working last Saturday
2 c Culture Corner
morning?
B: No, they weren’t. They were shopping.
8 To compare the Past Continuous and

the Past Simple
1 To present the topic and listen and
• Read the theory aloud and explain when we read for gist
use the Past Continuous (for actions happening
at a specific time in the past and for two actions • Read the words in the list aloud and elicit Ss’
happening at the same time in the past and for a guesses as to how they are related to Lady Gaga.
past action happening when another action • Play the recording. Ss listen and follow the text
interrupted it) and when we use the Past Simple in their books and find out.
(for completed actions in the past and for actions Answer Key
which happened one after the other in the past).
Manhattan – where she is from
• Elicit examples from the text on p. 28.
Germanotta – her surname
Answer Key Bach – her musical inspiration
Past Continuous Britney Spears – a successful artist she has written
actions happening at a specific time in the past: in songs for
1995 while they were studying Twitter – a social media site she uses to promote
a past action happening when another action herself and chat with fans
interrupted it: while they were developing their Tisch School of Performing Arts – where she studied
search engine they realised
Past Simple 2 To read for specific information
completed actions in the past: they met in 1995
• Give Ss time to read the text again and answer
actions which happened one after the other in the
the questions.
past: Larry and Sergey set up their office … and
• Check Ss’ answers round the class.
Google went online
33
Answer Key
1 the piano 4 To collect information and write a
2 Britney Spears and The Pussycat Dolls short text on a popular musician from your
3 She set up her own website and used her country
MySpace, Twitter, YouTube and Facebook profiles • Explain the task and refer Ss to the Internet,
to promote her music. teen/music magazines and other reference
4 She uses outrageous costumes, wigs and make-up. sources to collect information.
• Refer Ss to the Check these words box and • Ask Ss to copy the headings into their notebooks,
explain/ elicit the meanings of the words or ask make notes under them and use them to write
Ss to use their dictionaries and look them up. their text.
• Give Ss time to write their text and then ask
Suggested Answer Key them to read it to their partner.
string (n): a collection/number of things in a row • Alternatively, assign the task as HW and check
sensation (n): sth that causes great excitement Ss’ answers in the next lesson.
phenomenal (adj): very unusual/extremely
successful in a surprising way
play by ear (phr): to be able to listen to a piece of Dima Bilan
music and then play it A very popular musician in my country is Dima Bilan.
outrageous (adj): very shocking He has had many No. 1 hits and has won many
social media (n): tools for interaction with other awards.
people Dima Bilan was born in 1981 in Karachay-
lyrics (n): the words to a song Cherkessia. His real name is Victor Nikolaevich
reign (v): to rule over others Belan. When he was young he used to sing songs
icon (n): a symbol of sth and recite poems at school. He attended the famous
pop culture (n): (abbrev of popular culture) all the Gnesin Academy of Music and can play the
ideas, attitudes, images etc. related to the everyday accordion and the piano.
lives of people living in a society(especially influenced Dima launched his first single in 2003 but people
by the mass media) really started to notice him after he took part in the
‘Jurmala’ contest. He came in fourth and everyone
really enjoyed his performance.
BACKGROUND INFORMATION In 2008, Dima Bilan won first prize for Russia in the
Eurovision song contest with ‘Believe’. Since then he
Johann Sebastian Bach (1685-1750) was a has released his first English album and has acted in
German composer. Some of his works include: the Russian films and TV serials. His unique style and
Brandenburg Concertos, the Goldberg Variations wonderful voice make this talented young person
and others. one of Russia’s most loved and popular celebrities.
Britney Spears was born in 1981 in McComb, Activity for weaker classes
Mississippi, USA. She started singing at an early
Read the answer in the Suggested Answer Key
age. Some of her most popular songs are: Toxic,
aloud then ask Ss to write a few sentences about
Everytime and Blackout.
Dima in three minutes.
The Pussycat Dolls is an American pop group.
2d Everyday English
Some of their most popular songs are: Don’t cha,
Beep, Jai Ho and Buttons.
3 To expand the topic and consolidate

information in a text 1 To present new vocabulary
• Explain the task and give Ss time to look through • Play the recording with pauses for Ss to listen
the text again and prepare their answers. and repeat chorally or individually.
• Ask various Ss around the class to share their • Pay attention to Ss’ intonation and pronunciation.
answers with the rest of the class. • Elicit what sort of performance Ss last saw and
whether they enjoyed it or not and ask some
Suggested Answer Key Ss to tell the class.
I think Lady Gaga is an icon of today’s pop culture
because social media sites are a big part of today’s
pop culture and she was smart enough to use them
to promote her music and become famous.
34
Suggested Answer Key • Ss listen and check the box next to which
The last performance I saw was a ballet called ‘Swan emotion the speaker is expressing in each
Lake’. I really enjoyed it. case.
• Play the recording again, check Ss’ answers.
Then ask Ss to repeat chorally or individually.
2 a) To present situational language
Answer Key
• Play the recording. Ss listen and repeat
chorally or individually. 1 a 2 a 3 b 4 a
• Elicit the function of each sentence as given
in the rubric and check Ss’ answers as a class. Speaking
Answer Key 5 To practise role playing
ask for an opinion: What was it like? Did you enjoy • Explain the situation.
it? • Tell Ss that they can use the sentences in Ex. 2a
express a positive opinion: It was fantastic! The and the types of performances from Ex. 1 to
dancers were amazing! complete the task.
express a negative opinion: Not really. It was • Ss complete the task in pairs using the diagram.
nothing special. • Monitor the activity around the class and then
ask various pairs to act out their dialogues for
b) To listen and read for specific the class.
information Suggested Answer Key
Play the recording. Ss listen and follow the A: Hi John – it’s Jane. I tried calling you on Saturday
dialogue in their books and answer the night but you didn’t answer your phone.
questions in the rubric. B: Oh, hi John! Yes, sorry! I was at a pop concert.
Answer Key A: Really? What was it like?
B: It was fantastic! The music was amazing! What
Julie went to the ballet and she thought it was
did you do on Saturday?
fantastic.
A: Oh, I went to a play.
Mark watched a film on TV, but didn’t really enjoy
B: Did you enjoy it?
it.
A: Yes, it was fantastic! Listen, do you want to go
to the cinema later?
3 To identify synonymous phrases in a B: Sure!
dialogue
2e Amazing performances
• Read out the phrases and give Ss time to find
alternative phrases in the dialogue that have a
similar meaning.
Answer Key Reading
Of course! – Yes, sorry! 1 To introduce the topic, to predict the
What did you think of it? – What was it like? content of the text and to listen and read for
Did you have a good time? – Did you enjoy it? gist
It wasn’t great. – It was nothing special.
• Direct Ss’ attention to the pictures and ask
Intonation them to read the title of the blog and the first
and last sentences.
4 a) To practise intonation when • Elicit what Ss think Chinese opera is like.
expressing feelings • Play the recording. Ss listen and follow the text
in their books and find out if their guesses
• Play the recording with pauses for Ss to
were correct.
repeat chorally or individually.
• Pay attention to Ss’ intonation. Suggested Answer Key
I think Chinese opera involves singing and dancing
b) To learn intonation when with bright costumes and incredible make-up.
expressing feelings
• Explain the task and then play the recording.
35
breathtaking: amazing & impressive

2 a) To read for specific information for me: something I like
• Give Ss time to read the text again and
answer the questions. 3 To consolidate new vocabulary
• Check Ss’ answers. • Explain the task.
Answer Key • Refer Ss back to the text and give Ss some time
1 B lines 9-10 4 D lines 26-29, 36-38 to complete it.
2 C lines 18-19 5 B lines 42-43 • Check Ss’ answers.
3 A lines 22-23 Answer Key
• Refer Ss to the Check these words box and 1 actors 3 costumes5 stages 7 lighting
explain/elicit the meanings of the words or ask 2 curtain 4 props 6 scenery
Grammar
ancient times (n): periods from the distant past 4 a) To learn used to
hanging (adj): suspended in the air by some means
• Read the theory box and the examples
lantern (n): a type of lamp
aloud and elicit further examples from Ss
grand (adj): impressive
around the class.
start out (phr v): to begin
• Explain that we use used to to talk about
fiery (adj): bright
actions that happened regularly in the past
ribbon (n): narrow strip of material
but don’t happen any more and that we form
kaleidoscope (n): sth made of different or changing
the affirmative with personal pronoun + used
patterns and colours/a tube-like toy that you look
to + main verb, the negative with personal
through to see different patterns of light made by
pronoun + didn’t use to + main verb and
pieces of coloured glass and mirrors
interrogative with did + personal pronoun +
sharp (adj): high, clear & easy to hear
use to + main verb.
high-pitched (adj): at the top end of the musical scale
crowd (n): large group of people Answer Key: used to wear, used to sing
gather (v): to come together
fall in love with (phr): to start liking another adult
b) To practise used to
and being romantically attracted to them
acrobatics (n): difficult physical acts often seen in a Explain the task and read out the example. Give
circus Ss time to complete the task and then check Ss’
emotion (n): strong feeling answers.
gallop (v): to run like a horse
whip (n): a stick with a leather end usually used to Answer Key
hit a horse
somersault (n): a rolling jumping movement that 2 Women didn’t use to perform.
turns the whole body 3 They used to perform in outdoor theatres.
reveal (v): to show or make sth known 4 The actors used to wear masks.
loyalty (n): the quality of showing support for sth/sb 5 The actors didn’t use to wear make-up.
bravery (n): the ability to do things with courage
warrior (n): a person skilled in fighting 5 To practise used to using personal
wild (adj): untamed/uncontrolled examples
cruelty (n): unkind behaviour
• Explain the task and read out the example.
• Give Ss time to write their sentences then ask
b) To learn/consolidate new vocabulary various Ss to tell the class their sentences.
• Direct Ss’ attention to the words in bold in Suggested Answer Key
the text and the list of words in the rubric. When I was 10, I used to ride everywhere on my bike.
• Give Ss time to match them, and then check When I was 10, I used to play outside in the garden.
Ss’ answers around the class. When I was 10, I didn’t use to speak English.
Answer Key When I was 10, I didn’t use to wear glasses.
temporary: there for a short time
stand out: be clear
carry: be heard
reveals: shows
36
Speaking & Writing 2 It’s like going back in time because the actors
wear the same costumes, have the same make-
6 To make notes on a text and up and even sing like they did in the original
summarise it street opera years ago.
• Write the headings on the board, ask Ss to 3 Chinese opera is very colourful and exciting.
copy them into their notebooks and give Ss
2f
time to make notes under each heading.
Haunted buildings
• Elicit notes for each heading from various Ss
and write them on the board. Choose various
Ss to use either their notes or the notes on the
board to give a summary of the text to the Reading & Speaking
class.
1 a) To introduce the topic
costumes: fiery reds, ribbons of gold and silver, Direct Ss’ attention to the pictures and read
kaleidoscope of colour, used to wear bright colours out the descriptions 1-4. Explain/Elicit the
to stand out in the dark meanings of any unknown words and then
singing: unusual, strange, very sharp & high- elicit which picture matches which description.
pitched, style was ancient, like this so voices could Answer Key
carry over crowds
A 3 B 2 C 4 D 1
actors: didn’t just sing, they did incredible
acrobatics & dancing too, used their faces and
whole bodies to show story and their emotions, b) To predict the content of the text
train hard from an early age through sound effects
stage props/scenery: not a lot because actors use
Play the recording. Ss listen and guess the
symbols to tell the story instead
content of the text. Elicit answers from Ss
make-up: incredible, different colours to show
around the class.
different meanings and characteristics
In Chinese opera, the actors’ costumes are bright
with fiery reds and ribbons of gold and silver. They I think the text is about a man who is working in a
are like a kaleidoscope of colour! They used to wear place when he sees an army of ghosts.
bright colours in the past to stand out in the dark in
the streets. c) To listen for confirmation and gist
The singing in Chinese opera is very strange and
• Play the recording. Ss listen and check their
unusual. The actors sing in a very sharp and high-
answers and get a general understanding of
pitched style. This style is also very ancient. The
the text.
performers sang like this so that their voices could
carry over the crowds.
explain/elicit the meanings of the words or
The actors train hard from an early age. They do
ask Ss to use their dictionaries and look
incredible acrobatics and dancing. They use their
them up.
faces and their whole bodies to act out the story
and show their emotions. Suggested Answer Key
There aren’t a lot of stage props and scenery in haunted (adj): relating to a place where ghosts appear
Chinese opera because the actors use symbols to tell explore (v): to look around a place
the story instead. historic (adj): important in history
The actors’ make-up is also incredible. The different found (v): to officially start a town/city/organisation
colours show different meanings and characteristics. fascinating (adj): very interesting
ancient wall (n): very old structure made of stone
7 To consolidate information in a text or brick that separates/surrounds an area/room
medieval cathedral (n): a large church dating from
• Give Ss a three-minute time limit to write a
between 476 -1500
few sentences recommending Chinese opera.
wander (v): to roam, walk around aimlessly
• Ask various Ss to read their sentences aloud to
cobbled street (n): an old street with a surface
another group or to the class.
made of stones
Suggested Answer Key ghost (n): a spirit
1 People should attend the Chinese opera because march (v): to walk in a group (usu soldiers)
it’s different. It isn’t just singing, it includes spooky (adj): scary, haunted
amazing dancing and acrobatics, too. stand out (phr v): to be noticeable
37
shield (n): a large piece of metal that a soldier 4 wandering (wonder: to ask yourself questions
carries to protect himself about sth)
spear (n): a long weapon made of wood with a 5 walks (march: walk, mostly for soldiers)
pointed metal end 6 haunted (ghostly voice or echo)
terrified (adj): very scared 7 story (history: the study of past events considered
find out (phr v): to discover sth you didn’t know together)
go missing (phr): to disappear 8 carrying (bring: to take sth with you)
ghostly attraction (n): sth which makes people 9 noticed (observe: watch carefully the way sth
want to go to a place which is considered to be filled happens)
with spirits of dead people 10 terrified (afraid: feeling afraid)
2 To read for structure and order of events Grammar

• Ask Ss to read the events A-F and give Ss time 5 To present the Past Perfect and the
to read the text again and complete the task. Past Perfect Continuous
• Check Ss’ answers and then give Ss time to use
• Go through the table and explain that we form
their answers to tell a summary of the text to
the Past Perfect with had + past participle and we
their partners.
use it to talk about an action that happened
• Monitor the activity around the class and then
before another action in the past or an action that
ask some Ss to tell a summary to the class.
finished in the past with results visible in the past.
Answer Key • Explain that we form the Past Perfect Continuous
A 3 B 4 C 6 D 1 E 2 F 5 with had been + verb + -ing and we use it to talk
about an action that was in progress for a period
Suggested Answer Key of time before another action in the past or for an
Harry Martindale, a plumber, went to work in the cellar action which was in progress and then finished in
of the Treasure’s House. He heard a strange noise like a the past with a visible result in the past.
trumpet coming from the wall. A horse with a Roman • Elicit examples from the text in Ex. 2.
soldier on it walked through the wall. He couldn’t
Answer Key
believe his eyes. Then twenty Roman soldiers marched
through in pairs, carrying shields and spears. Harry saw had been, had heard, hadn’t noticed, had gone
the men had no legs and he ran out of the cellar.
6 To practise the Past Perfect and the
3 To consolidate new vocabulary Past Perfect Continuous
• Give Ss time to complete the phrases and write • Explain the task and give Ss time to complete
sentences using them. the task.
• Check Ss’ answers around the class. • Check Ss’ answers.

1 city 3 medieval 5 ghost 1 had finished 5 hadn’t slept
2 ancient 4 cobbled 2 hadn’t taken 6 Had she been crying
3 had already arranged 7 had been living
Suggested Answer Key 4 had been working
I went on a city tour of London once; it was amazing.
In York there are ancient city walls, a medieval
7 To practise past tenses
cathedral and cobbled streets.
I think ghost stories are too scary. • Explain the task and give Ss time to complete
the task.
4 To practise new vocabulary
Answer Key
• Give Ss time to complete the task using their
dictionaries to check. 1 decided 9 tried
• Check Ss’ answers around the class. 2 had been travelling 10 had got stuck
3 felt/were feeling 11 opened
Answer Key 4 arrived 12 appeared
1 historic (historical: connected with the study of 5 had 13 was walking
things in the past) 6 went 14 singing
2 popular (typical: usual) 7 had been lying 15 ran
3 founded (create: make) 8 heard 16 went
38
Listening
8 To practise key word transformations
Give Ss time to complete the task and then check
Ss’ answers. • Explain the task and ask Ss to read the
sentences 1-6.
Answer Key
• Play the recording. Ss listen and check them as
1 after he had had 4 had been working true or false. Play the recording again with
2 had closed by the time 5 hadn’t taken pauses for Ss to check their answers.
3 until they had been waiting a compass • Check Ss’ answers.
2g Skills
Answer Key
1 F 2 T 3 F 4 T 5 T 6 F
Speaking
Vocabulary 4 a) To read out a dialogue
1 a) To present types of reading Play the recording. Ss listen and then take roles
material/To read a bar chart and act out the dialogue in closed pairs.
• Direct Ss’ attention to the bar chart and the
types of reading material. b) To act out a dialogue
• Go through the list of phrases and read out • Explain the task and go through the
the example. prompts and explain/elicit the meanings of
• Elicit sentences from various Ss about each any unknown words.
type of reading material based on the bar • Ss work in pairs and use the prompts and
chart. their own ideas to act out a dialogue like
Answer Key the one in Ex. 4a replacing the words in
bold with the prompts and useful language
A lot of people prefer reading magazines.
in the box.
Half of the people prefer reading comics.
• Monitor the activity around the class and
Forty per cent of the people prefer reading websites.
then choose various pairs to act out their
Twenty per cent of the people prefer reading newspapers.
dialogues in front of the rest of the class.
A few of the people prefer reading e-books.
b) To personalise the topic A: What are you reading, Tony?
B: It’s an adventure novel called The Lost Symbol by
Ask various Ss to answer the questions in the
Dan Brown.
rubric and tell the class.
A: What’s it about?
Suggested Answer Key B: It’s about a historian who must follow an
I prefer reading newspapers. I read every day. ancient symbol.
A: Is it good?
B: No, it isn’t that good, really. I don’t really like it.
2 a) To present types of books
A: What are you reading Angela?
B: It’s a fantasy novel called Clockwork Angel by
chorally or individually.
Cassandra Clare.
• Ask various Ss to tell the class which types
A: What’s it about?
of books they enjoy reading.
B: It’s about a teenager who tries to save the world.
Suggested Answer Key A: Is it good?
I enjoy reading crime thrillers. B: Yes, it’s fantastic. I’m really enjoying it.
b) To personalise the topic 5 To talk about reading habits
Ask Ss to tell the class about their favourite book. • Ask Ss to read the questions 1-4 and then ask
their partners to answer them.
Suggested Answer Key • Ask various Ss to tell the class about their
I enjoy reading fantasy novels. My favourite book is partner’s reading habits.
Breaking Dawn by Stephenie Meyer. It’s about a
relationship between a vampire and a human.
39
ICT

Anna often reads crime thrillers. She reads every day c) To identify adverbs in a story
in the afternoons on the bus, on her way home Elicit all the adverbs in the story from Ss
from school. The last book she read was a crime around the class.
thriller called Ice Core by Matt Whyman. It’s about a
teenage computer hacker who gets put in a prison in Answer Key
the Arctic for something he didn’t do. He tries to quickly, slowly, luckily, excitedly
escape to clear his name.
4 To practise using adjectives and
2h Writing
adverbs
• Explain the task and give Ss time to replace the
simple adjectives and adverbs in the texts with
the more descriptive ones in the list.
1 To analyse a rubric • Check Ss’ answers by reading the paragraphs
aloud and eliciting the correct adjective/adverb
Read the rubric aloud and elicit answers to the
for each gap from Ss.
questions.
Answer Key
Answer Key
1 chilly 4 heavily 7 terrifying
I should write a story. It should be a first-person
2 relaxing 5 extremely 8 horrible
narrative.
3 roaring 6 quickly
2 To analyse a model story

5 a) To listen for specific information,
Give Ss time to read the story, then elicit answers structure and sequence of events
to the questions.
• Play the recording, twice if necessary. Ss
Answer Key listen and answer the questions in the plan.
1 The writer sets the scene by introducing the time • Check Ss’ answers.
and place where the story is set, who the main Answer Key
characters are and the weather.
Para 1: Ben and his friends, in Rio de Janeiro, going
characters – Ben & Danny
to Mardi Gras, sunny
place – Holroyd Castle
Paras 2 & 3: Ben went for water, lost his friends,
time – one afternoon, last winter
got pulled onto a stage, joined in the dancing, saw
weather – freezing cold and starting to rain
himself on a big screen, his friends found him, Ben
2 The climax event is when they realised their
won the prize for best dancer.
guide was a ghost.
Para 4: They all went back to the hotel. Everyone
3 In the end, the characters felt very shocked and
was tired but happy.
scared.
b) To write a story
3 a) To present a Writing Tip
• Explain the task and give Ss time to write
Read the Writing Tip and the example aloud.
their story using the answers in Ex. 5a. Then
ask various Ss to read their stories aloud.
b) To identify adjectives in a story • Remind Ss to use a variety of adjectives and
• Direct Ss back to the story to find the adverbs. Refer Ss to Writing Bank 2 for
adjectives that describe the nouns in the more information.
list. • Alternatively, assign the task as HW and
• Check Ss’ answers. check Ss’ answers in the next lesson.
Answer Key Suggested Answer Key
the rooms – dark, cold The Best Dancer by Ben Smith

the castle – huge and empty Last year, my friends and I went on holiday to Rio de
the floor – stone Janeiro for Mardi Gras. It was a beautiful, sunny day
the man – tall and we all dressed up in fantastic, bright costumes
the man’s clothes – old-fashioned and went out on the busy streets.
the workman – friendly
the guide – helpful
40
I stopped to buy some cold water and I lost my 6 Personal community sites e.g. Facebook, media
friends. I looked for them, but everyone was in sharing sites (photos & videos) e.g. YouTube,
similar costumes and it was too difficult. Suddenly, music sharing sites e.g. Last.FM and blogger
someone grabbed my hand and pulled hard and community sites e.g. Livejournal
before I knew it I was on a stage! Everyone was 7 They want to promote their brand.
singing and dancing and I couldn’t help joining in. I
was having a fantastic time and then I saw there b) To consolidate vocabulary and
was a huge screen by the side of the stage. I was on information in a text
TV!
Luckily, my friends saw me on the screen and met Refer Ss to the Check these words box and
me as I climbed down from the stage. We were all explain/elicit the meanings of the words or ask
laughing so much! Just then, there was an Ss to use their dictionaries and look them up.
announcement for a prize for the best dancer and to Suggested Answer Key
my surprise, it was me!
social networking site (n): an online service that
We got back to the hotel later that night, feeling
allows people to connect with their friends
tired but happy. We all had a fantastic time.
connection (n): relationship
user-friendly interface (n): easy to use system of
2i
interaction
Curricular: ICT post (v): to put sth on the Internet

profile (n): a collection of personal information
relating to one person online
1 a) To introduce the topic login name (n): a username
personalise (v): to make sth more personal
Elicit a variety of answers to the questions in contact (n): a person you know
the rubric from various Ss around the class. browse (v): to look through, search
Suggested Answer Key interact (v): to communicate
straightforward (adj): simple and easy to understand
I text my friends and I chat to my friends on Facebook.
expand (v): to make bigger
community (n): a group of people who are similar in
b) To listen and read for gist some way or share similar interests
• Read the question aloud and then play the media (n): images, photos, films, videos etc
recording. blogger (n): a person who writes a web log
• Ss listen and follow the text in their books trend (n): fashion
and find out. independent (adj): freestanding, separate
promote (v): to encourage the popularity of sth to
Answer Key spread/ increase
Social networking sites allow us to see our social tight-knit (adj): very close
connections, interact with them and share music,
• Then ask Ss to talk in pairs about social
photos and videos with them.
networking.
2 a) To read for specific information ask some pairs to report back to the class.
• Give Ss time to read the text again and Suggested Answer Key
answer the questions.
Social networking is what we do on websites like
Facebook and Twitter. We connect with our friends
Answer Key and other people who may share the same interests.
1 To see our friends and interact with them All you have to do is create a profile and personalise
through a user-friendly interface. it and then browse the network for your contacts.
2 You can look up old friends, make new friends It’s quite straightforward and it’s a great way to
and share music, photos and videos with them. expand your community.
You can also join groups based on your interests
or hobbies, favourite TV shows or music. 3 To express a personal opinion on the
3 Just create and post a personal profile. topic
4 You can add as much personal information as you
• Give Ss some time to think about the question
want e.g. name, age, sex, location, interests, etc.
and prepare their answers in groups.
5 Search the network for your friends, invite
• Ask various groups around the class to share
offline friends to join, search your friends’
their answers with another group or the rest of
connections for anyone else you’d like to add.
the class.
41
Suggested Answer Key around the class.

I think social networks have become so popular Answer Key
because computers and technology have become a
The text is about the Kungur Ice Cave in Russia.
major part of our everyday life. Many young people
these days spend a lot of time online and so it makes
sense that they would interact with their friends b) To read for specific information
online too to talk about and share videos, website • Ask Ss to read the sentences 1-5.
and music that they have found on the Internet. • Allow Ss time to read the text and do the
task.
4 To give a presentation on a social • Check Ss’ answers around the class.
network Answer Key
• Explain the task and ask Ss to work in groups. 1 T 2 NS 3 F 4 NS 5 T
• Direct Ss to the Internet to find out more
information about a social network. 3 To practise word formation
• Ss collect information and present it to the
class. • Read the Study Skills box aloud and explain
• Alternatively, assign the task as HW and ask Ss that this tip will help Ss to complete the task
to present their information in the next lesson. successfully.
• Give Ss time to read the text and complete the
Suggested Answer Key task.
Twitter is a social networking and microblogging site. • Check Ss’ answers.
Users can send and read messages called ‘tweets’. These
Answer Key
messages cannot be longer than 140 characters and
they are public. Members can follow each other without 1 originates 3 interesting 5 testing
being friends or knowing the person personally, so it is a 2 natural 4 oldest
great way for fans to follow their favourite celebrities
and a good way for people to promote themselves or Speaking
their brand. The service is free and has 190 million users.
4 a) To prepare for a speaking task
• Read the rubric aloud and explain the task
2
to Ss.
Skills
• In pairs, Ss think of words/phrases related
to the topic.
• Ss write the words and the answers to the
Listening prompts from the rubric in their notebooks.
1 a) To prepare for a listening task b) To give a short talk about a topic

• Read the rubric aloud and ask Ss to read the • Ss use their notes and the phrases in the
questions 1-4 and the possible answers. Useful Language box to present their talk
• Elicit what Ss think the dialogue will be about. to their partner.
Suggested Answer Key • Monitor the activity around the class and
then ask various Ss to present their talk to
I think the dialogue will be about reading a book.
the class.
b) To listen for key information Suggested Answer Key

I use several social networking sites. I usually log in
• Play the recording. Ss listen and complete
to Facebook in the evening and Twitter in the
the task.
morning.
Social networking is popular because it helps us stay
Answer Key in contact with friends and family who live far
1 B 2 A 3 B 4 C away. We can also connect with people who have
the same interests as us. There are many activities
Reading you can do, such as: send messages, play games,
chat, exchange videos and many more.
2 a) To read for gist However, there are some disadvantages to social
• Ask Ss to read the title and the first networking. Many people spend too much time
sentence in each paragraph. sitting in front of the computer screen. This is very
• Elicit what the text is about from various Ss unhealthy because they aren’t getting any exercise.
42
Others can get very addicted to social networking David sat shaking with fear while I went to investigate.
sites. This is serious because they have to be I soon realised that the ‘bear’ he heard was just Peter
connected to the sites all the time. Their lives who was snoring really loudly! David felt really silly
revolve around these sites and they even stop and when we woke Peter up, he was so embarrassed;
socialising with their real friends and sometimes he didn’t know he snored so loudly!
their families, too! We were still laughing about it the next morning
There are also many dishonest people on social when we woke up. That was until we saw that all
networking sites. You have to be careful so they our food had been eaten and we saw some large paw
don’t trick you and use your personal information prints in the ground around the tents. We stopped
to commit crimes or even steal money from you. laughing and felt relieved that we hadn’t realised
In conclusion, I would like to say that I believe social that there actually had been a bear in our camp.
networking sites are great. If you are careful, and
2
don’t become addicted or give out your personal
Moscow Culture
information, they can be a great form of
entertainment and communication.
Writing Listening & Reading
5 a) To prepare for a writing task 1 To introduce the topic through

personal questions
• Read the rubric aloud and then play the
recording. Ss listen and copy, then make • Elicit answers from Ss around the class.
notes for each question in the paragraph
plan in their notebooks.
• Check Ss’ answers. I usually catch the bus to school every day. I think it
is very convenient because it is quite cheap and fast.
The main characters were the narrator and his
friends David and Peter. They were on a camping trip
in the forest. Suggested Answer Key
The weather was sunny. cope (with) (v): to be able to solve a problem
They told scary stories around the campfire and citizen (n): sb who lives in a country
then went to bed. David woke up in the night significant (adj): important
because he thought he heard a bear. It was Peter numerous (adj): many
snoring. They laughed and went back to sleep. plaque (n): a flat, metal sign which tells people sth
In the end they woke up in the morning and found important about a place
their food was gone and there were bear prints bomb shelter (n): a place which keeps anybody inside
around the camp. it safe from danger
They felt relieved that they hadn’t known that there annual (adj): happening every year
really was a bear in their camp. passenger flow (phr): the number of people who go
through a given area during a period of time
b) To write a story rush hour (n): the busiest time of day when people
are travelling to and from work
• Give Ss time to write their story using the incredibly (adv): very
notes they made in Ex. 5a. fully-integrated (adj): being joined together in every
• Check Ss’ answers. possible way
Suggested Answer Key peak hours (n): the busiest time of day
A Strange Experience by John Smith venue (n): a place where sth happens
Last summer, on a sunny weekend, my friends
David, Peter and I went on a camping trip in the 2 To predict content
forest.
• Elicit what Ss know about the metro in Moscow.
Peter and I had been camping before, but it was the
• Ask them to write in their notebooks a few
first time for David. He was excited but nervous, too.
things they would like to learn about it.
That night we sat around the campfire telling stories
• Play the recording, Ss listen and follow the text
and trying to scare each other with tales of wolves
in their book to see if they can find the things
and bears in the forest. After a while we went to bed.
the would like to learn.
Then, in the middle of the night, I was woken up by
David. He looked white when he came running into my
tent insisting that there was a bear close to our tents!
43

I know that the metro in Moscow is quite old and it Moscow’s metro is one of the most beautiful metros in
has been changed a few times to add new stations. I the world and there are many interesting facts about it.
would like to learn: When did they start building it? Many of its stations are sites of cultural heritage such
When did the Moscow Central Circle open? How as the Krasnopresnenskaya, Novoslobodskaya and
many stations are there today? Kievskaya stations. During World War II when people
used the stations as bomb shelters, some of them had
3 To read for general understanding; to shops and hairdressers in them. Kurskaya metro even
tell the history of Moscow metro had its own library. Some of the stations have changed
their names many times, like Alexandrovsky Sad
• Ask Ss to read the text again and make notes station. It has had more names than any other station.
under the years in the rubric. Then based on It has been called “Comintern,” “Imeni Kominterna,”
their notes Ss should tell the history of “ulitsa Kominterna,” and from 1946-1990 was known
Moscow metro. as “Kalininskaya.” In 1990 for several days the station
• Invite various Ss around the class to tell the was named “Vozdvizhenka.” Another interesting fact
summary of the history of Moscow metro. about Moscow metro is that it has the first station to
Suggested Answer Key be built on a bridge – Vorobyovy Gory station. It’s also
one of the longest stations in the metro.
1875: beginning of the history of Moscow metro
1931: authorities decide to build the metro
2
1935: first metro line: Sokolnicheskaya
1938: second line (from Teatralnaya to Sokol) was
opened Russia
1941-1945: despite the war, seven new stations
were added Reading & Listening
2000-2010: 18 more stations
2016: Moscow Central Circle was opened 1 To introduce the topic
• Play the recording.
Speaking & Writing • In pairs, Ss discuss the questions in the rubric.
• Monitor activity around the class.
4 To consolidate information in a text
• Ask various Ss to tell their answers to the class.
• Give Ss three minutes to write in their notebooks
four things that impressed them in the text. 2 a) To present vocabulary for different
• Ask various Ss to read out their sentences to shapes
the class.
Play the recording. Ss listen and repeat chorally
Suggested Answer Key or individually.
I was impressed that Mayakovskaya station, which
was designed by Alexey Duskin, is one of the most
b) To predict the content of a text
beautiful stations in the network. Also, I was
impressed by the fact that the stations were used • Ask Ss to look at the picture and elicit what
during wartime as shelter and could fit up to 500 shape it is and what they know about the
people. Another thing which I found impressive was balalaika and Vasily Vasilievich Andreyev.
that all of Moscow metro stations have free Wi-Fi. • Play the recording. Ss listen and follow the
Finally, I was impressed by the fact that the metro text in their books.
holds first place in Europe for passenger flow, with Suggested Answer Key
the time between trains during rush hour just 90
The balalaika is a musical instrument. It has a
seconds.
triangular shape. Vasily Vasilievich Andreyev made
the balalaika popular.
5 To present interesting facts about a
few metro stations in Moscow; to develop
research skills
• Give Ss some time to read the text again and
• Allow Ss time to look up information on the
answer the questions.
Internet. Ask them to work in groups in order
• Check Ss answers.
to prepare their work.
• Remind them to use photos to illustrate their
work.
• Invite Ss to give their presentations to the class.
44
Answer Key
1 The balalaika is triangular-shaped. 4 To consolidate information in a text
2 In the 17th century. Elicit a variety of answers from around the class.
3 They looked down on it and considered it a toy.
4 When he was working in the music salons of St Suggested Answer Key
Petersburg. The balalaika is from the 17th century. Many wealthy
5 Andreyev’s balalaika orchestra performed at the people looked down on it.
world exhibition in Paris. Vasily Vasilievich Andreyev created an orchestra
with balalaikas of different sizes.
The orchestra performed at the World Exhibition in
Paris in 1889.
Suggested Answer Key 5 To research and expand on information
triangular (adj): having three straight sides and from the text
three angles
string (n): a long thin piece of nylon or wire that is
• Refer Ss to the Internet, encyclopaedias or
used to make sounds when an instrument is played
other sources of reference.
look down on (phr v): to believe that sb/sth is
• Give Ss time to collect their information and
beneath you or inferior
write their paragraph, then ask various Ss to
take seriously (phr): to consider that sth is important
present it to the class.
salon (n): room where popular people would meet
• Alternatively, assign the task as HW and ask Ss
(in the past)
to present their paragraphs in the next lesson.
perform (v): to play an instrument for an audience
solo concert (n): a performance by one person Suggested Answer Key
orchestra (n): a group of musicians who play The balalaika usually has three strings.
together For many years, the balalaika was played by
exhibition (n): a showing of goods or works of art Skomorokhs to entertain people.
upper class (n): the people in society with the most In Russian folklore, you can often find bears playing
influence and status the balalaika.
national (adj): being typical of a particular country One story says that the balalaika was originally
identity (n): the distinct characteristics of a place made from a pumpkin. If you quarter a pumpkin,
you get the triangular balalaika shape!
45
Mother Nature
In this module Ss will explore the topics of weather, Lesson objectives: Booking accommodation, learning
travel, outdoor activities and types of accommodation. stress in compound nouns
Vocabulary: Accommodation (hotel, youth hostel, self-
catering apartment, ski lodge, bed & breakfast);
Modular page 43 Sentences (How can I help you?, I’d like to book a room,
Lesson objectives: Overview of the module please., Single, please., How much is it per night?, Does
Vocabulary: Extreme weather (a storm, a blizzard, a that include breakfast?, What name, please?, We look
hurricane, a heatwave, thick fog) forward to seeing you.)
3a Wild places 44-45 3e Climate change 50-51

Lesson objectives: To listen and read for gist, to read Lesson objectives: To read and listen for gist, to read
for specific information, to learn/revise future tenses, for specific information, to talk and write about global
to talk and write about Antarctica warming, to write about the effects of global warming
Vocabulary: Weather (snow & ice: blizzard, snowstorm, hail, Vocabulary: Verbs (surround, trap, melt, vanish, cover,
sleet; wind: tornado, gale, breeze; rain: storm, flood, heavy starve, drown, reduce); Phrasal Verbs (heat up, turn up);
rain, shower, drizzle; sun & clouds: sunshine, sunny spells, Nouns (global warming, fault, fossil fuel, greenhouse
light clouds, heavy clouds); Temperature (boiling hot, hot, gas, blanket, trouble, climate, report, polar ice caps,
warm/mild, chilly/cold, freezing cold); Verbs (set, warn, drop, wave, drought, energy-saving bulb, expert); Adjectives
rise, adapt); Nouns (research station, continent, scenery, seal, (low-lying, coastal, serious, extinct, unpredictable);
humpback whale, marine biologist, survey, newcomer, Phrases (under threat, in great danger)
survival course, ski-doo, sledge, crack); Adjectives (scientific,
mild); Past participle (covered); Phrase (can’t wait)
3f Survivors 52-53
Lesson objectives: To read for gist, to read for
3b Extreme outdoors 46-47 cohesion and coherence, to learn conditionals types 2 &
Lesson objectives: To listen and read for gist, to read 3, to learn wishes, to summarise a story
for specific information, to learn conditionals type 0 & Vocabulary: Camping Equipment (map, compass, rope,
1, to talk and write about extreme activities sunscreen, life jacket, sleeping bag, insect repellent,
Vocabulary: Extreme activities (wok racing, river bugging, penknife, torch, tent, first aid kit, lighter, rucksack); Verbs
volcano surfing, quad racing, bungee jumping, ice climbing, (crash into, crawl, suck, sweep, bounce, surface, suffer
kite surfing, extreme ironing); Verbs (erupt, speed, compete, from, spot); Phrasal Verbs (set off, scare off, pick someone
melt, control); Nouns (craze, ash, slope, world up); Nouns (wilderness, rafting, horror, shore, shelter,
championship, competitor, tip, bottom, rest, rapids, webbed branch, signal, pilot, rescue helicopter); Adjectives
gloves); Adjectives (weird, protective); Adverb (backwards) (terrifying, fast-flowing, alight); Adverb (overhead)
3c Culture Corner 48 3g Skills 54

Lesson objectives: To listen and read for gist and Lesson objectives: To talk about outdoor leisure
specific information, to write a web page about an activities, to describe a picture, to listen for specific
area of natural beauty in your country information
Vocabulary: Verb (hike); Phrasal Verb (run through); Vocabulary: Outdoor leisure activities (go paintballing
Nouns (trail, scenery, step, footpath, natural beauty, deer, in a forest, do aqua aerobics, go bird watching in a nature
moose, raccoon, coyote, bobcat, pile, hut, special offer); reserve, play in the park, go zip-lining through the jungle)
Adjectives (stunning, rocky); Phrases (make it, get lost)
46

