Out and About 2 Teacher S Book PDF

English for Spanish Speakers
tEaChEr’s bOoK 2
Bachillerato
Batxillerat
Batxilergoa
Bacharelato Annie McDonald
TeAcHeR’s bOoK 2
Bachillerato
Batxillerat
Batxilergoa Annie McDonald
Bacharelato
ENGLISH FOR SPANISH SPEAKERS
The ENGLISH FOR SPANISH SPEAKERS editions help Spanish-speaking learners overcome the difficulties they face
when learning English. This is achieved by integrating our expert knowledge of Spanish speakers with information
taken from the unique Cambridge English Corpus.
Our in-depth understanding of Spanish-speaking learners is the result of extensive research carried out by our
locally-based editorial team and is clearly evident in our ENGLISH FOR SPANISH SPEAKERS editions. This guarantees
that the topics and activity types are relevant to Spanish-speaking learners of English, with a focus on areas of
language which are typically problematic. Extra support is also provided for teachers of Spanish speakers through
detailed teaching notes and specifically-designed ideas for the classroom.
The Cambridge English Corpus is a multi-billion word collection of written and spoken English. It includes the
Cambridge Learner Corpus, a unique bank of exam candidate papers. Our authors study the Corpus to see how
English is really used, and to identify typical learner mistakes. We use this system to identify which words,
grammar patterns or language structures cause the most problems for Spanish-speaking students learning
English. As a result, ENGLISH FOR SPANISH SPEAKERS editions are able to confidently address the common mistakes
that Spanish-speaking learners make, and give extra practice and tips to avoid these typical errors.
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© Cambridge University Press 2015
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no reproduction of any part may take place without the written
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First published 2015
Printed in Spain
Legal deposit: M-7145-2015
978-84-9036-808-4 Teacher’s Book 2
978-84-9036-806-0 Student’s Book 2 with Common Mistakes at Bachillerato Booklet
978-84-9036-807-7 Workbook 2 with downloadable audio
978-84-9036-809-1 Class Audio CDs 2
978-84-9036-810-7 Teacher’s Resource Disc 2
978-84-9036-811-4 Teacher’s DVD with Activity Booklet
978-84-9036-813-8 PAU Test Generator
Additional resources for this publication at www.outandabout.es
Cambridge University Press has no responsibility for the persistence or accuracy of
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and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.
Contents
Introduction vi
Unit 1 Getting away from it all T5
Unit 2 Going up in smoke T17
Review 1 T29
Unit 3 You are what you eat T31
Unit 4 Telling tales T43
Review 2 T55
Unit 5 A head for business T57
Unit 6 In the spotlight T69
Review 3 T81
Life skills 84
Language reference 90
Writing guide 100
Exam tips 106
Irregular verbs 111
Audio scripts T113
Workbook answer key T119
Introduction
COURSE AIMS tips for the skill in question. Examples include planning and
organising, wise use of resources and stress management.
The final Bachillerato exam and the University Entrance Exams Out & About also addresses the growing need for a more
are the key to success in this stage of students’ learning, but balanced approach to the skills for Bachillerato students who,
education goes beyond the classroom and exams. This is as adults, may well find themselves in situations, either in their
the fundamental idea behind the creation of Out & About – a personal or their professional lives, where they need to be able
course which gives solid language and skills development for to communicate orally in English. Without sacrificing the need
the exams but also helps to prepare students for the world in to work on the skills tested in the university entrance exam, the
which they will live as adults. course also gives multiple opportunities for students to improve
English for Bachillerato their listening and speaking skills. Specific pages deal with all
four skills and also offer an opportunity for students to work on
Out & About has a clear and thorough grammar syllabus with these skills in a more integrated way: there are opportunities
ample practice in both the Student’s Book and Workbook. for speaking and listening on reading pages, speaking on the
In the Student’s Book, students will find two whole pages listening pages and reading on the writing pages.
in each unit dedicated to grammar practice and there is a All in all, Out & About provides Bachillerato students with solid
comprehensive ten-page Language reference at the back of preparation for the university entrance exam and offers a unique
the book. The Workbook offers an extra two pages per unit of springboard for the adult life they are about to embark on.
grammar practice.
Each unit in the Student’s Book also includes two pages of KEY FEATURES
vocabulary presentation and practice, the first of which focuses
on a topic area and the second on word-building - an essential • Vox-pop videos, featuring real English-speaking teenagers
feature of the university entrance exam. A further two pages talking about their lives and beliefs, offer a model for
of practice can be found in the corresponding Workbook extended speaking tasks, whilst documentaries give students
unit, and there are six pages of vocabulary reinforcement the opportunity to discuss the Student’s Book themes in
and extension in the Vocabulary builder at the back of the greater depth.
Workbook. In addition there is a strong focus on phrasal verbs • Life Skill sections focusing on such areas as planning and
in the course with at least four phrasal verbs being taught and organising, wise use of resources and stress management
practised within each Student’s Book unit. A list of common help students to develop skills that they will need both
phrasal verbs, alongside their meaning, is included at the back during the years that they are studying and later on in life,
of the Workbook. A unique feature of the course is the PAU- whether or not they will be using English in the real world.
specific wordlist also included in the Workbook. Each Life Skill page finishes with a list of ten top tips.
Out & About also has a strong focus on the skills • Streetwise boxes pull out natural, colloquial language from
needed to pass the university entrance exam. Many of the texts and focus students’ attention on a language area which
comprehension questions accompanying the reading texts is not normally taught in the classroom and which will
in each Student’s Book and Workbook unit reflect the style of engage students’ interest.
those to be found in different exams around the country. On • Tip boxes, for example using context to guess the meanings
the writing pages in the Student’s Book, students are carefully of words in a text, give the students short learning strategies
guided through the steps needed to successfully write the for all four skills and give them the opportunity to put the
typical text types to be found in university entrance exams: strategies into practice.
descriptive essay, opinion essay, letter of application, etc. They • Exam focus sections on all reading pages give students help
are given a second chance to write these kinds of texts in the in answering typical exam questions by going through the
corresponding Workbook unit. tasks step by step.
There is a bank of mock practice exams, including speaking • Idioms sections on all listening pages invite students to work
and listening tests at the back of the Workbook. out the meaning of common expressions in English.
On the Teacher’s Resource Disc, there are additional • Phrasal verbs are presented in context and defined in a glossary.
grammar and vocabulary practice worksheets, skills work and They are then practised on the following vocabulary page.
mock exams.
A COURSE FOR SPANISH SPEAKERS
Preparation for the real world
• The Common Mistakes at Bachillerato booklet, packaged
Students using Out & About are on the cusp of becoming with the Student’s Book, highlights errors Spanish-speaking
adults and will increasingly find themselves having to deal students of English typically make, such as adjective order,
with the real world. Out & About takes its role in helping them the difference between less and fewer, prepositions of place. It
prepare for maturity very seriously. Unit topics deal with issues also provides practice in the correct use of the language and
of relevance to the age group – travel, health, the world of tests after every three errors.
work, etc. and students are encouraged to give their opinion • False friend boxes draw students’ attention to words that are
on these subjects after working through the reading and often confused in English and Spanish by asking them to
listening texts. translate English sentences containing the words, into Spanish.
Special Life Skill sections are also included in each unit. • Get it right boxes highlight common grammar and vocabulary
In these sections, students are invited to identify a real-life mistakes made by Spanish speakers of English.
problem, suggest a solution and apply it to their own life. • Pronunciation tasks in every unit offer an original and fun
The skill is expanded on in a dedicated page at the back of approach to improving students’ pronunciation and focus on
the Student’s Book and each page ends with a list of ten areas of special difficulty for Spanish-speaking students.
vi introduction
ws
Introduction
bs, adjectives,
ion
g about a TV Components
drama
ww.cambridge.es/outandabout
drama
For students For teachers
ging right from wrong
Student’s Book Teacher’s Book
The Student’s Book contains six units and The Teacher’s Book provides teaching notes
or students provides comprehensive coverage of all the
grammar and vocabulary in the Bachillerato
For teachers for each unit, including suggestions for
optional activities and is interleaved with
syllabus, alongside a thorough treatment the pages of the Student’s Book. It also
of all four skills. It comes packaged with the includes:
Common Mistakes at Bachillerato booklet. The • an introduction to the course
Student’s BookStudent’s Book also offers: English for Spanish Speakers
• a listTeacher’s Book
of key features
• threeprovides
The Student’s Book Reviews comprehensive • a description
The Teacher’sof theBook provides all the teaching not
components
• Life skill
coverage of all the grammar pages and vocabulary in the • Teaching notes for the Life skill pages with the pages of
for each unit and is interleaved
• a comprehensive
Bachillerato syllabus with a thorough Language referenceof
treatment • audio scripts
Student’s Book. It also includes:
• a Writing guide
the language skills. It comes packaged with the • An introduction to the methodology
• Workbook answer key
Common Mistakes • 100 atexam tips reference
Bachillerato booklet. The
• Irregular verb list. Class Audio CDs • A list and description of the components
TeAcHeR’s bOoK 1
StUdEnT’s bOoK 1 Student’s Book also offers: • An explanation of the ‘Life skill’ syllabus
These include all the recordings from the Student’s
Bachillerato
• 3 Term reviews • Audioscripts

Batxillerat
Common Mistakes at Bachillerato

Batxilergoa Annie McDonald
Bacharelato
Book. The Workbook audio is available online for

• A comprehensive Grammar and Vocabulary
This handy booklet, packaged with the Student’s download Class Audio CDs
from www.outandabout.es.
to
OUT & ABOUT

referenceBook, looks at the errors Spanish-speaking
a Mark Hancock Audio CDs
OUT & ABOUT
These include all the recordings from the Studen

to Annie McDonald Recordings for the
Student’s Book
and Workbook
• A Writing Guidemake and offers practice in correct usage.
1
Teacher’s ResourceBook.
Disc The Workbook audio is available online for

students
1 Audio CDs
• ‘Life skill’Progress
pages is monitored through regular tests. The
The Teacher’s Resourcefrom
1 download Disc outandabout.es.
LeVeL
• False friends reference provides a wealth of

booklet includes pages
a full answer key, making it ideal
extra resources including grammar worksheets

for self-study. Teacher’s Resource Disklistening
at two levels, vocabulary worksheets,
Common Mistakes at Bachillerato The Teacher’s Resource Disk provides all the ext
practice, speaking practice, writing practice,
Workbook
This handy with downloadable
booklet, packaged with audio
the Student’s resources teachers need, with
translation practice, literature worksheets, PAUextra language pra
Book, looks at the
Theerrors students
Workbook make.
offers extra It alsoin the
practice worksheets,
exam practice ready-to-use
and unit, end-of-term andtests
final and extra exam
explains how tocontent
make sure they get it right
of the Student’s Book. Extra andsections practice.
tests at two levels.
monitors progress through regular tests. The
are included to offer even more help:
booklet includes a full
Exam answer
practice, key making
Listening & Speakingit ideal
tests, a Teacher's DVD
for self-study. Vocabulary builder, a PAU-specific wordlist,
The Teacher’s DVD contains all the videos from
Phrasal verbs glossary. All the audio from the Teacher’s
the course DVD with an Activity
and is packaged
Workbook withWorkbook
downloadable audio
is available for download from This DVD contains all the videos
Book with photocopiable worksheets for use of the course,
The Workbook www.outandabout.es
closely follows the Student’s
and the scripts can accompanied by an Activity Book with photocop
with the videos in class. Teacher’s notes on
Book structure be
andfound at the all
provides backtheofextra
the book.
practice how to exploit the videos are also included. Teacher’s note
video worksheets for use in class.
students could need. Extra sections have been how to exploit the videos are also included.
Augmented Reality
included to off er evenApp
more help: exam practice,
listening andThis
speaking practice,
unique app allows astudents
vocabulary
to scan the Online PAU Test Generator
wOrKbOoK 1
builder, a PAU Glossary,
opening page phrasal verbs,
of each unit and access to
for direct
Online
The onlinePAU Test Generator
Cambridge PAU Test Generator
audioscripts.multimedia resources on their smartphone or
tablet. The online
allows teachersCambridge
to produce PAU Test Generator allows
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All the audio from the Workbook is available for teachers
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to Claire Thacker
For students and teachers the exam. Listening and

the exam. Listening and speaking tests tests are also in
speaking
Augmented Reality App are also included. When new University
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Website Entrance
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unit opening page for direct access on their be updated to reflect these changes.
The dedicated website
smartphone outandabout.es
or tablet to multimediaoffresources.
ers extra resources
for students and teachers, including audio files, videos, Digital Out & About
Digital Out & AboutDigital Student’s Book and Workbook for classro
activities and the ‘tips and tricks’ section that gives students
help with using English in the real world presentation, with
Digital Out all the
& About videos,
includes theaudios, answer
interactive activities,
Student’s the
Book and digital Teacher’s Book a
Workbook
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for classroom Disc materials.
alongside the videos and audios.
It also includes answer keys,
interactive activities, the digital
Teacher’s Book and the Teacher’s
Out & About Digital Resource Disc materials.
introduction vii
For learners For teachers
• Digital Student’s Books and Workbooks • Digital Out & About is a powerful presentation
Introduction
Student’s Book unit structure
Unit 1
Getting away from it all
UNIT OBJECTIVES
• find out about travel
• read and understand a text on travel
• topic words: travel words
• listen to a traveller’s story
• grammar: tense review
• word building: ways of travelling
• speaking: complaining
• writing: a description essay
• life skill: planning and organising
Each unit begins with a large, impactful photo related to the topic of the unit, which arouses
curiosity and encourages students to talk about the theme of the unit freely. Several questions are
provided on the page itself and there are further questions for discussion in the Teacher’s Book.
Look at the photo. Talk to your

partner for one minute about what you
can see.
VIDEO 1 VIDEO 2
Think about these questions:
• what can you see in the photo?
• where do you think the photo was taken?
• do people travel long distance by bus in
your country?
How do you travel when you go on holiday? Why?
getting away from it all unit 1 55
Reading
Reading
The second and third pages of each unit are dedicated to a stimulatingUnit 1
1
Look at the photos, title and sub-headings.
Choose the best answer according to the text. Only one
Look at the photos, title and sub-headings.

answer is possible. Compare and discuss with a partner.
1
What kind of tourist do you think the article is for?
6 Find these sentences in the text and rewrite them in
your own words. Follow stages 1 – 3 in Exercise 5.
There are literally hundreds of trips to choose
between, from budget to luxury.
7 OF THE BEST THINGS TO DO
IN6 THE
FindBRAZILIAN
these sentences AMAZON
in the text and rewrite them in
reading text and corresponding questions. All of these reading pages
M contain tips, exam focus sections, phrasal verbs and Streetwise boxes.
a Somebody who wants to be physically active all the time.
2 Manaus is the place where two of the world’s biggest THE OPERA HOUSE
Choose the best answer3 according to the text. Only one
anaus is the city at the very spectacle of whirlpools 6 km long. You
b Somebody who wants to travel by as many means of
transport as possible.
rivers meet.
The area also has caves, home to bats and lizards.
your own words. Follow stages 1 – 3 in Exercise 5.
heart of the Brazilian Amazon,
a four-hour flight from Rio de
25 In the late 19th century, Manaus was a
legendary city because of the wealth of
can go on a boat trip to take a look and
you’ll probably get to take photos of
answer is possible. Compare and discuss with a partner.

c Somebody who is looking for holiday adventures.
4 The beach at Ponte Negra, 14 km west of the city, has
sands equal to any ocean beach. 5
Janeiro. There’s plenty to do
here, from boating and hiking to relaxing
the rubber trade. The Opera House gives
1 There are literally hundreds of trips to choose
you a flavour of that glamorous past. No
freshwater dolphins as an added bonus.
MAGICAL WATERFALLS
The comprehension questions follow the style of the university entrance

on the beach or even an evening at the expense was spared in its construction.
Tip
What kind of tourist do you think the article is for?
Use what you know about parts of words and
the context to help you guess their meaning.
7 Answer the questions according to the information in
the text. Use your own words.
opera, so check out the options!
between, from budget to luxury.
30 With marble from Italy, ironwork from
Glasgow and 198 chandeliers of Murano
55 If you want some relaxation away from
the dust and heat of Manaus, head for
1 Why are smaller boats best to travel into the forest in? JUNGLE HIKES glass making up the theatre, this is a the picturesque ‘Land of Waterfalls’, a
2 a Somebody who wants to be physically active all the time.

Read the definitions. Match them with the words
highlighted in green in the text. Then translate the
2 Why, according to the writer, should you visit the
Opera House? 2 Manaus is the place where two of the world’s biggest
Book a tour from a certified tour
operator. A good guide will know the
must for sightseers. two-hour bus ride from the city. The
place will carry you away with its lush
rivers meet.
3 How did the rubber barons make their money? 10 best places to see birds such as parrots vegetation, tranquil pools for swimming
3 The area also has caves, home to bats and lizards. exams and each reading page ends in an exercise which gives students
60
1
b Somebody who wants to travel by as many means of
words into your language.
extremely exciting, beautiful or surprising (adj)

4 What can you learn about in the Rubber Plantation
Museum?
and macaws, as well as monkeys and
other exotic fauna. On a budget trip,
in, and fairy-tale atmosphere. The area
also has caves, home to bats and lizards.
transport as possible.5 Why might a person want to leave Manaus for the you’ll sleep in a hammock in local style
2 making you feel less hot or tired (adj)
Magical Waterfalls? cabins and eat local dishes such as fish, PARTY ON THE BEACH
3 having a magical, attractive or beautiful quality (adj) 15 beans and rice. But watch out for the The beach at Ponte Negra, 14 km west
4
c Somebody who is looking for holiday adventures.
attractive in appearance, especially in an 8 Imagine you are going to the Amazon. Choose
4 The beach at Ponte Negra, 14 km west of the city, has
creepy-crawlies, and don’t forget your of the city, has sands equal to any ocean
the opportunity to talk about the topic they have read about.
old-fashioned way (adj) three trips to go on and tell a partner. malaria tablets! 65 beach. This is where the people of
5 needing a lot of hard physical effort and making THE RUBBER Manaus come to socialise, picnic, listen
6
you feel extremely tired (adj)
very famous and admired or spoken about (adj) Phrasal verbs
BOAT RIDES sands equal to any ocean beach.
There are literally hundreds of trips to
PLANTATION MUSEUM
The wealth of the rubber barons of
to live music and dance. The brown
water is not ideal for swimming but fine
choose between, from budget to luxury. 35 Manaus was built on the slave labour for a refreshing dip, and there are no
Tip
check out sth / sb or check sth / sb out: to examine 20 Smaller boats can take you deep into the of local Indians. A visit to the Museu do 70 piranhas to worry about!
3 Read the text quickly – in about three minutes! Was something or get more information about it in forest, where you have the best chance Sringal Paraiso, which is restored from an
your answer to Exercise 1 correct? order to be certain that it is true, safe or suitable
watch out for sb / sth: to be careful to notice 7 Answer the questions according to the information in
of seeing caiman and piranhas. The rivers
are lined with unspoilt forest, and you’ll
original rubber plantation, will take you
Streetwise
right back to those dark days . Here you
4
Use what you know about parts of words and
1.01 Read the text again and listen. Say what you
would do if you wanted to …
someone or something interesting
make up sth: to form a particular thing, amount or
see the amazing giant water lilies. 40 will learn about the awful conditions and
it’s a must
backbreaking work, as well as seeing
• meet local • have peace • see insects number as a whole
people the andcontext
quiet to help you guess their meaning. take sb back: if something takes you back, it makes a practical demonstration of how the Must can be used as a noun
Exam focus: rewriting

you remember a period or an event
be / get carried away: to become so excited
about something that you do not control what
1 Why are smaller boats best to travel into the forest in?
rubber was extracted from the trees. when we want to say that
something is necessary.
The opera house is a must
for sightseers.
sentences in your own words you do or say
2
5
Read the definitions. Match them with the words
Follow stages 1 – 3 for rewriting sentences in your own
words. Opera House?
1 Look at the sentence and identify the key words.
In the late 19th century, Manaus was a legendary city
because of the wealth of the rubber trade. 3 How did the rubber barons make their money?
THE MEETING OF THE WATERS
2 Think about how you would say the information if you Get it right
Manaus is the place where two of the
were telling a friend: You should:
a change the structure.
We say:
✓ It's the colour of black coffee.
45 world’s biggest rivers meet. One of
them, the Rio Negro, is the colour of
Museum?
b use synonyms. black coffee. The other, the mighty
✗ It's the colour of black coffe.
c start a sentence or clause with a different subject. Amazon (or Solimões), is the colour of
1 extremely exciting, beautiful or surprising (adj)
Now write your new sentence. white coffee. Where the rivers meet, the
3 Reread your sentence and check you have included all
the key information and that your wording is different. 5 Why might a person want to leave Manaus for the
50 colours begin to mix in a breathtaking

06 unit 1 getting away from it all Magical Waterfalls? getting away from it all unit 1 07
3 having a magical, attractive or beautiful quality (adj)

4 attractive in appearance, especially in an 8 Imagine you are going to the Amazon. Choose
old-fashioned way (adj) three trips to go on and tell a partner.
5 needing a lot of hard physical effort and making
Phrasal verbs
1
6 very famous and admired or spoken about (adj)
Vocabulary Listening Unit
check out sth / sb or check sth / sb out: to examine
3 Read the text quickly – in about three minutes! Was something or get more information about it in
your answer to Exercise 1 correct?
Vocabulary
The first vocabulary page draws on and develops vocabulary related to
Listening
order to be certain that it is true, safe or suitable
Unit 1
4Travel
Travel 1.01 Read the text again and listen. Say what you A traveller’s story A traveller’s story
watch out for sb / sth: to be careful to notice
someone or something interesting
1 Find thewould do
words in the box if you wanted
in the photos. 4 Matchto …in the box with their meanings.
the words
the theme of the unit. Students are introduced to the vocabulary through
make up sth: to form a particular thing, amount or
• • • number a travel as a5 whole

a – local dishes, market Listen to the last part of the story and 1.04
travel voyage tour trip 1 You will hear someone describing
1 Find meet thelocal words in the1 box
accommodation beaches bus ride fauna have inpeacethe photos. see insects experience 4 following
in Brazil. TheMatch the
words are in the words in the box with their meanings.
complete the sentences. Write no more than three
matching Listen exercises,

Discuss with a partner. take sb back: if something
often using images and then go on to put these

1 The motor on the back of takes you and back, it makes
a journey in which you go somewhere, usually for a story. What do you think might have happened? words for each space. Compare with a partner.
local dishes market scenery vegetation waterfall
a people 2 and quiet

short time, and come back again (n) the boat
a – local
b dishes,
c market d
to make a journey, usually over a long distance (n or v)
5 to the last part of the story
you remember and
water started coming in.
awater
period
came up to or an . event 1.04
3 a long journey, especially by ship (n)
4 a visit to a place or area, especially one during which
1 You
travel will hear
voyagesomeone
2 The
3 When tour describing
they slowed down,trip a travel
the front of the boat wasn’t
be / get carried
complete the sentences. Write no more than three away: toany more.
become so excited
Exam focus: rewriting
up
experience in Brazil. The following words came past. are in the
you look around the place and learn about it (n or v)
accommodation beaches bus ride fauna

lexical items into practice.
4 After about half an hour, a
See Language Reference on page 90.
words for each 1 about

space. Compare withsomething
a partner. that you dous not control what
5 The people in the ferry and took us back
Tip story. What a journey

do youinthink which might
to Manaus.
you go have somewhere,
happened? usually for a
sentences in your own words
5 Complete the sentences with the words from Exercise 4.
local dishes market1 I wentscenery
2 Complete the text with the adjectives in the box. There
on a sightseeing vegetation
of Italy last year. waterfall you do or say
Idioms
Listen carefully for linkers to help you understand
may be more than one possibililty.
shortatime,
Discuss with and come back again (n)
partner.
2 100 years ago, going to New York was a two-week 1 The motor on the back of the boat
detail.
and
2 to make a journey, usually over a long distance (n or v) The listening page introduces students to different listening genres
breathtaking colourful exotic lush luxury .
6 Read these extracts from the conversation. Match the
mouth-watering picturesque scenic unspoilt 3 I went to Madrid on a shopping water started coming in.
last weekend. 2 1.02 Listen to the first part of the story. How many idioms in bold with their meanings.
a stages 1 – 3 bfor rewriting sentences

c in your own d
4 I hate heavy luggage – I prefer to light. times does the speaker use the following linkers? 1 I wanted to get away from it all and see some jungle.
5 Follow COME TO 2 The water came up to and
.
because but so 2 … getting off the beaten track and seeing the wildlife.
COSTA RICA!
Tip 3 … the guide caught a small one so we could get up
words.
3 Can you remember what the speaker said
1.02
close and personal.
and3 Whenis based around the theme of the unit. The page not only provides
Make word spiders to help you remember before and after any of the words in Exercise 2? Compare
1 BREATHTAKING SCENERY
words in groups.
4 a visit to a place or area, especially one during which they slowed down, the front of the boat wasn’t
your ideas with a partner then listen again and check.
4 … and then, in the blink of an eye, the back fell off.

2 BEACHES
6 up 4
any more.
1.03 Listen to the next part of the story. Choose
a very quickly

Look at this word spider. Make more word spiders b somewhere peaceful
3 WATERFALLS the best answer according to the story.
relating to travel for three of the topics in the box. c go where other tourists don’t
4 VEGETATION
In the late 19th century, Manaus was a legendary city cabin
1 How did the speaker feel about the boat when she first
bed and breakfast
4 After about half an hour, a
self-catering flat
came past.
d experience something from very near
practice
5 The people in the ferry listening
in the us and took skill,
us back but also speaking opportunities. On each of
5 saw it?
FAUNA
ACCOMMODATION a worried c happy
because of the wealth of the rubber trade.
6
7 -
MARKETS
LOCAL DISHES
youth hostel hotel campsite b surprised d excited Streetwise
2 What was the problem with the boat when it was have had it
8 BUS RIDES environments fauna forms of transport travelling quickly?
2 Think about how you would say the information if you
9 ACCOMMODATION holiday activities holiday destinations
to Manaus. a Part of it was low c It wasn’t long
Have had it is an informal expression which we use
Tip5 Complete the sentences with the words from Exercise 4.

when something is finished or over or when something
the listening pages, there is also a section on idioms so that students learn
in the water. enough. has failed.
COSTA RICA HAS IT ALL! 7 b The motor d It was too I thought we’d had it when the back fell off the boat!
2 Complete
What is your idea of a perfect holiday? Where
the text with the adjectives in the box. There would you go? What would you do and see? Discuss was noisy. narrow.
Idioms
3 Make phrases with new adjectives.
with a partner. 3 How did the speaker feel when they got to a smaller river?
a change
may be more
scenery
the structure.
than one possibililty.
1 scenery which takes your breath away – breathtaking 1 I went
PV
on a sightseeing of Italy last year. a frightened
b excited
c happy
d relieved
7 Would you like to travel on the Amazon?
Why / Why not? Discuss with a partner.
detail.
some of these difficult expressions in context. Each of the listening pages
2 a bus ride which takes two hours –
b use synonyms.
3
4
work which breaks your back –
a journey which is ten miles long –
2 100 years ago, going to New York was a two-week
8 Make sentences from the box.
4 Why did they go out at night?
a to see the c to see the Reflection
vegetation starlight
1 He started
c start a sentence or clause with a different subject.
5
6
a cruise which is three weeks long –
food which makes your mouth water –
making a sand
castle and got
a place before

I travel there.
and ended
b to see alligator-
like creatures
d to get close
to the jungle
8 What helped you understand the listening?
• Thinking about the topic before listening.
2 Hearing flamenco carried out • Listening carefully for linkers.
mouth-watering picturesque
sentence. scenic unspoilt 3 I went
Listentoto
Madrid onpart
a shopping lastmany
weekend.
5 What did they do when they were staying in the cabin?
Now write your new 2 the first of the story. How
ends 1 I wanted to geta
with Reflection task, allowing students to reflect on how they listen
idioms in bold with their meanings.
up making
Get it right music always
3 I like to go on
check
takes me back
out
a sand city. a went swimming 1.02
c ate fish • Listening for specific information.
for snakes. b fed the fish d ate meat
times I
does hate
the heavy
speakerluggage
use –
the I prefer to
following linkers? light.
We say: the internet and

✓ I went on a school trip last year.
4 4 When you’re
in the jungle,
watch away
to my last
holiday in away from it all and see some jungle.
✗ I went on a school travel last year. Spain.
the key information and that your wording is different. and because but so
you have to
08 unit 1 getting away from it all
COME TO Tip Can you remember what the speaker said in order
3 … the guide caught a small one so wethis
to improve essential
2 … getting off the beaten track and seeing the wildlife.
could get up skill. getting away from it all unit 1 09
COSTA RICA!
06 unit 1 getting away from it all 3 1.02
close and personal.
before and Make word
after any ofspiders to help
the words you remember
in Exercise 2? Compare
words in groups. 4 … and then, in the blink of an eye, the back fell off.
1 BREATHTAKING SCENERY your ideas with a partner then listen again and check.
2 BEACHES a very quickly
4 LookListen
6 1.03 at thistoword
the next part
spider. of the
Make morestory.
wordChoose
spiders b somewhere peaceful
3 WATERFALLS the best answer
Grammar4 relating to according to theofstory.
travel for three the topics in the box. c go where other tourists don’t
VEGETATION 1 How did the speaker feel about
cabin
the boat when she first
self-catering flat d experience something from very near
5 saw bed
it? and breakfast
FAUNA
a worried c happy
ACCOMMODATION
Grammar
Tense review
7
6 MARKETS
youth hostel
b surprised
1
hotel d excitedcampsite The grammar pages develop areas of grammar already encountered in
Streetwise Unit
-
Tense review LOCAL DISHES 2 What was the problem with the boat when it was
Present and imperative8
Present and imperative

PresentBUS
perfect continuous
RIDES Past environments
travelling
Present
quickly?Futurefauna
perfect continuous
the reading
have had it
text and the listening. A guided discovery approach is used
forms of transport
9 a Partholiday activities holiday cdestinations
1 Complete the text with the correct form of the verbs 4 Read the sentences and answer the questions. 7 Complete the sentences with the verbs in brackets. Put 11 Work with a partner. Match the beginnings and
ACCOMMODATION
in the box. Use present simple, present continuous or 1 She has been living in Rome for the last two weeks. of it was low
one of them in the past simple and the other in past It wasn’t long endings of the sentences, then ask each other the
when something is finished or over or when something
to Iencourage students to focus on examples of the language in context
imperative forms. 2 I’ve been making a chocolate cake. Look! I’ve got continuous or past perfect. questions.
drive get look make move say

chocolate all over my hands.
in the water.
1 While we were sailing down the Amazon, the back fell
enough. 1–c
has failed.
CompleteCOSTA
off the boat. (sail/fall)
RICA
3 Clara is a very good football player – she’s been playing
theHAS ITform
ALL!of the verbs
sound steal think try turn say a after you finish
1 the text with
1
correct
football since she was six.
What’s the name of this tense?

2 I
travel)
3 When I
47b The
Read the
What sentences
Manaus while I
motor
to Brazil, I
and of
is your idea answer the questions.
in Brazil. (visit/
It was
adperfect too
holiday?
to South Where
1 What are you doing
thought we’d had it when the back fell off the boat!
2 What are you going
university?
b doing this time
and to discuss their uses and form. Ample practice of the target language
We 1 get angry too easily when we 2 are driving.
in the box. Use present simple, present continuous or How is it formed? 3 What do you next year?
was noisy. narrow.
2 America before. (go/never go)
Perhaps the car horn is part of the problem. It
like you 4 ,‘ 5
3
out of the way!’, or ‘ 6
4
3
How do you make the negative and question forms?
Can you match sentences 1 – 3 with these meanings?
4 The sun 1 She
would has
youbeen
when we
the morning. (rise/leave)
livingwould
go? What in Rome fordo
you theand
lastsee?
twoDiscuss
weeks.
the cabin in
think you’ll be
4 What do you
c on Saturday evening?
d to do in the summer
3which 7 imperative
Make forms.
phrases with new a adjectives.
where you’re going, idiot!’ What we need is a car horn
, ‘I’m sorry’. After all, we all
mistakes sometimes. Perhaps the traffic lights
8
9
an activity that has just stopped or has recently
stopped, whose effects are visible now
5 I
3 Howwith did the
2 I’veabeenspeaker feel
a piranha in the water when I
my teeth. (see/brush) when they got to a smaller
making a chocolate cake. Look! I’ve got
partner. river?
think you’ll do
holidays?
green while you 10 about something else. b an activity that began in the past and continues into 6 When I a photo, a spider my
1 scenery which takes your breath away – breathtaking chocolate all over my hands.
12 Match the sentences in Exercise 11 with the future
a frightened c happy
is 7
supplied, along with opportunities for speaking. A more detailed
Would you like to travel on the Amazon?
Perhaps you 11 someone’s parking spot which the present leg. (take/bite) forms below.
another driver 12 to use. The road would be a
drive
sceneryget look
better place if we could admit our make move say
c an action repeated over a period of time 7 I a parrot in the wild before I
the Amazon. (never see/visit)
going to for the future
mistakes with a
‘sorry’ horn! I'M SORRY!
5 Read the situations and complete the questions or
PV 3 Clara
b excited is
See Language reference on pages 92-93. a very good football player
d relieved – she’s been playing Why / Why not?
will for the future
future continuous Discuss with a partner.
2 sound steal
a bus ride think
which verbs intry
takes brackets. turn
two hours –say
sentences with the present perfect continuous and the
football since she was six.

present continuous future
4 WhyMake
8 did they go out at night?
Language reference section is provided at the back of the book.
2 1.05 Listen and check your answers. 1 Frida lives in Brazil now. She moved there four months ago. 8 Complete the sentences with the correct form of the
See Language reference on pages 93-94.
sentences from the box.

Reflection
verbs in brackets. Use past simple or present perfect.
Frida has been living in Brazil for four months.
3 work which breaks your back –
See Language reference on pages 90-91. 2 Sam disappeared this morning. I’m looking for him now.
1 Oh no! I ‘ve lost my keys and I can’t get in to the house!
a to1 see the the name of this tense?c to see the
13 Complete the sentences with the best future form of
3 Choose the correct option.

I him all morning. (look for)
(lose)
2 Alice What’s
to Portugal on holiday, she
the verbs in the box.
4Wea journey whichtoo

1 get angry is ten miles
easily longwe– 2 are driving.
when
1 My family (live / are living / have lived) in Galicia since 2010.
3 A friend tells you he’s learning English. You want to
know how long.
to Brazil, but she’s home now. (not go, go)
vegetation starlight be buy lend lie
2 My grandmother (stays / is staying / has stayed) with How long English? (learn) He started
2 1 How is it formed?
3 Can I borrow your phone, please? I need to make a call
5Perhaps
us at the moment.
thewhich
a cruise car horn is part
is three of the
weeks problem.
long – It 3
4 Ben doesn’t feel well. He hasn’t been to school this week.
and my phone . (break)
1
a place before8
Just think – this time next week, we’ll be lying on the
What helped you understand the listening?
3 My father (works / is working / has worked) at the 4
b to3 see
Alex
How alligator-
making a sand
do you make d to get
a headache this morning?
the negative andclose question

beach in the sun!
I travelforms?
Ben all week. (feel) (have)
there.
port in Vigo. 2 I hate this suitcase. I _________ a new one!
6likefood
you which
4 , ‘ 5yourout of the way!’–, or ‘ 65 Chloe doesn’t speak much Chinese. She only started 5 I the tablet, it her! (not drop , be)
makes mouth water
4 He (works / is working / has worked) there for five years.
classes two weeks ago. 6 like creatures
it castle and got4
3
raining now? (stop) to the jungle
Look at the clouds. I think there _________ a storm.
5 He (drives / is driving / has driven) there every morning.
where you’re going, idiot!’ What we need is a car horn
Chloe Chinese for very long. (speak)
4 Can you match sentences 1 – 3 with these andmeanings?
Don’t worry if you’re short of cash. I _______ you some.
ended
carried out in the • Listening carefully for linkers.
6 He (teaches / is teaching / has taught) me to drive at 9 Complete the text with the correct form of the verbs in
the moment. 6 Complete the sentences with the verbs in brackets. Use
5 What2did they do
Hearing when
flamenco
14
they were staying
brackets. Use past simple, past continuous or past perfect. cabin?
Think about your ideas for 1–7 below. Tell a
partner. Are any of your ideas the same?
which 7 , ‘I’m sorry’
. After all, we all 8 present perfect simple or present perfect continuous.
a an activity that has just stopped or hasup making
recently
• Listening for specific information.
When I 1 was staying
Get
Get it right
itsometimes.
right Perhaps
Name one thing …
a wentmusic always1 check out

1 I’ve sent at least five emails today. (send) (stay) in Lisbon, I
swimming
2
effects careate fish nowa sand city.

you are doing right now.
mistakes the traffic lights stopped, whose visible
It for two hours. (rain) (go) out one evening to
We say:
2
3
9 you ever on a cruise? (go)
2
a concert. I 3 (buy) you’ve never done.
I like
b fed3 bthe to go on43 takes meate back
the ticket in advance you did last summer.
green while you about something else. anfish meat
✓ Have you ever been to Italy? My uncle in many different countries. (live)
began ind the

4
10 because it was a very
✗ Have you ever went to Italy?
5 Joe here since 9.30 this morning. (wait)
activity that
popular band. While past and for snakes. into
continues
you wish you hadn’t done.
the internet and

you think will happen in the future.
We say: I
5 (walk) back
Perhaps you someone’s parking spot which watch away
6 I a lot of books about the Amazon. (read) 4
11
the present7
to the holiday apartment afterwards, I 6 5 (notice) you do at least once a week.
to my last
7 I to ring you all morning. (try)
Tip We all night and we’re exhausted. (travel)
a man following me. I 6 (run) all the way to the you are going to do this week.

8
Remember we use time expressions like How long,

door in a panic and
4 When you’re
7 (look) for my key, but it had
gone. Then the man who
c an action repeated over a period of time
(follow) me arrived. He
holiday in
8
for, since, all day, the whole week… with the present
See Language reference on pages 91-92. 9 (give) me the key. It 10 (fall) out of my bag
better place if we could admit our in the jungle,
perfect continuous.
while I was leaving the concert and the man 11 (see)
✗ I went on a school travel last year.
How long have you been waiting?
I’ve been waiting all day!
it happening and followed me to return it.
Spain.
mistakes with a 10 1.06 you have to
Listen and check your answers.
5 Read the situations and getting complete the questions or
‘sorry’ horn!
10 unit 1 getting away from it all I'M SORRY! away from it all unit 1 11

08 unit 1 getting away from it all verbs in brackets. getting away from it all unit 1 09
2 1.05 Listen and check your answers. 1 Frida lives in Brazil now. She moved there four months ago.
viii introduction See Language reference on pages 90-91.
2 Sam disappeared this morning. I’m looking for him now.
1 My family (live / are living / have lived) in Galicia since 2010. know how long.
2 My grandmother (stays / is staying / has stayed) with How long English? (learn)
Introduction
Vocabulary Speaking Unit 1

Vocabulary Speaking
The second vocabulary Life skill Skills
Unit
page in the unit concentrates on an aspect of
1
Ways of travelling Complaining
word building. Students are given ample practice in this area and are
Ways of travelling Complaining Life skill
Skills
Organising an excursion
Transport
6 Work with a partner. Say where you get to if you 1 Look at the photo. What do you think
Transport
travel in different directions from where you are now. would attract people to go on this tour?
1 6 LookWork
encouraged to understand the workings of the language and develop as
at thewith
photo.
a partner.
What do Say
youwhere
thinkyou get to if you
1 Match the transport phrases in A and B. If you travel southward, you’ll reach Seville. It’s about five Discuss with a partner.
by air – by plane hours by car.
2 1.09 Read and listen to the conversation. Do you think Emma is right to complain?
A
by air by road
B
by boat by train
7 What are the opposites of these directions?
1 eastward 3 outward 5 upward
wouldtravel
attractin people
Tour operator: Hello, can I help you?
different
Emma: Hello, yes, I’m calling to complain
todirections
go on thisfrom
tour?where you are now.
Emma: But the next boat was three
hours later! I think your advert was
misleading.
Discuss with a partner.
2 northward 4 forward
1
about a tour I went on yesterday.
Match the transport phrases in A and B.
independent learners.
If you travel southward, you’ll reach Seville. It’s about five
by horse by sea by car on foot
Tour operator: OK, which tour was that, Tour operator: I’m sorry to hear that. We Identifying the problem
by rail by walking by plane on horseback
Pronunciation: full and reduced please? will try to make this clearer in future.
hours by car.
Please accept our apologies. Discuss with a partner.
by air – by plane vowels Emma: It was Amsterdam by Boat.

2 Use the phrases in Exercise 1 to describe the photos. Emma: Actually, I’d like a refund. 1 Who are the people in
Tour operator: And what was the
a – by air – by plane
2
problem?
Read and listen to the conversation. Do you think Emma is right to complain?
1.09 Tour operator: I’m sorry, that won’t be the photo and what
The speaking page deals with different functions of the language. The
possible. We could give you a voucher are they doing?
a b c Tip Emma: Well, according to the brochure,
we were supposed to stop at the
towards another tour, perhaps?
2 Imagine an excursion
A B
The reduced vowel () is the most common vowel
sound in English. The vowel is usually reduced in
unstressed syllables.
7 What areHello,
Rijksmuseum art gallery. In fact, the
the opposites of these directions? But the next
Emma: But I’m leaving tomorrow.
can I help you?

Tour operator: anything we canThendo.I don’t
boat only stopped there for ten minutes. think there’s
Tour operator: boat was three
like this. What could
go wrong? Think about Emma:
That’s not enough. I’m sorry. money, transport,
Emma: eastward
1 Hello, yes, I’m calling3tooutward
Tour operator: I see. But passengers who
5 upward
hours later! I think your advert was
Emma: Well, I won’t be recommending
complain
accommodation, food …
misleading.students are given a model text, which they can also listen to, and are
d
by aire byf road
8 by boat
1.07 Listen to the words. Indicate where the
vowel is pronounced in full.
by train want to stay longer can simply get off
and hop on the next boat.
you to anyone, then. Goodbye!
Suggesting a solution
northward
about2a tour 4 forward
I went on yesterday.
by horse by sea by car on foot 3 Find phrases in the conversation for the following functions: Compare with a partner.
full vowel reduced vowel
Identifying the problem

1 offering to help 3 apologising 3 You are organising
land // England //
Tour operator:
2 introducing a reason for calling
OK, which tour was that,
4 saying what you want I’m sorry to hear that. We
an excursion. What Tour operator:
by3 rail by walking by plane on horseback
Pronunciation: full and reduced then asked to identify certain phrases from the text which are typical of
ward // northward // preparations do you need to
3 Add more forms of transport to these groups.
1 by road – by car
2 by sea
overland
4 off-road
1 overland inland
2 southward outward toward eastward backward
island Poland woodland
Useful language please? will try to make this clearer in future.
make to avoid the problems
you thought of in Exercise 2?
Saying what’s Saying what you Saying you’re

Please accept our apologies.
Responding What about you? Discuss with a partner.
vowels
Emma: It was Amsterdam by Boat.
4 Which forms of transport do you think these people used? wrong want/don’t want unhappy to a complaint
Public transport
the function being practised.

are the people in They are also given a Useful language box,
1 Jake travelled overland from Madrid to London. Tell your partner or the class.
2 Use the phrases in9Exercise 1 to describe the photos.

Perhaps Jake went by rail, or perhaps he went by car.
It’s broken /
damaged.
Can I have a
replacement,
I don’t like
your attitude.
Certainly, I’ll get
Actually, I’d like a refund.
you another one.
1 Who
4 Have you ever been
Emma:
2 The national football team will be travelling to Florida.
Complete the conversation with the words in the box. It doesn’t
Tour operator:
please?
And what was the
I’m afraid it’s just I’m afraid I can’t give responsible for organising a
trip. How did you prepare?
do what it’s not good enough.
I’d like a refund. you your money
I’m sorry, that won’t be
3 Anita is trekking in the Andes.
4 Beyonce is doing an international tour.
direct first class
non-stop single
international
shuttle problem?
supposed to do. I’d like to speak back but I can give
you a credit note. the photo and what
Did anything go wrong?
How was the trip?
Tour operator:
where they find relevant expressions for the function. The final task brings
It doesn’t work. to the manager.
Directions A: What’s the fastest way to the 1 international airport? What it I’d rather have my
possible. We could give you a voucher
I’m sorry to hear that.
are they doing?
Tip
Emma: Well, according to the brochure,
says here is money back. Of course, I’ll call the
B: The airport express. It’s a service from here to the
2
Planning and
5 Complete the text with a airport and back, every 30 minutes.
b c
misleading. I’m sorry, but I don’t manager immediately.
towards another
Please accept tour, perhaps?
organising
we were supposed to stop at the
want to exchange
the words in the box. A: Do I have to change trains anywhere?
it for another. my apologies. 2 Imagine an excursion
When something works well
in English. The vowel is usually reduced in everything together and the students then carry out a speaking activity with
B: No, the service is 3 .
inland northward
southward towards
A: OK, I’d like two tickets please.
Rijksmuseum art gallery. In fact, the But I’m leaving tomorrow.and everybody has a good time,
like this. What could

there is usually careful planning Emma:
or return?
boat onlysound
Luton B: 4
and organisation behind it.
westward Stanstead 4 Work with a partner. Practise the conversation in Exercise 2.
A: Two returns, please. How long does it take?
stopped there for ten minutes. Then I don’t think there’s Tour operator:
5
go wrong? Think about

Heathrow London Luck helps those who help
B: It’s 6 , it only takes about 20 minutes. 5 Work with a partner. Make notes on one of these topics or choose your own. themselves!
That’s notunstressed
enough. syllables.
Gatwick the south
The south east of England
• You bought something online and it’s faulty.
Well,similar results to that of the model given

coast
anything we can do. I’m sorry.