Lesson objectives: To write a semi-formal email asking Read the title of the module Mother Nature and
for information ask Ss to suggest what they think the module will
be about (the module is about weather, travel,
outdoor activities and geography). Go through the
3i Curricular: Geography 56 topic list and initiate a discussion to prompt Ss’
Lesson objectives: To listen and read for gist, to read interest in the module.
for detailed understanding, to give a presentation on
caves Vocabulary
Vocabulary: Verbs (crawl, abseil); Nouns (hole, limestone,
1 To present vocabulary for extreme
chalk, lava, acidic rain, cliff, glacier, formation, species,
weather
millipede, crab, scorpion, crayfish, rafting); Adjectives
(natural, dark, blind) • Ask Ss to look at the pictures 1-5, and then
play the recording.
• Ss listen and repeat chorally or individually.
Moscow Culture 3 57
Lesson Objectives: To read for detailed understanding, to 2 To listen for specific information
develop thinking skills, to develop creativity, to develop
• Explain the task and play the recording. Point
research skills, to design an environmental project
out that Ss may not hear all the words from Ex.
Vocabulary: Verbs (update, identify, achieve); Nouns
1, but more of a definition of the weather
(vegetation, conservation project, bush, landscape,
phenomena and should listen carefully for key
cartographer, state, diversity)
words (e.g. strong winds = hurricane, etc).
• Ss listen and complete the sentences.
Skills 3 • Play the recording again to check Ss’ answers.
58-59
To listen for specific information, to read for specific Answer Key
information, to make decisions, to discuss a set topic, 1 a hurricane 3 a blizzard 5 a heatwave
to practise word formation, to write a story. 2 thick fog 4 a storm
3 To describe a photograph
Russia 3 60
• Give Ss time to choose a picture and describe it
using the prompts given.
for specific information, to complete a table, to give a
• Choose various Ss to describe the picture of
talk about the Taiga
their choice to the class. Encourage them to
Vocabulary: Nouns (biome, climate, level, photosynthesis,
speculate information they cannot see in the
cone, growth, moose, increase, deforestation, decade);
pictures. Continue until all pictures have been
Verbs (drop, reach, adapt, absorb, slide, encourage, host);
described.
Adjectives (coniferous, subarctic, humid); Phrase (take
measures) Suggested Answer Key
1 This picture shows a city, perhaps in the UK. It is
probably autumn or winter. There is a storm.
The sky is full of dark clouds and there is
lightning striking all around. I think the people
are all indoors, keeping away from the storm.
They probably feel glad to be safe inside. People
probably feel scared when there is such a storm.
2 I think this place may be Russia in the winter. There
is a blizzard and it is snowing heavily. People are
wearing thick clothes, hats, scarves and gloves to
keep warm. Some people are carrying umbrellas.
They are walking in the streets. They seem to be
going about their business despite the bad weather.
3 I think this place may be the Caribbean because
of the tropical trees. It could be summertime,
because that is when hurricanes happen. The
picture shows a hurricane and the wind is
47
blowing so hard that the trees are bending. There Reading & Listening
are no people in the picture because they are
probably all indoors or safe underground. I think 2 a) To predict the content of the text
people probably feel scared when hurricanes and listen and read for gist
happen. • Direct Ss’ attention to the text. From the
4 This picture shows a city skyline. It might be in title, elicit where Matt is and Ss’ guess as to
South America, such as Mexico City. It must be what they think it’s like there.
summer, because the sun is shining very brightly • Play the recording. Ss listen and follow the
and there are no clouds. It seems to be very hot. text on p. 44 to find out.
There is a heatwave. The people must be indoors
with the air-conditioning on, and wearing shorts Suggested Answer Key
and T-shirts. I think they probably feel Matt is in Antarctica. I think he is there for research of
uncomfortable. some kind. I think it is very cold but very beautiful there.
5 This picture shows a lighthouse. It must be on
the coast – somewhere maybe in Scotland or
Canada. It might be winter. There is thick fog
and the lighthouse keeper is shining the light out • Give Ss time to read the text again and mark
to sea to warn any ships. the sentences as true or false giving reasons.
• Check Ss’ answers. As an extension, ask Ss
Activity for weaker classes to correct the false statements.
Read out the descriptions, 1-5, from the Suggested
Answer Key
Answer Key in a muddled order. Ss match each
description to the corresponding picture. 1 F (It’s summer right now, so the weather is quite
mild!)
OVER TO YOU! 2 T – the sun never sets in the summer
3 F (the wildlife is incredible)
To personalise the topic 4 T – sun won’t rise at all
5 F (As a marine biologist.)
• Elicit answers to the question from various Ss.
6 T– all the newcomers are going ... we’re going to
Then give Ss time to complete the sentences.
camp
• Ask various Ss to read their sentences aloud.
7 T – survival course for a week
Suggested Answer Key 8 F (a week)
Heatwaves and storms are common in my country. • Refer Ss to the Check these words box and
Today, the weather is very hot and sunny. explain/elicit the meanings of the words or ask
Tomorrow, I think it will be the same – hot, dry and Ss to use their dictionaries and look them up.
sunny. Suggested Answer Key
scientific (adj): relating to science
3a Wild places research station (n): place where research is carried

out
continent (n): single huge land mass (e.g. Africa,
Europe, etc)
Vocabulary mild (adj): not extreme
set (v): (for the sun) to go below the horizon
1 To present new vocabulary scenery (n): landscape
• Direct Ss’ attention to the weather and seal (n): sea mammal that breeds on land
temperature chart and play the recording. humpback whale (n): large endangered sea mammal
• Ss listen and repeat chorally or individually. warn (v ): to make aware of danger
• Elicit which weather conditions are usual in drop (v): (for the temperature) to get lower
which seasons in their country. rise (v): (for the sun) to go above the horizon
marine biologist (n): person who studies animals
Suggested Answer Key that live in water
… There are sometimes gales, but not tornadoes. In adapt (v): to adjust to different conditions
summer it can get boiling hot with lots of sunshine. survey (n): a detailed investigation
In the spring and autumn it is usually mild with can’t wait (phr): long to
some showers, light clouds and sunny spells. newcomer (n): recent arrival
survival course (n): lessons about staying alive
ski-doo (n): type of transport used in snowy areas
(like a jet ski for snow)
48
sledge (n): transport usu pulled by dogs over snow • Give Ss time to complete the task and then
crack (n): narrow opening ask some Ss to tell the class.
covered (pp): having a layer of sth on top
What I knew: I knew that it was cold there and I
3 To consolidate new vocabulary knew that seals and penguins live there.
• Give Ss time to complete the task. What I’ve learnt: I learnt that the sun doesn’t set in
• Check Ss’ answers. summer or rise in winter. I learned that humpback
whales live there and that people travel on ski-doos.
Answer Key
1 research 4 marine 7 sets
b) To write an email based on
2 freezing 5 survival
information in a text
3 humpback 6 drop
• Explain the situation and the task.
4 To consolidate new vocabulary • Give Ss time to write their email.
• Ask various Ss to read their email to their
Direct Ss’ attention to the underlined words in the partner or to the class.
text and elicit their opposites in the list.
Answer Key
Dear Ian,
coldest – hottest incredible – ordinary Hi! How are you! I’m having an amazing time here
driest – wettest rise – set in Antarctica, but it’s freezing cold. I’ve just come
mild – intense busy – idle back from a week-long survival course. It was
weird – common deep – shallow amazing! We travelled by ski-doos and sledges and
freezing cold – boiling hot we camped in the snow. We learnt what to do if we
fall down a crevasse, too. That was a bit scary. I
5 To consolidate new vocabulary was worried that there might be a blizzard like the
one on my first day here, but luckily, there wasn’t.
• Give Ss time to complete the task and check in
Write soon.
their dictionaries.
Take care,
Matt
Answer Key
1 rises 3 drop 5 threatened Writing
2 warned 4 adapt
8 To give a presentation on Antarctica
Grammar • Ask Ss to work in groups and give them time to
collect information from the Internet,
6 To practise future tenses encyclopaedias, school textbooks or other
• Explain the task and give Ss time to complete sources of reference and write about Antarctica.
it. • Ask some Ss to present their information to
• Check Ss’ answers. the class.
Answer Key to give their presentations in the next lesson.
1 am going (plan)
Answer Key
2 will put (on-the-spot decision)
3 will give (offer) Antarctica has the coldest climate on Earth. The
4 will you be (information about the future), get lowest temperature ever recorded was -89.2°C/-
(time clause) 128.6°F. It is also extremely dry, and only gets an
5 am visiting (fixed arrangement) average of 166 mm/6.5 in of rain each year. The
6 does the plane take off, takes off (timetable) snow doesn’t melt and it becomes an ice cap.
Antarctica doesn’t belong to any country and 47
Speaking & Writing countries signed a treaty to promise it will be used
only for scientific research. Thirty countries have
7 a) To consolidate information learnt research stations there with about 4,000 people doing
from a text research in the summer and 1,000 people in winter.
• Explain the task and ask Ss to look back
through the text and make notes under the
headings in their notebooks.
49
3b Extreme outdoors b) To read for lexico-grammatical

correctness
• Explain the task and give Ss time to read
Vocabulary the text and choose the correct word for
each gap.
1 To introduce topic-related vocabulary • Tell Ss to try each of the options before
• Direct Ss’ attention to the pictures (A-H). deciding on the one that fits best.
• Read out the equipment descriptions (1-8) and • Check Ss’ answers. Ask Ss to justify their
explain/elicit the meanings of any unknown answers.
words. Answer Key
• Elicit which equipment matches each picture.
1 B (have to)
• Play the recording for Ss to check their
2 D (perfect for sth)
answers, and then ask various Ss to say a
3 D (there is = exists)
sentence about each extreme sport.
4 A (win a match/race/championship, beat an
Answer Key opponent, come first = win, earn money/
1 B 3 H 5 D 7 G reputation, admiration)
2 A 4 F 6 C 8 E 5 D (want + to infinitive)
6 A (what = the thing which)
You need a Chinese frying pan, a helmet and ladles
to go wok racing.
You need an ironing board and an iron to do
them up.
extreme ironing.
You need an ice axe and boots with metal spikes to Suggested Answer Key
go ice climbing. weird (adj): strange and unusual
You need a four-wheeled motorbike and a helmet to craze (n): a popular activity
go quad racing. erupt (v): (of a volcano) to throw out rocks and lava
You need a board and protective clothing to go ash (n): powder that is left after sth has burnt
volcano surfing. protective (adj): protecting you from harm
You need a surfboard connected to a kite to go kite slope (n): side of a hill
surfing. speed (v): to move fast
You need an elastic rope to go bungee jumping. world championship (n): competition that is open
to people around the world
Reading competitor (n): person who enters a race or
competition
2 a) To predict the content of a text and tip (n): hint
read for gist bottom (n): the lowest part of sth
• Direct Ss to the subtitles of the three texts compete (v): to take part in a competition
and elicit what, if anything, Ss know about melt (v): to change to liquid form because of heat
them and what is involved in them. rest (n): relaxation
• Give Ss time to read the text and find out. rapids (n): fast flowing part of river
control (v): to direct the action of sth
webbed gloves (n): gloves that have the fingers
In volcano surfing, you use a board to surf down the joined together with material
side of a volcano. To go faster you have to sit down backwards (adv): in reverse
on your board.
In wok racing you speed down an icy track in a wok
with ladles on your feet. To go faster, you warm the
bottom of your wok before you start. Give Ss time to complete the task, then check Ss’
In river bugging, you use an inflatable armchair, answers around the class.
webbed gloves and flippers to speed along a river. To
Answer Key
go faster, you go backwards.
1 erupt 4 track 7 rapids
2 clothing 5 compete 8 control
3 slopes 6 melt
50
Grammar
8 To practise 0/1 conditionals using
4 To present types 0/1 conditionals personal examples
• Read the examples aloud and explain that we • Explain the task and give Ss time to complete
use type 0 conditional to talk about a fact of it.
nature or a general truth. • Check Ss’ answers.
• Explain that we form type 0 conditional with a
when/if-clause and a main clause. Explain that
we always use the present simple tense in type 1 Unless I watch what I eat, I will gain weight.
0 conditional. 2 If the weather gets cold, I will turn the heat up.
• Explain that we use type 1 conditional to talk 3 If I study late in the evening, I will get tired.
about things that are likely to happen in the 4 Unless my friends arrive in time, we will be late
future. for the cinema.
• Explain that we form type 1 conditional with 5 Snow melts when it gets hot.
an if-clause and a main clause. Explain that we
always use the present simple tense in the
Speaking & Writing
if-clause and the future simple tense/an
9 To compare and contrast three sports
imperative/can, may, should + base form of the
verb in the main clause. • Explain the task and play the recording. Give Ss
five minutes to complete the task.
• Check Ss’ answers by asking various Ss to tell
5 To practise type 0 conditional
the class.
• Then give Ss time to write type 0 conditional
sentences. Volcano surfing, river bugging and wok racing all
• Check Ss’ answers. involve travelling downwards. They all involve travelling
in or on a piece of equipment and they all require
Answer Key protective clothing. Volcano surfing involves heat while
2 If you do river bugging backwards, you go faster. the other two involve cold. Wok racing and river
3 If/When I exercise, I feel better. bugging are water sports, but volcano surfing takes
4 If you put an inflatable object in water, it floats. place on dry land. None of them are activities that I
5 If/When you heat water, it boils. would do because they are too dangerous./All of them
6 If we go out on a hot day without sunscreen, we are activities I would like to do because they are exciting.
get sunburnt.
6
•
•
To practise type 1 conditional
Explain the task.
Then give Ss time to write type 1 conditional
3c Culture Corner
sentences. 1 To predict the content of a text and
• Check Ss’ answers. listen and read for specific information
Answer Key • Explain the task and ask Ss to read through the
1 don’t wear, will get 4 wear, won’t be able statements (1-5) and guess if they are true or
2 like, won’t enjoy 5 shouldn’t try, knows false.
3 will have, use • Play the recording. Ss listen and read to find
out the answers.
• Check Ss’ answers and then ask various Ss to
7 To practise 0/1 conditionals
correct the false statements.
• Explain the task and give Ss time to complete it.
Answer Key
1 F (Only 1 in 4 people can make it all the way.)
Answer Key 2 F (It runs through 14 states.)
1 drops (type 0) 5 don’t have, 3 T
2 will love (type 1) can’t go (type 0) 4 T
3 trains (type 1) 6 rusts (type 0) 5 F (There are lots of campsites and shelters along
4 go (type 0) the trail.)
51
Suggested Answer Key Answer Key

trail (n): a path or route through an area of land 1 stunning 3 make it
that people follow 2 special offer 4 get lost
hike (v): to walk over fields and hills in the countryside
stunning (adj): beautiful; amazing 4 To consolidate information in a text
scenery (n): natural landscape
step (n): a stride • Refer Ss to the Check these words box again
make it (phr): to get to the end of a journey and give Ss time to tell their partners three
footpath (n): a path that people can walk along things they remember from the text.
run through (phr v): to traverse, cross an area • Monitor the activity around the class and then
natural beauty (n): the beauty of nature ask various Ss to tell the class.
rocky (adj): covered with rocks Suggested Answer Key
deer (n): a forest animal with four legs and antlers
The Appalachian Trail is very long and runs through
moose (n): a large forest animal similar to a deer
14 states. You can see lots of wild animals along the
raccoon (n): a small grey forest animal
trail. Some are harmless, such as a moose or raccoon,
coyote (n): a wolf-like animal that lives in the
but some are dangerous, such as a coyote or a
mountains
bobcat. You can also camp at lots of places along the
bobcat (n): a large cat-like animal that lives in the
route and sometimes they have special offers.
mountains
get lost (phr): to lose your way and not know how
to get home 5 To write about a beautiful area in your
pile (n): a stack or a number of items on top of each country
other • Divide the class into small groups and explain
hut (n): a small wooden shelter the task.
special offer (n): a product offered at a lower price • Tell Ss they can use the Internet, encyclopaedias,
than usual school textbooks or other sources of reference
to find out information about an area of natural
2 a) To learn/consolidate new vocabulary beauty in their country.
• Direct Ss’ attention to the words/phrases in • Ss collect information under the headings and
bold in the text and the list of words in the write a short web page, then present it to the
rubric. class.
• Give Ss time to match them, and then check • Alternatively, assign the task as HW and check
Ss’ answers around the class. Ss’ answers in the next lesson.
(Ss’ own answers)
Answer Key
3d Everyday English
all the way: the whole distance
incredible: amazing
avoid: keep away from
harmless: not dangerous
getting lost: not finding your way
piles: heaps 1 To present new vocabulary
guide: show the way
• Play the recording with pauses for Ss to listen
and repeat chorally or individually.
b) To identify animals/To consolidate
• Pay attention to Ss’ intonation and pronunciation.
new vocabulary
• Elicit which types of accommodation any Ss
• Direct Ss’ attention to each picture in turn, have stayed in and when and what they
and elicit Ss’ guesses as to what each animal thought of them. Ask some Ss to tell the class.
is called.
• Point out that the animals’ names are also
in the Check these words box. I stayed at a hotel last year when I went on holiday
with my parents. It was very nice. Last summer, I
Answer Key stayed at a youth hostel with my friends. I didn’t
1 raccoon 2 moose 3 bobcat 4 coyote like sharing a room or making my bed.
3 To consolidate new vocabulary 2 a) To present situational language

• Refer Ss to the Check these words box again • Play the recording. Ss listen and repeat
for the words to complete the task. chorally or individually.
52
• Pay attention to Ss’ intonation and A: Let me check what we have available ...Yes, we
pronunciation. have one available.
B: Great. How much is it per night?
b) To listen and read for specific A: It’s £140 per night.
information B: OK. Can I book it then, please?
A: Certainly. What name, please?
• Play the recording. Ss listen and follow the B: Jane Smith.
dialogue in their books and answer the A: Your confirmation number is 4823. We look
questions (1-4). forward to seeing you.
• Check Ss’ answers. B: Thank you. Goodbye.
Answer Key
3e Climate change
1 a single room 3 two nights
2 £85 per night 4 3rd floor
3 To identify synonymous phrases in a

dialogue Reading
• Read out the phrases and give Ss time to find 1 To introduce the topic
• Direct Ss’ attention to the diagram and ask
similar meaning.
them to read the definition.
• Elicit what Ss think causes high temperatures.
Answer Key Tell them to follow the logic of the diagram to
May I help you? – How can I help you? explain the process.
I want to make a reservation. – I’d like to book a room. Suggested Answer Key
Do you want a room for two people or for one
Energy from the sun heats the Earth. The land and the
person? – Do you want a double or a single room?
sea radiate heat. Power plants, car exhausts and burning
fossil fuels give off carbon dioxide. It goes into the
Intonation
atmosphere and traps heat, so temperatures get higher.
4 To practise stress in compound nouns
• Read the theory aloud and explain that a 2 To predict the content of a text and
compound noun is a noun made up of two read and listen for gist
other words (e.g. blackboard, swimming pool) • Direct Ss’ attention to the pictures.
which can be either all one word or two words • Read the rubric aloud and elicit Ss’ guesses to
but has one meaning. the questions.
• Play the recording, with pauses for Ss to repeat • Play the recording. Ss listen and follow the text
chorally or individually. in their books and find out.
• Pay attention to Ss’ intonation.
Speaking Life on the planet will be more difficult, as global
warming can make the polar ice caps and mountain
5 To practise role playing glaciers melt and sea levels rise. Animals are in danger
of losing their habitats and may become extinct. The
• Explain the situation.
weather will be more unpredictable and extreme. To
• Tell Ss that they can use the sentences in Ex. 2a
help, we can cycle or walk or take a bus instead of using
and the dialogue in Ex. 2b to help them complete
a car, use energy-saving light bulbs, and put on more
the task.
clothes to keep warm instead of turning up the heat.
• Ss complete the task in pairs using the plan.
ask various pairs to act out their dialogues to 3 To read for specific information
the class. • Give Ss time to read the text again and mark
Suggested Answer Key the sentences accordingly.
A: Hello. Sea View Apartments. How can I help you? • Check Ss’ answers. Ss should justify their answers.
B: Hello. I’d like to book an apartment, please. Answer Key
A: Certainly. When for? 1 NS
B: 12th April for five nights. 2 T – whole countries ... vanish
A: Do you want one, two or three bedrooms? 3 F (is melting three times faster than just a few
B: I’d like three bedrooms, please. years ago)
53
4 NS frequently: often
5 T – are in great danger unpredictable: changeable
6 T – When sea temperatures rise ... atmosphere reduce: make smaller
explain/ elicit the meanings of the words or ask 5 To consolidate new vocabulary
Ss to use their dictionaries and look them up. • Explain the task.
Suggested Answer Key • Refer Ss back to the Check these words box
global warming (n): rise in Earth’s temperatures and give Ss some time to complete the text
due to heat trapped in atmosphere with these words.
heat up (phr v): to get hotter • Check Ss’ answers.
fault (n): responsibility, blame Answer Key
fossil fuel (n): a fuel such as coal, oil and gas that 1 fossil fuels 7 low-lying
comes from under the ground after millions of years 2 greenhouse gases 8 vanish
greenhouse gas (n): gas responsible for the 3 heat up 9 in great danger
greenhouse effect e.g. CO2 4 trouble 10 extinct
surround (v): to be all around sth 5 polar ice caps 11 droughts
blanket (n): covering 6 melting
trap (v): to stop sth escaping
trouble (n): problem or difficulty Speaking & Writing
melt (v): to turn to liquid because of heat
climate (n): the weather conditions in an area 6 To consolidate information in a text
report (n): sth that gives information
• Give Ss a three-minute time limit to write a
polar ice caps (n): thick layer of ice covering areas
few sentences about global warming.
in polar regions
• Ask various Ss to read their sentences to the class.
vanish (v): to disappear
low-lying (adj): (of land) near or below sea level Suggested Answer Key
wave (n): raised mass of water on the surface of water Global warming is a big problem for our world
coastal (adj): located near the sea because the planet is in danger. The polar ice caps are
under threat (phr): in danger melting and the sea levels are rising. Countries may
cover (v): to make a layer over the surface be lost under water and animals like the arctic polar
serious (adj): important and worrying bear will become extinct if we do not do something
in great danger (phr): at great risk to stop it. Also, sea temperatures affect the weather
starve (v): to suffer/die from lack of food and make it more unpredictable and extreme.
drown (v): to die under the water
extinct (adj): (of a species) not existing any more
drought (n): long period without rain 7 To look at a topic from another point
unpredictable (adj): impossible to judge what may of view
happen • Read the rubric aloud.
reduce (v): to lessen sth • Give Ss a three-minute time limit to prepare
energy-saving bulb (n): a light bulb that uses less their answers.
energy than a usual one • Ask various Ss to tell the class.
turn up (phr v): to increase
expert (n): specialist
I think they would tell us that they can no longer
live in the places they need to because they are now
4 To learn/consolidate new vocabulary
flooded or dry. They would say that their
• Direct Ss’ attention to the words in bold in the waterholes have dried up and that the ice caps have
text and the list of words in the rubric. melted. They would say that they don’t have
• Give Ss time to match them, and then check Ss’ enough to eat because it’s too hot for the plants to
answers around the class. survive. Other animals would say that their hunting
grounds are underwater.
Answer Key
heating up: getting warmer
surround: be all around sth 8 To give a presentation on the effects
traps: catches of global warming
vanish: disappear • Explain the task and divide the class into small
under threat: in danger groups.
starve: die from hunger
become extinct: die out
54
• Tell Ss they can use the Internet, encyclopaedias,

school textbooks or other sources of reference b) To read for cohesion and coherence
to find out information about other effects of • Allow Ss some time to read the text again
global warming. and complete the task.
• Ss collect information and write a short text, • Check Ss’ answers. Ss should justify their
then present it to the class. answers.
• Alternatively, assign the task as HW and check
Answer Key
Ss’ answers in the next lesson.
1 A (river bounced, Blake, hit, head)
Suggested Answer Key 2 E (get warm soon – made a shelter)
Global warming and climate change can have a serious 3 B (problem – river, too wide)
effect on the weather. There will be more forest fires 4 D (“You look ...“ Blake said – “You don’t look
because of the higher temperatures. There will be more ...” Neil replied.)
cyclones and tornadoes because of the warmer air and the
sea levels will also make more coastal flooding happen.
More rain in certain areas can cause soil erosion, and
so some areas of land will become deserts, especially in
Africa. In other areas, more rain will cause constant Suggested Answer Key
flooding. wilderness (n): an area of natural land that is not
used by people
3f
rafting (n): travelling down a river in an inflatable raft
Survivors terrifying (adj): very scary

set off (phr v): to start out on a journey
horror (n): a feeling of great shock and fear
Vocabulary crash into (v): to collide with sth
fast-flowing (adj): (of a body of water) moving fast
1 a) To introduce the topic crawl (v): to move along on your hands and knees
or stomach
• Direct Ss’ attention to the pictures.
suck (v): to draw sth towards it with a strong force
sweep (v): (of the wind/sea, etc) to move sth quickly
listen and repeat chorally or individually.
along
bounce (v): to hit a surface and move upwards away
b) To consolidate new vocabulary from it
• Explain the task and read out the example. surface (v): to come from underwater to the air
• Read through the uses in the rubric and suffer (from) (v): to be badly affected by an illness or
elicit which object matches each one from ailment
various Ss around the class. shore (n): the place where a body of water meets the
land
Answer Key
shelter (n): a building/covering to protect people
If there were lots of mosquitoes, you would need from bad weather
insect repellent. branch (n): a part of a tree which has leaves,
If it was freezing cold, you would need a sleeping bag. flowers or fruit on
If you wanted to light a fire, you would need a lighter. scare off (phr v): to make sth go away from fear
If it was boiling hot, you would need sunscreen. alight (adj): on fire/burning
If you wanted to go sailing, you would need a life signal (n): a sign/message to sb
jacket. overhead (adv): above
If you got lost, you would need a map and a compass. pilot (n): a person who flies an aircraft
spot (v): to see from afar
Reading rescue helicopter (n): an aircraft with a specialised
crew that saves people from difficult situations
2 a) To predict the content of the text
pick someone up (phr v): to collect sb from somewhere
and read for gist
• Read the title of the text aloud and give Ss
3 To learn/consolidate new vocabulary
time to read the introduction and the
words in the Check these words box. Direct Ss’ attention to the words in bold and give
• Elicit Ss’ guesses as to what the text is about. them time to complete the task. Check Ss’ answers.
The text is about a trip in the wilderness that went set off – started, surfaced – arose, made their way –
wrong. walked towards, scare off – frighten, strength –
55
physical energy, lack – shortage, overhead – in the sky, 4 I wish/If only we had a lighter to light a fire.
picked him up – collected him, replied – answered 5 I wish/If only I hadn’t eaten so much, I wouldn’t
have got stomachache.
4 To consolidate new vocabulary 6 I wish/If only I didn’t have to work this weekend,
I could go camping with my friends.
Give Ss time to complete the task. Then check Ss’
answers.
b) To practise wishes/regrets using
Answer Key personal examples
1 crashed 3 crawled 5 lost Give Ss time to complete the task and then
2 horror 4 sucked 6 spotted elicit answers from Ss around the class.
Grammar Suggested Answer Key

I wish I had a lot of money.
5 To present conditional types 2 & 3 and I wish I had a big house.
wishes If only I hadn’t failed my Maths test.
• Read out the examples and explain that we If only I hadn’t lost my keys.
form the type 2 conditional with if + past
simple + would + bare infinitive and we use it to Speaking & Writing
talk about imaginary situations in the present
8 To summarise a story
of future or to give advice.
• Explain that we form the type 3 conditional • Play the recording again while Ss listen and
with if + past perfect + would have + past follow the text in their books.
participle and we use it to talk about imaginary • Give Ss time to use the words in the Check
situations in the past. these words box and prepare their summary.
• Explain that we use wish/if only + past simple to • Ask various Ss around the class to tell their
talk about sth we wish was true in the present summary to the class.
and wish/if only + past perfect to talk about sth
we regret/wish was different in the past.
• Elicit examples from the text in Ex. 2a. 1 Blake Stanfield and his father Neil went rafting
in Alaska.
Answer Key 2 They left on a warm day in June 2003.
If the water hadn’t been so fast-flowing, they would 3 Unfortunately their raft crashed into a huge wall
have been able to crawl onto the ice … of ice.
If he built a signal fire, any planes flying overhead 4 The two men fell into the water.
would hopefully see him. 5 Blake helped his dad out of the river and started
“If only I hadn’t left my father!” a fire.
6 Neil was suffering from hypothermia.
6 To practise conditionals 7 Blake left his dad alone to find help.
8 Blake lit a signal fire which helped a rescue
• Explain the task and give Ss time to complete helicopter to find him and his dad.
the task.
9 To write how you would feel in an
• Elicit what type of conditional each sentence is.
imaginary situation
Answer Key
• Explain the task and the situation and give Ss
1 hadn’t grabbed, type 3 4 would go, type 2 three minutes to prepare their answers.
2 did, type 2 5 wouldn’t go, type 2 • Ask various Ss around the class to share their
3 had been, type 3 6 would have died, type 3 answers with their partners or with the rest of
the class.
7 a) To practise wishes
• Explain the task and read out the example. I feel scared and alone. I wish we hadn’t fallen into
• Give Ss time to complete the task. the river and lost all our supplies. I’m worried about
• Check Ss’ answers. Blake. I wish he hadn’t left me here alone. I hope he
Answer Key finds help and comes back soon.
2 I wish/If only I had brought my coat.
3 I wish/If only I hadn’t gone hiking in the rain,
then I wouldn’t have got ill.
56
3g Skills
It is a warm sunny day and two girls are in the park.
They are wearing shorts and T-shirts and are sitting
on a blanket. They are smiling and playing cards.
Vocabulary There are two boys behind them playing football.
They look like they are relaxing and having fun. I
1 a) To present new vocabulary and think they feel happy.
listen for confirmation
1 I think the friends are enjoying themselves
• Direct Ss’ attention to the pictures and the because they like spending time together outside
phrases. on a lovely day in the park.
• Go through the pictures and elicit the 2 It is very important for me to spend time relaxing
appropriate verb for each gapped phrase. with my friends because it’s how I forget about
• Play the recording. Ss listen and check. Play school and any problems I have. It’s nice to have
the recording again, with pauses for Ss to fun. I feel less stressed.
repeat chorally or individually. 3 I tried paintballing in a forest. It was really good
fun, we wore special clothes and goggles and
Answer Key
carried guns that were full of paint. There were two
1 go 2 do 3 go 4 play 5 go teams and we fired paint at each other and tried to
win the game. It was tiring, but I had a great time.
b) To personalise the topic
Ask various Ss to answer the questions in the
Listening
rubric and tell their partner.
Suggested Answer Key • Explain the task and ask Ss to read the
I’d like to try paintballing and zip-lining. They look questions (1-5) and the possible answers.
really exciting. I wouldn’t like to try aqua aerobics • Play the recording. Ss listen and choose the
or bird watching. They look boring. correct answers.
• Check Ss’ answers. Play the recording again
Speaking with pauses for Ss to check their answers.
2 To complete a description Answer Key

1 B 2 B 3 C 4 A 5 C
• Read the Study Skills box aloud and explain
that this tip will help them to complete such a
3h Writing
task successfully.
• Explain the task and go through the phrases in
the list, explaining/eliciting the meanings of
any unknown words.
• Give Ss time to complete the task, and then
1 a) To analyse adverts
Direct Ss’ attention to the adverts and elicit
Answer Key
answers to the questions in the rubric.
1 a young boy 6 freezing cold
2 the boy’s father 7 warm winter clothes Answer Key
3 at a ski resort 8 behind them A advertises an activity weekend in the forest. It
4 sunny 9 ski lodge includes the date, the activities, age limit and
5 snow 10 a lot of fun who to contact for more information.
B advertises a sailing weekend. It includes who to
contact for more information.
3 To describe a picture
• Explain the task and give Ss time to take turns
b) To match phrases from different
and describe the picture to their partner.
writing styles
• Monitor the activity around the class and offer
assistance as necessary. • Explain the task and give Ss time to match
• Ask some Ss to describe the picture to the class. the informal and semi-formal phrases.
• Read the questions aloud and elicit answers • Check Ss’ answers by reading the phrases
from various Ss. aloud and eliciting the correct matching
phrase for each one from Ss.
57

A 1 Dear Mr Smith, Dear Mr Brown,
B 5 Kind regards I read your advertisement for the sailing weekend
C 2 I am very interested in joining you on the trip. and I am very interested in joining you on the trip.
D 4 I look forward to hearing from you. However, I would like to ask you a few questions
E 3 What other activities will be available? about it.
Firstly, when exactly is the weekend going to take
2 To identify examples of semi-formal place? Also, how much does the weekend cost?
style in an email Secondly, your advert mentions that teaching will
take place in small groups. I would like to know how
• Read the Writing tip aloud and draw Ss’ many people will be in each group. Also, you
attention to the example elements included. mention comfortable accommodation, but can you
• Direct Ss back to the email to find any similar tell me what type of accommodation we will stay
elements. in?
• Check Ss’ answers. Thank you very much for your time. I look forward
Answer Key to hearing from you.
Kind regards,
The email includes a polite greeting, (Dear Mr Smith),
Katy Green
polite language and a respectful tone (I have just read,
I would like to ask, etc), and full forms (I am, I would
3i
like, etc).
Writing Curricular: Geography

3 To write a semi-formal email asking for
information 1 To introduce the topic and listen and
read for specific information
• Explain the task and give Ss time to write their
email, using advert B, the prompts and the • Elicit what Ss know about caves.
plan to help them. • Elicit various questions about points that Ss
• Write the phrases/sentences in the following would like to know, and write them on the
Useful Language box on the board. Ask Ss to board.
copy them in their notebooks and use them • Play the recording. Ss listen and follow the text
when they do the writing task. in their books and see if they can answer their
• Refer Ss to Writing Bank 3 for more questions.
information. • Check Ss’ answers on the board.
Useful language for semi-formal email asking for I know that caves form over thousands of years and
information you can usually see them in mountains or along
coastlines. They are made of different types of rock.
Opening remarks/Reason for writing
I read your advertisement for ... . 1 What types of caves are there? (ice, sea,
I am interested in ... . limestone, chalk, salt, lava)
2 What sort of minerals can caves have? (calcite)
Asking for information
3 What sorts of creatures live in caves? (fish,
Firstly, when/what/how ...?
spiders, millipedes, crabs, scorpions, crayfish)
Also, how much ...?
Secondly, what ...?
I would like to know ...? 2 To read for specific information
Could you please tell me ...? • Ask Ss to read the headings (A-E) and then give
Closing remarks them time to read the text again and complete
Thank you very much ... . the task.
I look forward to your reply/hearing from you. • Check Ss’ answers. Ss should justify their answers.
Answer Key
• Remind Ss to use semi-formal style. 1 E 2 D 3 A 4 B
explain/elicit the meanings of the words or ask Ss
Ss’ answers in the next lesson.
to use their dictionaries and look them up.
58

natural (adj): related to nature/not artificial 5 To imagine a scene and consolidate
hole (n): an opening new vocabulary
limestone (n): a type of rock • Explain the situation and ask Ss to use
chalk (n): a type of soft white rock vocabulary and information from the reading
lava (n): the rock that comes from a volcano text to help them write their sentences.
acidic rain (n): rain with a low pH value that can • Give Ss a three-minute time limit to complete
erode soft rock the task, and then ask various Ss to read their
cliff (n): a vertical mass of rock sentences aloud.
glacier (n): a large body of ice formed thousands/ Suggested Answer Key
millions of years ago
It’s very dark and wet. It smells strange, as if the air
formation (n): sth that is formed
is old. I can hear water dripping from the stalactites.
species (n): type (related to life forms)
The stalactites and stalagmites are very beautiful. I
millipede (n): an insect with many legs
feel calm and relaxed.
crab (n): a crustacean that lives in/near water
scorpion (n): an arthropod with pincers and a sting in its
tail 6 To give a presentation on caves
dark (adj): having no light • Divide the class into small groups and explain
blind (adj): unable to see the task.
crayfish (n): a crustacean like a small lobster • Tell Ss they can use the Internet, encyclopaedias,
crawl (v): to move on your hands and knees school textbooks or other sources of reference
abseil (v): to move down a rock or cliff face using a to find out information about caves.
rope and harness • Ss collect information and write a short text,
rafting (n): using a raft to travel along water then present it to the class.
3 To learn/consolidate new vocabulary Ss’ answers in the next lesson.
• Direct Ss’ attention to the words in bold in the Suggested Answer Key
text and the list of words in the rubric. Exploring and studying caves is called speleology.
• Give Ss time to match them, and then check Ss’ Most caves form when rock dissolves over many years.
answers. These caves are called solutional caves. Other caves
Answer Key form when the rock itself forms. These are called
primary caves. Sea caves form when the sea erodes the
form: develop discovered: found
coastal rocks. Glacier caves form inside glaciers when
dissolves: melts so far: until now
the ice melts in places. Some caves form when a soft
erode: eat away adapted: changed
layer of rock that is between two harder layers of rock
hardens: becomes stiff survive: remain alive
dissolves. This is called a fracture cave. There are also
drips: falls in small drops
talus caves, which aren’t really caves but openings in
piles of rocks that have fallen from a cliff or a
4 To categorise new vocabulary mountain. Finally, there are anchialine caves, which
• Explain the task, draw the word map on the you can find along the coast. They have a mixture of
board, and ask Ss to copy it into their notebooks. seawater and freshwater in them and often have
• Give Ss time to go through the text again and many interesting and rare creatures living there.
complete their word maps.
3
• Ask Ss to compare answers with their partners,
and then check Ss’ answers on the board.
Answer Key Moscow Culture
Water
Listening & Reading
verbs nouns adjectives
1 To introduce the topic through
dissolve ice melting
personal questions
erode sea dripping
run acid rain heavy Elicit answers from Ss around the class.
drip ocean (Ss’ own answers)
waves
rain
glaciers
swimming
rafting
59
Speaking & Writing

2 To predict the content of a text
4 To develop thinking skills
• Direct Ss’ attention to the title and the photo.
Elicit Ss’ guesses to the questions. • Explain the task, refer Ss to the text and ask
• Play the recording. Ss listen and follow the text them to get ideas from the project described in
to find out. the text.
• Allow S some time to complete their work and
invite various Ss around the class to read out
In Moscow schools the conservation project their sentences.
“Children’s list of green vegetation” is offered.
Students in that project make a complete electronic Suggested Answer Key
list of all the improvements in school areas and the Today, we face a lot of problems in big cities. People
green vegetation. They update this list every year don’t plant any trees or plants and we might
and they learn a lot about the natural world. For become extinct. The project “Children’s list of green
example, they learn how to identify kinds of trees, vegetation” helps us because students research our
bushes and landscapes. They also work as state and they plan where to put us in small
ecologists, dendrologists and cartographers. landscape objects, so we can survive.
Check these words box. 5 To develop creativity, to develop
research skills, to design an environmental
project
vegetation (n): all the plants in a given area
• Explain the task and ask Ss to use the Internet
conservation project (n): a planned piece of work in
to get more ideas.
which people help to protect plants and animals
• Allow S some time to complete their work and
update (v): to make sth more modern
invite various Ss around the class to present
identify (v): to indicate what sb/sth is
their projects.
bush (n): a plant with many hard branches growing
out of the ground Suggested Answer Key
landscape (n): all the different features (hills, trees This project is called “Green for all”. It aims to raise
etc.) in an area of land environmental awareness of the people. Our goal is
cartographer (n): sb who draws maps to plant more trees in the local area. In this project,
state (n): the condition of sth at a particular time students can take part in several activities to
diversity (n): the large number of things in a given area achieve our goal. One group will research the kinds
achieve (v): to successfully do sth of trees in the area to find out areas where there are
not enough trees. Other activities include visits to
3 To read for detailed understanding local plant nurseries where we can learn more about
trees and master classes with citizens to teach them
• Allow Ss time to read the text again and
about the importance of planting more trees and
complete the task.
what they can do to help. During the project, there
• Check Ss’ answers and invite them to read their
will be a tree planting day where volunteers can
answers to the class.
come together to plant trees where they are needed
Answer Key and improve the green vegetation in our local area.
1 They develop thinking, planning and artistic
3
skills.
Skills
2 They make a complete electronic list of all the
improvements in school areas and the green
vegetation. They update this list every year. They
also work as ecologists, dendrologists and Listening
cartographers.
3 They learn a lot about the natural world. For 1 a) To prepare for a listening task
example, they learn how to identify kinds of
• Read the rubric aloud and ask Ss to
trees, bushes and landscapes. They also learn
underline the key words in the sentences
how to be landscape designers.
which give clues about what Ss may hear in
4 You can attend master classes on how to use
the recording.
natural resources and care for the environment.
• Check Ss’ answers on the board and elicit
You can also learn how to collect and separate
synonyms from Ss around the class.
rubbish, use recycled materials and learn about
the natural diversity of Moscow.
60
Suggested Answer Key Speaking

1 rewarding (worthwhile, satisfying)
2 got paid (wages), locals (local people) 3 To make decisions
3 knowledge of Spanish (ability to speak Spanish/ • Read the rubric aloud and draw Ss’ attention
fluency in Spanish) to the points in the rubric.
4 guidance (advice, direction, instruction) • Ss work in pairs and act out a dialogue using
5 families (relations, relatives), participate (join in, the points in the rubric and the phrases in the
take part) useful language box.
b) To listen for key information • Ask various pairs to present their dialogues to
the class.
• Play the recording. Ss listen and complete
the task and compare their answers with Suggested Answer Key
their partner. A: Hello. Could I have some information, please?
• Check Ss’ answers. You can play the B: Yes, certainly.
recording again with pauses for Ss to check A: My family would like to go on holiday in the
their answers. area and we would like to know what kind of
hotel resorts there are near the beach.
Answer Key
B: Let’s see. The Golden Palace. It’s got over three
1 T 2 F 3 F 4 T 5 F hundred rooms, many with a seaview. It is a fine
resort and it’s right next to a beautiful sandy
c) To express a personal opinion on beach with shallow water, which is good for
the topic children. Of course, it also has a swimming pool.
A: Does it have water sports facilities?
• Read the rubric aloud.
B: No, it doesn’t but there are a lot of things you
• Elicit a variety of answers from Ss around
can do. It’s got table tennis, beach volleyball and
the class.
so on.
Suggested Answer Key A: Okay, thank you. How about another one?
Yes, I would go on a volunteer holiday because I B: The Grand Beach Resort has got windsurfing, jet
think it is a great idea to use your free time to help ski, scuba diving and so on and it has got three
other people./ No, I wouldn’t because I’d rather use swimming pools.
my holidays to do nothing except relax. A: Good! How far is it from the town?
B: Oh, it’s only about ten minutes on foot from
Reading town.
A: Great! Could you tell me if there are a lot of
2 a) To predict the content of the text good restaurants nearby?
and read for gist B: Yes, the town nearby has got some lovely
• Ask Ss to read the title and the first restaurants that are well known for their fresh
sentence in each paragraph. fish and other seafood dishes. It also has some
• Elicit Ss’ guesses as to what the text is great pizzerias.
about from various Ss around the class. A: Excellent!
• Give Ss time to read the whole text and B: There is also the Paradise Club Resort. It’s
find out. smaller but famous for its nightlife and parties.
The staff organise sports activities all day long.
Answer Key They don’t have many water sports though. It’s
The text is about an animal shelter in Spain that got its own huge restaurant that serves a range
cares for chimpanzees. of dishes and it’s got a cinema.
A: OK! Thank you very much for your help. I think the
Grand Beach Resort would be the best choice for
my family because my parents can relax around the
• Give Ss time to read the text again and pool during the day while my brother and I do
complete the task. water sports; and in the evening we could head
• Ask Ss to check their answers with their into town and eat at one of the fish restaurants.
partner, then check Ss’ answers around the
class.
4 To analyse a model answer
Answer Key
• Play the recording. Ss listen and answer the
1 T 2 NS 3 T 4 T 5 F questions in the rubric.
61
Suggested Answer Key was terrified and all I could see were bubbles in
He chooses the Grand Beach Resort because his front of my eyes. I felt as though I was going to pass
parents can relax around the swimming pool and he out when I felt a strong grip on my shoulder and all
and his brother can do water sports. It is also very at once I was in the fresh air again. My dad had
close to town where there are good fish restaurants. dived in the water and rescued me. He pulled me out
of the river and then got the canoes, too.
I felt relieved and happy to be okay and very grateful
5 To practise word formation
that my dad saved me. It certainly was a holiday to
• Explain the task and give Ss time to complete remember.
it. Ss should go through the text once to get
3
the gist of it. Ss then read more carefully trying
to decide what part of speech each gap asks
for, noun, verb, adjective etc.) Russia
• Check Ss’ answers on the board. Remind Ss
that correct spelling is required. Reading & Listening
Answer Key
1 To predict the content of a text and
1 government 3 education 5 various
listen and read for gist
2 provincial 4 rewarding
• Draw Ss attention to the pictures and title.
Writing • Elicit what Ss know about the Taiga, what the
weather is like and what animals live there.
6 a) To prepare for a writing task • Play the recording. Ss listen and follow the text
• Read the rubric aloud and then write the in their books.
headings on the board. Suggested Answer Key
• Brainstorm with the class for ideas and write It is cold in the Taiga. You can find evergreen trees
them under the headings. Ss copy the there. Many different animals live there like the
headings and the ideas into their notebooks. bear, the eagle and the red fox.
CHARACTERS: me and my parents 2 To read for specific information
PLACE: the Pinery National Park
• Explain the task and ask Ss to reread the text.
DATE: last summer in July
WEATHER: hot and sunny
• Elicit answers from around the class.
EVENTS: we went camping, we went canoeing, I fell
• Ask Ss to correct the false statements.
in the river, my dad pulled me out, I was OK
FEELINGS: relieved and happy and glad Answer Key
1 T
b) To write a story 2 NS
3 T
• Give Ss time to write their story using the 4 F (The Taiga hosts a wide variety of wildlife.)
notes they made in Ex. 7a. 5 F (... the Taiga is in danger ... an increase in
• Check Ss’ answers. deforestation ...)
A Holiday to Remember explain/ elicit the meanings of the words or ask
Last summer, in July, my parents and I went on a Ss to use their dictionaries and look them up.
camping holiday to The Pinery National Park. One day,
we woke up and it was very hot and the sun was shining Suggested Answer Key
so my dad suggested going canoeing on the river. biome (n): an ecological area of plants and animals
I had been camping before, but it was the first time I that have the same environmental needs
had tried canoeing. It was a lot of fun to start with and coniferous (adj): dealing with trees that keep their
I think I was overconfident because I decided to try and leaves all year round
race ahead of my dad. He shouted to me to slow down, subarctic (adj): relating to the area immediately below
but I didn’t listen. the arctic circle
Suddenly, I lost my grip on the oar. As I reached for climate (n): weather
it I lost my balance and the canoe rolled over and drop (v): to fall or become less
sent me under the water. My dad had told me what humid (adj): being very damp
to do if this happened, but I panicked. I started reach (v): to attain, rise to a certain level
gasping for air and instead I was gulping water. I adapt (v): to change to suit new conditions
62
level (n): the amount or degree of sth

absorb (v): to take in, soak up 4 To personalise the topic/To develop
photosynthesis (n): the process plants use to make critical thinking skills
food from sunlight • Explain the task and ask Ss if they would like
cone (n): a shape that tapers from a circular base to a to live in the Taiga.
point • Elicit reasons why/why not.
slide (v): to move smoothly, slip
encourage (v): to promote, support Suggested Answer Key
growth (n): increase in size I think it would be interesting to live in the Taiga in
host (v): to be the home of certain plants and animals the summer. I’m not sure I would like to live there
in an area all year round because it is very cold in the winter.
moose (n): a large type of deer with flat antlers There are many interesting animals to see but I
increase (n): a growth, rise in sth think it would be lonely and there wouldn’t be very
deforestation (n): the act of cutting down all the trees much to do.
in an area
decade (n): a period of ten years Writing
take measures (phr): to do sth in order to get a
particular result 5 To collect information and make a
poster about the Taiga
3 To complete a table and give • Ss work in pairs.
information on a place • Explain the task and refer Ss to the Internet
encyclopaedias and other reference sources to
• Draw the table on the board and ask Ss to copy
collect information on the Taiga.
it in their notebooks.
• Give Ss time to collect their information and
• Give Ss time to complete the table.
prepare their posters.
• Elicit information from various Ss and write it
• Ask some Ss to present their posters to the class.
in the table on the board.
• Choose various Ss to use their tables or the table
to present their posters in the next lesson.
on the board and the words from the Check
these words box to give their presentation. Suggested Answer Key
Suggested Answer Key The Taiga
Where
Russia, Scandinavia, North The Taiga spans the northern parts of Russia, Europe
Location:
America and Canada. It is located south of the arctic and
Subarctic climate, long cold covers about 17% of the Earth’s land area.
Climate: winters, short, warm, Climate
humid summers Winters in the Taiga are very cold. Temperatures stay
below freezing for six months of the year. There is
evergreen trees, brown
some snow in the winter but no rain. In the summer,
What lives bear, moose, wolf, reindeer,
it is mostly hot, humid and rainy. Temperatures can
there: red fox, golden eagle, great
reach 30°C.
grey owl
Animals
Reasons it is in global warming and Many different animals live in the Taiga. Some
danger: increased deforestation animals have adapted to be able to live there. In the
spring and summer there are many species of birds
The Taiga is an area which covers large parts of and insects.
Northern Russia, Scandinavia and North America. There are large populations of brown bears, moose,
It has a subarctic climate with long, cold winters wolves, foxes and lynx.
and short, warm, humid summers.
It consists mostly of forests of evergreen trees.
Many different animals live there – the brown bear,
moose, wolf, reindeer, red fox, golden eagle, great
grey owl and many more.
The Taiga is in danger from global warming and
increased deforestation.
63
Healthy mind, healthy body

In this module, Ss will explore the topics of health Lesson Objectives: Visiting the doctor, to learn the
problems, illnesses & ailments, remedies and teenage pronunciation of rhyming words
problems. Vocabulary: Medical advice (take some (cough) syrup,
take some painkillers, go to hospital for an x-ray, use some
eye/ear/nose drops, put antiseptic/antibiotic cream on it);
Modular page 61 Sentences (Come in and take a seat., What seems to be the
Lesson Objectives: Overview of the module problem?, It’s really itchy and painful., Let’s take a look.,
Vocabulary: Healthy activities (practise meditation to I’m afraid it’s infected., What should I do?, I’ll give you a
achieve peace of mind, make ethical choices, get the sleep prescription., Should I come back and see you again?)
you need, exercise regularly, spend time in the sunshine,
solve crosswords & exercise your mind, manage your stress)
4e Amazing abilities 68-69
4a Technology and health 62-63 for specific information, to role-play an interview
Lesson Objectives: To read for gist and general Vocabulary: Verb (gather); Nouns (ledge, concrete, rope,
comprehension, to learn the modal verbs must/have to/ safety net, vertigo, broken bone, daredevil, slippery surface,
should, to talk about using gadgets wisely, to write a nickname); Adjectives (urban, illegal); Phrases (bare hands,
set of rules about avoiding health problems when sigh with relief, raise awareness, get a fine, get stuck)
using gadgets
Vocabulary: Health problems (shoulder strain, hearing loss,
thumb arthritis, a skin infection/acne/a rash, eye strain); Verbs 4f Feeling afraid 70-71
(cope, prevent, borrow, distinguish); Phrasal Verb (lead to); Lesson Objectives: To read for gist, to learn relative
Nouns (motion, confined space, strain, ear canal, volume, clauses, to learn both… and-either… or-neither … nor,
hearing loss, restriction, swelling, pain, bacteria, dermatologist, to talk and write about phobias
extended period, blurred vision, optician); Phrase (be better off) Vocabulary: Fears & phobias (thunderstorms, spiders, the
dark, lifts, injections, flying, snakes, heights, crowds, going
to the dentist); Reactions (heart beat fast, shake like a leaf,
4b Home remedies 64-65 palms sweat, feel dizzy, feel sick, feel embarrassed, can’t
Lesson Objectives: To listen and read for gist, to read for breathe); Verbs (sweat, beat, shake, suffer (from), sense,
specific information, to learn modal verbs can/ pump, tense, get stung, trigger); Phrasal Verbs (miss out,
could/may/might, to learn past modals had to/didn’t have work up to); Nouns (fear, nightmare, signal, adrenalin,
to/could/couldn’t, was/weren’t able to, to listen for specific muscle); Adjectives (enclosed, odd, ridiculous, rational);
information, to give a presentation on home remedies Phrases (catch your breath, little by little)
Vocabulary: Verbs (cure, rub, soothe, swallow, sprinkle,
neutralise); Nouns (natural remedy, immune system,
insomnia, tannin, anti-perspirant, indigestion, stomach 4g Skills 72
acid, upset stomach, travel sickness, bad breath); Lesson Objectives: To describe a picture, to listen for
Adjective (odour-free); Phrase (constricted blood vessels) specific information, to make suggestions
Vocabulary: Teenage problems (parents being strict, fall
out with friends, pressurise to do sth, stressed out);
4c Culture Corner 66 Solutions (stand up to, dermatologist, similar interests,
Lesson Objectives: To listen and read for specific work things out, make compromises); Making suggestions
information, to relate an experience, to write T/F (You could/ should ..., The best thing to do is ..., Why don’t
statements about a dangerous animal from your country you ...?, Have you thought about [+verb + -ing]); Replying
Vocabulary: Verbs (bite, inject); Nouns (anti-venin, (That’s a good idea., Yes, I think that will/could/might
stripe, backyard, pain, sweating, vomiting, death, shark, help., OK, I’ll try that and see what happens.)
tentacle, needle, venom, victim, rock pool, spike, self-
defence); Adjectives (poisonous, scary, inland)
64

Lesson Objectives: To write an essay making suggestions Read the title of the module (Healthy mind, healthy
for solutions to a problem body) and ask Ss to suggest what they think the
module will be about (the module is about health
problems, remedies, teenage problems and solutions).
4i Curricular: PSHE 74 Go through the topic list and initiate a discussion
Lesson Objectives: To read for gist and specific to prompt Ss’ interest in the module.
information, to give a presentation on sleep
Vocabulary: Verbs (drop, replace, repair, affect, Vocabulary
concentrate, shorten); Phrasal Verb (slow down); Nouns
1 To present vocabulary for healthy
(resting state, heart rate, bodily function, brain, stage, cell,
activities
lack (of), immune system, depression, caffeine); Adjectives
(active, light, grumpy, forgetful); Adverb (deeply); Phrases • Ask Ss to look at the pictures.
(get into a routine, keep you awake, fall asleep) • Play the recording. Ss listen and repeat
Moscow Culture 4 75 2 To describe a picture

Lesson Objectives: To read for detailed understanding,
• Explain the task and ask various Ss to describe a
to present information about the Luzhniki Stadium, to
picture. Point out that Ss should think about
develop research skills
the place, the weather, what the person/people
Vocabulary: Verbs (renovate, restore, stitch); Phrasal
is/are doing, what they are wearing and how
Verb (take apart); Nouns (coating, vote, sprinkler, turf,
they feel. Ask Ss to make deductions using must
seed, thread)
(sure about), may (not sure), can’t (sure it isn’t).
• Continue until all pictures are described
Skills 4 satisfactorily.
76-77
Lesson Objectives: to describe a picture, to read for Suggested Answer Key
specific information, to listen for key information, to In picture 1, there is a young woman practising
practise word formation, to practise key word yoga. She is sitting down with her legs crossed, her
transformations, to write an essay making suggestions eyes closed and her hands together. She is wearing a
black top and black leggings. She is outside. The
weather is warm and sunny. I think she feels relaxed.
Russia 4 78 In picture 2, there are two teenage girls. One girl is
Lesson Objectives: To listen and read for gist, to read whispering into the other girl’s ear. They are wearing
for comprehension, to speak and write about the banya/ casual clothes. They are outside and it looks warm. I
baths think the blonde girl is gossiping about someone and
Vocabulary: Nouns (steam, bath, cabin, row, bench, store, the other girl feels uncomfortable.
bucket, bather, ladle, pore, bunch, white birch, blood In picture 3, there are two young children, a boy
circulation, toxin); Verbs (bathe, sweat, relieve, prevent, and a girl. They are sleeping. They may be on a
heal); Adjectives (elaborate, dried, intense) train. I think they must be tired.
In picture 4, there are some people exercising. They
are in a gym or sports centre. They are wearing
shorts and t-shirts and they are holding small
weights. I think they feel energetic and healthy.
In picture 5, there is a young couple. They are sitting
in a café or in a kitchen and they are doing a
crossword puzzle. They are smiling and happy and
they seem relaxed.
In picture 6, there is a middle-aged woman walking
down a country road. She is wearing shorts, a
jumper and sunglasses. She may be on holiday. She
is happy and smiling.
In picture 7, there is a woman in her late thirties
sitting at a desk in an office. She is wearing a dark
blouse with short sleeves. She is looking through a
pile of files and folders and she looks worried. I
think she feels stressed. She must be upset.
65
OVER TO YOU! Reading

To personalise the topic 3 a) To read for general comprehension
• Elicit answers to the question from various Ss. • Give Ss time to read the text again and
• Point out that some activities are healthy for match the headings to the paragraphs.
both the body and the mind. • Check Ss’ answers. Ss should justify their
answers.
Healthy body: get the sleep you need, exercise regularly, Answer Key
spend time in the sunshine, manage your stress 1 D (Doctors warn ... real thing)
Healthy mind: practise meditation, make ethical choices, 2 B (volume on your MP3 player ... at a low level)
get the sleep you need, solve crosswords & exercise your 3 A (use different fingers)
mind, spend time in the sunshine, manage your stress 4 F (full of bacteria)
5 E (eye strain)
a Technology and health explain/elicit the meanings of the words or

them up.
Vocabulary Suggested Answer Key
1 a) To present new vocabulary related cope (v): to manage; handle
to health problems be better off (phr): be in an improved condition/
position than previously
• Direct Ss’ attention to the pictures (1-5) and
motion (n): movement
the phrases.
confined space (n): a very small area that restricts
movement
strain (n): pain from overuse in a muscle or joint
ear canal (n): the part of the ear that goes from the
b) To talk about gadgets outside to the ear drum
• Explain/Elicit the meaning of any words in volume (n): the level of noise
the list. hearing loss (n): the situation when you can no
• Elicit which gadgets Ss have/don’t have by longer hear properly
asking Ss to raise their hands. Ask Ss to make lead to (phr v): result in
complete sentences and tell the class what restriction (n): limitation of the use of sth
they have and how often they use it/them. swelling (n): when sth becomes bigger in size
because of excess liquid caused by infection or injury
Suggested Answer Key pain (n): physical discomfort or suffering
I have a mobile phone and an MP3 player. I use both prevent (v): to stop sth from happening
of them every day. bacteria (n): germs
dermatologist (n): a doctor that specialises in the skin
2 To predict the content of the text and borrow (v): to have sth of sb else’s for a short time
listen and read for gist and then return it
extended period (n): long time
• Direct Ss’ attention to the pictures 1-5 again blurred vision (n): unclear sight
and elicit Ss’ guesses about how the health distinguish (v): to tell the difference between two or
problems are related to the gadgets in Ex. 1b. more things
• Play the recording. Ss listen and follow the text optician (n): sb whose job is to test people’s sight
in their books to find out. and sell glasses and/or contact lenses
Answer Key
You can get shoulder strain from playing for too b) To understand the author’s purpose
long on a games console. • Read the rubric aloud and explain/elicit the
You can get hearing loss from having the volume set meanings of any unknown words.
too high on your MP3 player. • Elicit answers, with reasons, from various Ss.
You can get thumb arthritis from too much texting
on your mobile phone. Suggested Answer Key
You can get a skin infection/acne/a rash from the bacteria I think the author’s purpose is to inform, because
on a mobile phone when you press it against your skin. there is a lot of information in the text. Also, he/she
You can get eye strain from spending too much time describes problems and how to avoid them.
in front of a computer screen.
66
4 To consolidate new vocabulary 8 To give a presentation on other health

problems linked to gadgets
then check Ss’ answers. • Ask Ss to work in small groups and collect
information from the Internet, school textbooks,
Answer Key
encyclopaedias or other reference sources about
1 set 5 thumb 9 frequent possible health problems associated with overuse
2 hearing 6 restriction 10 eye of gadgets.
3 confined 7 blurred • Allow time for Ss to collect their information
4 skin 8 distinguish and write their rules. Alternatively, assign the
task as HW.
Grammar • Ask various groups of Ss to read their rules to
the class.
5 To present modal verbs (must/have to/
should) Suggested Answer Key
• Explain that we use must/have to to express You shouldn’t sit in front of a computer for a long
obligation/strong advice/necessity, we use don’t time or you can get backache.
have to to express a lack of obligation/lack of You should use a hands-free device on your mobile
necessity, we use mustn’t to express prohibition phone or you can get a headache.
and we use should/ought to/shouldn’t to give You shouldn’t spend too much time playing video
advice. games or you can get depression.
• Go through the sentences (1-7) and the You mustn’t type on a keyboard for a long time or
definitions (A-G). Give Ss time to match them, you can strain your wrists.
and then check Ss’ answers.
Answer Key
1 C 3 E 5 B 7 F
b Home remedies
2 A 4 G 6 D
Vocabulary
6 To practise using modals
1 To introduce topic-related vocabulary
• Explain the task and read the example aloud.
• Direct Ss’ attention to the illnesses and ailments
• Give Ss time to complete it.
(1-14).
• Play the recording. Ss listen and repeat chorally
Answer Key or individually.
2 You should set the volume on your MP3 player • Explain/Elicit the meanings of any unknown
at a low level. words, then elicit answers to the questions in
3 You mustn’t enter the computer lab. the rubric from various Ss.
4 You don’t have to pay in cash. Suggested Answer Key
I had a headache yesterday. I took an aspirin.
Speaking & Writing
I had a sore throat last winter. I drank some tea
7 To consolidate information in a text with honey. etc
and practise modals
Reading
Explain the task and read out the example, then
elicit similar pieces of advice from various Ss. 2 To predict the content of a text and to
We should set the volume on our MP3 players at a • Read the headings aloud and explain/elicit
low level or we can suffer hearing loss. what each food item is.
We shouldn’t text too much or we can get thumb • Elicit what health problems they can help.
arthritis. • Play the recording. Ss listen and follow the text
We should clean our mobile phones properly or we in their books to find out.
can get a skin infection, acne or a rash. Suggested Answer Key
We shouldn’t spend too much time in front of a
Garlic can help a cold or the flu as well as spots.
computer screen or we can get eye strain.
Vinegar can help minor cuts, itchy rashes and sunburn.
Honey can help a sore throat, cuts and grazes and
insomnia.
67
Tea can help a headache, hay fever and watery eyes. Grammar
Baking soda can help smelly feet and indigestion.
Ginger can help an upset stomach, travel sickness 5 To practise modal verbs
and bad breath. • Explain the task and read out the example.
• Give Ss time to rewrite the sentences using a
3 To read for specific information modal/modals from the list in the rubric. Tell Ss
that some modals may be used more than once.
• Ask Ss to read the text again and answer the
questions.
• Check Ss’ answers. Suggested Answer Key
Answer Key 2 I might/may go to the doctor’s on Friday.
3 You may/can go now.
1 garlic and honey 4 ginger
4 A cup of tea might/may help get rid of your
2 vinegar 5 baking soda
headache.
3 garlic
5 Some honey might/may help your sore throat.
• Refer Ss to the Check these words box and 6 I can’t go out today. I’ve got a bad cold.
explain/elicit the meanings of the words or ask 7 If you have smelly feet, baking soda might/may
Ss to use their dictionaries and look them up. help you.
Suggested Answer Key 8 You can’t enter this area.
natural remedy (n): sth from nature that can cure
an illness 6 To present and practise past modals
cure (v): to cause an illness to end • Read the table aloud and explain that we use
immune system (n): the body’s defence against had to/didn’t have to to talk about
illness necessity/lack of necessity in the past.
rub (v): to press your fingers against sth and move • Explain that we use could/couldn’t to talk
them about general ability in the past.
soothe (v): ease pain or discomfort • Explain that we use was(n’t)/were(n’t) able to
swallow (v): to make sth go from your mouth to your to talk about a specific ability in the past.
stomach • Read the examples aloud and elicit an example
insomnia (n): difficulty sleeping from the text in Ex. 2.
constricted (adj): blocked or restricted
blood vessels (n): small tubes that carry blood Answer Key
around the body In the past, people had to use natural remedies …
tannin (n): natural plant chemical found in tea Give Ss time to complete the sentences, then
sprinkle (v): to scatter check Ss’ answers.
odour-free (adj): having no smell
anti-perspirant (n): substance used to prevent Answer Key
sweating 1 had to 3 could 5 didn’t have to
indigestion (n): pain caused by a difficulty in 2 was able to 4 had to
digesting food or overeating
neutralise (v): to make sth less acid Listening
stomach acid (v): a substance in the body that
breaks down food 7 To listen for specific information
upset stomach (n): stomach ache causing you to Explain the task and play the recording. Ss listen
feel unwell and say what each person’s problem was and
travel sickness (n): feeling ill as a result of what they did to cure it.
travelling
bad breath (n): unpleasant smell from the mouth Answer Key
Sally burnt her finger. She put it under cold water
4 To consolidate new vocabulary then put some honey on it.
Greg had indigestion. He ate a banana.
Give Ss time to complete the task, then check Ss’ Simon had a bad cold. He drank warm lemon juice
answers. with water and honey.
Answer Key
1 immune 4 Insomnia 7 stomach
2 Rub 5 vessels 8 sickness
3 remedy 6 indigestion
68
Speaking & Writing

8 To talk about health problems and c Culture Corner
suggest remedies
• Explain the task and read the example 1 To predict content using prior
exchange aloud. knowledge and to listen and read for specific
• Give Ss time to complete it. information
• Explain the task and read the sentences 1-5
Suggested Answer Key aloud.
A: I have the flu. I feel terrible! • Explain/Elicit the meanings of any unknown
B: You should/could make a drink with hot water, words and ask Ss to guess if the sentences are
garlic, lemon and honey. That might/may help. true or false.
A: I have an itchy rash. It’s really itchy! • Play the recording. Ss listen and follow the text
B: You should/could put some vinegar on it. That in their books and find out if their guesses
might/ may help. were correct.
A: I have a sore throat. It really hurts! • As an extension, ask Ss to correct the false
B: You should/could swallow a spoonful of honey. statements.
That might/may help.
A: I have watery eyes. They’re really watery!
B: You should/could put cold, wet teabags on 1 (It has teeth strong enough to bite through a
them. That might/may help. shoe.)
A: I have an upset stomach. It really hurts! 2 (They are almost invisible.)
B: You should/could chew a piece of ginger. That 3 (The male platypus has a poisonous spike on its
might/ may help. back legs.)
A: I have smelly feet. They really smell! • Refer Ss to the Check these words box and
B: You should/could sprinkle some baking soda in explain/elicit the meanings of the words or ask
your shoes. That might/may help. Ss to use their dictionaries and look them up.
9 To give a presentation on home
poisonous (adj): (of an animal) able to kill you or
remedies
make you ill because of a substance they contain
• Ask Ss to collect information from the Internet, bite (v): to use the teeth to cut into sth/sb
school textbooks, encyclopaedias or other anti-venin (n): substance to stop the effect of
reference sources about other home remedies. poison
• Allow time for Ss to collect their information scary (adj): frightening
and write their texts. Alternatively, assign the stripe (n): line that is a different colour to the area
task as HW. next to it
• Ask various Ss to read their texts to the class. backyard (n): land at the rear of a house
pain (n): feeling when sth hurts
sweating (n): the action of producing a salty liquid
A home remedy for acne is to use tomatoes. You from the skin
could try cutting a tomato in half and rubbing it on vomiting (n): the action of making food come back
your face. Leave it for 15 minutes and then wash it up from your stomach and out of the mouth
off. The acid from the tomato can kill the bacteria death (n): permanent end of life
and your acne can get better. shark (n): large predator fish with sharp teeth
A home remedy for bad breath is to chew parsley or tentacle (n): part of an octopus used for moving or
mint leaves. This will make your breath fresher. grabbing things
A home remedy for body odour is to put tomato needle (n): sharp point
juice or apple cider vinegar in your bath water. The inject (v): to put into the body through the skin
natural acids kill bacteria and can help you to smell with a sharp point
better. venom(n): poison from an animal
A home remedy for yellow teeth is to brush your victim (n): sb who gets hurt or killed
teeth with baking soda. The baking soda can scrub rock pool (n): small pool of water between rocks on a
off any stains and your teeth can become whiter. beach
inland (adj): in/belonging to the middle of a
country, i.e. away from the coast
spike (n): sharp pointed part
self-defence (n): the action of protecting yourself
69
• Ask various Ss to swap their sentences with

2 To learn/consolidate new vocabulary their partner and try to guess the answers.
• Direct Ss’ attention to the words/phrases in Suggested Answer Key
bold in the text and the list of words in the A dangerous animal in my country is the adder
rubric. snake. Without the anti-venin one in ten people will
• Give Ss time to match them, then check Ss’ die from an adder bite and the bites are very painful.
answers around the class.
1 It is a type of viper. (T)
Answer Key 2 Most bites from adders occur in winter. (F – in
at all costs: under any circumstances spring or autumn)
nasty: unpleasant 3 Adders have bands of red, yellow and black
causing: creating colours. (F – they are beige with a dark dorsal
invisible: impossible to see pattern or all dark)
deadly: able to cause death 4 When an adder bites, it hangs on for a short
attack: try to hurt while. (F – it bites and leaves)
rare: unusual 5 Adders are very aggressive. (F – they are shy)
cute: pretty 6 Adder snake bites are common. (F – uncommon)
3 To extend vocabulary/To learn words

easily confused
• Go through the verbs A-D and explain/elicit the
d Everyday English
meanings.
• Give Ss time to match them to the nouns, then 1 a) To present new vocabulary
Answer Key listen and repeat chorally or individually.
1 B 2 D 3 A 4 C • Pay attention to Ss’ intonation and
pronunciation.
4 To describe an imaginary scene using

information from a text b) To match medical advice to ailments
Explain the task and give Ss some time to prepare • Read the rubric aloud and explain/elicit the
their answers and then ask various Ss to tell the meanings of any unknown words.
class about their imaginary encounter with a • Read the example aloud and ask various Ss
deadly animal. to say what medical advice a doctor might
give for the remaining ailments in the list.
Answer Key
I was on holiday in Australia last year. I was
swimming in the sea and I felt a very sharp pain in You have a sprained ankle/wrist. You should go to
my leg. I looked down, but I couldn’t see anything, the hospital for an x-ray.
but my leg was really hurting. I screamed in pain and You have a sore throat. You should take some
managed to get out of the water. Luckily, there was (cough) syrup and some painkillers.
a lifeguard who saw my leg and knew straight away You have an infected mosquito bite. You should put
that it was a sting from a box jellyfish. He gave me antiseptic/antibiotic cream on it.
an injection and called an ambulance. I spent the
next few days in hospital and I nearly died. It was a 2 a) To present situational language
very scary experience and I am lucky to be alive.
5 To write a short text about a • Pay attention to Ss’ intonation and
dangerous animal from your country pronunciation.
• Ask Ss to collect information from the Internet,
school textbooks, encyclopaedias or other b) To match situational language to
reference sources about a dangerous animal the roles of the speakers in a situational
from their country. dialogue
• Allow time for Ss to collect their information
• Explain the task. Read the sentences aloud
and write their T/F sentences. Alternatively,
one at a time and elicit the speaker.
assign the task as HW.
• Play the recording. Ss listen and check.
70
Answer Key
Doctor: Come in and take a seat., What seems to be
the problem?, Let’s take a look., I’m afraid it’s
e Amazing abilities
infected., I’ll give you a prescription.
Patient: It’s really itchy and painful., What should I Vocabulary
do?, Should I come back and see you again?
1 To introduce new vocabulary
3 To identify synonymous phrases in a • Play the recording with pauses for Ss to repeat
dialogue chorally or individually.
• Pay attention to Ss’ intonation.
• Read out the phrases and give Ss time to find
Reading & Listening
similar meaning.
• Check Ss’ answers. 2 a) To introduce the topic
Answer Key Elicit answers to the questions in the rubric
I’m sorry to tell you – I’m afraid from various Ss.
Tell me what’s wrong. – What seems to be the
Answer Key
problem?
Enter and sit down. – Come in and take a seat. Spider-Man is a comic book hero. He is famous for
I’m going to look at it. – Let’s take a look. fighting crime, being able to climb up tall buildings
and swinging from building to building using his
Pronunciation spider webs.
4 To learn about/practise rhyming words b) To predict the content of the text

• Explain the task. and to listen and read for gist
• Play the recording. Ss listen and circle the word • Elicit why Alain Robert might be called the
that sounds different to the rest. French Spider-Man.
• Play the recording again with pauses for Ss to • Play the recording. Ss listen and follow the
repeat chorally or individually. text in their books to find out if their
• Pay attention to Ss’ intonation. guesses were correct.
1 cough 2 toe 3 drought 4 wound I think Alain Robert is called the French Spider-Man
because he climbs up tall buildings.
Speaking
5 To practise role playing 3 To read for specific information and to
learn/consolidate new vocabulary
• Explain the situation.
• Tell Ss that they can use the sentences in Ex. 2a • Give Ss time to read the text again and answer
and the health problems and medical advice the questions.
from Ex. 1b to help them complete the task. • Check Ss’ answers and ask Ss to provide
• Ss complete the task in pairs using the plan. evidence from the text to support their answers.
• Monitor the activity around the class and then Answer Key
ask various pairs to act out their dialogues in
1 D (there’s no rope and no safety net)
front of the class.
2 C (He didn’t have his apartment keys and his
Suggested Answer Key parents were out)
A: Hello, Miss Willis. Come in and take a seat. 3 A (he feels dizzy when he’s up high)
B: OK. Thank you. 4 D (raising awareness about world issues/Alain
A: Now, what seems to be the problem? wants people to see their environment
B: Well, it’s my ear. It’s really itchy and painful. differently)
A: OK. Let’s take a look. Hmm … yes, it’s very red. 5 C (he got stuck on the 35th floor of London’s
I’m afraid it’s infected. Canary Wharf Tower when it started to rain)
B: Oh no. What should I do? 6 C (he is no superhero. He’s just an ordinary
A: You should use some ear drops three times a man living a very dangerous life.)
day. I’ll write you a prescription. • Refer Ss to the Check these words box and
B: Thank you. explain/elicit the meanings of the words or ask
A: You’re welcome. Ss to use their dictionaries and look them up.
71

ledge (n): shelf at the bottom of a window 1 nickname 5 raise awareness
concrete (n): substance buildings are made of 2 gather 6 get a fine
rope (n): thick cord used for climbing 3 sigh with relief 7 slippery surface
safety net (n): a large piece of material with threads 4 safety net 8 daredevil
woven together with holes in between, used to
prevent injury from falls 6 To consolidate new vocabulary
bare hands (phr): hands not covered by gloves and
not holding any equipment • Explain the task.
gather (v): to collect/come together • Give Ss some time to complete it.
sigh with relief (phr): release a deep breathe when • Check Ss’ answers.
sth unpleasant is over Answer Key
vertigo (n): the feeling of dizziness or sickness when
1 surface 5 issues 9 bare
looking down
2 awareness 6 relief 10 public
broken bone (n): part of the skeleton which is
3 broken 7 net
snapped or broken
4 risks 8 suffers
raise awareness (phr): increase knowledge
urban (adj): relating to towns or cities Suggested Answer Key
illegal (adj): against the law Alain can’t climb slippery surfaces.
get a fine (phr): have to pay money because of He wants to raise awareness about world issues.
doing sth illegal He has had several broken bones because he has
daredevil (n): person who does dangerous things fallen 7 times.
slippery surface (n): area that is difficult to hold Alain risks his life climbing tall buildings without a
onto or walk on safety net.
get stuck (phr): become unable to move Climate change is one of the most important world
nickname (n): informal name for sb issues today.
After completing a difficult climb Alain sighs with
relief.
BACKGROUND INFORMATION
Alain climbs up tall buildings without a safety net.
Malaysia is a country in Southeast Asia. Its Alain suffers from vertigo so he feels very dizzy
capital city is Kuala Lumpur. It has got a when he’s up high.
population of 27.5 million and it has got a Alain climbs walls with only his bare hands.
tropical climate. The police don’t let Alain climb public buildings.
Canary Wharf is located in London, UK. It is
a major business district and financial centre. 7 To summarise the content of a text
using adjectives
• Read the rubric aloud and elicit answers from
4 To consolidate information in a text various Ss.
Explain the task and give Ss some time to complete it. • Ask Ss to give reasons for their choice of
Ask various Ss to share their answers with the class. adjectives.
• Give Ss time to write their sentences, then ask
Suggested Answer Key various Ss to read them out to the class.
I have a fantastic view of the whole city from up here. I
imagine the people on the ground below look very small
but I don’t look down because I might get dizzy and He is crazy because he has vertigo and he has had
fall. I just look at the building in front of me and try to broken bones and has made himself disabled by
work out my next move. I need to think carefully about doing this.
where to put my hands and feet. It’s very quiet up here He is a daredevil because he risks his life every time
but I can hear the wind blowing. I am touching the side he climbs a new building.
of the building and holding on tightly. I’m not scared. He is extraordinary because he thought of an unusual
I’m just concentrating hard on getting to the top. activity to raise awareness about world issues.
Speaking & Writing

• Explain the task. 8 To write an interview
• Refer Ss back to the Check these words box • Explain the task and ask Ss to work in pairs,
and give Ss some time to complete the task. take the roles of interviewer and Alain Robert
• Check Ss’ answers. and think of questions and answers.
72
• Tell Ss to think of simple questions using what, Suggested Answer Key

where, when, why and how, and remind them to I’m afraid of the dark. When it’s dark, my heart
start with a greeting and end by thanking Alain. beats fast and I can’t breathe. etc
• Give Ss time to write their interviews, then ask
various Ss to read them aloud to another pair Reading
or to the class.
2 a) To read for specific information
A: Hello, Alain. Nice to meet you. • Elicit a variety of questions from Ss around
B: Nice to meet you, too. the class and write three of them on the
A: So, when did you start climbing buildings? board.
B: When I was 12 years old. My parents were out • Give Ss time to read the text and see if their
and I didn’t have my keys. So, I climbed up the questions were answered.
side of the building and got into the flat through Suggested Answer Key
a window on the 7th floor.
1 What is a phobia? (an irrational fear)
A: What are some famous buildings you have climbed?
2 Why do we have phobias? (our brain associates
B: The Eiffel Tower, the Empire State Building, and
sth with danger)
the Petronas Twin Towers.
3 How can we combat our fears? (we can face our
A: How many storeys can you climb?
fears little by little)
B: About eighty.
A: Why do you do it?
B: I want to raise awareness about world issues like b) To read for cohesion and coherence
climate change, and I want people to see their • Explain the task and ask Ss to read the
environment differently. headings A-F and then give them time to
A: What you do is sometimes illegal – so what do read the text again and match the headings
the police do when they catch you? to the paragraphs (1-5).
B: They put me in handcuffs, but most of the time I • Check Ss’ answers. Ss should justify their
just get a fine. answers.
A: What can stop you from climbing a building?
B: The weather. I can’t climb when it’s raining, Answer Key
because I can’t grip the slippery surfaces. 1 A 2 C 3 B 4 F 5 D
A: Where can I see you climbing a building? • Refer Ss to the Check these words box and
B: On YouTube. explain/elicit the meanings of the words or
A: Thank you very much. ask Ss to use their dictionaries and look them
up.
f Feeling afraid sweat (v): to produce a salty liquid from the skin
beat (v): to make regular rhythmic movements
Vocabulary shake (v): to move quickly backwards and forwards
catch your breath (phr): to breathe normally after
1 To introduce new vocabulary breathing fast
fear (n): an unpleasant feeling of being in danger
enclosed (adj): referring to a closed off area
nightmare (n): a frightening and unpleasant experience
odd (adj): strange and unusual
• Elicit which words can be seen in the images.
ridiculous (adj): silly and funny
Answer Key suffer (from) (v): to be badly affected by an
1 spiders 6 the dark unpleasant condition
2 snakes 7 flying miss out (phr v): to not be able to experience sth
3 injections 8 going to the dentist sense (v): to become aware of sth
4 lifts 9 heights signal (n): a message
5 thunderstorms pump (v): to force a liquid in a certain direction
adrenalin (n): a substance the body produces when
• Read through the list of reactions and explain/ you are scared, excited or angry
elicit the meanings of any unknown words. muscle (n): a piece of tissue in the body that
• Read out the example and elicit similar connects bones together allowing them to move
sentences about Ss’ phobias from Ss around which tightens and relaxes to produce movement
the class. tense (adj): unable to relax
73
rational (adj): logical 4 My sister, who is ten years old, got stung by a
get stung (v): (for an insect) to inject its stinger into you bee yesterday. (N)
trigger (v): to start/set off a reaction/process 5 2006 was the year when I moved abroad. (D)
little by little (phr): a small amount at a time 6 The reason why I walk to work is to get some
work up to (phr v): to work towards a goal exercise. (D)
7 Dan’s house, which is in a good area, is up for
3 To consolidate new vocabulary sale. (N)
8 Mary is the girl whose mother is a doctor. (D)
Give Ss time to complete the task then check Ss’
answers.
7 To practise relatives
Answer Key
1 sweating 4 nightmare 7 rational • Give Ss time to complete the task.
2 beating 5 teased 8 trigger • Check Ss’ answers.
3 shaking 6 sensed
Answer Key
4 To consolidate new vocabulary 2 The spider, which I saw in the bathroom, was
very big.
Give Ss time to complete the task then check Ss’ 3 Ann, whose birthday is on the same day, is
answers. coming to the party.
Answer Key 4 That is the Italian restaurant where we often eat.
5 Ann, who got bitten by a dog when she was 8,
1 enclosed 4 tense 7 worst
has a phobia of dogs.
2 miss out on 5 escape
3 embarrassed 6 pet
8 To practise relative clauses
Grammar • Write the words in the list on the board and elicit
a variety of sentences using relative pronouns/
5 To present relative clauses
adverbs from Ss around the class for each one.
• Go through the examples and explain that we • Write them on the board and ask Ss to copy
introduce relative clauses with who/that, them into their notebooks.
which/ that, whose, where, when, where/in
which, or why.
• Explain that there are two kinds of relative Jane, who is scared of spiders, isn’t afraid of snakes.
clauses: defining and non-defining. Someone who many people are afraid of is the
• Elicit further examples from the text from dentist.
various Ss. A lift is something which many people feel nervous
travelling in.
Answer Key One mode of transport which many people fear is the
A defining relative clause gives information vital to plane.
the meaning of the sentence and a non-defining A snake, which many people think has wet skin, is
relative clause gives extra information that does not actually dry to touch.
affect the meaning of the sentence. My neighbour, who is a doctor, is a very nice man.
Example from the text: This response is called ‘fight
or flight’, which is necessary for our survival.
9 To learn/practise but … and- either …
or- neither … nor
6 To practise relative clauses
• Read out the examples and point out that both
• Explain the task and give Ss time to complete refers to two people/things that share a
it. quality, neither refers to two people/things that
• Check Ss’ answers. don’t share a quality and either refers to one of
• Elicit what type of relative clause each sentence two people/things that has a certain quality.
is. • Give Ss time to complete the task and then
elicit answers from Ss around the class.
Answer Key
1 Ben, who lives next door, is going to study Suggested Answer Key
Medicine. (N) 1 Both Meg and Amy used to be afraid of the dark.
2 Is it your brother who is afraid of spiders? (D) 2 Phil wants to be either a doctor or a dentist.
3 This is the university where I studied for four 3 Neither Mark nor Rob is afraid of heights.
years. (D) 4 Both my mum and my grandma hate crowds.
74
Speaking & Writing