A: OK, thanks. Remember: the best way to
has four main airports.
Heading 1 westward from London is Heathrow.
Heading 2 are Luton and Stanstead. Finally,
10 1.08 Listen and check your answers.
• You sent an email to a company and no one’s replied.
• You stayed in a hotel, and the staff were rude.
money, transport,
ensure that everything goes
well is by thinking things
heading 3 , 4 the south coast is
Gatwick. All of these airports are 5 , but there
11 Practise the conversation with a partner. Change
some of the words.
6 Tour operator: I see. But passengers who
Work with a different partner and have a conversation like the one in I won’t be recommending accommodation, food …
through properly beforehand.
Emma:
d
is a plan to build an airport on the south coast.
e f
Exercise 2. Take turns to complain about your problem from Exercise 5.
want
8 to stay longer canto
simply get offIndicate where
On this page, Suggesting there isa also solutiona Life skill section, which is then followed up in
12 unit 1 getting away from it all Listen the words.
1.07 you totheanyone, then. Goodbye! unit 1 13
overmatter
and hop
vowelon the next boat. in full.
is pronounced
3 Find phrases in the conversation forreduced

full vowel
1 offering to help
the following
vowel functions:
3 apologising
more detail at the back of
3 You are organising
the book.
Compare with a partner.
land // England //

Writing 2 introducing a reason for calling
ward // northward //
4 saying what you want an excursion. What
3 Add more forms of transport to these groups. preparations do you need to
1 by road – by car 3 overland 1 overland inland island Poland woodland make to avoid the problems
A descriptive
Writing 2 by sea essay
4 off-road These two pagesWhat deal with different genres of writing. A model text is
Useful
about you?
language
2 southward outward toward Unit 1
eastward backward
you thought of in Exercise 2?
A descriptive essay Saying what’s Saying what you

Responding Saying you’re
Writing 4
task: writeWhich
Writing task:forms
a descriptive essay
write of transport
a descriptive
about a TV personality do
you’d like to meet. (120
1 Jake travelled overland from Madrid to London.

– 150you
words). think these people used?
essay wrong
about a TV personality you’d supplied
want/don’t
like to meet. (120
I don’t like
want
to a complaint
– 150 words).
Certainly, I’ll get
for students
Tell
Signpost
your
to
partner
study. A step-by-step approach is used while
Public transport
or the class.
It’s broken /
Write!
Can I have a
unhappy
A TV personality I’d like to meet Writers use signposts to introduce contrast, for example,
students work through a series of tasks allowing them to then write a

the highlighted words and phrases but, in spite of, 9 Write a description of somebody you admire.

by Amanda Wong damaged. replacement, your attitude. you another one. 4 Have you ever been
although and despite. (120 – 150 words).
9 Complete the conversation with the words in the box.
A TV personality I’d like to meet

Someone I really like and admire on TV is the explorer Bruce Parry. He made a series
2 The national football team will be travelling to Florida. It doesn’t

called Tribe, about indigenous people. He visits tribes in barren deserts, snow-capped please? I’m afraid it’s just I’m afraid I can’t give
7
responsible for organising a
Choose the best signpost of contrast to complete the
sentences. Sometimes more than one answer is possible.
Steps
text in the
give genre given. Did anythingThere
go wrong? is a Writing builder on each of these spreads,
mountains and tropical jungles all around the world. But he doesn’t just film them, 1 She is a generous person, (but / in spite of / although) STEP 1: Getting ideas
do what it’s
he actually lives with them and participates in their daily lives as an equal. I’d like a refund. not good enough. you your money trip. How did you prepare?
not having much money.
3 Anita is trekking in the Andes. direct first class international
Bruce often goes into very dangerous places in the programmes. For example, when he was in
2 (But / Despite / Although) she hasn’t got much money, • Work with a partner. Choose a person you both admire.
• Brainstorm general reasons and specific examples
supposed to do. I’d like to speak
New Guinea, he found some hostile warriors. They were speaking, and we can see a translation back but I can she’s really generous.
of what the person has done.
by Amanda Wong
3 She hasn’t got much money, (but / in spite of /
4 Beyonce is doing an international tour. non-stop single shuttle
at the bottom of the screen saying, ‘Shall we kill him?’ Fortunately, Bruce managed to calm them
you a credit note.
although) she’s really generous. • Write notes of some adjectives you could use.
How was the trip?
whichI’m sorry to summarises the structure of each of the genres given. Signpost
• Write notes in an essay structure box like this.
It doesn’t work. to the manager.
down with his gentle ways. He always appears to be cheerful and fearless in spite of the danger.
Although I am adventurous I don't know if I could cope with the everyday danger, the pungent
4 He’s incredibly athletic, (but / despite / although) his age.
5 (But / Despite / Although) his age, he’s incredibly athletic. Introduction Detail Conclusion
hear that.
Directions
food and not knowing the language and I certainly wouldn’t do some of the things that 6 He’s quite old now, (but / in spite of / although) he’s (paragraph 1) (paragraph 2) (paragraph 3)
Someone I really like and admire on TV is the explorer Bruce Parry. He What it What’s
made a seriestheI’dfastest
Bruce does. For example, he eats crunchy, slimy insects for supper in South America, or does a ratherway
have
tomythe international airport?
still incredibly athletic.
A: 1
service from here toboxes, Useful Planningboxes
language and an Improve your writing section all help
rhythmic tribal dance without any clothes in Africa. But perhaps the thing I admire most about
says here is Of course, I’ll call the Improve your writing
him is that he gets on so well with all kinds of different people, despite the language barrier. money back. STEP 2: Organising your ideas
called Tribe, about indigenous people. He visits tribes in barren deserts, snow-capped
1 Read the description of TV presenter Bruce Parry. How 4
The airport express. It’s a
misleading.
airport and I’m sorry
back, , but
every 30I don’t
Read the essay again and say where the writer …
minutes.
the
manager immediately.
8
and B:
Add more information and a signpost of contrast to the
following facts. Compare your ideas with a partner.
and writing a first draft 2
• Write a first draft of your description.
5 Complete
mountains the textjungles
and tropical with all around the world. But he doesn’t just film them,
organising
does the writer feel about him? Why? gives the reader a description of a particular situation.
1
although but despite in spite of • Use some expressions from Exercise 7.
want to exchange Please accept
towards
my apologies. students achieving
something works wella good end result.
explains the person’s best quality.
2 Answer the questions with adjectives from the text.
2
• Think about the language you need to use for a
the words
he actually in the
lives with box.and participates in their daily lives as an equal. Do I have to change trains anywhere?
them
1 What type of people is Tribe about?
3 gives some examples of what the person does. 1 She’s an amazing actress.
A: descriptive essay and use adjectives.
2 What types of places does Bruce visit?

4
5 it for another.
tells the reader who the person is.
explains how the person dealt with something difficult.
When
2 He scored a brilliant goal.
3 His artwork is so creative.
STEP 3: Reviewing your writing
3 What were the warriors in New Guinea like?
4 How does the writer describe Bruce in the second No, the service is
6 .
gives a general description of things the person does. B:
4 The architecture is really inspiring. 3 and answer these questions.
• Reread your first draft
Bruce often
inland
paragraph? goesnorthward
into very 5 dangerous places in the programmes. For example, when he was in
5 1
Look at the essay structure and decide where the
The experience was rather frightening. Have you followed the plan?
and everybody has a good time,
A: OK, I’d like two 3 tickets please.
5 How does the writer describe herself? 6 2 She’s always optimistic. Have you used some signposts to help your reader?
actions in Exercise 4 are covered.
Have you used the correct language for a
New
6
7 Guinea,
southward he found
Who does Bruce get on well with?
some hostile warriors. They were speaking,
towards
What type of barrier does Bruce usually face when he and we can see a translation
A. Introduction B. Detail C. Conclusion descriptive essay? there is usually careful planning
Useful language
visits different tribes?
Luton B: 4 or return?
4 Is your grammar, spelling and punctuation correct?
and organisation behind it.

Stanstead 4 Bruce managed
Work with a partner.
themPractise the conversation in Exercise 2.
Does each sentence lead smoothly to the next?
at the bottom of the screen saying, ‘Shall we kill him?’ Fortunately, to calm
5 To give a general
westward Writing builder STEP 4: Writing a final draft
To introduce a point
description of actions
Tip
London A: Two 5 returns, please. How long does it take? The person I most He / She lives / goes
Luck helps those who help
He always appearsHeathrowto be cheerful and fearless in spite of the• • danger.
admire is … (etc.) … (verbs in
down with his gentle ways.
Use adjectives to write a more interesting
6 Complete the text with the words in the box. Recheck your work before handing it in.
description for your reader. Remember adjectives The thing I really like is … the present tense)
Write a brief note to your teacher about why you
are usually placed before the noun.
Gatwick the south5
attention It’s with
B:Work
concluding , it only takes
6 a partner. feelings
Makeabout notes20
logical
onminutes.
one of these topics or choose your own.
To describe a
chose this person. themselves!
The south east of England
senses statement summarise
•
To make contrasts
3 Although I am adventurous
another word for each of the senses.
I don't know if I could cope with
Read the essay again and look at the table below. Find coastthe everyday danger, the pungent
OK, thanks.
YouA:bought something online and it’s faulty.
A descriptive essay describes something or someone by
particular event
He / She went (etc.) … although
Remember: the best way to
has four main airports. appealing to the reader’s 1 senses: sight, smell, sound, (verbs in the past tense) but
•
See Writing guide on page 100.
food and not knowing the language and I certainly wouldn’t do someYou
sight smell sound taste touch
your reader’s of the
sentthings thatto a company and no one’s replied.
taste and touch. In the introduction, you should capture
an email
by introducing the topic, followed
despite
ensure that everything goes
2
freshly bitter / in spite of
picturesque loud rough by a main 3 . In the next paragraph, arrange the
cut grass sweet
10 America, 1.08 Listen and a check your answers.
BruceHeading does. For example, arehe eats and
crunchy, slimy insects
Finally, for supper in South You stayed in a or does •
details in a 4 order and include your thoughts and
2 Luton Stanstead. 5
hotel, and the staff were rude.
. In the final paragraph re-emphasise your main
statement and 6 what you have discussed. End
well is by thinking things
your essay with a strong 7 sentence.
rhythmic heading tribal dance 3 without
, 4 any theclothes
south coast is But perhaps the thing I admire most about getting away from it all unit 1 15
in Africa.
him isGatwick.
that he gets All ofonthese airports
so well with are but therepeople,6despite the
all kinds5 of ,different Work with abarrier.
language different partner and have a conversation like the one in
some of the words.
is a plan to build an airport on the south coast. Exercise 2. Take turns to complain about your problem from Exercise 5.
12 unit1 1 Read
getting
the away fromofitTV
description all
presenter Bruce Parry. How 4 Read the essay again and say where the writer … unit 1 13
does the writer feel about him? Why? 1 gives the reader a description of a particular situation.
Review overmatter2 explains the person’s best quality.
3 gives some examples of what the person does.
Review
2 What types of places does Bruce visit? This45 explains
review how the page not
tells the reader who the person is.
person dealt with only
something concentrates on the grammar and the vocabulary of the unit, but also on
difficult.
Travel 4 How does the writer
Past describe Bruce in the second pronunciation and writing. Through this page, students are able to revise all of these aspects seen
6 gives a general description of things the person does.
1
Travel
paragraph?
Reorder the letters to write a travel word for the words 5 Complete the sentences with one of the verbs in past
Past
5 Look at the essay structure and decide where the
in the
actionscorresponding unit.
belonging to each category. simple, one in past continuous and one in past perfect.
1
2 5 How does the writer describe herself?
trees and plants – natigeveto vegetation
animals, birds, insects, fish – nuafa
1 When I was travelling in Portugal, I met someone who
had visited every country in Europe. (travel/meet/visit)
2 When Annie home, Mike to bed. He
in Exercise 4 are covered.
3 it makes you want to eat it – homut- intraweg
Who does Bruce get on well with?word for the words

deeply. (arrive/go/sleep)
1 6Reorder
4
5 the letters to write a travel
hotels, hostels, camp sites etc – tomocadamocin
strange, unusual, unknown, foreign – cioxet
3 I never in a plane before I for 5 Complete the sentences with one of the verbs in past
6 not damaged – lopinust
London, and I very excited. (be/leave/feel)
A. Introduction B. Detail C. Conclusion
7belonging
What type
Ways of travelling
toof
each category.
barrier does Bruce usually face when he 4 When we
my bag. Fortunately, I
in Venice, someone
hotel. (sightsee/steal/leave)
my valuables in the simple, one in past continuous and one in past perfect.
2 1 visits
trees diff
anderent tribes?
plants – natigeveto vegetation
Future
Complete the text with the words in the box. 1 When I was travelling in Portugal, I met someone who
2 animals, birds, insects, fish – nuafa
by rail direct horseback international non-stop
overland sea single towards westward
6 Complete the conversation with the
best form of the verbs in the box.
had visited every country in Europe. (travel/meet/visit)
Hamid travelled 1 overland to Europe. He left home and
Tip 3 it makes you want to eat it – homut- intraweg

travelled 2 the
the mountains first on
3 border by road. He crossed
and then on foot. In Turkey,
do get go lie stay stay
Writing builder
2 When Annie home, Mike to bed. He
4
he made a 24-hour 5 journey 6 by bus. A: What 1 are you doing this summer?
4 hotels,
Then he went by
northward
hostels, camp
7
Use adjectives sitesaetc

to write more– tomocadamocin
to Greece. From there, he went
interesting
to Germany. Finally, he was given a
B: I
the beach!
2 to Malaga. This time next month, I 3 on
6 3Complete
8
9 ticket for a 10 flight back to his home. A: Lucky you! Where 4 you ? I the text withinthe
never words
a plane in the
before I box. for
Present and strange,
5 imperative unusual,
description unknown,
for your foreign – cioxet
reader. Remember adjectives B: I 5 probably with my grandmother.
She lives there.
are damaged
usually placed before the noun.
A: Have you got your train tickets yet?
3 6 not – lopinust
Complete the sentences with the verbs in present
4 attention concluding in feelings logical

B: No. I 6 them a bit nearer the time.
simple, present continuous, present perfect or
imperative.
Pronunciation awareness
When we Venice, someone
1 I ‘ve never liked flying. (never like)
my bag. Fortunately,
senses statement I summarise my valuables in the
Ways ofessay
travelling
2 If you like sea and sunshine, to Greece! (go) 7 Choose the word or phrase with a full vowel sound in
hotel. (sightsee/steal/leave)
3 My mum sometimes me to school. (drive) the part in bold.
3 Read the
5
again and look at the table below. Find
4 Jeff ’s away at the moment. He
you ever
in France. (ski)
your passport while travelling? (lose)
1 Scotland
2 Ireland
overland
woodland
island
England
Finland
inland
another
Present perfect word for
continuous each
3
of the senses.
forward northward toward eastward A descriptive essay describes something or someone by
4 2 Complete the textSignposts
with the words in the box.
in writing
Complete the sentences with the present perfect
continuous of the verbs in brackets.
Future appealing to the reader’s 1 senses: sight, smell, sound,
taste and touch. In the introduction, you should capture
sight smell sound taste touch
8 Choose the correct signpost to complete the sentences.
1 Sarah is tired because she has been working very long 1 She’s always smiling, but/in spite of/although all her
hours this week. (work) problems.
2 You by rail direct horseback
2 We really enjoyed our international
to a word I’ve said, have you? (listen) holiday, but/despite/although the non-stop your reader’s 2 by introducing the topic, followed
3 Why
freshly bitter /
noise from the railway nearby.
my sweets? (you / eat)
6 Complete the3 conversation with the
by a main
picturesque
overland seacutsingle
4 Look! Here’s my camera. I 3
grass
loud
towards westward
it for a week!
sweet
rough Our Amazon trip was amazingly interesting, but/
. In the next paragraph, arrange the
(look for) despite/in spite of the weather was awful.
best form of the 4 verbs in the box.
4 But/Despite/Although we were told we’d be able to visit
the museum, there wasn’t enough time to go. details in a order and include your thoughts and
5 But/In spite of/Although its unattractive brown water,
Hamid travelled 1 overland to Europe. He left home and Ponte Negra is as good as any ocean beach. 5 . In the final paragraph re-emphasise your main
do get and
statement go lie 6 staywhat stay
you have discussed. End
travelled
2 the 3 border by road. He crossed
the mountains first on 4 and then on foot. In Turkey, your essay with a strong 7 sentence.
14 unit 1 Then getting away
he went byfrom 7 it to
allGreece. From there, he went B: I 2 to Malaga. This time next month, I 3 on
Extra content
northward 8 to Germany. Finally, he was given a the beach!
9 ticket for a 10 flight back to his home. A: Lucky you! Where 4 you ?
B: I 5 probably with my grandmother.
Present and imperative She lives there.
Reviews
3 Complete the sentences with the verbs in present
B: No. I 6 them a bit nearer the time.
Writing guide
imperative.
There1 are three
I ‘ve never liked flying. Reviews
(never like) in Out & About 2, which appear There are six pages in the Writing guide section, each one
after every two units.
3 My mum sometimes These
me to school. (drive) review pages give students the
the part in bold. of which concentrates on the genre dealt with in the
4 Jeff ’s away at the moment. He in France. (ski) 1 Scotland overland island Finland
opportunity
5 you ever toyour revise the
passport while grammar
travelling? (lose) structures
2 Ireland andEngland
woodland the vocabulary
inland corresponding unit and gives extra practice and notes on the
items that perfect they have studied in the previous two units. given style.
3 forward northward toward eastward
Present continuous
Signposts in writing
Life4 skills Complete the sentences with the present perfect
continuous of the verbs in brackets. 8 Choose the correct signpost to complete the sentences.
There hours
arethissix
1 Sarah is tired because she has been working very long
(work) skill pages at the back
week.Life problems.of the book. These
1 She’s always smiling, but/in spite of/although all her 100 Exam tips
2 You to a word I’ve said, have you? (listen) 2 We really enjoyed our holiday, but/despite/although the
pages3 Why
follow on from
my sweets? the Life skill sections
(you / eat) onnearby.
noise from the railway the speaking This handy section works through 100 tips for students taking
4 Look! Here’s my camera. I it for a week! 3 Our Amazon trip was amazingly interesting, but/
pages (look
and for) give a more detailed insight into
despite/in spite different
of the weather was awful. skills that the exam. It is divided into sections: before the exam on the
students will need in their future lives. the museum, there wasn’t enough time to go. day of the exam, during the exam etc. and there are also
Language reference Ponte Negra is as good as any ocean beach.

several tasks that students can do to put the tips into practice.
The Language reference explains the grammar from the units
in a more detailed way, with notes on form, use and multiple Irregular verbs
examples on how to use these various structures. This is a useful list of irregular verbs for students’ reference.
introduction ix
Unit 1
This page serves as a 'magazine cover' for the unit, including the contents and a large image related
to the theme 'getting away from it all'. The theme of this unit is travel, and the title Getting away from it all is an
expression which means going somewhere to have a holiday, often because you need to rest.
UNIT OBJECTIVES: CLASS DISCUSSION

Vocabulary travel, transport, directions, public transport; Use the photo as a point of departure for a class discussion.
word building (ways of travelling) Ask the questions on the page and some or all of the extra
Grammar tense review: present and imperative; present questions below. Some possible answers are given in italics.
perfect continuous; past; future Give the students space to lead the conversation off in other
Reading a text about travel in the Amazon: ‘7 of the best directions, but staying within the theme.
things to do in the Brazilian Amazon’ • Would you like to travel in this country? Why? Why not? It
Exam focus rewriting sentences in your own words would be interesting, an adventure; I would already speak the
Listening listening to a traveller’s story language; it might be uncomfortable and dangerous; it would
Speaking complaining be expensive to get there.
Pronunciation full and reduced vowels • What is your ideal holiday? Why?
Writing writing a descriptive essay • Do you prefer to travel with friends or with family? Why?
Get it right spelling of coffee; trip vs. travel; formation of the
As the discussion proceeds, write some of the key words
present perfect
and phrases that come up on the board. At the end of the
Life skill planning and organising
discussion, you could take a photo of it or ask students to do
so. You could show this photo at the beginning of the next
The two videos for this unit are: class and ask students to remember what the words and
phrases were about.
v1 What’s the worst holiday you’ve ever had? It is
recommended that students watch this video and do
the corresponding worksheet after completing the POSSIBLE ANSWERS
Speaking tasks on page 13. What can you see in the photo? at least four buses in
a bus station; a man holding open the door of one of
v2 City break This video and its worksheet are best done the buses; a busy street in the background with a person
at the end of the unit. walking along; sunny weather
Where do you think the photo was taken? Why? not
An augmented reality link to both videos is included in Spain – buses here don’t have the door in the back and
on the Student’s Book page opposite. luggage space on the roof; a Spanish speaking country
– we can see some Spanish writing; a South American
country in the Andes; in a bus station in a big town
Do people travel long distance by bus in your country?
some do because it’s cheaper; some prefer the train; flying is
getting cheaper too
WB
For more class discussion you can ask students to do the
quiz on travelling round the world, on page 04 of the
Workbook.
T05 UNIT 1
Unit 1
UNIT OBJECTIVES
• find out about travel
• read and understand a text on travel
• topic words: travel words
• listen to a traveller’s story
• grammar: tense review
• word building: ways of travelling
• speaking: complaining
• writing: a description essay
• life skill: planning and organising

partner for one minute about what you
can see.
VIDEO 1 VIDEO 2
• do people travel long distance by bus in
your country?
How do you travel when you go on holiday? Why?

Reading
1 Look at the photos, title and sub-headings. 6 Find these sentences in the text and rewrite them in
Choose the best answer according to the text. Only one your own words. Follow stages 1 – 3 in Exercise 5.
answer is possible. Compare and discuss with a partner. 1 There are literally hundreds of trips to choose
What kind of tourist do you think the article is for? between, from budget to luxury.
a Somebody who wants to be physically active all the time. 2 Manaus is the place where two of the world’s biggest
b Somebody who wants to travel by as many means of rivers meet.
transport as possible. 3 The area also has caves, home to bats and lizards.
c Somebody who is looking for holiday adventures. 4 The beach at Ponte Negra, 14 km west of the city, has
sands equal to any ocean beach.
Tip 7 Answer the questions according to the information in

Use what you know about parts of words and the text. Use your own words.
the context to help you guess their meaning.
1 Why are smaller boats best to travel into the forest in?
2 Read the definitions. Match them with the words Opera House?
3 How did the rubber barons make their money?
Museum?
1 extremely exciting, beautiful or surprising (adj)
5 Why might a person want to leave Manaus for the
Magical Waterfalls?
3 having a magical, attractive or beautiful quality (adj)
4 attractive in appearance, especially in an 8 Imagine you are going to the Amazon. Choose
old-fashioned way (adj) three trips to go on and tell a partner.
5 needing a lot of hard physical effort and making
6 very famous and admired or spoken about (adj) Phrasal verbs
check out sth / sb or check sth / sb out: to examine
3 Read the text quickly – in about three minutes! Was something or get more information about it in
your answer to Exercise 1 correct? order to be certain that it is true, safe or suitable
watch out for sb / sth: to be careful to notice
4 Read the text again and listen. Say what you
1.01 someone or something interesting
would do if you wanted to … make up sth: to form a particular thing, amount or
• meet local • have peace • see insects number as a whole

take sb back: if something takes you back, it makes
people and quiet
you remember a period or an event
be / get carried away: to become so excited
Exam focus: rewriting about something that you do not control what
sentences in your own words you do or say
5 Follow stages 1 – 3 for rewriting sentences in your own

words.
In the late 19th century, Manaus was a legendary city
because of the wealth of the rubber trade.
2 Think about how you would say the information if you
a change the structure.
b use synonyms.
c start a sentence or clause with a different subject.
Now write your new sentence.
the key information and that your wording is different.

Reading
In this section students read a magazine article, 7 of the 4 1.01 Read the question and situations. Advise
best things to do in the Brazilian Amazon, which is about the students that the information is not given in the same
different things for tourists to do in the city of Manaus. They order as the situations are listed. Tell students they can
are given phrasal verbs which appear in the text, along with make brief notes if they want to, then play the audio
their meanings. for them to listen and read. Check answers.
If students enjoy reading this article, they could try reading
some other articles on the same subject. Ask them to type ANSWERS
Travelling in the Amazon into a search engine.
go to Ponte Negra – the party on the beach
go to the magical waterfalls
Optional activity go on a jungle hike
Books closed. In groups, ask students to choose the top
five things for visitors to see or do in their home town.
Optional activity
1 Read the instructions and ask students to think
Books closed. Put students into pairs or small groups. Ask
about the key words in options a–c. Put students into one student to name something to do or somewhere to
pairs and monitor and help them express their ideas. visit in the Amazon, and to nominate another student to
Nominate a student to give their answer and justify give as much information as they can remember about it.
their choice. See if the class agrees but don’t feed back When everyone has had a turn, tell students to reread the
at this stage. relevant part of the text to see if they forgot to mention
anything important.
Tip
Read the tip aloud and give the example of
backbreaking. Ask students to say which part or Exam focus: rewriting
parts of the word will help them guess the meaning
(back, break).
sentences in your own words
Tell students that in the exam there is often an exercise
in which they have to answer a reading comprehension
2 Read the instructions and monitor and help with question using their own words.
vocabulary if necessary while students match the
words in green in the text with a definition from 5 Work through stages 1–3 as a class, using the example
1–6. Ask volunteers to give answers and check given. Copy the sentence onto the board and underline
pronunciation as necessary. Nominate students to give key words and phrases (late 19th century, Manaus,
translations. legendary, wealth, rubber trade). Tell students that their
new sentence should include this information, but
ANSWERS expressed differently. Read points a–c in stage 2, and
ask students to rephrase the following: late 19th century
1 breathtaking
(the end of the 19th century); legendary (everybody
2 refreshing
knew); wealth (rich). Write the following version of
3 fairy-tale the sentence on the board: Towards the end of the 19th
4 picturesque century, the rubber trade meant that everybody knew
5 backbreaking that Manaus was a rich city, and point out how the
6 legendary order of information in the new sentence is different.
3 Remind students that to get the general idea of a

text, they should first read it quickly. Ask students to
read and check their answer to Exercise 1 (c is the best
description of the type of tourist the article is for, as it
suggests that there are many adventures a visitor can
choose from. The other options are too specific).
unit 1 T06
Reading
6 Put students into pairs and monitor and help as they

rewrite sentences 1–4. Remind students to reread their
Phrasal verbs
new sentences to check they are grammatically correct.
Ask students to read the definitions of the phrasal
Ask volunteers to give possible answers. verbs, then read the sentences where they appear
in the text (highlighted in yellow) to see them in
POSSIBLE ANSWERS context. Give more example sentences with the verbs
if necessary (You can check out the prices of the tours
1 Tourists can choose from hundreds of different
on the website. When you go to the Opera House, watch
trips, from the cheapest to the most expensive.
out for the fabulous Venetian glass in the theatre. Three
2 Two of the biggest rivers in the world come days in the city of Manaus plus two days in the jungle
together in Manaus. make up the five-day tour. Reading this article takes
3 There are caves in the area too, where bats and me back to my last holiday. You’ll get carried away by
lizards live. the amazing wildlife in the jungle.) There is a practice
4 14 km west of Manaus is Ponte Negra’s beach, exercise for these phrasal verbs on page 8 so there
with sands as good as ocean beaches. is no need to get the students to practise using
them yet. However you might, at this point, want
to familiarise them a little more with these verbs by
7 Ask students to read sentences 1–5 and check doing one of the following tasks:
vocabulary if necessary. Remind students to identify 1 Put students into pairs to find the subject and/or
the key words in the questions so that they can scan object of each of the phrasal verbs in the text.
the text first to locate the relevant information before 2 Give students a couple of minutes to memorise the
reading carefully to find the answer. Tell them to follow particle that goes with each phrasal verb, then ask
some of the advice in Exercise 5 to help them write the them to close their books and test each other.
answers in their own words.
ANSWERS Get it right

1 You can get further into the forest and so have
Ask a volunteer to identify the spelling mistake in the
more opportunity to see more animals.
second sentence. Ask students for other words that
2 The Opera House reflects the wealthy past of they often spell wrongly.
the city of Manaus and was built with the finest
materials.
3 Rubber barons made the local Indians work for
free. Streetwise
4 You can learn about the terrible circumstances Read the information about it’s a must and the
and ways in which the slaves had to work, and example. Ask a volunteer to make a new sentence
find out how rubber was obtained. with the phrase. The volunteer then nominates
5 People might want to go to the waterfalls to another student to make another sentence. Repeat
relax and get away from hot and dusty Manaus. several times. Ask the class to check the sentences are
grammatically correct.
8 Get students to work alone first and choose

three of the trips. Then put them in pairs to explain
their choices. If they have chosen different trips, they Optional activity
should also try to persuade their partner to change his
or her choices. Ask volunteers to tell the class about another interesting
trip they have been on.
WB
For more practice see pages 06-07 of the Workbook.
T07 UNIT 1
Unit 1
7 OF THE BEST THINGS TO DO

IN THE BRAZILIAN AMAZON
M
anaus is the city at the very THE OPERA HOUSE spectacle of whirlpools 6 km long. You
heart of the Brazilian Amazon, 25 In the late 19th century, Manaus was a can go on a boat trip to take a look and
a four-hour flight from Rio de legendary city because of the wealth of you’ll probably get to take photos of
Janeiro. There’s plenty to do the rubber trade. The Opera House gives freshwater dolphins as an added bonus.
5 here, from boating and hiking to relaxing you a flavour of that glamorous past. No
on the beach or even an evening at the expense was spared in its construction. MAGICAL WATERFALLS
opera, so check out the options! 30 With marble from Italy, ironwork from 55If you want some relaxation away from
Glasgow and 198 chandeliers of Murano the dust and heat of Manaus, head for
JUNGLE HIKES glass making up the theatre, this is a the picturesque ‘Land of Waterfalls’, a
Book a tour from a certified tour must for sightseers. two-hour bus ride from the city. The
operator. A good guide will know the place will carry you away with its lush
10 best places to see birds such as parrots 60 vegetation, tranquil pools for swimming
and macaws, as well as monkeys and in, and fairy-tale atmosphere. The area
other exotic fauna. On a budget trip, also has caves, home to bats and lizards.
you’ll sleep in a hammock in local style
cabins and eat local dishes such as fish, PARTY ON THE BEACH
15 beans and rice. But watch out for the The beach at Ponte Negra, 14 km west
creepy-crawlies, and don’t forget your of the city, has sands equal to any ocean
malaria tablets! 65 beach. This is where the people of
THE RUBBER Manaus come to socialise, picnic, listen
BOAT RIDES PLANTATION MUSEUM to live music and dance. The brown
There are literally hundreds of trips to The wealth of the rubber barons of water is not ideal for swimming but fine
choose between, from budget to luxury. 35 Manaus was built on the slave labour for a refreshing dip, and there are no
20 Smaller boats can take you deep into the of local Indians. A visit to the Museu do 70 piranhas to worry about!
forest, where you have the best chance Sringal Paraiso, which is restored from an
of seeing caiman and piranhas. The rivers original rubber plantation, will take you
are lined with unspoilt forest, and you’ll right back to those dark days . Here you Streetwise
see the amazing giant water lilies. 40 will learn about the awful conditions and
backbreaking work, as well as seeing it’s a must
a practical demonstration of how the Must can be used as a noun
rubber was extracted from the trees. when we want to say that
something is necessary.
The opera house is a must
for sightseers.
Get it right THE MEETING OF THE WATERS

Manaus is the place where two of the
We say: 45 world’s biggest rivers meet. One of
✓ It's the colour of black coffee. them, the Rio Negro, is the colour of
✗ It's the colour of black coffe. black coffee. The other, the mighty
Amazon (or Solimões), is the colour of
white coffee. Where the rivers meet, the
50 colours begin to mix in a breathtaking

Vocabulary
Travel
1 Find the words in the box in the photos. 4 Match the words in the box with their meanings.
a – local dishes, market
travel voyage tour trip
accommodation beaches bus ride fauna
local dishes market scenery vegetation waterfall
1 a journey in which you go somewhere, usually for a
short time, and come back again (n)
2 to make a journey, usually over a long distance (n or v)
a b c d
4 a visit to a place or area, especially one during which
2 Complete the text with the adjectives in the box. There 5 Complete the sentences with the words from Exercise 4.
may be more than one possibililty. 1 I went on a sightseeing of Italy last year.
2 100 years ago, going to New York was a two-week
mouth-watering picturesque scenic unspoilt 3 I went to Madrid on a shopping last weekend.
4 I hate heavy luggage – I prefer to light.
COME TO Tip
COSTA RICA! Make word spiders to help you remember
words in groups.
1 BREATHTAKING SCENERY
2 BEACHES
3
6 Look at this word spider. Make more word spiders
WATERFALLS
relating to travel for three of the topics in the box.
4 VEGETATION
bed and breakfast cabin self-catering flat
5 FAUNA
ACCOMMODATION
6 MARKETS
youth hostel hotel campsite
7 - LOCAL DISHES
8 BUS RIDES environments fauna forms of transport
9 ACCOMMODATION holiday activities holiday destinations
COSTA RICA HAS IT ALL! 7 What is your idea of a perfect holiday? Where
would you go? What would you do and see? Discuss
3 Make phrases with new adjectives. with a partner.
1 scenery which takes your breath away – breathtaking
scenery
PV
2 a bus ride which takes two hours –
3 work which breaks your back – 8 Make sentences from the box.
4 a journey which is ten miles long –
1 He started
5 a cruise which is three weeks long – a place before
making a sand
I travel there.
6 food which makes your mouth water – castle and got
and ended
2 Hearing flamenco carried out
up making
Get it right music always check out
a sand city.
3 I like to go on takes me back
for snakes.
We say: the internet and watch away
to my last
4 When you’re
holiday in
✗ I went on a school travel last year.
in the jungle,
Spain.
you have to

Vocabulary
Travel
This section deals with vocabulary connected to travel.
The phrasal verbs section recycles language from the article
Get it right
7 of the best things to do in the Brazilian Amazon. Read through the right and wrong sentences. Ask
The target vocabulary is reviewed on page 16. students what type of word trip is in the sense
of ‘journey’ (noun) and whether it is countable or
uncountable (countable). Point out that travel is a
Target vocabulary verb and an uncountable noun.
accommodation local dishes tour

beaches lush travel
4 Ask students to match the words and meanings first,
then to check answers in their dictionaries or the
bus ride luxury trip
Language Reference section on page 90.
back-breaking market unspoilt
breathtaking mouth-watering vegetation
ANSWERS
colourful picturesque voyage
1 trip 2 travel 3 voyage 4 tour
exotic scenery waterfall
fauna scenic
5 Do the first item with the class.
1 Ask students to look at the photos and identify what ANSWERS

they can see. Go through the first photo together as a 1 tour 2 voyage 3 trip 4 travel
class before students continue individually.
ANSWERS Tip
b bus ride, fauna Read the tip aloud and direct students to the
word spider for ‘Accommodation’ in Exercise 6.
c accommodation, scenery, beaches
Explain that it is easier to remember words that are
d waterfall, vegetation, scenery linked to each other by theme or topic.
2 Read the instructions and check students have access

6 Go through the instructions and monitor and help
to a dictionary. Monitor and help as necessary while
students with ideas.
students continue individually.
7 Ensure that in their discussion studens mention
ANSWERS all the topics in Exercise 6.
2 unspoilt/breathtaking/ 6 colourful/exotic 8 Refer students back to the Phrasal verbs box on page 6
picturesque 7 mouth-watering/ to revise meaning. Do the first item together as a class.
3 picturesque exotic
4 lush/exotic/colourful 8 scenic
ANSWERS
5 exotic 9 luxury
1 He started making a sand castle and got carried
away and ended up making a sand city.
3 Do the first item with the class, pointing out that 2 Hearing flamenco music always takes me back to
breath and take with -ing create a new word meaning my last holiday in Spain.
spectacular. Remind students of the position of adjectives. 3 I like to go on the internet and check out a place
before I travel there.
4 When you’re in the jungle, you have to watch out
ANSWERS for snakes.
2 a two-hour bus ride 5 a three-week long
3 backbreaking work cruise
Optional activity
4 a ten-mile long journey 6 mouth-watering food
Give students the following travel related vocabulary: package
tour (n), all-inclusive (adj), peak season (n), timeshare (n). Ask
WB them to guess the meanings, check in their dictionaries and
For more practice see pages 05 and 13 of the Workbook. write a sentence using each one.
UNIT 1 T08
Listening
A traveller's story
In this section students listen to someone describing a 5 1.04 Read the instructions and the example and
travel experience in Brazil. ask students to read sentences 1–5 before listening. Tell
them to think carefully about the type of information
1 Go through the instructions and put students required to fill the gaps, e.g. a noun or a verb phrase.
into pairs or small groups to discuss their ideas. Play the audio. Put students into pairs to compare
Monitor and help with pronunciation. Ask a answers. Ask volunteers to suggest an answer for each
spokesperson from each pair or group to share their sentence.
ideas with the class.
POSSIBLE ANSWERS
Tip 1 fell off
Read the tip aloud and ask students why this is a 2 their ankles
good idea (recognising linkers can help prepare you
3 in the air
for the type of information you are about to hear).
4 ferry boat
5 came and rescued
2 1.02 Read the instructions and play the first part
of the story. Check answers.
The audio script can be found on page T113.
ANSWERS
and = 4 because = 1 but = 1 so = 2 Idioms
The audio script can be found on page T113. 6 Read the instructions. Do the first item with the class.
Put students into pairs to complete the exercise. Check
3 1.02 Read the instructions and give students answers.
about three minutes to compare their ideas. Play the
audio again, pausing occasionally for volunteers to ANSWERS
give answers.
1 c 2 b 3 d 4 a
ANSWERS
… a bit of an exaggeration, but I thought I was
going to drown … flown into Manaus, you see,
Streetwise
and I wanted to get away from it all and see some Read the information about have had it and the
of the jungle, so I looked around the town for example. Ask volunteers to make new sentences with
a tour operator and found this guy … I liked it the phrase. Ask the class to check the sentences are
because it would be just a small group, so much grammatically correct.
better for getting off the beaten track and seeing
the wildlife.
7 Encourage students to ask their partner to justify
their opinions. For example, if their partner says It
The audio script can be found on page T113. would be too dangerous, they should ask them why.
4 1.03 Read the instructions and stress that

students should listen for the best answer. Ask students Reflection
to read the questions and answer options and check
vocabulary if necessary. Play the audio. Ask students to 8 Ask students to read the strategies. Ask them
compare answers in pairs and give them the option of which they felt helped them do the listening activities.
a second listening before checking answers. Ask them to choose one they will try next time.
ANSWERS WB
1 a 2 a 3 c 4 b 5 b For more practice see page 10 of the Workbook.
T09 unit 1
Listening Unit 1
A traveller’s story
1 You will hear someone describing a travel 5 Listen to the last part of the story and
1.04
experience in Brazil. The following words are in the complete the sentences. Write no more than three
story. What do you think might have happened? words for each space. Compare with a partner.
Discuss with a partner. 1 The motor on the back of the boat and
water started coming in.
2 The water came up to .
3 When they slowed down, the front of the boat wasn’t
up any more.
4 After about half an hour, a came past.
5 The people in the ferry us and took us back
to Manaus.
Tip
detail.
Idioms
2 1.02Listen to the first part of the story. How many idioms in bold with their meanings.
times does the speaker use the following linkers? 1 I wanted to get away from it all and see some jungle.
and because but so 2 … getting off the beaten track and seeing the wildlife.
3 … the guide caught a small one so we could get up
3 1.02 Can you remember what the speaker said
close and personal.
before and after any of the words in Exercise 2? Compare
4 … and then, in the blink of an eye, the back fell off.
your ideas with a partner then listen again and check.
a very quickly
4 1.03 Listen to the next part of the story. Choose
b somewhere peaceful
the best answer according to the story.
c go where other tourists don’t
1 How did the speaker feel about the boat when she first
d experience something from very near
saw it?
a worried c happy
b surprised d excited Streetwise
2 What was the problem with the boat when it was have had it
travelling quickly?
a Part of it was low c It wasn’t long when something is finished or over or when something
in the water. enough. has failed.
b The motor d It was too I thought we’d had it when the back fell off the boat!
was noisy. narrow.
3 How did the speaker feel when they got to a smaller river?
a frightened c happy 7 Would you like to travel on the Amazon?
b excited d relieved Why / Why not? Discuss with a partner.
4 Why did they go out at night?
a to see the c to see the Reflection
vegetation starlight
b to see alligator- d to get close 8 What helped you understand the listening?
like creatures to the jungle • Thinking about the topic before listening.
5 What did they do when they were staying in the cabin? • Listening carefully for linkers.
a went swimming c ate fish • Listening for specific information.
b fed the fish d ate meat

Grammar
Tense review
Present and imperative Present perfect continuous
1 Complete the text with the correct form of the verbs 4 Read the sentences and answer the questions.
in the box. Use present simple, present continuous or 1 She has been living in Rome for the last two weeks.
imperative forms. 2 I’ve been making a chocolate cake. Look! I’ve got
chocolate all over my hands.
drive get look make move say
3 Clara is a very good football player – she’s been playing
sound steal think try turn say football since she was six.
1 What’s the name of this tense?

We 1 get angry too easily when we 2 are driving. 2 How is it formed?
Perhaps the car horn is part of the problem. It 3
3 How do you make the negative and question forms?
like you 4 ,‘ 5 out of the way!’, or ‘ 6
where you’re going, idiot!’ What we need is a car horn 4 Can you match sentences 1 – 3 with these meanings?
which 7 , ‘I’m sorry’. After all, we all 8 a an activity that has just stopped or has recently
mistakes sometimes. Perhaps the traffic lights 9 stopped, whose effects are visible now
green while you 10 about something else. b an activity that began in the past and continues into
Perhaps you 11 someone’s parking spot which the present
c an action repeated over a period of time
better place if we could admit our
mistakes with a
5 Read the situations and complete the questions or
‘sorry’ horn! I'M SORRY!
verbs in brackets.
2 1.05 Listen and check your answers. 1 Frida lives in Brazil now. She moved there four months ago.
See Language reference on pages 90-91. 2 Sam disappeared this morning. I’m looking for him now.
1 My family (live / are living / have lived) in Galicia since 2010. know how long.
2 My grandmother (stays / is staying / has stayed) with How long English? (learn)
us at the moment.
4 Ben doesn’t feel well. He hasn’t been to school this week.
3 My father (works / is working / has worked) at the
Ben all week. (feel)
port in Vigo.
5 Chloe doesn’t speak much Chinese. She only started
4 He (works / is working / has worked) there for five years.
classes two weeks ago.
5 He (drives / is driving / has driven) there every morning.
Chloe Chinese for very long. (speak)
6 He (teaches / is teaching / has taught) me to drive at
the moment. 6 Complete the sentences with the verbs in brackets. Use
present perfect simple or present perfect continuous.
Get it right 1 I’ve sent at least five emails today. (send)
2 It for two hours. (rain)
We say: 3 you ever on a cruise? (go)
✓ Have you ever been to Italy? 4 My uncle in many different countries. (live)
✗ Have you ever went to Italy?
5 Joe here since 9.30 this morning. (wait)
6 I a lot of books about the Amazon. (read)
7 I to ring you all morning. (try)
Tip 8 We all night and we’re exhausted. (travel)
Remember we use time expressions like How long,
for, since, all day, the whole week… with the present
perfect continuous.
How long have you been waiting?
I’ve been waiting all day!