2 To describe a picture
• Direct Ss’ attention to the pictures and give
• Play the recording again. Ss listen and follow them time to prepare their answers.
the text in their books. • Remind Ss to include the people, the situation
• Give Ss three minutes to write a few sentences and their feelings.
about what they remember from the text. Ss • Elicit answers from various Ss.
read their sentences to their partner.
Suggested Answer Key In picture 1, there is a teenage boy sitting at a desk
There are many different types of phobias. We with his hands on his head. There are piles of books
develop phobias because our minds sense danger. around him and I think he is studying. I think he
There is no real danger only the memory of an feels stressed out because of his schoolwork or
experience which triggers fear. To overcome a studying for exams.
phobia you have to face your fear little by little. In picture 2, there is a teenage girl in the foreground.
She looks unhappy. There are three other girls in the
background talking and laughing together. I think
the girl feels unhappy and lonely because the other
g Skills girls are gossiping about her/laughing at her.
Vocabulary Listening
1 To present new vocabulary related to 3 To listen for specific information

problems and possible solutions • Read the Study Skills box aloud, and point out
• Direct Ss’ attention to the problems (1-8) and that this tip will help Ss to complete the task
the possible solutions (A-H). successfully.
• Ask Ss to read through both lists, and then ask • Explain the task and ask Ss to read the
a S to read a problem aloud and suggest the problems (A-F). Explain/Elicit the meanings of
matching solution. any unknown words.
• Elicit other possible solutions from various Ss. • Play the recording. Ss listen and match the
• Elicit sentences from various Ss in the form of statements to the speakers.
advice, as in the example. • Check Ss’ answers.
1 B 3 G 5 C 7 D Speaker 1 A Speaker 3 C Speaker 5 F

2 H 4 E 6 A 8 F Speaker 2 D Speaker 4 B
If your parents are too strict and you’re always Speaking

arguing, you should try to talk it through with them
and make compromises. 4 To practise making suggestions
If you’ve fallen out with your friends and they’re
• Explain the task and go through the useful
gossiping about you, you could phone them and try to
language.
work things out.
• Ss work in pairs, using the problems and
If your classmates laugh at what you wear, you
solutions in Ex. 1 and the useful language to
should ignore them. You have the right to choose
act out exchanges as in the example.
your own style.
If you have lots of spots on your face, you should
choose various pairs to act out their dialogues
visit a dermatologist.
in front of the rest of the class.
If your friends pressurise you to do things you don’t
want, you should stand up to them. If you don’t Suggested Answer Key
want to do something, then don’t. A: My parents are too strict and we’re always arguing.
If you’ve moved to a new city and you’re finding it B: The best thing to do is talk it through and make
difficult to make friends, you could find a hobby and compromises.
join a club. It’s easier to make friends with people A: OK. I’ll try that and see what happens.
who have similar interests.
A: I’ve fallen out with my friends and now they are
If you feel stressed out because of schoolwork or
gossiping about me.
exams, you could make a study plan.
B: Why don’t you phone them and try to work things out?
A: OK. I’ll try that and see what happens.
75
A: My classmates laugh at what I wear. As a result – Consequently

B: You should ignore them. You have a right to Secondly – Also, In addition,
choose your own style. Consequently – This way
A: You’re right. Another helpful suggestion – In addition
All in all – To sum up, In summary
A: I have lots of spots on my face.
B: You should visit a dermatologist.
A: Yes, I think that could help. 2 To match suggestions to consequences
A: My friends pressurise me to do things I don’t • Explain the task and give Ss time to read the
want to. suggestions and results.
B: The best thing to do is to stand up to them. If • Check Ss’ answers.
you don’t want to do something, don’t do it.
Answer Key
A: OK. I’ll try that and see what happens.
1 B 2 A 3 C
A: I’ve just moved to a new city and I’m finding it
difficult to make new friends.
3 To analyse a rubric and match
B: Why don’t you find a hobby and join a club? It’s easier
suggestions to results
to make friends with people with similar interests.
A: That’s a good idea. • Read the rubric aloud and give Ss time to read
through the suggestions and the results.
A: I feel stressed out because of my schoolwork.
Explain/Elicit the meaning of any unknown
B: The best thing to do is to make a study plan.
words.
A: Yes, I think that might help.
• Give Ss time to complete the matching task,
Answer Key
h Writing 1 B 2 C 3 A
1 a) To analyse a model essay 4 To write an essay making suggestions

for solutions to a problem
• Go through the Writing Tip box and explain
the structure and content of essays making • Explain the task and tell Ss to use the Writing
suggestions for solutions to a problem. Tip, the plan and their answers in Ex. 3 to help
• Write the phrases/sentences from the them.
Writing Tip box on the board. Ask Ss to copy • Give Ss time to write their essays, then check
them in their notebooks and use them Ss’ answers.
when they do the writing task. • Alternatively, assign the task as HW and check
• Refer Ss to Writing Bank 4 for more Ss’ answers in the next lesson.
information. Give Ss time to read the essay, Suggested Answer Key
then elicit answers to the questions in the
How can you resist peer pressure?
rubric.
Peer pressure is a normal part of growing up, but it
Answer Key can sometimes be so strong that it makes you feel
In paragraph 1, the writer states the problem. you don’t control your own life. What can you do,
In paragraphs 2-4, the writer presents their then, to resist peer pressure so you don’t do anything
suggestions and results. you don’t want to?
In paragraph 5, the writer summarises their opinion. To begin with, it’s important to trust your own
feelings and know your personal limits. As a result,
you will feel more confident in your actions.
b) To identify linkers and suggest
Secondly, you should choose your friends carefully.
alternatives
Then, if your friends share your beliefs, you will reduce
• Direct Ss back to the essay to find the the amount of peer pressure you may experience.
linkers and write them on the board. Another helpful suggestion is to talk it through with
• Elicit alternatives from various Ss and someone you trust, such as a friend, teacher or
complete the task as a class. parent. They may be able to give you helpful advice, as
• Refer Ss back to the Writing Tip box if they probably have experience with peer pressure, too.
necessary. All in all, I think peer pressure can be a major
Suggested Answer Key problem. However, if you are confident, and have
support from good friends, peer pressure will never
but – however be a problem for you again.
To begin with – To start with, Firstly
76
concentrate (v): to give sth your full attention
i Curricular: PSHE immune system (n): the parts and processes in the
body that protect from illness
depression (n): mental state of sadness
shorten (v): to make sth less in length
1 To introduce the topic and listen and get into a routine (phr): to do things in a certain order
read for gist caffeine (n): chemical substance found in coffee and
• Elicit how many hours of sleep Ss get with a tea
quick poll. keep you awake (phr): to stop you from sleeping
• Read the questions in the text aloud and elicit fall asleep (phr): (of the body) to go into a state of rest
answers from various Ss.
• Play the recording. Ss listen and follow the text 3 To consolidate new vocabulary
in their books to check their answers.
Elicit a variety of answers from various Ss. Remind
Suggested Answer Key Ss to use words from the Check these words box.
I get ten hours of sleep at night. There are four Suggested Answer Key
different stages of sleep. We need sleep for our
When we sleep our heat rate drops.
bodies to repair and grow. Different people need
We feel grumpy, forgetful and unable to concentrate
different amounts of sleep.
when we don’t get enough sleep.
We should avoid drinks with caffeine before bedtime.
• Ask Ss to read the sentences (1-6), and then 4 To personalise the topic
give them time to read the text again and
Ask various Ss to read the questions aloud one at
complete the task.
a time and then elicit answers from various Ss.
• Check Ss’ answers. Ask Ss to justify their
answers. Suggested Answer Key
Answer Key 1 Yes, I do./No, I don’t.
2 I feel tired and grumpy the next day when I
1 T body temperature drops
haven’t slept well. It makes my day more difficult.
2 T harder to wake up
3 I avoid drinks with caffeine before bedtime. I will
3 F (our brain is very active)
try to fall asleep and wake up at the same time
4 T lack of sleep seriously affects
every day from now on.
5 T even shorten our life
6 F (don’t exercise)
5 To give a presentation on sleep
explain/elicit the meanings of the words or ask • Ask Ss to collect information from the Internet,
Ss to use their dictionaries and look them up. school textbooks, encyclopaedias or other
reference sources about sleep.
• Allow time for Ss to collect their facts and
resting state (n): inactive condition present them to the class. Alternatively, assign
drop (v): to become lower the task as HW.
heart rate (n): the number of times a person’s heart
beats per minute (heart = organ in the chest that Suggested Answer Key
pumps blood round the body) Sometimes you may wake up just as you are falling
bodily function (n): physical process that takes asleep, because your body jerks suddenly. This
place in the body (e.g. breathing) happens because as you relax into sleep, the brain
slow down (phr v): to happen more slowly thinks you are falling down and instructs your
brain (n): organ in the head that controls the body muscles to jump back up.
active (adj): energetic If you can’t sleep, some people say, you should
stage (n): phase or period count sheep. The truth is that counting sheep or
light (adj): not deep or heavy anything else will actually keep you awake.
deeply (adv): intensely or heavily You shouldn’t eat just before going to bed. This is
replace (v): to put sth new in the place of sth old because your body is busy digesting food instead of
repair (v): to mend winding down to sleep.
cell (v): the smallest part in a living thing If an adult sleeps more than nine hours it is as bad
lack of (n): not enough of sth for them as sleeping less than six hours.
affect (v): to influence sth to change
grumpy (adj): bad tempered and miserable
forgetful (adj): not able to remember
77
Speaking & Writing

Moscow Culture 4 To consolidate information in a text
Ask Ss to close their books and invite various Ss to
Listening & Reading tell the class three facts they remember about
Luzhniki Stadium.
1 To introduce the topic through
personal questions Suggested Answer Key
Elicit answers from Ss around the class. The original name of the Luzhniki Stadium was the
“Lenin Central Stadium”. It can hold up to 81,000
(Ss’ own answers)
people. The stadium has a natural grass covering
not a synthetic one.
• Direct Ss’ attention to the title and the photo. 5 To present information about the
Elicit Ss’ guesses to the questions. Luzhniki Stadium; to develop research skills
• Play the recording. Ss listen and follow the text
• Ask Ss to work in small groups and collect
to find out.
information from the Internet or any other
Suggested Answer Key source about the construction and the technical
The Luzhniki Stadium has been renovated many times features of another building in the Luzhniki
since it was first built in 1956. Today it is a modern Stadium.
stadium which meets all the FIFA requirements. • Allow Ss time to complete their work.
• Invite various Ss around the class to give their
• Explain/Elicit the meaning of the words in the presentations to the class.
Suggested Answer Key The Luzhniki Small Sports Arena is part of the
renovate (v): to repair or improve sth Luzhniki sports complex. It was built in 1956 as an
take apart (phr v): to separate sth into different parts Olympic stadium and was originally called the
restore (v): to return sth to its original state “Minor Arena of the Central Lenin Stadium”. It can
coating (n): the thin covering of sth hold up to 8,700 people and often holds volleyball,
vote (n): the choice made by a group of people for sth basketball and table tennis competitions throughout
sprinkler (n): a machine which sprays water onto grass the year. It also holds major ice hockey
turf (n): a piece of grass and the soil which includes competitions, ice shows, concerts every year as well
its roots as various other events such as martial arts and
seed (n): a large number of small, round objects dance sport events.
which when put in soil will produce a new plant
stitch (v): to make two or more things join together
Skills
thread (n): a long, thin piece of cloth or other
material which can be used to stitch things together
3 To read for detailed understanding Speaking

• Allow Ss time to read the text again and complete 1 To describe a picture
the task.
• Check Ss’ answers and invite them to read their • Read the rubric aloud and ask various Ss
answers to the class. around the class to describe the picture.

1 It was “Lenin Central Stadium”. In the picture I can see a classroom with some students
2 No, it doesn’t. Today, it is mire modern. sitting an exam or taking a test. There are four teenage
3 The new seats let the people watch the games students in the picture and they all have their heads down
more comfortably. looking at the exam/test paper and writing the answers.
4 It is made of up-to-date materials and its length There is a teacher walking around the classroom. In the
is 11 metres to protect the visitors. foreground there is a girl with dark hair and sitting behind
5 There are 16 entrances today. her there is a blonde girl. On the other side of the
6 From the observation point you can see the classroom there are two boys with short brown hair.
centre of the city, Novodevichy convent, Moscow • Then elicit answers to the questions 1-3.
City, Moscow State University and other sights.
78

1 I think the person in front is probably confident about 5 To practise word formation
the exam. She is looking at the paper and writing. She • Explain the task and give Ss time to complete
looks relaxed. She doesn’t look stressed. it. Point out that correct spelling is required.
2 Yes, I do. It is the only way to assess their progress./ • Check Ss’ answers on the board.
No, I don’t. I think exams can be very stressful.
3 Yes, I am. I study as much as I can and then I feel Answer Key
less stressed because I know I couldn’t have revised 1 poisonous 3 permanently 5 safer
any more. I also take deep breaths before I go into 2 medical 4 original
the exam room so that I can try and feel more calm.
6 To practise key word transformations
2 To analyse a model answer Explain the task and give Ss time to complete it
Play the recording, then elicit answers to the and then check Ss’ answers around the class.
question in the rubric. Remind Ss that they have to use the given words
without changing their form.
Answer Key
He says that homework and coursework are better Answer Key
indicators of a person’s knowledge of a subject rather than 1 the man who helped us
what he/she can remember in an exam. He also thinks that 2 which they went on was
exam stress can make people forget what they know. 3 who suffers from claustrophobia
4 may/might/could still be
5 mustn’t take photographs
Reading
3 a) To read for gist
Writing
• Ask Ss to read the rubric and then read 7 To prepare for a writing task and then
through the text. write an essay making suggestions
• Elicit what the text is about. • Read the rubric aloud and then play the recording.
Answer Key • Ss listen and make notes.
The text is about the rescue of an Inuit boy from an Suggested Answer Key
ice floe. talk about parents’ concerns – reassure them
make compromises – then you both get want you want
b) To read for specific information remind them they were young once – they may
• Give Ss time to read the text again and realise all teenagers are similar in some ways
complete the task. • Give Ss time to then use their notes to write
• Ask Ss to check their answers with their their essay.
partner. • Check Ss’ answers.
Answer Key How can you overcome conflict with your parents?
1 NS 2 F 3 T 4 F 5 T Most teenagers have been in conflict with their
parents at some point. It is normal. What can you
Listening do then, to overcome this conflict?
To begin with, it is important to talk to your parents
4 To listen for key information about their concerns. As a result, you can reassure
• Read the rubric aloud and ask Ss to underline them about the things they are worried about.
the key words which give clues about what Ss Secondly, you should be prepared to make
may hear in the recording. compromises. This way, you and your parents will
• Check Ss’ answers on the board then play the both get what you want.
recording and Ss complete the task. Finally, another helpful solution is to remind them
• Check Ss’ answers. that they were young once, too. This way they may
realise all teenagers are similar in some ways and
Answer Key have to rebel against conformity a little.
1 D 2 C 3 B 4 A 5 B All in all, I think conflict with parents can be a major
problem. However, if you discuss things and make
compromises, you can find a solution that everyone
can be happy with.
79
toxin (n): a poisonous substance produced by living
Russia things
relieve (v): to ease or make less painful
prevent (v): to stop sth from happening
Reading & Listening heal (v): to become healthy again
1 To introduce the topic and read and

listen for gist 3 To consolidate vocabulary
• Read the title and the quotation aloud and • Ss work in pairs.
elicit Ss’ answers to the questions in the rubric. • Refer Ss to the Check these words box again
• Play the recording. Ss listen and follow the text and ask them to use the words to ask and
in their books and check if their answers were answer questions based on the text.
correct. • Monitor the activity around the class.

Susan Glasee says that a hot bath can make you feel A: Did the ancient Greeks build simple bathhouses?
a bit better even if you’re sad and the banya is a B: No, they didn’t. They built elaborate and
type of hot bath. expensive bathhouses.
A: Are banyas only found in big cities in Russia?
2 To read for specific information B: No, they aren’t. Almost every village and town in
Russia has its own Banya.
• Ask Ss to read the text and complete the
sentences. A: Are banyas good for you?
• Allow Ss time to complete the task. B: Yes, they are. They remove toxins from the body
• Elicit answers from Ss around the class. and help relieve stress etc
Answer Key Speaking & Writing

1 have elaborate and expensive bathhouses
2 popular 4 To consolidate information in a text/To
3 has three rooms develop critical thinking skills
4 water • Read the rubric aloud and then the Ss complete
5 circulation the task in pairs.
• Explain/Elicit the meaning of the words in the • Monitor the activity around the class and then
Check these words box or ask Ss to use their ask various Ss to share their answers with the
dictionaries and look them up. class.

bathe (v): to wash yourself The banya is good for your health because the
elaborate (adj): very detailed, decorated steam opens up your pores and helps remove the
steam (n): the vapour produced when water boils toxins from your body. The banya also helps you
bath (n): a room or area used to wash yourself relax and relieve stress.
cabin (n): a small (wooden) house Some people think that it may even prevent and heal
row (n): things arranged in a straight line some illnesses.
bench (n): a long wooden seat
stove (n): a piece of equipment used to provide heat 5 To research and write a paragraph
for cooking or warmth about baths
bucket (n): a container with a handle used for
carrying water • Explain the task and divide the class into small
bather (n): someone who is washing themselves groups.
ladle (n): a large, deep spoon with a long handle • Tell Ss they can use the Internet, encyclopaedias,
sweat (v): to perspire or other sources of reference to find out
pore (n): small opening in the skin information about baths.
bunch (n): a number of similar things usually tied • Ss collect information and write a short
together paragraph, then present it to the class.
dried (adj): having no moisture in it • Alternatively, assign the task as HW and check
white birch (n): a type of tree with white bark Ss’ answers in the next lesson.
blood circulation (n): the movement of the red liquid
(blood) in your body
intense (adj): being extreme or great in quality (heat)
80

In ancient Greece and Rome, daily bathing was very
important. The Romans even used to greet each
other by saying, “Have a good bath.”
The Greeks and Romans knew that being clean was
important to good health.
Public bathhouses were very popular in both countries.
They were often built near the gymnasiums or sporting
centres.
Bathhouses were more than just places to wash
yourself. They were used as social gathering centres.
There were separate rooms for men and women.
They offered other amenities as well, such as
barbers, massage areas and foodstalls for a quick
snack if you were hungry.
The ancient Greeks even had a simple steam room.
Water was poured onto hot rocks and the steam
caused the bather to sweat – just like the banya!
81
Life experiences
Topic 5c Culture Corner 84
In this module, Ss will explore the topics of annoying Lesson objectives: To listen and read for gist, to read
habits, cultural differences, life changes, appearance for general comprehension, to compare social etiquette
and character. in the UK with your country
Vocabulary: Verb (extend); Nouns (firm handshake,
hug, greeting, crowded place, token, elbow); Adjectives
Modular page 79 (rare, typical, second rate); Phrases (make eye contact, in
Lesson objectives: Overview of the module, to listen for public, be aware)
specific information
Vocabulary: Life events (move house, get a promotion,
start a family, get married, get fired/lose your job, get 5d Everyday English 85
divorced, move abroad, get a job, graduate from Lesson objectives: Complaining and apologising, to
university, start your own business, have grandchildren, learn the pronunciation of linking sounds
retire, buy your own house) Vocabulary: Un-neighbourly behaviour (rubbish,
damage property, litter, bark, park, driveway); Sentences
(Could I talk to you for a minute?, What can I do for
5a How annoying 80-81 you?, I’m afraid I have a complaint., Oh, I’m really sorry
Lesson objectives: To listen and read for gist, to read about that., I’ll make sure it doesn’t happen again.,
for specific information, to compare the Present Thanks, I’d really appreciate that.)
Perfect and the Past Simple, to talk and write about an
annoying situation
Vocabulary: Annoying habits (have bad body odour, 5e Be the change 86-87
gossip about others, talk in the cinema, talk loudly on a Lesson objectives: To listen and read for gist, to read
mobile phone, have bad table manners, be late for an for specific information, to talk and write about who
appointment, take things without asking); Verbs (suffer you admire from the text
from, complain, sneeze, cover, press against); Phrasal Vocabulary: Life changes (win a scholarship to a top
Verbs (deal with, pull into, break down); Nouns (usher, university, move into a caravan in the countryside, adopt
restaurant critic, rail); Adjectives (furious, polluted); a child from abroad, start your own business, set up a
Phrases (be someone’s fault, be stuck); Quantifier charity, grow your own food, have cosmetic surgery);
(plenty) Verb (win, shave, achieve); Phrasal Verb (throw away);
Nouns (drug addict, shelter, dedication, determination,
scholarship, social issue, solar panel, profits, community);
5b Culture shock 82-83 Adjectives (homeless, passionate, home-grown, award-
Lesson objectives: To listen and read for gist, to read winning, starving); Phrases (share the stage, reach your
for specific information, to learn the Present Perfect goals)
Continuous, to learn the modal verbs must/can’t/may/
might for making deductions, to talk and write about
problems settling into a new country 5f Changes in life 88-89
Vocabulary: Difficulties abroad (struggle to get used to the Lesson objectives: To listen and read for gist, to read
weather, have difficulty understanding social etiquette, find for key information, to learn/revise the to-infinitive
it hard to make friends, try to get used to the food, struggle and -ing forms, to compare a wedding in your country
with the language); Verb (treat); Phrasal Verb (turn up); to an Indian wedding
Nouns (host family, host); Adjectives (outgoing, Vocabulary: Stages in life (infant, toddler, child, teenager,
overwhelming, foreign, rewarding, challenging, self- adult, middle-aged, elderly); Verbs (signify, greet, last);
confident, patient); Phrase (go for it) Nouns (tradition, nickname, stick, dye, prosperity, silk,
groom, marching band, entrance, ceremony); Adjective
(stunning); Phrases (leap at the chance, steaming hot,
hustle and bustle, embarrass oneself, fairytale wedding)
82
5g Skills 90 ▶▶ What’s in this module?

Lesson objectives: To describe friends and family Read the title of the module (Life experiences) and
members, to listen for specific information, to ask Ss to suggest what they think the module will
comment on changes in appearance be about (the module is about annoying habits,
Vocabulary: Appearance (middle-aged, fat, short, old, cultural difficulties, bodily functions, appearance and
well-built, in her early twenties, tattoo, curly, skinny, character). Go through the topic list and initiate a
wrinkles, moustache, freckles, long, round, of medium discussion to prompt Ss’ interest in the module.
height, small, oval, tall, overweight, thin, beard, young,
wavy, straight, in her early forties, in his mid-thirties, Vocabulary
plump, dark/pale skin, pierced ears, glasses, blond(e), dark,
bald, in her late teens.); Character (patient, cheerful, 1 To present vocabulary for life events
honest, lazy, outgoing, rude, shy, generous, selfish, • Ask Ss to look at the pictures.
popular); Commenting on changes in appearance (I • Play the recording. Ss listen and repeat
didn’t recognise you! Have you changed something?; You chorally or individually.
look nice! Is something different?; You’ve changed!/You
look different.; What have you changed?)
2 a) To match pictures to vocabulary
Explain the task and ask various Ss to identify
5h Writing 91 which life event each picture shows.
Lesson objectives: To listen for specific information, Answer Key
to write a for-and-against essay 1 graduate from university 4 get married
2 get a job/promotion 5 buy your own house
5i Curricular: Science 3 move house
.................92
Lesson objectives: To read for gist and specific
information, to give a presentation on bodily functions b) To describe a picture
Vocabulary: Verbs (stretch, increase, release, flow, • Explain the task and ask various Ss to
irritate, vibrate); Nouns (muscle, lung, airways, throat, describe a picture. Point out that Ss should
vocal cords, adrenalin, voice box, dust, pollen, virus, think about the place, the weather, what
brain, allergy); Adjective (jerky) the person/people is/are doing, what they
are wearing and how they feel.
• Continue until all pictures are described
Moscow Culture 5 93 satisfactorily.
Lesson objectives: To read for specific information, to Suggested Answer Key
develop creativity and thinking skills
Vocabulary: Verbs (register, attach to); Nouns In picture 1, there are two young women and a young
(content, consultation, evaluation); Adjectives (up-to- man in black graduation robes and caps. One of them
date, independent); Phrase (keep track of) is holding a certificate. They are smiling and happy. It
looks like they have just graduated from university.
In picture 2, there is a woman in an office sitting
Skills 5 94-95 behind a desk and shaking hands with a young man
on the other side of the desk. She is smiling and
Lesson objectives: To read for detailed comprehension, to happy and I think she has just offered the young
listen for specific information, to practise word formation, man a job or a promotion.
to describe a picture, to talk about a personal experience, In picture 3, there is a young couple sitting on the floor
to write a for-and-against essay in front of a box. They are either wrapping things and
putting them into the box or unwrapping things and
Russia 5 taking them out of the box. They are moving out of
96 their home or have just moved into their new home.
Lesson objectives: To listen and read for gist, to read for In picture 4, there is a woman and two young girls.
specific information, to talk and write about Ivan Kupala They are wearing white dresses and smiling. The
Day/Midsummer Day girls look like bridesmaids. The woman is probably
Vocabulary: Nouns (summer solstice, rite, ceremony, fern about to get married.
flower, prosperity, bonfire, spirit); Verbs (wander, bloom, In picture 5, there is a couple standing on the lawn
blossom); Adjective (ancient) of a house with a ‘for sale’ sign in front of it. A
woman is giving them a set of keys and the couple
seems happy. They must have just bought the house.
83
Reading
3 To present vocabulary for life events
2 a) To listen and read for gist
• Play the recording. Ss listen and answer the
question. • Explain the task and read the questions in
• Elicit from various Ss what experience Andy is the rubric aloud.
talking about. • Play the recording. Ss listen and follow the
text in their books to find out.
Answer Key
Andy is talking about his graduation day. Answer Key
Suzy and her family felt really sorry for the waiter.
OVER TO YOU! Liam was told to leave the cinema because he shouted
at some people who were talking all through the film.
To personalise the topic Chris found himself next to a man with terrible body
Elicit answers to the question from various Ss. odour on a train.

I have experienced moving house. It was quite
upsetting to leave my old home and my friends behind. • Give Ss time to read the text again and
My older sister has experienced graduating from mark the sentences.
university. I felt happy and proud. • Check Ss’ answers. Ss should justify their
answers.
5a How annoying!
Answer Key
1 F (a group of teenagers behind us didn’t stop
talking and laughing)
2 T – lost my temper
Vocabulary 3 NS
4 F (the man in the restaurant with the bad manners)
1 a) To present new vocabulary related 5 F (saw bodies pressed against the door)
to other people’s annoying/bad habits 6 T – stuck for an hour
• Direct Ss’ attention to the pictures (1-7) and • Refer Ss to the Check these words box and
the phrases (A-G). explain/elicit the meanings of the words, or ask
• Explain/Elicit the meaning of any unknown Ss to use their dictionaries and look them up.
words and then elicit which habits match
which pictures. Suggested Answer Key
usher (n): person who shows you where to sit in a
Answer Key
cinema or theatre
A 3 C 6 E 2 G 5 furious (adj): very angry
B 1 D 4 F 7 be someone’s fault (phr): be responsible for sth bad
that happens
b) To talk about annoying things that suffer (from) (v): to be badly affected by sth
other people do complain (v): to say you are not satisfied or happy
with sth
• Explain the task and read out the example
sneeze (v): to force air quickly out of your mouth
exchange.
and nose in a way you cannot control
• Ask Ss to talk in pairs about which habits
cover (v): to put sth over sth else
they find the most annoying.
deal with (phr v): to solve a problem or help a situation
• Monitor the activity around the class and
restaurant critic (n): person who evaluates a
then ask some pairs to tell the class.
restaurant’s food or service
Suggested Answer Key plenty (qu): a lot of
B: … people talk loudly on a mobile phone. pull into (phr v): (of a vehicle) to move into an area
A: Yes, I agree. I hate it when people talk in the and stop
cinema. press (against) (v): to push firmly or lean on sth or
B: Me too. Also, I can’t stand it when people have sb else
bad table manners. etc rail (n): bar used for support
break down (phr v): to stop working
be stuck (phr): to be in a place that you want to get
away from but can’t
polluted (adj): dirty and full of poisonous chemicals
84
Answer Key
3 To match titles to stories 1 gossiped, haven’t spoken
• Read the rubric aloud and explain/elicit the 2 Has anyone seen, put, came, ate
meanings of any unknown words. 3 Have you visited, went
• Elicit answers and possible alternatives from 4 arrived, has been
various Ss.
Speaking & Writing
Answer Key/Suggested Answer Key
A THROWN OUT (TALKING AT THE CINEMA) 7 To consolidate information in a text
B HEALTH WARNING (NASTY CUSTOMER) • Explain the task and give Ss three minutes to
C HOLD YOUR NOSE (PUBLIC NUISANCE) write down their answers.
• Ask various Ss to read their answers aloud.
4 To learn consolidate new vocabulary
(idioms)
I find when people talk during a film to be the most
• Read the Study Skills box aloud and direct Ss’ annoying. When I have paid to see a film, I want to
attention to the words in bold in the text and enjoy it without other people spoiling it by making
the list of words in the rubric. noise. I would tell the usher to throw them out.
• Give Ss time to match them, and then check Ss’ I find when people have bad table manners to be the
answers around the class. most annoying. If they cannot eat quietly, I don’t
Answer Key think they should eat at restaurants. It puts other
gets on my nerves: annoys me people off their meals.
lost my temper: got angry I find when people have bad body odour to be the
laughing their heads off: laughing a lot most annoying. Nasty odours make me feel ill. I
letting off steam: releasing my anger would get off the train and get in another carriage. I
felt really sorry for: sympathised with don’t understand why people are not aware of their
The final straw: the thing that made me feel unable bad body odour.
to accept a situation any more
my heart sank: I started to feel sad/worried 8 To personalise the topic
• Explain the task and give Ss time to think of a
Grammar situation that has happened to them.
• Give Ss time to write their posts and then ask
5 To compare the Present Perfect and the
various Ss to read them aloud.
Past Pimple
• Revise how we form the Present Perfect (personal Ss’ answers in the next lesson.
pronoun + has/have + past participle) and what we
use the Present Perfect tense for (to talk about Suggested Answer Key
actions which happened at an unstated time in the It really annoys me when people take things without
past, actions which started in the past and asking. My sister is always doing this. Last week I had
continue to the present and for actions which have an appointment with some friends and planned to
recently finished with visible results in the present). wear my favourite red shirt. I spent ages looking for it,
• Revise the Past Simple (usually with personal but I couldn’t find it anywhere. I gave up in the end
pronoun + verb + -ed) and its uses (to talk about and wore my purple one instead. Just as I was leaving
completed actions in the past). the house to meet my friends, my sister came home.
• Explain the task and give Ss time to complete Guess what she was wearing – my favourite red shirt!
it. I was so angry with her for taking it without asking.
Answer Key
1 B 2 C 3 A 4 D 5b Culture shock
6 To practise the Present Perfect and the Vocabulary
Past Simple
• Explain the task. Give Ss time to complete it. 1 a) To introduce topic-related
• Check Ss’ answers. vocabulary
• Direct Ss’ attention to the pictures (1-5).
85
• Explain/Elicit the meanings of any unknown

words. 3 To consolidate new vocabulary
• Give Ss time to complete the phrases and write
b) To consolidate new vocabulary their sentences.
• Explain the situation and read the example • Check Ss’ answers.
aloud. Point out that the sentence uses the Answer Key
Present Perfect Continuous tense. 1 learning 4 know 7 study
• Elicit similar sentences from various Ss for 2 improve 5 spicy 8 get
the remaining pictures. 3 host 6 social
2 Tony has been having difficulty understanding Studying abroad is a great learning opportunity.
social etiquette. You can take extra lessons to improve your language
3 Rachel has been finding it hard to make new friends. skills.
4 Laura has been trying to get used to the food. Steve’s host family live in Mexico.
5 Peter has been struggling with the language. It feels good when you know the answer to someone’s
question.
Reading I don’t like spicy food; it’s too hot.
Social etiquette is important when travelling abroad.
2 a) To predict the content of a text and
I hope to study abroad one day.
I don’t often get lost because I use a street map.
• Read the questions in the text aloud and
elicit what Ss think the interview is about. Grammar
• Play the recording. Ss listen and follow the
text in their books to check if their guesses 4 To present the Present Perfect
were correct. Continuous
Answer Key • Explain that we use the Present Perfect
The interview is about Steven’s experiences during Continuous to put emphasis on the duration of
his year spent studying abroad. an action that started in the past and
continues to the present and for an action that
has recently finished but whose results we can
b) To read for specific information see in the present.
• Ask Ss to read the text again and mark the • Explain that we form it with have been + -ing
statements T (true) or F (false). form and that we use time adverbs such as for,
• Check Ss’ answers. since and so far.
• Elicit examples from the text in Ex. 2.
Answer Key
1 F 2 T 3 T 4 F 5 F 6 T Suggested Answer Key
Examples in the text: I have been learning Spanish
for three years now – my hosts have been treating
explain/elicit the meanings of the words, or ask
me like part of their family. I’ve also been learning
to slow down and relax – I’ve been struggling a bit
Suggested Answer Key to get used to the hot weather.
host family (n): group of relatives who have invited We use the present perfect continuous to put emphasis
sb to live with them in their home on the duration of an action that started in the past
outgoing (adj): (of a person) very friendly and and continues to the present and for an action that
enjoying meeting people and talking has recently finished with visible results in the present.
host (n): person who invited guests We use the time adverbs for and since with this tense.
treat (v): to behave towards someone in a certain way
overwhelming (adj): affecting someone very strongly 5 a) To practise the Present Perfect
foreign (adj): coming from a country that is not Continuous
your own
• Explain the task. Give Ss time to complete
rewarding (adj): giving you satisfaction
the task.
challenging (adj): difficult and requiring effort
turn up (phr v): to arrive
go for it (phr): to encourage sb to do sth Answer Key
self-confident (adj): sure of your own abilities 1 has been studying
patient (adj): calm; not getting angry easily 2 has been working
86
3 has your brother been living Speaking & Writing