Grammar
Tense review
In this grammar lesson students will study the present and Present perfect continuous
the imperative, the present perfect continuous, the past and
the future.
Tip
The grammar is reviewed on page 16. The Language
Read the tip and the example question aloud. Ask
reference section can be found on pages 90-94. volunteers to answer the question using for and since.
Remind students that we use for when we are talking
Present and imperative about a period of time (for five minutes, for three hours)
whereas we use since when we are referring to the
1 Ask students to name the two verb tenses in the starting point of an activity (since last week, since April).
first sentence in the text and explain the difference
in meaning (1 present simple (for habitual action); 2
present continuous (for a longer, incomplete action)).
4 Ask students which words form the tense in each of
sentences 1-3 and write them on the board (has + been
Ask students to say how an imperative differs from
+ living; ‘ve + been + making; ‘s + been + playing). Go
the present simple (there’s no subject given; it gives an
through questions 1–4 with the whole class, referring
instruction).
to the words on the board and example sentences 1–3.
2 1.05 Ask students to compare answers in pairs
before playing the audio for them to listen and check. ANSWERS
1 present perfect continuous
ANSWERS 2 have/has + been + -ing
3 sounds 7 says 11 steal 3 Negative form: have/has + not + been + -ing
4 are saying 8 make 12 is trying Question form: Have/Has + subject + been + -ing
5 Move 9 turn 4a2 b1 c3
6 Look 10 are thinking
5 Tell students to complete the exercise individually,
The audio script can be found on page T113. reading carefully to decide whether a question or a
positive or a negative statement is required.
3 Go through the example and remind students of the
form (have + past participle) and use of the present ANSWERS
perfect (referring to an action which started in the past 2 ‘ve been looking for
and is, in some way, connected to the present). 3 have you been learning
4 hasn’t been feeling well
ANSWERS
5 hasn’t been speaking
2 is staying 5 drives
3 works 6 is teaching
6 Write this sentence on the board I’ve been living here for
4 has worked
five years and I still haven’t been to the park. Ask students
to identify the tenses and to say why they are used.
Refer students to the Language reference on page 91 if
Optional activity necessary. Students continue individually.
Ask students to say the sentences in Exercise 3, but

changing the information to make them true for themselves. ANSWERS
2 ‘s been raining 6 ‘ve read
Get it right 3 Have … been 7 ‘ve been trying
4 has lived 8 ‘ve been travelling
Read through the right and wrong sentences and
5 has been waiting
ask why the second sentence is wrong (in the present
perfect, we don’t use the past simple form but we use the
past participle). Ask students to test each other using
the list on pages 111-112.
UNIT 1 T10
Grammar
Past Future
7 Draw this diagram on the board. Ask students to read 11 Go through the instructions and example before
item 1 and match the verbs sail and fall with letters a putting students into pairs to continue the exercise.
and b (a: fall; b: sail). Ask volunteer pairs to say a question and an answer.
b long action now

-----------------------¦-----------------------------¦------------------> ANSWERS
a short action 2 d 3 b 4 a
Ask students to explain the difference between the
tenses of the verbs fall and sail (the past simple is used
12 Ask students to match the sentences in Exercise 11 with
for the shorter action, the past continuous for the longer the future forms. Refer them to the Language reference
action). Also demonstrate the difference between the section on page 93 to check their answers.
past simple and the past perfect in the sentence At the
end of our journey, we saw that the back had fallen off
the boat using a timeline similar to the one above. Put ANSWERS
students into pairs to compare answers and refer them going to for the future – 2 d
to the Language reference section on page 92 before will for the future – 4 a
checking answers as a class. future continuous – 3 b
present continuous future – 1 c
ANSWERS
2 visited, was travelling 5 saw, was brushing 13 Go through the instructions and the example before
3 went, had never been 6 was taking, bit asking students to complete the exercise. Monitor and
4 was rising, left 7 had never seen, visited help as necessary before putting students into pairs to
compare answers.
8 Read the instructions and look at the example. Ask Has

ANSWERS
this person got their keys now? (no). Does this sentence
tell us about the situation now or in the past? (now). 2 ‘m going to buy
Explain that that is why the present perfect is used. 3 ’s going to be
4 ‘ll lend
ANSWERS
2 didn’t go, went 5 didn’t drop, was 14 Ask students to make brief notes for each of
3 has broken 6 Has, stopped the items 1–7. Put them into pairs to share their ideas.
4 Did, have Bring the class together and ask volunteers to share
anything interesting they found out.
9 Tell students to read the story, ignoring the spaces, and

say why the man was following the writer (he’d found Optional activity
the writer’s key). Monitor and help while students carry
out the activity individually. Role play. Student A is an optimistic person with
an unrealistic travel plan. Student B is a pessimistic
10 1.06 Play the audio for students to listen and check. person who points out what could go wrong. Have a
conversation.
A: I’m going to hitchhike around the world!
ANSWERS B: How will you get across the Atlantic?
2 went 7 looked A: I’ll get a ride on a ship ...
3 ‘d bought 8 was following
4 was walking 9 gave
5 noticed 10 had fallen
WB
6 ran 11 had seen For more practice of all the grammar see pages 08-09
and 13 of the Workbook.
T11 unit 1
Unit 1
Past Future
7 Complete the sentences with the verbs in brackets. Put 11 Work with a partner. Match the beginnings and
one of them in the past simple and the other in past endings of the sentences, then ask each other the
continuous or past perfect. questions.
1 While we were sailing down the Amazon, the back fell 1–c
off the boat. (sail/fall)
2 I Manaus while I in Brazil. (visit/ a after you finish
1 What are you doing
travel) university?
2 What are you going
3 When I to Brazil, I to South b doing this time
America before. (go/never go)
3 What do you next year?
think you’ll be
4 The sun when we the cabin in c on Saturday evening?
the morning. (rise/leave)
4 What do you
d to do in the summer
think you’ll do
5 I a piranha in the water when I holidays?
my teeth. (see/brush)
6 When I a photo, a spider my 12 Match the sentences in Exercise 11 with the future
leg. (take/bite) forms below.
7 I a parrot in the wild before I going to for the future
the Amazon. (never see/visit)
will for the future
See Language reference on pages 92-93. future continuous
present continuous future
8 Complete the sentences with the correct form of the
verbs in brackets. Use past simple or present perfect.
1 Oh no! I ‘ve lost my keys and I can’t get in to the house!
(lose) 13 Complete the sentences with the best future form of
the verbs in the box.
2 Alice to Portugal on holiday, she
to Brazil, but she’s home now. (not go, go)
be buy lend lie
3 Can I borrow your phone, please? I need to make a call
and my phone . (break)
1 Just think – this time next week, we’ll be lying on the
4 Alex a headache this morning? beach in the sun!
(have)
2 I hate this suitcase. I _________ a new one!
5 I the tablet, it her! (not drop , be)
3 Look at the clouds. I think there _________ a storm.
6 it raining now? (stop)
4 Don’t worry if you’re short of cash. I _______ you some.
9 Complete the text with the correct form of the verbs in
14 Think about your ideas for 1–7 below. Tell a
brackets. Use past simple, past continuous or past perfect.
partner. Are any of your ideas the same?
When I 1 was staying
Name one thing …
(stay) in Lisbon, I 2
(go) out one evening to 1 you are doing right now.
a concert. I 3 (buy) 2 you’ve never done.
the ticket in advance 3 you did last summer.
because it was a very 4 you wish you hadn’t done.
popular band. While
5 you think will happen in the future.
I 4 (walk) back
to the holiday apartment afterwards, I 5 (notice) 6 you do at least once a week.
a man following me. I 6 (run) all the way to the 7 you are going to do this week.
door in a panic and 7 (look) for my key, but it had
gone. Then the man who 8 (follow) me arrived. He
9 (give) me the key. It 10 (fall) out of my bag
while I was leaving the concert and the man 11 (see)
it happening and followed me to return it.

Vocabulary
Ways of travelling
Transport 6 Work with a partner. Say where you get to if you
travel in different directions from where you are now.
1 Match the transport phrases in A and B. If you travel southward, you’ll reach Seville. It’s about five
by air – by plane hours by car.
A B 7 What are the opposites of these directions?
by air by road by boat by train

1 eastward 3 outward 5 upward
by horse by sea by car on foot
2 northward 4 forward
by rail by walking by plane on horseback
Pronunciation: full and reduced
2 Use the phrases in Exercise 1 to describe the photos. vowels
a b c Tip
sound in English. The vowel is usually reduced in
unstressed syllables.
d e f 8 Listen to the words. Indicate where the

1.07
vowel is pronounced in full.
full vowel reduced vowel
land // England //

ward // northward //
3 Add more forms of transport to these groups.
1 by road – by car 3 overland 1 overland inland island Poland woodland
2 by sea 4 off-road 2 southward outward toward eastward backward
4 Which forms of transport do you think these people used?

1 Jake travelled overland from Madrid to London. Public transport
2 The national football team will be travelling to Florida. 9 Complete the conversation with the words in the box.
3 Anita is trekking in the Andes. direct first class international

4 Beyonce is doing an international tour. non-stop single shuttle
Directions A: What’s the fastest way to the 1 international airport?

B: The airport express. It’s a service from here to the
2
5 Complete the text with airport and back, every 30 minutes.
the words in the box. A: Do I have to change trains anywhere?
B: No, the service is 3 .
inland northward
A: OK, I’d like two tickets please.
southward towards
Luton B: 4 or return?
Stanstead
westward
Heathrow London A: Two 5 returns, please. How long does it take?
Gatwick the south B: It’s 6 , it only takes about 20 minutes.
The south east of England coast
A: OK, thanks.
has four main airports.
Heading 2 are Luton and Stanstead. Finally,
heading 3 , 4 the south coast is
Gatwick. All of these airports are 5 , but there
some of the words.
is a plan to build an airport on the south coast.

Vocabulary
Ways of travelling
This section deals with vocabulary connected to transport. Directions
The pronunciation section focuses on full and reduced vowels.
5 Point out that the directions are given in relation to
Vocabulary from the lesson is reviewed on page 16. London. Read the text aloud, pausing at the gaps for
students to call out the missing words.
Target vocabulary
ANSWERS
by air by walking on foot 2 northward 3 southward 4 towards 5 inland
by boat direct on horseback
by car eastward outward
by horse first class shuttle 6 Put students into pairs to do the activity.
by plane forward single
by rail inland southward 7 Go through the exercise as a class, checking answers.
by road international towards
by sea non-stop upward
ANSWERS
by train northward westward
1 westward 3 inward 5 downward
Transport 2 southward 4 backward
1 Ask students to read the phrases in A and B. Go through

the example before students complete the task individually. Pronunciation: full and
ANSWERS
reduced vowels
by horse – on horseback by sea – by boat
by rail – by train by walking – on foot
Tip
Read the tip aloud and ask students to look at the
by road – by car
table in Exercise 8 and identify two syllables which
will be unstressed.
2 Ask students to look at the photos and to match them
with the phrases from Exercise 1.
8 1.07 Ask students to look at the words in the table.
Play the audio for students to complete the activity.
ANSWERS
b by sea, by boat e by rail, by train ANSWERS
c by horse, on horseback f by walking, on foot The vowel is pronounced in full in 1 overland,
d by road, by car inland 2 toward
3 Check students have access to a dictionary. Put them into

pairs to add more forms of transport to each category.
Public transport
9 Put students into pairs to complete the conversation.
POSSIBLE ANSWERS
10 1.08 Play the audio for students to listen and check.
1 by bike, by bus, by 3b
y climbing, by running,
caravan, by skateboard, (and any of the answers
by truck, by lorry, by van to 1) ANSWERS
2 by yacht, by barge, by 4 skiing, by camel, by 4x4, 2 shuttle 3 direct 4 Single
ferry, by cruise ship, by by bike 5 first class 6 non-stop
hovercraft
4 Ask students to think of possible answers before The audio script can be found on page T113.
putting them into pairs to compare.
11 Put students into pairs to read the conversation
aloud. Make sure they change some of the other phrases.
POSSIBLE ANSWERS
2 by air 3 on foot, on horseback, by camel WB
4 by car, by air, by helicopter For more practice see pages 11 and 13 of the Workbook.
unit 1 T12
Speaking
Complaining
This lesson is based around an informal conversation 6 Put students into different pairs to take turns
between a tour operator and a customer who is calling to making a complaint, having a conversation similar
complain about a tour. to the one in Exercise 2. Monitor and give positive
The Life skill in this unit introduces the topic of planning and feedback where possible. Ask volunteers to act out
organising, which is developed in the Life skill section on their conversations to the class. The class decide if they
page 84. were polite or not.
1 Direct students to the photo and ask what WB

people might find attractive about this kind of tour. For more practice see page 10 of the Workbook.
Students discuss more ideas with a partner.
POSSIBLE ANSWERS Life skill

a peaceful way of travelling, interesting buildings,
completely organised
Books closed. Ask students to brainstorm a list of things they
could complain about after a holiday or trip somewhere
2 1.09 Tell students they are going to read and goes wrong.
listen to a telephone conversation between a tour
operator and a person who went on the tour in the 1 In pairs, direct students to the photo. Read the
photo and now wants to complain. Play the audio. Ask question, allow pairs time to discuss the answer and
who thinks Emma was right to complain. nominate several students to suggest answers.
2 Read the instructions and let students – in pairs or

Optional activity
small groups – discuss the answer. Bring the class
Ask students questions to check comprehension: How together and ask for suggestions.
long did the boat stop at the museum? (10 minutes); When
would the next boat depart? (three hours later); What does Suggesting a solution
the tour operator offer Emma? (a voucher); Why won’t
Emma accept it? (she’s leaving tomorrow). 3 In pairs, ask students to decide what preparations they
would make to avoid the problems they thought of in
Exercise 2. Monitor and help with ideas as necessary.
3 Read the instructions. Monitor and help as necessary
while students continue individually. Check answers. What about you?
4 Read the questions and invite students to share
POSSIBLE ANSWERS
examples from their own experience. Do not
1 can I help you? 3 I’m sorry to hear that. overcorrect for accuracy, but help students to get their
2 I’m calling to … 4 Actually, I’d like a … ideas across.
Useful language Planning and organising

Ask students to read the column headings and the Tell students to read the information and ask them
expressions. Check understanding as necessary. what they think the sentence ‘Luck helps those who
help themselves!’ means. (People who do something for
themselves – like planning and organising – will be lucky
4 Put students into pairs to practise the and not have problems). Ask for examples of situations
conversation. Monitor and encourage students to use where somebody has or hasn’t planned and thought
through something carefully beforehand.
intonation to sound polite.
5 Ask students to choose one of the topics to talk

about. Tell them to make notes under the headings
where? when? and what? and to choose some expressions
from the Useful language box to use in their conversation.
T13 unit 1
Speaking Unit 1
Complaining Life skill
Skills
1 Look at the photo. What do you think
would attract people to go on this tour?
2 1.09 Read and listen to the conversation. Do you think Emma is right to complain?
Tour operator: Hello, can I help you? Emma: But the next boat was three
Emma: Hello, yes, I’m calling to complain hours later! I think your advert was
about a tour I went on yesterday. misleading.
Tour operator: OK, which tour was that, Tour operator: I’m sorry to hear that. We Identifying the problem
please? will try to make this clearer in future.
Please accept our apologies. Discuss with a partner.
Emma: It was Amsterdam by Boat.
Emma: Actually, I’d like a refund. 1 Who are the people in
Tour operator: And what was the
problem? Tour operator: I’m sorry, that won’t be the photo and what
possible. We could give you a voucher are they doing?
Emma: Well, according to the brochure,
towards another tour, perhaps?
we were supposed to stop at the 2 Imagine an excursion
Rijksmuseum art gallery. In fact, the Emma: But I’m leaving tomorrow. like this. What could
boat only stopped there for ten minutes. Tour operator: Then I don’t think there’s go wrong? Think about
That’s not enough. anything we can do. I’m sorry. money, transport,
Tour operator: I see. But passengers who Emma: Well, I won’t be recommending accommodation, food …
want to stay longer can simply get off you to anyone, then. Goodbye!
and hop on the next boat. Suggesting a solution
3 Find phrases in the conversation for the following functions: Compare with a partner.
1 offering to help 3 apologising 3 You are organising
2 introducing a reason for calling 4 saying what you want an excursion. What
preparations do you need to
make to avoid the problems
Useful language you thought of in Exercise 2?
Saying what’s Saying what you Saying you’re Responding What about you?
wrong want/don’t want unhappy to a complaint
It’s broken / Can I have a I don’t like Certainly, I’ll get Tell your partner or the class.
damaged. replacement, your attitude. you another one. 4 Have you ever been
It doesn’t please? I’m afraid it’s just I’m afraid I can’t give responsible for organising a
do what it’s I’d like a refund. not good enough. you your money trip. How did you prepare?
supposed to do. I’d like to speak back but I can give Did anything go wrong?
It doesn’t work. to the manager. you a credit note. How was the trip?
What it I’d rather have my I’m sorry to hear that.
says here is money back. Of course, I’ll call the
misleading. I’m sorry, but I don’t manager immediately. Planning and
want to exchange Please accept organising
it for another. my apologies. When something works well
and everybody has a good time,
there is usually careful planning
4 Work with a partner. Practise the conversation in Exercise 2. and organisation behind it.
Luck helps those who help
5 Work with a partner. Make notes on one of these topics or choose your own. themselves!
• You bought something online and it’s faulty. Remember: the best way to
• You sent an email to a company and no one’s replied. ensure that everything goes
• You stayed in a hotel, and the staff were rude. well is by thinking things
6 Work with a different partner and have a conversation like the one in
Exercise 2. Take turns to complain about your problem from Exercise 5.
unit 1 13
Writing
A descriptive essay
Writing task: write a descriptive essay about a TV personality you’d like to meet. (120 – 150 words).
A TV personality I’d like to meet

by Amanda Wong
Someone I really like and admire on TV is the explorer Bruce Parry. He made a series
called Tribe, about indigenous people. He visits tribes in barren deserts, snow-capped
mountains and tropical jungles all around the world. But he doesn’t just film them,
he actually lives with them and participates in their daily lives as an equal.
Bruce often goes into very dangerous places in the programmes. For example, when he was in
New Guinea, he found some hostile warriors. They were speaking, and we can see a translation
at the bottom of the screen saying, ‘Shall we kill him?’ Fortunately, Bruce managed to calm them
down with his gentle ways. He always appears to be cheerful and fearless in spite of the danger.
Although I am adventurous I don't know if I could cope with the everyday danger, the pungent
food and not knowing the language and I certainly wouldn’t do some of the things that
Bruce does. For example, he eats crunchy, slimy insects for supper in South America, or does a
rhythmic tribal dance without any clothes in Africa. But perhaps the thing I admire most about
him is that he gets on so well with all kinds of different people, despite the language barrier.
1 Read the description of TV presenter Bruce Parry. How 4 Read the essay again and say where the writer …
does the writer feel about him? Why? 1 gives the reader a description of a particular situation.
2 explains the person’s best quality.
3 gives some examples of what the person does.
4 tells the reader who the person is.
2 What types of places does Bruce visit?
5 explains how the person dealt with something difficult.
6 gives a general description of things the person does.
4 How does the writer describe Bruce in the second
paragraph?
5 Look at the essay structure and decide where the
5 How does the writer describe herself? actions in Exercise 4 are covered.
6 Who does Bruce get on well with?
A. Introduction B. Detail C. Conclusion
7 What type of barrier does Bruce usually face when he
visits different tribes?
Tip Writing builder

Use adjectives to write a more interesting 6 Complete the text with the words in the box.
description for your reader. Remember adjectives
are usually placed before the noun.
attention concluding feelings logical
senses statement summarise
3 Read the essay again and look at the table below. Find
another word for each of the senses. A descriptive essay describes something or someone by
appealing to the reader’s 1 senses: sight, smell, sound,
sight smell sound taste touch taste and touch. In the introduction, you should capture
your reader’s 2 by introducing the topic, followed
freshly bitter / by a main
picturesque
cut grass
loud
sweet
rough 3 . In the next paragraph, arrange the
details in a 4 order and include your thoughts and
5 . In the final paragraph re-emphasise your main
statement and 6 what you have discussed. End
your essay with a strong 7 sentence.

Writing
A descriptive essay
In this section students read a description of somebody they 4 Go through the instructions and ask students to read
admire, which serves as a text for analysis and a model for a the essay carefully to find the paragraph in which the
final writing activity. writer mentions the information in 1–6. As you check
The Signposts in writing in this section are reviewed on page 16. answers, ask volunteers to say what the information is.
There is a guide to writing a descriptive essay in the Writing
guide on page 100. ANSWERS
1 paragraph 2 – the hostile warriors in New Guinea
1 Before doing Exercise 1, look at the writing task at the
top of the page with the class. Explain that the essay 2 paragraph 3 – the thing I admire most …
they will be looking at is a model answer to the essay 3 paragraph 3 – eats insects, dances in Africa
title and that they will write something similar after 4 paragraph 1 – the explorer Bruce Parry
working through the tasks on the two writing pages. 5 paragraph 2 – Bruce managed to calm them down
Set a time limit of about two minutes for students to 6 paragraph 1 – he visits tribes, lives with them
read the essay and decide how the writer feels about
Bruce Parry, the man in the photo, and why.
5 Copy the table and column headings onto the board.
Point out that the column headings reflect the overall
ANSWER structure of the essay, and that each one corresponds
She likes and admires him because he lives among to a paragraph. Elicit that the introduction is paragraph
the people he observes; he is always happy and 1, the detail paragraph 2 and the conclusion paragraph
brave; he is much more adventurous than she is; 3. Go through each point 1–6 in Exercise 4 and ask
he gets on well with everyone. students in which paragraph it can be found.
2 Do the first item together with the class. Remind ANSWERS

students that they need to find an adjective to answer
Introduction – 4, 6 Detail – 1, 5 Conclusion – 2, 3
each question.
ANSWERS
Optional activity
1 indigenous (people)
2 barren deserts, snow-capped mountains, tropical Put students into pairs or small groups to tell each other
jungles whether or not they would enjoy watching Tribe. Bring
3 hostile the class together and ask for comments. Encourage
students to respond to each other’s opinions.
4 cheerful, fearless
5 adventurous
6 (all kinds of ) different people
Writing builder
7 a language barrier
6 Tell students to read the words in the box and check
understanding before asking them to complete the
text individually. Monitor and help as necessary before
Tip putting students into pairs to compare answers. Read
Read the tip aloud and remind students that the paragraph aloud, pausing for students to call out
word order in English is not very flexible. Advise the missing words. Give the correct answer if there is a
them that example sentences in dictionaries will difference of opinion.
illustrate the position of adjectives.
Read the instructions before checking understanding of ANSWERS

3
the words in the table with the class. 2 attention 5 feelings
3 statement 6 summarise
ANSWER 4 logical 7 concluding
sight – barren smell – pungent sound – rhythmic
taste – crunchy, slimy touch – gentle
unit 1 T14
Writing
Signpost Useful language

Read the information aloud and ask students which Ask students to look at the Useful language box. Point
contrasting idea although introduces in the essay (I out that the section headings give the function of the
am adventurous). words and phrases. Put students into pairs to prepare
a short text to describe a person using one phrase
from each section. Then students change partners
and describe the person to their new partner.
7 Read the instructions and ask students to find each of
the different signposts in the essay, paying particular
attention to the structure each one is followed by.
Monitor and help as necessary while students do the Write!
exercise individually. To check answers, ask volunteers
9 Read the task and put students into pairs to follow
to read the entire sentence and see if the class agrees
on the answer before feeding back. the stages in STEP 1. Monitor and help with ideas as
necessary while students write notes in the structure
box. Refer students back to Exercises 4 and 5 if they
ANSWERS need help.
1 in spite of Ask students to follow STEP 2 individually. Suggest
2 Although they select words and phrases from the Useful
3 but/although language box and the Signpost box, then add them to
4 despite the appropriate columns of the structure box before
5 Despite they write their first draft.
6 but/although Once students have written their first draft, ask them to
review their writing, answering the questions in STEP 3.
Tell students to follow STEP 4 by writing a final draft
Improve your writing and rechecking their work. They can refer to the Writing
guide on page 100.
8 Explain to students that they should think of a Put students into pairs to read each other’s description
contrasting fact to add to each of the sentences and and to respond as interested readers. Finally, ask
then make a new sentence using a signpost from the students to write a brief note about why they chose to
box. Give an example from the suggested answers write about the person they did.
below. Monitor and help with ideas as students rewrite
the sentences. Ask them to compare their ideas with
Optional activity
a partner and nominate volunteers to share their
sentences with the class. Take a class vote on whose For homework, ask students to do some internet
new sentence is the most interesting or entertaining. research to identify a person who would fit one of the
sentences they wrote in Exercise 8. Next class, they could
give a mini-presentation (of three or four sentences)
POSSIBLE ANSWERS without mentioning who the person is. The class guesses
1 She’s an amazing actress, in spite of the bad films the name of the person.
she appears in.
2 In spite of his injury, he scored a brilliant goal.
WB
3 His artwork is so creative, but his writing is
terrible. For more practice see page 12 of the Workbook.
4 Although the architecture is really inspiring, the

city is ugly.
5 The experience was rather frightening despite
the safety precautions.
6 Although she has many problems, she’s always
optimistic.
T15 unit 1
Unit 1
Signpost Write!
Writers use signposts to introduce contrast, for example,
the highlighted words and phrases but, in spite of, 9 Write a description of somebody you admire.
although and despite. (120 – 150 words).
7 Choose the best signpost of contrast to complete the Steps

1 She is a generous person, (but / in spite of / although) STEP 1: Getting ideas
not having much money.
2 (But / Despite / Although) she hasn’t got much money, • Work with a partner. Choose a person you both admire.
she’s really generous. • Brainstorm general reasons and specific examples
3 She hasn’t got much money, (but / in spite of / of what the person has done.
although) she’s really generous. • Write notes of some adjectives you could use.
4 He’s incredibly athletic, (but / despite / although) his age. • Write notes in an essay structure box like this.
5 (But / Despite / Although) his age, he’s incredibly athletic. Introduction Detail Conclusion
6 He’s quite old now, (but / in spite of / although) he’s (paragraph 1) (paragraph 2) (paragraph 3)
still incredibly athletic.
Improve your writing

STEP 2: Organising your ideas
8 Add more information and a signpost of contrast to the and writing a first draft
following facts. Compare your ideas with a partner.
• Write a first draft of your description.
although but despite in spite of • Use some expressions from Exercise 7.
• Think about the language you need to use for a
1 She’s an amazing actress. descriptive essay and use adjectives.
2 He scored a brilliant goal.
STEP 3: Reviewing your writing
3 His artwork is so creative.
4 The architecture is really inspiring. • Reread your first draft and answer these questions.
5 The experience was rather frightening. 1 Have you followed the plan?
6 She’s always optimistic. 2 Have you used some signposts to help your reader?
3 Have you used the correct language for a
descriptive essay?
Useful language 4 Is your grammar, spelling and punctuation correct?
To give a general 5 Does each sentence lead smoothly to the next?
STEP 4: Writing a final draft
The person I most He / She lives / goes
admire is … (etc.) … (verbs in
the present tense)
• Recheck your work before handing it in.
The thing I really like is …
• Write a brief note to your teacher about why you
chose this person.
To describe a
To make contrasts
particular event
He / She went (etc.) … although
(verbs in the past tense) but See Writing guide on page 100.
despite
in spite of

Review
Travel Past
1 Reorder the letters to write a travel word for the words 5 Complete the sentences with one of the verbs in past
belonging to each category. simple, one in past continuous and one in past perfect.
1 trees and plants – natigeveto vegetation 1 When I was travelling in Portugal, I met someone who
2 animals, birds, insects, fish – nuafa had visited every country in Europe. (travel/meet/visit)
3 it makes you want to eat it – homut- intraweg 2 When Annie home, Mike to bed. He
4 hotels, hostels, camp sites etc – tomocadamocin
5 strange, unusual, unknown, foreign – cioxet
3 I never in a plane before I for
6 not damaged – lopinust
4 When we in Venice, someone
my bag. Fortunately, I my valuables in the
Ways of travelling hotel. (sightsee/steal/leave)
2 Complete the text with the words in the box. Future

by rail direct horseback international non-stop
6 Complete the conversation with the
overland sea single towards westward best form of the verbs in the box.
Hamid travelled 1 overland to Europe. He left home and
do get go lie stay stay
travelled 2 the 3 border by road. He crossed
the mountains first on 4 and then on foot. In Turkey,
Then he went by 7 to Greece. From there, he went B: I 2 to Malaga. This time next month, I 3 on
northward 8 to Germany. Finally, he was given a the beach!
9 ticket for a 10 flight back to his home. A: Lucky you! Where 4 you ?
B: I 5 probably with my grandmother.
Present and imperative She lives there.
3 Complete the sentences with the verbs in present B: No. I 6 them a bit nearer the time.
imperative.
1 I ‘ve never liked flying. (never like)
3 My mum sometimes me to school. (drive) the part in bold.
4 Jeff ’s away at the moment. He in France. (ski) 1 Scotland overland island Finland
5 you ever your passport while travelling? (lose) 2 Ireland woodland England inland
3 forward northward toward eastward
Present perfect continuous
4 Complete the sentences with the present perfect
continuous of the verbs in brackets. 8 Choose the correct signpost to complete the sentences.
1 Sarah is tired because she has been working very long 1 She’s always smiling, but/in spite of/although all her
hours this week. (work) problems.
2 You to a word I’ve said, have you? (listen) 2 We really enjoyed our holiday, but/despite/although the
3 Why my sweets? (you / eat) noise from the railway nearby.
4 Look! Here’s my camera. I it for a week! 3 Our Amazon trip was amazingly interesting, but/
(look for) despite/in spite of the weather was awful.
the museum, there wasn’t enough time to go.
Ponte Negra is as good as any ocean beach.

Review
The review section for the unit includes further practice Past
activities for the following language areas:
5 Go through the instructions and the example, checking
Vocabulary: travel (page 8); ways of travelling (page 12)
students understand that they should use each of the
Grammar: present and imperative, present perfect tenses in any particular order with the verbs in brackets.
continuous, past (page 10); future (page 11)
Pronunciation awareness: full and reduced vowels (page 12)
ANSWERS
Signposts in writing: contrast (page 15)
2 arrived, had gone, was sleeping
Travel 3 had … been, left, was feeling

4 were sightseeing, stole, had left
1 Read the instructions and the example. Students
continue the activity individually.
Future
ANSWERS Ask students to look at the photo, guess what the
6
2 fauna 5 exotic conversation is about and read and check. Students
3 mouth-watering 6 unspoilt complete the conversation individually.
4 accommodation
ANSWERS
Ways of travelling 2 ‘m going 5 ‘ll … stay

3 ‘ll be lying 6 ‘m going to get
2 Ask students to read and say which countries Hamid 4 are … going to stay
visited. Students continue the activity individually.
ANSWERS Pronunciation awareness

2 towards 7 sea 7 Go through the instructions and the example. Advise
3 international 8 by rail students to say the words quietly to themselves.
4 horseback 9 single
5 non-stop 10 direct
ANSWERS
6 westward
2 inland 3 toward
Present and imperative Signposts in writing

3 Go through the instructions and the example. Students Go through the instructions and the example and
8
could work in pairs to decide on the tense before remind students to look carefully at the words that
completing the sentences individually. follow the signposts to help them choose the correct
alternative.
ANSWERS
2 go 3 drives 4 ‘s skiing 5 Have … lost
ANSWERS
2 despite 3 but 4 Although 5 In spite of
Present perfect continuous

continue the activity individually. Check answers.
ANSWERS
2 haven’t been listening 4 ‘ve been looking for
3 have you been eating
unit 1 T16
Unit 2
Going up in smoke
The theme of this unit is the environment, and the title Going up in smoke is an expression which
means that something fails to produce the result that was wanted.

Vocabulary environmental problems; word building (word Use the photo as a point of departure for a class discussion.
roots) Ask the questions on the page and some or all of the extra
Grammar modal verbs: can, could, be able to; must, have to, questions below. Some possible answers are given in italics.
should, need; must, might, could, may, can’t Give the students space to lead the conversation off in other
Reading an article on the environment: ‘How big is my directions, but staying within the theme.
carbon footprint?’ • Who do you think took this photo? Why? maybe a factory
Exam focus true and false questions owner, builder, activist or person worried about pollution from
Listening listening to a quiz about carbon footprints the factory
Speaking having a discussion • Why do factories produce pollutants? They are old, no
Pronunciation word stress in nouns and verbs government control.
Writing writing an opinion essay • What negative effects can they have? They release toxins or
Get it right modals without to; modal verbs chemical substances into the air and contribute to greenhouse
Life skill wise use of resources gases; they can cause respiratory problems for people who live
nearby, for example, asthma.
The two videos for this unit are: • Would you like to live near a factory like this? Why? Why
not? no – ugly; bad for your health.
v1 The best way to reduce your carbon footprint is to As the discussion proceeds, write some of the key words
avoid travelling by plane. It is recommended that and phrases that come up on the board. At the end of the
students watch this video and do the corresponding discussion, you could take a photo of it or ask students to do
worksheet after completing the Speaking tasks on so. You could show this photo at the beginning of the next
page 25. class and ask students to remember what the words and
phrases were about.
v2 Beekeeping in the city This video and its worksheet are
best done at the end of the unit.
POSSIBLE ANSWERS
An augmented reality link to both videos is included What can you see in the photo? gas pipelines, factory,
on the Student’s Book page opposite. smoke, pollution
Where do you think the photo was taken? in an
industrial town or region
What problems do you think these factories could
cause? industrial pollution, global warming
WB
For more class discussion, you can ask the students
to do the quiz on the environment, on page 14 of the
Workbook.
T17 UNIT 2
Unit 2
Going up in smoke
UNIT OBJECTIVES
• find out about the environment
• read and understand a text on the environment
• topic words: environmental problems
• listen to a quiz
• grammar: modal verbs
• word building: word roots
• speaking: having a discussion
• writing: an opinion essay
• life skill: wise use of resources

partner for one minute about what
you can see.
VIDEO 1 VIDEO 2
• what problems do you think these factories
could cause?
Are there any factories like this near where you live?
going up in smoke unit 2 17

Reading
1 Look at the photos, title and sub-headings. What

is your ‘carbon footprint’? Compare and discuss with a
Exam focus: true and false
partner. questions
2 Read the definitions. Match them with the words
5 Follow stages 1– 4 for answering true and
false questions.
1 Read the sentence carefully and pick out the key words.
Everything we do affects our carbon footprint.
1 someone who talks a lot (n) 2 Find the part in the text where you can read the
2 to increase (v) information.
3 things carried from one place to another (n) 3 Check carefully for negative words and quantifiers.
4 something that is useful or valuable (n) 4 Decide if the statement is true or false.
5 to get smaller (v)
6 Are the following sentences true or false? Follow
stages 1 – 4 in Exercise 5.
3 Read the text quickly – in about three minutes! Was 1 The author talks about the carbon footprint of things
your answer to Exercise 1 correct? people usually think about.
2 Bananas have a large carbon footprint because of
4 Read the text again and listen. Choose the
1.10
packaging.
best answer according to the text.
3 Texting rather than talking on a mobile phone is more
1 The author wrote the article … carbon-efficient.
a to instruct.
b to inform. 7 Answer the questions according to the information in
c to frighten. the text. Use the exact words from the text to justify
your answer.
2 The annual carbon footprint of a business email user is …
1 How have people’s letter and email writing habits
a bigger than driving 250 kilometres.
changed?
b smaller than driving 250 kilometres.
2 What’s a disadvantage of eating bananas?
c the same as driving 250 kilometres.
3 What impact would using more than one paper towel
3 Using a paper towel to dry your hands is … have on your carbon footprint?
a worse than using a heated air blow-dryer. 4 How does using mobile phones affect your carbon
b better than using a heated air blow-dryer. footprint?
c better than leaving your hands to drip-dry. 5 What’s a secondary advantage of cycling?
4 The carbon footprint from using a mobile phone is …
a as big as from a flight to New York. 8 How big is your carbon footprint? What could
you do to make it smaller? Tell a partner.
b smaller than the footprint from using a landline.
c smaller if you text than if you speak.
5 Cycling … Phrasal verbs
a will have a different carbon footprint for each
person. bang out sth or bang sth out: to write something
b has no carbon footprint costs. quickly on a computer or a typewriter
eat up sth or eat sth up: to use all of something that
c has many indirect costs.
is valuable and that you are trying to keep
get around sth: to find a way of dealing with or
avoiding a problem
Tip take up: to use a particular amount of time, space or
Read every word in the sentences in a text very
effort
carefully, and pay particular attention to negative
put off sb or put sb off: to make someone not
words and quantifiers.
like someone or something or not want to do
something
go for sth: to try to get or achieve something
18 unit 2 going up in smoke

Reading
In this section students read a magazine article, How big is

4 1.10 Ask students to read carefully the first
my carbon footprint?, which is about the different things that
part of sentences 1–5 and the options to end them.
damage the environment and contribute to climate change.
Advise them to look at key words and think about the
Students are given phrasal verbs which appear in the text, differences within each set of options. Play the audio.
along with their meanings. Ask students to compare answers in pairs and give
If students enjoy reading this article, they could try reading them the option of a second listening. Check answers
some other articles on the same subject. Ask them to type as a class.
carbon fooprint into a search engine.
ANSWERS
Optional activity 1 b (lines 18–21) 4 c (lines 67–68)
Books closed. Students explore the idea of ‘footprints’ – 2 c (lines 31–35) 5 a (lines 73–74)
traces our daily activities leave behind. Ask them to think 3 b (lines 51–53)
about what one average day in their life will leave behind,
for example in rubbish or electronic traces on their digital
device
Optional activity
1 Direct students to the photos, title and sub- Ask students to use the photos and sub-titles to help them
headings in the article and ask them to discuss with locate the corresponding line numbers for the information
for answers 1–5.
a partner what they think a ‘carbon footprint’ is. Take
suggestions. Do not overcorrect students’ accuracy, but
help them get their ideas across. Do not feed back at
this stage. Tip
Read the tip aloud and ask students to find
2 Read the instructions and monitor and help with
examples of quantifiers in Exercise 4. Point out
vocabulary if necessary while students match the words that paying attention to the use of negatives and
in green in the text with a definition from 1–5. Advise quantifiers is particularly helpful when deciding if a
students to use the information about the part of sentence is true or false.
speech to help them find each word in the text. Suggest
students substitute the meanings for the words in the
text to check that the general idea makes sense. Ask Exam focus: true and false
volunteers to give answers and check pronunciation as
necessary. Nominate students to give translations. questions
5 Work through stages 1–4 as a class, using the example
ANSWERS given. Ask a volunteer to say if the sentence is true or
1 chatterbox 3 freight 5 shrink false and see if the class agrees before feeding back.
2 swell 4 resources Encourage students to practise scanning by asking for
a line reference for where the information occurs.
3 Remind students that to get the general idea of the

text, they should first read it quickly. Ask students ANSWER
to read and check their answer to Exercise 1. Ask False – ‘almost everything we do …’ (line 14)
volunteers to explain the meaning of ‘carbon footprint’.
POSSIBLE ANSWER
The amount of carbon dioxide which is released
into the atmosphere when people do a particular
activity.
unit 2 T18
Reading
6 Ask students to read sentences 1–3 and check

vocabulary if necessary. Tell students to follow stages
Phrasal verbs
1–4 in Exercise 5. Monitor and help as necessary while
students continue individually. Go through each of the verbs, then read the sentences where they appear in
items, asking volunteers to say if the sentence is true or the text (highlighted in yellow) to see them in context.
false and to give reasons. Give more example sentences with the verbs if
necessary. (I have to write a paragraph about my carbon
footprint, which I should be able to bang out in five
ANSWERS minutes. Buying imported food really eats up your carbon
1 False. ‘everyday objects and activities that we don’t footprint allowance. One way of getting around the
normally think twice about’ (lines 18–21) problem of a high carbon footprint is to travel by bicycle.
2 False. ‘they don’t need a lot of packaging …’ (lines Bottled drinking water takes up a lot of space in my fridge.
42–43) The indirect cost of using a mobile phone has put me off
using mine. Get yourself a bicycle. Go on, go for it!) There
3 True. ‘texting … is a lower-carbon alternative’ (lines
is a practice exercise for these phrasal verbs on page
67–68)
20 so there is no need to get the students to practise
using them yet. However you might, at this point,
7 Ask students to read questions 1–5. Go through each want to familiarise them a bit more with these verbs at
question and point out important words and phrases this point with one of the following tasks:
(e.g. 1 = and; 2 = disadvantage; 3 = more than one; 1 Put students into pairs to find the subject and/or
4 = affect; 5 = secondary). object of each of the phrasal verbs in the text.
2 Give students a couple of minutes to memorise the
Monitor while students complete the exercise
particle that goes with each verb, then ask them to
individually. Put students into pairs to compare before
close their books and test each other.
checking answers as a class.
ANSWERS
Streetwise
1 ‘… most people now bang out many more
emails than they sent letters in the past.’ Read the information about go for it! and the example.
(lines 24–26) Point out that the expression is said in an enthusiastic
and encouraging manner, as indicated by the
2 ‘On the downside, they are often cultivated with
exclamation mark. Tell students about something you
a lot of pesticide.’ (lines 44–46)
are thinking of doing, e.g. I’m thinking of getting a new
3 ‘… but you mustn’t use more than one, or your mobile phone and nominate a student to reply. That
carbon footprint will swell very rapidly.’ student then makes another statement of intention
(lines 53–55) and nominates another to respond. Repeat several
4 ‘Speaking on a mobile phone does not increase times. Tell the class to listen and check that the reply
your carbon footprint too much, unless you’re a sounds encouraging.
real chatterbox.’ (lines 60–62)
5 ‘It also contributes to good health, which
reduces the energy required for medical
treatment.’ (lines 81–83)
Get it right
ask why the second sentence is wrong (modal verbs
Optional activity are followed by infinitives without ‘to’). Ask a volunteer
to make a sentence to express a prohibition to
Books closed. Put students into groups of three. Each help reduce your carbon footprint. The volunteer
student talks about the effect of one of the activities on our then nominates another student to give a different
carbon footprint. The others listen, check the information is prohibition. Repeat several times. The class takes a
correct and add anything else they can remember. vote on the best prohibition.
8 Tell students to discuss the size of their carbon

footprint by talking about the topics in the article. WB
Monitor and join in where possible before asking For more practice see pages 16-17 of the Workbook.
volunteers to tell the class something interesting that
they learned about their partner.
T19 unit 2
Unit 2
HOW BIG IS MY
CARBON FOOTPRINT?
W
e all know that travelling volume of spam. It is estimated that
by air, heating a home or 78% of all incoming emails are spam,
driving a car causes pollution and reading and deleting this eats up
which can damage the environment 30 electricity. Even a spam filter consumes
5 and contribute to climate change. energy. Very roughly speaking, the
We call the amount of carbon dioxide carbon footprint of a typical year of
pollution which a given activity causes incoming mail for a business user is
its ‘carbon footprint’. If we want to save about the equivalent of driving 250
the environment, we must shrink this 35 kilometres in a car.
10 footprint. However, burning
fossil fuels is not the only BANANAS CYCLING
source of man-made Bananas provide a lot of 70 Cycling is a green alternative to driving.
climate change. In fact, nutrition in return for a However, there is an indirect cost,
almost everything we do small carbon footprint. They because cycling burns energy which
15 has some impact on it, last a long time and so can be is supplied by food, and this takes up
including things we think 40 transported by sea, which is 100 resources to produce and transport.
are environmentally-friendly, times less polluting than air freight. 75 The resources required depend on
such as using email. So let’s look at What’s more, they don’t need a lot of the food you eat. The carbon footprint
the carbon footprint of a few everyday packaging, since they already have their from bananas or cereal is much smaller
20 objects and activities that we don’t own natural wrapper. On the downside, than from meat, or any food which is
normally think twice about. 45 they are often cultivated with a lot of transported a long distance by air. But
pesticide. You have to buy organic or fair 80 you mustn’t let these facts put you off –
trade bananas to get around this. using a bike instead of a car is definitely
one of your most carbon-efficient
DRYING YOUR HANDS choices, so go for it! It also contributes
The most fuel-efficient way to dry your to good health, which reduces the
hands is a cold air blow-dryer. Heated air energy required for medical treatment.
50 blow-dryers use over six times as much 85 The conclusion from all of this is that the
energy for the same job. Somewhere biggest part of your carbon footprint
between these two options is a paper is probably from your travel, eating
EMAIL towel – but you mustn’t use more than and heating habits, but you mustn’t
Sending an email has a much smaller one, or your carbon footprint will swell forget that other things you do also
carbon footprint than posting a letter. 55 very rapidly. Of course, you don’t have to 90 have an effect, often indirectly. We all
However, most people now bang out dry your hands at all, you could let them need to become more aware of the
25 many more emails than they sent letters drip dry. This uses no energy at all, but it consequences of our choices.
in the past. In addition, there is a massive may be less hygienic. Also, you might get
icicles on your fingers in winter!
Streetwise MOBILE PHONES

go for it!
60 Speaking on a mobile phone does Get it right
not increase your carbon footprint too
Go for it! is used to encourage much, unless you’re a real chatterbox. If We say:
people to do whatever they
you speak for an hour a day over a year, ✓ You mustn’t forget …
have to do in order to get what
it’s as bad as flying from London to New
they want! ✗ You mustn’t to forget …
65 York. However, the indirect cost is much
A: I’m thinking of getting a
motorbike! higher because of the energy required
B: I think you should, go for it! to power the network. Texting or using a
landline is a lower-carbon alternative.

Vocabulary
a b c
Environmental problems
d e f
1 Match the words in the box with the photos.
a – pollution
deforestation electricity gas global warming g h i

oil pollution solar panels waste wind turbines
2 Complete the sentences with words from Exercise 1.

1 Power stations are a major source of air pollution.
2 are used to generate renewable energy 5 1.11 Listen and check your answers.
from the sun.
3 and are both fossil fuels. 6 Make sentences from the box. There may be more than
4 is an example of man-made climate one possibility.
change caused by greenhouse gases. Burning fossil fuels causes air pollution.
5 use the wind to generate .
a massive waste
6 Plastic packaging is a major problem for 1 Burning fossil fuels
problem.
the environment. 2 Deforestation
air pollution.
7 The ecosystem of the rainforest is seriously damaged 3 Greenhouse gases
by . causes global warming.
4 Man-made
damages more extreme
climate change
3 Choose the word which does not belong in the group. weather.
5 Too much helps
1 fossil fuels: the ecosystem.
packaging is leading to
oil solar power gas to protect the
6 Using public lead to
2 sources of energy: environment.
transport
power stations solar panels deforestation you to reduce
7 Using renewable
3 renewable energy: your carbon
energy
wind power solar power electricity footprint.
4 environmental problems:
renewable energy deforestation 7 Work with a partner. Compare your answers to
man-made climate change Exercise 6. Decide which sentences describe a problem
5 waste: and what the solution could be.
packaging global warming greenhouse gases A: Burning fossil fuels causes air pollution. This is a problem.
B: Yes, what should we do about it?
Tip A: Perhaps we could use electric cars.
Stress normally goes on the syllable before these
endings: -ic; -ity; -al; -ical; -ion PV
8 Complete the sentences with the verbs and particles in

the box.
Pronunciation: word stress
bang for put up takes eat
4 Decide where the word stress is placed in the words in B.
go up off get around out
Draw the stress patterns.
A B
1 4x4 vehicles like this one really eat up petrol.
1 electric ●●● electricity ●● ●●●
2 I often switch on the computer to a few emails
2 environment ●●●● environmental before breakfast.
3 climate ●● climatic 3 If you really want to buy an electric car, it!
4 science ●● scientific 4 Meat production a huge amount of resources.
5 ecology ●●●● ecological 5 Some companies deposit waste in Africa to
6 economy ●●●● economical restrictions in European countries.
7 transport ●● transportation 6 The high price of solar panels might many
8 generate ●●● generation customers.
9 deforested ●●●● deforestation

Vocabulary
Environmental problems
This section deals with vocabulary connected to Pronunciation: word stress
environmental problems.
The pronunciation section focuses on word stress. 4 Go through the example and ask students to work in
The phrasal verbs section recycles language from the pairs. Refer them back to the Tip box.
magazine article How big is my carbon footprint?
5 1.11 Play the audio for students to check their
The target vocabulary and pronunciation are reviewed on answers.
page 28.
ANSWERS
Target vocabulary
2 ● ● ● ●● 5 ● ● ●● ● 8 ● ● ●●
carbon footprint gas power stations 3 ● ●● 6 ● ● ●● ● 9 ● ● ● ●●
deforestation generate renewable energy 4 ● ● ●● 7 ● ● ●●
ecology global warming solar panels
ecological greenhouse gases solar power
6 Go through the example and do the activity as a class.
ecosystem oil waste
electricity packaging wind turbines
POSSIBLE ANSWERS
fossil fuels pollution
2 Deforestation causes more extreme weather.
3 Greenhouse gases lead to global warming/air
1 In pairs, ask students to match the words in the box pollution.
with photos a–i. Monitor and help as necessary. 4 Man-made climate change damages the
ecosystem/is leading to more extreme weather.
5 Too much packaging causes a massive waste
ANSWERS problem/damages the ecosystem.
b – gas c – wind turbines d – solar panels e – oil 6 Using public transport helps you to reduce your
f – electricity g – waste h – global warming carbon footprint/to protect the environment.
i – deforestation
7 Using renewable energy helps to protect the
environment/you to reduce your carbon footprint.
2 Ask students to read sentences 1–7. Check vocabulary
as necessary before they do the exercise individually.
7 Go through the instructions and nominate two
students to model the example conversation. In pairs,
2 Solar panels 5 Wind turbines, electricity ask students to identify the problems and think of
solutions.
3 Gas, oil 6 waste
4 Global warming 7 deforestation 8 Refer students back to the Phrasal verbs box on page 18.
Stronger students could omit this stage.
3 Go through the instructions and the example.

ANSWERS
2 bang out 4 takes up 6 put off
ANSWERS 3 go for 5 get around
2 deforestation 4 renewable energy
3 electricity 5 global warming
Optional activity
Tip Give students these phrases: urban sprawl, scorched earth

and soil erosion. Ask them to use their dictionaries to find
Read the tip aloud. Demonstrate the ‘rule’ with
the meaning and write a sentence using each one.
item 1 in Exercise 4.
WB
For more practice see pages 15 and 23 of the Workbook.
unit 2 T20
Listening
A quiz
In this section students listen to a quiz about reducing your
carbon footprint. General and specific information related to POSSIBLE ANSWERS
the topic is given before the quizmaster asks a question and 1 greenhouse gases 3 reduce
gives four answer options. The answers are given in Exercise 5. 2 three times 4 printing out

Optional activity
Books closed. Ask students to give examples of things that Optional activity
affect our carbon footprint, both positively and negatively.
Put students into pairs to try to remember the quiz questions.
Encourage them to try to give the exact wording before then
1 Put students into pairs to identify four topics and
asking them to guess the answers. Don’t give feedback yet.
to give reasons for their choices. Take feedback.
5 1.14 Play the audio for students to listen and

Tip check the answers to the quiz questions.
Read the tip aloud and point out that if students
listen for every single word they might fall behind
ANSWERS
and miss what the speaker is saying.
1 c (heating the home) 3 c (one every five years)
2 a (white coffee in 4 b (one between two)
2 1.12 Go through the instructions and check
a takeaway cup)
students understand that they should both identify the
topic and choose a fact (a–e) to match each question.
If you feel the listening activity is challenging for your The audio script can be found on page T114.
students, pause at the end of each question.
Idioms
ANSWERS 6 Do the first item as a class. Put students into pairs to
complete the exercise. Check answers as a class.
1 topic: greenhouse 3 topic: travelling by
gases, c plane, d
2 topic: diet, e 4 topic: car ownership, b ANSWERS
1 d 2 b 3 a 4 c
The audio script can be found on pages T113-T114.

Streetwise
Tip Read the information about in fact and the example.
Read the tip aloud and tell students that this is Emphasise that the phrase is a verbal signpost to
a good strategy. Sometimes we make incorrect prepare the listener for what, in general, the speaker
guesses before listening, so we should listen carefully will say next. Put students into pairs to make new
to the speaker. sentences with in fact.
3 1.12 Read the instructions and ask students to 7 Give students two minutes to think about what
read the questions and answer options. Tell them to to do to reduce their carbon footprint. Tell them they
think about key words to help them focus on specific could use the topics from the quiz or their own ideas.
information. Check vocabulary before playing the audio. Put them into pairs to discuss their ideas.
Reflection
ANSWERS 8 Put students into pairs to read the strategies.
1 d 2 c 3 b 4 d Ask them which they felt helped them do the listening
activities. Ask them to choose one strategy they will try
4 1.13 Read the instructions and ask students to next time.
read sentences 1–4 before listening. Tell them to think
WB
carefully about the type of information required to fill
For more practice see page 20 of the Workbook.
the gaps, e.g. a noun or a verb phrase.
T21 unit 2
Listening Unit 2
A quiz
1 You will hear a quiz about reducing your 4 1.13Listen to Question 1 from the quiz again
carbon footprint. Which topics do you think will be and complete the sentences. Write no more than three
mentioned? Discuss with a partner. words for each space. Compare with a partner.
1 In Western Europe, the average person produces over
Tip 15 tons of every year.
Remember to focus on meaning. Think about 2 This is as much as China produces every year.
what the speaker means, not just individual words 3 How can we our carbon footprint?
and phrases.
4 To save paper, we should stop things.
2 1.12 Listen to the quiz. Were your answers to

5 1.14 Listen again and check the answers to the
quiz questions.
Exercise 1
correct? Now match a fact from the list with each
question. There is one fact which you do not need to use. Idioms
Question 1 a Western Europe is worse than the United
States at this. 6 Read these extracts from the quiz. Match the idoms in
Question 2 b People are doing this more, not less. bold with their meanings.
Question 3 c This solution won’t have much effect. 1 But saving paper is a drop in the ocean
Question 4 d People don’t do much of this. 2 … your carbon footprint goes through the roof
e Avoid using items brought from far away. 3 … but the savings you make will go up in smoke
4 … there is no sign that the tide is turning
Tip a spoiled or wasted (be destroyed by burning)

Listen carefully to what the speaker says before b rising to a very high level
guessing an answer. c reversing events
d a small amount compared to what is needed
3 1.12 Listen again. Choose the best answer

according to the information in the quiz. Streetwise
1 In which place do people produce fewer greenhouse
gases per person? in fact
a Western Europe c China In fact is often used to add emphasis to what
b the United States d Bangladesh you are saying.
No, I don’t work, In fact, I’ve never had a job!
2 How can a person change their diet to reduce their
carbon footprint?
a By buying hot drinks.
7 What could you do to reduce your carbon
b By eating more dairy products.
footprint? Compare your ideas with a partner.
c By stopping eating meat.
d By eating and drinking less. Reflection
3 Why are long haul flights bad for the environment?
a Because all food is transported by plane. 8 What helped you understand the listening?
b Because one long-haul flight can produce more gas • Thinking about the topic before listening.
than heating a home for a year.
• Focussing on meaning.
c Because everybody in Western Europe takes a long-
haul flight every year.
d Because they produce a lot of smoke.

4 How is car ownership changing?
a Fewer people are buying cars.
b Fewer car owners means less fuel consumption.
c People are less dependent on cars nowadays.
d More people are using cars.
Grammar
Modal verbs
Can, could, be able to Must, have to, should, need
1 For each group of sentences, match a – c with the 4 Complete the text with the verbs in the box. Each verb
three kinds of meaning in the box. is used twice.
ability possibility permission must mustn’t have to don’t have to
1 a You can help yourself to food and drinks.

If we want to stop global warming,
b You can see Mars if you look carefully!
we 1 must be more aware of the
c You can do it if you try! consequences of all our actions. We
2 a You can’t play the piano, can you? 2 consider even simple things
b You can’t be 18 years old already! like hand washing - we 3 use
more than one paper towel. In fact,
c You can’t go out till you’ve done your homework!
we 4 dry our hands at all. We
3 a Could I borrow your bike for an hour? all 5 eat more local food, but
b That story could be true! above all, we 6 eat food which
c I could swim when I was five. has been transported by plane. And
remember, don’t take your car out if
4 a I couldn’t go inside the mosque wearing shorts.
you 7 . We 8 all use public
b I couldn’t drive until I was 25.
transport more frequently.
c It couldn’t have been easy.
2 Answer the questions about the sentences in Exercise 1. 5 Which of the verbs in Exercise 4 could be replaced by
should or shouldn’t? Which verb could be replaced by
1 Which sentences refer to the present and which refer
needn’t or don’t need to?
to the past?
2 In which sentences could you replace the verb in bold: 6 Complete the rules below with the verbs from Exercises
• with may? • with a form of be allowed to? 4 and 5.
• with a form of be able to? • with a form of must? 1 Use must or to talk about an obligation and
strong advice.
3 What’s the future form of 1b?
2 Use to talk about weak advice.
4 How could you rewrite 4c using difficult?
3 Use to say there is no obligation or necessity.
4 Use or to say there’s an obligation not
Tip to do something.
When we say that someone did something in
a specific situation, we use was / were able to or
managed to. Liam managed to reduce his carbon
footprint by only travelling by plane once a year.
Tip
There is no past form of must for obligation. Use
had to instead.
3 Complete the sentences with the verbs in the box.
be able to can could could have manage to was able to Get it right
1 Climate change could cause sea levels to rise. We say:
2 The fire crew put out the forest fire after ✓ I had to get up early.
three days. ✗ I must had got up early.
3 Did you identify the cause of the disaster?
4 Driving a car causes pollution which damage
the environment. See Language reference on pages 95-96.
5 Hopefully, in the future, we’ll recharge electric
cars at any filling station.
6 You should be more careful – you fallen over!

Grammar
Modal verbs
In this grammar lesson students will study modal verbs: can, 3 Go through the instructions and the example. Refer
could and be able to for ability, possibility and permission; students to the Language reference section on pages
must, have to, should and need for obligation and advice; 95-96 if they need help. Ask them to compare answers
must, might, could, may, and can’t for deductive possibility. in pairs before you take feedback.
The grammar is reviewed on page 28. The Language
reference section can be found on pages 95-96. ANSWERS
2 was able to 4 can 6 could have
Optional activity 3 manage to 5 be able to
Books closed. Ask students to give examples of situations

in which people are talking about ability and possibility, Must, have to, should, need
and giving permission. 4 Go through the example, explaining that must and
have to can be used interchangeably, although there
is a slight difference in usage. Then ask students to
Can, could, be able to complete the text with the verbs in the box. Emphasise
that they should use each verb twice.
1 Read the instructions and do item 1 with the class
to demonstrate the activity. Point out that there is
one example of each kind of meaning in each set of ANSWERS
sentences. Monitor and help as students continue the 2 must/have to 5 have to/must 8 must/have to
activity individually. Check answers. 3 mustn’t 6 mustn’t
4 don’t have to 7 don’t have to
ANSWERS
1 a permission b possibility c ability 5 Put students into pairs to do the activity and advise
2 a ability b possibility c permission them to look at the Language reference section on
pages 95-96 if necessary. Ask volunteers to give
3 a permission b possibility c ability
answers.
4 a permission b ability c possibility
ANSWERS
2 Go through the instructions for question 1. Elicit one Verbs replaced by should or shouldn’t: 1, 2, 3, 5, 6, 8
example of each of the present and the past before
Verbs replaced by needn’t or don’t need to: 4, 7
students then complete this part of the exercise. Next,
elicit one example for each of the bulleted items in
question 2 before students then complete this part of 6 Read the instructions and do the activity as a class.
the exercise. Finally, ask students to answer questions 3
and 4. ANSWERS
1 have to 3 don’t have to/needn’t/don’t need to
ANSWERS 2 should 4 mustn’t, shouldn’t
1 present: 1 a, b, c 2 a, b, c 3 a, b past: 3 c 4 a, b, c
2 may for permission and possibility: 1 a, 1 b, 3 a, 3 b
be able to for positive possibility in the present Tip
and ability: 1 b, 1 c, 2 a, 3 c, 4 b Read the tip aloud and ask students to put the
be allowed to for permission: 1 a, 2 c, 3 a, 4 a sentences with must in Exercise 4 (1, 2, 5 and 8) into
mustn’t for prohibition: 2 c the past using had to.
3 will be able to
4 It must have been difficult. Get it right
Read through the right and wrong sentences and ask
Tip why the second sentence is wrong (it contains two
Read the tip aloud and explain that managed to modal verbs and does not make sense). Ask volunteers
is often preferred when we are talking about doing to give true sentences about something they had to
something in the past that was difficult. do, either earlier in the day or yesterday.
UNIT 2 T22
Grammar
7 Read the instructions and go through the example with 9 Go through the example with the class. Before students
the class. Monitor and help as necessary while students continue individually, advise them to read each
continue individually. Ask volunteers to give answers sentence carefully and to think about the context. This
and see if the class agrees before feeding back. will help them decide which modal verb to use. Check
answers.
ANSWERS
2 You mustn’t say anything. ANSWERS
3 I didn’t have to worry. 2 might 5 must have
4 I don’t need to get up early. I needn’t get up early. 3 might not 6 could have
5 You shouldn’t travel without insurance. 4 can’t 7 couldn’t have
6 You must step out of the car, sir!
7 I shouldn’t have been so rude to her. 10 Put students into pairs to make as many
8 I had to repeat the exercise five times. deductions as they can about each situation. Do an
example together as a class. Monitor and encourage
students to self-correct where necessary. Ask each pair
Optional activity to share their best deduction.
Put students into pairs to give each other travel advice.

POSSIBLE ANSWERS
Tell students to refer to the rules in Exercise 6 if necessary.
Bring the class together and take feedback. Students 1 He/she might have forgotten to pay his/her
could vote on the best piece of advice. phone bill.
2 It must be a lie! Thieves must want my bank details.
3 It can’t be morning; it must still be the middle of
Must, might, could, may, can’t the night.
4 There could have been an accident at the local
8 Read the instructions and situation and ask volunteers chemical factory. The river might be very polluted.
to read the deductions. Go through each question with 5 There could be a war.
the class.
ANSWERS Optional activity

1 Alex, Emma, Fiona: must have, can’t, couldn’t have
2 Ben, Carla, David: might not, may, could have Put students into pairs or small groups to think of an
explanation as to why somebody came home early from a
3 have + past participle
tropical holiday. Ask volunteers to give suggestions.
4 must have been à mustn’t have been;
may be à may not be;
could have walked à couldn’t have walked
WB
mustn’t have been, mightn’t be, couldn’t have
For more practice of all the grammar see pages 18-19
walked, can’t be, couldn’t have been; (may not be
cannot be contracted)
Tip
Read the tip aloud and direct students to the
Language reference section on page 96.
T23 unit 2
Unit 2
7 Rewrite the sentences keeping the same meaning. 9 Complete the sentences with the modal verbs in the box.
Use the correct form of the word in brackets.
1 You’re not obliged to say anything. (have) couldn’t have might not can’t must have
You don’t have to say anything. could have may not might
2 You’re not allowed to say anything. (must)
1 Jenny isn’t feeling well. She may not go out tonight,
3 I needn’t have worried. (have)
she’d like to, but she’s going to see how she feels later.
4 It’s not necessary for me to get up early. (need)
2 Make sure you take your coat. It be cold
5 I advise you not to travel without insurance. (should) later.
6 I need you to step out of the car, sir! (must) 3 There be enough time to stop for coffee
7 I was wrong to be so rude to her. (should) – we’re already a bit late.
8 I was obliged to repeat the exercise five times. (have) 4 You’ve just had lunch – you be hungry
already!
Must, might, could, may, can’t 5 Jamie got an enormous electricity bill last
year – he never puts the heating on any more!
8 Read the situation and the deductions. Then answer 6 He was really lucky – he lost all of his
the questions. money in that card game.
On the first mission to Mars, an astronaut is surprised 7 We found his house without the map, it
when he finds a footprint… would have been impossible!
Alex: Somebody must have been there before him.
10 Work with a partner. Make deductions about
Ben: It might not be a footprint.
the situations.
Carla: He may be mistaken.
1 You phone a friend, but you get a message that says,
David: He could have walked in a circle. ‘This number is not available’.
Emma: It can’t be the first mission to Mars. 2 You get an email from a bank saying they have some
Fiona: There couldn’t have been anybody there before! money for you.
1 Which speakers are sure about their deductions? 3 You wake up one morning and notice something
Which verbs do they use? strange – there are no birds singing.
2 Which speakers are just suggesting possibilities? Which 4 You notice that there are a lot of dead fish in the river.
verbs do they use? 5 A TV programme stops in the middle and an announcer
3 What form of the verb is used to refer to the past? says that the president will address the nation.
4 What is the negative equivalent of each verb? When is
not contracted to n't?
Tip
Use can’t, or couldn't, not mustn’t, might not or may
not to say something is not possible.
It can't be the first mission to Mars!
He couldn't have found a footprint - it's impossible!

Vocabulary
Word roots
1 Look at the picture of the words with the roots trans and Tip
port. Which root means carry and which means across? Two-syllable nouns usually have stress on the
Are these similar to words in your language? first syllable. Two-syllable verbs often have stress on
the second syllable. For example, (noun) PROduce,
TRANSFORM
TRANSLATE (verb) proDUCE.
IMPORT EXPORT
TRANSATLANTIC
TRANSFER REPORT
TRANSPLANT
Pronunciation: nouns and verbs
AIRPORT
6 1.15 Listen and say if you hear a word from row A or
row B.
TRANS / PORT A noun ● ● B verb ● ●

2 Complete the sentences with words from Exercise 1. EXport exPORT
1 You can transplant an organ. PROduce proDUCE
2 You can money to another bank account. INcrease inCREASE
3 You can a crime to the police. OBject obJECT
4 You can a sentence into another language. CONtract conTRACT
5 A country can or products. PREsent preSENT
6 You can your appearance and look
completely different.
7 Work with a partner. Take turns to say words
7 You can take a flight from any major from the table in Exercise 6. The other person must say
. if it’s from row A or row B.
3 Work with a partner. Look at the word roots and 8 Decide if the words in bold are nouns or verbs and
think of words that you know with these letters in them. then draw the stress pattern.
1 crease – 2 duc 4 sen 1 Nigeria’s exports ( ● ● ) include palm oil and copper.
decrease 3 ject 5 tract They also export( ● ● ) a lot of oil.
See Language reference on page 94.

2 Iceland’s agricultural produce ( ) isn’t massive,
but they do produce ( ) a lot of bananas in
greenhouses.
4 Match part of the words from Box A with the other part
of the word form Box B to make new words. 3 There’s been a massive increase ( ) in house prices
but wages have hardly increased ( ) at all.
im pro in ob con pre

4 Museums are full of stolen objects ( ), but nobody
A seems to object ( ).
5 We’ve seen the volume of sales contract ( ) over
tract duce ject port crease sent B the past year, and there are no new contracts ( )
coming up.
5 Write the correct words from Exercise 4 for these noun 6 They often present ( ) guests with a small present
definitions. ( ) which is always beautifully wrapped.
1 goods bought by one country from another
import 9 1.16 Listen and check your answers. Practise
2 a rise in the amount or size of something saying the sentences.

3 a thing that you can see or touch but that is not usually 10 Talk about your country. Answer the questions.
living
1 What are the main exports? Where are they produced?
4 a legal document that states and explains a formal How are they transported?
agreement between different people or groups
2 What does your country import? Where is it imported
5 food or any other substance or material that is grown or from? How is it transported?
obtained through farming
3 Which economic activities are on the increase? Which
6 something that you are given, without asking for it, on a are decreasing?
special occasion, especially to show friendship, or to say
thank you

Vocabulary
Word roots
This section deals with different word roots. 5 Ask students to match the nouns from Exercise 4 with
The pronunciation section focuses on the change in word the definitions. Check pronunciation.
stress between nouns and verbs.
Word roots from this lesson are reviewed on page 28. ANSWERS
2 increase 4 contract 6 present
Target vocabulary 3 object 5 produce
airport increase represent

conduct inject sensation Tip
consent object transatlantic Read the tip aloud, carefully pronouncing produce
contract present transfer as a noun and a verb to help students hear the
extract produce transform change in stress.
essential project translate
export reject transplant
import report Pronunciation: nouns and verbs
6 1.15 Read the instructions and play the audio,
1 Do the exercise as a class. pausing after each word for the class to call out A or B.
ANSWERS
ANSWERS
trans = across; port = carry
EXport (A); exPORT (B); proDUCE (B); PROduce (A);
Yes, these are similar to words in Spanish. inCREASE (B); INcrease (A); obJECT (B); OBject (A);
CONtract (A); conTRACT (B); preSENT (B); PREsent (A)
2 Go through the example and ask students to continue
individually and to check any meanings they are 7 Put students into pairs to do the activity. Ask
unsure of in their dictionaries. them to sit back to back if possible, or not to look at
each other as they say the words.
ANSWERS
8 Point out that students can identify the word as a noun
2 transfer 4 translate 6 transform
or a verb from the grammar and context.
3 report 5 import, export 7 transatlantic, airport
9 1.16 Play the audio, pausing after each sentence
3 Tell students to use their dictionaries or the for students to check answers. Put them into pairs to
Language reference section on page 94 to help with the practise saying the sentences.
activity. Check answers and help with pronunciation as
necessary. ANSWERS
2 n ●● ; v ●● 5 v ● ●; n ●●
POSSIBLE ANSWERS 3 n ●● ; v ●● 6 v ● ●; n ●●
1 increase 4 n ●● ; v ●●
2 produce, reduce, education, product, conduct,
introduce
10 Advise students to use modals of possibility if
3 reject, inject, object, project, subject
they are unsure of any of the answers.
4 present, represent, sentence, essential, consent,
sensation
5 contract, extract, tractor, attract, distract, attractive
Optional activity
Students can check their answers to Exercise 10 using the
4 Go through the instructions and monitor and help as internet.
necessary while students continue individually.
WB
ANSWERS For more practice see pages 21 and 23 of the Workbook.
import, produce, increase, object, contract, present
unit 2 T24
Speaking
Having a discussion
This lesson is based around an informal conversation
between two people talking about the environment. Tip
The Life skill in this unit introduces the topic of wise use of Read the tip aloud and ask which two phrases are
resources, which is developed in the Life skill section on being referred to (No way! and You must be joking!).
page 85.
1 Put students into pairs to look at the photo and discuss 4 Go through the instructions and the topics. Tell
the question. students to make a note of their point of view and to
anticipate ways in which a partner might disagree.
POSSIBLE ANSWERS
5 Put students into pairs to have the discussions
The house has many visitors, all of whom own cars. from Exercise 4. Remind them to use expressions from
A large, grown-up family live in the house and all the Useful language box. Ask one pair to demonstrate
own cars. their discussion to the class. The class listens out for
One or more people who live in the house own Useful language expressions.
more than one car.
Optional activity
2 1.17 Tell students to read and listen to the
dialogue and play the audio. Ask students to choose another topic or to change
partners and have another discussion. They should use
different phrases from the Useful language box.
ANSWER
They conclude that people will never give up their cars.
WB
3 Read the instructions and functions 1–6. Do the first For more practice see page 20 of the Workbook.
item together as a class to remind students what is
meant by ‘functional language’. Monitor and help as
necessary while students continue individually. Check
Life skill
answers. Identifying the problem
1 Direct students, in pairs, to the picture. Read the
ANSWERS
questions and give pairs time to discuss the answers.
1 I think …
2 I’m not so sure about that. 2 Go through item 2 and give pairs time to prepare a list
3 OK, that’s a good point. of the ways in which people waste water.
4 How about …/Maybe …
5 You must be joking!
6 That’s true./You’re right, (of course). 3 Put students into pairs to discuss the questions,
referring them back to the list they prepared in item 2.
Bring the class together and ask for suggestions.
Useful language
What about you?
Ask students to read the column headings and the
expressions. Check understanding as necessary. Ask 4 Read the questions and invite students to share
them to choose two expressions from each column examples from their own experience. Do not
that they will try to use.
overcorrect for accuracy, but help students to get their
ideas across.
Optional activity
Put students into pairs to find expressions from the Useful
Wise use of resources
language box in Exercise 2 and to substitute them for a Tell students to read the information and ask them if they
different phrase from the box. Students role-play their agree with the expression ‘Easy come, easy go’ in relation
new conversation. to wasting water.
T25 unit 2
Speaking Unit 2
Having a discussion Life skill
Skills
1 Look at the photo. Why do you think there are
so many cars? Discuss with a partner.
2 Read and listen to the dialogue where two people are talking about the
1.17
environment. What do they conclude?
David: Everybody's talking about what can be done to save the environment these days.
What do you think we should do?
Angela: I think we should ban the private car and use public transport instead.
David: I’m not so sure about that. There are lots of places you can’t get to on public transport.
Angela: OK, that’s a good point. But if people didn’t have cars, there would be more Identifying the problem
demand for public transport, so it would improve.
David: I still think we need cars. It’s difficult to carry heavy things like furniture on the bus.
1 What do you think the
Angela: You’re right, I hadn’t thought of that! But there must be a way around that
message in the picture is?
problem. How about a taxi-van service?
Why do you think this person
David: You must be joking! Maybe we could all use electric cars. They’re cleaner.
has left the water running?
Angela: That’s true, but the electricity is made in a power station, and they create more 2 Clean water is a valuable
greenhouse gases.
resource. List the
David: You’re right, of course. But we’ll never persuade people to give up their cars. ways in which people
Angela: Perhaps not, but at least we can try! sometimes waste it.
3 Find phrases in the conversation for the following functions: Suggesting a solution
1 introducing a 3 saying someone has 5 disagreeing strongly Compare with a partner.
point of view made a good point 6 agreeing
3 What can we do to reduce
2 disagreeing politely 4 making a suggestion
water waste on a personal
level? What can institutions
Useful language and governments do
Saying you Making a to waste less water?
Disagreeing Agreeing Concluding
don’t know suggestion
I disagree (entirely) Good thinking! I really don’t How Maybe
What about you?
I don’t agree (with you) I didn’t think know. about …? not, but …
Tell your partner or the class.
I see what you of that / hadn’t I’m afraid I Perhaps … OK, so we’ve 4 In what ways do you use
mean, but … thought of that. can’t make decided water every day? Do you
I quite agree. up my mind. that …
I’m (not) sure that’s ever waste water? How
a good idea. That’s a good I’m not sure So, have could you personally waste
point. what would we agreed less? What other resources
No way!*
be best. on …?
You must be joking!* That’s true. do you use every day?
You’re right.
Wise use
Tip of resources
Be careful when you disagree with someone. Only use strong expressions When we need water, it’s
(see * above) with someone you know very well. easy - we simply turn on the
tap. But watch out – when
4 Choose a topic related to saving the environment from the list below, or choose a something is easy to get,
different one. Make some notes on your point of view. it’s also easy to waste. ‘Easy
• Stop importing fruit and vegetables

come, easy go’, as they say!
• Limit people’s use of mobile phones Remember: don’t just consume

your resources, think about
• Stop supermarkets from giving out plastic bags
how to conserve them too!
5 Work with a partner. Have a discussion like the one in Exercise 2 on the topic
you prepared in Exercise 4.

Writing
An opinion essay
Writing task: write an opinion essay on one of the following topics. (120 – 150 words).
A Carbon footprints C Greenhouse gases
B Plastics D Saving the environment
According to reports, there is a massive island of

waste plastic the size of California floating in the Pacific Ocean.
Modern society produces waste faster than it can decompose.
In my opinion, this is an ecological disaster and I really feel
that part of the responsibility lies with supermarkets.
First of all, I think supermarkets should be banned from using too
much plastic in unnecessary packaging. They put fruit in a plastic
box, and then put the box in a plastic bag. In my view, they should
only be allowed to use the minimum packaging necessary.
Secondly, supermarkets give away too many plastic bags.
Shoppers are partly to blame for this, and I strongly believe that
they should take their own bags with them to the supermarket.
In addition, the shops should pay a tax on each bag they give away.
In conclusion, I think that waste plastic is an environmental problem caused
partly by shopping. To my mind, the government must do something to
force supermarkets to reduce the amount of waste they produce.
1 Read the essay. Decide which topic (A – D) the essay

is about and who, according to the writer, is mainly
Writing builder
responsible for the problem.
4 Complete the text with the words in the box.
2 Read the essay again. Which paragraph deals with the
points a – d below? Locate the information in the essay. linking opinion summarising support topic
a Specific problem 2 and a solution

When you write an opinion essay, you should give
b An introduction to the problem a general introduction to the 1 topic in the first
c Conclusion paragraph. In the second paragraph, you should make
d Specific problem 1 and a solution a point in 2 of your opinion. Make sure you use
3 words and phrases to order your points and
3 Study the language in the essay. Find an example of prepare the reader for what is going to come next. In
the following: the third paragraph, you should make a second point
in support of your 4 . And finally, in the last
1 the present tense for a current situation
paragraph, conclude by 5 your opinion.
2 adverbs to intensify opinions
3 words and phrases for obligation
4 phrases to clearly introduce an opinion
Tip
Use appropriate phrases to sequence your points
so that your writing flows properly.

Writing
An opinion essay
In this section students read an opinion essay, which serves
as a text for analysis and a model for a final writing activity. Optional activity
The Signposts in writing in this section are reviewed on page 28.
Ask students questions to check comprehension of the
There is a guide to writing an opinion essay in the Writing
essay: How does the writer describe the amount of waste
guide on page 101. plastic in the Pacific Ocean? (a massive island … the size
of California); How do supermarkets double the amount of
Optional activity waste packaging with fruit? (they put it in a box and then in
a plastic bag); How can shoppers help? (by taking their own
Books closed. Ask students what the following items have plastic bags to the supermarket); What, according to the
in common: takeaway food, takeaway coffee, bottled writer, could the government do? (force supermarkets to pay
water, frozen meals, supermarket pre-packed fruit and tax on each bag they give away).
vegetables (they all use packaging). Ask students what they
have bought this week that used unnecessary packaging.
Tip
Read the tip aloud and ask students to find
top of the page with the class. Explain that the essay example phrases from the essay (first of all, secondly,
they will be looking at is a model answer for one of the in addition, in conclusion).
essay topics (A–D) and that they will write something
similar after working through the tasks on the two
writing pages. Writing builder
Direct students to the photos and ask what they can
see before asking them to read the essay and answer 4 Tell students to read the words in the box before asking
the questions. Ask volunteers to give answers and see them to complete the text individually. Monitor and
if the class agrees before feeding back. help as necessary before putting students into pairs to
compare answers. Read the paragraph aloud, pausing
ANSWERS for students to call out the missing words. Give the
B Supermarkets and shoppers are responsible. correct answer if there is a difference of opinion.
ANSWERS
2 Go through the instructions. Students do the task
individually. Check answers and go over any problem 2 support
vocabulary as necessary. 3 linking
4 opinion
ANSWERS 5 summarising
a: paragraph 3 c: paragraph 4
b: paragraph 1 d: paragraph 2
3 Monitor and help as necessary while students do the

exercise individually. Ask students to compare answers
in pairs, then ask volunteers for suggestions.
POSSIBLE ANSWERS
1 there is a massive island …; Modern society
produces waste …; this is an ecological disaster;
part of the responsibility lies with supermarkets;
They put fruit …; supermarkets give away …;
Shoppers are partly …; waste plastic is an
environmental problem …
2 really, strongly
3 should, must
4 In my opinion, I really feel, I think, In my view,
I strongly believe that, To my mind
unit 2 T26
Writing
Signpost
Useful language
Read the information aloud and ask students to find
Ask students to look at the Useful language box.
the signposts in the text and to say what they have
Ask them why a writer would use these phrases (to
in common (they are all at the beginning of a sentence
introduce a personal opinion).
and are followed by a comma).
5 Read the instructions. Monitor and help as necessary Write!

while students do the exercise individually. To check
answers, ask volunteers to read the entire sentence and 7 Read the task and put students into pairs to choose
see if the class agrees before feeding back. one of the essay titles from Exercise 1 or 6. Ask students
to follow the stages in STEP 1. Monitor and help with
ANSWERS ideas as necessary while students write notes in the
structure box.
1 First of all
2 Secondly/In addition Ask students to follow STEP 2 individually. Suggest
they select words and phrases from the Useful
3 In conclusion
language box and the Signpost box, then add them to
the appropriate columns in the structure box before
they write their first draft.
Improve your writing Once students have written their first draft, ask them to
review their writing, answering the questions in STEP 3.
6 Read the instructions and put students into pairs to Tell students to follow STEP 4 by writing a final draft
choose three topics to write about. Monitor and help and rechecking their work. They can refer to the Writing
with ideas if necessary. For each topic, ask a volunteer guide on page 101.
to read their paragraph to the class and see if anyone Put students into pairs to read each other’s essay and
has other suggestions or opinions. to say if they share the writer’s opinions or not. Finally,
ask students to write a brief note about why they chose
Optional activity to write about the topic they did.
Put students into groups to do a paper-folding writing

WB
activity. Ask the group to choose a topic from Exercise 6
which, ideally, they haven’t already written about and ask For more practice see page 22 of the Workbook.
the first student to write a sentence in support of their
opinion beginning with Firstly,. They then fold the top
part of the paper over so no one can see what has been
written and pass the paper to the second student in the
group. That student writes a sentence in support of their
opinion on the topic beginning with Secondly,. Repeat the
process with In addition, and In conclusion,. Students pass
the paper on again and each one takes turns reading the
sentences aloud.
T27 unit 2
Unit 2
Signpost Write!
Writers use signposts to help the reader follow the stages
in their arguments, for example, by using the highlighted 7 Write an opinion essay (120 – 150 words).
words and phrases first of all, secondly, in addition
and in conclusion.
Steps
5 Complete the paragraph using signposts to help your STEP 1: Getting ideas
reader follow the stages in your argument.
• Work with a partner. Choose a topic from Exercise 1 or 6.
I think we need to do something about saving energy.
1 , we should make sure we switch lights off when
• Brainstorm opinions and solutions.
we leave a room. 2 , we should reduce the amount • Write notes of some adverbs you could use.
of time we use air conditioners. 3 , saving energy in • Write notes in an essay structure box like this.
the home can help reduce our carbon footprint.
General First point Second Conclusion
introduction (paragraph 2) point (paragraph 4)
Improve your writing (paragraph 1) (paragraph 3)
6 Write short paragraphs on these environmental problems.

Give your opinions and add a conclusion. Use the STEP 2: Organising your ideas
signposts in Exercise 5. and writing a first draft
1 We waste too much electricity.
2 We need to do something about pollution. • Write a first draft of your opinion essay.
3 We should think more about food. • Use some expressions from Exercise 5.
4 We need to be more careful about the amount of • Use the structure for an opinion essay.
water we use. STEP 3: Reviewing your writing
5 We don’t recycle enough.
• Reread your first draft and answer these questions.
1 Have you followed the correct sequence in Exercise 2?
Useful language 2 Have you used some intensifying adverbs?
As I see it … 3 Have you used phrases to clearly introduce your
I feel (that) … opinion?
I strongly believe (that) … 4 Have you used some signposts to introduce the
I think (that) … stages in your essay?
In conclusion … / To conclude, I would say … 5 Is your grammar, spelling and punctuation correct?
In my opinion … 6 Does each sentence lead smoothly to the next?
In my view … STEP 4: Writing a final draft
To my mind …
chose this topic.

Review
Environmental problems Must, might, could, may, can't

1 Complete the text with the words in the box. There are 5 Match the beginnings of the sentences with the
two words you don’t need. endings.
1– b
climate deforestation ecosystem fossil global
greenhouse renewable solar stations turbines 1 Answer the phone – a be five o’clock already!
it might b be something
Experts are predicting that sea levels will rise as a result 2 Call later – they may important.
of man-made 1 climate change leading to 2
3 I don’t believe it – c have gone out.
warming. This warming is caused by 3 gases which it can’t d have told you that
are released from many sources, but especially the burning
4 It’s obvious – I could myself.
of 4 fuels. Scientists have been investigating ways of
generating 5 energy by wind 6 and 7 5 There’s no one in – e not have finished
panels, but it will be a long time before these are a viable they must eating yet.
alternative to conventional power 8 .
Word roots
6 Choose the correct word.
2 Complete the sentences with words formed from the
beginnings and endings below. 1 It’s my great honour to (PREsent / preSENT) Dr Jacobsen.
beginnings: de in ob pre trans 2 What’s that strange (OBject / obJECT) in the garden?
endings: crease crease ject late sent 3 We can’t begin work until we’ve received the (CONtract
/ conTRACT).
1 He believes he’s seen an unidentified flying object!
4 We (EXport / exPORT) all our best fruit and consume
2 There’s been a massive population over the lower quality stuff here.
the last century.
5 How much pollution does an electric car (PROduce /
3 You need to people with the facts and let proDUCE)?
them make up their own minds.
6 There’s been a (DEcrease / deCREASE) in real wages
4 Can you help me this article from English over the last five years.
to Spanish, please?
5 There’s been a in their market share this
year – they’re not doing very well.
Can, could, be able to 7 Complete the paragraphs with appropriate signposts
to help the reader follow the arguments.
3 Write a sentence with the same meaning using the 1 In my opinion, I believe we need to think about how
word given. we can save water. 1 First of all, we should turn
the tap off when we are cleaning our teeth. 2 ,
1 I couldn’t finish the exam in time. MANAGE we should collect rainwater and use it on our plants.
I didn’t manage to finish the exam in time. 3 , saving water at home can help us preserve
2 They didn’t manage to reach the summit. ABLE this limited resource.
3 You must be really angry about it. PLEASED 2 I strongly believe we should do something about
reducing the amount of paper we use. 4 , when
Must, have to, should, need we do use paper, we should use both sides. 5 ,
we should make sure we recycle any magazines or
4 Complete the sentences with the words in the box. newspapers we read. 6 , we should recycle
and think before we print if we want to protect the
had to have to mustn’t needn’t environment.
1 You mustn’t park on the double yellow lines.

2 Everything was fine – I have worried.
3 I couldn’t buy one pot of yoghurt – I buy four.
4 You don’t go if you don’t want to.

Review
The review section for the unit includes further practice Must, have to, should, need
Vocabulary: environmental problems (page 20); word roots 4 Read the instructions and the example. Tell students to
(page 24) read the sentences first and think about context before
Grammar: can, could, be able (page 22); must, have to, should, deciding which word to choose.
need (page 22); must, might, could, may, can't (page 23)
Pronunciation awareness: word stress in nouns and verbs ANSWERS
(page 24) 2 needn’t 3 had to 4 have to
Signposts in writing: stages in an argument (page 27)
Environmental problems Must, might, could, may, can't

5 Read the instructions. Ask students to read the sentence
1 Read the instructions. Go through the example and
beginnings (1–5) and say what the last word in each one
remind students to read the whole sentence and focus
is (a modal). Go through the example. Then tell students
on the word after the gap to help them choose the
to think carefully about structure and meaning while
correct word.
they are doing the activity.
ANSWERS
ANSWERS
2 global 6 turbines
2 e 3 a 4 d 5 c
3 greenhouse 7 solar
4 fossil 8 stations
5 renewable Pronunciation awareness
6 Read the instructions and go through the example.
Word roots Advise students to say both words quietly to
themselves and think about whether a noun or a verb
2 Read the instructions and the example. Ask students is needed.
which words in item 1 give them a clue to the missing
word (unidentified, flying).
ANSWERS
2 OBject 5 proDUCE
ANSWERS 3 CONtract 6 DEcrease
2 increase 4 translate 4 exPORT
3 present 5 decrease
Can, could, be able to
7 Read the instructions and the example. Tell students
3 Read the instructions and the example and point out to read each paragraph through to the end before
that both sentences in item 1 refer to the past and deciding which signpost to use.
contain a negative idea.
POSSIBLE ANSWERS
ANSWERS 2 Secondly/In addition 3 In conclusion
2 They weren’t able to reach the summit. 4 First of all 5 Secondly/In addition 6 In conclusion
3 You can’t be pleased about it.
unit 2 T28
Review 1 1/2
Units
Grammar Review 1 contains exercises which review the

Future
present and imperative, the past, the future Unit 1 page 11, Language reference pages 93–94
and the modal verbs can, could, be able to,
3 Elicit different ways of referring to the future in English
must, have to, should, need, might, may and and direct students to the Language reference section
can’t. to check if necessary. Advise students to read each
Vocabulary Review 1 contains exercises which review sentence in its entirety and think about meaning
words for travel, ways of travelling and before choosing the appropriate future form.
environmental problems, word roots and
phrasal verbs.
ANSWERS
2 will be 3 is getting 4 ‘s breaking 5 won’t tell
Grammar 6 ‘ll be doing 7 ’m going to take 8 Will, give
Present and imperative

Can, could, be able to, must, have to,
Unit 1 page 10, Language reference pages 90–92
should, need
1 Go through the example with the class and ask a Unit 2 page 22, Language reference pages 94–96
volunteer to say why the present perfect continuous
is used in the first sentence (to ask about an activity 4 Go through the instructions and the example.
that is still happening). Direct students to the Language Remind students to read the sentences carefully and
reference section to revise if necessary. Remind think about tenses and meaning. Direct them to the
students to read each sentence in its entirety before Language reference section to revise if necessary.
deciding on an answer.
ANSWERS
ANSWERS 2 Max wasn’t able to answer all the questions.
2 you’re driving 3 make 4 have not been feeling 3 You don’t have to take malaria pills in Spain.
5 haven’t you taken 6 books 4 You don’t need to/needn’t worry about getting
a visa.
5 We should leave immediately.
Past 6 You mustn’t use your phone during the flight.
Unit 1 page 11, Language reference pages 92–93 7 I had to wait half an hour.
2 Tell students to read the text, ignoring the spaces. 8 I couldn’t understand anything she said.
Nominate a student to give three reasons why the tourist 9 You must be more careful next time.
was lucky (the café owner had a spare room, his brother 10 I shouldn’t have said that.
was leading a boat tour the following day, there was a place
on the tour). Go through the instructions and remind
students to think carefully about the order of events to Must, might, could, may, can’t
help them choose the correct tense. Direct them to the Unit 2 page 23, Language reference pagse 94-96
Language reference section to revise if necessary.
5 Tell students to read the conversation, ignoring the
spaces, and explain what the problem is. (Nobody
ANSWERS knows where David is.) Go through the instructions and
2 visited 10 invited ask students how the answer in the example is formed
3 arrived 11 told (modal + ‘have’ + past participle). Direct them to the
4 hadn’t booked 12 had visited Language reference section to revise if necessary.
5 was sitting 13 had
6 started 14 was leaving ANSWERS
7 asked 15 went 2 must be 3 might/could/may have left

8 was staying 16 had cancelled 4 can’t have done 5 might/could/may have gone
9 didn’t have 6 must have gone 7 can’t be
8 could/might/may give
T29 review 1
Review 1 1/2
Units
Grammar
Present and imperative can, could, be able to,
1 Choose the correct option. must, have to, should, need
1 What (are you doing / have you been doing / do you
do) since we last met? 4 Rewrite the sentences keeping the same meaning
using the words in brackets.
2 Slow down – (you drive / you’re driving / drive) too fast!
1 I couldn’t get through on the phone. (manage)
3 If you’re hungry, (make / you make / you’re making)
I didn’t manage to get through on the phone.
yourself a sandwich!
2 Max couldn’t answer all the questions. (able)
4 I (have not been feeling / don’t feel / am not feeling)
well over the last few days. 3 Malaria pills aren’t necessary in Spain. (have to)
5 Why (don’t you take / haven’t you taken / aren’t you 4 Don’t worry about getting a visa. (need)
taking) your pill yet? 5 We’d better leave immediately. (should)
6 Martin always (books / is booking / has booked) a 6 You aren’t allowed to use your phone during the flight.
hotel before he goes on a trip. (mustn’t)
7 It was necessary for me to wait half an hour. (had to)
Past 8 I was unable to understand anything she said.
(couldn’t)
2 Put the verbs in the best tense – past simple, past 9 You’ll have to be more careful next time. (must)
continuous or past perfect.
10 It would have been better if I hadn’t said that!
When I 1 was travelling (travel) in South (shouldn’t)
America, I 2 (visit) the Galapagos Islands. I
3 (arrive), there by plane and found that all
of the hotels were full. Unfortunately, I 4 must, might, could,
(not book) anywhere beforehand. That evening, I
5 (sit) in a café having dinner and I 6
may, can’t
(start) talking to the owner. He 7 (ask) me
where I 8 (stay) and I said I 9 (not
5 Complete the sentences using must, might, could, may
and can’t + have if necessary, and the correct form of
have) anywhere to stay. He 10 (invite) me to sleep at
his place. Next morning, he 11 (tell) me all about the one of the verbs in the box.
islands - he 12 (visit) all of them. He said his brother
13 (have) a boat and he 14 (leave) on a tour be be do give go go leave take
the next day. I 15 (go) to see his brother to ask if he
had a spare place on the tour, and he said yes – someone A: I haven’t seen David today.
16 (cancel) at the last minute, so there was a place
B: Neither have I. He 1 must have taken the day off.
available. I was so lucky – it was a fantastic trip!
A: But his car’s outside. He 2 around somewhere...
Future B: He 3 his car here overnight, I suppose.