4 have been learning
5 have you been doing 9 To consolidate information in a text
6 has been snowing • Ask Ss to look through the text once more and
think about Steven’s problems in Mexico.
b) To practise the Present Perfect • Give Ss time to make sentences, and then ask
Continuous interrogative various Ss to tell the class.
• Explain the task and read the example aloud. Suggested Answer Key
• Give Ss time to complete the task, and then He found it a bit overwhelming at first, trying to
check Ss’ answers. answer everyone’s questions in Spanish, but he has
Suggested Answer Key improved his language skills and now he enjoys it.
He wasn’t used to the pace of life, but now he has
2 Has it been raining?
learned to slow down and have an afternoon siesta
3 Has he been digging in the garden?
after lunch. He was struggling with the hot weather.
4 Have they been waiting long?
Now he wears a hat. It was difficult for him to get
5 Have you been walking a lot?
used to the spicy food, but now he’s really enjoying
it. Steven also had difficulty understanding social
6 To practise the Present Perfect, the etiquette; he showed up exactly on time to a dinner
Present Perfect Continuous and the Past Simple invitation. He has learnt that Mexicans usually turn
• Explain the task and remind Ss that they have up at least half an hour late.
three tenses to choose from to make correct
5c Culture Corner
sentences.
• Give Ss time to complete the sentences, then
Answer Key
1 have you been studying, started 1 To present the topic
2 Have you ever been, went • Read the rubric aloud and elicit whether Ss
3 have been waiting, got know any dos and don’ts of British social
4 Has Dave been studying, went etiquette.
5 got back, had • Play the recording. Ss listen and follow the text
6 Have you finished, have been working, haven’t in their books to find out.
finished
7 To present modals for making In Britain, people shake hands when they meet
deductions (must/can’t/may/might) someone for the first time. When they ask how you
are they are only being polite. You should always say
• Read the table aloud and explain that we use ‘please’ and ‘thank you’. Brits use a variety of hand
must/can’t + bare infinitive to talk about sth we gestures, but pointing is rude. You should take a gift
are sure about and we use may/might + bare to someone’s house if you are invited to dinner.
infinitive to talk about sth we aren’t sure
about.
2 To read for general comprehension
• Elicit the L1 equivalents for the examples.
• Explain the task and read the headings aloud.
(Ss’ own answers)
• Explain/Elicit the meanings of any unknown
words and ask Ss to read the text again and
8 To practise modals for making match the headings to the paragraphs.
deductions • Check Ss’ answers. Ss should justify their
• Explain the task. answers.
• Give Ss time to complete it. Answer Key
1 D (meet first time) 3 A (gestures)
Answer Key 2 B (not expect long reply) 4 C (token of thanks)
1 must 3 may 5 may • Refer Ss to the Check these words box and
2 can’t 4 can’t, can’t explain/elicit the meanings of the words or ask
87

extend (v): to reach out 4 To write a list of dos and don’ts for
firm handshake (n): holding sb’s hand with your social etiquette in your country
own with a strong grip and moving it up and down • Explain the task and give Ss some time to make
rare (adj): not common a list of dos and don’ts.
hug (n): putting your arms around a person and • Ask Ss to compare the social etiquette in the
holding them tightly to show affection UK to the etiquette in their country.
make eye contact (phr): to look sb straight in the • Ask various Ss to tell the class.
eye when they look at you • Alternatively, assign the task as HW and check
typical (adj): usual Ss’ answers in the next lesson.
greeting (n): way of saying hello
in public (phr): in front of a group of people Suggested Answer Key
be aware (phr): to make sure you know about sth In my country, when you greet someone, most people
crowded place (n): area full of people shake hands. We also call each other by our title or
token (n): sth that you do for or give sb full name, like in the UK and it is very rude to call
elbow (n): the joint in the middle of the arm someone by their first name until they invite you to.
second-rate (adj): not the best In the UK, there are a lot of positive hand gestures,
but we don’t really use them. It is very rude. Also, in
the UK people have lots of personal space; in my
3 a) To consolidate new vocabulary
country people stand very close to you. Don’t be
• Explain the task. Give Ss time to complete the shocked if people are almost touching you when
task, referring back to the text if necessary. they speak to you and don’t move back, because
• Check Ss’ answers. this will insult the person you are speaking with.
Answer Key If you are invited to someone’s home for dinner, it is
polite to take a small gift, the same as in the UK.
1 talk 5 extend 9 between Also, in my country it is rude if you arrive exactly on
2 token 6 index 10 kiss time. It is always best to arrive about 15 minutes late
3 sharing 7 return 11 firm but no more. Britons don’t like elbows on the table
4 typical 8 talk 12 make and we have something similar; you must always
keep your wrists on the table. You should try a little
b) To learn/consolidate new vocabulary of everything and if offered, accept second helpings.
• Give Ss time to write sentences giving
5d Everyday English
advice to sb visiting the UK, using the
phrases in Ex. 3a.
• Elicit answers from various Ss.
1 When you are eating, you shouldn’t talk with 1 To present new vocabulary
your mouth full. • Play the recording, with pauses for Ss to listen
2 You should give some flowers to your host as a and repeat chorally or individually.
token of thanks. • Pay attention to Ss’ intonation and
3 You should remember a few things when sharing pronunciation.
a meal with Britons. • Elicit whether any Ss have/have had any of
4 Kissing on the cheek is a typical greeting these problems with bad neighbours.
between British friends and relatives.
(Ss’ own answers)
5 You should extend a hand when you first meet
Brit.
6 You shouldn’t point with your index finger; use 2 a) To present situational language
your whole hand instead. • Play the recording. Ss listen and repeat
7 If someone smiles at you, return the gesture. chorally or individually.
8 You mustn’t talk loudly on your mobile phone. • Pay attention to Ss’ intonation and
It’s rude. pronunciation.
9 Hugs are unusual between friends.
10 A kiss on the cheek is typical between friends.
11 A first greeting involves a firm handshake. b) To listen and read for gist
12 You should make eye contact when you talk to • Explain the task.
someone. • Play the recording. Ss listen and follow the
dialogue in their books to find out.
88
5e Be the Change
Answer Key
The problem is that Alan’s neighbour is playing very
loud music and Alan can’t study.
Vocabulary
3 To identify synonymous phrases in a
dialogue 1 a) To introduce the topic and stimulate
• Read out the phrases, and give Ss time to find interest in the text
alternative phrases in the dialogue that have a • Play the recording, with pauses for Ss to
similar meaning. repeat chorally or individually.
• Check Ss’ answers. • Pay attention to Ss’ intonation.
Answer Key
How can I help you? – What can I do for you? b) To practise new vocabulary
I apologise. – I’m really sorry about that. • Explain the task and read the examples
Can I discuss something with you? – Could I talk to aloud.
you for a minute? • Ask various Ss to say sentences about the
I didn’t know it was a problem. – I didn’t realise it life changes, using the adjectives in the list.
was bothering anyone.
That would be great. – I’d really appreciate that. Suggested Answer Key
I’d like to win a scholarship to a top university. It
Pronunciation would be very exciting.
I wouldn’t like to move into a caravan in the
4 To learn about linking sounds countryside. It’s too difficult.
• Read the theory aloud and then play the I’d like to start my own business. It would be very
recording, with pauses for Ss to repeat chorally challenging.
or individually. I wouldn’t like to grow my own food. It’s too tiring.
• Pay attention to Ss’ intonation. I would(n’t) like to adopt a child from abroad. It’s
challenging/risky.
Speaking
2 To predict the content of the text and
5 To practise role playing to listen and read for gist
• Explain the situation. • Ask Ss to read the title, the introduction and
• Tell Ss that they can use the sentences in Ex. 2a the first and last sentences in each text.
and the un-neighbourly behaviour from Ex. 1 • Elicit Ss’ guesses as to what changes each
to help them complete the task. person made in their lives.
• Ss complete the task in pairs, using the plan. • Play the recording. Ss listen and follow the text
• Monitor the activity around the class and then in their books to find out if their guesses were
ask various pairs to act out their dialogues in correct.
front of the class.
I think Liz Murray won a scholarship to a top
A: Hello. I’m Tina Brown, I’ve just moved in next door. university.
B: Oh, hello. Pleased to meet you, Tina. I’m Tom Bird. I think Mark Boyle lives without money.
A: Pleased to meet you, Tom. Could I talk to you for I think Narayanan Krishnan set up a charity.
a minute?
B: Sure. What can I do for you?
A: Well, I’m afraid I have a complaint. It’s just that 3 To read for specific information
you’ve been parking in front of my driveway, • Give Ss time to read the text again and mark
and it’s difficult for me to get in and out. the sentences.
B: Oh, I’m sorry about that. I didn’t realise it was a • Check Ss’ answers. Ss should justify their answers.
problem.
A: That’s OK, it’s just that I’d like the driveway to Answer Key
be clear so I can come and go easily. 1 M 2 N 3 M 4 L 5 N 6 L
B: I understand. Don’t worry I’ll make sure it
doesn’t happen again.
A: Thanks – I’d really appreciate that.
B: You’re welcome. And sorry again.
A: Don’t worry about it. Have a nice day.
89

share the stage (phr): to have use of a raised TURNING HER LIFE AROUND
platform along with other people WASTE NOT, WANT NOT
homeless (adj): having nowhere to live A HELPING HAND
drug addict (n): person who cannot stop taking
drugs (e.g. heroin) 5 a) To learn/consolidate new vocabulary
shelter (n): building where homeless people can get
food and a bed • Direct Ss’ attention to the words in bold in
dedication (n): the act of giving lots of time and the text and the list of words in the rubric.
effort to a cause • Give Ss time to match them, and then check
determination (n): quality when someone has Ss’ answers around the class.
decided to do sth despite any obstacles Answer Key
win (v): to succeed, defeat others
look after: care for
scholarship (n): an amount of money given to
turn around: change
support a student’s education
gave up: stopped doing
reach your goals (phr): to succeed in doing what
moved into: started living in
you wanted to do
put in: installed
passionate (adj): having a strong belief in sth
take up: started
social issue (n): problem related to society
set up: created
throw away (phr v): to get rid of sth that is not wanted
hands out: gives
solar panel (n): surface that takes the sun’s heat
and light and turns it into electricity
home-grown (adj): grown in your own garden b) To consolidate new vocabulary
profits (n): amount of money gained from a • Explain the task.
business activity • Give Ss some time to complete it.
community (n): all the people living in a particular area • Check Ss’ answers.
award-winning (adj): having won an award/prize
for having done sth well Suggested Answer Key
starving (adj): very hungry Liz Murray looked after her younger sister.
shave (v): to remove hair from the face using a razor She managed to turn her life around after a bad start.
achieve (v): to succeed in doing sth Mark Boyle gave up his job and decided to live
without money.
He moved into a caravan in the countryside and
BACKGROUND INFORMATION started growing his own food.
He put in solar panels for electricity.
Mikhail Gorbachev, born on 2nd March 1931, is a Narayanan Krishnan was about to take up a top job
former Soviet statesman. He was General as a chef.
Secretary of the Communist Party of the Soviet He set up a charity called Akshaya Trust.
Union from 1985-1991. He was awarded the He hands out meals to homeless people.
Nobel Peace Prize in 1990.
The Dalai Lama is a Buddhist leader in Tibet. The 6 To consolidate new vocabulary
name means chief/high priest of oceans.
Switzerland is a country in Western Europe. Its • Explain the task and refer Ss back to the Check
capital city is Bern. It is home to many these words box.
international organisations such as the Red Cross • Give Ss time to complete it, then check Ss’
and the International Olympic Committee and it is answers.
one of the richest countries in the world. Answer Key
1 homeless 3 reach 5 home-grown
2 solar panels 4 Social issues
• Explain the task and give Ss some time to Speaking & Writing
complete it.
7 To express a personal opinion on the
• Ask various Ss to share their answers with the
topic of a text
class and suggest alternative titles.
Answer Key • Read the rubric aloud and give Ss time to think
of their answers and write some sentences
A – FROM HOMELESS TO HARVARD
giving reasons.
B – A LIFE WITHOUT CASH
• Ask various Ss to read their sentences to the class.
C – CARING FOR THE HUNGRY
90
Suggested Answer Key Reading

I admire Liz the most because she turned her life
around. She used to live on the streets, but she had 3 To introduce the topic and listen and
determination and dedication and won a place in a read for gist
top university. Now Liz spends her time talking to • Elicit what, if anything, Ss know about Hindu
teenagers about drugs and gangs and how to stay weddings. Elicit a variety of questions from Ss
away from them. She wants people to know that around the class and write three of them on
they can reach their goals even if they have a tough the board.
life. • Play the recording. Ss listen and follow the text
I admire Mark the most because he gave up his job in their books and see if their questions were
to prove that we don’t need money. He lives in an answered.
old caravan in the country and eats food he grows
himself; he even eats wild berries when he is hungry
and washes in a river. Also, he has written a book 1 How long do the wedding celebrations last? (3-
about his experiences and is going to use the profits 10 days)
to make a community that lives without money. 2 Do the people dance at Hindu weddings? (Yes,
I admire Narayanan the most because he gave up his they do.)
job to set up a charity to help starving people. Every 3 What do the bride and groom wear? (The bride wears
day he cooks 400 meals for hungry homeless people a red and gold sari and the groom wears white.)
in the community and hands them out. He even
gives them a haircut and a shave if they want one. 4 To read for key information
Narayanan has shown me that even one man can
• Explain the task and ask Ss to read the questions
make a big difference.
and possible answers 1-5 and then give them
5f
time to read the text again and answer them.
• Check Ss’ answers. Ss should justify their
Changes in life answers.

Answer Key
Vocabulary 1 B (It sounded so exotic and I wanted to see it
from myself)
1 To introduce new vocabulary 2 C (as I admired the architecture of the pink city)
3 B (I really enjoyed watching the modern Bollywood
dances)
4 D (but it was nothing compared to the bride)
5 A (Thankfully, this time I didn’t seem to embarrass
• Elicit answers to the questions from Ss around
myself so much)
the class.
I am a teenager. Ss to use their dictionaries and look them up.
My teacher is an adult.
My parents are middle-aged. Suggested Answer Key
My uncle is an adult. leap at the chance (phr): to be quick to take up an
My neighbours’ kids are children/toddlers/infants. opportunity
signify (v): to symbolise
2 To present new vocabulary steaming hot (phr): extremely hot
greet (v): to welcome and meet sb
• Direct Ss’ attention to the pictures on p. 88 tradition (n): a custom or belief that has existed for
and go through the list of phrases. a long time
• Explain/Elicit the meanings of any unknown hustle and bustle (phr): the noisiness and
words. crowdedness of a place
• Ask various Ss around the class to describe the nickname (n): a pet name for sb/sth/an informal
pictures using the new vocabulary. name for sb or sth
Suggested Answer Key stick (n): a short piece of wood
last (v): to continue to exist for a certain length of time
The first picture in Ex. 1 shows a couple with a baby.
dye (n): a special liquid that can change the colour
The other picture shows a young woman who has
of sth
just got a degree.
prosperity (n): wealth, the quality of being rich
silk (n): a very soft fabric
91
groom (n): a man about to be married • Explain that we use the present -ing form
marching band (n): a group of musicians who play (dancing) with the present simple and the
while moving in formation future simple tenses and we use the perfect
entrance (n): the act of walking into a building or place -ing form (having danced) with the present
stunning (adj): amazing, fantastic perfect tense.
ceremony (n): a ritual or formal event • Elicit examples of infinitive and -ing forms
embarrass oneself (phr): to make yourself feel self- from the text from Ss around the class.
conscious about your behaviour
Answer Key
fairytale wedding (phr): a magical wedding like in a
story e.g. Cinderella having greeted, helped me to put, to wear, following
him, seemed to be doing, walking, exchanging, seem
to embarrass myself, to have met ... have experienced,
5 To consolidate new vocabulary like being
• Give Ss time to complete the task and check in
their dictionaries. 8 To practise infinitive & -ing forms
Answer Key it.
1 leapt 4 bustle 7 entrance • Check Ss’ answers.
2 steaming 5 lasted 8 experienced
Answer Key
3 greeted 6 awkward
1 to go 4 to have been 7 to be walking
2 to be enjoying 5 dancing 8 having eaten
6 To consolidate new vocabulary 3 to eat 6 having told
• Explain the task and give Ss time to complete it.
• Check Ss’ answers. Speaking & Writing
Answer Key 9 To practise infinitive & -ing forms
1 steaming 4 multi-coloured 7 flower
2 hustle 5 future 8 fairy-tale
the task.
3 wedding 6 marching
Grammar Suggested Answer Key
It seems they have just had a baby. They appear to be
7 a) To practise the to-infinitive & -ing very happy. New parents tend to be quite emotional.
form She seems to have got a degree. She appears to be
• Give Ss a one-minute time limit to think of holding her certificate. She appears to feel proud.
verbs/phrases using the to-infinitive and Graduates tend to feel happy and proud.
the -ing form.
• Check Ss’ answers around the class. 10 To consolidate information in a text
Suggested Answer Key and compare weddings in your country to
Indian weddings
would like + to-infinitive make + infinitive without to
suggest + -ing form love + -ing form • Explain the task and give Ss a three-minute
hope + to- infinitive agree + to-infinitive time limit to complete the task and then tell
their partner.
b) To present all present tense forms • Monitor the activity around the class and then
of the infinitive and -ing form ask some Ss to report back to the class.
• Go through the theory box and explain that we Suggested Answer Key
use the present infinitive ([to] dance) with the In my country, the bride wears a white dress. In the
present simple and future simple tenses, the Indian wedding, the bride wears a red and gold sari
present continuous infinitive ([to] be dancing) and the groom wears white. In my country, the
with the present continuous tense, the present wedding takes place in one day, but in an Indian
perfect infinitive ([to] have danced) with the wedding the celebrations can last for many days.
past simple, present perfect and past perfect There is a lot of dancing and traditional food at both
tenses and the present perfect continuous an Indian wedding and at a wedding in my country.
infinitive ([to] have been dancing) with the past
continuous, the present perfect continuous and
the past perfect continuous.
92
5g Skills 2
•
To present/practise character adjectives
Go through the adjectives in the list, and ask Ss
to try to complete the task before looking up the
Vocabulary meanings of any of the words they are unsure of.
1 a) To present vocabulary for appearance
Answer Key
• Direct Ss’ attention to the headings and the
1 honest 5 outgoing 9 generous
list of words. Write the headings in a table
2 selfish 6 lazy 10 shy
on the board, and elicit from various Ss
3 patient 7 cheerful
which words go under which headings.
4 rude 8 popular
• Ask Ss to copy the table into their notebooks.
• Play the recording. Ss listen and check their
answers. 3 To consolidate new vocabulary
Answer Key Ss, in pairs, use the vocabulary from Exs. 1 and 2
to describe their friends and family members.
SPECIAL tattoo, wrinkles, moustache, freckles, beard, Monitor the activity around the class and then ask
FEATURES dark/pale skin, pierced ears, glasses, bald various Ss to describe a person to the class.
FACE long, round, small, oval Suggested Answer Key
middle-aged, old, in her early twenties, A: What does your dad look like?
AGE young, in her early forties, in his B: He’s of average height and slim. He has short
mid-thirties, in her late teens dark hair and a beard and moustache. He also
wears glasses.
HAIR curly, long, wavy, straight, blond(e), dark
A: What’s he like?
fat, well-built, skinny, overweight, B: He’s kind, generous and funny.
BUILD
thin, plump
HEIGHT short, of medium height, small, tall Listening
• Explain the task and ask Ss to read the
b) To describe people
sentences 1-5. Explain/Elicit the meanings of
• Direct Ss’ attention to the pictures and give any unknown words.
them time to prepare their answers. • Play the recording. Ss listen and check the
• Remind Ss to include special features, height, correct box for each statement. Check Ss’
face, hair, build and age where they can. answers. You can play the recording again with
• Ask various Ss to describe the people in the pauses for Ss to check their answers.
pictures for the class.
Answer Key
Suggested Answer Key 1 T
… in his mid-thirties and he is overweight. He has 2 T
got short dark hair, brown eyes, a pierced ear and a 3 F (Young people often compare themselves to
beard and moustache. He has lots of tattoos on his celebrities on TV.)
arms, too. 4 F (lose some weight or become healthier)
Debbie is in her early forties. She seems to have a 5 F (a parent, a teacher or an adult you trust)
slim build and she’s probably of medium height. She
has got long dark curly hair, big brown eyes, dark Speaking
skin and a wide mouth. She also wears glasses.
Jenny is young – around ten years old – and slim. 5 To comment on changes in appearance
She has got long curly red hair, small brown eyes, a • Go through the phrases and the useful language
wide mouth and freckles. She has got pierced ears. in the box.
Ted is middle-aged. He is probably tall and slim. He is • Ss work in pairs using the phrases and the useful
bald, has got brown eyes and a grey beard and language to act out exchanges like the example.
moustache. • Monitor the activity around the class and then
Sandra is in her early twenties. She seems to be of choose various pairs to act out their exchanges.
medium height. She has got a round face and long
blonde hair. She has got pale skin and blue eyes,
too. A: You look nice. Is something different?
B: Yes. I just got new glasses.
93
A: You look great.

B: Thanks. 3 To identify functions of linkers and
suggest alternatives
A: You look different. What have you changed?
B: I got a haircut. • Explain the task and ask Ss to identify the functions
A: It looks great. of the highlighted linkers in the model essay.
B: Thanks. • Check Ss’ answers, and then elicit alternatives
from various Ss.
A: I didn’t recognise you! Have you changed something?
• Refer Ss back to the Writing Tip if necessary.
B: Yes. I’ve grown a beard!
A: Of course. It looks nice. Answer Key
B: Thanks. introduce an opinion: In my opinion
A: You look different. What have you changed? show contrast: On the other hand
B: I’ve grown my hair out. list/add points: Firstly, Secondly, To begin with, In addition
A: Yes! It looks great. conclude: All in all
B: Thanks. Suggested Answer Key
introduce an opinion: I believe
5h Writing show contrast: However

list/add points: To start with, Also, In the first
place, Moreover
conclude: In conclusion
1 To analyse a model essay
• Go through the Writing Tip and explain the 4 a) To listen for specific information
structure and content of a for-and-against essay. • Explain the task and ask Ss to copy the table
• Give Ss time to read the essay, then elicit the into their notebooks.
arguments for/against the topic, and the • Play the recording. Ss listen and make notes
examples the writer gives. under the headings.
Answer Key • Check Ss’ answers, then elicit which
arguments are advantages and which are
Arguments for: can help you become fluent in a
disadvantages.
foreign language, can learn about another culture
Arguments against: studying abroad is expensive, Answer Key
may have problems adjusting IS IT A GOOD IDEA TO GO ON AN EXTREME DIET?
Examples/Justifications: improve employment prospects, Arguments: see results quickly (advantage), they
gain knowledge, new friends and experiences, huge debt to encourage self-control (advantage), hard to follow
repay, may not enjoy it, be unhappy (disadvantage), extreme restrictions (disadvantage)
Examples/Justifications: keeps you motivated, have
2 To identify topic sentences to stay focused, you give up quickly, don’t get the
nutrients you need to stay healthy
• Refer Ss back to the essay to find the topic
sentences and then write these on the board.
• Elicit alternatives from various Ss, and complete b) To write a for-and-against essay
the task as a class. • Explain the task and tell Ss to use the
Answer Key Writing Tip, the plan and their answers in
Ex. 4a to help them. Write on the board the
Without a doubt, there are some advantages to
phrases/sentences in the Useful Language
studying abroad.
box. Ask Ss to copy them in their notebooks
On the other hand, there are a number of
and use them when they write their essays.
disadvantages to studying abroad.
Refer Ss to Writing Bank 5 for more details.
There are certainly some benefits to studying abroad.
Nevertheless, there are also a number of arguments
against studying abroad.
94
diaphragm muscle. We sneeze when something irritates

Useful language for writing for-and-against essays the inside of our nose. We snore when we are asleep and
Stating the topic air can’t move through our mouth and nose freely.
These days (more and more) ... . Should ...? Is there
a reason to ...? 2 To read for specific information
Introducing advantages/disadvantages • Ask Ss to read the sentences, and then give them
(Without a doubt) there are a number of advantages time to read the text again and complete the task.
to ... . • Check Ss’ answers. Ss should justify their answers.
Although ..., it has certain advantages ... .
However, there are some disadvantages to ... . Answer Key
However, ... has its disadvantages. 1 snore 3 blush 5 sneeze
Concluding 2 yawn 4 hiccup 6 cough
All in all/To sum up, there are points for and against • Refer Ss to the Check these words box and
.../there are both positive and negative aspects to ... . explain/elicit the meanings of the words or ask
• Give Ss time to write their essays or assign
as HW. Check Ss’ answers. Suggested Answer Key
stretch (v): to extend as far as possible to relieve tightness
muscle (n): tissue that connects bones and allows
Is it a good idea to go on an extreme diet? them to move
These days, more and more people are trying extreme lung (n): one of two organs inside the body that
diets to lose weight quickly. Some people think these diets allow you to breathe
are great, but others think they are not good for you. increase (v): to become greater in amount
Without a doubt, there are some advantages to these airways (n): passages that allow air to enter the
diets. Firstly, you can see results really quickly and body and reach the lungs
this can keep you motivated to lose more weight. throat (n): the part of the body from the back of
Secondly, they encourage self-control, because you the mouth to the bottom of the neck
have to stay focused for the diet to work. vocal cords (n): body parts in the throat that
On the other hand, there are some disadvantages to vibrate when we speak
these diets. To begin with, they can be difficult to follow, release (v): to let go
so you may give up easily and put weight back on adrenalin (n): substance created in the body when a
quickly. Also, there are many restrictions. This means, person is excited, scared or angry
you may not get enough nutrients to stay healthy. flow (n): continuous smooth movement
All in all, there are both advantages and jerky (adj): sudden, quick (movements)
disadvantages to extreme diets. In my opinion, voice box (n): the part of the throat that contains
anyone who wants to lose weight should think the vocal cords
about it very carefully and make sure they see a dust (n): very small pieces of dirt
doctor before starting a diet. pollen (n): very fine powder produced by flowers
virus (n): a kind of germ that causes disease
5i
irritate (v): to annoy
Curricular: Science
brain (n): organ inside your head that controls
movements and feelings
vibrate (v): to shake with repeated small movements
allergy (n): condition that causes a rash or illness due to
1 To introduce the topic and listen and contact with sth that does not normally make people ill
read for gist
• Read the headings in the text aloud and elicit 3 To learn/consolidate new vocabulary
whether any Ss know what causes these reflex
• Direct Ss’ attention to the highlighted words in
actions to happen.
the text and the list of words in the rubric.
• Give Ss time to match them, and then check Ss’
in their books to find out.
answers around the class.
Answer Key
We yawn when we are tired to get more oxygen into the
blood. We cough to clear our airways of irritation. We
blush when the body releases adrenalin, which increases
the blood flow. It usually happens when we are
embarrassed. We hiccup when something irritates the
95
5
Answer Key
alert: awake
contagious: infectious Moscow Culture
self-conscious: uncomfortable around others
become aware: know about Listening & Reading
jerky: sudden and fast
irritates: bothers 1 To introduce the topic through
vibrate: shake personal questions
Elicit answers from Ss around the class.
(Ss’ own answers)
• Ss work in pairs, and tell their partners
something they remember about each reflex
action in the text.
• Monitor the activity and then elicit answers • Direct Ss’ attention to the title and the photo.
from various Ss. Elicit Ss’ guesses to the questions.
Suggested Answer Key to find out.
Yawning increases the heart rate.
We close our vocal cords when we cough.
Babies don’t blush. Pupils in Moscow can use the “My Progress” service
The muscle below our lungs is the diaphragm. We for their online evaluation.
hiccup when something irritates it. • Explain/Elicit the meaning of the words in the
A sneeze can be up to 160 kmph. Check these words box.
45% of men snore regularly.
5 To give a presentation on reflex actions up-to-date (adj): modern
• Ask Ss to work in small groups and collect keep track of (phr): to keep recent information of
information from the Internet, school textbooks, sth
encyclopaedias or other reference sources about content (n): the things that are included in sth
the reflex actions in the text. register (v): to enter your name and other personal
• Allow time for Ss to collect their interesting facts information into sth
and present them to the class. Alternatively, attach to (v): to join sth to sth else
assign the task as HW. consultation (n): a meeting to discuss something or
to get advice
Suggested Answer Key independent (adj): free from outside control
Olympic athletes try to yawn before they compete! evaluation (n): a judgment about sth
Just thinking about yawning can make you yawn,
but no one can explain why! 3 To read for specific information
In Poland they use chopped onion and honey as a
cough remedy. • Give Ss time to read the text again and mark
People with fair skin seem to blush more often than the sentences.
people with dark skin because the colour of blood • Check Ss’ answers. Ss should justify their answers.
shows more easily through pale skin. Answer Key
Most cases of hiccups last a few minutes. If you 1 T 3 F 5 T 7 T
have persistent hiccups you may have an underlying 2 T 4 T 6 F 8 F
health problem. Some people say you can cure
hiccups by breathing into a paper bag or drinking Speaking & Writing
water from the wrong side of the glass.
When you sneeze, you even use the muscles in your 4 To consolidate information in a text
eyelids, because your eyes always close when you
sneeze! • Ask Ss to close their books and write in their
As you get older, you may snore more, because the notebooks a few sentences about what they
muscles and tissue in your throat area become weaker. liked most about this service.
• Ask Ss to work in pairs in order to compare
their answers and monitor the activity around
the class.
96
Suggested Answer Key Listening

I like the fact that it keeps track of a student’s
academic achievements and helps them check their 2 To listen for specific information
knowledge at any time. Another thing I like about • Read the rubric aloud and ask Ss to read the
the service is that it has a user-friendly interface and statements 1-5.
high-quality content prepared by experts. Finally, • Play the recording. Ss listen and complete the task
what I like the most about the service is that • Check Ss’ answers and ask them to give
students can upload their work online and an expert justifications.
will check it.
Answer Key
1 F (taken to my new home before I was a year old)
5 To develop creativity and thinking
2 F (I had everything a child could dream of)
skills
3 T (childless family)
• Explain the task and allow Ss time to write 4 T (Jim was reading an online post in a Yahoo group)
their suggestions. 5 F (lives next door)
• Invite various Ss around the class to read their
texts to the class. Speaking
Suggested Answer Key 3 To describe a picture
There are several ways that we can improve the “My
• Ask various Ss around the class to describe the
Progress” service. Firstly, the service could have
picture.
extra features like extra-hints to help students solve
• Then elicit answers to the questions from
tasks they find difficult. Of course, this will be taken
various Ss around the class.
into account in the marking process. Another way
to improve the service is to provide on-line courses Suggested Answer Key
for weaker students. this could help them improve In the picture I can see a young woman in a
their skills and enrich their knowledge. graduation gown and cap about to be hugged by an
older woman. The girl is smiling and she is holding a
5
certificate. The older woman is wearing a white
Skills
jacket and she seems to be smiling, too. They are
outdoors and I think the young girl has graduated
from university and the older woman is her mother.
Reading 1 I think the mother feels proud and happy.
2 I think higher education is necessary if you want to have
1 To read for key information
a profession rather than just a job. I also think going to
• Read the rubric aloud and ask Ss to underline university teaches you life skills as well as study skills
the key words in the questions which give and prepares you more for an independent life.
clues about what Ss may read in the text. 3 I am planning to study Architecture because I want
• Give Ss time to read the text and complete the to be an architect and design buildings for a living.
task and then ask them to check their answers
with their partner. Check Ss’ answers. Ss
4 To prepare for a writing task and to
should justify their answers.
write a for-and-against essay
Answer Key • Read the rubric aloud.
1 D (It was Mika’s competitive spirit that made her • Play the recording. Ss listen and make notes
change gears) from the tapescript.
2 C (I don’t get any special treatment because I am • Give Ss time to write their essay using their notes.
a woman) • Check Ss’ answers.
3 B (How important an education is to people of
all ages) Suggested Answer Key
4 A (She doesn’t have time for a social life) Pros: you can experience a different culture, this will
5 C (whole text) broaden your worldview and make you more
tolerant of other cultures, you can improve your
language skills, this may help your employment
prospects
Cons: far away from home, may get homesick and
studies may suffer, different culture may be difficult
to adjust to you, may not be able to concentrate on
your studies
97
5
The Pros and Cons of Studying Abroad
These days, many people choose to study abroad.
Some people think this is a good idea, while others Russia
think it is unnecessary and expensive.
Certainly, there are some advantages to studying Reading & Listening
abroad. Firstly, living in a foreign country means you
will get to know a different culture. This experience will 1 To predict the content of a text and
broaden your worldview and make you more tolerant listen and read for gist
of other cultures. Secondly, studying abroad will • Draw Ss’ attention to the pictures and title.
improve your language skills. This is a valuable skill and • Elicit what Ss know about Ivan Kupala Day.
may help your employment prospects on graduation. • Play the recording. Ss listen and follow the text
On the other hand, there are a number of in their books.
disadvantages to studying abroad. To start with,
being far away from home may make you homesick Suggested Answer Key
and your studies may suffer. Furthermore, adjusting Ivan Kupala Day takes place in the middle of
to a foreign culture may be so difficult that you are summer. It is a celebration of the sun with lots of
unable to concentrate on your studies. fun things to do.
All in all, there are both advantages and disadvantages
to studying abroad. In my opinion, students should 2 To read for specific information
think carefully about how well they will adjust to
living in another country before they decide to do it. • Explain the task and ask Ss to reread the text.
• Elicit answers from around the class.
5 To practise word formation
Answer Key
it. 1 F 3 T 5 NS
• Check Ss’ answers around the class. Point out 2 NS 4 T 6 F
that correct spelling is required. • Refer Ss to the Check these words box and
Answer Key explain/ elicit the meanings of the words or ask
1 difference 3 cheerful 5 response
2 encouraged 4 constantly Suggested Answer Key
ancient (adj): having been around for a long time,
Grammar very old
summer solstice (n): the day of the year having the
6 To practise grammar forms in text longest hours of daylight
completion rite (n): a ceremony or custom observed within a
• Explain the task and give Ss time to complete society
the gaps with the correct grammar form. ceremony (n): a formal ritual or act often to
• Check Ss’ answers on the board. observe an event
wander (v): to walk around without a particular
Answer Key
destination
1 was playing 5 will kill fern flower (n): a magical flower in Slavic mythology
2 suggested 6 have been trying that brings luck and wealth to whoever finds it
3 calling 7 have never been bloom (v): to produce flowers (of a tree or plant)
4 touch blossom (v): to open (of flowers), come into flower
prosperity (n): condition of being wealthy, having
good fortune
bonfire (n): a large outdoor fire that is lit for a
celebration
spirt (n): a ghost
98
3 To learn/consolidate new vocabulary 5 To write a summary about Midsummer

Day
• Direct Ss’ attention to the highlighted words in
the text and the words/phrases 1-6 in the book. • Ask Ss to work in pairs or small groups. Ss collect
• Give Ss time to match them, and then check Ss’ information from the Internet, encyclopaedias or
answers around the class. other reference sources about Midsummer Day
in an English speaking country.
Answer Key
• Allow Ss time to collect the information and
1 walk around: wander write their summary. Then, ask various Ss to
2 wealth: prosperity present their summary to the class.
3 need, rely on: depend • Alternatively, assign the task as HW and ask Ss
4 arrive at a point: reaches to present their summaries in the next lesson.
5 have a relationship to: connected
6 have great respect for: honour Suggested Answer Key
In the past, Midsummer Eve used to be celebrated all
Speaking & Writing over the UK. Nowadays, Midsummer or the Summer
Solstice is only celebrated in certain areas. Also
4 To consolidate information in a text known as St John’s Eve, Midsummer Eve was filled
• Ss work in pairs and tell their partners three with dancing,singing and large bonfires that people
things they like about Ivan Kupala Day and would jump through for good luck. People would
why. also decorate their homes with certain plants and
• Monitor the activity and then elicit answers flowers.
from various Ss. Today, people in Cornwall, in the south-west of
England, still light bonfires up and down the coast.
Suggested Answer Key There are many festivities with music, dancing and
1 I like wandering around the neighbourhood with fireworks.
my friends looking for fern flowers because it On the summer solstice many people also gather to
would be great to find one and have good luck. watch the sun rise at Stonehenge and celebrate the
2 I like playing tricks on my friends because it’s longest day of the year.
lots of fun.
3 I like going to the bonfire celebrations and
watching people jump over the fire because it’s
exciting.
99
Crime & community

In this module Ss will explore the topics of crime & Lesson objectives: Giving a witness statement, to
punishment, law & order, crime & technology, street learn epenthesis
art and problems in the community. Vocabulary: Sentences (Where and when did you
witness the incident?, What exactly did you see?, What
happened next?, Can you describe any of the gang?, Is
Modular page 97 there anything else you can tell us about the incident?,
Lesson objectives: Overview of module, to listen for Can I take your address and telephone number, please?)
specific information
Vocabulary: Types of crime (burglary, robbery, speeding,
shoplifting, mugging, arson, pickpocketing, vandalism) 6e Crime & Technology 104-105
Lesson objectives: To listen for specific information, to
read for understanding, to talk and write about cybercrime
6a Is it art? 98-99 Vocabulary: Verbs (hijack, infect); Nouns (virus, worm,
Lesson objectives: To listen and read for gist, to read account, username, password, provider, directory, spam);
for specific information, to revise the passive, to talk Adjective (expert)
and write about street art
Vocabulary: Types of art (pottery, carving, painting, computer
graphics, sculpting, drawing, graffiti, photography, architecture, 6f Law cases 106-107
print making, collage); Verbs (divide, transform, arrest, exhibit); Lesson objectives: To listen and read for gist, to read
Phrasal Verb (brighten up); Nouns (steel, concrete, volunteer, for specific information, to learn reported speech
crack, bulletproof vest, skip, grating, approval); Adjectives (statements, orders/commands & questions), to write
(offensive, neglected, illegal, rundown); Phrases (public opinion, an interview, to report an interview
crumbling walls, fair share, worldwide phenomenon) Vocabulary: Verbs (steal, squawk, patrol, protect, trace,
attend, reach a verdict); Phrasal Verbs (break into, set
up); Nouns (parrot, gang of burglars, thieves, DNA
6b Crime fighters 100-101 samples, donkey, checkpoint, fine, cat, jury service,
Lesson objectives: To listen and read for gist, to read for court, judge, defendant); Adjectives (hungry, guilty, not
specific information, to learn the passive, impersonal/ guilty); Phrases (scratched to pieces, make a quick
personal structures – make/let; to learn the causative, to getaway, sent to prison, (be) sentenced to)
learn reflexive pronouns, to act out and write an
interview about a job
Vocabulary: Jobs related to fighting crime (judge, lawyer, 6g Skills 108
forensic scientist, police detective, security guard, prison Lesson objectives: To listen for specific information, to
guard, store detective, private detective); Verbs (analyse, relate to and comment on an incident
arrest, examine, identify); Nouns (scientific method, Vocabulary: Problems in the community (high crime
physical evidence, crime scene, DNA analysis, suspect, fibre, rate, litter in the streets & parks, dangerous drivers,
blood analysis, saliva, electron microscope, ultraviolet vandalism & graffiti, traffic congestion, piles of rubbish
light, trace, lab, silicon chip); Adjective (distressing); outside houses, lack of green spaces, holes in pavements
Phrases (solve crimes, in record time, dramatic arrest) & roads); Commenting (Oh no! That’s terrible!, You’re
joking! How awful!, What a nightmare!, That’s been
happening a lot recently. Something should be done!)
6c Culture Corner 102
for specific information, to write a biography about a 6h Writing 109
famous writer Lesson objectives: To write a letter to the editor
Vocabulary: Verbs (lack, hire, award); Phrasal Verbs making suggestions
(make up, pass away); Nouns (crime, writer, tutor);
Adjectives (well-to-do, conservative); Adverb (verbally)
100
6i Curricular: Citizenship 110 ▶▶ What’s in this module?

Lesson objectives: To listen and read for gist, to read for Read the title of the module Crime & community
comprehension, to talk and write about Neighbourhood and ask Ss to suggest what they think the module
Watch will be about (the module is about types of crime,
Vocabulary: Nouns (proverb, neighbourhood, security, crime, crime & punishment, the law and problems in the
community, burglary, vandalism); Adjective (voluntary) community). Go through the topic list and stimulate
a discussion about what Ss will learn in the module.
Moscow Culture 6 111 Vocabulary

Lesson objectives: To read for specific information, to
1 To introduce new vocabulary
expand the topic, to develop research skills
Vocabulary: Verbs (influence, dedicate, defend, enhance); • Direct Ss’ attention to the pictures and ask Ss
Nouns (prospect, cadet, law enforcement, patriotism, to read the descriptions A-H and match them
Ministry of Interior, veteran); Adjective (military); Phrases to the pictures.
(in demand, law and order) • Play the recording. Ss listen and check their
answers.
• Play the recording again with pauses for Ss to
Skills 6 112-113 repeat chorally or individually.
Lesson objectives: To read for key information and Answer Key
detailed comprehension, to listen for specific
A 4 C 7 E 5 G 6
information, to practise word formation, to write an
B 3 D 8 F 2 H 1
essay making suggestions

Russia 6 114 Explain the task and play the recording. Ss listen
Lesson objectives: To listen and read for gist, to read for and complete the task. Check Ss’ answers.
specific information, to complete a table and talk about Answer Key
GraFFFest, to write and talk about street graffiti
1 shoplifting 2 robbery 3 arson
Vocabulary: Verbs (aim, promote, appreciate); Nouns
(range, masterpiece, group); Adjective (innovative); Phrase
OVER TO YOU!
(in support of)
To personalise the topic
Elicit answers to the questions in the rubric from
various Ss around the class.
I think burglary, robbery, mugging and arson are the
most serious because innocent people can get hurt
and their lives can be in danger.
In my town/city there are problems with vandalism
and shoplifting as in most cities.
I recently heard about a robbery in a supermarket.
101
6a Is it art? 3
•
To read for specific information
Ask Ss to read the sentences 1-7 and give them
time to read the text again and mark each one
Vocabulary as true or false.
• Check Ss’ answers around the class and elicit
1 To introduce the topic and present corrections for the false statements.
vocabulary for types of art
Answer Key
• Play the recording. Ss listen and repeat chorally
or individually. 1 F (Magda Sayeg started it)
• Pay attention to Ss’ intonation and pronunciation. 2 F (you can see it around the world)
• Read out the question and the examples and 3 F (most of them do)
then elicit further examples from Ss around the 4 T – true identity ... by mystery
class. 5 F (Banksy’s work has been exhibited at art
exhibitions)
Suggested Answer Key 6 F (they do it without permission)
Artwork can be about politics and society. It can be 7 F (no action is usually taken by the public or
about love, hate or any emotion. It can even be the police)
simply what someone thinks is beautiful. • Refer Ss to the Check these words box and
Reading & Listening ask Ss to use their dictionaries and look
them up.
2 a) To describe pictures
Direct Ss’ attention to the pictures and ask
various Ss around the class to describe each divide (v): to cause people to have different opinions
one. about sth
public opinion (phr): what the majority of the
Suggested Answer Key general public think
In picture 1, I can see a (Smart) car covered in what brighten up (phr v): to make sth more colourful and
seems to be a brightly-coloured jumper. It fits perfectly cheery
and it has many different patterns all over it. steel (n): a hard alloy metal used to make buildings
In picture 2, I can see a concrete column where the and other structures
holes and cracks are filled with LEGO® bricks of concrete (n): a very hard building material made
different shapes and colours. from cement, sand, gravel and water
In picture 3, I can see a wall with a picture of a transform (v): to completely change
chimpanzee sitting on a paint tin, wearing a beret arrest (v): to take sb into police custody
and holding a paint roller so it appears like he is crumbling walls (phr): walls that are falling
painting the wall. down/apart
In picture 4, I can see five people gardening at night. volunteer (n): a person who gives their time to help
They are all holding gardening tools and wearing others
winter clothes. They seem to be planting flowers. crack (n): an opening where a solid object has split
apart
b) To listen and read for gist fair share (phr): a reasonable amount
worldwide phenomenon (phr): a global sensation;
• Elicit how Ss think people may react to each popular/ known all around the world
type of art shown in the pictures. bulletproof vest (n): body armour that is worn to
• Play the recording. Ss listen and follow the protect from injury from a gunshot
text in their books and find out. exhibit (v): to put on public display
Answer Key offensive (adj): upsetting people because they find it
rude or insulting
A Most people’s reactions are positive.
neglected (adj): not looked after for some time
B Most New Yorkers are pleased with the Lego-look.
skip (n): a large open metal container for rubbish and
C Public opinion is divided. Some find it offensive,
unwanted items or garden waste
while others think he is an important artist.
grating (n): a framework of metal bars covering the
D Most people approve. Some people see this as a
opening to a drain
way to bring new life to forgotten spaces.
illegal (adj): against the law
rundown (adj): left to decay; in poor condition
approval (n): a feeling of agreement/liking/admiration
102
4 To consolidate new vocabulary 8 To practise the passive

• Explain the task and give Ss time to complete • Explain the task. Give Ss time to complete it.
it. • Check Ss’ answers.
Answer Key
Answer Key 2 Bright colours were often used in his paintings.
1 brighten up 4 instantly 7 neglected 3 300 films were made by him.
2 strictly 5 bulletproof 8 immediate 4 He was shot and nearly killed by an actress in 1968.
3 crumbling 6 divided 5 Today, his images are exhibited in the Andy
Warhol Museum in Pittsburgh, USA.
Speaking & Writing
• Give Ss time to think of alternative titles for
each part of the text. 9 To consolidate information in a text
• Ss talk in pairs and tell each other four things
Suggested Answer Key they remember from the text.
A Cosy covers • Ask various pairs to share their answers with
B One brick at a time the class.
C Amazing art or offensive images? Suggested Answer Key
D Flowers, flowers anywhere
Graffiti knitting started in Texas, USA.
The artist who uses LEGO® to repair buildings is
Grammar
from Germany.
6 To revise the passive Banksy is from the UK.
Guerrilla gardeners plant sunflowers in pavement
• Direct Ss’ attention to the table. Explain that gratings.
we form the passive with be + past participle
of the main verb.
10 To talk and write about an imaginary
• Explain that we use the passive to talk about
situation involving street art
actions when the person who carries out the
action is unknown, unimportant or obvious • Explain the task and set a three-minute time
from the context. We also use the passive in limit for Ss to write their sentences.
formal writing. • Ask various Ss around the class to say their
• Read out the examples and copy the diagram sentences to their partners.
onto the board. Point out that when changing
an active sentence to a passive sentence, the
subject in the active sentence becomes the I would go over and talk to them and ask them how
agent in the passive sentence. Explain that the they got involved in guerrilla gardening. I would tell
verb changes to a passive form and the object them that I think it is a good idea and that I would
in the active sentence becomes the subject in like to see more areas of neglected land looking
the passive sentence. nicer. I would tell them ‘well done’.
• Elicit examples of passive sentences from the
6b Crime fighters
text in Ex. 3.
Answer Key
it is seen, it is considered, were replaced, is now
considered, is surrounded, is divided, are made, are
Vocabulary
planted, is usually taken
1 To present vocabulary for jobs related
7 To practise the passive to fighting crime
• Explain the task and give Ss time to complete • Play the recording for Ss to listen and repeat
it. chorally or individually.
• Check Ss’ answers. • Ask Ss to read the descriptions 1-8. Explain/
Elicit the meanings of any unknown words and
Answer Key
then match them to the jobs A-H.
1 is considered 3 were caught 5 was stolen • Check Ss’ answers.
2 will be opened 4 are fitted 6 are covered
103
Answer Key
1 G 3 F 5 E 7 D 3 To read for specific information
2 B 4 C 6 A 8 H • Give Ss time to read the text again and complete
the sentences accordingly.
Reading • Check Ss’ answers around the class.
2 To introduce the topic of the text and Answer Key

listen and read for gist 1 a forensic scientist (lines 5-6)
• Ask Ss to read the questions in the text and try 2 months to solve (lines 9-10)
to guess the answers. 3 area is fibres and blood analysis (line 14)
• Play the recording. Ss listen and follow the text 4 hair, blood and saliva (line 20)
in their books and check if their guesses were 5 by using chemicals (line 21)
correct. 6 ordinary microscopes, electron microscopes,
ultraviolet light and spectrometers (lines 28-30)
Suggested Answer Key 7 it’s wonderful when a case is solved thanks to
I don’t think his job is like on the TV programme. his evidence (lines 36-37)
I don’t think he has a typical day because every day
is probably different. 4 To consolidate new vocabulary
I think he uses lots of special equipment and scientific
methods such as special lights and DNA analysis. • Explain the task.
I think the best part is solving a crime and the worst • Give Ss time to complete it.
part is seeing horrible crime scenes. • Check Ss’ answers. Then give Ss time to use the
phrases in sentences.
explain/elicit the meanings of the words or ask Answer Key
Ss to use their dictionaries to look them up. 1 solve 3 blood 5 ultraviolet
2 record 4 crime 6 silicon
scientific method (n): a way of testing sth in science Suggested Answer Key
analyse (v): examine 1 Ben uses the latest scientific methods to solve
physical evidence (n): proof in the form of material crimes.
from sb’s body, e.g. hair, skin, etc 2 He says that only TV forensic scientists’ cases are
solve crimes (phr): to find out who committed an solved in record time.
offence 3 Ben specialises in blood analysis.
in record time (phr): very fast 4 He examines evidence that is collected from a
dramatic arrest (phr): the act of taking sb into crime scene.
custody in a noticeable or surprising way 5 He uses ultraviolet light to see tiny fibres.
crime scene (n): the place where a crime took place 6 Soon he will use a silicon chip to identify DNA.
DNA analysis (n): the examination of a person’s
DNA (biological code) Grammar
arrest (v): to take sb into police custody
suspect (n): a person who the police think may have 5 To present impersonal/personal passive
committed a crime structures and make/let
fibre (n): thread • Read out the examples and revise the passive
blood analysis (n): the examination of sb’s blood tenses.
examine (v): to look at very closely • Explain that when a passive sentence starts with a
saliva (n): the liquid in our mouths personal pronoun then it uses a personal passive
electron microscope (n): a powerful machine that structure and when a sentence starts with ‘it’
makes things appear bigger then it uses an impersonal passive structure.
ultraviolet light (n): a blue light that shows things • Point out that when changing certain verbs
the eye can’t see from active to passive there are other changes:
trace (n): a tiny amount ‘make’ changes to ‘be made to’, ‘let’ changes
identify (v): to recognise to ‘be allowed to’ and ‘think’ changes to ‘be
lab (n): laboratory – place where experiments are done thought to’.
silicon chip (n): a small electronic circuit that can • Give Ss time to rewrite the sentences in the
hold a lot of information passive and then check Ss’ answers.
distressing (adj): upsetting
Answer Key
1 He was allowed to search the scene of the crime.
2 It is believed that the police will catch the robbers.
104
3 He was made to tell the truth. • Ask various pairs to act out their interview in
4 We won’t be allowed to examine the evidence. front of the class.
5 It was announced that the police have found the
girl.
A: Is your job as a lawyer anything like what we see
on TV?
6 To practise the passive B: Well, mostly no! On TV lawyers seem to go to court
• Explain the task. straightaway and get through a court case in one
• Give Ss time to complete it. day. Some cases take months before they reach the
• Check Ss’ answers. court and some trials can go on for days or weeks.
A: So, what’s a typical day like for you?
Answer Key
B: There’s no typical day because every case is
1 The robbers were caught with £1,000,000. different.
2 A one-day strike will be held next Monday. A: Can you tell me a little about the methods you use?
3 The missing skiers have been found. B: Well, depending on what sort of case it is, I have to
4 The new museum will be opened by the mayor. check all the facts and interview witnesses and
5 A bank robbery was committed yesterday. gather information for quite a while before I even
enter a courtroom. There is a lot of paperwork
7 To present/practise the causative involved because everything has to be documented.
Sometimes I employ a private detective to gather
• Direct Ss’ attention to the theory and explain
information and I have associates who also help
that we use the causative to talk about when
me do research for a case.
somebody does something for us rather than
A: Finally, what are the best and worst parts of
doing it ourselves or when something is done
your job?
to us.
B: Well, it’s difficult when it takes a long time to
• Read out the examples under the pictures.
bring a case to trial to get offenders off the
• Explain that we form the causative with have +
streets. On the other hand, it’s satisfying when a
object + past participle. Read out the example
criminal goes to jail and I have played a role in
in the exercise and give Ss time to rewrite the
making the streets safer.
rest of the sentences.
Answer Key
2 Ann has had her car stolen.
3 We are having security lights fitted outside our
6c Culture Corner
house.
1 To introduce the topic and listen and
4 We will have our broken lock repaired today.
read for specific information
5 Peter had his house burgled yesterday.
• Elicit what Ss know about Agatha Christie.
• Elicit various questions about what Ss would
8 To present/practise reflexive pronouns
like to know about her and write some on the
• Read the theory aloud and remind Ss that we use board.
reflexive pronouns to emphasise who did an • Play the recording. Ss listen and follow the text
action and to stress that they did it without help. in their books and see if they can answer their
• Explain the task and give Ss time to complete questions.
it, then check Ss’ answers around the class. • Check Ss’ answers on the board.
1 themselves 3 herself 5 myself I know that Agatha Christie was a famous English crime
2 himself 4 Ourselves writer and some of her books have been made into films.
1 Who are her best known characters? (Hercule
Speaking & Writing
Poirot and Miss Jane Marple)
9 To act out an interview 2 Was she always a writer? (She also worked as a nurse.)
3 How many books did she write? (over 66 novels)
• Explain the task and refer Ss to the Internet or
other reference sources to look up any
information they need about their chosen job 2 To read for specific information
in order to complete the task. • Give Ss time to read the text again and mark
• Ss work in pairs and complete the task. the sentences.
• Check Ss’ answers and justifications on the board.
105
Answer Key
1 F (American father and an English mother) 5 To write a biography about a famous
2 NS (the youngest of three) writer from my country
3 F (she taught herself how to read) • Explain the task and elicit names of writers from
4 T (was a shy child) your country and write them on the board.
5 F (During the First World War ... got the idea of • Ask Ss to work in pairs.
writing a detective novel.) • Refer Ss to the Internet or other sources of
6 T (according to the Guinness Book of Records reference to look up information.
... best-selling author of her time) • Give Ss time to collect their information and
• Refer Ss to the Check these words box and write their biographies. Ask various Ss to
explain/ elicit the meanings of the words or ask present their biographies to the class.
Ss to use their dictionaries and look them up. • Alternatively, assign the task as HW and ask Ss
to present their biographies in the next lesson.
(Ss’ own answers)
crime (n): an act or activity that is forbidden by the
law
6d Everyday English
writer (n): a person who writes (as their job)
well-to-do (adj): wealthy, well-off
conservative (adj): traditional in views, not liking
change or new ideas
lack (v): to not have enough or to need sth
hire (v): to employ 1 To read for gist
tutor (n): a person who teaches individual students Direct Ss’ attention to the texts and give them time
verbally (adv): in words, orally to read them through. Elicit what each one is about.
make up (phr v): to think up or create (fiction, stories)
Answer Key
award (v): to give or present (usually a prize or
honour) A – is about a mugging
pass away (phr v): to die B – is about a vandal
3 To learn/consolidate new vocabulary 2 a) & b) To present situational

language, to read for key information, to
• Explain the task and go over the words/phrases listen and read for gist
1-5 with Ss.
• Allow Ss time to skim the text again to find the • Play the recording with pauses for Ss to
correct answers. listen and repeat chorally or individually.
• Check Ss’ answers around the class. • Pay attention to Ss’ intonation and
pronunciation.
Answer Key • Elicit which report the sentences match.
1 someone who investigates crimes: detective (l. 2) • Play the recording. Ss listen and follow the
2 pretty wealthy: well-to-do (l. 6) dialogue in their books.
3 teacher: tutor (l. 10)
Answer Key
4 a book of fiction: novel (l. 18)
5 invent: make up (l. 13) The questions match report A.
4 To consolidate information learnt from 3 To identify synonymous phrases in a

a text dialogue
• In pairs, Ss tell their partner four things they • Read out the phrases and give Ss time to find
learnt about Agatha Christie. alternative phrases in the dialogue that have a
• Monitor Ss around the class and then have similar meaning.
various Ss tell their answers to the class. • Check Ss’ answers.

1 Agatha Christie’s father was American. What did you witness? – What exactly did you see?
2 She never attended school and taught herself What took place after that? – What happened next?
how to read. Did you see what any of the gang looked like? – Can
3 She worked as a nurse in a hospital. you describe any of the gang?
4 She has sold over four billion books. Not really. – No, I don’t think so.
I appreciate your help. – Thank you very much.
106
Pronunciation • Give Ss one minute to think of as many

benefits and drawbacks related to the Internet
4 To present epenthesis as possible and write them in their notebooks
• Read out the theory box and play the recording under the headings.
as many times as necessary and elicit the extra • Ss compare answers with their partners. Then
sounds in the words. check Ss’ answers on the board and Ss copy all
• Check Ss’ answers as a class. the answers into their notebooks.

hampster dreampt warmpth Pros: use email, chatrooms and social networking
umberella drawring sites and webcams, download pictures, music, etc,
upload information, talk to people
Speaking Cons: a lot of false information online, it’s easy to
get distracted and lose track of time, a lot of
5 To practise role playing unsuitable material
• Explain the situation and ask Ss to work in
pairs and act out a dialogue using the diagram 2 To introduce topic-related vocabulary
as a guide. • Read the dictionary entry aloud and explain/
• Remind Ss to use phrases from the dialogue to elicit the meanings of the rest of the words,
help them complete the task. referring Ss to their dictionaries.
• Monitor the activity around the class and then • Then elicit how the words are related to the
ask various pairs to act out their dialogues in topic of cybercrime.
front of the class.
Answer Key
hacking: breaking into a computer system to get
A: What’s your name, please? information
B: John Jones. identity theft: the act of falsely claiming to be
A: OK. Now, where and when did you witness the someone else
incident, Mr Jones? illegal downloading of music/films, etc: downloading
B: I was coming out of the bank on Shortland copyrighted material without paying for it
Street last Friday at around 2 pm. online credit card fraud: using someone else’s
A: What exactly did you see? credit card to buy things online
B: I saw a masked man throwing glass bottles and phishing: a way of tricking Internet users to give
rocks at the Town Hall. personal information by pretending to be a
A: What happened next? trustworthy website/ email etc
B: He broke two windows and then he ran away. spreading computer viruses: knowingly infecting
A: Can you describe the man? other people’s computers with a computer virus
B: He was tall and he was wearing dark clothes. He which can delete information, corrupt files or crash
was wearing a mask. their computer
A: Ok. Is there anything else you can tell me about
the incident? All these things are types of cybercrime.
B: Erm … No, I don’t think so.
A: Can I take your address and telephone number, Listening
please?
B: Of course. My address is 12, New Road and my
telephone number is 658369. • Read out the types of cybercrime A-D and
A: Thank you very much. explain/elicit the meanings of any unknown
B: You’re welcome. words (e.g. phishing: getting people’s usernames,
passwords and credit card details by posing as a
6e Crime & Technology

trustworthy communication from a website or
online payment processor to trick the user, email
spam: when advertisers send unsolicited bulk
messages to people by email).
• Play the recording. Ss listen and match the
Vocabulary
speakers to the crimes.
1 To generate relevant vocabulary Suggested Answer Key
• Read out the examples and write the headings Speaker 1 – C Speaker 3 – A
Pros and Cons on the board and ask Ss to copy Speaker 2 – D Speaker 4 – B
them into their notebooks.
107
Reading Answer Key

1 show: indicate
4 To prepare for a reading task 2 unpleasant: nasty
• Read the Study Skills box aloud and then ask 3 access illegally: break into
Ss to copy the chart into their notebooks. 4 causing pressure: harassing
• Read the title of the text aloud and then direct 5 quick searches: scans
Ss to complete the first two rows of the chart. 6 collection of different things: combination
• Check Ss’ answers on the board.
Suggested Answer Key 7 a) To consolidate information learnt
from a text
What I I know some different types of • Refer Ss back to the table in Ex.4 (in their
already Know cybercrime, e.g. hacking, phishing, etc notebooks) and ask them to complete it
What I Want I want to know how to avoid and compare with their partner.
to know being a victim. • Check Ss’ answers.
5 To read for general comprehension
hackers can easily break into your
• Explain the task and ask Ss to read the computer; don’t use your name or date of
headings. Allow Ss time to read the text. What birth as a username or password; don’t
• Ss complete the task. Check Ss answers. Ask Ss I Learnt save your password on your computer;
to justify their answers. don’t open attachments from people you
don’t know; don’t reply to spam mail
Answer Key
1 C (highly intelligent ... break into computer) How I can I can look up information about
2 D (when creating an email account) learn more cybercrime on the Internet.
3 E (Most people ... their own fault)
4 B (Don’t open my emails ... delete them instead)
b) To summarise information in a text
explain/elicit the meanings of the words or ask • Give Ss time to use their answers in Ex. 7a
Ss to use their dictionaries and look them up. to write a summary of the text. Remind Ss
to stick to the word limit.
Suggested Answer Key • Ask various Ss around the class to read their
hijack (v): to take control without permission summary to the rest of the class.
virus (n): a computer program that can negatively
affect the use of your computer Suggested Answer Key
expert (adj): skilled, experienced Hackers are highly intelligent computer programmers
infect (v): to cause (computer, file) to stop working who can easily break into your computer and steal
properly data or infect it.
worm (n): a harmful program that copies itself and When creating an email account, don’t use your
damages your computer own name or date of birth as your username or
account (n): a formal arrangement between a password and never save your password on your
provider and a client where you can access the computer. Don’t open any email or attachments
Internet, email, social networks, etc. from people you don’t know unless you use an
username (n): the name used to identify sb on a antivirus program.
computer or online Also, never reply to any spam mail or offensive
password (n): a secret sequence of letters or messages.
numbers that gives you access to computer accounts
provider (n): supplier, sb who gives you sth you need 8 To give a presentation on cybercrime
directory (n): a list of names, emails, telephone
numbers, etc of specific people or companies • Divide the class into small groups and give Ss
spam (n): unwanted email usually in the form of time to look up information on cybercrime on
advertising the Internet or by using other research sources
and make notes.
• Ask various groups to use their notes to
6 To consolidate new vocabulary present their information on cybercrime to the
• Explain the task and give Ss some time to rest of the class.
complete it.
108
Suggested Answer Key court (n): a place where trials and court cases take
There have been a number of famous cases involving place
cybercrime ever since people first started using judge (n): a person who oversees trials and court cases
computers. For example, in the 70s a bank clerk at the defendant (n): the person who is accused of sth in a
Union Dime Savings Bank in New York stole over $1.5 law case
million from hundreds of accounts. The most famous guilty (adj): having committed a crime
time a government computer was hacked was in 1983 not guilty (adj): not having committed a crime
when a 19-year-old student broke into a Department of reach a verdict (v): to make a decision in a court
Defence communications system. One famous virus is case (referring to a judge or jury)
the Melissa virus from 1999 that was spread by email • Elicit Ss’ guesses as to what the texts are about.
and automatically sent itself to everyone in the • Play the recording. Ss listen and follow the text
computer’s address book. Finally, in 2000 a hacker who in their books and find out.
called himself MafiaBoy attacked all sorts of large
companies such as Yahoo, Amazon.com, Dell, eBay and Answer Key
CNN and made their websites unavailable to their Text A is about a parrot that helped to catch a gang
customers. He was caught and charged with accessing of burglars.
54 computers illegally and committing mischief to data. Text B is about a donkey that committed a crime.
Text C is about a cat that was called to do jury service.
6f Law Cases
2 a)
•
To read for key information
Explain the task. Give Ss time to read the
text again and complete it.
Reading • Check Ss’ answers.
1 To predict the content of the text Answer Key

using key words and to listen and read for gist A 2 B 1 C 3
• Read the rubric aloud.
• Refer Ss to the Check these words box and b) To read for specific information
• Ask Ss to read the questions 1-5.
• Give Ss time to read the text again and
Suggested Answer Key write the letter A, B or C next to each
parrot (n): a brightly-coloured bird question.
gang of burglars (n): a group of thieves who break • Check Ss’ answers around the class.
into houses Answer Key
break into (phr v): to force a way in
1 C 2 A 3 B 4 B 5 B
steal (v): to take sth that doesn’t belong to you
scratched to pieces (phr): injured by nails or claws
make a quick getaway (phr): to escape quickly 3 To consolidate new vocabulary
from the scene of the crime • Explain the task. Give Ss time to complete the
squawk (v): (for a bird) to make a loud noise task.
patrol (v): to walk around a place to make sure it’s safe • Check Ss’ answers around the class. Ss should
protect (v): to keep sb/sth safe justify their answers.
trace (v): to find sb after looking for them
thieves (n): a number of people who steal for a living Answer Key
DNA samples (n): small amounts of genetic material 1 checkpoint, caught 5 attempted
hungry (adj): feeling the need to eat 2 getaway 6 guilty, sentenced
donkey (n): a four-legged mammal similar to a horse 3 patrol 7 breaking into
sent to prison (phr): put in jail 4 verdict
set up (phr v): to start sth, put it in place
checkpoint (n): a barrier where security check 4 To consolidate new vocabulary
people coming in/out of an area
fine (n): an amount of money to pay as punishment • Give Ss time to complete the task and check in
(be) sentenced to (phr): (be) given a jail term as punishment their dictionaries.
cat (n): a four-legged feline animal • Elicit answers from Ss around the class.
jury service (n): a period of time to be spent on a Answer Key
jury in a court case
1 build 3 squawk 5 set
attend (v): to go to an event
2 made 4 trace 6 munched
109
member of her family and silly of the court not to accept

5 To consolidate new vocabulary that a cat can’t do jury service. I think the woman
through synonyms should have got a fine for the trouble she caused.
then check Ss’ answers. Grammar
Answer Key 8 To revise/practise reported speech

Text A: unlucky = unfortunate (adj), proved to be = • Direct Ss’ attention to the theory box and
turned out to be (phr v), entered by force = explain that we use reported speech to say the
broke into (phr v), tried = attempted (v), escape meaning of what someone said but not their
= make a quick getaway (phr), find = trace (v) actual words.
Text B: penalty = fine (n), said “no” = refused (v), • Explain that the tenses change in reported
give his opinion = comment (v) speech.
Text C: by mistake = accidentally (adv), charged = • Refer Ss back to the text and elicit examples of
ordered (v), official survey = census (n), be reported speech. Elicit how they would be in
present = attend (v), gradually = eventually (adv) direct speech from Ss around the class. Then, elicit
any special introductory verbs used in the text.
• Explain the task. Point out that Ss should Caroline said that it looked like Jack had spent the
include some true and some false statements. rest of the night patrolling and protecting the other
• Give Ss time to complete the task and then animals like a guard dog. (Caroline said, “It looks
swap with their partner and mark each other like he has spent the night patrolling and protecting
statements. the other animals like a guard dog.”)
• Ask some pairs to read their/their partner’s She added that she was very proud of him. (She
statements to the class. said, “I’m very proud of him.”)
A policeman later said that they would possibly be able
to trace the thieves from DNA samples taken from the
1 Jack lives in a pet shop. (T) blood they left behind. (A policeman later said, “We
2 Caroline is the pet shop owner. (T) will possibly be able to trace the thieves from DNA
3 The donkey trampled the corn. (F – The donkey samples taken from the blood they left behind.”)
was munching the corn.) Mrs Esposito said that Sal was a member of the
4 The donkey’s owner went to prison. (F – He was family, so she had put his name down on the last
given a fine.) census form under ‘pets’. (Mrs Esposito said, “Sal is
5 The cat was called Esposito. (F – It was called a member of the family, so I put his name down on
Tabby Sai) the last census form under ‘pets’.”)
6 Tabby Sal didn’t have to do jury service in the She added that, clearly, there had been a mix-up.
end. (T) (She said, “Clearly, there has been a mix-up.”) An
official replied that the cat had to attend the court.
7 To express a personal opinion (An official said, “The cat has to attend the court.”)
• Read the rubric aloud and give Ss time to Mrs Esposito then asked what the cat was supposed
prepare their answers. to say when the judge asked if the defendant was
• Ask various Ss around the class to share their guilty or not guilty. Miaow? (Mrs Esposito asked,
answers with the rest of the class. “What is the cat supposed to say when the judge
asks if the defendant is guilty or not guilty. Miaow?”
Special introductory verbs: added, replied
I thought the story about the parrot was the most
amusing. I think the animal thinks of the shop as his
home and he is protecting it from unwelcome 9 To practise reported speech
people. I think it would be more funny if the • Explain the task and read out the example.
criminals were caught by the DNA in the blood from • Give Ss time to complete the task and then
the scratches the parrot gave them. check Ss’ answers.
I thought the story about the donkey was the most
amusing. I feel sorry that the donkey was hungry but Answer Key
glad that it found food and glad that the owner had to 1 … had taken her new smartphone.
pay a fine. I don’t think the donkey should have gone 2 The judge said that he was staying in prison that
to prison but it will teach its owner to feed it properly. night.
I thought the story about the cat was the most 3 The police told the man to put his hands up.
amusing. It was silly of the woman to put her cat as a 4 The lawyer said that the jury would reach a verdict.
110
5 He told me not to park in front of the gates.

6 Ann said that she had locked the back door b) To practise reporting information
before she left. • Explain the task and ask Ss to work in pairs.
7 Mike said that his dog Paddy was a good guard • Ss take turns to report the interview.
dog.
8 Fran asked how much the robbers stole/had stolen. Suggested Answer Key
9 Andy asked if/whether the vandals had caused … they (had) wanted to steal Jack and some other
much damage. animals. The presenter asked what Jack had done.
10 Frank asked what time the fire had started. The owner replied that he (had) scratched the thieves
11 Jane asked if/whether I/we could phone the police. to pieces and that they (had) had to make a quick
12 Sam asked if/whether the murderer had been getaway through the back door. The presenter asked
caught yet. when the owner realised what had happened. The
owner said she realised it the next morning when she
10 To practise reported speech with found Jack on top of his cage squawking loudly. She
special introductory verbs said it looked like he had spent the rest of the night
patrolling and protecting the other animals, like a
Read each direct question and the reporting verb guard dog. She added that she was very proud of
given and elicit the reported sentences from Ss him. The presenter asked what the police (had) said.
around the class. The owner replied that they said they would possibly
Answer Key be able to trace the thieves from DNA samples taken
1 Ricky begged to be let go. from the blood they (had) left behind.
2 She accused the man of breaking into Harper’s
6g Skills
house.
3 He promised to tell the truth.
4 Ann reminded me to call the police.
5 She apologised for stealing my wallet.
6 He denied taking my camera. Vocabulary
7 He suggested talking to a lawyer.
8 He warned me not to go near that area. 1 a) To present new vocabulary for
9 He admitted taking/having taken the passport. problems in the community
10 He threatened to call the police if we didn’t leave. • Direct Ss’ attention to the pictures. Play the
recording. Ss listen and repeat chorally or
Speaking & Writing individually.
• Check Ss’ intonation and pronunciation.
11 a) To role-play an interview
• Ask Ss to tell their partners which problems
• Explain the task and ask Ss to work in pairs. they have in their community.
• Give Ss time to write questions and answers • Ask various pairs to tell the class.
based on story A in the text.
• Check Ss’ answers by asking various Ss to
read out the interview in pairs to the class. In my community there are the problems of
vandalism and graffiti and a lack of green spaces.
A: Why did the thieves break into the pet shop?
b) To present new vocabulary for
B: They wanted to steal Jack and some other animals.
solutions to problems in the community
A: What did Jack do?
B: He scratched the thieves to pieces and they had • Go through the list of solutions and explain/
to make a quick getaway through the back door. elicit the meanings of any unknown words.
A: When did you realise what had happened? • Read out the example, then ask various Ss
B: The next morning when I found Jack on top of around the class to give a solution for each of
his cage squawking loudly. It looked like he had the problems in Ex. 1a using the suggestions
spent the rest of the night patrolling and or their own ideas and tell the class.
protecting the other animals, like a guard dog. I Suggested Answer Key
am very proud of him.
If a community has litter in the streets and parks,
A: What did the police say?
the council should install more litter bins.
B: They said they will possibly be able to trace the
If a community has dangerous drivers, the council
thieves from DNA samples taken from the blood
should put speed bumps on the roads.
they left behind.
If a community has vandalism and graffiti, the
council should organise clean-up days.
111
If a community has traffic congestion, the council Answer Key

should improve public transport. It is about the local council’s plans to renovate an
If a community has piles of rubbish outside houses, abandoned factory.
the council should collect the rubbish more often.
If a community has a lack of green spaces, the
2 To analyse a model letter for structure
council should build parks on waste ground.
and content
If a community has holes in the pavements and
roads, the council should make repairs to them. Give Ss time to read the letter and then elicit
answers to the questions in the rubric.
Listening
2 To listen for specific information The purpose of Thomas’ letter is to make suggestions
for what to use the abandoned factory for.
• Explain the task and ask Ss to read the sentences
Para 1 – his reason for writing
1-5.
Paras 2 & 3 – Thomas’ suggestions and results
• Play the recording. Ss listen and complete the
Para 4 – his opinion
task. Play again for Ss to check their answers.
Check Ss’ answers around the class.
3 To substitute linkers
Answer Key
• Explain the task and explain/elicit the functions
1 C 2 A 3 C 4 C 5 B
of the linkers in bold in the list.
• Give Ss time to replace the linkers in bold with
3 To comment on an incident the ones in the Writing Tip.
• Explain the task and go through the prompts • Check Ss’ answers.
and the useful language box. Suggested Answer Key
• Read out the example exchange and then ask
In my opinion – I believe that
Ss in pairs to act out similar exchanges in turns
Firstly – To start with
using the prompts.
As a result – In this way
Furthermore – In addition
ask some pairs to act out their exchanges in
Consequently – As a result
front of the class.
All in all – In summary
Suggested Answer Key I strongly agree with – I am totally in favour of
2 A: What happened?
B: I got stuck in a traffic jam on the high street 4 a) To prepare for a writing task
for an hour.
• Read the rubric aloud and play the
A: What a nightmare!
recording. Ss listen and make notes on the
3 A: What happened?
suggestions they hear in the recording.
B: My car was broken into and they stole my CD
player.
A: You’re joking! How awful! Suggested Answer Key
4 A: What happened? more police on patrol, especially at night, to make
B: Someone sprayed graffiti on the wall of our people feel safe and discourage vandals
house. community groups should get together to clean the
A: That’s been happening a lot recently. graffiti and fix the damage then people will get
Something should be done! together and realise it is everyone’s responsibility to
keep the town looking nice not just the police or the
6h Writing
council
b) T o write a letter to the editor

making suggestions
1 To read for gist • Direct Ss’ attention to the plan. Refer Ss to
• Read the Writing Tip aloud and introduce the Writing Bank 6 for more information. Give
type of writing, the content, layout and useful Ss time to complete the task using their
language. notes from Ex. 4a.
• Give Ss time to read the newspaper report and • Check Ss’ answers.
elicit what it is about. • Alternatively, assign the task as HW and
check Ss’ answers in the next lesson.
112

Dear Sir/Madam, 3 To read for general comprehension
I am writing in response to the report in the Halford • Ask Ss to read the headings (A-E) and then give
Herald on Wednesday, 16th May about the recent them time to read the text again and complete
increase in vandalism and graffiti on the high street. the task.
In my opinion, there are a number of actions that • Check Ss’ answers on the board.
can be taken to improve the situation.
Firstly, there should be more police on patrol, Answer Key
especially at night. As a result, people would feel 1 B 2 E 3 A 4 C
safe and vandals would be discouraged. • Refer Ss to the Check these words box and
Furthermore, community groups should get together explain/ elicit the meanings of the words or ask
to clean the graffiti and fix the damage. In this way, Ss to use their dictionaries and look them up.
people in the community will come together and
realise it is everyone’s responsibility to keep our Suggested Answer Key
town looking nice and not just the responsibility of proverb (n): a short saying that states a truth
the police or the council. neighbourhood (n): an area in a city//town where
All in all, I believe that if these steps are taken, the people live
situation will improve greatly. I hope my security (n): safety measures, precautions
suggestions will be taken into consideration. protect (v): to keep safe
Yours faithfully, crime (n): an illegal action punishable by law
Mary Smith voluntary (adj): done willingly, of your own free will
community (n): a group of people who live in the
6i
same area
burglary (n): the act of entering a building and
Curricular: Citizenship stealing things
install (v): to put in or set up sth so it is ready to be used
vandalism (n): deliberate destruction of sth (public/
1 To introduce the topic private property)
• Read the questions in the rubric.
• Start a discussion about crime in Ss 4 To learn/consolidate new vocabulary
neighbourhoods.
• Direct Ss’ attention to the words in bold in the
• Elicit how Ss think crime can be prevented.
text and the words 1-5.
Suggested Answer Key • Give Ss time to match them and then check Ss’
In my neighbourhood there is more crime now than answers around the class.
in the past. There are burglaries, car thefts and Answer Key
vandalism. I think we should have more police on
1 safe – secure
patrol to help prevent crime in our neighbourhoods.
2 a person of advanced age – elder
3 alone – isolated
2 To predict the content of a text and 4 actions – measures
listen and read for gist 5 stop sth from happening – prevent
• Draw Ss’ attention to the title and ask them
what they think it means and what the text is 5 To consolidate information in a text/To
about. develop critical thinking skills
• Write Ss’ suggestions on the board.
• Ask Ss to imagine that they belong to the
Neighbourhood Watch in their area.
in their books.
• Tell Ss to use the information and vocabulary
Suggested Answer Key from the text to try and convince their partner
I think Neighbourhood Watch means a group of to join the group.
people who watch what happens in a neighbourhood • Allow Ss time to prepare and present their
to keep it safe. The text is about this organisation. arguments to their partner.
• Ask various Ss to tell the class.
Answer Key
A: Hi, John. I want to talk to you about joining
Neighbourhood Watch.
B: I’m not sure about that. Why would I want to join?
113
A: Well, I’m sure you’ve noticed we’ve had a lot

more crime in the neighbourhood lately. We need 2 To predict the content of a text
to take some measures to protect ourselves. • Direct Ss’ attention to the title and the photo.
B: Like what? What can we do to make the Elicit Ss’ guesses to the question.
neighbourhood safer? • Play the recording. Ss listen and follow the text
A: First of all, if we all keep an eye on the to find out.
neighbourhood, people will know and feel safer.
We can put signs up that let crooks know this is Suggested Answer Key
a Neighbourhood Watch area. It is one of the leading institutions for vocational
B: I guess that way they know we’re watching them. and professional training in Moscow. It has all the
A: Correct! Everyone in the neighbourhood works necessary resources to provide excellent professional
together and we all decide what to do. education for students and prepare them for the
B: It sounds like a good idea. It helps keep the workplace.
criminals away and we all feel safer, too. How
do I join?
A: Just come out to the next meeting on Thursday
evening and we’ll sign you up then.
influence (v): to have an effect on sth
6 To give a presentation about prospect (n): the chances of success or wealth for sb
Neighbourhood Watch in demand (phr): wanted, needed
• Divide the class into pairs or small groups. dedicate (v): to give all your time and energy to sth
• Explain the task and direct Ss to the Internet, defend (v): to protect sth
encyclopaedias or other reference sources to collect law and order (phr): the situation when the laws of
more information about Neighbourhood Watch. a country are respected
• Ask various pairs/groups to present their cadet (n): a student in the army or police
information to the class. law enforcement (n): the act of making other people
• Alternatively, assign the task as HW and ask Ss obey the law
to give their presentations in the next lesson. enhance (v): to increase
patriotism (n): a feeling of strong love for your country
Ministry of Interior (n): a government department
Neighbourhood Watch began in the United States in responsible for a country’s police service
the early 1960s. Since then it has expanded to many military (adj): relating to a country’s army
other countries. The main idea is that as many veteran (n): a soldier who has been in the army during
people as possible in a community help watch over a war
their neighbourhood. This helps prevent theft and
vandalism. Each Neighbourhood Watch group
decides what type of actions and activities it will do.
The groups work with the police to make sure • Give Ss time to read the text again and complete
everything is done correctly and safely. The the sentences accordingly.
Neighbourhood Watch programme continues to be a • Check Ss’ answers around the class.
success in many communities.
Answer Key
6
1 what job to do in the future.
2 defending law and order.
Moscow Culture 3
4
prepare for military and public service.
attend a course on “Law enforcement”.
Listening & Reading 5 love their country and respect the law.
1 To introduce the topic through Speaking & Writing

personal questions
Elicit answers from Ss around the class.
• Explain the task and allow Ss some time to
(Ss’ own answers) complete it. They can refer back to the text to
use any information they need to prepare their
lecture.
• Invite various Ss around the class to present
their work.
114
Suggested Answer Key Listening

The Police College is a prestigious institution and I
got a good education there. I went to the Cadet 2 To listen for specific information
Corps after I finished the 6th grade. When I finished • Explain the task and ask Ss to read the
my 9th grade I went to the College. There I learnt all sentences A-F.
about law enforcement which is really useful if you • Play the recording. Ss listen and match the
want to work in Russia’s Ministry of Internal speakers to the sentences.
Affairs. I also learnt a lot about why we should • Check Ss’ answers.
respect the law and love our country. I also got the Answer Key
chance to take part in sports, cultural and military
1 C 2 A 3 F 4 B 5 D
events as well as meet veterans of the Great
Patriotic War while I was in the college. It really is a
very special organisation and one that prepares you Speaking
for the workplace.
3 a) To give a talk
5 To expand the topic; to develop • Read the rubric aloud and explain the task
research skills to Ss.
• Ask Ss to work in groups in order to collect • In pairs, Ss think of words/phrases related
information about Cadet Corps from the to the headings.
Internet or any other sources. • Ss write the words and answers to the
• Invite various Ss around the class to present prompts from the rubric in their notebooks.
their work. • Ss use their notes to present their talk to
their partner.
Suggested Answer Key • Monitor the activity around the class and
Students can do a lot of things in the Cadet Corps. then ask various Ss to present their talk to
There are lots of subjects to choose from. Students the class.
can learn about Russian History, English, as well as
firefighting and military training. The college also
offers many activities as well, such as: professional Types of crime: burglaries, vandalism, theft
training, singing, drill as well as lectures and Reasons: poverty, people too busy to care, young
seminars. Sports and martial arts are a big part of people bored
the college and students are given the chance to do Ways to prevent crime: neighbourhood watch, get
gymnastics and athletics as well as play basketball people involved, open youth centre, more police
and football. They can also learn how to put their involvement
new learning to the test in applied sports where they It used to be that the area where I live was very
can learn strategy and tactics. quiet and safe. Nowadays, there are more people
and crime is on the rise.
6
We have more and more break-ins and burglaries
Skills
every day. It’s also a shame to see ugly graffiti
everywhere. Some areas of the neighbourhood look
very run down because of vandalism. Broken street
Reading lights, bus shelters and even swings in the local park
are upsetting to see.
1 To read for key information I think some of the thefts and burglaries are caused by
• Explain the task and ask Ss to read the questions poor people who need money to feed their families.
1-6 and the possible answers. People are so busy with their lives and work that they
• Give Ss time to read the text and then choose don’t have time to care about what happens in the
the correct answer for each question. neighbourhood. Also, young people are very bored
• Check Ss’ answers. Ss should justify their because there’s not much to do in the area and so
answers. they blow of steam by committing vandalism.
I think we need to get people involved in the
Answer Key
community again. A Neighbourhood Watch group is
1 B (line 4) 4 A (line 19) a great idea because people would get to know each
2 A (line 12) 5 C (lines 25-26) other again and become more involved.
3 D (lines 14-15) 6 C (lines 28-29) We could also use one of the old empty buildings to
open up a youth centre. This would keep young people
busy and give them a sense of purpose. The young
people themselves could help renovate the building.
115
Finally, I think it would be a good idea if there was a Suggested Answer Key
stronger police presence in the neighbourhood. If Ways to Make our City’s Neighbourhoods Safer
people saw that the police were patrolling the area Living in a city has its difficulties, but these days there is
more often, it would make them feel safer to do a lot of crime around. In my opinion, there are a
more things in the area. number of things that can be done to make our city’s
neighbourhoods safer.
b) To listen for specific information Firstly, there should be more police patrolling the
streets 24 hours a day. This way people will feel
• Play the recording. Ss listen and say the
safer if they know the police are nearby and
ways the speaker suggests to prevent crime.
criminals will be put off from committing crimes.
Furthermore, there should be more streetlights on
Suggested Answer Key the streets, in parks and at bus stops. Consequently,
The speaker suggests that they need to restore a there would be fewer dark places where muggers
sense of community spirit, set up a Neighbourhood can hide at night waiting for someone to mug.
Watch and reopen the youth club. The speaker also Finally, the council could put on more late night buses
suggests that members of the Neighbourhood and trains. This way, people can travel in safety at night.
Watch work closely with the police to become a All in all, I strongly believe that these suggestions
stronger presence on the street. would improve the safety of our city. Then our city
will be a safer place for everyone who lives here.
Grammar & Vocabulary
4
•
To practise grammar forms
Explain the task and give Ss time to complete
the gaps with the correct grammar form.
Russia 6
• Check Ss answers on the board. Reading & Listening
Answer Key 1 To introduce the topic
1 has become 5 was developed Start a discussion in class and elicit information
2 didn’t appear 6 to separate about St Petersburg.
3 was called 7 to make
4 (were) connected 8 had won Answer Key
St Petersburg is a beautiful city in northern Russia. It
5 To practise word formation was founded by Tsar Peter the Great in 1703. It is
Russia’s second largest city and a major cultural
• Give Ss time to complete the gaps with words centre. It has many theatres for music, ballet and
formed from the words in brackets. opera. It also has many museums. St Petersburg is on
• Check Ss’ answers on the board. the UNESCO World Heritage list as having around
Answer Key 4000 individual monuments of history and culture.
1 action 3 suitable 5 heroic 2 To read for gist
2 bravery 4 eventually • Ask Ss to read only the title and the first
sentence of each paragraph in the text.
Writing • Ask Ss what they think the text is about and
6 To listen for specific information and write their ideas on the board.
write an essay making suggestions • Play the recording and ask Ss to follow in their
books.
• Read out the rubric and explain the task. • Refer back to the board and tick the correct
• Play the recording and ask Ss to make notes of suggestions.
the suggestions and possible results the
speakers mention. Suggested Answer Key
I think the text is about a Graffiti Art Festival in
St Petersburg.
More police on the streets – people feel safe &
criminals be put off
More streetlights – fewer dark places for muggers to hide
More late night public transport – people travel safely • Ask Ss to read sentences 1-5.
• Give Ss time to read the text again and mark
• Give Ss time to write their essay.
the sentences accordingly.
• Ask various Ss to read their essays to the class.
116
Answer Key
1 NS b) To consolidate information in a text
2 F (graffiti with other arts such as photography, and talk about an event
film and computer animation) • Ss use their tables or the table on the board
3 T and information from the text to tell their
4 T partner about GraFFFest.
5 T • Ask various Ss to tell the class.
• Refer Ss to the Check these words box and Suggested Answer Key
Last year I went to a new Graffiti Art Festival in St
Petersburg. It’s called GraFFFest and it was amazing.
Suggested Answer Key It takes place every summer to promote street art
innovative (adj): original, new and unusual and help people appreciate it. There was so much to
aim (v): intend, plan on achieving sth see and do – concerts, films, documentaries – but
promote (v): to encourage, to support the best part was watching the artists create graffiti
appreciate (v): to recognise the value of sth masterpieces in the streets of the city. They were
range (n): a variety or assortment awesome. And, we didn’t have to pay an entrance
masterpiece (n): an exceptional piece of art, music, fee. All the events were free of charge.
writing, etc
group (n): a set of people having sth in common 5 To personalise the topic
in support of (phr): do sth to help or encourage sth
• Explain the task and ask Ss what they think of
or sb
street graffiti.
• Allow Ss time to write a few sentences.
Speaking & Writing
• Ask various Ss to read their sentences to the
4 a) To prepare for a speaking task class.
• Read the rubric and explain the task. Suggested Answer Key
• Ask Ss to copy the table in their notebooks Unfortunately, I think most street graffiti is
and give them time to fill in the answers. vandalism. This is because I don’t agree with graffiti
• Draw the table on the board and elicit being sprayed on personal or public property
answers from Ss. without permission. I have seen some amazing
graffiti on the sides of buildings and walls that was
beautiful and respected the neighbourhood.
NAME GraFFFest I think that spraying paint somewhere for no reason
is not art, it’s vandalism.
PLACE St Petersburg, Russia
DATE every Summer
REASON To promote street art and help
people appreciate it
ACTIVITIES create graffiti, concerts,
documentaries & films
ENTRANCE FEE FREE
117
10 City Stars 7 Ts Lang Rev.qxp_10 City Stars 7 Ts Lang Rev 6/5/17 6:48 PM Page 118
LANGUAGE IN USE KEY
Language in Use 1 • Each correct sentence earns one point. If

the sentence is incorrect the team loses a
point. The team with the most points after
all the words/phrases have been used wins.
1 To present and practise phrasal verbs Suggested Answer Key
• Go through the list of phrasal verbs and their Firefighters put out fires.
definitions and elicit an example for each one Smokejumpers have a very tough job. It’s very
from various Ss around the class using their difficult.
dictionaries to help them if necessary. What’s the average wage for waiters in your country?
• Give Ss time to complete the task and then Camp counsellors supervise children at a camp.
check Ss’ answers. Take a deep breath and jump in the waves.
Sara Campbell holds four records in freediving.
Answer Key Secret shoppers pretend to be customers in order
1 down 3 down 5 out 7 into to check how good the customer service is.
2 up 4 round 6 off He applied for a job as a waiter.
2 To practise prepositional phrases