A: He 4 that! He never goes anywhere without it!
3 Complete the sentences with a future form of the verbs B: He 5 to a bar after work and taken a taxi home.
in the box. A: No, look – his bag’s here. He 6 out for a coffee or
something.
be break do get give have not tell take B: Yes, if his bag’s here, he 7 far away.
A: I 8 him a ring and find out where he is.
1 Don’t phone between 8 and 9 o’clock, because we’ll be
having dinner.
2 If our team wins tonight, there celebrations all
over town!
3 My sister married next weekend.
4 Quick, get off the ice – it !
5 Your secret’s safe with me – I anybody!
6 What do you think you in a year from now?
7 I a year out before I go to university.
8 you me a lift to the station?
review 1 29
Review 1 1/2
Units
Vocabulary
Travel Word roots
1 Choose the correct option. 4 Complete the words in the gaps.
1 I went on a (trip/tour/voyage) of Scotland, including 1 The population increase in India is greater than in China.
Edinburgh and the Highlands. 2 I need to trans money from one bank account
2 We saw some (breathtaking/exotic/luxury) scenery in to another.
Switzerland. 3 Once she signs the con , she’ll start working.
3 Before air-travel, going to Australia meant a very long 4 Don’t forget to buy a pre for Jake. It’s his
(travel/tour/voyage) by ship. birthday next week.
4 Antarctica is famous for its (unspoilt/lush/colourful) 5 I don’t mind waiting, but I ob to being overcharged!
scenery.
6 As soon as he got on to the stage, he would trans
5 I went on a school (travel/trip/journey) last week. into another person with his wonderful acting.
6 We enjoyed some (lush/mouth-watering/breathtaking) 7 I need a car because there’s no public trans on
local dishes in Tunisia. Sundays.
7 What’s the (hotels/bedrooms/accommodation) like in 8 We ex a lot of fruit to north European countries.
Merida?
8 The countryside in England is very (breathtaking/
picturesque/fairy-tale).
Phrasal verbs
5 Complete the sentences with the correct form of the
Ways of travelling phrasal verbs in the box.
2 Complete the phrases with an alternative travel expression.

bang out get carried away check out eat up
1 By air or by plane
get around go for make up put off
2 By horse or
take back take up watch out
3 By sea or
4 by rail or
1 When you’re travelling on the underground, watch out
5 By road or
for thieves.
6 By walking or
2 He had to get his boat because the
motor was making a funny noise.
Environmental problems 3 I missed my bus stop because I with a
game on my smartphone.
3 Complete the text with the words in the box. 4 This old song always me to my
childhood.
deforestation ecosystems fossil fuels 5 Air-conditioning units really electricity.
global warming greenhouse gases packaging 6 Deleting spam from my inbox hours of
public transport renewable energy solar panels my life.
7 Massive companies often manage to
paying tax.
Like all animals, we humans depend upon the
1 environment we live in – but unfortunately we are 8 People used to write long letters but now we just
destroying it. We cut down the forests for wood and a quick email.
farmland, leading to 2 . We throw away enormous 9 We need to set an ambitious target and really
amounts of rubbish from unnecessary 3 . But worst it.
of all, we burn increasing quantities of 4 , generating 10 I had 500 pounds for my trip to Brazil, but needed 100
5 . These gases in turn lead to 6 . If we pounds more – my mum said she’d
continue like this, we will destroy the 7 on which we the difference.
depend. We must act now. We must use 8 sources 11 What me him was the way he only
such as wind power. In a sunny country like Spain, we can talked about himself and all the work he supposedly
generate a lot of energy from 9 . And we must waste does for others.
less oil – for example, don’t use a car, use 10 .
30 review 1
Review 1 1/2
Units
Vocabulary Word roots

Unit 2 page 24, Language reference page 94
Travel
4 Go through the instructions and the example with the
class. Direct students to the corresponding exercises in
1 Go through the example and review the differences in Unit 2 and the Language reference section to revise if
meaning between trip, travel, tour and voyage. Direct necessary.
students to the Language reference section to revise if
necessary. ANSWERS
2 transfer
ANSWERS 3 contract
2 breathtaking 3 voyage 4 unspoilt 5 trip 4 present
6 mouth-watering 7 accommodation 5 object
8 picturesque 6 transform
7 transport
8 export
Ways of travelling
Unit 1 page 12
2 Go through the example and remind students to

Phrasal verbs
think about prepositions. Direct students to the Unit 1 page 6, Unit 2 page 18
corresponding exercises in Unit 1 to revise ways of
5 Ask students to revise the phrasal verbs in Units 1 and
travelling if necessary.
2 if necessary. Go through the instructions and the
example. Advise students to think about the meanings
ANSWERS of the phrasal verbs in the box before they complete
2 on horseback 3 by boat 4 by train 5 by car the exercise. Also remind them to think about tense.
6 on foot
ANSWERS
Environmental problems 2 checked out

3 got carried away
Unit 2 page 20
4 takes, back
3 Ask students to read the text to find an advantage of 5 eat up
living in Spain (people can generate a lot of solar energy). 6 takes up
Advise students to read all the words and phrases
7 get around
in the box before completing the exercise. Direct
students to the corresponding exercises in Unit 2 to 8 bang out
revise environmental problems if necessary. 9 go for
10 make up
11 put, off
ANSWERS
2 deforestation
3 packaging
4 fossil fuels
5 greenhouse gases
6 global warming
7 ecosystems
8 renewable energy
9 solar panels
10 public transport
review 1 T30
Unit 3
You are what you eat
The theme of this unit is health, and the title You are what you eat is an expression which means that
a good diet is the key to good health.

Vocabulary health; word building (quantities, capacity) Use the photo as a point of departure for a class discussion.
Grammar conditional sentences, mixed conditionals, Ask the questions on the page and some or all of the extra
unless, as long as, provided that/providing, in case, questions below. Some possible answers are given in italics.
supposing, even if, otherwise Give the students space to lead the conversation off in other
Reading an article about obesity: ‘Obesity: the new directions, but staying within the theme.
normal?’ • How is the food served? in cardboard boxes
Listening listening to a radio interview
• What can you say about the customera? They are of different
Speaking making suggestions ages, casually dressed and probably used to the various types of
Pronunciation ea; of food on offer.
Writing writing a proposal
• Why do you think this photo was taken? maybe for an
Get it right influenced by; position of will in conditional advertisement for the venue or event; maybe to send/email to a
clauses friend to show what the event is like
Life skill stress management
• Have you ever eaten food cooked and served outdoors?
The two videos for this unit are:

• Is there any type of food you wouldn’t eat that was cooked
and served outdoors?
v1 I’m invited to a burger restaurant, but I’m on a healthy
diet. What should I do? It is recommended that
discussion, you could take a photo of it, or ask students to
students watch this video and do the corresponding
do so. You could show this photo at the beginning of the
worksheet after completing the Speaking tasks on
next class and ask students to remember what the words
page 39.
and phrases were about.
v2 You are what you eat This video and its worksheet are
best done at the end of the unit. POSSIBLE ANSWERS
Where do you think this photo was taken? at a market, a
An augmented reality link to both videos is included fair, a festival, maybe in England
on the Student’s Book page opposite. What types of food are being sold? freshly cooked Indian
food, vegetable dishes, curries and cold foods
Why do you think there is such a variety of food? to give
customers choice; to provide what people would expect; to
appeal to different tastes
WB
For more class discussion, you can ask students to do
the quiz on health and food, on page 24 of the Workbook.
T31 UNIT 3
Unit 3
You are what you eat
UNIT OBJECTIVES
• find out about health
• read and understand a text on health
•
topic words: health
•
listen to a radio interview
•
grammar: conditional possibility
•
word building: quantities and capacities
•
speaking: making suggestions
•
writing: a proposal
•
life skill: stress management

you can see. VIDEO 1 VIDEO 2
• where do you think this photo was taken?
• what types of food are being sold?
• why do you think there is such a variety of food?
Do you have a balanced diet?
31
you are what you eat unit 3 31
Reading
7 Find synonyms for the following words and phrases

Tip in the text. Follow stages 1 – 3 in Exercise 6.
Look at the title and first paragraph to identify
the main line of argument.
1 extremely big (paragraph 2)
2 responsible for something bad (paragraph 3)
1 Look at the title, first paragraph and photos.
3 groups of people who have joined together for a
particular reason (paragraph 4)
What do you think the writer is concerned about?
Compare and discuss with a partner. 4 a sum of money (paragraph 4)
5 try to deal with something (paragraph 6)
2 Find these words in the text. What do they mean? 6 change (paragraph 6)
Translate them into your language.
8 Are the following statements true or false? Copy the
1 rate (v) 4 dashing (v) evidence from the text.
2 trend (n) 5 fluctuated (v) 1 People know they are overweight.
3 shame (n) 2 The government gives good advice.
3 Children often learn the bad habits of their parents.
3 Make a sentence using at least two of the words 4 The diet industry helps people.
in Exercise 2. 5 The diet industry is worth a lot of money.
4 Read the text quickly – in about three minutes! 9 Choose the best answer according to the text.
Was your answer to Exercise 1 correct? Only one answer is possible.
5 1.18Read the text again and listen. Put the topics

1 Why are diets sometimes risky?
in the order they appear in the text. a Diets can make people feel guilty.
1 c a Who is responsible? b People don’t know what makes them fat.
2 b Who profits from the situation? c The body doesn’t react to dieting in the way
we expect.
3 c The current situation
d People don’t believe in dieting.
4 d Possible solutions
2 What does the government need to do to solve the
5 e Making things worse
problem?
6 f Increasing costs
a Stop making people feel responsible.
b Organise a new group of advisors.
Tip c Get more celebrities involved.
A synonym has the same or similar meaning to d Nothing. People will look after themselves.
another word or phrase. Thinking about synonyms
can help you understand a text better. 10 According to the article, why has obesity
become the new normal in Britain? Compare and
discuss with a partner.
Exam focus: finding synonyms
6 Follow stages 1 – 3 for finding synonyms in a text. Phrasal verbs
Find a synonym for the word overweight. (paragraph 1)
put on: if people or animals put weight on, they
1 Think: What does the word overweight mean? become heavier
What part of speech is it? pick up: to learn a new skill by practising it, not by
2 Find: Read the appropriate part of the text carefully to studying it
find another adjective with a similar meaning. grow up: to gradually become an adult
3 Check: Substitute the possible synonym obese for the sign up: to agree to become involved in an
given word and check the new sentence makes sense. organised activity
Read the rest of the article. If the word occurs in more sit back: to wait for something to happen without
than one sentence, check the other sentences make making any effort to do anything yourself
sense with the new word or phrase too!
32 unit 3 you are what you eat

Reading
In this section students read a magazine article, Obesity: the 4 Remind students that to get the general idea of the
new normal?, which is about how people seem to weigh more text, they should first read it quickly. Ask students to
than they did 15 years ago but are unaware of this trend. read and check their answer to Exercise 1. Ask two
They are given phrasal verbs which appear in the text, along or three volunteers to answer the question and give
with their meanings. reasons. Check if the class agrees before feeding back.
If students enjoy reading this article, they could try reading
some other articles, which explore the health risks of obesity ANSWER
and possible solutions to the problem, and offer a scientific
The writer is concerned that people are unaware
explanation of why the human race has this problem more that they are becoming more overweight.
now than in the past.
Ask them to type obesity in Britain into a search engine.
5 1.18 Ask students to read topics a–f carefully and
to think about key words. That way they can identify
Tip the difference between the topics and direct their
Read the tip aloud and point out that it is easier listening and reading. Check answers.
to follow what the writer is saying after you have
identified the main line of argument.
ANSWERS
2 f 3 a 4 b 5 e 6 d
1 In pairs, tell students to look at the title, the first
paragraph and the photos in the article and discuss
what they think the writer is concerned about. Draw
their attention in particular to the phrase ‘the new Tip
normal’ and ask students to think about what it might Read the tip aloud and ask students to think of
mean. Take answers. Do not overcorrect for accuracy, a synonym for conducted in line 8 to check they
but help students get their ideas across. Do not feed understand the concept (done).
back at this stage.
2 Direct students to the words in the box and tell them Exam focus: finding synonyms
that they are in the same order as they appear in the
text. Ask them to use the context to guess the meaning 6 Work through stages 1–3 as a class, using the example
before they translate the words. Monitor and help as given. Remind students that they can also think about
necessary. Nominate students to give answers and the parts of the word to help them understand the
translations. meaning and find a synonym. Also point out that
sometimes a word and its synonym might both appear
ANSWERS in a text because writers try to avoid repeating the
same word (as is the case with overweight and obese).
1 (line 11) judge
2 (line 30) the general direction in which something
is changing ANSWER
3 (line 58) a feeling of guilt for doing something foolish obese
4 (line 65) destroying
5 (line 75) increased and decreased irregularly 7 Read the instructions and ask students to read 1–6
carefully. Monitor and help as necessary while students
3 Read the instructions and remind students to pay continue individually and check they are following
attention to the part of speech of the words as they stages 1–3 in Exercise 6. Ask volunteers to give answers
write their sentences. Ask for sentences until you have and to nominate another student to say if they agree.
heard each word twice. Check the new sentences make
sense and are grammatically correct. ANSWERS
1 vast 4 funds
2 to blame 5 tackle
3 bodies 6 shift
unit 3 T32
Reading
8 Ask students to read statements 1–5. Advise them to

find the key words to direct their reading. Monitor Get it right
and help as necessary. For each of the statements,
nominate one student to say if it is true or false and a
why the second sentence is wrong (the preposition
second to quote the exact words from the text, using ‘by’ is used with ‘influenced’). Ask a volunteer to make
line numbers to help others to locate the information. a true or false sentence with influenced by. The
volunteer then nominates another student to say
if the sentence is true or false and to explain why.
ANSWERS
Repeat several times.
1 False. ‘The nation … see it.’ (lines 17–18)
2 False. ‘Up to now, … self-restraint.’ (lines 33–36)
3 True. ‘We pick up … better.’ (lines 38–40)
4 False. ‘Yet the diet industry … time.’ (lines 59–62) Streetwise
5 True. ‘There is a huge amount … hopes.’ (lines 62–66) Read the information about the use of tackle and
the example. Point out that the word is often used
to suggest that something is difficult. Ask students
9 Ask students to read the questions and answer options. to suggest other things that need to be tackled if
Remind them to think carefully about negatives. people are to avoid becoming obese.
Monitor and help as necessary. Ask volunteers to give
answers and reasons for their choices.
Optional activity
ANSWERS
1c 2a Put students into pairs or small groups to discuss
whether obesity and the information about the situation
in Britain is the same in their country. Ask volunteers to
10 Ask for suggestions before putting students into summarise their discussions.
pairs to discuss and compare their ideas.
Phrasal verbs WB
verbs, then read the sentences where they appear
context. Give more example sentences with the verbs
if necessary. (I’ve put on a lot of weight over the last
year. I wasn’t taught to cook. I just picked it up. I grew up
in Salamanca and then moved to Madrid when I was
15. I’m going to sign up for a dance course next week.
Sit back, relax and enjoy the show.) There is a practice
exercise for these phrasal verbs on page 34 so there
is no need to get the students to practise using them
yet. However you might, want to familiarise them a
bit more with the verbs at this point with one of the
following tasks:
1 Put students into pairs to find the subject and/or
object of each of the phrasal verbs in the text.
particle that goes with each phrasal verb, then ask
them to close their books and test each other.
T33 UNIT 3
Unit 3
OBESITY: THE NEW NORMAL?

besity has become 30 we reverse this trend, the bill will reach books and celebrity endorsements, is
the new normal in £15bn within a few decades. one of the biggest frauds of our time. In
Britain. Supposing Who is to blame for this situation? the UK, it is estimated to be worth £2bn.
you’d asked someone Up to now, politicians have been telling There is a huge amount of money to
5 fifteen years ago what weight was us that it’s our own fault. We ought 65 be made from the raising and dashing
normal, they would have given you a 35 to know what will make us fat and of people's hopes. If you look at the
much lower figure than they would exercise self-restraint. Yet it is often the scientific studies carried out on people
now. In an experiment conducted in case that overweight children have trying to lose weight, it's hard not to
1999, a thousand men and a thousand overweight parents. We pick up bad think that all the blockbuster diet gurus
10 women were asked to give their weight eating habits before we are old enough 70 are charlatans. Yet dieting may even
and rate themselves on a scale from 40 to know better. We are influenced by make the problem worse, because
very underweight to obese. When the the environment we grow up in, and in people tend to lose a few kilos only to
experiment was repeated a few years Britain today, that environment strongly put them on again afterwards. One
later, the ratings changed. What people encourages us to consume. study found that people whose weight
15 had considered to be overweight in 75 fluctuated a lot had a greater risk of
1999 is now considered to be normal. heart disease and early death than
The nation is putting on weight and we those whose weight was steady.
just don’t see it. We are in denial. If the government is to tackle the
Being overweight is not simply a obesity problem, it will have to shift the
20 matter of appearance, it is a serious 80 strategy from blaming the consumer
health issue. The costs to health services to changing the environment that
and to the world's economies of vast encourages unhealthy lifestyles. This
numbers of people becoming sick may mean, for example, taxing or even
and unable to work are increasing. The All this works to the benefit of the banning sugary drinks and unhealthy
25 National Health Service is spending 45 food industry, of course, and the food 85 snacks. It may also mean redesigning
£5bn a year treating heart attacks, industry in turn influences the politicians. our cities to encourage people to
strokes, diabetes, cancers, liver failure, Influential bodies such as the British be physically active, for example, by
hip and knee joint problems, and other Nutrition Foundation often employ making them more bicycle-friendly. But
consequences of obesity, and unless scientists who also work in industry one thing we definitely cannot do is sit
50 and often receive funds from the 90 back and allow obesity to become the
world’s largest corporations. However, new normal.

the guidance we are receiving is not
Get it right impartial.
Streetwise
We say: Making consumers feel guilty about
55 overeating evidently does not work – if tackle
✓ We are influenced by the
it did, the nation wouldn’t be putting We use tackle as a
environment.
on weight at such an alarming rate. synonym for deal with.
✗ We are influenced of the
Driven by shame and self-loathing, we If the government is to tackle
environment.
sign up to miracle diets. Yet the diet the obesity problem . . .
60 industry, with its gimmicks, motivational

Vocabulary
Health
1 Match the words and phrases in the box with the photos. 5 For each sentence, find one mystery word which goes
a – overweight in all the gaps. For a clue, look at the collocates and
affixes in bold.
digestive system eye infection health service 1 You can feel sick, look rather ly, suffer
heart attack overweight sick stomach ache from sea ness, be as as a
parrot or be and tired of something.
a b c d 2 You can be over or under

you can have a problem, you can put on
or lose .
3 You can have an eye ion, a wound
can get ed, you can clean something
with a dis ant, and a person may have
ious laughter.
e f g
4 You can use the services when you visit
the centre or be in good or
be un y.
5 You can have a ache, a ulcer
or a bug, you can have a
upset or a strong .
2 Complete the poem with the words in the box.

Pronunciation: ea
a broken heart a heart of gold a hearty meal
from the bottom of your heart good-hearted 6 The letters ea can spell different vowel sounds. Put the
words in the box in the correct place in the table. One
hand on heart heart attacks heart disease
column is empty!
the heart of the matter
bear bread breath breathe clear death disease
early fears increase learn meal meat steady
Do fizzy drinks and salty snacks
Bring 1 heart disease and 2 ? heal health heart hear heard pear
Or will they only make you fatter? /i:/ /e/ /a:/ /i / /3:/ /e /
Which brings me to 3 : bread
Can music and 4
Help 5 to heal? 7 Work with a partner. Imagine a time when

Can you tell me 6 you had a number of health problems. Decide what
You’ve been 7 from the start? happened using at least five of the words and phrases
Do you have 8 related to health on this page.
One summer, I decided to go on a ferry to England. Before
Or is your heart a little cold?
getting on the boat, I had a hearty meal of seafood …
And have you always played
your part 9 ?
8 Change partners. Tell your story to your new partner.

PV
4 Match the phrases from Exercise 2 with their meanings.
9 Match the beginnings of the sentences with the endings.
1 a substantial and satisfying lunch or dinner – a hearty 1 I would never sign a back and enjoy it!
meal
2 I’ve put five kilos b eating habits up.
2 with great sincerity
3 Just relax, sit c on over Christmas.
3 in all honesty
4 Kids often pick d up in London.
4 the important part of the question their parents’ e up to evening classes.
5 a person has this if they are suffering after a love affair 5 My mother grew
has ended
6 a very kind and generous person has this

Vocabulary
Health
This section deals with vocabulary connected to health. 5 Go through the instructions and the example. Check
The pronunciation section focuses on ea spellings. students have access to a dictionary. Monitor and help
The phrasal verbs section recycles language from the while students continue individually, before putting
magazine article Obesity: the new normal? them into pairs to compare answers.
The target vocabulary and pronunciation are reviewed on
page 42. ANSWERS
2 weight 4 health
Target vocabulary 3 infect 5 stomach
breath health service hand on heart

breathe heart attack overweight Pronunciation: ea
a broken heart heart disease sick
digestive system a heart of gold steady 6 Read the instructions and do the exercise with the
eye infection the heart of the stomach ache class. You could copy the table onto the board and
matter write the words in the appropriate column.
fears stomach bug
from the bottom a hearty meal ulcer
of your heart good-hearted ANSWERS
unhealthy
heal /i/ breathe, disease, heart /ɑ/
increase, meal, meat hear /ə/ clear, fears
1 Go through the example with the class before students
health /e/ breath, death, heard // early, learn
continue individually.
steady
pear /eə/ bear
ANSWERS
b heart attack e digestive system 7 Go through the instructions and the example
c sick f health service with the class. Put students into pairs to continue.
d eye infection g stomach ache Monitor and help as necessary.
8 Put students with a new partner and ask them to

2 Tell students that some of the phrases in the box are tell their stories. Ask volunteers to tell the class about
idiomatic expressions. Do the first and second items with their partner’s story and take a vote on who had the
the class, pointing out the rhyme in snacks and attacks. worst time.
3 1.19 Play the audio, pausing at the end of each
9 Refer students back to the Phrasal verbs box on page
line for students to check their answers.
32 to revise meaning. Stronger students could omit
this stage. Do the first item together as a class.
ANSWERS
2 heart attacks 6 hand on heart
POSSIBLE ANSWERS
3 the heart of the matter 7 good-hearted
4 a hearty meal 8 a heart of gold 1 e 2 c 3 a 4 b 5 d
5 a broken heart 9 from the bottom of
your heart
Optional activity
The audio script can be found on page T114. Give students these phrases containing the word ‘heart’:
learn by heart; have a heart of stone; a man after my own
4 Read the instructions and the example with the class. heart; steal someone’s heart; to be young at heart. Ask
Put students into pairs to continue the activity. students to check the meaning of the phrases in their
dictionaries or on the internet and to write a sentence
using each one.
ANSWERS
2 from the bottom of 4 the heart of the matter
your heart 5 a broken heart WB
3 hand on heart 6 a heart of gold For more practice see pages 25 and 33 of the Workbook.
unit 3 T34
Listening
A radio interview
In this section students listen to a radio interview with a The audio script can be found on page T115.
nutritionist who talks about folklore and eating tips which
have been passed down through families.
Idioms
1 Direct students to the picture and the saying. Put
them into pairs to discuss the questions. Monitor and 6 Do the first item with the class. Put students into pairs
help students to express their ideas. Do not overcorrect to complete the exercise. Tell them that they can use
for accuracy. Do not provide answers at this stage. dictionaries or the internet to help and that they will
need to use one of the meanings (a–d) twice. Check
answers.
Tip
Read the tip aloud and direct students to the text
ANSWERS
in the picture in Exercise 1 as an example.
1 a 2 c 3 d 4 b 5 a
2 1.20 Ask students to compare what they hear

with their ideas for Exercise 1. Play the audio. Students 7 Refer students back to the saying in Exercise
compare their ideas with a partner. 1. Put them into pairs to compare health tips they
know of that are usually passed on from generation
to generation. Give suggestions where necessary,
for example, cures for colds, drinks for healthy teeth
3 1.20 Read the question and ask students which and bones, foods for weight loss or for brain function.
key words they remember from the introduction. Put Monitor and help students express their ideas before
them in pairs to discuss their ideas before playing the bringing the class together to share their ideas.
audio a second time.
4 1.21 Read the instructions and stress that Reflection

students should listen for the best answer. Ask them
to read the questions and think carefully about the 8 Put students into pairs to read the strategies. Ask
differences between each group of answer options to them which they felt helped them do the listening
focus their listening. Check vocabulary as necessary activities. Ask them to choose one strategy they will try
before playing the audio. Ask students to compare next time.
answers in pairs and give them the option of a second
listening. Streetwise
Read the information about the use of reckon and
ANSWERS the example. Ask students for other sentences with
1 d 2 a 3 b 4 d reckon. Refer them back to the health tips they
thought of in Exercise 7.
5 1.22 Read the instructions and the example and Optional activity
ask students to read sentences 1–5 before listening. Tell
them to think carefully about the type of information In pairs, students write blank-fill sentences for three of
the idioms in Exercise 6. They swap with another pair and
required to fill the gaps, e.g. a noun or verb phrase.
complete the sentences they have been given.
Also, tell students that they might need to rephrase
information to reduce it to three words. Play the audio
and then put students into pairs to compare answers.
WB
Give students the option of a second listening before
checking answers.
ANSWERS
1 lived so long 3 will kill 5 good for
2 fight off 4 on the ferry
T35 unit 3
Listening Unit 3
A radio interview
" An apple a day
keeps the doctor away"
5 Listen to the last part of the interview and
1.22
complete the sentences. Write no more than three
words for each space. Compare with a partner.
1 She thinks she would never have if she
hadn’t eaten berries.
2 Cranberries are good because they
infections.
3 A blueberry the bacteria which causes
diarrhoea.
1 You will hear the saying above in the introduction 4 I’m going to Dublin tomorrow .
to a radio programme. What do you think it means? What 5 Ginger tea fights nausea and is migraine.
might the programme be about? Discuss with a partner.
Idioms
Tip
If you hear something which doesn’t seem to 6 Read these extracts from the interview. Match the
make sense literally, it may be an idiom. idioms in bold with their meanings. Two of them have
the same meaning.
2 1.20 Listen to the introduction. Does this confirm 1 … your eyesight should be as right as rain
your ideas? Compare and discuss with a partner. 2 … is just what you want when you’re feeling under
the weather
3 1.20Can you remember what else the interviewer 3 … have a nice raw onion before bed, you’ll sleep like
said? Compare your ideas with a partner and listen a log
again and check. 4 … is good for your mind, especially if you’re feeling
down in the dumps
4 1.21Listen to the next part of the interview. 5 … she’s always been as fit as a fiddle
Choose the best answer according to Alison Campbell.
1 How can eating carrots affect your eyesight? a to be very healthy
a It can cause eye disease. b to be unhappy
b It can reduce pain in the eyes. c to be or feel ill
c It can improve eyesight. d to sleep very well
d It can lower the possibility of eye disease. 7 Do you know any health tips usually passed on
2 If you have flu, what will eating chicken soup do? from the older generation? Compare your ideas with a
a Work on the symptoms. partner.
b Stop you getting it again.
c Cure it. Reflection
d Stop you feeling cold.
3 What benefit do you get from eating spinach?
a It improves your memory.
b It helps you feel less depressed.

• Listening carefully for well-known sayings or idioms.
c It helps you think.

d It puts you in a good mood.

4 What does Alison Campbell say about bananas? Streetwise
a You shouldn’t eat too many.
reckon
b It’s a good idea to eat one every day for breakfast.
Reckon is a verb that we use informally meaning to
c They are a good source of zinc. think or to believe.
d You should eat one after your meal if your stomach She reckons easting berries has made her live longer.
is bad.

Grammar
Conditional possibility
Conditional sentences 4 Modal verbs can often be used in conditional
sentences. Choose if or result clauses from the
1 Read the sentences and answer the questions. sentences in Exercise 1 to complete these sentences.
zero conditional: 1 You might need to brush your teeth if you have a nice
If you want something to protect yourself against flu, eat raw onion before bed.
plenty of onions or garlic. 2 If you can get nice and relaxed before bed,
first conditional: 3 She may never have lived so long
If you have a nice raw onion before bed, you’ll sleep like a 4 If I could eat only one fruit
log!
5 You should eat plenty of onions or garlic
second conditional:
If I were you, I’d eat bananas.
5 Express the ideas in these sentences as conditionals.
third conditional:
1 Smile and the whole world smiles with you.
If she hadn’t eaten heaps of berries, she would never have
If you smile, the whole world will smile with you.
lived so long.
2 An apple a day keeps the doctor away.
1 What tenses are used in the if clauses? What tenses are
used in the result clauses? 3 Play with fire and you’ll get burnt.
2 Is the action in the if clause possible or impossible? 4 There’s no smoke without fire.
3 Which conditionals are being used to give advice? 5 Look after your pennies and the pounds will look after
Which one is used to reflect on the past? themselves.
2 Complete the sentences with the correct form of the 6 Work with a partner. Take turns to explain
verbs in brackets. problems and give advice with If I were you.
Student A: I’ve got a headache.
1 If you (want) healthy teeth,
(brush) them every day. (zero conditional) Student B: If I were you, I’d take an aspirin.
2 If you (not brush) your teeth, you
(need) a lot of fillings. (first conditional) Unless; as long as;
3 If you (brush) your teeth more often, you
(not have to) go to the dentist all the
provided that/ providing;
time. (second conditional) in case; supposing; even if;
4 If you
you
(brush) your teeth as a child,
(not lose) so many teeth. (third
otherwise
conditional)
7 Look at the words and their meanings. Read them
See Language reference on page 96. carefully. Work with a partner and test each other on
their meanings.
Mixed conditionals 1 unless: except if

2 as long as: used to say that something must happen
before something else can happen
3 Read the sentences and answer the questions.
1 If you brushed your teeth, why aren’t they clean? 3 provided that/providing: if, or only if
2 If you don’t like Italian food, you wouldn’t have liked 4 in case: because of a possibility of something
what I had for lunch! happening, being needed, etc.
3 If you’d brushed your teeth more often as a child, you 5 supposing: used at the beginning of a sentence or
would have better teeth now. clause to mean 'what would happen if'
6 even if: used to say that if something is the case or not,
1 Which tenses are used in the if clauses? Which tenses the result is the same
are used in the result clauses? 7 otherwise: used after an order or suggestion to show
2 What types of conditionals are used in the sentences? what the result will be if you don’t follow the order or
3 Why are the conditional sentences mixed? suggestion
See Language reference on pages 96-97. See Language reference on page 96.

Grammar
Conditional possibility
In this grammar lesson students will study conditional 4 Go through the instructions, the example and the rest
sentences, mixed conditionals, unless, as long as, provided of the exercise with the class. Read each incomplete
that/providing, in case, supposing, even if and otherwise. sentence and ask whether it is an if or a result clause
The grammar is reviewed on page 42. The Language before asking students to complete it with the correct
reference section can be found on pages 96-97. clause from Exercise 1. If necessary, refer students back
to the Language reference section for Unit 2 to review
Conditional sentences the meaning of the modal verbs.
1 Go through the grammatical labels and example ANSWERS

sentences with the class, pointing out that, for the 2 you’ll sleep like a log!
second conditional, common use is now If I was you. 3 if she hadn’t eaten heaps of berries.
Put students into pairs to discuss questions 1–3. 4 I’d eat bananas.
5 if you want something to protect yourself against
ANSWERS flu.
1 zero conditional: present simple/imperative;
first conditional: present simple/future simple;
5 Go through the example and point out that all the
second conditional: past simple/conditional; third
conditional: past perfect/past perfect conditional sentences contain idioms.
2 possible: zero and first conditional;

impossible:second and third conditional POSSIBLE ANSWERS
3 to give advice:zero, first and second conditionals; 2 If you eat an apple every day, you’ll avoid illness.
reflect on the past:third conditional 3 If you take risks, you might get into trouble.
4 If people say bad things about someone, they
might be right.
2 Tell students to refer to the examples in Exercise 1 and
the Language reference section on page 96. to check 5 If you’re careful to save small amounts of money,
you’ll save a large amount.
how to complete the sentences in this exercise.
ANSWERS 6 Put students into pairs to take turns explaining

problems and giving advice.
1 want, brush 3 brushed, wouldn’t have to
2 don’t brush, 4 had brushed, wouldn’t have lost
’ll need Optional activity
Open pairs. One student explains a problem and
nominates several others to give advice. Repeat several
Mixed conditionals times. The class votes on the best piece of advice.
3 In pairs, ask students to read the conditional sentences

and answer the questions. For more help, refer them to Unless; as long as; provided
the Language reference section on pages 96-97.
that/providing; in case;
ANSWERS supposing; even if; otherwise
1 if clauses: 1 past simple 2 present simple 3 past
perfect; result clauses: 1 present simple 2 would + 7 Ask students to study the words and their meanings.
present perfect 3 would + present simple For more information, refer them to the Language
2 first, second and third conditionals reference section on page 96. Put students into pairs to
3 to express things we did or didn’t do in the past take turns testing each other.
that might have present consequences or to
express past events that may be the result of
present facts
unit 3 T36
Grammar
8 Ask students to look at the photo and the title and

guess what the text is about. Tell them to read the text, Get it right
ignoring the spaces, to check their ideas. Ask them to
complete the text with the words in the box and to
ask why the second sentence is wrong (‘in case’ has a
compare answers in pairs. similar meaning to ‘if’ and ‘will’ is only used in the result
clause not the ‘if’ clause). Ask a volunteer to make
9 1.23 Play the audio for students to check their another sentence with in case. The volunteer then
answers. nominates another student to make another sentence.
ANSWERS
12 Read the instructions and the example and do the
2 provided 6 in case next item together as a class. Put students into pairs to
3 as long as 7 providing make sentences from the box. Monitor and encourage
4 even if 8 otherwise students to self-correct if necessary. Check answers.
5 unless
ANSWERS
The audio script can be found on page T115. 2 if + f 4 in case + c 6 in case + d
3 in case + e 5 if + a 7 if + b
10 Read the instructions and the example. Remind
students that unless means except if, which carries a
negative idea. Monitor and help as necessary, checking 13 Read the instructions. Tell students to decide if
students have identified the if clause + not and are each of clauses 1–6 is a condition (if clause) or a result,
substituting it for unless. Ask volunteers to give answers and to think about possible and impossible situations.
and see if the class agrees before feeding back. Give students three minutes to think about ideas to
complete the sentences before putting them into pairs
to compare ideas. Ask volunteers to share the most
ANSWERS
interesting ideas with the class.
2 Unless she had eaten heaps of berries, she would
never have lived so long.
3 Let’s have an omelette, unless you’ve got a better idea. Optional activity
4 He’ll be at risk of heart disease unless he loses weight. Put students into pairs to think of three different sentence
5 I can’t think in the morning unless I have a cup or beginnings similar to those in Exercise 13. Students swap
two of coffee. partners and complete each other’s sentences.
11 Read the instructions and the example, pointing out WB

that students should read the whole sentence and
For more practice of all the grammar see pages 28-29
think about the meaning before deciding on the and 33 of the Workbook.
correct option. Suggest they look back at Exercise 7
if necessary. To check answers, ask volunteers to read
complete sentences.
ANSWERS
2 in case 5 Supposing 8 otherwise
3 unless 6 Unless 9 even if
4 in case 7 Providing
T37 UNIT 3
Unit 3
8 Complete the text with the words and phrases in the 11 Choose the correct option.
box. There may be more than one possibility. 1 You’ll be fine (in case / as long as / unless) you do as I
tell you.
as long as even if in case otherwise
2 Take an umbrella (in case / as long as / even if ) it rains.
provided providing supposing unless
3 You’ll be all right (in case / provided / unless) you do
something really stupid.
4 I’ll take some bags of ginger tea with me (in case / as
long as / even if ) I get seasick.
5 (In case / Supposing / Unless) I can’t find a taxi – what
shall I do then?
6 (In case / Supposing / Unless) it rains, we’ll have lunch
outside.
7 (Otherwise / Providing / Unless) you don’t eat too
much of it, any food you enjoy is fine.
8 Take a warm coat, (otherwise / supposing / unless)
you’ll freeze!
Who’s afraid of chicken? 9 You should wash your hands before eating, (in case /
even if / provided) you use a knife and fork.
Approximately two thirds of the raw chickens
sold in the UK are contaminated with the bacteria Get it right
campylobacter, which can cause serious food
poisoning. Around 300,000 people are infected each
We say:
year. So 1 supposing you enjoy eating chicken –
what should you do? Well, according to food-health ✓ Take an umbrella in case it rains.
experts, there’s no need to panic, 2 that you ✗ Take an umbrella in case it will rain.
follow some simple guidelines:
• it’s safe to eat chicken 3 you cook it properly. 12 Make sentences from the box.
• it may have bacteria on it 4 you have washed it. I always take a credit card in case I run out of cash.
• do not eat the chicken 5 you are sure it is
properly cooked. 1 I always take a a you’ve got
credit card a headache.
• clean kitchen surfaces after preparing the chicken
6 they have been contaminated. 2 I never drink beer b you’re feeling
tired.
• it is safe to handle the chicken 7 you wash 3 She’s afraid to
your hands thoroughly afterwards. fall in love c you have an
in case
4 Take a first-aid kit accident.
Don’t forget to follow these guidelines carefully, if
8 you might get ill! 5 Take an aspirin d you get
hungry later.
6 Take some
sandwiches e she gets broken-
9 1.23 Listen and check your answers. with you hearted again.
7 You should f I’m driving.
10 Rewrite the sentences using unless. go to bed g I run out of cash.
1 If we don’t reverse this trend, the bill will reach £15bn
within a few decades.
Unless we reverse this trend, the bill will reach £15bn
13 Use your own ideas to complete these sentences,
within a few decades. then compare with a partner.
2 If she hadn’t eaten heaps of berries, she would never 1 Unless somebody else is paying …
have lived so long. 2 I always carry my phone in case …
3 Let’s have an omelette, if you haven’t got a better idea. 3 I don’t mind cooking, as long as …
4 He’ll be at risk of heart disease if he doesn’t lose weight. 4 I don’t mind the cold weather, provided …
5 I can’t think in the morning if I don’t have a cup or two 5 Supposing you miss your flight – …?
of coffee. 6 I wouldn’t be where I am today if …

Vocabulary
Quantities and capacity

Quantities
Streetwise
1 Match the words in the box with the photos.
piles of money
Expressions about quantities are often an exaggeration
dozen drop heap kilo
rather than literally true. For example, piles of money
load pile teaspoonful tonne
means a lot of money, not literally in large piles.
She’s got piles of money, but no sense!
a – load
a b c d
6 Complete the sentences with a phrase from Exercise 2.
1 TON 1 No need to hurry – we’ve got loads of time.

2 He spent and a lot of it wasn’t even his!
3 are overweight and don’t even know it.
e f g h 4 She’s in now – she’s crashed her dad’s car!
Pronunciation: of
7 The of in phrases like the ones in Exercise 2 is
pronounced very weakly. It may sound like a or er.
2 1.24 Listen to the phrases made from the words in Decide what the badly spelt phrases below are.
the table.
1 a piece a cake – 5 lotsa money
quantities a piece of cake 6 a spotter trouble
amount(s) 2 a cuppa tea 7 a bowler cherries
bricks
cup 3 a loader rubbish 8 a playta food
coffee
dozen(s) 4 a boxer chocolates
A eggs
drop(s)
an homework
two
heap(s)
honey Capacity
kilo(s)
three milk
load(s) of 8 Complete the sentences with the quantities in the box.
a few money
number(s) (nothing) Notice the verbs in bold.
a small people
pile(s)
vast rain
spot(s) 10 tons three gigabytes
huge rubbish
spoonful(s) four people 90,000 people
(nothing) sugar
teaspoonful(s)
time
thousand(s) 1 This recipe serves four people.
trouble
tonne(s) 2 This USB stick holds of data.
3 Wembley Stadium holds .
3 Work with a partner. Try to remember the phrases you
4 This truck can take up to of material.
heard in Exercise 2.
amount – huge amounts of money 9 Work with a partner. Prepare at least five quiz questions
from the box.
4 The phrases below are not possible. Explain why.
1 dozens of sugar 5 vast numbers of How much people will (you decide) hold?
sugar is not countable money How many litres of does take?
2 a pile of milk 6 a small amount of … do serve?
3 a teaspoonful of eggs people kilos of seat?
4 a huge spot of rain 7 a vast kilo of eggs …
5 Make other possible phrases from the table in Exercise 2. How many people will the Bernabeu Stadium hold?
a tonne of homework
10 Ask your quiz questions to the rest of the class.

Vocabulary

This section deals with words and phrases used to express
quantity and capacity. Streetwise
The pronunciation section focuses on of, which is Read the information about piles of money. Ask students
pronounced very weakly in quantity phrases. to look at the quantities column in the table in Exercise
The target vocabulary and pronunciation are reviewed on 2 and identify similar words (heaps, loads, tonnes).
page 42.
6 Read the instructions and the example. Ask students to

Target vocabulary continue individually and monitor and help as necessary.
amount(s) kilo(s) teaspoonful(s)

POSSIBLE ANSWERS
cup load(s) take (up to)
2 huge amounts of/a huge amount of money
dozen(s) number(s) thousand(s)
3 Thousands of people 4 a spot of trouble
drop(s) pile(s) tonne(s)
heap(s) serve vast
hold spot(s) Pronunication: of
huge spoonful(s) Read the information and the instructions. Go through
7
the example, pronouncing the phrase carefully to
Quantities check students understand the activity. Put them into
pairs to continue the activity.
1 Read the instructions and do the example.
ANSWERS
ANSWERS
2 a cup of tea 6 a spot of trouble
b heap c pile d tonne e dozen
3 a load of rubbish 7 a bowl of cherries
f drop g kilo h teaspoonful
4 a box of chocolates 8 a plate of food
5 lots of money
2 1.24 Play the audio for students to listen to the
phrases.

Capacity
8 Tell students to read the quantity phrases in the box.
3 Put students into pairs to recall the phrases they heard
Go through the example, pointing out that the word in
on the audio. bold will help them choose the correct quantity.
ANSWERS
ANSWERS
See audio script for track 1.24 on page 00.
2 three gigabytes 3 90,000 people 4 10 tonnes
4 Read the instructions and go through the example. Do

9 Remind students that they should be able to answer
the exercise together with the class.
the questions they prepare.
ANSWERS 10 Nominate pairs to ask one of their questions and
2 pile means things laid one on top of the other choose another pair to answer.
3 a teaspoonful is a measure of the volume of
something that you can fit on a teaspoon, not
Optional activity
something countable like eggs
4 huge means large, whereas a spot is a tiny volume In pairs, students write sentences similar to those in
5 numbers of is used with countable nouns Exercise 8, but blank out the verb serves, holds and takes.
They swap with another pair and complete the sentences.
6 amount of is used with uncountable nouns
7 vast refers to a large, inexact quantity
WB
5 Nominate students to give other possible phrases from For more practice see pages 31 and 33 of the Workbook.
the table in Exercise 2.
unit 3 T38
Speaking
Making suggestions
This lesson is based around a conversation in which one
person asks another for advice. Tip
The Life skill in this unit introduces the topic of stress Read the tip aloud. Explain that offering more than
management in the context of a driving test. The idea is one piece of advice gives the other person a choice.
developed in the Life skill section on page 86. Also point out that we prefer not to disagree with
somebody, but if we explain why then it’s more polite.
Optional activity
4 Read through the situations. Put students into
Books closed. Ask students to say how adventurous they pairs to choose one situation and make notes on
are with food. They can rate themselves with a number the advice they would give. Suggest they also think
from 1–4, with 1 being not very adventurous and 4 being
about objections to their advice and how they would
the kind of person who will try anything. Ask for a show of
respond. Monitor and help with ideas if necessary.
hands for each number.
5 Put students into different pairs to take turns
1 Read the instructions and put students into giving each other advice about the situations they chose.
pairs to discuss the questions. Monitor and join in with
discussions and ask volunteers to tell the class something Optional activity
interesting they found out about their partner.
Ask students to report back on their conversations – the
2 1.25 Go through the instructions and play advice their partner gave and whether they agreed or
the audio for students to read and listen to the disagreed with it.
conversation. Check the answer.
Life skill
ANSWER
some typical food – Serrano ham Identifying the problem
1 Direct students, in pairs, to the photo. Read the
questions, give pairs time to discuss the answers and
Optional activity nominate several students to suggest answers.
2 Read the questions and let students discuss the
Ask students the following questions to check comprehension
if necessary. answers. Monitor and help with ideas if necessary.
1 Is Ana a vegetarian? (no) Bring the class together and ask for suggestions.
2 Why doesn’t she want to eat meat when she’s away? (in
case she gets a bad stomach) Suggesting a solution
3 Are Ana’s hosts vegetarian? (She doesn’t know.) 3 Put students into pairs to discuss the question. Bring
4 Why does Pablo tell her to stop worrying about the class together and ask for suggestions.
everything? (Ana seems to be thinking about problems in
different situations.) What about you?
4 Read the questions and invite students to share
3 Read the instructions. Monitor and help as necessary examples from their own experience. Do not
while students continue in pairs. Check answers. overcorrect for accuracy, but help students to get their
ideas across.
ANSWERS
1 I’m worried about … 4 No, that’s a load of
2 But if I …, I get … rubbish!; Nonsense! Stress management
3 (Look,) if I were you … 5 I know.; Yes, I guess Tell students to read the information and ask them if they
you’re right.; Good idea. agree with the statement ‘If you don’t control stress, stress
will control you!’ Ask them to give reasons or examples of
relevant situations experienced by people they know.
Useful language
Ask students to read the column headings and the WB
expressions. Check understanding as necessary. For more practice see page 30 of the Workbook.
T39 unit 3
Speaking Unit 3
Making suggestions Life skill
Skills
Dealing with nervousness
1 Look at the photo. How similar or during a test
different is this food to the food you eat? What
would you do if you were offered this food in Identifying the problem
somebody’s house? Discuss with a partner.
2 Read and listen to the conversation. What does Ana decide to take to
1.25 1 What do you think is
Germany in the end? happening in the photo?
Ana: I’ve been invited to stay with a offended. They’d be more offended if you How is the girl feeling?
family in Germany over the summer, but started cooking your own packet food 2 What situations do people
I’m worried about the diet over there. instead of eating with them! often feel stressed in? How
They eat lots of sausages and things, and Ana: I know. I just think it’s an can stress be a problem?
I don’t eat meat. embarrassing situation, that’s all. Think of personal feelings,
Pablo: Are you a vegetarian? Pablo: Nonsense! In any case, supposing health, social relationships
Ana: No, but if I eat meat, I get a bad they’re vegetarian – then all this worry and task performance.
stomach ache. It’ll appear rude if I refuse will have been for nothing! No, if I were
their food. you, I would just tell them straight. Suggesting a solution
Pablo: Look, if I were you, I’d just tell Ana: Yes, I guess you’re right. Do you
them. Why don’t you send them an think I should take a gift from here?
email and explain politely that you can’t Some typical food, for example? 3 What strategies can you
eat meat for health reasons. Pablo: Good idea. How about some
think of for avoiding stress
Ana: I’d better take lots of packet food Serrano ham? or for dealing with it?
with me, just in case! Ana: But supposing they’re vegetarian? What about you?
Pablo: No, that’s a load of rubbish! As long Pablo: Oh, stop worrying about
as you’re honest about it, they won’t be everything! Tell your partner or the class.
4 What situations do
3 Find phrases in the conversation for the following functions: you personally find
1 introducing a 3 introducing what 4 strongly rejecting most stressful? How
problem you would do in an idea do you deal with it?
2 introducing a the situation 5 agreeing with
consequence a suggestion
Useful language
Disagreeing
Making suggestions Accepting advice
(informally, with a friend)
… for example? No, that’s a load of rubbish. Good idea.
How about … Nonsense! Yes, I guess you’re right.
If I were you, I’d … Yes, why not?
I think you should …
Why don’t you …
Stress
management
Tip We can’t avoid stressful
Give more than one suggestion when you’re asked for advice. If you don't agree situations in life, and in one
with a piece of advice, explain why.
way, they are good because they
force us to take action. However,
4 Work with a partner. Choose a situation and make notes on what advice you we need strategies to overcome
would give somebody. stress if we are to be happy and
• Getting fit • Cooking for vegetarians successful.
• Eating a healthy diet • Advising a friend who is overweight Remember: if you don’t control
stress, stress will control you!
5 Work with a different partner and have a conversation like the one in Exercise 2.
Take turns to give advice for the situation you chose in Exercise 4.

Writing
A proposal
Writing task: your town has been awarded a large amount of lottery money to make it a healthier place to live.
The local council has decided to have a competition to decide on the best way to use the money. Write a proposal
with your suggestions. (120 – 150 words).
INTRODUCTION THE PROPOSAL

The aim of this proposal is We suggest that there should be more
to present a plan to make organised sporting events and better sports
Chester a healthier place to facilities. Sporting events could include fun
live. Furthermore, the main runs and cycle races, perhaps once a month.
idea is that people should The principal streets could be closed to traffic
be encouraged to be more for these events. On top of that, the facilities
physically active. could include a better network of cycle paths.
In addition to this, there could be free exercise
BACKGROUND machines and running tracks in all parks.
We believe the population is
not sufficiently active and this CONCLUDING REMARKS
has led to an obesity problem. Not Chester’s population is not sufficiently
only has it led to poor health, but active, and our proposal is intended to
it has also put a huge strain on the improve this situation. Clearly, it will be
health services in terms of staff and expensive to implement. However, we
costs. If people did more exercise, believe that, eventually, it will pay for itself
the situation would improve. with real savings to the health service.
1 Read the task and the report. What’s the main 4 Study the language in the report. Find an example of
advantage of the writer’s proposal? each of the following:
1 a comparative 4 could (possibility)
2 Choose the paragraph sub-heading for each of the
2 should 5 will (future)
points below. Find the information in the proposal.
3 a conditional
a introducing the purpose of the proposal
b
c
explaining the problem
expanding on the problem
Writing builder
d introducing a solution 5 Complete the text with the words in the box.
e giving additional detail (2)
f stating a positive result background clearly problem restate solution
When you are rewriting a proposal or report, you should

state your purpose 1 clearly and concisely so that
Tip the reader knows immediately what you are writing
Use a formal style when you write a proposal.
about. In the second paragraph, you should give some
2 information on your proposal so that the reader
3 How are these ideas expressed more formally in the has a better understanding of the 3 . In the third
report? paragraph, offer a 4 to the problem and include
any costs that might be involved. In the concluding
1 I’m writing this report to … paragraph, 5 the problem and the solution
2 I think the population is lazy … you are suggesting.
3 Why not (have more organised sporting events?)
4 Let’s close the main streets.
Tip
5 But we think … Help your reader identify additional points by
6 As you can see, … using signposts.

Writing
A proposal
In this section students read a proposal, which serves as a
text for analysis and a model for a final writing activity. ANSWERS
The Signposts in writing in this section are reviewed on page 42. 1 The aim of this proposal is to …
There is a guide to writing a proposal in the Writing guide on 2 We believe the population is not sufficiently active.
page 102. 3 We suggest that (there should be more organised
sporting events).
1 Before doing Exercise 1, look at the writing task at 4 The principal streets could be closed …
the top of the page with the class. Explain that the
5 However, we believe …
proposal they will be looking at is a model answer and
6 Clearly …
that they will write something similar after working
through the tasks on the two writing pages.
Ask students to read the text quickly to answer the 4 Read the instructions and do the first item with the
question. Ask a volunteer to give their answer and see class. Students continue individually.
if the class agrees before feeding back.
ANSWERS
ANSWER 1 healthier, more physically active; better sports
It will save the health service a lot of money. facilities, a better network of cycle paths
2 should be encouraged; we suggest that there
should be…
2 Go through the instructions and do the first item as an
3 did more exercise; the situation would improve
example. Monitor and help while students continue
individually. Ask them to compare answers in pairs 4 sporting events could include …; could include a
better …; could be free exercise machines …
before nominating students to give answers.
5 it will be expensive; it will pay for itself
ANSWERS
a: introduction – to present a plan to make Chester
a healthier place to live Optional activity
b: background – the population is not sufficiently
Ask students to highlight the common features of informal
active
language – contractions, more personal pronouns, simple
c: background – poor health and a huge strain on vocabulary, conversational language (why not, let’s).
the health services
d: the proposal – more organised sporting events
and better sports facilities
Writing builder
e: t he proposal – fun runs and cycle races, a better
network of cycle paths
5 Tell students to read the words in the box before asking
f: concluding remarks – real savings to the health them to complete the text individually. Monitor and
service
help as necessary before putting students into pairs to
for students to call out the missing words. Give the
correct answer if there is a difference of opinion.
Tip
Read the tip aloud and explain that a proposal
is usually written for an unknown audience, e.g. a ANSWERS
local council committee or newspaper readers. 2 background 4 solution
3 problem 5 restate
3 Read the instructions and do the first item with the

class. Monitor and help as necessary as students
continue individually. Ask students to compare Tip
answers in pairs before taking feedback. Read the tip aloud and ask students to find one
example of this type of signpost in the proposal.
unit 3 T40
Writing
Signpost Write!
Read the information aloud and ask students
which additional point furthermore introduces in
the stages in STEP 1. Monitor and help with ideas as
the proposal (the main idea is that people should be
encouraged to be more physically active). necessary while students write notes in the essay
structure box. Refer students back to Exercise 2 if they
need help.
6 Read the instructions. Advise students to read each set Ask students to follow STEP 2 individually. Suggest
of sentences to get the general idea before deciding they select words and phrases from the Useful
which signpost to use. Monitor and help as necessary language box and the Signpost box, then add them to
while students do the exercise individually. To check the appropriate columns of the essay structure box
answers, ask volunteers to read the entire text and see before they write their first draft. Remind them not to
if the class agrees before feeding back. forget section headings.
Once students have written their first draft, ask them to
ANSWERS review their writing, answering the questions in STEP 3.
1 Furthermore/On top of that Tell students to follow STEP 4 by writing a final draft
2 Not only, but, also, Furthermore/On top of that/ and rechecking their work. They can refer to the Writing
In addition guide on page 102.
3 Furthermore/On top of that/In addition Put students into pairs to read each other’s proposal.
They should imagine they are in charge and decide if
the proposal is interesting. Finally, ask students to write
Improve your writing a brief note about why they made the suggestions
they did.
7 Go through the instructions. Monitor and help with
ideas as necessary while students add details to the WB
suggestions they have chosen. Ask volunteers to read For more practice see page 32 of the Workbook.
out their ideas and take a class vote on the best one.
Useful language
Ask students to look at the Useful language box. Write
the column headings on the board and give students
three minutes to study the phrases. Ask them to close
their books and put them into pairs or small groups
to write as many phrases as they can remember.
T41 unit 3
Unit 3
Signpost Write!
Writers use signposts to help the reader identify
additional points by using words and phrases such as: 8 Write a proposal on how to make your school a
furthermore, not only … but … also, on top of that, and healthier place to be. (120 – 150 words).
in addition to.
Steps
6 Complete the sentences using signposts to help
your reader identify additional points. Choose from STEP 1: Getting ideas
furthermore, not only … but … also, on top of that and in
addition. There may be more than one possibility.
• Work with a partner. Brainstorm ideas to describe the
current situation and proposals for making it better.
1 Cookery classes will show people how they can
prepare healthy food at home. This will also help
• Write a note of some structures you could use.
people become less stressed. , they will • Write notes in an essay structure box like this.
have a stronger resistance to colds and flu.
Introduction Background Proposals Concluding
2 Invite local sports personalities to show off their remarks
talents. will this get people away from
sitting in front of a computer, it might
encourage them to join a sports club. ,
people might make new friends. STEP 2: Organising your ideas
3 We could give people easier access to drinking and writing a first draft
water in public places. , we could even
replace fizzy drinks machines with water machines. • Write a first draft of your proposal.
. • Add section headings.
• Use some expressions from Exercise 6.
Improve your writing STEP 3: Reviewing your writing
7 Look at the suggestions for healthy living below. • Reread your first draft and answer these questions.
Choose two and add three pieces of additional detail. 1 Have you followed the sequence in Exercise 2?
Use the signposts furthermore, not only … but… also,
2 Have you used some of the structures in Exercise 3?
on top of that and in addition to.
3 Have you used some signposts to help your reader?
1 Deliver healthy eating magazines to people’s houses
once a month.
5 Have you used a consistently formal style?
2 Provide fun exercise classes to get people to the gym.
6 Does each sentence move smoothly to the next?
3 Organise regular walking groups in the countryside.
4 Set up evening classes on healthy living. STEP 4: Writing a final draft
5 Plan to open an indoor swimming pool.
chose these suggestions.
Useful language
Introducing Explain and expand Introducing a Adding
Concluding
the purpose on background facts course of action information
The aim of this This has led to … We suggest that … Furthermore … Clearly, …
report is to … This, in turn, has … In addition to …
The main idea is … Not only … but (…) also
On top of that …

Review
Health Unless; as long as;

1 Complete the text with the words in the box.
provided that / providing;
in case; supposing; even if;
bug hearty indigestion parrot sick
stomach unhealthy weight otherwise
When I was on holiday, I ate some seafood from a beach 4 Match the beginnings of the sentences with the endings.
restaurant. I immediately got a pain in my 1 stomach, 1–c
and I thought it was 2 . I went back to the hotel 1 Mushrooms are a as long as you
and was as sick as a 3 , but I didn’t feel any better great to eat, use sun cream to
afterwards. It was a really bad stomach 4 , and I was 2 Going out in the protect your skin.
5 for two days. I wasn’t able to eat a 6 meal sun is fine b in case you have
for another week. I returned from holiday looking pale an accident.
and 7 , but at least I’d lost some 8 !
3 You should get some
skiing insurance c providing you know
which ones are safe.
Quantities and capacity 4 You should drink
plenty of water, d unless it’s really
5 Supposing you run necessary.
2 Find the option which is not possible. out of money, e what will you do?
1 He’s got a (load / pile / number) of money. 6 Don’t phone the f otherwise you will
2 I think there was a (heap / drop / spot) of rain earlier. emergency services get dehydrated.
3 There were (dozens / amounts / loads) of people
ahead of me in the queue. Pronunciation awareness
4 I get (vast numbers / thousands / huge spots) of spam
emails every week. 5 Choose the word where ea spells a different vowel sound.
5 This bus can only (serve / take / seat) 45 people. 1 meat seat heal health
6 This flask (holds / takes / accommodates) two litres of 2 dear learn heard earth
coffee.
3 breathe breath easy please
Mixed conditionals 4
5
hear near heart clear
bread dead head heat
6 disease bear meal increase
3 Put the verbs in the correct form.
1 If you’d taken my advice yesterday, you wouldn’t be in
this mess now. (take / not be) Signposts in writing
2 You hungry now if you all
your lunch. (not be / eat) 6 Complete the sentences using signposts to help
3 If you seafood, I don’t think you your reader identify additional points. Choose from
the paella we had last night. (not like / like) furthermore, not only … but … also, on top of that and in
addition. There may be more than one possibility.
4 If your grandmother alive, she
proud of you yesterday! (be / be) 1 Make walking easier and safer by building
more footpaths. 1 In addition, install more
5 You to run this marathon if you
street lighting so people will feel safer at
a heart attack as I have. (not want / have)
night. 2 will people become more
6 If you some aspirins with you, you active, they will be able
one for your headache now. (bring / can to manage their weight better.
take)
2 We could arrange for local chefs to
7 If the pasta still hard, you it have healthy cooking competitions.
for long enough. (be / can’t cook) 3 , they could be held in the
8 If you attention in class last term, you chefs' restaurants. More
sorry when you sit the exam next week. people might go to the
(not pay / be) restaurants in future
so, 4 , it could
generate more business.

Review
The review section for the unit includes further practice Unless; as long as; provided
Vocabulary: health (page 34); quantities and capacity (page 38)
that/providing; in case;
Grammar: mixed conditionals (page 36); unless, as long as, supposing; even if; otherwise
provided that/providing; in case; supposing; even if; otherwise 4 Read the instructions and go through the example. Tell
(page 36) students to read each sentence half and think about the
Pronunciation awareness: ea (page 34) key words in each before deciding on which halves go
Signposts in writing: additional points (page 41) together. Once they have made a match, tell them to
read the whole sentence again to check it makes sense.
Health
1 Read the instructions and the example. Students ANSWERS
continue individually, completing the text with the 2 a 3 b 4 f 5 e 6 d
words in the box.
ANSWERS
2 indigestion 5 sick 8 weight 5 Read the instructions and go through the example.
3 parrot 6 hearty Advise students to say the words in each group
4 bug 7 unhealthy quietly to themselves so they are not distracted by the
spelling.

ANSWERS
2 dear 5 heat
Remind students to think carefully about the noun
3 breath 6 bear
(countable or uncountable) and the meaning of the
quantity and capacity words. 4 heart
ANSWERS
2 heap 5 serve
3 amounts 6 accommodates 6 Read the instructions and tell students to read each of
4 huge spots the short paragraphs to the end so they can see the
relationship between the information more clearly
before choosing a signpost.
Mixed conditionals
3 Read the instructions and go through the example. ANSWERS
Remind students not to forget to include the negative 2 Not only, but, also
where appropriate. 3 Furthermore
4 on top of that/in addition
ANSWERS
2 wouldn’t be, had eaten
3 don’t like, would have liked
4 was, would have been
5 wouldn’t want, had had
6 had brought, would be able to take
7 is, can’t have cooked
8 didn’t pay, ‘ll be
unit 3 T42
Unit 4
Telling tales
The theme of this unit is stories, and the title Telling tales is an expression which means telling
someone that someone else has done something bad.

Vocabulary stories; word building (time adverbs, time Use the photo as a point of departure for a class discussion.
expressions) Ask the questions on the page and some or all of the extra
Grammar yes/no questions, wh- questions, question tags, questions below. Some possible answers are given in italics.
embedded questions, emphatic questions Give the students space to lead the conversation off in other
Reading a magazine article about video games: ‘Video directions, but staying within the theme.
games: the new face of storytelling’ • Describe the person in the picture. young white man with
Exam focus answering open questions light brown hair and a cream-coloured jacket
Listening listening to a radio interview about a play • When was the last time somebody told you a ghost or other
Speaking telling an anecdote type of story?
Pronunciation t before ion; emphatic questions
• What was it about?
Writing retelling a narrative
Get it right less/fewer; word order in embedded questions;
• Do you think the tradition of telling stories is dying out in
your country?
for vs. during
Life skill problem solving
discussion, you could take a photo of it, or ask students to
The two videos for this unit are:
do so. You could show this photo at the beginning of the
next class and ask students to remember what the words
v1 Tell us about a coincidence that has happened in your
and phrases were about.
life. It is recommended that students watch this
video and do the corresponding worksheet after
completing the Speaking tasks on page 51. POSSIBLE ANSWERS
Where is he? in a dark place – possibly a darkened room
v2 Walls can talk. This video and its worksheet are best or camp
done at the end of the unit. What is he doing? holding a light behind his hands,
shining it upwards over his face to create a ghostly
An augmented reality link to both videos is included atmosphere
on the Student’s Book page opposite. What type of story do you think he is telling? probably a
ghost story
WB
For more class discussion, you can ask students to do the
quiz on stories on page 34 of the Workbook.
T43 UNIT 4
Unit 4
Telling tales
UNIT OBJECTIVES
• find out about stories
• read and understand a text on storytelling
•
topic words: stories
•
listen to a plot
•
grammar: questions
•
word building: time adverbs
and expressions
•
speaking: telling an anecdote
•
writing: retelling a narrative
•
life skill: problem solving
Look at the photo. Talk to

your partner for one minute about
what you can see.
VIDEO 1 VIDEO 2
• where is he?
• what is he doing?
• what type of story do you think he is telling?
How often do you tell stories?
43
telling tales unit 4 43
Reading
1 Look at the photos, title and sub-headings. What 6 Answer the questions according to the information in
do you think the text is about? Compare and discuss the text. Use your own words. Follow stages 1 – 4 in
with a partner. Exercise 5.
1 Why do some people think storytelling isn’t popular
2 Read the definitions. Match them with the words any more?
2 What’s the latest influence on storytelling today?
3 In the game, Zombies, Run!, what effect does having
movements followed by GPS have on an individual?
1 together 3 fear and excitement 4 In what way can people become main characters in a
2 well and healthy 4 the leading position digital story?
5 Why aren’t books as good as digital media when it
comes to giving people choices?
3 Read the text quickly – in about three minutes! Was 6 In what way is digital media storytelling similar to
your answer to Exercise 1 correct? ancient storytelling practices?
7 Find words or phrases in the text that match the

4 2.01 Read the text again and listen. Are the definitions. Check in your dictionary.
following statements true or false? Copy the evidence 1 story (paragraph 1)
from the text. 2 development or growth of something so it covers a
1 Storytelling is something which will happen for a long large area (paragraph 1)
time. 3 a remote location (paragraph 3)
2 It was easy to predict how the art of storytelling 4 follows the movement (paragraph 3)
would develop. 5 one of the main characters in a story or play
3 With new technologies, zombies are tracked by GPS. (paragraph 4)
4 Video games now have many more possible endings. 6 end results or effects of an action or situation
5 Nowadays, stories can be improved with the ideas of (paragraph 4)
many others. 7 the part of a person that enables them to think
(paragraph 5)
8 a big change, increase or improvement (paragraph 6)
Tip
Make sure you read the questions very carefully 8 Which would you prefer, to read a book or to
so you know exactly what to look for. be actively involved in the development of a story?
Exam focus: answering open Phrasal verbs

questions feed back: to tell someone information that they
need to know, especially the results of a discussion,
5 Follow stages 1 – 4 for answering open questions. research, an interview etc.
1 Read the question carefully first. take sb back: if something takes you back, it makes
What’s good about the traditional art of storytelling? you remember a period or an event
2 Find key words and phrases in the question. shout out: to suddenly say something in a loud voice
move on: to become better or more advanced
3 Read the text quickly to locate key words, phrases or go back: if you go back to a time in the past, you
synonyms.
think about how something was at that time
4 Don’t answer questions with information that isn’t in
the text.
44 unit 4 telling tales

Reading
In this section students read a magazine article Video games:

4 2.01 Ask students to read statements 1–5. Advise
the new face of storytelling, which is about how technology
them to find the key words to focus their reading
and video games have changed the way stories are told.
and listening. Play the audio for students to listen
They are given phrasal verbs which appear in the text, along
and read. Ask them to compare their answers with a
with their meanings.
partner and give them the option of a second listening.
If students enjoy reading this article, they could try reading Ask volunteers to give answers and nominate other
some other articles on the same subject. Ask them to type students to say if they agree before feeding back.
video game story telling into a search engine.
1 Put students into pairs to discuss what they ANSWERS

can deduce about the text from the photos, title 1 True. ‘it’s not going to die any time soon.’ (lines 4–5)
and sub-headings. Bring the class together and take 2 False. ‘to create possibilities we wouldn’t have
suggestions. Do not overcorrect students’ accuracy, but dreamt of previously’ (lines 19–21)
help them get their ideas across. Do not feed back at 3 False. ‘the smartphone tracks you via GPS’ (lines
this stage. 43–44)
4 True. ‘In a video game, there are infinitely more
2 Read the instructions and monitor and help with possible outcomes.’ (lines 57–58)
vocabulary if necessary while students match the 5 True. ‘a work can benefit from the best ideas of
words in green in the text with a definition from 1–4. thousands of minds.’ (lines 62–63)
Advise students to use the context in the article to
help guess meanings. Suggest students substitute
the meanings for the words in the text to check that
the general idea makes sense. Ask volunteers to Tip
give answers and check pronunciation as necessary. Read the tip aloud and explain that students will
Nominate students to give translations. be practising this in Exercises 5 and 6.
ANSWERS
1 hand in hand Exam focus: answering
2 alive and kicking open questions
3 shivers down the spine
4 at the cutting edge Ask students what the term ‘open questions’ means (a
question that requires a long answer, usually beginning with
‘What…?’, ‘Why…?’, ‘How…?’, ‘In what way…?’, ‘Describe’).
3 Remind students that to get the general idea of a text,
they should first read it quickly. Ask students to read 5 Work through stages 1–4 as a class, using the example
and check their answer to Exercise 1. Ask two or three given. Ask a volunteer to suggest an answer. See if the
volunteers to give answers and their reasons. See if the class agrees before giving the answer.
class agrees before feeding back.
ANSWER
ANSWER
It makes you feel fear and excitement.
The article is about how the storytelling in a video
game differs from that in novels and films. The
writer talks about how people can become part of 6 Ask students to read sentences 1–6 and check
the action themselves and can influence how the vocabulary if necessary. Tell students to follow stages
story progresses. 1–4 in Exercise 5 to answer the questions, and stress
they should use their own words. Monitor and help
as necessary while students continue individually.
Redirect them to Unit 1, page 6 if they need help
rewording information in the text. Go through each of
the items in turn, asking for volunteers to give answers.
Encourage students to self-correct if their answers are
grammatically incorrect.
unit 4 T44
Reading
POSSIBLE ANSWERS Streetwise

1 Some people think storytelling isn’t popular any Read the information about the use of why/how/what
more because it’s so different today from what it on earth …? and the example. Ask students to find
once was. an example of the phrase in the text (lines 7–8). Ask
2 Video games are the latest influence on storytelling. volunteers to make other new sentences with the
3 People feel they really are part of the story, in a phrase.
physical way.
4 In a digital story, people can choose how the
story develops.
5 The possible endings of a book are limited.
Get it right
6 They both involve the audience influencing the Read through the right and wrong sentences and
direction of the story. ask why the second sentence is wrong (‘people’ is
countable, so ‘fewer’ is the correct adjective. ‘Less’ is used
7 Check students have access to a dictionary. Ask them with uncountable nouns, e.g. ‘money’.) Ask volunteers
to read items 1–8 and check vocabulary before asking to make other phrases with fewer. The class decides if
them to find words or phrases in the text which match they are correct.
the definitions. Tell them to decide if they are looking
for a noun or a verb. Monitor and help as necessary
while students do the exercise individually. Ask them
to compare answers in pairs. Check answers.
Optional activity
Class debate. Divide the class into two halves. Ask one
ANSWERS half to try to convince the other that reading a book is
1 tale 2 spread 3 outpost 4 tracks 5 protagonist much better than playing video games. The other half
6 outcomes 7 mind(s) 8 leaps argues for the opposite position.
8 Read through the instructions and put students WB

into pairs to discuss the question. Monitor and help
students to get their ideas across. Encourage them to
give examples where they can. Bring the class together
and ask volunteers to tell the class about anything
interesting they found out.
Phrasal verbs
Ask students to read the definitions of the phrasal verbs,
then read the sentences where they appear in the text
(highlighted in yellow) to see them in context. Give
more example sentences with the verbs if necessary
(I’m going to ask one person from each group to feed
back on the show. This song always takes me back to my
last holiday. They shouted out my name when they were
checking who was there. Things have really moved on
in mobile phone technology. This film goes back to the
1980s.) There is a practice exercise for these phrasal
verbs on page 46 so there is no need to get the students
to practise using them yet. However you might, at this
point, want to familiarise them a little more with these
verbs by doing one of the following tasks:
T45 UNIT 4
Unit 4
VIDEO GAMES_ Streetwise

why / how / what on earth…?
The new face We use the expression Why on earth /

how on earth / what on earth when
we are extremely surprised, confused
of storytelling
or angry about something.
Why on earth didn’t you tell me before?
T
he art of storytelling has been IMMERSION CHOICE
around since the beginning of New technologies allow an audience Games and digital media are also
civilisation, and it’s not going to be directly involved in the narrative excellent at offering the player choices,
to die anytime soon. Nothing they are reading or hearing about. For 50 which put them in the position of
5 compares to the shivers down the 35 example, the game Zombies, Run! is being protagonists in the story they are
spine you get as you listen in fascination an audio adventure for smartphones. watching. This has occasionally been
to a good tale well told. So why on One of the main characters is you. You done in books, where the reader is invited
earth should anyone think storytelling is are one of a small outpost of humanity to make a decision and read following
dead? Is it because its form has changed in a land of zombies, and have to go 55 the pathway of their own choice. But
10 so much that we no longer recognise 40 out running to collect supplies to help there were only ever a limited number
it when we see it? It’s true that fewer rebuild your community. But, as a player, of outcomes. In a video game, there are
people are reading books these days you don’t just hear the story. You actually infinitely more possible outcomes.
than in the past, before the spread of go out running, the smartphone tracks
digital technology. But storytelling is you via GPS and rewards you with AUDIENCE PARTICIPATION
15 alive and kicking in the new formats of 45 fictional items you need. In this way, you With digital media, the audience can feed
film, and more recently, video games. can feel that you are immersed in the 60 back to the story creator and influence
These are exciting times for story, physically. how the story progresses in real time. In
storytellers. Technology and art are this way, a work can benefit from the best
working hand in hand to create ideas of thousands of minds. Interestingly,
20 possibilities we wouldn’t have dreamt this takes us right back to the ancient
of previously. And right at the cutting 65 traditions of storytelling around a campfire,
edge of this development is the video Get it right where there was a single storyteller, but
game. So how is the storytelling in a We say: the audience could respond and shout
video game different from in novels out ideas as the tale progressed.
and movies? I would say there are ✓… fewer people read Not only is storytelling not dead, it
25
three fundamental ways in which they books these days 70 has moved on in massive leaps. But in
differ: first, the possibility of increased ✗ … less people read some ways, it has also gone back to
immersion in a story, secondly, the ability books these days its origins, to a time when an audience
to offer the audience choices, and thirdly, was close enough to the storyteller to
30 the way the audience can influence the actually become involved in the creation
story. I'll take them one by one. 75 of the story.

Vocabulary
Stories
1 Match the words in the box with the photos. You don’t
need to use all of the words. Tip
a – history t is normally pronounced /S/ before –ion and -ious
biography comic fairy tale history myth

novel play poem satire self-help Pronunciation: t before ion
short story travel video game
4 2.02 Listen to the words below. Is the t in bold
a b c d pronounced /t/ or /S/?
1 narrative narration
2 dramatic dramatisation
3 translator translation
4 director direction
5 editor edition
e f g h i
5 2.02 Listen again. Find the stressed syllables.
6 Choose one of your favourite works of fiction. It may

be in any medium – book, movie or video game. Make
notes of some key facts about your story. Use the ideas
in the box.
False friend
author characters creator director
story / history main character setting type of fiction
Translate these sentences into your language:
James told us a really scary story last night.
The history of Ireland is absolutely fascinating. 7 Tell a partner about your story.
8 Imagine you received the video game and all the
books in Exercise 1 as a prize. What would you do with
2 Think of a work for each of the descriptions below.
them? Tell a partner.
1 A work of fiction The Bourne Identity, Tales of the
Unexpected I would give the biography to my uncle. He likes reading that
kind of thing. I don’t think he likes fiction.
2 A non-fiction book with lots of chapters
3 A traditional folk tale PV
4 A work by a best selling novelist
5 A story with a heroic main character
6 A thought-provoking drama in several acts 1 Customers went back on a book

7 A plot with a happy ending sometimes takes us when they buy it
8 A play with the setting in a capital city. 2 I saw the film online.
shout
once and then back to medieval
moved
3 Where do you think you would find these small 3 Please don’t France.
pieces of text? Discuss with a partner. feed
4 The book Perfume back to the
1 Once upon a time, there lived a king named Minos. At beginning and
5 Video games have
the beginning of a Greek myth or a fairly tale. watched it again.
2 All characters appearing in this work are fictitious. Any on a long way since
similarity to real people is pure coincidence. Space Invaders.
3 Act One: The setting is the dining room of a fairly large out the ending
suburban house belonging to a rich industrialist. before I’ve heard the
4 and they all lived happily ever after. joke!
5 10 Year Anniversary Edition now available for iOS and
Android devices
6 A new translation by Martin Sorrell
Vocabulary
Stories
This section deals with vocabulary connected to stories.
The pronunciation section focuses on t before ion. Tip
The phrasal verbs section recycles language from the Read the tip aloud and ask students to find an
magazine article Video games: the new face of storytelling. example of one of these words in the first sentence
of the text on page 45 (civilisation).
The target vocabulary and pronunciation are reviewed on
page 54.
Target vocabulary
Pronunciation: t before ion
4 2.02 Play the audio, pausing after each word, and
acts fairy tale poem ask students whether the t in bold is pronounced /t/ or /ʃ/.
biography fiction satire
character folk tale self-help
ANSWERS
comic history setting
creator main character short story 1 /t/; /ʃ/ 2 /t/; /t/, /ʃ/ 3 /t/; /ʃ/ 4 /t/; /ʃ/ 5 /t/; /ʃ/
director myth translator
dramatic narrative travel 5 2.02 Play the audio again, pausing after each
dramatisation novel video game word for students to identify the stressed syllable.
editor plot
ending play ANSWERS
1 narrative, narration 3 translator, translation
1 Read the instructions and do the example. 2 dramatic, 4 director, direction
dramatisation 5 editor, edition
ANSWERS
b novel c play d poem e fairy tale f myth 6 Check students have access to a dictionary and go
g biography h short story i video game through the instructions.
7 Put students into pairs to talk about their

False Friend favourite work of fiction.
Ask students to translate the sentences into their 8 Give students time to decide what they would
language and to discuss why they might make a do with the items in Exercise 1 before putting them
mistake with these words. (The two words are close but
into pairs to tell their partner.
different in meaning. In addition, they might both be
translated by the same word in students’ language. Also, Refer students back to the Phrasal verbs box on page
9
the /h/ in ‘history’ is often difficult to hear.)
44 to revise meaning and focus on prepositions.

ANSWERS
1 Customers sometimes feed back on a book when
POSSIBLE ANSWERS
they buy it online.
2 A Brief History of Time 6 Macbeth
2 I saw the film once and then went back to the
3 Juan sin Miedo 7 Cinderella beginning and watched it again.
4 Twilight 8 Julius Caesar (Rome)
3 Please don’t shout out the ending before I’ve
5 Life of Pi heard the joke!
4 The book Perfume takes us back to medieval France.
3 Put students into pairs to discuss their ideas. 5 Video games have moved on a long way since
Space Invaders.
POSSIBLE ANSWERS
2 at the beginning of a novel, e.g. thriller
3 at the beginning of the first act of a play
4 at the end of a fairy tale
5 on the cover of a bestseller or a dictionary
6 on the cover or title page of a book not originally
written in English
unit 4 T46
Listening
A plot
In this section students listen to a radio programme
in which the director of a play and some of the actors POSSIBLE ANSWERS
interviewed about the plot. 1 no family 4 was working
2 having dinner/ a meal/ 5 is jealous of
Optional activity a celebration 6 won’t admit
3 getting engaged 7 has been updated
Books closed. Ask volunteers to tell the class about the
last time they went to the theatre: the name of the
production, what it was about, who was in it, whether or
not they would recommend it to others.
Idioms
5 Read the instructions and put students into pairs. Ask
1 Check students have access to a dictionary. Read volunteers to give answers and nominate others to say
the instructions and put students into pairs to decide if they agree or not before feeding back.
what the play might be about. Monitor and help
students get their ideas across. Also encourage them to ANSWERS
give reasons. Take feedback. 1 c 2 d 3 a 4 b
2 2.03 Play the introduction and ask students to
check their ideas in Exercise 1 and compare with a
partner. Ask what else they remember about the plot. Streetwise
Nominate volunteers to feed back to the class and Read the information about question tags and the
write key words about the play on the board. example. Point out that the intonation in question
The audio script can be found on page T115. tags, when a speaker is looking for confirmation,
falls at the end and that often the listener might not
say any more than mmm by way of response. Give
Tip another example using the characters in An Inspector
Calls, e.g. Mr Birling is a rich businessman, isn’t he?
Read the tip aloud and ask students why it is
a good idea to do this (it helps them narrow their
focus – ignoring words which are not key – and listen
in a more efficient way). Remind students that they Optional activity
might not hear exactly the same words in the
recording so they should also think about meaning. Put students into pairs to use the information in Exercises
3 and 4 to make as many question tags as they can about
3 2.04 Tell students to read question 1 and the four the play. Monitor and listen for the correct intonation.
answer options. Ask them to identify the key words in
the question (how, describe, Birling) and in the answer 6 Put students into pairs to discuss the questions
options (businessman, worker, celebrity, police). Put and monitor and help students get their ideas across.
students into pairs to continue in the same way for Take a class vote at the end to see how many students
questions 2–5 and monitor and help if necessary before would go and see the play.
playing the audio. Students listen and identify the best
answer according to the programme. Check answers.
Reflection
7 Put students into pairs to read the strategies. Ask
ANSWERS them which they felt helped them do the listening
1 a 2 b 3 a 4 d 5 d
next time.
The audio script can be found on pages T115-T116. Optional activity

4 2.05 Read the instructions. Stress that students For homework, students could do some internet research
should use no more than three words to complete on another play currently being shown. They choose
the sentences, and this might mean that they have to six key words or phrases to give to their partner and ask
rephrase information. Ask students to read sentences them to say what they think the play is about.
1–7 and think about the type of information required
to fill the gaps to help them focus their listening. Play WB
the audio and give students the option of a second
listening before checking answers.
T47 unit 4
Listening Unit 4
A plot
1 You will hear the beginning of a radio 4 Listen again and complete the sentences.
2.05
programme about a play. The director mentions the Write no more than three words for each space.
following words and phrases. What do you think the Compare with a partner.
play is about? Discuss with a partner. 1 Eva Smith has to give her support.
2 The Birling family were when the
morality police inspector prejudice
inspector called.
responsibility social problems suicide
3 Sheila Birling is to be married.
4 Eva in a shop when Shelia met her.
2 2.03 Listen to the introduction. Does this confirm
5 Sheila Eva’s attractive appearance.
your ideas? Compare and discuss with a partner.
6 Shelia’s mother and father they have
done anything wrong.
Tip 7 The play so it has more meaning to a
For multiple choice listening questions, identify modern audience.
key words which make the difference in meaning
between options. Idioms
5 Read these extracts from the interview. Match the
3 2.04 Listen to the rest of the programme. Choose
idioms in bold with their meanings.
the best answer according to the programme.
1 … a police inspector calls, right out of the blue.
1 How does Keith Roland describe Arthur Birling?
2 … it’s revealed that they all have some responsibility
a He’s a rich businessman. for the death of the girl, they’ve all got blood
b He’s a rich factory worker. on their hands.
c He’s a rich celebrity. 3 … when the inspector forces me to look at my own
d He’s a police inspector. behaviour, it’s a bitter pill to swallow.
2 What becomes obvious at the end of the evening? 4 I've always had everything handed to me on a plate
a They have done nothing wrong. and have never had to struggle …
b They all have some responsibility. a an unpleasant fact which has to be accepted
c Eva Smith was a hard worker. b to give something to someone very easily
d Arthur Birling shouldn’t have sent Eva away. c suddenly, unexpectedly
3 Why did Arthur Birling send Eva Smith away? d be responsible for someone’s death
a No particular reason.
b She was poor.
c She worked hard.
Streetwise
d He didn’t like her. Question tags
4 What did Shelia Birling do to Eva? We use question tags all the time in informal English.
a Sheila sacked her. Get used to using them at the end of sentences when
you want confirmation of what you’ve said.
b She made Eva jealous.
You did hear what I said, didn’t you?
c She gave Eva a job in a shop.
d She caused Eva to be sacked.
5 What did Shelia Birling feel at the beginning of the play? 6 Would you go and see a modern version of An
a She didn’t like Eva. Inspector Calls? Why?/ Why not? Tell a partner.
b She thought she was responsible for Eva’s death.
c The inspector was right to accuse her. Reflection
d She thought she was a good person.
• Listening carefully for key words.

Grammar
Questions
Yes/no questions Wh– questions
1 Complete the grammar box. 5 Look at the examples. Write questions with what, when,
where, which, who or why in reply to the statements in 1 – 6.
Negative
Statement Yes/No question
Question Statement Question
You like 1 Do you 2 you The film started late. What started late?
books. like books? like books? I’ll be in Paris on Monday. When will you be in Paris?
Jamie has 3 Jamie Hasn’t Jamie They are going to Australia Where are they going
seen that seen that film? seen that film? next year. next year?
film.
Anna has applied for a Which job has Anna
She’s going 4 she Isn’t she going new job. applied for?
to write going to write to write another
another another book book next year? Liz told Peter. Who told Peter?
book next next year? Matt doesn’t like Jake. Why doesn’t Matt like
year. Jake?
Emily Should Emily be 5 Emily 1 Somebody phoned 4 The house was
should at the cinema be at the cinema me. Who phoned you? built in 1939.
be at the at six o’ clock? at six o’ clock?
cinema at
2 Something happened. 5 She was born in Belfast.
six o’ clock. 3 I’m meeting 6 She likes the red
someone tonight. jumper.
2 Complete the rules with the words in the box.

auxiliary modal no subject surprise yes
Question tags
1 Questions that need a yes or a answer are
called yes / no questions. 6 Read the sentences and then complete the rules with
2 We form yes / no questions with an verb: be, the words in the box.
do, have + + main verb. She likes music, You shouldn’t do
3 We can also use a verb + subject + main doesn’t she? that, should you?
verb. You are listening, aren’t you? Let’s go for a walk, shall we?
4 Use a negative question to show . You didn’t hear me, did you? I’m right, aren’t I?
See Language reference on page 97. aren’t I negative positive shall we tag
3 Complete the conversation with negative questions

1 Use a question tag to confirm what you already know.
including the word in brackets.
2 For a positive sentence, use a tag.
A: What a terrible birthday! 3 For a negative sentence, use a tag.
B: Why? Didn’t you enjoy it? (enjoy) 4 After Let’s, we use the question tag .
A: No. And I’m not eating this evening. 5 After I’m, the negative question tag is .
B: Why not? ? (hungry)
A: No. And I’m not watching Game of Thrones tonight. See Language reference on pages 97-98.
B: Why not? it? (like)

A: It’s all right, but I’m going to bed early. 7 Match the beginnings and endings of these sentences
from the listening on page 47.
B: Why? very well? (feeling)
1–b
A: I’m fine. I just want to be alone.
1 It’s a very thought- a wouldn’t it?
B: Why? me? (like)
provoking drama, b isn’t it?
A: Of course I do. I’m just tired.
2 You’re playing the part c aren’t you?
of Arthur Birling,
4 2.06Listen and check your answers. Practise
saying the conversation in pairs. 3 That would be telling,

Grammar
Questions
In this grammar lesson students will review and study various
question types: yes/no questions, wh- questions, question Optional activity
tags, embedded questions and emphatic questions.
Put students into pairs. Ask them to draw three columns
The pronunciation section looks at emphasis in questions.
on a piece of paper. In the first column they write four
The grammar and pronunciation are reviewed on page 54. statements. They pass this on to another pair, who write a
The Language reference section can be found on pages 97 yes/no question for each statement in the second column.
and 98. This pair then pass the paper on to a third pair, who write
a negative question for each statement. The paper is
Yes/no questions then returned to the original pair, who use the Language
reference section on page 97 to check the questions.
1 Direct students to the column headings in the grammar
box. Read the statement and item 1 in the first row and
elicit the answer to item 2 (Don’t). Remind students about Wh- questions
word order for statements and questions in English.
Ask students about the difference in meaning between 5 Go through the statements Liz told Peter and The film
the two types of question (the first is a regular ‘yes/no’ started late and the corresponding wh- questions in the
question, whereas the second is sometimes used when box. Point out that each wh- question is asking about
somebody is slightly surprised by a piece of information they the subject of the verb in the statement. The rest of the
have been given). Continue with the activity as a class, wh- questions are asking for other information – which
feeding back on answers as you go along. may or may not be obvious from the corresponding
statement. Go through the example below the box.
ANSWERS
2 Don’t 3 Has 4 Is 5 Shouldn’t ANSWERS
2 What happened?
2 Put students into pairs to do the activity and monitor 3 Who are you meeting tonight?
and help as necessary. Nominate individuals to suggest 4 When was the house built?
answers by reading the entire sentence and see if the 5 Where was she born?
class agrees before feeding back. Ask a third student 6 Which jumper does she like?
to give a corresponding example from the table in
Exercise 1. Direct students to the Language reference
section on page 97 if necessary.
Optional activity
ANSWERS Direct students to the Language reference section on
1 yes, no 2 auxiliary, subject 3 modal 4 surprise page 97. Put them into pairs to write statements like
those in Exercise 5. They swap with another pair and
write wh- questions.
3 Ask students to read the conversation, ignoring the
spaces. Ask Who’s not very happy, A or B? (A). Read the
instructions and go through the example before asking Question tags
students to continue individually. Ask students to
compare answers in pairs. 6 Read the sentences and go through the example. Put
students into pairs to complete sentences 2–5. Direct
4 2.06 Play the audio for students to check their students to the Language reference section on pages 97
answers. Then put them into pairs to practise saying and 98 if necessary.
the conversation. Ask volunteers to act out the
conversation to the class. ANSWERS
2 negative 3 positive 4 shall we 5 aren’t I?
ANSWERS
Aren’t you hungry Aren’t you feeling
Don’t you like Don’t you like
Remind students to look carefully at the verb in the
statement to help them choose the correct ending.
unit 4 T48
Grammar
8 2.07 Play the audio, pausing after each sentence Pronunciation: emphasis in
for students to check their answers.
questions
14 2.09 Ask students to read the questions in the
ANSWERS
table and say them quietly with the appropriate word
2c 3a stress. Play the audio.
The audio script can be found on page T116. ANSWERS

1 emphatic, normal, emphatic
Embedded questions 2 normal, normal, emphatic
3 emphatic, normal, normal
9 Write this statement on the board. Liz told Peter. Tell
4 emphatic, normal, emphatic
students that if they put an expression like I wanted to
know in front of the statement, plus if or whether, they
change it into an embedded question. The statement
remains the same, with the subject before the verb, 15 Read the example questions with appropriate word
and sometimes there is no question mark. Students stress. Put students into pairs to do the activity.
do the activity. Direct them to the Language reference
section on page 98, if necessary. ANSWERS
1 Who on earth told Peter?
ANSWERS 2 What on earth started late?
whether, Who knows 3 What on earth is wrong?
4 Who on earth is going to help?
10 Read the example and ask students to make
embedded questions for statements 2-4.
Get it right
POSSIBLE ANSWERS Read through the right and wrong sentences and
ask why the second sentence is wrong (word order:
2 I wanted to know if she likes music.
the subject – verb – object order is maintained for
3 Could you tell me if you’ve seen this film before? embedded questions).
4 I wonder if we can watch it.
16 Monitor and help as necessary while students

11 Put students into pairs to take turns asking each other complete the text with the words in the box.
questions about films, books, TV series or video games.
17 2.10 Play the audio, pausing for students to
check their answers.
Emphatic questions
12 Read the instructions and the examples in the table. ANSWERS
Point out that in an emphatic question, the final pronoun 2 where 3 what 4 when 5 whose
is usually stressed, sometimes reflecting surprise or 6 who 7 why 8 which
disbelief on the part of the questioner.