Quiz
Explain the task and give Ss time to complete it
and then check Ss’ answers. Answer Key
Answer Key 1 T 4 T
2 F (Unidentified Flying Object) 5 T
1 of 2 for 3 for 4 out of, into
3 T 6 F (You should.)
Ss prepare their quiz in groups. Ask Ss to go
3 To form person nouns
through the pages of Module 1 and select
• Read the theory box and the examples aloud information to compile their quiz. Ask Ss to
and then explain the task. exchange quizzes, do them and then check their
• Give Ss time to complete the task and then answers.
Answer Key
1 director 3 interviewer 5 designer Quiz
2 tourist 4 attendant 6 electrician 1 Smokejumpers only fight forest fires. (T)
2 Internships are well paid. (F – They are unpaid/
poorly paid.)
4 To revise vocabulary from the module
3 Camp counsellors don’t have to pay for their
Give Ss time to complete the task and then check accommodation. (T)
Ss’ answers. 4 Sara Campbell has small lungs. (F – She has big
Answer Key lungs.)
5 You need to be caring to be a surgeon. (F – You
1 long 4 put out 7 part-time 10 hold need to be realistic and down-to-earth.)
2 wages 5 breath 8 read 6 A creative person would be a good fashion
3 zone 6 shifts 9 double designer. (T)
To consolidate vocabulary from the

Language in Use 2
module
1 To present and practise phrasal verbs
• Divide the class into two teams. Each team
• Go through the list of phrasal verbs and their
takes turns writing or saying a sentence with
definitions and elicit an example for each one
one of these words/phrases: put out fires,
from various Ss around the class using their
tough job, average wage, camp counsellor,
dictionaries to help them if necessary.
deep breath, hold a record, secret shopper,
apply for.
118
LANGUAGE IN USE KEY
Answer Key John was relieved when he finally got home safely.
1 away 3 on 5 along In the opera a snake falls in love with a human.
2 through 4 through 6 off John loves reading crime thrillers.
Chinese opera goes back to ancient times.
Explain the task and give Ss time to complete it Quiz
Answer Key
Answer Key
1 F (He studied Computer Science.)
1 of 3 on 5 in 7 on, in 2 F (It is in Agra, India.)
2 with 4 with 6 on 8 on 3 F (It was Bach.)
4 T
3 To form abstract nouns from verbs 5 F (From 7 or 8.)
6 F (It means cruelty.)
• Read the theory box and the examples aloud
7 F (It is 1 followed by a hundred zeros.)
and then explain the task.
8 T
check Ss’ answers. Ss prepare their quizzes in groups. Ask Ss to go through
the pages of the module and select information to
Answer Key
compile their quizzes. Ask Ss to exchange their quizzes,
1 eruption 4 performance do them, and then check their answers.
2 appearance 5 advertisement
3 arrival 6 attraction Suggested Answer Key
Quiz
1 John visited India and Malaysia. (F – He visited
4 T o revise vocabulary from the module
India and Thailand.)
Give Ss time to complete the task and then check 2 Page met Sergey Brin in 1995. (T)
Ss’ answers. 3 There are 8 foreign language versions of Google.
Answer Key (F – There are 10.)
4 Lady Gaga is from Rome. (F – She is from Manhattan.)
1 search 4 bright 7 play 10 grab
5 Facebook started in 2004. (T)
2 social 5 spicy 8 officially
6 Shanghai is in China. (T)
3 lead 6 classic 9 blow
7 Red make-up in Chinese opera means a wild
character. (F – It means loyalty and bravery.)
8 Twitter is a social network. (T)
module
To consolidate vocabulary from the
Language in Use 3
takes turns writing or saying a sentence 1 To present and practise phrasal verbs
with one of these words/phrases: get • Go through the list of phrasal verbs and their
seasick, bitten by mosquitoes, catchy name, definitions and elicit an example for each one
in the middle of nowhere, relieved, fall in love from various Ss around the class using their
with, crime thriller, ancient times. dictionaries to help them if necessary.
• Each correct sentence earns one point. If • Give Ss time to complete the task and then
the sentence is incorrect the team loses a check Ss’ answers.
Answer Key
1 over 3 off 5 around
Suggested Answer Key 2 for 4 up 6 off
I don’t travel by boat because I get seasick.
Last year, on holiday, I was bitten by mosquitoes. 2 To practise prepositional phrases
They thought of a catchy name for their search
engine. Explain the task and give Ss time to complete it
Ben got completely lost. He was in the middle of and then check Ss’ answers.
nowhere.
119
LANGUAGE IN USE KEY
Answer Key Quiz

1 to 3 under 5 about
2 through 4 in Answer Key
1 limestone, chalk, ice (sea, salt, lava)
3 To form adjectives from nouns 2 14
3 deer, moose, raccoons, black bears, coyotes, bobcats
• Read the theory box and the examples aloud, 4 It’s very cold (around 0°C) and the sun never sets.
and then explain the task. 5 45 minutes
• Give Ss time to complete the task, and then 6 an animal that lives in a cave
check Ss’ answers. 7 You can heat the bottom of the wok before the race.
Answer Key 8 Stalactites form on the ceiling of a cave and
stalagmites form on the floor of a cave.
1 natural 3 dangerous 5 athletic
2 noisy 4 effective 6 fashionable Ss prepare their quizzes in groups. Ask Ss to go
through the pages of the module and select
4 To revise vocabulary from the module information to compile their quizzes. Ask Ss to
exchange their quizzes, do them, and then check
Give Ss time to complete the task, and then check their answers.
Ss’ answers.
Answer Key
Quiz
1 fossil 5 research 9 youth 1 What animals can you see in Antarctica? (seals,
2 greenhouse 6 global 10 sea humpback whales, Emperor penguins)
3 survival 7 nature 2 How can you go faster when volcano surfing?
4 marine 8 stunning (sit down on your board)
3 In which country did wok racing start? (Germany)
4 How many campsites and shelters are there on
the Appalachian Trail? (250)
5 How long is the Appalachian Trail? (over 3,200 km)
6 Which animals are in the most danger because of
To consolidate vocabulary from the melting ice? (polar bears)
module 7 Say three things you can do to reduce CO2. (use
• Divide the class into two teams. Each team the car less, use energy-saving light bulbs, don’t
takes turns writing or saying a sentence with turn up the heat)
one of these words/phrases: fossil fuels, 8 How many species of troglobites do scientists
greenhouses gases, survival course, marine know about so far? (over 7,700)
biologists, research stations, global warming,
nature reserve, stunning scenery, youth hostels.
• Each correct sentence earns one point. If
Language in Use
1 To present and practise phrasal verbs
Coal and oil are fossil fuels. definitions and elicit an example for each one
Carbon dioxide is one of the greenhouses gases from various Ss around the class using their
that cause the greenhouse effect. dictionaries to help them if necessary.
Make sure you go on a survival course before • Give Ss time to complete the task and then
you go on a jungle trip. check Ss’ answers.
Marine biologists study the seabed and
creatures that live there. Answer Key
There are research stations in Antarctica where 1 on 3 through 5 on
scientists study the animals that live there. 2 up with 4 up 6 out
Global warming is a very important world issue.
A nature reserve is a protected area for wildlife. 2 To practise prepositional phrases
Scotland is famous for its stunning scenery; you
can take great photos there . Explain the task, give Ss time to complete it, and
Youth hostels are cheaper than hotels. then check Ss’ answers.
Sea levels have risen lately.
120
LANGUAGE IN USE KEY
Answer Key Vertigo can make you feel dizzy.

1 from 2 of 3 with 4 into You should take painkillers for a headache.
You should put some antiseptic cream on a
3 To form adjectives from verbs mosquito bite.
A doctor can give you a prescription for some
• Read the theory box and the examples aloud, medicine.
and then explain the task. Alain Robert often gets a fine for climbing buildings.
• Give Ss time to complete the task and then Sometimes he can get stuck if it starts to rain.
check Ss’ answers. The blue-ringed octopus is deadly.
Answer Key
1 curable 4 different 7 sensitive Quiz
2 attractive 5 pleasant 8 forgetful
3 sensible 6 comfortable Answer Key
1 They can get a shoulder strain. 5 up to 1.8 metres long
4 To revise vocabulary from the module 2 You can get thumb arthritis. 6 France
3 vinegar 7 four
Give Ss time to complete the task, and then check
4 baking soda
Ss’ answers.
Ss prepare their quizzes in groups. Ask Ss to go
Answer Key
through the pages of the module and select
1 grabbed 3 hang information to compile their quizzes. Ask Ss to
2 sprained, hurts 4 injury exchange their quizzes, do them, and then check
their answers.
5 To consolidate vocabulary from the Suggested Answer Key
module
Quiz
Give Ss time to complete the task and then check 1 What shouldn’t you drink before bedtime?
Ss’ answers. (drinks that contain caffeine)
Answer Key 2 What famous buildings has Alain Robert
climbed? (the Eiffel Tower, the Empire State
1 immune 4 self 7 nasty
Building and the Petronas Twin Towers)
2 confined 5 poisonous 8 ulcer
3 Which building did he get stuck on? (the Canary
3 home 6 itchy
Wharf Tower)
4 How many hours of sleep do babies need? (16-18
hours)
5 How does a platypus defend itself? (It has a
poisonous spike on its back legs.)
6 Which is the most poisonous spider in Australia?
To consolidate vocabulary from the (the funnel-web spider)
module 7 What can ginger cure? (an upset stomach, travel
• Divide the class into two teams. Each team sickness and bad breath)
takes turns writing or saying a sentence with
5
one of these words/phrases: feel depressed,
skin infection, nasty bite, mouth ulcer, wake up,
inland, feel dizzy, take painkillers, antiseptic Language in Use
cream, prescription, get a fine, get stuck, deadly.
• Each correct sentence earns one point. If
the sentence is incorrect the team loses a 1 To present and practise phrasal verbs
point. The team with the most points after • Go through the list of phrasal verbs and their
all the words/phrases have been used wins. definitions. Elicit an example for each one from
Suggested Answer Key various Ss around the class, using their
dictionaries to help them if necessary.
If you don’t get enough sleep, you may feel depressed. • Give Ss time to complete the task, and then
You can get a skin infection from your cell phone. check Ss’ answers.
A snake can give you a nasty bite.
Garlic may get rid of a mouth ulcer. Answer Key
You should wake up at the same time every day. 1 off 3 over 5 down
The inland taipan is the most dangerous snake in 2 down 4 up 6 after
the world.
121
LANGUAGE IN USE KEY
It is polite to be on time for appointments in UK.

2 To practise prepositional phrases Nobody likes bad table manners.
Explain the task, give Ss time to complete it, and When you sneeze air comes out of your body at
then check Ss’ answers. 160 kmph.
My sister has pierced ears.
Answer Key
1 for 3 on, on 5 at
2 about 4 with 6 in
Quiz
3 To form negative adjectives Answer Key
• Read the theory box and the examples aloud, 1 F (They usually do.)
and then explain the task. 2 T
• Give Ss time to complete the task, and then 3 F (It’s the pink city.)
check Ss’ answers. 4 T
5 T
Answer Key 6 F (You should usually tip around 10%.)
1 unhelpful 3 impossible 5 informal 7 T
2 irresponsible 4 dishonest 6 illogical 8 T
Ss prepare their quizzes in groups. Ask Ss to go
4 To revise vocabulary from the module through the pages of the module and select
and practise collocations information to compile their quizzes. Ask Ss to
Give Ss time to complete the task, and then check exchange their quizzes and do them. Check Ss’
Ss’ answers. answers.
1 lose 4 give 7 stay 10 become Quiz

2 take 5 homeless 8 vocal 1 Mexicans are often late for appointments. (T)
3 host 6 reach 9 social 2 You should call Brits by their first name as soon
as you meet them. (F – You should wait to be
asked to do that.)
3 Brits like you to stand close to them. (F – They
like people to keep a distance of around 0.5 m.)
4 It’s okay to ask a Briton how much they earn. (F
– It’s rude.)
To consolidate vocabulary from the 5 Mark Boyle lives without money. (T)
module 6 Liz Murray helps the homeless. (F – She helps
teenagers.)
7 Overweight people often snore. (T)
takes turns writing or saying a sentence
8 You can get hiccups if you eat too much. (T)
with one of these words/phrases: life event,
annoying habits, social etiquette, in public,
6
dedication, homeless, get lost, be on time, bad
•
table manners, sneeze, pierced ears.
Each correct sentence earns one point. If Language in Use
point. The team with the most points after 1 To present and practise phrasal verbs
Suggested Answer Key definitions. Elicit an example for each one from
Getting married is an important life event. various Ss around the class, using their
Everyone has some annoying habits. dictionaries to help them if necessary.
Different countries have different rules about • Give Ss time to complete the task, and then
social etiquette. check Ss’ answers.
You should behave nicely in public.
Answer Key
It takes a lot of dedication to achieve your goals.
Narayanan Krishnan runs a charity that helps 1 up 3 into 5 out
the homeless. 2 out 4 out 6 away
It helps to speak the local language if you get
lost in a foreign city.
122
LANGUAGE IN USE KEY
Quiz
Explain the task, give Ss time to complete it, and Answer Key
then check Ss’ answers. 1 F (graffiti artist) 5 T
2 F (it can take months) 6 T
Answer Key
3 F (He is a fictional detective) 7 T
1 at 2 in 3 with 4 In 5 in 4 T 8 F (the USA)
Ss prepare their quiz in groups. Ask Ss to go
3 To use prefixes to form new words through the pages of Module 6 and select
• Read the theory box and the examples aloud, information to compile their quiz. Ask groups to
and then explain the task. exchange quizzes, to do them, and then check
• Give Ss time to complete the task, and then their answers.
check Ss’ answers. Suggested Answer Key
Answer Key Quiz
1 multinational 3 overflowed 5 prepay 1 Jan Vormann is a graffiti artist. (F – artist)
2 redesign 4 underestimate 6 superhero 2 Guerrilla gardeners often get arrested. (F)
3 Ben Langdon is 46. (F – 26)
4 Agatha Christie was a famous English detective.
4 To revise vocabulary from the module
(F – crime writer)
Give Ss time to complete the task, and then check 5 Everyone in the community must belong to
Ss’ answers. Neighbourhood Watch.
(F – voluntary organisation)
Answer Key
6 Many viruses get into your computer through
1 theft 4 gain 7 traffic 10 stay your email. (T)
2 robbery 5 computer 8 open 7 A cracker helps protect your computer. (F – can
3 public 6 spam 9 spread easily break into computer systems)
8 Jack the parrot is from Boston, USA.
(F – Coventry, UK)
123
11 City Stars 7 Ts Revision Key.qxp_11 City Stars 7 Ts Revision Key 6/5/17 6:49 PM Page 124
REVISION KEY
Revision 1 5 1 D 2 A 3 B 4 C 5 E
1 1 curious 5 parachute 9 champion
2 take 6 duty 10 earn 6 Suggested Answer Key
3 enthusiastic 7 breath A day to remember by Helen Davis
4 campus 8 Carry One afternoon last year, my family and I were
travelling back from visiting my grandparents in
2 1 well 3 late 5 hard Kent. It was raining heavily and starting to get
2 careful 4 easy 6 brave dark.
We saw a car up ahead on the side of the road
3 1 is going 3 doesn’t believe 5 thinks which had broken down. There was a big scary-
2 wants 4 is Claire doing looking man covered in tattoos with a shaved
head standing next to the car. He was waving at
4 1 to going 3 work 5 to get passing cars to stop, but none of them did. I was
2 finding 4 to work surprised when my dad pulled over and offered
him a lift.
5 1 much more 4 the longest He was completely wet but he asked only to be
2 longer, longer 5 the friendliest taken to the next town to get a taxi. My dad
3 more hardworking insisted on taking him into the city and also gave
him a warm jacket to wear. The man was grateful
6 1 C 2 D 3 A 4 B and asked for our name and address to return the
jacket.
7 Suggested Answer Key A few days later, a parcel arrived at the house. It
Dear Sir/Madam, was Dad’s jacket and a cheque for €5,000. The
I am writing to apply for the position of part-time man had been on his way to the hospital where
assistant librarian which you advertised in the his wife was having a baby and thanks to us he
Daily Globe on 22nd May. had got there in time to see his son born. We felt
I am currently a student studying English happy and surprised. We’ll never forget that day
Literature at Manchester University. and we’ll always try to help someone in need no
I regularly worked in my parents’ small bookshop, matter what they look like.
and I worked part-time at the university library
last year.
I consider myself to be a very organised, Revision 3
hardworking and enthusiastic person. I enjoy 1 1 footpath 6 melt, rise
working with the public and am prepared to put a 2 unpredictable 7 special offer
lot into my work. 3 extinct 8 backwards
Please find enclosed a copy of my CV. I am 4 competitors 9 drizzle
available for an interview at any time. I look 5 self-catering
forward to hearing from you.
Yours faithfully, 2 1 will go 4 you are going to stay
Tom Green 2 will be 5 am going to do
3 is meeting
Revision 2 3 1 melts 3 drips

1 1 seasick 4 lighting 7 rose 2 won’t be able to 4 will be
2 caught 5 shared 8 audience
3 locals 6 biting 9 carried 4 1 were 4 hadn’t taken
2 wouldn’t have hurt 5 were
2 1 was taking 4 met 3 had come
2 were watching 5 Were you listening
3 ran 5 1 A 2 D 3 B 4 C
3 1 used to wear 3 didn’t use to live 6 Suggested Answer Key

2 Did ... use to perform 4 used to take Dear Mr Smith,
I saw your advertisement for a weekend nature
4 1 had been walking 4 hadn’t taken walk and I would like to ask you a few questions
2 hadn’t slept 5 had been working about it.
3 had been looking Firstly, when exactly is the nature walk? Secondly,
I would like to know how long the walk will be.
124
REVISION KEY
Also, what exactly will the nature walk involve? 2 late 6 marital 10 manners
Finally, do I need to bring anything with me on 3 leap 7 win
the nature walk, such as a packed lunch? 4 retirement 8 reach
Thank you for your help. I look forward to hearing
from you. 3 1 has been finding 4 Have you been walking
Regards, 2 has changed 5 has Mark been doing
Kim Price 3 has been doing
4 1 must 3 must 5 may/might

Revision 4 2 can’t 4 may/might
1 1 slippery 5 strain 9 sickness
5 1 to be waiting 4 to have lost
2 loss 6 venom 10 concentrate
2 to be having 5 taking/having taken
3 blurred 7 upset
3 wearing
4 soothe 8 cure
6 1 D 2 E 3 A 4 B 5 C
2 1 wasn’t able to 5 can’t 9 don’t have
2 mustn’t 6 might to, can
7 Suggested Answer Key
3 can 7 may
4 should 8 could Is it a good idea to become a vegetarian?
Becoming a vegetarian may seem like a great idea.
3 1 Dave, who lives in the flat upstairs, is a However, as with all diets, there are advantages
firefighter. and disadvantages.
2 Both Lisa and Sarah are afraid of spiders. There are without doubt a number of benefits to
3 Either Jane or Katy called you. becoming a vegetarian. Firstly, you will become
4 My favourite restaurant, which is on the high slimmer. This is because you will eat less fat by
street, is closing down. cutting out meat, butter and dairy products.
5 The reason why Lyn isn’t coming to the party is Secondly, there are a number of health benefits.
because she is unwell. For example, eating less red meat will reduce the
risk of a heart attack or cancer.
4 1 C 2 A 3 E 4 B 5 D On the other hand, there are some disadvantages.
To begin with, you may lack some vitamins and
5 Suggested Answer Key minerals. Some of these are only found in meat
and dairy products. Also, your diet may be
How can young people stay healthy while
unbalanced. If you don’t get enough protein, you
leading busy lives?
may become ill.
These days, young people lead such busy lives that
In conclusion, there are pros and cons to becoming
staying healthy is sometimes a difficult thing to
a vegetarian. I believe becoming a vegetarian is a
do. So, what can you do to improve your lifestyle?
good idea as long as you maintain a balanced diet.
Firstly, it’s a good idea to get a good night’s sleep.
Try to get at least eight hours of sleep every night.
When you sleep, your body has a chance to repair
Revision 6
itself and recover from the stresses of daily life.
Another helpful suggestion would be to eat a well 1 1 lawyer 5 brighten up 9 tutor
balanced diet. You should eat regular healthy 2 prevent 6 detective 10 fake
meals to give your body energy to help you 3 speeding 7 dangerous
through the day. Try to avoid junk food. 4 arrested 8 evidence
Finally, don’t forget to exercise! Fit exercise into
your lifestyle by taking the stairs instead of the 2 1 was awarded 4 can be protected
elevator, and walking instead of driving. 2 is used 5 haven’t been caught
In conclusion, we all lead busy lives. However, it is 3 will be fought
easier than you think to stay healthy.
3 1 Alex said that the mugger had been sentenced
to six months in prison.
Revision 5 2 The policeman ordered the driver to step out
of his car.
1 1 cheerful 5 overweight 9 lost
3 Beth asked me if/whether there was a Wi-Fi
2 reach 6 sneeze 10 sank
hotspot nearby.
3 look after 7 blush
4 bark 8 gossip
2 1 pierced 5 pale 9 social
125
REVISION KEY
4 The mayor said that everyone had the right to

a safe neighbourhood.
5 The forensic scientist asked if/whether anyone
had disturbed the evidence.
4 1 E 2 C 3 A 4 B 5 D
5 1 John had his car stolen last night.

2 Jane will have a new lock put on the door
tomorrow.
3 That man is having his pocket picked by a
thief!
4 We had our house broken into by burglars.
5 The mayor has had his statue vandalised.
6 Suggested Answer Key

Dear Sir/Madam,
I am writing in response to the article in the
Fleetwood Gazette on 6th May about the lack of
green spaces in our town. In my opinion, there are
some things that can be done to improve this
situation.
Firstly, there is a large area of wasteland on Brown
Street that could be turned into a park. This way,
the city will be greener and people will have a
place to use for leisure, too.
Secondly, trees, bushes and flowers could be
planted in pots in squares, on roundabouts and in
pedestrian areas to add greenery to the city itself.
Consequently, this would brighten up many areas
and make them feel less like the inner city and
more rural.
All in all, I believe that the city council should try
and provide more green spaces in the city. I hope
my suggestions will be taken into consideration.
Yours faithfully,
Sasha Brown
126
12 City Stars 7 Ts Writ Bk Key.qxp_12 City Stars 7 Ts Writ Bk Key 6/5/17 6:50 PM Page 127
WRITING BANK KEY
p. WB1 3 Suggested Answers

1 1 I have a good command of 1 This means that young people would have
2 I feel I would be well suited for this position their own place to be creative and do their
3 at any time convenient to you hobby. As a result, public areas will be kept
4 Yours faithfully clean and the graffiti artists will be happy, too.
5 I am writing to apply for 2 In particular, yoga trains you how to do
6 Despite not having any formal work experience meditation, which is known to be an excellent
in childcare way to clear your mind of worries. If more
7 I am interested in people try it, their stress levels will be greatly
reduced.
p. WB2
p. WB5
1 A 9 C 11 E 10 G 8 I 7 K 3
B 5 D 1 F 4 H 2 J 6 1 Suggested Answer
Longer sentences: Many young people today, especially
2 One weekend last autumn, late on Saturday those planning to get married, dream of owning their
afternoon, Then, The next moment, When, After own home some day. You can redecorate your house or
that, The next morning keep a pet dog, for example, without having to ask the
landlord. This means that you can’t just get up and move
p. WB3 if you do not like the neighbourhood, because you will
have to sell your house first.
1 Suggested Answer
Formal/advanced vocabulary: home ownership, can
layout: it should be written in separate paragraphs. be considered, investment, Furthermore, However,
the way it starts/ends: it should start Dear Mr major drawback, in addition to, maintaining, tends to
Forbes and end with Best wishes,/Kindest regards,/ be, security, All things considered
Yours, etc.
tone and style of language: The second sentence 2 Suggested Answer
sounds rude rather than polite and respectful. The
Many people are in favour of buying their own
style is a mixture of informal and formal, e.g. I’ll
home.
probably need to bring some equipment, won’t I? I
Nevertheless, people who own their own home
would particularly welcome the opportunity to
face some serious drawbacks.
experience windsurfing for the first time. The idiom
a stone’s throw is also inappropriate because it’s
3 Suggested Answer
too informal.
use of pronouns/linking words: The first sentence • An additional benefit of buying your own
omits the pronoun ‘I’, which is only appropriate in home is that it can make more sense financially
informal style. The writer does not use any linking than renting a flat. In spite of the fact that you
words to list points, e.g. first of all, secondly. may have to pay off a mortgage, eventually
Instead they use Furthermore and However, which the house will be yours.
are very formal. • Some people are against buying their own
home because they don’t want the
p. WB4 responsibility of doing their own repairs. They
prefer to live in rented accommodation, which
1 In the first place – Firstly means that all repairs are done by the landlord.
In other words – In short
Secondly – In addition p. WB6
It is important to – People should
Then – In this way 1 First of all, it is important for PC users to keep
As a final idea – Finally their security programmes up-to-date.
As a result – Consequently Another point to keep in mind is to change your
To sum up – In conclusion personal password from time to time.
I believe – In my opinion Suggested Answer
In the first place, one good idea is for PC users to
2 Suggested Answers maintain updates on their operating systems.
Formal vocabulary: unpleasant, individuals, dispose of, Another helpful suggestion would be to avoid
responsibly, get into the habit of, ignore, concern, get using the same password all the time.
involved in, it cannot be denied, poses, nuisance, reduce
Mild impersonal style: There is no doubt that it is
an unpleasant and annoying sight.
127
12 City Stars 7 Ts Writ Bk Key.qxp_12 City Stars 7 Ts Writ Bk Key 6/5/17 6:50 PM Page 128
WRITING BANK KEY
2 Suggested Answer
First main body paragraph: Second main body paragraph:
To begin with, the council should increase their Additionally, another helpful suggestion would be
budget for road repairs. Roads that have uneven to introduce more cycle lanes. As more and more
surfaces or are full of holes are a real hazard to people are using bicycles lately due to increased
drivers, especially motorcyclists or people driving transport costs, accidents involving cyclists have
at night. If more money was spent on road also become more common. Therefore, extra cycle
maintenance, the number of accidents would be lanes would provide extra protection for bicycle
greatly reduced. users.
128
13 City Stars 7 Ts WF_KWT Key.qxp_13 City Stars 7 Ts WF_KWT Key 6/5/17 6:50 PM Page 129
WORD FORMATION KEY
1 bilingual 21 incompetent 41 inconsiderate 61 ignorant 81 mislead

2 summarise 22 accountant 42 multi-cultural 62 safety 82 comedian
3 underestimate 23 Attendance 43 employees 63 enforce 83 furious
4 resistance 24 honesty 44 investment 64 transplant 84 recharge
5 acquaintance 25 willingness 45 nonsense 65 dedication 85 inspector
6 blockage 26 mathematical 46 diversity 66 useless 86 vandalise
7 shorten 27 credible 47 outnumber 67 departure 87 assistance
8 envious 28 misbehave 48 disgraceful 68 underweight 88 celebration
9 decode 29 illiteracy 49 overspend 69 empowering 89 accommodation
10 delivery 30 preparation 50 undervalue 70 wealthy 90 skilful
11 apparent 31 coincidence 51 postnatal 71 prisoners 91 tirelessly
12 co-operate 32 innocence 52 explosion 72 resident 92 loosen
13 disability 33 selfish 53 industrial 73 inaccurately 93 disastrous
14 finalist 34 effective 54 variety 74 edible 94 beggar
15 dismissal 35 monorail 55 remarry 75 immature 95 loyalty
16 secrecy 36 impractical 56 unbelievably 76 untidy 96 independence
17 athletic 37 librarian 57 basis 77 healthily 97 management
18 reasonable 38 assassination 58 semi-conscious 78 confident 98 alphabetical
19 broaden 39 clumsiness 59 aimless 79 criticise 99 reporter
20 international 40 aggressive 60 submarine 80 descendant 100 triangles
KEY WORD TRANSFORMATIONS KEY

1 is said to haunt 28 put a lot of effort 55 not only cheap but also
2 spite of the snow 29 am worn out by 56 in full agreement about
3 was able to talk 30 only colleague who didn’t 57 is supposed to be
4 time we closed up 31 is her intention to go 58 thought he would get
5 in order to avoid 32 needn’t have wrapped 59 gave me permission to go
6 were given directions to 33 didn’t succeed in impressing 60 should be kept
7 don’t hurry up, we will 34 would have been better if 61 take into account how
8 was the first time 35 will not object to my 62 had better not buy
9 fall behind with 36 for your recommendation 63 you like me to make
10 wrong to talk badly 37 are likely to buy 64 put up with his tardiness
11 doesn’t approve of what 38 have run out of 65 can’t tell the difference
12 made up her mind 39 nearly as big as 66 wasn’t to blame for
13 admitted taking 40 with a view to becoming 67 to avoid getting
14 due to the fact that 41 by far the most interesting 68 and as a result
15 so that she could leave 42 are no biscuits left 69 no chance of winning
16 brings back memories 43 no matter how much you 70 a preference for sitcoms
17 is popular with 44 kept me waiting for three rather than
18 took him ages to repair 45 did nothing but 71 is less fattening than
19 advised him to report it 46 it easy to follow 72 in charge of tidying up
20 provided you practise 47 regrets having her 73 had a great time
21 had my hair cut 48 is it since you 74 used to be quieter than
22 place where Treasure Island 49 was the first time 75 may not have heard
23 would prefer not to go 50 said I was sorry for 76 can’t have been
24 should not have changed 51 is a possibility that I will 77 were held up by
25 are responsible for calling 52 looking forward to the start 78 had fun on their
26 gave a detailed description of 53 were made to go to the 79 had no difficulty in replacing
27 you let him know 54 impossible for me to meet 80 no point in seeing
129
14 City Stars 7 Ts Ss Audios.qxp_14 City Stars 7 Ts Ss Audios 6/5/17 6:51 PM Page 130
STUDENT’S BOOK AUDIOSCRIPTS
Module 1 homeless. Although I work a 40-hour week, I sometimes

have to visit people after hours or at weekends and the
➢ Exercise 3 (p. 14) paperwork is endless.
Rob: It's amazing! You’re up in the air and everything is
below you. You can see cities and villages and even cars Speaker 2
on the motorways. I can’t really describe the feeling, In general, being a flight attendant is a dream job for
because it’s exciting, but at the same time it's really people who want to see new places. At first, you have to
peaceful as you’re floating down. be on call 24/7 and work up to 12-hour shifts. The
Rachel: I do it all year round, but I especially like it in the hardest part is standing for the most part of a flight and
summer months when it’s boiling hot. It’s great to get in balancing during turbulence. You don’t want a drink or
the water to cool off, and feel the wind in your face as tray to end up in a passenger’s lap! At the end of the
you ride the waves. It’s very physical, though, and you shift, you have to deal with aching feet, backache and
need to have good arm muscles to hold the sail. sometimes headaches from the changes in air pressure!
Luke: I just love the fresh air and spending time outside Speaker 3
enjoying nature. I go every weekend. It’s good to get Of course dentistry is a great job that you can do on
out of the city and into the countryside. Yes, it’s difficult your own and even after retirement. Nonetheless, I do
to ride up the mountain, and you have to pedal really spend many hours seated and bent over an open mouth,
hard, but riding down really fast is just fantastic! so I do suffer from lower back problems often. There is
also the slight risk of getting exposed to an infectious
➢ Exercise 3 (p. 18) disease, if I’m not careful, but I always follow all safety
Sandy: Hi, Paul. How are you? procedures.
Paul: Hi, Sandy. I’m fine thanks. I’m just trying to plan Speaker 4
my summer holiday. As a teacher, working with children is really rewarding
Sandy: Oh. Lucky you! I’m not going on holiday this year. for me, I must say. But, I stand up most of the time and
Paul: Why not? sometimes I have to raise my voice to be heard; I also
Sandy: Well, I’ve got a summer job as a dog walker, so suffer from neck and shoulder pain often as my arms are
I’m going to be busy every day.
raised most of the time writing on the board.
Paul: Wow. Good for you.
Sandy: So are you going away with Shane again this Speaker 5
summer? I love being a vocalist. There’s nothing better than
Paul: No. He’s going to a summer camp in France to be a getting up on stage and entertaining people. But it’s
camp counsellor. hard to work if your vocal cords are suffering. A simple
Sandy: That sounds interesting! cold or flu or straining during a performance can cause
Paul: Yes, but not as interesting as Fiona. She’s going to throat pain, hoarseness and swelling. I had to get the
spend the summer with a charity which helps proper training to avoid serious problems and protect
endangered animals and the environment. She is going the one thing I need for my job – my voice!
to volunteer with them all summer!
Sandy: That sounds amazing! Bridget’s going to work as ➢ Exercise 4b (p. 23)
a waitress in a restaurant by the beach. If I were you, I would choose between being a babysitter
Paul: Oh. What about Tony? Maybe I could go on and being a lifeguard. I wouldn’t work in a supermarket
holiday with him. as a cashier because although it is a responsible job and
Sandy: No, you can’t. Tony is going to spend the you would meet lots of people, you would probably
summer working, too. He just got a job as a lifeguard! have to work shifts and it would be very boring and
Paul: It seems like everyone is working this summer. repetitive work. Also, you would be stuck indoors all the
Sandy: Yes, Andrea too. She really wanted to find a job time.
working with animals, but she couldn’t find anything so I think babysitting would be a good job because you are
she’s working in a shoe shop all summer. very good with children. Also, you would probably only
Paul: Maybe I should just get a summer job like everyone have to do it in the evenings so you would have most of
else! your days free. On the other hand, you may not have the
Sandy: I think that’s a good idea. opportunity to earn very much money.
Therefore, I think you should go for a job as a lifeguard.
➢ Exercise 2 (p. 22) You are very good at sports and so you have the
Speaker 1 swimming ability needed. Also, you get to spend the
As a social worker I usually have to deal with a crisis on a whole summer on the beach. Finally, you would have all
daily basis. My goal is to offer the guidance and support your evenings free and I think it would be good
people need to overcome their problems. It is experience for the future. It would also be good to have
emotionally difficult to deal with abused children or the a position of responsibility like this on your CV.
130
Module 2 while but then, suddenly, someone grabbed my hand.