ANSWERS
2 You can hear what? 18 Ask students to think about what they did the
previous weekend, and what questions they would ask
3 Something's wrong with who?
if they were a police inspector. Put students into pairs
4 You did what?
to take turns being the inspector. Tell the inspectors to
use different types of questions to check and confirm
13 2.08 Play the audio, pausing for students to the answers they get.
check their answers.
WB
The audio script can be found on page T116. For more practice of all the grammar see pages 38-39
T49 UNIT 4
Unit 4
8 Listen and check your answers.

2.07
Pronunciation: emphasis in
Embedded questions questions
9 Read the sentences and then complete the rule. 14 2.09 Listen and say which sentence you hear – the
I wanted to know if you would come with me. normal or the emphatic.
Could you tell me what time the film starts?
A Normal B Emphatic
Do you know how long the book is?
1 Who told Peter? Who told Peter?
I wonder if you’re listening to me.
2 What started late? What started late?
I don’t know whether you heard me.
3 What’s wrong? What’s wrong?
Who knows what tomorrow will bring.
4 Who’s going to help? Who’s going to help?
Embedded questions keep the same word order as the
statement after words like if and and also 15 Look at the emphatic question below. Make the
expressions such as Could you tell me; Do you know and questions in Exercise 14 more emphatic. Use the
. expression …on earth and put strong stress on earth.
See Language reference on page 98. Why on earth should anyone think storytelling is dead?
Who on earth phoned you?
10 Make embedded questions for these statements.
1 You’ll help me 3 You’ve seen this Get it right
I wonder if you film before.
will help me. 4 We can watch it. We say:
2 She likes music. ✓ I don’t know how people can write books.
✗ I don’t know how can people write books.
11 Make questions from the box to ask a partner. The
questions should be about films, books, TV series or
video games. 16 Complete the embedded questions in the text with the
question words in the box.
there will be another
Have you ever
season of Game of Thrones? whose when how which
wondered if
JK Rowling will write where why what who
Do you know whether another Harry Potter story?
Could you tell me
(your ideas) I don’t know 1 how people can write books. I wonder
2 they get their ideas from. I know 3 kind of
books I like reading, but I don’t know 4 I would ever
Emphatic questions find the time to write myself. I often buy second-hand
books. I always wonder 5 book it was before. I’d like
12 Look at the examples in the table and then write to know 6 bought the book before me and 7
emphatic questions with who or what for the they sold it. I’m always curious to know 8 character
statements in 1 – 4. in the book they liked best.
Emphatic 17 2.10 Listen and check your answers.

Statement Question
question
Liz told Peter. Who did Liz tell? Liz told who?
18 Work with a partner. One of you is a police
inspector. Ask your partner what they did last weekend.
Liz sent an email. What did Liz send? Liz sent what? Insist on details and try to use emphatic questions!
1 I phoned somebody. 3 Something’s wrong A: What did you do last weekend?
You phoned who? with Jenny. B: I went to the cinema with a friend.
2 I can hear something. 4 I made a mistake. A: You went with who?
B: With Maria...
A: Can you tell me what film you saw?

Vocabulary
Time adverbs and expressions

Time adverbs 4 Complete the sentences with adverbs from Exercise 1.
1 There’s been nothing good on TV lately.
1 Read the text. Decide which of the time expressions in 2 She was walking along the corridor when
bold could be substituted by the adverbs in the box. a zombie appeared in a doorway.
3 I’m not going to the cinema to see that – it was on TV
currently eventually gradually lately !
occasionally previously recently suddenly
4 They’re filming a movie near here and I
see famous actors in town.
at the moment – currently

I’m reading a spy thriller at the
moment. I haven’t read much
fiction of late because of my Time expressions
exams, but I enjoy a good book
from time to time. People 6 Decide where the words and expressions in the box
say that books are going out go in the table.
of fashion, little by little, and
maybe, in the end, they will a fortnight afterwards at noon at three thirty
disappear altogether. I’ve noticed in recent times there
at that precise instant beforehand every now and then
are hardly any bookshops left. Before now, you could
find a bookshop in any major street. One day we’ll wake hardly ever the following weekend
up and realise all of a sudden that there are none left. the previous day throughout the summer
2 2.11 Listen and check your answers. at three thirty

1 a point in time
at midnight
for a couple of hours
False Friend 2 a period
during the evening
already
actually / eventually 3 a time before
some time ago
Translate these sentences into your language:
later
People said he wasn’t very nice, but actually, he’s really 4 a time after
in a week’s time
friendly.
often
Eventually, they decided to pack their bags and go home. 5 frequency
daily

Tip
Late is both an adverb and an adjective; it means
the opposite of early. Lately is also an adverb; it Get it right
means ‘recently’.
We say:
✓ We slept for three hours.
3 Match the adverbs in Exercise 1 with the dictionary ✗ We slept during three hours.
definitions.
1 not long ago, or at a time that started not long ago
recently 7 Work with a partner and add at least one more
2 before the present time or the time referred to word or expression to each box in the table in Exercise 6.
3 in the end, especially after a long time or a lot of effort,
problems, etc.
8 Complete the sentences in your own words. Tell
a partner.
4 in times not long before now
1 A fortnight isn’t really long enough to …
5 of the present time
2 If I didn’t have to pay for it afterwards, I’d …
6 quickly and unexpectedly
3 Washing up is OK every now and then, but not …
7 slowly over a period of time or a distance
4 One thing you should never do before noon is …
8 sometimes but not often
5 The best thing to do during a power cut is …

Vocabulary

This section deals with time adverbs and time expressions. 4 Advise students to use the verb tense to help them
Vocabulary from this lesson is reviewed on page 54. complete the sentences.
5 2.12 Play the audio, pausing after each item for

Target vocabulary students to check their answers.
afterwards every now and then occasionally
at noon the following the previous day ANSWERS
at that precise weekend previously 2 suddenly 3 recently 4 currently, occasionally
instant a fortnight recently
beforehand gradually suddenly The audio script can be found on page T116.
currently hardly ever throughout the
eventually lately summer
Time expressions
6 Do one or two items with the class before asking
Time adverbs students to continue individually.
1 Read the instructions and the example. Ask students to
continue the activity individually. ANSWERS
2 2.11 Play the audio for students to listen and 1 at noon, at that precise instant
check their answers. 2 a fortnight, throughout the summer
3 beforehand, the previous day
ANSWERS 4 afterwards, the following weekend
of late – lately, from time to time – occasionally, 5 hardly ever, every now and then
little by little – gradually, in the end – eventually,
in recent times – recently, Before now – Previously,
all of a sudden – suddenly Get it right
The audio script can be found on page T116. Read through the right and wrong sentences and ask
why the second sentence is wrong (‘during’ isn’t used
when we refer to numbers and lengths of time. In this
False friend case ‘for’ is used).
Read the first example sentence aloud and ask students
to use the context to decide on the meaning of actually
7 Direct students to the box and the text in
(‘in fact’ not ‘nowadays’ or ‘currently’.) Ask students to
Exercise 1.
find eventually in the text in Exercise 1 and say what it
means (‘in the end’, not ‘possibly’ or ‘by chance’.) Check
students' translations of the sentences. POSSIBLE ANSWERS
1 at the moment, all of a sudden, currently, suddenly
2 gradually, little by little
Tip 3 recently, in recent times, lately, of late, before now
Read the tip aloud and write on the board the 4 in the end, eventually
following sentences containing late as an adjective
5 from time to time, occasionally
and late as an adverb: I’m sorry I’m late and The summer
started late this year. Ask students to think of a sentence
containing lately, e.g. Have you seen Juan lately? 8 Ask students to read sentence stems 1–5
and check vocabulary if necessary. Give one or two
3 Ask students to match the adverbs in the box in examples of your own.
Exercise 1 with the definitions, compare answers with a
partner and then check in a dictionary if necessary. WB
ANSWERS
2 previously 3 eventually 4 recently 5 currently
6 suddenly 7 gradually 8 occasionally
UNIT 4 T50
Speaking
Telling an anecdote
This lesson is based around an informal conversation 4 Put students into pairs to practise the
between two people talking about a time at school when conversation in Exercise 2. Ask them to swap roles.
they were in a play and everything went wrong. Monitor and give positive feedback where possible.
The Life skill in this unit introduces the topic of problem
solving, which often involves ‘thinking out of the box’ 5 Go through the instructions and put students
(thinking differently, or from a new perspective). The idea is into pairs to choose a situation and make notes.
developed in the Life skill section on page 87. Remind them to answer the questions Who? Where?
When? What?
1 Direct students to the photo and put them
into pairs to discuss the question. Monitor and help 6 Put students into different pairs to take turns telling
students get their ideas across and give positive their anecdote. Remind them to use at least one phrase
feedback where possible. Ask volunteers to share their from each of the columns in the Useful language box. Ask
ideas with the class. volunteers to act out their conversation to the class.
2 2.13 Play the audio for students to listen, read WB

and check their answers. Ask if anyone guessed For more practice see page 40 of the Workbook.
correctly what happened next.
3 Ask students to read functions 1–6 and check

vocabulary if necessary. Monitor and help while Life skill
students work individually. Ask students to compare
answers in pairs before checking as a class. Identifying the problem
1 Check students understand the word obstacle before
ANSWERS
putting them into pairs to discuss where the people in
1 Did I ever tell you how … the photo are and what they are doing.
2 Well, it was just before …
2 Ask students to discuss the questions and monitor
3 the baby Jesus was lying there …; I was standing …
and help with ideas if necessary. Bring the class
4 would you believe? … and you’ll never guess
together and ask for suggestions. Once you have taken
what happened next!
feedback, ask students if they can think of a situation
5 and eventually it fell onto a woman …
where they might confront such obstacles for real (as a
6 That’s hilarious … refugee or after surviving a plane crash).
Useful language
3 Read through the questions. Monitor and help
Ask students to read the column headings and the students express and compare their ideas in pairs.
expressions. Check understanding as necessary.
Ask students to choose two expressions from each What about you?
column that they will try to use.
4 Put students into pairs or ask volunteers to tell the class
about a time when they managed to overcome an
obstacle.
Optional activity
Put students into pairs to take turns telling the story in
Exercise 2 from memory using some of the expressions
Problem solving
in the Useful language box. Their partner counts the Tell students to read the information. Ask about the
number of expressions they hear from the box. meaning of the phrase ‘to think outside the box’ (to think
differently or from a new perspective). Ask students to use
the internet to find the ‘nine dot puzzle’, in which you have
to join nine dots in a 3 x 3 square pattern using only four
Tip straight lines. One way to achieve the task is by drawing
Read the tip aloud and ask students why this is a lines which literally go outside the 3 x 3 box.
good idea (it makes the listener interested in listening
to your story and holds their attention).
T51 unit 4
Speaking Unit 4
Telling an anecdote Life skill
Skills
Problem solving
1 Look at the photo. Why do you think the girl is
dressed as an angel? Discuss with a partner. Identifying the problem
2 2.13Read and listen to the conversation. Were your Discuss with a partner.
ideas in Exercise 1 correct? 1 Where are the people in the
Ella: Did I ever tell you how my acting career started and ended? photo? What are they doing?
Lucas: No, what happened? 2 What are the dangers and
Ella: Well, it was just before Christmas one year when I was at primary school, and I was difficulties in crossing deep
in the school nativity play. I was an angel, would you believe? Anyway, the baby Jesus rivers? What other obstacles
was lying there in a box. Actually , it was just a doll’s head sticking out from under the do people face when crossing
covers. Part of the scenery was a sunbed covered in a brown cloth and I was standing a land without roads?
next to it. Then the three wise men arrived, and you’ll never guess what happened next!
Lucas: What?
Ella: I moved to make way for them and stepped on the sunbed. It immediately
collapsed and trapped my leg. I fell onto the box with the baby Jesus. Suddenly the
doll’s head fell out, rolled across the stage, and eventually it fell onto a woman in the
front row. Everybody just fell about laughing!
Lucas: Ha ha ha! That’s hilarious! I bet you’ll never forget that experience!
3 Find phrases in the conversation for the following functions:

1 getting the listener interested
2 saying when the event happened
3 saying what was happening at the time another event took place
4 involving the listener in the story Compare with a partner.
5 telling the listener the result 3 How could you overcome the
6 responding with interest obstacle in the photo with
two people, a stick and a
Useful language piece of rope? If you needed
to cross many times, how
Engaging Situating Involving Sequencing could you create a bridge?
Finishing up
the listener the event the listener events
Did I ever tell A long time ago, … … would you At first, … Eventually, … What about you?
you about the I was at secondary believe? But then, … Finally …
time when …? Tell your partner or the class.
school when … You’ll never By the time … In the end, …
Do you I was living in guess what 4 Think of a time when you
Later on, …
remember … at the time. happened have had to overcome
when …? next! Suddenly, … an obstacle. How did you
I was nine years
I’ll never forget Then … manage?
old when I …
the day/time
It was just
when …
before/after …
Problem solving
4 Work with a partner. Practise the conversation in Exercise 2. Sometimes we have to
overcome an obstacle to get
5 Work with a partner. Choose a situation and from A to B, and the best
make notes on an event or invent one. Answer the Tip solution is not always the most
questions Who? Where? When? What? Always engage
obvious one – sometimes we
• A holiday experience your listener have to ‘think outside the box’.
• A funny part of a film or book before you start Remember: try to consider the
• An embarrassing situation telling your
anecdote.
less obvious options when you
• A childhood experience
have to deal with a problem.
6 Work with a different partner and take turns to tell your anecdote in Exercise 5.

Writing
Retelling a narrative
Writing task: retell the story of a film or a book you enjoyed. (120 – 150 words).
Shutter Island
This story takes place on Shutter Island, in a hospital for the criminally
insane. The main character in the story is a police officer named Daniels,
played in the film by Leonardo DiCaprio. Daniels has been sent to the
island to investigate the disappearance of one of the patients.
The story begins with Daniels and his assistant arriving on the remote
island by ferry. It is a very sinister and menacing place. Over the next
few days, they interview some of the staff and patients at the hospital,
but nobody is helpful. The police officers have no idea what on earth is
going on.
As the days go by, Daniels gradually begins to think that the main
doctor is doing evil experiments on the patients. Eventually, he confronts
the doctor. In the end, there is a very unexpected and shocking twist.
We learn that Daniels is actually one of the patients, and that the police
investigation has been fictitious – it all happened in his mind!
1 Read the story of Shutter Island. How does the writer

feel about the film? How can you tell?
Writing builder
2 Answer the questions. 5 Complete the text with the words and phrases in the box.
Paragraph 1 Where does the action take place?
adjectives information interesting
Who is the main character?
role sequence words setting where
Paragraph 2 What are the main events?
Paragraph 3 What happens in the end? When you are retelling a narrative, describe the
1 setting by saying 2 the story takes place and
3 Use adjectives from the text to answer the questions. give some detail about the main character and his or
1 What do we know about where Shutter Island is? her 3 in the story. Give some information about
the main events and use 4 to provide an 5
2 What’s the island like?
description. Link the main events with 6 to help
3 What type of experiments does Daniels think the your reader follow the story. End the narrative with
doctor is doing? 7 which connects to the beginning of the story.
4 What’s the ending like?
5 What do we find out about the police investigation at
the end? Tip
Use sequence words and phrases to help your
4 What’s the most frequently used tense in the reader see how events relate to each other in time.
narrative? Why do you think this is? Discuss with a partner.

Writing
In this section students read a narrative which retells the 3 Read the instructions and ask students to read
story of a film they have enjoyed. This serves as a text for questions 1–5. Do the first question with the class,
analysis and a model for a final writing activity. pointing out that each answer should contain at least
The Signposts in writing in this section are reviewed on page 54. one adjective. Monitor and help as necessary with
vocabulary as students continue individually. Ask
There is a guide to retelling a narrative in the Writing guide
volunteers to give answers and see if the class agrees
on page 103.
before feeding back. Help with pronunciation as
1 Before doing Exercise 1, look at the writing task at necessary.
the top of the page with the class. Explain that the
narrative they will be looking at is a model answer and ANSWERS
that they will write something similar after working 1 the island is remote
through the tasks on the two writing pages. 2 sinister and menacing
Set a time limit of about two minutes for students to 3 evil experiments
read the text and answer the questions. Ask volunteers 4 unexpected and shocking
to give answers and see if the class agrees before
5 it has been fictitious
feeding back.
POSSIBLE ANSWER 4 Read the questions and put students into pairs
to discuss. Bring the class together and ask volunteers
He seemed to enjoy it and uses adjectives and
expressions to describe the plot and characters to suggest answers.
with interest.
ANSWERS
The most frequently used tense in the narrative is
2 Tell students to read the questions, use the paragraph the present tense (sometimes called the ‘historic
numbers to locate the answers and answer using their present’). Even though the action takes place in the
own words as far as possible. Ask them to compare past, by using the present tense the story is made
answers in pairs before checking as a class. more dramatic and vivid.
ANSWERS
Paragraph 1 – in a hospital on Shutter Island; a Writing builder
police officer called Daniels
Paragraph 2 – the arrival of Daniels and his deputy 5 Tell students to read the words in the box before asking
and the questioning of some staff and patients at them to complete the text individually. Monitor and
the hospital
Paragraph 3 – we learn that the story took place compare answers. Read the paragraph aloud, pausing
entirely in the mind of the police officer, who was, for students to call out the missing words. Give the
in fact, a hospital resident himself
ANSWERS
2 where 5 interesting
Optional activity
3 role 6 sequence words
Ask the following questions to check students have 4 adjectives 7 information
understood key information in the narrative Why is
Daniels on the island? (He has been sent to investigate the
disappearance of a patient at the hospital.) Why do the
police officers have no idea what’s going on? (Nobody they Tip
interview gives them any information.) What does Daniels Read the tip aloud and see if students can find
suspect the main doctor of? (carrying out evil experiments one example of this type of signpost in the text (The
on the patients). story begins …).
unit 4 T52
Writing
Signpost Write!
Read the information aloud and ask students which
phrases link the stages of the story in time (the story
begins, over the next few days, as the days go by, in the the stages in STEP 1. Check students have access to
end). a dictionary to help them find suitable adjectives.
Monitor and help with ideas as necessary while
students write notes in the structure box.
6 Do the first item with the class. Advise students that Ask students to follow STEP 2 individually. Suggest
they should read all of sentences 1–6 to understand they select words and phrases from the Useful language
the overall story and the context to help them choose box, then add them to the appropriate columns of the
the most appropriate signpost. Monitor and help structure box before they write their first draft.
with vocabulary as necessary. To check answers, ask Once students have written their first draft, ask them to
volunteers to read whole sentences. review their writing, answering the questions in STEP
3. Ask them to think about the type of questions that
ANSWERS are in Exercise 3 to check they have given sufficient
descriptive information.
1 main character
2 story takes place Tell students to follow STEP 4 by writing a final draft
and rechecking their work. They can refer to the Writing
3 story begins
guide on page 103.
4 Over the next few days
Put students into pairs to read each other’s story and
5 as the days go by
to respond as interested readers. Finally, ask students
6 In the end to write a brief note about why they chose to write the
story they did.
Improve your writing WB

7 Go through the instructions and ask students to read
all the story sections before they try to sequence
them and select the correct signposts. Ask students
to compare answers in pairs before checking answers
with the class.
ANSWERS
2 e The main character
3 f The story begins
4 c Over the next few days
5 a As the evening goes by
6 b In the end
Useful language
T53 unit 4
Unit 4
Signpost Write!
Writers use signposts to show the stages of a story, for
example, the highlighted words and phrases as the 8 Retell the story of an interesting film or book you
days go by, in the end, over the next few days, the main enjoyed. (120 – 150 words).
character, the story begins and the story takes place.
Steps
6 Choose the best signpost to complete the sentences.
1 I’ve just read this fantastic book, the is a STEP 1: Getting ideas
mad dentist who has lots of relationship problems.
2 The in present day New York over the • Work with a partner. Choose a story you both enjoyed.
time span of a year. • Brainstorm information about the setting, main
3 The in the dentist’s surgery when an old character and plot.
lady goes in to see him about her teeth. • Write notes of some adjectives you could use.
4 , we see how the dentist treats his • Write notes in an essay structure box like this.
patients and how they often go back to see him.
Where Main events End of the story
5 However, fewer and fewer patients go to
and who (paragraph 2) (paragraph 3)
visit him and he begins to wonder what is happening.
(paragraph 1)
6 , he decides to close down his dental
surgery and emigrates to China.
STEP 2: Organising your ideas

Improve your writing and writing a first draft
7 Put the sentences of this story in order and choose the • Write a first draft of your essay.
best narrative signposts to complete the text. Change
as the days go by to as the evening goes by.
• Use some expressions from Exercise 6.
a , a handsome prince starts to take an STEP 3: Reviewing your writing

interest in Cinderella and they dance, but then she
has to hurry away. However, the prince has fallen in • Reread your first draft and answer these questions.
love and searches for her everywhere. 1 Have you followed the paragraph sequence in
Exercise 2?
b , he eventually finds her and marries
her, and they live happily ever after. 2 Have you used descriptive adjectives correctly?
c , an invitation arrives to a party. The 3 Have you used some signposts to link events in time?
sisters won’t allow Cinderella to go, but then a fairy 4 Is your grammar, spelling and punctuation correct?
appears and gives her a beautiful dress and carriage. 5 Have you linked the end of the story to the
She can go to the party, but must leave at midnight. beginning?
1 d The story takes place in a castle. 6 Does each sentence move smoothly to the next?
e is a girl called Cinderella, who lives
with her cruel step-mother and step-sisters. STEP 4: Writing a final draft
f with Cinderella working in the kitchen.
Useful language chose this story.
Sequencing words
To introduce the scene
and phrases
… takes place in … As the days go by, …. See Writing guide on page 103.
The main character is … finally
The story begins … gradually
in the end
over the following /
next few days

Review
Stories Embedded questions

1 Complete the text with the words in the box. 6 Two of these questions are correct. Say which ones
they are and then correct the ones that are incorrect.
character ending fiction novelist plot setting 1 Could you tell me when have you finished the book?
Could you tell me when you have finished the book?
Andrea Camilleri is an Italian crime 1 fiction writer. 2 I wanted to know what time the film started.
The 2 for his stories is Sicily and the main 3 3 Do you know how long is the film?
is a fictional inspector called Montalbano, named in 4 I wonder if Peter has seen that play.
honour of the Spanish 4 Montalbán. The TV
5 Who knows what will they think of next.
series closely follows the 5 of the original novels
and most of the stories have a happy 6 . 6 I don’t know what time is it.
Emphatic questions
7 Write questions in response to these statements and
answers.
1 I lived in London (during / for / throughout) three years. 1 The theatre looks very small.
2 Where have you been? I haven’t seen you (lately / late / The theatre looks very what?
recent)?
2 Moira is visting Sarah.
3 The inspector faces many difficulties, but he solves the
case (suddenly / gradually / eventually). Moira ?
4 I don’t always like to plan my holidays (afterwards / 3 The little boy fell off his chair.
beforehand / previously). The little boy ?
4 This hotel offers the best view.
Yes / no questions This hotel ?
3 Complete the questions. The verb is given in brackets.

A: 1 Did you go out last B: No, not really!
night? (go out) A: 3 Clooney in it? 8 Find the words which will be stressed in B’s lines.
B: Yes, I went to the (be)
A: You’ll never guess who A: Brad Pitt. He said,
cinema to see Gravity B: Yes, but I didn’t like him
I met in the lift. ‘Ninth floor, please’.
in 3D. in it. 4 you
B: Who did you meet in B: He said what?
A: Really. 2 it? it yet? (see)
the lift? A: Ninth floor. I took a
(enjoy) A: No, I haven’t.
A: Go on, guess! selfie with him.
Wh- questions B: How on earth can I

guess?
B: You did what? Show me!
A: Here …
4 Write questions in response to these statements. A: OK, I’ll tell you. Brad B: Who on earth’s that?
1 Someone hit me. Who hit you? Pitt. It’s certainly not Brad Pitt!
2 I’d like something to eat. B: You met who? A: Oh!
3 I want to talk to someone.
4 Something’s going to happen tonight. Signposts in writing
Question tags 9 Complete these narrative signposts.
1 The story takes place …
5 Complete the questions with the correct tags. 2 The begins …
1 You’ve read that book, haven’t you? 3 the next few days …
2 Let’s go to the cinema, ? 4 as the days go …
3 I’m always right, ? 5 the end …
4 Olivier wasn’t acting yesterday, ?

Review
The review section for the unit includes further practice Embedded questions
6 Go through the instructions and the example before
Vocabulary: stories (page 46); time adverbs and expressions
students continue the activity individually.
(page 50)
Grammar: yes/no questions, wh- questions, question tags (page
48); embedded questions, emphatic questions (page 49) ANSWERS
2 and 4 are correct
Pronunciation awareness: emphasis in questions (page 49)
3 Do you know how long the film is?
Signposts in writing: narratives (page 53)
5 Who knows what they will think of next.
Stories 6 I don’t know what time it is
1 Students do the activity individually.

Emphatic questions
ANSWERS 7 Go through the instructions and the example before
2 setting 3 character 4 novelist 5 plot 6 ending students continue the activity individually.
Time adverbs and expressions ANSWERS

2 Moira is visiting who?
2 Advise students to think about the meaning of each 3 The little boy fell off what?
sentence before choosing the best option. 4 This hotel offers what?
ANSWERS
2 lately 3 eventually 4 beforehand Pronunciation awareness
8 Give students time to look back at page 49 before
Yes/no questions they do this exercise. Advise students to say the entire
conversation quietly to themselves before starting the
3 Students do the activity individually. exercise.
ANSWERS ANSWERS
2 Did you enjoy 3 Was 4 Have, seen Who; earth; who; what; what; earth
Wh- questions Signposts in writing

4 Students do the activity individually. 9 Direct students to the example and advise them that
only one word is required to complete each phrase.
ANSWERS
2 What would you like to eat? ANSWERS
3 Who do you want to talk to? 2 story 3 Over 4 by 5 In
4 What’s going to happen tonight?
Question tags
5 Students do the activity individually.
ANSWERS
2 shall we 3 aren’t I 4 was he
unit 4 T54
Review 2 3/4
Units
Grammar Term Review 2 contains exercises which

Questions
review mixed conditionals, unless, as long Unit 4 pages 48–49, Language reference pages 97-98
as, provided that, providing, in case, supposing,
3 Ask students to name different question types (yes/
even if, otherwise and questions. no questions, wh-questions, embedded questions,
Vocabulary Term Review 2 contains exercises which emphatic questions) and give an example of each
review words for health, quantities one. Direct them to the Language reference section
and capacity, stories, time adverbs and to revise if necessary. Tell students to read the first
expressions and phrasal verbs. part of each mini-conversation carefully and look at
the punctuation before deciding how to complete
each sentence. Go through the example and remind
Grammar students that they might need to use negative forms.
Mixed conditionals
ANSWERS
Unit 3 page 36, Language reference pages 96-97
2 wasn’t it?
1 Go through the instructions and the example with the 3 if/whether he has
class. Direct them to the Language reference section to
4 has she
revise if necessary. Remind students to think carefully
5 if/whether we’ve got
about the meanings of both the if clause and the result
clauses in each case. 6 Hasn’t he got/Didn’t he have
7 if/whether they’ll
8 are there
ANSWERS
2a 3c 4a
4 Ask students to read the conversation and say what
interesting story speaker A had been told (Tom
met the president and took a selfie). Go through the
Unless, as long as, provided that, instructions and the example and remind students to
providing,in case, supposing, think carefully about the context. Direct them to the
even if, otherwise
Unit 3 pages 36–37, Language reference page 96
ANSWERS
2 Ask students to read the text, ignoring the spaces, and 2 What did he tell you?
say what three pieces of advice speaker B gives speaker
3 He met who?
A (get travel insurance, take malaria pills, drink only clean
4 Where did he meet him?
or bottled water). Go through the example and remind
students to read the information before and after the 5 What did they have a chat about?
space before deciding on an answer. Direct them to the 6 They had a chat about what?
Language reference section to revise if necessary. 7 He showed you what?
ANSWERS
2 providing
3 even if
4 supposing
5 unless
6 as long as
7 otherwise
T55 review 2
Review 2 3/4
Units
Grammar
Mixed conditionals Questions
1 Choose the sentence ending which is not possible. 3 Complete the sentences in these conversations.
1 If you’ve had lunch already, 1 - I don’t want any strawberries, thanks.
a why are you still hungry? - Why not? Don’t you like them?
b you won’t want anything to eat now. 2 - I really enjoyed Hunger Games.
c you would have enjoyed it. - Yes, it was great, ?
2 If you’d worked harder, 3 - Mike’s coughing a lot today.
a people won’t all think you’re lazy. - Yes, I wonder caught a cold.
b you would have done better in the exam. 4 - I’ll send grandma a birthday card by email.
c you would be able to afford a decent holiday. - But she hasn’t got a computer, ?
3 If her car’s outside, 5 - I wouldn’t mind a coffee with milk...
a she might have left it there overnight. - We’ve got milk, but I don’t know any coffee.
b she’s probably somewhere in the building. 6 - He had an accident in America and had to pay for
c she wouldn’t give you a lift. treatment.
4 If I spoke Chinese - Why? any insurance?
a I will be able to communicate with our new neighbours. 7 - I’m buying a ticket to the World Cup to see England in
the final.
b I would have taken that job in Beijing.
- That’s crazy! You don’t know reach the final!
c I wouldn’t have had to enrol on this course.
8 - Give the books out, one for each student.
Unless, as long as, - But there aren’t enough, ?
provided that / providing, 4 Complete the conversation with wh- questions. If there
in case, supposing, even if, is an exclamation mark (!), it should be an emphatic

question.
otherwise A: Somebody told me A: About the weather.
something interesting B: 6 !?
2 Complete the conversation with the words and phrases B: 1 Who told you A: The weather.
in the box. something interesting?
B: I don’t believe it. The
A: Tom did. president wouldn’t talk
as long as even if in case otherwise B: 2 ? to Tom!
providing supposing unless A: He told me he met the A: Tom showed me a
president. selfie of them together.
B: 3 !? B: 7 !?
A: I’m thinking of going to Senegal
on holiday. Do you have any tips? A: The president. A: A selfie. A photo of
B: 4 ? him and the president
B: Yes, you should get travel insurance
together.
1 in case something goes wrong. A: At the airport. They
had a chat. B: Wow! Unbelievable.
A: Yes, OK. Is malaria a danger?
B: You should be all right 2 B: 5 ?
you take malaria pills.
A: Should I take them 3 I’m
only staying in the capital city?
B: Yes. 4 you decide to go on
an excursion? And don’t drink any
water 5 you’re sure it’s clean.
A: Is bottled water OK?
B: Yes, bottled water’s fine 6 it hasn’t
been opened. You must make sure of
that, 7 it could be dangerous.
review 2 55
Review 2 3/4
Units
Vocabulary
Health Time adverbs and expressions
1 Complete the sentences with the words or phrases in 5 Complete the sentences with the words and phrases in
the box. the box.
health services heart attack heart disease

a fortnight beforehand couple of hours during
overweight sick stomach bug
little by little moment of late from time to time
1 Maintaining an active lifestyle is essential for your
health. Lack of exercise can lead to heart disease and
1 We’re watching a really exciting TV series at the moment.
the risk of a .
2 I watch TV for a before going to bed.
2 The increasing number of people in the
country is putting pressure on our . The 3 I enjoy reading a good book .
government has to do something about obesity. 4 When I go to the cinema, I like to read about the film
3 I’ve felt for several days now, so I think I’ve got .
a nasty . 5 I couldn’t understand English TV at first, but I’m
improving .
Quantities and capacity 6 I haven’t had time to read much fiction .
7 I’m away on holiday in August for .
2 Choose the correct option. 8 I watched a film on my iPad the journey.
1 I usually have one (spoonful/heap/pile) of sugar in my coffee.
2 We spend vast (numbers/amounts/loads) of money on Phrasal verbs
heating.
3 I’ve got (thousands/drops/tons) of homework tonight. 6 Complete the sentences with the correct form of the
4 If you’re going to the shop, get me a (dozen/pile/kilo) eggs. phrasal verbs in the box.
5 I don’t believe his story – it’s a (spot/ton/load) of rubbish.
feed back go back grow up move on pick up
3 Complete the sentences with the words in the box. put on shout out sign up sit back take back
contain hold serve take

1 This music takes me back to my childhood.
2 You can’t just and hope to be fit and healthy –
1 How much water does this bottle hold? you have to eat properly and do exercise.
2 How many people will this dish ? 3 I was actually born in Holland but I in England.
3 How much weight can this bag ? 4 My employer wanted me to to a private health
4 How many aspirins does this packet ? care scheme.
5 You’re so lucky – you’re always eating but you never
Stories weight.
6 Did you manage to any German while you
4 Complete the text with the words in the box. were living in Austria?
7 Technology has a long way since the first Star
character fiction main character Wars movies.
novel novelist plot settings 8 Applause is not the only way an audience to a
performer.
Donna Tartt is an American 1 novelist whose 9 In a pantomime, the audience is invited to
latest work of 2 is a long 3 called when the baddie appears on stage.
The Goldfinch. The 4 in this story is a boy
10 I wouldn’t like to to a time when movies were
called Theo who becomes an orphan after
all in black and white.
a terrorist attack in an art gallery. During the
attack, he rescues a valuable painting which many people
want to get their hands on. The 5 takes place over
many years, moving between the 6 of New York,
Las Vegas and Amsterdam. My favourite 7 is Theo’s
school-friend Boris, son of a Russian immigrant.
56 review 2
Review 2 3/4
Units
Vocabulary Time adverbs and expressions

Health
5 Go through the example. Direct students to the
Unit 3 page 34
Language reference section to revise time adverbs and
1 Ask students to read the words and phrases in the expressions if necessary. Ask them to read the words
box. Go through the example and direct them to the and phrases in the box and to think about meaning.
corresponding exercises in Unit 3 to revise words for Also advise them to read each sentence in its entirety
health if necessary. to clarify the context before deciding on an answer.
ANSWERS ANSWERS
1 heart disease, heart attack 2 couple of hours
2 overweight, health services 3 from time to time
3 sick, stomach bug 4 beforehand
5 little by little
6 of late
Quantities and capacity 7 a fortnight
Unit 3 page 38 8 during
2 Go through the example and direct students to the

corresponding exercises in Unit 3 to revise words for
quantities and capacity if necessary. Advise students
Phrasal verbs
to read each sentence to themselves to see if the Unit 3 page 32, Unit 4 page 44
collocation ‘sounds’ correct before deciding on an
6 Ask students to revise the phrasal verbs in Units 3 and
answer.
4 if necessary. Go through the instructions and the
example. Advise students to think about the meanings
ANSWERS of the phrasal verbs in the box before they complete
2 amounts 3 tons 4 dozen 5 load the exercise. Also remind them to think about tense
and irregular verb forms.
3 Go through the example and ask students to think

about the meaning of the verbs in the box before ANSWERS
completing the exercise. 2 sit back
3 grew up
ANSWERS 4 sign up
2 serve 3 take 4 contain 5 put on
6 pick up
7 moved on
Stories 8 feeds back
Unit 4 page 46 9 shout out
10 go back
4 Ask students to read the text and say if the story
sounds interesting to them. Direct them to the
corresponding exercises in Unit 4 to revise words for
stories if necessary.
ANSWERS
2 fiction 3 novel 4 main character 5 plot
6 settings 7 character
review 2 T56
Unit 5
A head for business
The theme of this unit is work, and the title A head for business is an expression which means being
good at doing things related to business.

Vocabulary business; word building (prefixes) Use the photo as a point of departure for a class discussion.
Grammar used to, would, wish, if only Ask the questions on the page and the extra questions
Reading a text about entrepreneurship: ‘These kids mean below. Some possible answers are given in italics. Give
business’ the students space to lead the conversation off in other
Exam focus multiple choice questions directions, but staying within the theme.
Listening listening to a discussion about • Describe the man in the photo. young white man, dark hair,
self-employment going bald on top; he’s standing with his arms folded and
Speaking regretting and wishing smiling at the camera; he’s wearing an apron with thin grey
Pronunciation /i/, //, /e/ stripes over a blue denim shirt, his cuffs are rolled back; he looks
Writing writing a letter of application pleased and confident
Get it right expressing a person’s age; used to; future hopes • What are the good and bad points of the man’s job? If it’s
Life skill interview skills his own business, lots of responsibility but also lots of pressure;
possibly long hours and not much holiday; it would(n’t) be
The two videos for this unit are: enjoyable working with flowers; it would(n’t) be enjoyable
serving customers.
v1 What do you most regret in your life so far? It is As the discussion proceeds, write some of the key words
recommended that students watch this video and do and phrases that come up on the board. At the end of the
the corresponding worksheet after completing the discussion, you could take a photo of it or ask students to do
Speaking tasks on page 65. so. You could show this photo at the beginning of the next
class and ask students to remember what the words and
v2 Bring your ideas to life This video and its worksheet are phrases were about.
best done at the end of the unit.
POSSIBLE ANSWERS
An augmented reality link to both videos is included
Where do you think the man is? in a shop; it looks like a
on the Student’s Book page opposite.
florist’s, but it’s not clear because the background is out of
focus
What do you think his job is? a shopkeeper, because of his
apron
How do you think he is feeling? He looks proud, perhaps
because he’s got a job after a period of unemployment, or
perhaps he’s started his own business; perhaps he’s pleased
because he’s an immigrant who has managed to start a
new life.
WB
quiz on business on page 44 of the Workbook.
T57 UNIT 5
Unit 5
A head for business
UNIT OBJECTIVES
• find out about entrepreneurship
• read and understand a text on
entrepreneurship
• topic words: business
• listen to personal accounts
• grammar: used to, would, wish, if only
• word building: prefixes
• speaking: regretting and wishing
• writing: a letter of application
• life skill: interview skills

you can see.
VIDEO 1 VIDEO 2
• where do you think the man is?
• what do you think his job is?
• how do you think he is feeling?
What kind of job would you like in the future? Why?
57
a head for business unit 5 57
Reading
1 Look at the title, first paragraph and photos. 7 Choose the best answer according to the text. Only one
What do you think the text is about? Compare and answer is possible. Follow stages 1–4 in Exercise 6.
discuss with a partner. 1 Why is Mark Zuckerberg a success?
a Time Magazine reports that he is.
Tip b Facebook has history.
Think about both parts of a compound word and c So many people use Facebook.
the context to guess its meaning. d He started his business early.
2 Why doesn’t being older necessarily mean being
2 Read the words highlighted in green in the text. Match successful in business any more?
them with the definitions in the box. Then read the a Younger people understand technology better.
sentences containing the words. Are your answers correct? b Greater experience isn’t necessary now.
c Your age has nothing to do with technology.
1 proficient in the use of modern technology (adj) d There are only jobs for younger people today.
2 waiting to be acknowledged as the owner of an 3 How is Thomas Suarez improving his business?
invention (adj)
a He’s teaching himself computer coding.
3 young and talented individual (n)
b He’s marketing apps for smartphones.
4 very clever and successful young people (n)
c He’s starting a new company.
d He’s developing a new product.
3 Translate the highlighted words in Exercise 2 into your 4 What might pupils of The Incubator School be
language. unhappy about later on in life?
a Not starting work earlier.
4 Read the text quickly – in about three minutes! Was
your answer to Exercise 1 correct? b Not making more of their chances.
c Not making enough money.
5 Read the text again and listen. Put the topics
2.14 d Not doing things differently in their youth.
in the order they appear in the text.
1c a youth and technology 8 Answer the questions according to the information in
2 b reflection and regret
1 What do children need, in addition to knowing about
3 c the times are changing technology, to have a good chance of business success?
4 d starting very young 2 How does the writer feel about young people who
5 e a famous young entrepreneur think they’ve failed if they don’t make a million before
6 f school and business they are 20?
9 How important is it to be ‘tech-savvy’ if you

Exam focus: multiple choice want to be a successful business person in today’s
questions world? Discuss with a partner.
6 Follow stages 1 – 4 for answering multiple choice Phrasal verbs

questions.
sum (sth/sb) up: to describe briefly the important
1 Read the question carefully and try to answer it without
facts or characteristics of something or someone
looking at the options.
clock up: to achieve a particular number or amount
2 Read all the choices and think about the differences of something
between them. come up with sth: to think of a plan, an idea or a
3 Eliminate any you feel are definitely incorrect. solution to a problem
4 Read the text again to check. put (sth) together: to prepare a piece of work by
collecting several ideas and suggestions and
What problem did many successful business people have?
organising them
a They had to wait until they were old to make money. start up sth: if a business or other organisation starts
b They were too old to get the benefits from their success. up, or if someone starts one up, it is created and
c Younger people were taking over their businesses. starts to operate
grow up: to become older or an adult
d They couldn’t succeed when they were young.
58 unit 5 a head for business

Reading
In this section students read a magazine article, These kids

5 2.14 Read the instructions and look at the
mean business, which is about young people succeeding in
example. Ask students to read paragraph 1 and find
business at a young age. They are given phrasal verbs which
words and phrases which reflect the topic ‘the times
appear in the text, along with their meanings.
are changing’ (in times gone by, than … today, not any
If students enjoy reading this article, they could try reading more, new generation, new whizz-kids). Ask students
some other articles on the same subject. Ask them to type to read the remaining topics (a, b, d–f ). Play the audio
young entrepreneurs into a search engine. while students listen and read and order the topics. Ask
volunteers to suggest answers and to give key words
1 Direct students to the title, first paragraph and and phrases from the text to support their answers. See
photos in the article. Put them into pairs to discuss if the class agrees before feeding back.
what they think the article is about. Take suggestions.
Do not over-correct students’ accuracy, but help them
get their ideas across. Do not feed back at this stage. ANSWERS
2 e 3 a 4 d 5 f 6 b
Tip
Read the tip aloud and remind students of Exam focus: multiple choice
previously studied compound words, e.g. airport
and self-help.
questions
2 Read the instructions and monitor and help with given. Check the final answer. Ask students to give a
vocabulary if necessary while students match the line reference in the text to support their answer.
words in green in the text with a definition from 1–4.
Advise students to use the part of speech information ANSWER
to help them find the corresponding word in the
b (lines 5–6) ‘When you’ve made it, you’ve had it.’
text. Suggest students substitute the meanings for
(you’ve had it is an expression meaning ‘to be old or
the words in the text to check that the general idea near the end of your life’)
makes sense. Ask volunteers to give answers and check
pronunciation as necessary.
7 Tell students that the questions follow the order of
the information in the text. Monitor and help students
ANSWERS work through stages 1–4 in Exercise 6 as they continue
1 tech-savvy 3 prodigy the activity individually. Ask students to compare
2 patent-pending 4 whizz-kids answers in pairs. Take feedback.
3 Monitor and help as students translate the highlighted ANSWERS

words in Exercise 2. Ask volunteers to give answers and 1 c 2 a 3 d 4 d
work towards a consensus with the class.
8 Read the instructions and ask a volunteer to explain

4 Remind students that to get the general idea of a text,
the different stages of writing answers in your own
they should first read it quickly. Ask students to read
words. If necessary, refer them to Unit 1, page 6, Exam
and check their answer to Exercise 1. Ask two or three
focus: rewriting sentences in your own words before they
volunteers to give answers and their reasons. See if
continue individually. Monitor and help as necessary.
the class agrees before feeding back. Ask volunteers
Check answers.
to explain the meaning of the title ‘These kids mean
business’. (‘To mean business’ means ‘to be serious about
something’). ANSWERS
1 They need to know about how business works
(line 28).
2 They criticise themselves too much (lines 64–5).
unit 5 T58
Reading
9 Put students into pairs to discuss the question.