Before I could stop them, they pulled me up onto a
➢ Exercise 8a (p. 27)
stage! Everyone was singing and dancing and I couldn’t
I was travelling in Ecuador in July when something really help joining in. After a short while, I noticed that there
crazy happened to me! One day, I decided to go on a was a huge screen next to the stage. It showed all the
kayaking trip down a river in the Amazon Rainforest. I dancers and I could see myself dancing on TV!
got into a kayak and set out with a group of other Luckily, my friends saw the screen and met me as I
travellers. At first, it was fantastic. The scenery was very climbed down from the stage. They were laughing so
beautiful and exotic birds were flying all around. But much! At that moment, there was an announcement. To
then, the river started moving faster and suddenly, I hit my surprise, there was a prize for the best dancer and the
a rock, my kayak turned over and I fell out of it into the best dancer was me! When we got back to the hotel, we
river. I was trying to swim back to my kayak, when were tired but very happy. We all had a fantastic time and
suddenly I saw a strange shape in the water. It was my friends had some amazing photos of me on stage!
moving quite quickly towards me. “Oh no, Sarah!” my
friend Jane shouted. “Quick, get back into the kayak, it’s ➢ Exercise 1b (p. 40)
a crocodile!” Well, I was terrified! I swam as quickly as I
A: Hi, Clara. What are you up to?
could to my kayak but I couldn’t get into it. I turned
C: I was just relaxing a little and doing some reading.
around and saw that the crocodile was getting closer! I
I’ve just finished this book.
was screaming and shouting! Then, suddenly, I looked
A: Oh, I read that one a few weeks ago.
down and there was no crocodile – just a big branch
C: Really? What did you think of it?
from a tree! I was so relieved! Everyone was laughing,
A: I think the plot was great and I was a little surprised
but I didn’t think it was very funny!
by the ending. I really didn’t expect the diamond
thief to be his wife’s friend. How about you? Did you
➢ Exercise 3 (p. 36)
enjoy it?
Max: This is 93.2 FM. Good morning and welcome to ‘The C: It was all right but I don’t think it was such a
Big Read’, our new weekly show that finds out about fantastic story. I also got a little annoyed sometimes
books our listeners are reading. Firstly, we have Stacey because I felt the author was trying to use long
on the line. Hello, Stacey! What have you read recently? sentences and complicated words, and it just didn’t
Stacey: Oh, hello, Max. Well, I’ve just finished reading a suit that kind of a story.
wonderful historical thriller by Kate Mosse called A: You think so? I don’t think I agree with you. I never
Labyrinth. I usually read biographies or romance novels, get bored with his books and this time, as usual, I
so this was something very different for me. I was couldn’t put it down! It was quite an intense story.
surprised, but I really enjoyed it! The plot is very You never know what’s going to happen in his books.
interesting. It’s about two women who live in different And I think he’s got an interesting style of writing.
centuries but they discover the same secret and try to C: I’m not sure I agree with you and I don’t feel it’s the
protect it. It’s very exciting, especially at the end! kind of book I would recommend to your average
Max: Thanks, Stacey. That sounds like a great read. And teenager. I think it’s more the kind of thing my
now we have Brian on the line. Brian, what do you have parents would read…
for us? A: Come on Clara, I read it – and you read it! I’m sure
Brian: Hi, Max! I’ve just read a book called The Poet I’m not the only teen who liked it. It’s a best seller.
because all my friends were telling me to read it. It’s a C: Well, I suppose it’s a matter of taste.
crime thriller by Michael Connolly about a crime reporter A: Right!
who is investigating the death of his brother. It has an
amazing plot that’s very exciting and fast-paced. I ➢ Exercise 5a (p. 41)
couldn’t stop reading it! This is the first crime thriller I’ve
Last summer, on a sunny weekend, my friends, David
ever read, but now I want to read every one I can find!
and Peter, and I went on a camping trip in the forest.
Max: Brian and Stacey, thanks for being on the show.
Peter and I had been camping before, but it was the first
That’s all for this week on ‘The Big Read’. Don’t forget
time for David. He was excited but nervous, too. That
to tune in next week for more great book reviews from
night we sat around the campfire telling stories and
our listeners!
trying to scare each other with tales of wolves and bears
in the forest. After a while we went to bed.
Then, in the middle of the night, I was woken up by
Last spring, I went on holiday to Rio de Janeiro with my David. He looked white when he came running into my
friends for Mardi Gras. It was a beautiful, sunny day and tent insisting that there was a bear close to our tents!
we all dressed up in colourful costumes before setting David sat shaking with fear while I went to investigate. I
out onto the busy streets. soon realised that the ‘bear’ he heard was just Peter
I stopped to buy some water, but afterwards I couldn’t who was snoring really loudly! David felt really silly and
find any of my friends. There were so many people when we woke Peter up, he was so embarrassed; he
dressed in similar costumes! I looked for them for a didn’t know he snored so loudly!
131
We were still laughing about it the next morning when As for accommodation, well, forget luxury hotels and
we woke up. That was until we saw that all our food apartments! We’ll camp in tents in the forest, which is a
had been eaten and we saw some large paw prints on lot of fun!
the ground around the tents. We stopped laughing and So, if you’re between 13 and 19 years old and you’d like
felt relieved that we hadn’t realised that there actually to have an adventure this summer, why not join us at
had been a bear in our camp. the camp? Just drop by at the community centre and
sign up any time between now and 1st May. Our address
Module 3 is 15, Treetops Avenue, Staplefield. Both our address
and telephone number are also on the Staplefield
➢ Exercise 2 (p. 43) Community Centre website.
Presenter: Hi. Today on World Weather Watch, we have Presenter: Wow, that sounds like a lot of fun, George.
severe weather warnings in parts of America, Europe and Thank you very much for coming on the show.
Asia. Let's start in the USA. Miami is going to have a George: You’re welcome, Steve.
rough time over the next twenty-four hours. There’ll be
rain and winds of over 80 kmph coming in from the ➢ Exercise 1b (p. 58)
Atlantic Ocean in the early evening. Residents should A: So, Jiten tell us a bit about your experience as a
stay inside if they don't have to go out. Moving over to volunteer.
Europe, if you're in Dublin tomorrow, you won't see B: I worked during my holiday, helping to improve
much when you open the curtains, except lots of fog. It's community facilities in Rajasthan, India. We worked
not going to be easy for drivers, either. They'll need to in small teams, building houses or repairing and
keep their lights on during the morning. At the moment painting schools and child care centres. In return for
in Edinburgh, it’s clear and sunny, but there will be heavy our hard work, the other volunteers and I were able
snow and high winds later this afternoon. Across the to experience the local culture first-hand and enjoy
Channel in Paris, France, it’s already raining, but they are the region’s spectacular scenery. My experience with
expecting a big storm later tonight. There will be plenty this project has been amazing. I have really enjoyed
of lightning around, so tourists should probably avoid my time here and the company’s advice and support
the Eiffel Tower until later tomorrow! And finally, we has been brilliant.
head to New Delhi, India. It's normally hot there at this A: Are there many ways that you can make a difference
time of year, but it's going to get a lot hotter as during your summer break?
temperatures rise to over 38 degrees Celsius in the next B: Sure, there are. In Latin America, you could volunteer
few days. If you’re there, please remember to stay out of at a Surf School. These schools offer free surfing and
the sun and drink plenty of water. That's all from me. I'll skateboarding lessons to local youths who cannot
see you on the next edition of World Weather Watch. afford to buy their own equipment. All you need is
basic Spanish and lots of energy, of course!
➢ Exercise 4 (p. 54) A: What if someone wants to work with animals?
Presenter: And tonight on Teen Scene we have George B: If you prefer to work with animals, why not help to
Tanner. George runs the Bayside Community Centre and care for sick and injured elephants? In Sri Lanka you
he’s organising a trip to an adventure camp this June. can work closely with rescued elephants as well as
So, George, tell our listeners all about it! becoming involved in community development. You
George: OK, Steve. Well, we’re really excited about the will be working as part of a team and the staff at the
trip! Usually we go just for a weekend, but we had such a centre will help you every step of the way. What’s
good time last June that we’re going for a whole week this more, you’ll have the weekends off to explore the
year. Now, there’s a fantastic variety of activities at the beaches and ancient cities with your new friends!
camp. There are the old favourites, of course, like horse A: Volunteer holidays are just for single people, aren’t
riding on the beach and caving, but this year there are they?
some new activities too like paintballing and zorbing. B: Not at all. Many organisations now encourage
Paintballing in the forest is something I used to do when I families to volunteer together. One of these is The
was at university, so I can't wait to try it again. In teams, National Trust, a British conservation charity. They
you run through the forest and try to shoot each other with now offer holidays for 2 adults and up to 3 children
a ball of paint. It’s fun, but if you get hit, it really hurts! aged between 8 and 16 years. The National Trust also
Presenter: And what’s ‘zorbing’, George? combine their environmental work with popular
George: Oh, it’s fantastic, Steve! You get inside a huge hobbies and interests. One example is their holiday in
plastic ball and someone pushes you down a hill! You Erddig, Wales, where digital photography is taught
have to see it to believe it, but I promise it’s fun. If you alongside the programme of woodland management
prefer to do something more relaxing, though, then there and tree-planting.
are also yoga classes on the nearby beach, and golf. A: What are you planning to do next, Jiten?
There’s also aqua aerobics in the swimming pool every
day. This is really great for people who don’t usually do a
lot of exercise. It’s easy but great for the body!
132
B: I want to go to Estonia. The worldwide organisation, Module 4

WWOOF (World Wide Opportunities on Organic
Farms), has started a new branch there. It was ➢ Exercise 7 (p. 65)
actually started by a group of students who were Sally: Last week, I burnt my finger while I was taking
concerned about the environment. In return for some cakes out of the oven. It was a small burn but it
doing work on their host farm, ‘Woofers’ receive really hurt! Anyway, I turned the tap on and put my
accommodation, meals and the opportunity to learn finger under cold water for a while, of course, but then
about organic lifestyles. Working holidays can open my mum told me to put some honey on it. It worked
your eyes to different cultures and you will come really well. It didn’t really hurt afterwards, and after
back with more than a suntan! Try it! about a week I couldn’t even see the burn any more.
Greg: Recently, I had a bad stomach ache, like
➢ Exercise 4 (p. 59) indigestion, after eating a big meal at my grandparents’
S: Hello. Could I have some information, please? house. Immediately, my grandma gave me a banana to
E: Yes, certainly. eat! It was very difficult to eat because I had just eaten,
S: My family would like to go on holiday in the area and but after a while I realised that I didn’t have a stomach
we would like to know what kind of hotel resorts ache any more! Try it next time you get indigestion – it
there are near the beach. really works!
E: Let’s see. There’s the Golden Palace. It’s got over
Simon: I had a bad cold last month and I read on the
three hundred rooms, many with a seaview. It is a
Internet that drinking warm lemon juice and water with
fine resort and it’s right next to a beautiful sandy
a spoonful of honey in it is good for colds. The lemons
beach with shallow water, which is good for children.
contain a lot of vitamin C, so they help you to get rid of
Of course, it also has a swimming pool.
the cold faster, and the honey is good for sore throats
S: Does it have water sports facilities?
and coughs. Anyway, I made lots of warm drinks with
E: No, it doesn’t but there are a lot of things you can
honey and lemon, and I got better really quickly. I’ll
do. It’s got table tennis, beach volleyball and so on.
definitely do the same thing the next time I have a bad
S: OK. Are there any other resorts?
cold.
E: The Grand Beach Resort has got windsurfing, jet
skiing, scuba diving and so on, and it has also got
three swimming pools.
S: Good! How far is it from the town? Speaker 1
E: Oh, it’s only about ten minutes on foot from town. I just have so much to do this year. I have a lot of
S: Great! Could you tell me if there are any good studying to do because it’s my last year at school and
restaurants nearby? then I have to help out with chores at home because my
E: Yes. As I said, the town’s only ten minutes away. It mum and dad both work all day, too. Then, there’s my
has got some lovely restaurants that are well known weekend job in a shoe shop. I’m thinking of giving my
for their fresh fish and other seafood dishes. It has job up because I just don’t have enough time for it any
some great pizzerias, too! more.
S: Excellent! Speaker 2
E: There is also the Paradise Club Resort. It’s smaller but My friends are all going away for the weekend, but I
famous for its nightlife and parties. The staff don’t know if I can afford to go with them.
organise sports activities all day long. They don’t Unfortunately, I often have to say no to my friends when
have many water sports, though. It’s got its own they invite me somewhere. My parents don’t have a lot of
huge restaurant that serves a range of dishes and it’s spare cash, so they can’t give me a lot of pocket money.
got a cinema. I’m trying to find a part-time job but it's really difficult.
S: OK! Thank you very much for your help. I think the
Speaker 3
Grand Beach Resort would be the best choice for my
This winter, I just haven’t felt as well as I usually do. I’ve
family because my parents can relax around the pool
had lots of coughs and colds and I’ve felt very tired. I
during the day while my brother and I do water
have acne, too. My mum wants me to make an
sports. And in the evening we could head into town
appointment to see the doctor, but I think I’ve just
and eat at one of the fish restaurants.
worked too hard at school. I just need some rest and
maybe some vitamins.
Speaker 4
I’ve just been to the hairdresser’s and my hair looks
terrible! I told the hairdresser to just shorten it a little,
but she cut way too much off and now it’s really short. I
hate it! Plus, some acne has appeared on my chin. I can’t
believe it … it’s Sarah’s party on Saturday and I’m going
to look awful!
133
Speaker 5 ➢ Exercise 7 (p. 77)

We’ve just moved to a new area. I really like the new flat A: What do you do when you and your parents disagree
– it’s much bigger than our old one – but I really hope about things?
my school is OK. I start on Monday. I’m really going to B: What kind of things?
miss everyone at my old school. I hope I get used to A: Well, let’s say that you want to go somewhere or do
everything quickly and I can make some good friends. something and they won’t let you.
B: Well, I think it helps to find out their reasons why
➢ Exercise 2 (p. 76) they won’t give me permission. Usually, they are only
No, I don’t think students should take exams. I think thinking of my health and safety so I try and ease
that coursework and homework should count towards their worries so I can do what I want.
the final mark. How much a person can remember on a A: What do you mean?
particular day of a particular subject is not a good way B: Well, if they think I will be out too late at night, I’ll
to judge them for a whole year’s work. Many people do offer to come home a bit earlier or ask them to pick
not do well in an exam situation. They get stressed and me up. If they are worried about me falling behind
can’t remember things that they know because their with my schoolwork, I’ll reassure them that I will do
mind goes blank. all my homework before I go out and things like that.
If you can reassure them, they will feel better about
➢ Exercise 4 (p. 77) letting you do stuff.
His face is a mask of determination as his fingers fumble A: I’ve tried that but, it didn’t work.
with the lace of his shoe. Under his breath he says over B: Well, you could always ask them under what
and over again, “I am going to do this, I am going to do circumstances they would be willing to allow you to
this.” The people in the room stand watching, silently do certain things and then agree to their terms. If
cheering him on. A huge shout goes up as he finally, you compromise a bit, you will probably both get
after countless attempts, manages to make a perfect what you want.
bow. No, this story is not about a four-year-old learning A: My parents just won’t listen.
to tie his shoelaces. It is, however, a story about a very B: Oh dear. Well, you definitely have to talk to them
courageous sixty-year-old Canadian man named Frank and try to remind them that they were young once,
Hrabanek. too. Perhaps they will realise that all teenagers rebel
Several years ago, Frank lost four of his fingers in a against conformity in some way and it’s perfectly
terrible accident at the factory where he worked. Along normal to want to go out and socialise and do all
with losing his fingers, he lost the ability to do many of sorts of things at our age.
the everyday things that most of us take for granted. A: That’s good advice, thanks.
Without the help of his loving wife, Zlata, Frank was B: No problem. Let me know how things go.
unable to pull up his trousers, put on his socks, cut up A: Yeah, I will.
his meat, or… tie his own shoelaces.
That has all changed now thanks to technology. In June, Module 5
Frank entered West Park Healthcare in Toronto to be
fitted with prostheses, artificial body parts. In Frank’s ➢ Exercise 3 (p. 79)
case, the prostheses were four new fingers. The artificial Andy: I did it! Four years of hard work have finally paid
fingers are made of a silvery-grey material and look off. I never expected to get a university degree, so I’m
strangely robotic. However, once a cover has been put really proud of myself. The ceremony was amazing – my
over them, they will look exactly like the fingers on family really enjoyed it, and took a lot of photographs of
Frank’s other hand. my friends and me. All the students were wearing caps
What with the difficult operation and the lengthy and gowns, and when we all received our certificates we
recuperation period, Frank has been through a terrific threw our caps into the air. Afterwards, my family and I
ordeal. But the important thing is that he is through it went out for a meal to celebrate. They were really proud
and he is now ready to take on the world. Grinning from of me, too. We had a fantastic time celebrating. I’ll never
ear to ear, Frank told reporters that one of the first forget that day – it was a very special time for all of us.
things that he is going to do when he gets home is
invite friends round for a meal. “We’re having a dinner ➢ Exercise 4 (p. 90)
party tomorrow night and I’m doing all the cooking. Radio presenter: Hello, Lesley, and welcome to the
Zlata has been through so much, I am giving her the show. Can you tell our listeners what you do exactly?
night off!” Zlata smiles and adds, “Before Frank’s Lesley: Yes, of course, Mike. I’m a youth worker and I visit
accident, our hobby was fly-fishing. Fishing season schools to talk to groups of students about improving
opens in a few weeks, and with the luck we’ve been their body image. You see, as teenagers’ bodies change,
having lately, I just know we’re going to catch a big one so can the way they see themselves. Because of this,
this year!” many teens believe that they would be happier if they
were thinner, taller or shorter, or if they had curly hair, a
smaller nose, longer legs … the list goes on!
134
Radio presenter: And it’s really important to have a Meredith: I was born in Yiangmen, China. My birth
good body image, isn’t it? mother was unable to take care of me and gave me up
Lesley: Yes, it really is, because feeling good about for adoption. I was adopted by a loving childless family
yourself often affects the way you act. A person with a from America. I was taken to my new home in Chicago,
good self-image makes friends more easily, recognises Illinois before I was a year old. I grew up among people
their mistakes and learns from them, and generally who loved me. I had everything a child could dream of
enjoys their life more. but there was something I really longed for. A sister. I
Radio presenter: Of course. Young people often compare remember I often told my parents that all I wanted was
themselves to others, don’t they? Like to their friends a sister.
and even to celebrities on TV. Narrator: Here comes the best part of the story. This
Lesley: Yes, that’s right. One of the first things I say to might sound unbelievable, but it is true. Six years ago
the teens I speak to is that they mustn’t do this, because Meredith’s father, Jim Rittenhouse, was reading an
everyone is different. Instead, I tell them to think about online post in a Yahoo group from a family that had
what they can change about themselves and what they adopted a daughter around the same time that he and
can’t. You can’t change your height or your shoe size, his wife had adopted their daughter called Meredith. Jim
for example, so there’s no point worrying about things was really surprised because they called their daughter
like that. Then, if there are things you want to change Meredith also. Along with the post there was a picture
about yourself, like wanting to lose some weight or of young Meredith. When Mr Rittenhouse looked at the
become healthier, you should take small steps every day picture, he knew instantly he was looking at his own
to reach your goals. daughter’s twin sister.
Radio presenter: Thanks, Lesley. Do you have any other Meredith: After a short amount of time and a very
advice to give before you go? simple blood test, the two families learnt that their
Lesley: Yes. Most people wish they could change daughters, Meredith and me, were in fact twins. The
something about themselves, but sometimes poor body orphanage in China had not known we were twins
image can become a very big problem and a teenager because the babies had been brought to them on two
can become very depressed. If this happens, you must separate occasions. But none of that matters now. It is
talk to a parent, a teacher or an adult you trust, or even really great that I have a sister, a twin sister actually,
call a teen helpline. Remember that adults were all teens who lives next door. And our parents are great people. I
once, and they probably know exactly how you feel! guess we are an unusual family, but I feel lucky to have
Radio presenter: Thank you very much for coming on the them as parents.
show, Lesley. Narrator: Life can hold surprises for everyone. As for the
Lesley: You’re welcome. It was a pleasure to be here. two sisters, the girls, like two peas-in-a-pod, are
together again, this time, forever.
Is it a good idea to go on an extreme diet? ➢ Exercise 4 (p. 95)
These days, more and more people are trying extreme diets Andy: What do you think about studying abroad, Jane? I
to lose weight quickly. Some people think these diets are know it’s expensive but my parents have asked me to
great, but others think they are not good for you. think about it and let them know.
Without a doubt, there are some advantages to these Jane: Well, these days, many people choose to study
diets. Firstly, you can see results really quickly and this abroad. One good thing about it is that living in a
can keep you motivated to lose more weight. Secondly, foreign country means you will get to know a different
they encourage self-control, because you have to stay culture. This will broaden your worldview and make you
focused for the diet to work. more tolerant and understanding of other cultures.
On the other hand, there are some disadvantages to Andy: I suppose you’re right. It will definitely improve
these diets. To begin with, they can be difficult to my language skills. That’s a good skill and may help me
follow, so you may give up easily and put weight back get a good job when I graduate.
on quickly. Also, there are many restrictions. This means, Jane: Yes, but don’t forget that you’ll be far away from
you may not get enough nutrients to stay healthy. home. You may get really homesick and your studies
All in all, there are both advantages and disadvantages may suffer.
to extreme diets. In my opinion, anyone who wants to Andy: That’s a good point. Also, adjusting to a foreign
lose weight should think about it very carefully and culture may be much more difficult than I expect and I
make sure they see a doctor before starting a diet. might not be able to concentrate on my studies.
Jane: Yep. I think it’s a difficult decision that you need
➢ Exercise 2 (p. 95) to think carefully about before you decide to do it. Only
Narrator: Some people are just meant to be together. you know how well you will adjust to living in another
From the very first moment there is a connection and a country.
bond that no one else can equal or understand. A Andy: You’re right. Thanks. You’ve been very helpful.
computer link finally brought two love-lost people Jane: No problem. Good luck with whatever you decide.
together. Let’s listen to Meredith’s story.
135
Module 6 Speaker 4
I couldn't believe it – a letter from the bank demanding
payment for a debt I knew nothing about. They said I'd
1 Sophie: I was just standing at the till waiting to pay, taken out a loan with them six months earlier – but I
when suddenly I saw a man standing at the side of hadn't. They also said I'd taken out a credit card – of
me pick up a CD and put it inside his jacket. I course I hadn't done that either! I contacted the police
couldn’t believe it! I was just wondering what to straight away. I don't know who's using my details, but
do, when a security guard appeared and took the one thing is for sure – it isn’t me!
man away. I think he probably saw him on a
security camera. ➢ Exercise 2 (p. 108)
2 Jack: I was waiting to pay some money into my
Presenter: Tonight, we have Sam Platt talking about the
account, when suddenly two men wearing dark
Neighbourhood Watch scheme that he set up in
glasses and ski masks ran in and started shouting at
Waldley. Now, I’m sure that many of you have heard of
everyone to get down on the floor. Of course, we
Neighbourhood Watch groups that work together to
all did what they said. They made the manager fill
make communities safer. Sam, can you tell us how yours
two big bags with money and then they ran out of
got started?
the door. After that, the police came and we all had
Sam: Sure. Well, crimes like burglaries, car break-ins and
to give a statement about what happened. It’s one
vandalism have been increasing in my neighbourhood
of the most frightening things that has ever
recently. I have a four-year-old son and I want him to
happened to me in my life!
grow up in a safe environment, so I decided to speak to
3 Steve: You’ll never guess what happened to me this
the local police about the problem. They said that they
evening! I was walking home when, suddenly, I saw
knew about the problem and were trying their best, but
a group of boys running away from a car outside a
they said that it wasn’t possible for them to patrol every
block of flats. After a couple of seconds, the car
neighbourhood all the time. They also suggested that I
burst into flames! People started running out of the
started a Neighbourhood Watch Scheme and I thought,
building and shouting and screaming. Anyway, I
“OK, why not?”.
quickly called the police and fire brigade on my
Presenter: Some people think Neighbourhood Watch
mobile phone. The police believe the boys I saw
Schemes are just full of nosey neighbours, but it's not
deliberately set the car on fire.
really like that, is it?
Sam: No, not at all! We don’t stand at the window with
a pair of binoculars spying on each other! We just
Speaker 1 generally try to keep an eye on our neighbours'
I was checking my emails when it happened. The screen property, especially when they’re away on holiday, and
switched off for a second and then came back on. The watch out for anyone who is behaving suspiciously. It’s a
next thing I knew all my emails were deleting one by fact that if criminals know they're being watched, they
one by themselves. I tried to log out, but the computer don't commit as many crimes.
wouldn't let me. I still haven’t got my emails back. I'll Presenter: So how successful has your scheme been,
have to take my computer to an expert. Sam?
Speaker 2 Sam: Well, burglaries have dropped by 50% in the area
I love the band, I really do, but I just don't see how I can since we started and there has been a huge reduction in
make a living through it. We put together a CD and sold vandalism and graffiti, so I’d say it’s been quite
it on our own website, but it didn't sell well. Then successful so far. We still want to do more, though.
someone told me it was available on a music website We've been campaigning for better street lighting, but
they use. I checked and, sure enough, it was there, the council haven't done anything yet.
available for people to just put onto their MP3 players Presenter: So how can people set up their own scheme?
without paying. It seems like there’s nothing we can do Sam: Well, the first thing to do is to contact your local
about it. police station. They'll send someone to your
neighbourhood to take a look around and decide what
Speaker 3 can be done. The next step is a meeting, usually held at
A couple of years ago, I opened one that I thought was someone's house in the neighbourhood. A policeman
from my bank. They were asking for me to update my will give a talk at this meeting and answer any
account details, so I did and sent the email back to them. questions. Then leaflets are sent out with everyone’s
Anyway, a few days later I got a call from my bank to contact names and phone numbers on. There are also
ask me about a large amount of money that had been Neighbourhood Watch stickers for people’s windows
spent on my credit card. After I said I hadn’t spent the and street signs to warn criminals that they are being
money, we eventually realised that it was the details I watched!
filled in. Of course, I immediately cancelled my card. My Presenter: So what's the future for your Neighbourhood
inbox is still full of emails from people I’ve never heard Watch scheme?
of, but now I don’t even open them.
136
Sam: Believe it or not, it's a barbecue! As a community, holiday in Tanzania. The following week I got a message
we've got to know each other better and many of us are saying that I won but I would just have to pay £100 for
good friends now. I'm having a barbecue in my garden tax and visa and so on. I was delighted and sent the
this weekend and some of us even went on holiday money. Of course I heard nothing from them and their
together last summer. We've cut crime and brought email address didn’t work anymore. Of course, I found
people together, too. Crime prevention is not just a job out later that it was all a scam.
for the police; it's something everyone has to get
Speaker 3
involved in.
I find it hard to believe how things have changed. There
Presenter: OK, thank you, Sam. That’s a great place to
didn’t use to be so many burglaries or muggings in the
finish. It’s been really interesting having you on the
past. I remember when I was young I used to be able to
show. Next week, we have …
go wherever I liked at anytime of the day or night and
not have to worry about being mugged or anything.
Now, I stay in most evenings or if I do go out, I always
Presenter: Tonight on the programme we'd like to hear have a friend pick me up from the house just to be on
callers’ views on what the police and the council can do the safe side, you know. My dad is the same. He’s 78
about the problem of vandalism and graffiti on the high now you know and he bought an Alsatian dog to guard
street. Our first caller is Joe Sampson. Hello, Joe. the house.
Caller (male): Hi. Well, I really agree that it’s time for
Speaker 4
something to be done about this problem. The high
There has never been so much crime in my part of town
street is an awful place to go these days. It looks
before. I’m not sure if anyone feels safe anymore. I saw
horrible, shops are losing business and you don’t feel
two burglars coming out of a house carrying bags a few
safe there any more after dark. In my opinion, there
nights ago and the police chasing them. It’s really out of
needs to be more police on patrol in the area, especially
control. And, do you know what I think? If we allow
at night. This would discourage the vandals and then
these criminals to get away with their crimes, they’ll do
people would feel safe enough to go there and shop
the same thing again, and if we just send them to prison
again.
for three or six months, they’ll be back on the streets
Presenter: That’s a good idea, Joe. Any other ideas?
doing the same thing. No, we’ve got to be a lot tougher
Caller (male): Erm … yes, actually. I believe that we
with these people and make them understand that they
could involve the whole community in this. If the council
won’t get a second chance.
just paint over the graffiti, it'll be back in a week. I
would like community groups to get together and clean Speaker 5
the graffiti off the walls and help to fix some of the It’s clear that crime is on the increase and we need to do
damage from the vandals. This is a great way of bringing something to stop it. I know several people who have
people together. Also, by doing this, everyone will been victims of crime over the past years. I’m not sure
realise that we all have a part to play in keeping our that catching criminals and sending them to prison is the
town looking nice and that it's not just the responsibility best solution, though. We need to stop the crime before
of the police or the council. it happens and to do that we need to have more officers
Presenter: Fantastic idea, Joe. Now on to our next caller, on the streets. I think if criminals see this, they will
… understand that there is more of a risk that they will go
to prison and they will think twice before committing
➢ Exercise 2 (p. 113) the crime.
Speaker 1
I remember it was a Saturday night and I had been out ➢ Exercise 3b (p. 113)
to the cinema with my friend Julia and we decided to I have lived in this community all my life and it used to
walk home so I didn’t get back until about 1 am. As I be a very friendly and family orientated area. There was
walked up the path, I could just feel that something was a great park for the kids to play in and a youth club with
wrong and I started to feel afraid. Once I opened the a sports field where I used to play football. Over the last
door, I realised what had happened. I couldn’t believe few years, however, the area has started to change, and
my eyes; my things were thrown here and there and the not for the better. Instances of crime began to increase
place was a mess. I was shocked and called the police with more burglaries and thefts happening on a regular
right away but of course they never arrested anyone. basis. Then, when the youth club closed down,
They say it happens all the time. vandalism and graffiti in public areas increased and
people stopped using them, including the park. It’s quite
Speaker 2
upsetting really to see a place where once there were
I actually didn’t know that anything had happened until
happy children laughing and playing now broken and
weeks after the crime. And to be totally honest, I feel
covered in spray paint and litter.
really ashamed of myself for being so naive. But I can tell
I think the decline in the area has been caused largely by
you that I learnt my lesson. It was a few months ago
people’s lack of effort and time. The residents used to be
that I entered this competition and the prize was a
137
proud of where they lived and so took the time to care

for their neighbourhood, but busy lives and a lack of
concern have let this pride slip allowing the crime to
take over. Also, with no productive outlet for
youngsters, a number of them have taken to committing
petty crimes such as shoplifting or vandalism and it
doesn’t take much for them to move on to bigger crimes
like burglary. Furthermore, there seems to me to be less
police patrolling the streets and a lack of street lighting
that means some places get very dark at night and
people are afraid to go to these areas.
To combat the problems in the neighbourhood, I believe
that we need to restore a sense of community spirit. A
neighbourhood watch scheme would bring people closer
together and community clean up projects could also be
organised to address the problems caused by graffiti and
vandalism. Moreover, I think the youth club should be
renovated and reopened, possibly by volunteers from
the community, to give the youngsters a place to go in
their free time. I believe that if the community cares
enough about the youth of the area, then they in turn
will care about the community. Finally, I suggest that it
would be a good idea for the neighbourhood watch to
liaise with the police in order to appoint street wardens.
They would be able to patrol with the police and provide
much needed assistance by being a presence on the
street to put criminals off.

A: What do you think we can do to make our city’s
neighbourhoods safer?
B: Well, to start with I think there should be more
police patrolling the streets 24 hours a day. This way
people will feel safer if they know the police are
nearby and criminals will be put off from committing
crimes if a police officer may be just around the
corner to catch them.
A: That’s a good idea. I think there should be more
streetlights on the streets, in parks and at bus stops
and so on so there are fewer dark places where thugs
and criminals can hide in waiting at night for
someone. And, if anyone does get attacked,
witnesses can easily describe the criminal.
B: Good thinking! What about if the council put on
more late night buses and trains so people can travel
in safety at night, too?
A: Mmm. Yes, I think that’s another good idea.
B: I think we should write a letter to the council making
our suggestions and then hopefully something will
be done and our city will become safer.
A: I agree.
138
15 City Stars 7 Ts Evaluation.qxp_15 City Stars 7 Ts Evaluation 6/5/17 6:52 PM Page 139
Evaluations
Formative Evaluation Chart
Name of game/activity: ..................................................................................................................
Aim of game/activity: .....................................................................................................................
Module: ............................................. Unit: ..................................... Course: ..........................
Students’ names: Mark and comments

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Evaluation criteria: c (green) w (yellow) n (red)
140 © Express Publishing PHOTOCOPIABLE

Cumulative Evaluation
Student’s Self-Assessment Forms
CODE
**** Excellent *** Very Good ** OK * Not Very Good
Student’s Self-Assessment Form Module 1
Go through Module 1 and find examples of the following. Use the code to evaluate yourself.
• talk about jobs & job qualities
..................................................................................................................................................
• talk about hobbies
..................................................................................................................................................
• compare jobs university students do in the USA & their country
..................................................................................................................................................
• have a job interview
..................................................................................................................................................
• talk about how to get a job
..................................................................................................................................................
• ask for personal details
..................................................................................................................................................
• talk about student jobs
..................................................................................................................................................
• talk about and decide on future careers
..................................................................................................................................................
Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a short paragraph giving reasons why/why not do a specific job
..................................................................................................................................................
• write a short paragraph about my hobby
..................................................................................................................................................
• write a dialogue between a journalist & a famous person
..................................................................................................................................................
• write my own CV
..................................................................................................................................................
• write a letter of application for a job
..................................................................................................................................................
• write a short paragraph about my favourite sport
..................................................................................................................................................
© Express Publishing PHOTOCOPIABLE 141

CODE
• talk about cultural activities
..................................................................................................................................................
• describe travel experiences
..................................................................................................................................................
• talk about past events in progress
..................................................................................................................................................
• talk about search engines
..................................................................................................................................................
• talk about a famous singer
..................................................................................................................................................
• express opinions
..................................................................................................................................................
• talk about Chinese operas
..................................................................................................................................................
• talk about types of reading material
..................................................................................................................................................
• express positive/negative opinions
..................................................................................................................................................
• talk about the popularity of social networks
..................................................................................................................................................
• write a short paragraph about a person’s travel experience
..................................................................................................................................................
• write a paragraph describing the creation of a search engine
..................................................................................................................................................
• write a paragraph about a popular musician in my country
..................................................................................................................................................
• write a paragraph giving reasons why to attend an event
..................................................................................................................................................
• write a story
..................................................................................................................................................
• write a paragraph about the balalaika
..................................................................................................................................................

CODE
• talk about the weather
..................................................................................................................................................
• talk about extreme activities
..................................................................................................................................................
• talk about a US area of natural beauty
..................................................................................................................................................
• book accommodation
..................................................................................................................................................
• talk about climate change
..................................................................................................................................................
• talk about camping equipment
..................................................................................................................................................
• talk about outdoor leisure activities
..................................................................................................................................................
• describe pictures
..................................................................................................................................................
• talk about caves
..................................................................................................................................................
• talk about living in the Taiga
..................................................................................................................................................
• write an informal email describing an experience
..................................................................................................................................................
• write sentences comparing & contrasting weird sports
..................................................................................................................................................
• write a web page about an area of natural beauty in my country
..................................................................................................................................................
• write sentences about global warming and problems it causes
..................................................................................................................................................
• summarise a text
..................................................................................................................................................
• write a semi-formal email asking for information
..................................................................................................................................................
• write a few sentences describing my experience in a cave
..................................................................................................................................................

CODE
• talk about healthy activities
..................................................................................................................................................
• talk about health problems gadgets cause
..................................................................................................................................................
• explain how to use gadgets wisely
..................................................................................................................................................
• talk about illnesses and natural remedies
..................................................................................................................................................
• talk about Australia’s dangerous animals
..................................................................................................................................................
• describe a health problem to a doctor
..................................................................................................................................................
• talk about risky actions
..................................................................................................................................................
• talk about fears and phobias
..................................................................................................................................................
• describe problems young people have
..................................................................................................................................................
• make suggestions
..................................................................................................................................................
• talk about sleep & how important it is
..................................................................................................................................................
• talk about the banya
..................................................................................................................................................
• write rules on how to use gadgets wisely
..................................................................................................................................................
• write suggestions on how to cure health problems using natural remedies
..................................................................................................................................................
• write sentences about dangerous animals in my country
..................................................................................................................................................
• write an interview with a famous person
..................................................................................................................................................
• write an essay making suggestions for solutions to a problem
..................................................................................................................................................
• write facts about sleep
..................................................................................................................................................
• write a paragraph about the banya or Greek and Roman Baths
..................................................................................................................................................

CODE
• talk about life events
..................................................................................................................................................
• describe pictures
..................................................................................................................................................
• talk about annoying or bad habits
..................................................................................................................................................
• talk about difficulties people living abroad face
..................................................................................................................................................
• make deductions
..................................................................................................................................................
• talk about social etiquette in the UK
..................................................................................................................................................
• complain and apologise
..................................................................................................................................................
• talk about life changes
..................................................................................................................................................
• talk about stages in life
..................................................................................................................................................
• make speculations
..................................................................................................................................................
• describe people’s appearance & character
..................................................................................................................................................
• comment on changes in a person’s appearance
..................................................................................................................................................
• talk about reflex actions
..................................................................................................................................................
• write a post to a blog about an annoying situation I experienced
..................................................................................................................................................
• write sentences about the problems a student faced and how he has coped with them
..................................................................................................................................................
• write sentences giving reasons why I admire a person
..................................................................................................................................................
• write a paragraph comparing a typical wedding in my country to an Indian wedding
..................................................................................................................................................
• write a for-and-against essay
..................................................................................................................................................
• write sentences about reflex actions
..................................................................................................................................................
• write a summary about Midsummer Day
..................................................................................................................................................

CODE
• talk about types of crime
..................................................................................................................................................
• talk about types of art
..................................................................................................................................................
• describe jobs related to fighting crime
..................................................................................................................................................
• talk about a famous English writer
..................................................................................................................................................
• give a witness statement
..................................................................................................................................................
• talk about the Internet & cybercrime
..................................................................................................................................................
• describe law cases
..................................................................................................................................................
• report someone’s words
..................................................................................................................................................
• interview a person
..................................................................................................................................................
• talk about crime in a community
..................................................................................................................................................
• comment on a problem
..................................................................................................................................................
• talk about an International Art Festival
..................................................................................................................................................
• write sentences describing my reaction to an event
..................................................................................................................................................
• write a biography about a famous writer from my country
..................................................................................................................................................
• summarise a text
..................................................................................................................................................
• report an interview
..................................................................................................................................................
• write a letter to the editor making suggestions
..................................................................................................................................................
• write sentences about whether graffiti is art or vandalism
..................................................................................................................................................

Progress Report Cards
Progress Report Card
.............................................................. (name) can: Module 1
very well OK not very well

talk about jobs & jobs qualities
talk about hobbies
compare jobs university students do in the USA & their
country
have a job interview
talk about how to get a job
ask for personal details
talk about student jobs
talk about and decide on future careers
write a short paragraph giving reasons why/why not do a
specific job
write a short paragraph about their hobby
write a dialogue between a journalist & a famous person
write their own CV
write a letter of application for a job
write a short paragraph about their favourite sport
.............................................................. (name) can: Module 2

talk about cultural activities
describe travel experiences
talk about past events in progress
talk about search engines
talk about a famous singer
express opinions
talk about Chinese operas
talk about types of reading material
express positive/negative opinions
talk about the popularity of social networks
write a short paragraph about a person’s travel experience
write a paragraph describing the creation of a search engine
write a paragraph about a popular musician in their country
write a paragraph giving reasons why to attend an event
write a story
write a paragraph about the balalaika


.............................................................. (name) can: Module 3

talk about the weather
talk about extreme activities
talk about a US area of natural beauty
book accommodation
talk about climate change
talk about camping equipment
talk about outdoor leisure activities
describe pictures
talk about caves
talk about living in the Taiga
write an informal email describing an experience
write sentences comparing & contrasting weird sports
write a web page about an area of natural beauty in their
country
write sentences about global warming and problems it causes
summarise a text
write a semi-formal email asking for information
write a few sentences describing their experience in a cave

.............................................................. (name) can: Module 4
talk about healthy activities
talk about health problems gadgets cause
explain how to use gadgets wisely
talk about illnesses and natural remedies
talk about Australia’s dangerous animals
describe a health problem to a doctor
talk about risky actions
talk about fears and phobias
describe problems young people have
make suggestions
talk about sleep & how important it is
talk about the banya
write rules on how to use gadgets wisely
write suggestions on how to cure health problems using
natural remedies
write sentences about dangerous animals in their country
write an interview with a famous person
write an essay making suggestions for solutions to a problem
write facts about sleep
write a paragraph about the banya or Greek and Roman baths

.............................................................. (name) can: Module 5

talk about life events
describe pictures
talk about annoying or bad habits
talk about difficulties people living abroad face
make deductions
talk about social etiquette in the UK
complain and apologise
talk about life changes
talk about stages in life
make speculations
describe people’s appearance & character
comment on changes in a person’s appearance
talk about reflex actions
write a post to a blog about an annoying situation they
experienced
write sentences about the problems a student faced and how
he has coped with them
write sentences giving reasons why they admire a person
write a paragraph comparing a typical wedding in their
country to an Indian wedding
write a for-and-against essay
write sentences about reflex actions
write a summary about Midsummer Day

.............................................................. (name) can: Module 6

talk about types of crime
talk about types of art
describe jobs related to fighting crime
talk about a famous English writer
give a witness statement
talk about the Internet & cybercrime
describe law cases
report someone’s words
interview a person
talk about crime in a community
comment on a problem
talk about an International Art Festival
write sentences describing their reaction to an event
write a biography about a famous writer from their country
summarise a text
report an interview
write a letter to the editor making suggestions
write sentences about whether graffiti is art or vandalism


TB PDF

Uploaded by

Copyright:

Available Formats

TB PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TB PDF

Uploaded by

Copyright:

Available Formats

01 City Stars 7 Ts Contents.

qxp_01 City Stars 7 Ts Contents 6/5/17 6:34 PM Page 1

Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,

Design and Illustration © Express Publishing, 2017

First published in this edition 2017

This book is not meant to be changed in any way.

Module 6 .............................................................................................................................................. p. 100

Language in Use ................................................................................................................................. p. 118

Revision Key ........................................................................................................................................ p. 124

Writing Bank Key ............................................................................................................................... p. 127

Word Formation Key .......................................................................................................................... p. 129

Key Word Transformations Key ........................................................................................................ p. 129

Student’s Book Audioscripts ............................................................................................................. p. 130

Evaluations ......................................................................................................................................... p. 139

Introduction to the Teacher

Writing Writing Bank

• Flashcards. Flashcards made out of magazine or D Speaking

C Listening and Reading G Assigning homework

H Correcting students’ work • Group work

block of flats, bungalow, semi- 6 To revise/practise collocations

7 To revise/practise vocabulary for

8 To revise vocabulary for natural

9 To identify appropriate responses to

Work & Play

1h Writing 19 ▶▶ What’s in this module?

OVER TO YOU! Suggested Answer Key

duty (n): the responsibility that sb has in their job

b) To read for specific information Speaking & Writing

• Draw Ss’ attention to the grammar box. Suggested Answer Key

Suggested Answer Key • Play the recording and ask Ss to follow in

4 to be enthusiastic and patient (line 24) Answer Key

3 come around to my house • Explain/Elicit the meaning of words in the

Reading • Explain the task and remind Ss that synonyms

• Read the phrases aloud and ask Ss to follow

Listening wetsuit (n): a tight-fitting suit that is worn by

5 To read for specific information 6 To practise new vocabulary

Voluntary work 3 To consolidate information in a text

b) To predict the content of a text and 4 To consolidate new vocabulary

5 To practise infinitive and -ing forms Answer Key

• Revise infinitive & -ing forms. 1 good at organising

Speaking • Ask Ss to read the letter.

• Ask Ss to write 120-150 words and to check

Answer Key Answer Key

You cut a large hole in the ice as an entrance and

Answer Key • prepare dive carefully, can be dangerous

Culture and Stories

2c Culture Corner 30 2h Writing 37

2i Curricular: ICT 38 ▶▶ What’s in this module?

Skills 2 40-41 2 To practise the Past Continuous

2a Seeing the world BACKGROUND INFORMATION

Chicago, USA, is the largest city in the US state

grab (v): take or seize sth quickly Speaking

• Go through the table with Ss and explain the

1 To introduce the topic and listen and Answer Key

8 To compare the Past Continuous and

3 To expand the topic and consolidate

breathtaking: amazing & impressive

2 To read for structure and order of events Grammar