Monitor and give positive feedback where possible. Streetwise
Then ask volunteers to give a short summary of their
Read the information about the use of the idiom to
discussion. make it and the example. Tell students to find the
idiom in the reading text (line 18). Ask students to
Phrasal verbs make other sentences containing the idiom.

verbs, then read the sentences where they appear
in the text (highlighted in yellow) to see them in Optional activity
context. Give more example sentences with the verbs
if necessary (The purpose of a conclusion is to sum up Ask students to find more compound words in the text.
the main points. The Spanish football team has clocked Remind them to use context and parts of the word
up many important wins. She came up with a brilliant to guess meaning before checking in a dictionary if
plan. They put together a proposal for a new app. They necessary.
plan to start up a new 3D printer company next year.
When he grows up, he wants to be a millionaire.) There
is a practice exercise for these phrasal verbs on page WB
60 so there is no need to get the students to practise
using them yet. However you might, at this point,
want to familiarise them a little more with these
verbs by doing one of the following tasks:
Get it right
why the second sentence is wrong (the verb ‘to be’ not
‘to have’ is used when talking about a person’s age). Ask
volunteers to make sentences about the ages of their
family members, friends or famous people.
T59 UNIT 5
Unit 5
Get it
right
We sa
y:
✓He wa
s only 1
1 years
✗ He ha old.
d only 1
THESE KIDS
1 years
old.
MEAN BUSINESS
55
I
n times gone by, success used to arrive than the 3D printers currently on the market.
later in life than it does today. Rich In his parents´ generation, children of his age
businessmen would often be too old to used to climb trees or play football, but these
really enjoy their wealth. The situation activities hold no interest for Thomas, who is
5 could be summed up in the saying, ‘When 40 a self-taught coding prodigy like Zuckerberg
you’ve made it, you’ve had it’. Well not any before him.
more. There is a new generation of rich young
entrepreneurs. In fact, some of the new whizz-
kids on the business block are literally
10 that – kids.
One well-known youth success story is that
of Mark Zuckerberg, who by the age of 20, had
already launched an early version of his social
networking website Facebook. Facebook now
15 has clocked up over a billion users worldwide.
Today, Zuckerberg is listed by Time magazine as An instinct for business may come naturally
one of the 100 wealthiest and most influential to some kids, but for parents who don't want
people in the world. He's made it. to leave it to chance, there is The Incubator
What is the secret of the success of this new 45 School in Los Angeles. At this school, starting
20 generation of entrepreneurs? Well, it seems up a business is not only encouraged, it is a
clear that it's linked with the digital revolution. mandatory part of the curriculum. The school
Because the technology is so new, the greater has the atmosphere of a Silicon Valley start-up,
experience which comes with age is no longer with motivational posters on the walls and
an advantage. On the contrary, the younger 50 tablets and laptops on the desks. But here,
25 generation has an instinctive understanding of the people who are using and creating this
the digital world which their elders lack. technology are children aged 11 to 13. When
Never underestimate a tech-savvy kid with you ask the kids what they want to do when
a good head for business – it’s a recipe for they grow up, nearly all of them say they want
success. A good example of this is 15-year-old 55 to run their own business.
30 Thomas Suarez from California. He formed his Kids like Thomas Suarez, or the pupils of The
first company, CarrotCorp, when he was only 11 Incubator School are not likely to grow
years old, after he came up with a popular new up with regrets like, 'I wish I'd started my
app for smartphones. Today, Thomas is putting career sooner' or, 'If only I'd made the
together the design for a patent-pending 60 most of my opportunities'. But will they Streetwise
35 3D printer, which he says will be much faster perhaps grow up with other regrets like
'I wish I'd had a proper childhood', or to make it
'If only I'd learnt how to socialise with We can use the idiom to
other kids'? Will they be too hard on make it, when someone
65 themselves and think they've failed if is very successful.
they don't make a million before they're He’s made it!
20? Will they regret their misspent youth?
Only time will tell. But right
now, these kids mean business!
unit 5 59
Vocabulary
Business
1 Match the words in the box with the photos. 6 Change a part of these phrases to make a phrase with the
opposite meaning. Use the words in the box to help you.
a market a market researcher a supermarket marketing
market share on the market stock market the job market dead-end employer long loss
make part the sack unemployment
a – a market
a b c d 1 in short-term 4 an employee
employment in long- 5 to make a profit
term employment
6 a promising job
2 to be employed 7 to lose a fortune
full-time
8 to get a job
3 employment
e buy me f g
OUR COMPANY
h
7 Complete the text with words and phrases from
Exercises 5 and 6.
I started out as a travel agent, but it was a 1 dead-end
job. I got 2 and spent a year on 3 benefit. Then
I retrained as a plumber and 4 installing washing
machines. Then I decided to 5 a business on my
own. To begin with, I made a 6 and I thought I was
2 Complete the questions with the correct form of the
going to go 7 . Then business improved and I started
phrases from Exercise 1.
to make a 8 . Now I’ve got three 9 working
1 Which large department store do you think has the full- 10 for me and a very 11 career ahead.
biggest market share in your country?
2 Can you name at least one more of the world’s 8 Imagine yourself in 20 years’ time. Tell a partner
indexes apart from the IBEX 35? about your career and what you have achieved. Be
3 What methods of are there, apart from optimistic!
stopping people in the street?
4 Can you name chain with branches in PV
several different European countries?
5 How do people put their houses ?
6 If you’re looking for work, which is better – a strong or 1 A qualified airline came up with your own
a tough ? pilot must company.
sums up
2 I imagine it’s clock up I’d like to
3 Work with a partner. Answer the questions in
difficult to be a vet.
Exercise 2. Compare your answers with other pairs. grow up
3 To get a business put together
lots of great
loan, you have to ideas for the
4 2.15Listen to two people answering the questions start up
4 We had a product launch.
in Exercise 2. Do they give the same answers as you?
marketing a proposal and
5 Match the expressions in the box with the meanings. meeting and take it to a bank.
5 When I everything you
a good head for business go out of business 6 This book need to know
mean business open for business about business.
run your own business start up a business a lot of flight
hours.
1 have a serious intention to achieve something

mean business
2 ready to trade False friend
3 stop trading and close the company
career
4 be the boss of your own company Translate this sentence into your language.
5 a good understanding of business He followed a career in law.
6 create a company

Vocabulary
Business
This section deals with vocabulary connected to business. 6 Read the instructions and go through the example.
The phrasal verbs section recycles language from the
magazine article These kids mean business. ANSWERS
The target vocabulary from the lesson is reviewed on page 68. 2 to be employed 5 to make a loss
part-time 6 a dead-end job
Target vocabulary 3 unemployment 7 to make a fortune
4 an employer 8 to get the sack
dead-end make a fortune open up for business
employer market part-time
get the sack marketing run your own 7 Read the instructions and monitor and help as
a good head for market researcher business necessary.
business market share start up a business
go out of business mean business stock market ANSWERS
job market on the market supermarket
2 the sack 7 out of business
loss unemployment
3 unemployment 8 profit
4 got a job 9 employees
1 Monitor and help with vocabulary as necessary.
5 start up 10 time
6 loss 11 promising
ANSWERS
b a supermarket c stock market d on the market
e market researcher f marketing g the job market 8 Ask students to make notes about their
h market share imaginary and successful career. Put students into pairs
to discuss.
2 Read the example. Remind students to use the correct Refer students back to the Phrasal verbs box on page
9
form of the phrases from Exercise 1. 58 to revise meaning.
ANSWERS
ANSWERS
2 stock market 3 market research 4 a supermarket
1 A qualified airline pilot must clock up a lot of
5 on the market 6 job market
flight hours.
2 I imagine it’s difficult to start up your own
3 Put students into pairs to answer the questions company.
before joining pairs to compare answers. 3 To get a business loan, you have to put together
a proposal and take it to a bank.
4 We had a marketing meeting and came up with
lots of great ideas for the product launch.
ANSWERS
5 When I grow up I’d like to be a vet.
1 El Corte Inglés 4 Carrefour, Lidl
6 This book sums up everything you need to know
2 the Dow Jones 5 via an estate agent, who about business.
3 phone people; ask advertises the house
people to complete an 6 a strong job market
online questionnaire
False friend
Read the information and ask students for the meaning
The audio script can be found on pages T116-117.
of the word career in English (a job which you train for
5 Check students have access to a dictionary. and which offers the possibility of promotion) before
asking them to translate the example sentence.
ANSWERS
2 open for business 5 a good head for WB
3 go out of business business
4 run your own business 6 start up a business
unit 5 T60
Listening
Personal accounts
In this section students listen to four people, in turn, each
talking about their experiences of being self-employed. ANSWERS
1 no reason 2 from the discount 3 really tough
1 Read the instructions and put students into pairs
to discuss the question. Monitor and help students get
their ideas across before asking for suggestions from
the class.
Idioms
6 Do the first item with the class. Put students into pairs
2 2.16 Tell students they will hear Kevin Burns
to complete the exercise. Tell them that they can use
talking about being self-employed. Ask them to look at
dictionaries or the internet to help. Check answers.
his photo and suggest what he might do. Tell them to
listen and check if he mentions any of their ideas from
Exercise 1. Play the audio. Put students into pairs to ANSWERS
compare answers. 1 d 2 e 3 b 4 a 5 c
Optional activity
Tip
Ask students to look at the audio script for one of the
Read the tip aloud and ask students how people
four characters and change four pieces of information. In
might say I’m happy working for myself in a different
pairs, they take turns to read out the text. Their partner
way (e.g. I like being self-employed).
must identify the differences.
3 2.17 Tell students to look at photos b–d and

guess what type of work the people do. Read the Streetwise
instructions and tell students to think about the key
Read the information about the use of on the dole
words in sentences 1–3 to help focus their listening.
and the example. Ask students for the equivalent
Play the audio and ask volunteers to give answers. See
expression in their language. Ask them to use the
if the class agrees before feeding back.
internet to find out more information about ‘the dole’
in Britain.
ANSWERS
1 Alicia Cameron 2 Aisha Scott 3 Mark Sikorsky
7 Put students into pairs to discuss the questions.
Monitor and encourage students to give reasons
The audio script can be found on page T117. for their opinions. Bring the class together and ask
volunteers to report back their discussions to the class.
4 2.17 Tell students to read questions 1–4 and the Take a class vote on the happiest person.
answer options and think about key ideas. Remind
students that they might hear the information
expressed in a different way to the wording of the
Reflection
options. Play the audio and ask students to compare
8 Put students into pairs to read the strategies. Ask
answers in pairs before giving them the option of a
them which they felt helped them do the listening
second listening. Check answers as a class.
next time.
ANSWERS
1 b 2 c 3 a 4 b
Optional activity
5 2.17 Go through the instructions. Remind Put students into pairs to choose one of the people from
the listening and discuss what they remember about his
students that they should write no more than three
or her experiences. Students can check their answers in
words, which express the idea given in the listening.
the audio script.
They should also make grammatically correct
sentences. Play the audio and ask students to compare
answers in pairs before checking as a class.
T61 unit 5
Listening Unit 5
Personal accounts
b c d
1 You will hear four people talking about being
self-employed. What might people regret about being
self-employed? Discuss with a partner.
2 2.16 You will hear Kevin Burns a Aisha Scott Mark Sikorsky Alicia Cameron
talking about being self-employed.
Listen to him. Did he mention any 5 Listen again and complete the sentences.
2.17
of your ideas in Exercise 1? Compare Write no more than three words for each space.
and discuss with a partner. Compare with a partner.
Kevin Burns
1 When Aisha Scott was unemployed she felt she had
Tip to get up in the morning.
When listening to different people talking about 2 Mark Sikorsky wanted to help shoppers benefit
the same topic, listen for them saying similar things .
in a different way. 3 Alicia Cameron found it going into business.
3 2.17Listen to three more people talking about Idioms

being self-employed. Which sentence best describes
the people in the photos now? 6 Read these extracts from the personal accounts. Match
1 This person gave up being self-employed. the idioms in bold with their meanings.
2 This person wishes they had more money. 1 … I couldn’t get another job, for love nor money.
3 This person plans to expand their business. 2 … so I decided to go it alone, start my own business.
3 So far, I’ve got the network up and running for the
4 Listen again. Choose the best answer
2.17 Nottingham area.
according to the accounts. 4 I haven’t really got a head for business.
1 What did Aisha Scott do before she became a 5 I like a challenge, so bring it on.
professional dog walker?
a have the capability for something
a She used to spend time with her family.
b actively working
b She was unemployed.
c let’s get started
c She used to stay in bed in the mornings.
d whatever happens
d She would spend the day walking her dog.
e to do something by yourself
2 What do we learn about Mark Sikorsky before he
started his business?
a He would go shopping for people. Streetwise
b He was interested in social networking.
on the dole
c He was good at working with computers.
On the dole is an informal expression which means that
d He was interested in advertising.
you’re unemployed and therefore receive money from
3 What are Mark’s plans for the future? the government.
a He wants to expand his business. Young people on the dole are often bored and frustrated.
b He wants to sell the things he does more cheaply.
c He hopes to help more friends.
d He hopes to get a bigger house. 7 Who do you think is happiest with their current
situation? Why? Compare and discuss with a partner.
4 Why doesn’t Alicia Cameron have any regrets?
a She likes working in business.
b She’s planning on having children.
Reflection
c She prefers to work seven days a week. 8 What helped you understand the listening?
d She’s learnt about finance. • Thinking about the topic before listening.
• Listening carefully for the same thing said in a different way.

Grammar
Used to, would, wish, if only

Used to, would 4 Complete the sentences with used to and one of the
verbs in the box.
1 Work with a partner. Look at the photos. What
was office life like 50 years ago? What is it like now? Use arrive ask be have live spend take
some of the words in the box.
1 I used to spend all my time as a kid coding simple apps.
computers electronic files emails 2 Thomas in Los Angeles.
faxes paper files typewriters 3 Success later in life than it does today.
4 In those days, I a massive computer with
50 years ago, people used typewriters. Now they write on a tiny memory.
computers. 5 I had my dog, so I him out for a walk
a b twice a day.
6 Sometimes as a favour, they me to walk
their dogs.
7 I on unemployment benefit.
6 Decide which of the sentences in Exercise 4 could have

would instead of used to.
7 Replace the verbs in bold with the used to form if it is

2 Read the sentences and answer the questions. possible.
1 People used to use typewriters. I’m Marisa and I’m a web designer. I was 1 used to be a
2 People didn’t use to use computers. graphic designer. I worked 2 with pen and paper in
3 Did people use to use telephones? those days. I spent 3 a lot of time carefully cutting
and sticking. I didn’t have 4 a computer for a long
1 According to the first sentence, time, but in the end I bought 5 one, and gradually,
I started 6 working on that. I designed 7 my
a did people use a typewriter only one time in the past?
own website, and people liked 8 it. Friends asked
b did they use typewriters regularly in the past? 9 me to design websites, and I realised 10 it
c do they still use typewriters regularly now? was a promising career. So that’s how I became 11 a
2 How do you form the negative of used to? web designer.
3 How do you make the question form of used to?
8 Look at the text in Exercise 7 again. Decide which of
3 Look at the table and say if the statements below it are the verbs in bold could be replaced with the would
true or false. form.
Action State 9 2.19 Listen and check your answers.
Children his age used I used to be self-

to climb trees. employed. Tip
Children his age would Compare used to do and be used to doing:
I would be self-employed I used to write emails = I regularly wrote them in the
climb trees.
past, but now I don’t.
1 You can use used to for regular actions in the past. I’m used to writing emails = I write them often, so I
True am accustomed to it.
2 You can use would for regular actions in the past.
3 You can use would for states in the past.
4 You can use used to for states in the past.
Get it right
We say:
✓ I didn’t use to like reading.
✗ I didn’t used to like reading.

Grammar
Used to, would, wish, if only

In this grammar lesson students will study ways of referring 5 2.18 Play the audio, pausing after each item for
to past habits and present and past regrets. students to check their answers.
The grammar is reviewed on page 68.
The Language reference section can be found on page 98. ANSWERS
2 used to live 4 used to have 6 used to ask
Used to, would 3 used to arrive 5 used to take 7 used to be
1 Check students understand the words and

phrases in the box. Put students into pairs to make The audio script can be found on page T117.
sentences. Tell them they can change the time phrase,
for example to 15 years ago. 6 Direct students to the table in Exercise 3 as necessary.
POSSIBLE ANSWERS ANSWERS

20 years ago, people used paper files. Now they use 1, 3, 5, 6
electronic files.
15 years ago, people used paper and envelopes.
Now they send emails.
7 Read the paragraph aloud, pausing before each verb
in bold for the class to make a used to verb form if it is
20 years ago, people used faxes. Now they send emails.
possible. Feed back as you go along.
2 Focus on sentence 1 first and explain the difference ANSWERS

in meaning between used to and use. Used to +
2 used to work 4 didn’t use to have
infinitive refers to something that was done regularly
3 used to spend 9 used to ask
or habitually in the past, but it is no longer done in
the present. Use means 'employ'. Next, point out that
sentences 2 and 3 are the negative and question forms 8 Help students decide if the verb is a regularly repeated
before working through the questions together. action in the past or is a past state.
ANSWERS 9 2.19 Play the audio, pausing for students to check.

1 a No b Yes c No 3 Auxiliary do in the past
2 subject + auxiliary do (did) + subject + use to ANSWERS
in the past (did) + not + infinitive would work would spend would ask
+ use to + infinitive
Optional activity
Ask students to make negative sentences from their answers
Tip
to Exercise 1. Then ask students to make questions from their Read the tip aloud. Point out the difference in
answers to Exercise 1. Nominate another student to answer. form (I’m used to writing emails = be + used to +
noun/-ing form). Give one or two more examples
of be used to (I’ve lived in London for five years now,
3 Direct students to the table and remind them of the so I’m used to the food. I’m not used to listening
difference between action and state verbs. Go through to lectures in English). Ask students to write two
the example before students complete the activity. sentences with I’m used to … .
Direct them to the Language reference section on page
98 if necessary.
Get it right
ANSWERS Read through the right and wrong sentences and ask
2 True 3 False 4 True why the second sentence is wrong (like any sentence
in the past tense, the auxiliary verb ‘do’ carries the
tense, not the infinitive ‘use to’). Ask students to make
4 Remind students to read the entire sentence before sentences beginning with I didn’t use to … .
deciding which verb to choose.
UNIT 5 T62
Grammar
10 Put students into pairs to ask and answer the

questions. Monitor and encourage students to self- ANSWERS
correct if necessary. Ask volunteers for any interesting 2b 3a
information about their partner. Forms used after wish: can à could;
could à could + present perfect; will à would
Tip
Read the tip and the example aloud and elicit
more examples. Check students are stressing would.
Get it right
why the second sentence is wrong (‘would’ is not used
Optional activity after ‘wish’ in a sentence about the future, instead ‘hope’
+ ‘will’ is used).
Ask students to think of an elderly relative and describe
that person’s habits using would.
14 Go through the example, pointing out that the first
sentence is the real situation and the second is what
Wish, if only is being wished for. Ask students to make another
sentence with wish for the same situation (I wish it
11 Go through the instructions and the example with would stop raining). Put students into pairs to continue
the class. Ask students how they can tell that item 1 the activity. Monitor and help as necessary, checking
is about the past (the verb form ‘wish’ + past perfect). students understand if the regret or wish is about the
Do item 2 together, pointing out that the structure past or the present. Ask volunteers to give answers,
wish + past simple refers to the present. Tell students and nominate a second student to give an alternative
to continue individually. To check answers, read the way of saying the same thing.
sentences aloud for the class to call out present or past.
ANSWERS
ANSWERS
2 If only/I wish I had enough money.
2 present 3 past 4 past 5 present 6 past
3 If only/I wish I had prepared for the exam.
7 present 8 past
4 If only/I wish I could play the piano.
5 If only/I wish my brother would leave me alone.
12 Do the exercise with the whole class. Following this, 6 If only/I wish I could have gone to your party.
if there are any doubts about the structures, direct 7 If only/I wish I had been good at maths at school.
students to the Language reference section on page 000.
8 If only/I wish I had applied for that job.
9 If only/I wish I could drive.
ANSWERS
10 If only/I wish I had apologised to my best friend.
2a past 2b perfect
15 Give students time to think about regrets and

things they wish were different now. Monitor and help
Optional activity
with ideas if necessary (for example, money problems,
Give students the following topics. Ask them to choose drive a car, homework, a new mobile phone). Put
three and to make present or past, positive or negative students into pairs or small groups to compare their
wishes: live/big city; have/new computer; speak Chinese; regrets. Ask volunteers to report a regret or wish of
drive/slowly; have/dog. Ask volunteers to share their another student.
wishes with the class.
WB
13 Direct students to the table, the column headings and For more practice of all the grammar see pages 48-49
the example. Ask them to match the remaining real and 53 of the Workbook.
situations with the wishes. Check answers. Then ask a
volunteer to answer the question.
T63 UNIT 5
Unit 5
10 Ask a partner the questions. 13 Match the real situations with the wishes. What forms
1 What did you use to do as a child that you don’t do now? of can, could and will do you use after wish?
2 What do you do now that you didn’t use to do as a child? 1–c
3 Did you use to live anywhere else from where you live
now? real situation Wish
4 What bands did you use to like which you don’t like a I wish you could go.
now?
1 You won’t go.
b I wish you could have
2 You couldn’t go.
gone.
3 You can’t go.
Tip c I wish you would go.
Would can also be used to talk about typical and
annoying habits. When it has this meaning, would is Get it right
stressed.
My dad WOULD insist on choosing the cheapest hotels,
We say:
even if they were awful.
✓ I hope the weather will be good tomorrow.
✗ I wish the weather would be good tomorrow.
Wish, if only 14 Make sentences with wish or if only about these

situations.
11 Read the sentences. Decide if they are talking about
1 It won’t stop raining.
the present or the past. If only it would stop raining.
1 I only wish I’d done it sooner! past 2 I haven’t got enough money.
2 I sometimes wish I earned a bit more money. 3 I didn’t prepare for the exam.
3 I wish I'd had a proper childhood. 4 I can’t play the piano.
4 I wish I'd started my career sooner. 5 My brother won’t leave me alone.
5 If only shoppers could get together and buy things in 6 I couldn’t go to your party.
bulk.
7 I wasn’t good at maths at school.
6 If only I'd learnt how to socialise with other kids.
8 I didn’t apply for that job.
7 I wish I could just go to work from nine to five.
9 I can’t drive.
8 If only I'd made the most of my opportunities.
10 I didn’t apologise to my best friend.
15 Do you have any regrets about the past or things
1 Use wish and if only to talk about a situation which you wish were different now? Tell a partner.
(is / isn’t) as you would like it to be.
I wish I lived near the sea.
2 After wish and if only,
a use the (present / past) simple form of the verb if
you are talking about the present.
b use the past (perfect / simple) form of the verb if
you are talking about the past.

Vocabulary
Prefixes
1 Match the verbs in the box with the meanings.
calculate charge count estimate

organise pay spend value
1 to ask for an amount of money for goods or services

charge
2 to give money to someone to buy something
3 to guess an approximate amount
4 to judge an amount by accurate mathematics
5 to judge how much money something is worth
6 to judge the number of people or items in a group
7 to make arrangements for something to happen
8 to use a certain quantity of your money
2 Look at the prefixes below. Notice that the examples

are all forms of the words in Exercise 1. Find more
Tip
combinations of the words in Exercise 1 with the prefixes. If the beginnings de-, pre- and re- are clearly
prefixes with the meaning shown in Exercise 2, then
the vowel is pronounced //.
prefix meaning examples
de- reverse or change devalue
dis- reverse or remove disorganised Pronunciation: //, // and //
mis- incorrectly, badly miscount
over- too much overestimate
6 2.21 Listen to the words in the table. Pay attention
pre- before prepaid
to the sound of the vowel in bold.
re- again recalculate
un- remove, reverse, not unspent
1 // 2 // 3 //
under- less than, beneath undercharged
devalue demand decorate
deactivate decide definite
3 Find more examples of words with the prefixes in
prepaid pretend president
Exercise 2. You may use a dictionary.
prearrange present (verb) present (noun)
4 Complete the sentences with the correct form of the reorganised recall referee
word in brackets, with or without one of the prefixes in repay (pay again) repay (pay register
Exercise 2. back)
1 My accounts were a disorganised mess. I tried to
them but it didn’t work, so I got an accountant to 7 2.22 Listen to these words and decide if they
everything. (organise)
belong in box 1, 2 or 3.
2 You need to your tax bill carefully. If you
deforest delicate delight demonstrate deregulate
it, they’ll make you it and maybe pay a fine.
describe
(calculate)
precooked prefabricated prejudice preparation
3 When you insure your car, you have to your
prepare prevent
annual mileage. If you it, you might not be
able to make a claim. If you it, you’ll have to reduce refer regular relative revalue revalued
pay more than necessary. (estimate)
8 How money-minded are you? Discuss the
4 I ordered 50 boxes, but when I them, there
questions with a partner.
were only 48. When I complained, they said they had
them, apologised and offered me a 1 How well do you plan your budget, before a holiday or
on my next order. (count) a shopping trip for example?
6 They you a lot to the 2 How careful are you not to overspend?
batteries of an electric car. Last time I did it, they 3 How organised are you with your finances?
me by £10 as well! (charge)

Vocabulary
Prefixes
This section deals with the meaning and use of the prefixes 4 Read the instructions and do item 1 with the class. Ask
de-, dis-, mis-, over-, pre-, re-, un- and under-. students to read items 2–6 and check vocabulary if
The pronunciation section focuses on the vowel sound in necessary. Put students into pairs to compare answers.
the prefixes de-, pre- and re-.
5 2.20 Play the audio, pausing at the end of each
The target vocabulary and the pronunciation are reviewed
sentence for students to check their answers.
on page 68.
Target vocabulary ANSWERS

1 disorganised, organise, reorganise
calculate miscount prepaid 2 calculate, miscalculate, recalculate
charge organise recalculate 3 estimate, underestimate, overestimate
count overcharge spend 4 counted, miscounted, discount
devalue overestimate undercharged 5 charge, recharge, overcharged
discount overpay underestimate
disorganised overspend undervalue
estimate overvalue unspent
miscalculate pay value
Tip
Read the tip aloud and give three examples from
the table in Exercise 2. Nominate students to give
other examples from their answers to Exercises 2
Optional activity and 3 and check their pronunciation.
Books closed. Write the prefixes over- and under- on the

board. Put students into small groups to brainstorm
words beginning with the prefixes. Ask for examples and
Pronunciation: /i/, // and /e/
ask volunteers to give the meanings of the prefixes.
6 2.21 Students listen to the words, then listen
again and repeat. Note that in columns 1 and 2, the
1 Ask students to read meanings 1–8 and identify the emboldened vowel sound occurs in an unstressed
part of speech of the words in the box (verb). Read syllable. In column 3, it occurs in a stressed syllable.
the example and ask students to continue the activity
individually. 7 2.22 Play the audio for students to decide which
vowel sound occurs in each prefix.
ANSWERS
2 pay 4 calculate 6 count 8 spend ANSWERS
3 estimate 5 value 7 organise Box 1 /i:/ deforest, deregulate, precooked,
prefabricated, revalue, revalued
2 Go through the table, focusing on the meaning of each Box 2 // delight, describe, prepare, prevent, reduce,
prefix. Read the instructions. As a class, brainstorm refer
other words which combine the words in Exercise 1 Box 3 /e/ delicate, demonstrate, prejudice,
with the prefixes in the first column. preparation, regular, relative
POSSIBLE ANSWERS 8 Read the instructions and questions 1–3. Ask

discount what money-minded means (interested in money and
miscalculate good at getting or saving it). Put students into pairs to
overcharge, overpay, overspend, overvalue discuss the questions. Take feedback by nominating
one student to ask a question and another to answer it.
recount, reorganise, revalue
underestimate, underpay, underspend, undervalue
WB
3 Check students have access to a dictionary. You could
put students into pairs to work on four prefixes each.
Ask for suggestions from the class, checking meaning.
unit 5 T64
Speaking
Regretting and wishing

This lesson is based around an informal conversation 5 Go through the instructions. Ask students to
between two people talking about a job interview. read the list and check vocabulary if necessary. Give
The Life skill in this unit introduces the topic of interview skills, students time to choose their three regrets before
which is developed in the Life skill section on page 88. putting them into pairs. Ask them to take turns
telling their partner about their regrets about the job
1 Direct students to the photo and put them into interview. Monitor and check students are sounding
pairs to discuss the questions. sympathetic.
2 2.23 Ask students to read and listen to the WB

conversation and check their ideas for Exercise 1. Take
feedback.
3 Ask students to read items 1–4 and find the phrases in

the conversation. Life skill
Books closed. Write the title Being pro-active on the board
ANSWERS and ask students to use the prefix to guess the meaning of
pro-active (‘pro-‘ means ‘before’, so being ‘pro-active’ means
1 It didn’t go too well
thinking ahead and/or doing something so you are ready
2 Why? What happened?; What happened next?
before something happens). Ask students why it’s a good
3 Well, perhaps it wasn’t as bad as you think; idea to be pro-active (you have more control over a situation
Oh dear; Well, never mind. rather than simply having to respond).
4I wish I’d said something positive about the
company; If only I’d done a little research
beforehand; I wish I’d told her about the summer
camp job … .
1 Put students into pairs to discuss the questions before
asking for volunteers to suggest answers.
Useful language 2 Read the question and ask for suggestions.
Ask students to read the column headings and the

expressions. Check understanding as necessary. Ask Suggesting a solution
volunteers to make a full sentence using the first
expression in each of columns 1–4. 3 Put students into pairs. Monitor and help with ideas.
Bring the class together and ask for suggestions. Write
key words on the board and take a class vote on the
4 Ask students how Ana and Paula sounded (Paula: best strategy.
unhappy and wishing she’d been better prepared for
the interview; Ana: sympathetic and supportive). Put What about you?
students into pairs to do the activity.
4 Put students into pairs or ask volunteers to answer the
Optional activity questions. Nominate other students to ask follow-up
questions and to talk about their own experiences.
Put students into pairs to have the conversation in
Exercise 2 from memory. Tell them that it doesn’t have
to be exactly the same, and that they should try to use Interview skills
one different expression from each of the columns in the
Useful language box. Tell students to read the information. Ask about the
meaning of the phrase ‘mental block’ (an inability to
remember or think of something you normally can). Ask
students how Paula had failed to prepare for her interview
Tip (She hadn’t done any research about the company. Also,
Read the tip aloud and ask students how they can she hadn’t really thought about the sort of questions the
show sympathy (by the tone of their voice and what interviewer would ask, so she hadn’t prepared any possible
they say). answers).
T65 unit 5
Speaking Unit 5
Regretting and wishing Life skill
Being pro-active
1 Look at the photo. What do you think these
people are doing? Why? Discuss with a partner. Identifying the problem
2 2.23Read and listen to the conversation. How Discuss with a partner.
is it connected to the photo in Exercise 1? 1 Look at the photo. Who is
Ana: How did it go? Paula: Nothing. That was the problem. the interviewer? Who is the
Paula: It didn’t go too well, actually. If only I’d done a little research candidate? How can you tell?
beforehand! 2 The interviewer asks, ‘Do you
Ana: Why? What happened ?
Ana: Oh dear. What happened next? have any questions about
Paula: Well, the interviewer asked me why I
wanted the job and my mind went blank. Paula: She asked me about my previous the job?’. You reply, ‘No’. What
Eventually, I just said, ‘For the money’. job. I said I hadn’t worked before. impression does that give?
Ana: Well, perhaps it wasn’t as bad as you Ana: But you have, haven’t you?
think. Paula: Yes. I used to walk people’s dogs.
Paula: It was. I could see she wasn’t And I wish I’d told her about the summer Compare with a partner.
impressed. I wish I’d said something camp job I did last year. Anyway, I didn’t
3 How can you avoid having
positive about the company. get the job .
nothing to say? List three
Ana: What do you know about the Ana: Well, never mind. We live and learn!
strategies.
company?
What about you?
Tell your partner or the class.
1 saying something was bad 3 making somebody feel better
4 Have you ever had
2 asking for details 4 expressing regrets
a difficult moment
in an interview?
Useful language What happened?
Regretting
Justifying Explaining Suggesting Expressing
what
an action hopes alternatives sympathy
happened
I wish I’d … How am I I had high Why didn’t That’s so
I wish you supposed hopes for … you …? disappointing!
would… to …? I was so looking You could That’s too bad!
If only I had… How was I forward to… have … What a let-down!
supposed What I’d been Well, never mind!
If only they
to …? led to expect
had… What a shame!
was…
4 Work with a partner. Practise the conversation in Exercise 2.
Tip
Always be sympathetic when people talk about wishes and regrets. Interview skills
Being pro-active is the best way
to avoid a mental block during
5 Work with a partner. Imagine you were given some advice before you went for
an interview. Make sure you do
a job interview. Choose three things you didn’t do from the list below or add your
some research about the job
own ideas. Take turns to tell your partner about your regrets.
you’re applying for and have in
• Think of something to say • Dress appropriately mind some relevant questions
• Tell the truth • Make eye contact about it in case you are asked.
• Make a good impression • Ask questions Remember: if you fail to
• Give clear and informative answers • Turn your phone off prepare, you’re preparing to fail!

Writing
A letter of application
Writing task: write a letter of application for the job of camp counsellor (120 – 150 words).
26 Quakers Court
Oxford OX3 2NJ Registering for
Dear Sir/Madam, 20th January
Camp America
I am writing to apply for the post of Camp Counsellor advertised on is your first
your website.
step towards the
As you will see from my attached CV, I am currently completing my
summer
high school education. However, I do have relevant work experience.
I worked as a team leader at a summer camp in Spain last summer. of a lifetime!
Additionally, I babysit regularly for friends and neighbours. I am
responsible and can deal very successfully with children of all ages. TO APPLY FOR SUMMER 2016 YOU'LL NEED
TO BE:
In addition to my experience with children, I am a keen sports
• Aged 18 by 1st June 2016 • Available to work for a
enthusiast, playing in the school basketball team. I also participate
in a local drama club, and I would be particularly interested in using • Available to depart minimum of 9 weeks and
theatre with children at the camp to prepare a performance of some sometime between 1st until the 15th August
kind. I speak English fluently and I will be 18 in February. May and 20th June 2016 (earliest possible end date)
I would be available to work in the USA for any period between 1st • Fluent in English
May and 15th August. I can supply details of referees and any other
information you may require. CAMP COUNSELLOR JOBS
I look forward to hearing from you. To get a job as a camp counsellor, you must like childr
en
Yours faithfully, and have experience working with them. You’ll need
lots of
energy and should be ready for an exciting, fun, eye-o
Nick Dominics and amazing summer.
pening
Nick Dominics
1 Read the information about Camp America, and the

letter of application. Do you think the writer is a good
Tip
candidate? Why / Why not? Use a formal style when you write a letter of
application. Remember not to use contractions.
2 Which paragraph deals with the points a – f? Find the
information in the letter.
a availability c signing off e skills
b relevant d reason for f interests Writing builder
experience writing
5 Complete the text with words and phrases from the box.
3 How are these ideas expressed more formally in the letter?
1 Hi! 6 I can work … advertisement application available
2 I’d like the job at 7 I can send you … faithfully suitable summarise
Camp America. 8 if you need When you are writing a letter of 1 application you
3 You’ll see from my CV anything, …
should always start with Dear Sir / Madam or the name of
4 I’m finishing school 9 …can’t wait to the person you are writing to. In the opening paragraph,
at the moment. hear from you. you should state the position for which you are applying
5 … and I’m involved 10 bye and say where you saw the 2 for it. In the next
with the drama paragraph, you should say you’d like the job, why you
club nearby. are interested in it and why you think you are a 3
candidate. In the third paragraph, you should 4
4 Study the language in the letter. Find examples of the your qualifications and any relevant experience you have
following: had. Additionally, you could talk about how you will
1 the present 4 would (future contribute to the success of the company. In the fourth
continuous hypothesis) paragraph, say when you are 5 to start work and
2 adjectives 5 will (future) offer to supply details of referees.
3 adverbs Finally, sign off, using Yours 6 or Yours sincerely and
sign your name.

Writing
In this section students read an advert for a summer job and 4 Put students into pairs to find examples of the different
a letter of application. This serves as a text for analysis and a tenses, parts of speech and structures. Ask volunteers
model for a final writing activity. to give answers.
The Signposts in writing in this section are reviewed on page 68.
There is a guide to writing a letter of application in the ANSWERS
Writing guide on page 104. 1 I am writing …; I am currently completing …
2 relevant, responsible, keen, local, interested,
available
top of the page with the class. Explain that the letter
3 currently, additionally, regularly, successfully,
they will be looking at is a model answer and that they
particularly, fluently
will write something similar after working through the
4 I would be particularly interested in …; I would be
tasks on the two writing pages.
available to work …
Set a time limit of about two minutes for students to
5 As you will see …, I will be 18 in February.
read the information about Camp America and the
letter of application and answer the questions. Ask
volunteers to give answers and see if the class agrees
before feeding back. Tip
Read the tip aloud and ask students if, in their
language, they follow the same convention with
ANSWER
regard to a formal style. Ask for examples of
Yes, because the applicant meets all of the informal language and the formal equivalent in
conditions stated at the beginning of the advert. their language.
2 Read the instructions and do the first item together as

a class. Monitor and help as necessary while students Writing builder
continue individually. Nominate a volunteer to give an
answer and ask them to nominate another volunteer to 5 Tell students to read the words in the box before asking
say if they agree or not before feeding back. them to complete the text individually. Monitor and
ANSWERS
a 4 b 2 c 5 d 1 e 2 and 3 f 3 correct answer if there is a difference of opinion.
¡ 3 Read the instructions and do the first item together as

ANSWERS
a class. Set a short time limit of about three minutes
2 advertisement
to encourage students to scan the letter for the formal
3 suitable
equivalents. Ask students to compare answers in pairs
before checking as a class. 4 summarise
5 available
6 faithfully
ANSWERS
1 Dear Sir/Madam
2 I am writing to apply for the post of …
3 As you will see from my attached CV, …
4 I am currently completing my high school
education.
5 I also participate in a local drama club
6 I would be available to work …
7 I can supply …
8 you may require
9 I look forward to hearing from you.
10 Yours faithfully
unit 5 T66
Writing
Signpost Write!
Ask students to read the signpost and find the words
and phrases in the letter. Ask students what type of
word follows each of the phrases and where they can the stages in STEP 1. Monitor and help with ideas as
appear in a sentence. necessary while students write notes in the structure
box.
Ask students to follow STEP 2 individually. Suggest
6 Do the first item with the class. Advise students to read they select words and phrases from the Useful
each of items 1–5 in its entirety, focusing on the word language box and the Signpost box, then add them to
that comes immediately after the three signposts, to the appropriate columns of the structure box before
help them choose the most appropriate one. Monitor they write their first draft.
and help with vocabulary as necessary. To check Once students have written their first draft, ask them to
answers, ask volunteers to read whole sentences. review their writing, answering the questions in STEP 3.
ANSWERS and rechecking their work. They can refer to the Writing
1 In addition to guide on page 104.
2 Also/Additionally Put students into pairs to read each other’s letter of
3 in addition to application. They should imagine they are in charge
4 Also/Additionally and decide if they would consider giving the applicant
the job. Finally, ask students to write a brief note about
5 Also/Additionally
their best quality for the job.
WB
Improve your writing For more practice see page 52 of the Workbook.
7 Do the first item with the class, asking for volunteers

to add more information to the sentence. Students
continue individually. Monitor and help as necessary
before putting students into pairs to compare answers.
Nominate individuals to suggest answers.
Useful language
T67 unit 5
Unit 5
Signpost Write!
Writers use signposts to help the reader connect ideas
by using words and phrases such as: also, in addition to 8 Write a letter of application for a job at a summer
and additionally. camp. (120 – 150 words).
Steps
6 Complete the sentences with the best signpost of
addition. Sometimes more than one answer is possible. STEP 1: Getting ideas
1 (Also / In addition to / Additionally) enjoying working
with children, I am very patient. • Work with a partner. Brainstorm skills and experience
you think would be useful.
2 I speak English fluently. (Also / In addition to/
Additionally), I have a clean driving licence. • List some relevant interests.
3 I am extremely energetic and (also / in addition to / • Write a note of some structures and phrases you could
use.
additionally) being in the school theatre club, I do
voluntary work at the local children’s hospital. • Write notes in a letter structure box like this.
4 I am naturally creative. (Also / In addition to / Reason Skills / Interests Availability Closing
Additionally), I love being challenged by new for letter experience / CV
experiences.
5 I have plenty of experience leading a children’s play
group. (Also / In addition to / Additionally), I have three STEP 2: Organising your ideas
younger sisters.
and writing a first draft
Improve your writing • Write a first draft of your letter.

• Use the formal alternative of the language from
Exercise 3.
7 Add more information to the skills below. Use the
signposts in the box. Compare with a partner. STEP 3: Reviewing your writing
also additionally in addition to • Reread your first draft and answer these questions.
1 Have you followed the sequence in Exercise 2?
1 I am an enthusiastic member of an amateur dramatic 2 Have you used some of the structures in Exercise 4?
group.
3 Have you used some signposts to help your reader?
2 I run an arts and crafts group on Saturday mornings.
3 I play several musical instruments.
5 Have you used a consistently formal style?
4 I love reading stories aloud to my brothers and sisters.
6 Does each sentence move smoothly to the next?
5 I organise team-building sports activities at my local gym.
STEP 4: Writing a final draft
• Write a brief note to your teacher about your best
quality for a job at a summer camp.
Useful language
Introducing the Giving details of Describing skills Describing interests
Offering Concluding
purpose for writing CV and referees and experience and ambitions
I am writing to … … can supply I am currently I am committed I would be I look
details of … …ing to +…ing able to … forward
I enclose my CV… I am interested I would be to hearing
(in a posted letter) in +…ing available from … from you.
… my attached I enjoy +…ing I would be Yours
CV …(in an email willing to … faithfully,
application letter) Yours
sincerely,

Review
Business Wish, if only

1 Complete the sentences with words containing the 4 Complete the sentences with the correct form of the
number of letters given. verb in brackets.
1 I’m not joking – I really mean business (8)! 1 I wish I had studied (study) more before the exam!
2 We're putting our house on the (6) for 2 If only there (be) more hours in the day!
£150,000. 3 I wish you (will stop) talking about your
3 He was late for work regularly, and in the end, he got holidays!
the (4). 4 I wish I (have) more money!
4 There are fewer people in long-term 5 If only we (not tell) Brian about the party!
(10) than before the economic crisis.
6 I wish I (play) the guitar!
5 Martin had a very promising (6) in the field
of medicine.
6 If you take on an (8), you’ll have to pay
his or her social security.
5 Find the words in which the vowels in bold are
pronounced differently.
Prefixes 1 revalue recharge receive recalculate
2 repay regular referee recipe
2 Complete the sentences with the words and prefixes in
the box. 3 demand decide design deactivate
4 devalue decorate deforest deregulate
de- mis- over- re- under- counted 5 prepaid prearranged precooked prevent
calculate estimated value charged 6 preoccupied predict pretend prefer
1 Britain has decided to devalue the currency in order to

make exports more competitive. Signposts in writing
2 The votes were on the evening of the
election and had to be counted again. 6 Choose the best signpost of addition to complete the
3 We the amount of food we’d need for the
party, and there was lots left over. 1 I attend French classes at night-school also / in addition
to / additionally studying English at school.
4 My first calculation of my tax bill didn’t look right so I
decided to it. 2 I lead a local young person’s orchestra. Also / In addition
to / Additionally, I’m a member of the school choir.
5 That meal was very cheap – I think they must have
us. 3 I worked as a team leader at a summer camp last year.
Also / In addition to / Additionally being a qualified
swimming instructor, I have a certificate in First Aid.
Used to, would 4 Also / In addition to / Additionally running a drama
group at my local theatre, I help people make
3 Put the verbs in the box in the correct form with used costumes for the annual summer play.
to or would. The first letter is given.
5 In my free time, I really enjoy teaching young children
to read and I also / in addition to / additionally go to
walk go look hate get enjoy complete care
keep-fit classes.
When I was at primary school, I 1 used to hate sports.

I remember we u 2 cross country running, and I w
3 most of the way instead of running. I didn’t u
4 the whole circuit. Instead, I w 5 for a short
cut. The sports teacher u 6 very angry with me, but
I didn’t u 7 . What about you? Did you u 8
sports?

Review
The review section for the unit includes further practice Wish, if only
Vocabulary: business (page 60); prefixes (page 64) 4 Read the instructions and the example. Tell students to
Grammar: used to, would (page 62); wish, if only (page 63) read each sentence in its entirety and to think about
whether the regret or wish relates to the past or the
Pronunciation awareness: /i/, // and /e/ (page 64)
present.
Signposts in writing: addition (page 67)
Business ANSWERS
2 were
1 Read the instructions and the example. Tell students to 3 would stop
read each of the sentences in its entirety before they 4 had
decide on the missing word. 5 hadn’t told
6 could play
ANSWERS
2 market 4 employment 6 employee
3 sack 5 career Pronunciation awareness
5 Read the instructions and the example. Advise
Prefixes students to say the words quietly to themselves while

they are doing the exercise.
2 Read the instructions and the example. Advise

students to use the prefixes and the words in the box ANSWERS
to make new words before they continue. Tell them to 2 repay
read each sentence in its entirety before they decide
3 deactivate
on the missing word.
4 decorate
5 prevent
ANSWERS 6 preoccupied
2 miscounted 4 recalculate
3 overestimated 5 undercharged
Used to, would 6 Tell students to read each of items 1–5 in its entirety
before they decide on the correct answer.
continue individually. After checking answers, ask
ANSWERS
students if they enjoyed sports when they were
younger. 2 Also/Additionally
3 In addition to
4 In addition to
ANSWERS
5 also
2 used to go 6 used to get
3 would walk 7 use to care
4 use to complete 8 use to enjoy
5 would look
unit 5 T68
Unit 6
In the spotlight
The theme of this unit is entertainment, and the title In the spotlight is an expression which means to
get attention and interest from the public.

Vocabulary entertainment; word building (compound Use the photo as a point of departure for a class discussion.
adjectives) Ask the questions on the page and some or all of the extra
Grammar comparatives, get + comparative + and + questions below. Some possible answers are given in italics.
comparative, (not) as … as, superlatives Give the students space to lead the conversation off in other
Reading a text on an arts festival: ‘When Edinburgh directions, but staying within the theme.
becomes the capital of comedy’ • Where are these people? on stage in a large theatre during a
Exam focus antonyms performance or a dress rehearsal
Listening listening to a radio interview • What do they look like? The four we can see are white adults
Speaking inviting and responding to invitations wearing period costumes from 200 years ago or more; the two
Pronunciation than and as men are wearing white wigs, long coats, trousers to the knee,
Writing writing a critical review loose shirts with large cuffs and stockings; one of the women is
Get it right the superlative; the same as wearing a maid’s apron, a headscarf and a dark blue shirt.
Life skill communication skills • What does it take to be a good performer? good acting (and
singing and dancing) skills, energy, determination, dedication
The two videos for this unit are: • When was the last time you went to the theatre? What
did you go and see? Why? What was it like? Would you
v1 Tell us about an event you were invited to It is recommend it to anyone?
recommended that students watch this video and do As the discussion proceeds, write some of the key words
the corresponding worksheet after completing the and phrases that come up on the board. At the end of the
Speaking tasks on page 77. discussion, you could take a photo of it or ask students to do
so. You could show this photo at the beginning of the next
v2 Make it big in the movies This video and its worksheet class and ask students to remember what the words and
are best done at the end of the unit. phrases were about.
An augmented reality link to both videos is included

on the Student’s Book page opposite. POSSIBLE ANSWERS
What are the people doing? performing on stage; facing
the audience with open arms; doing a choreographed
routine, possibly singing
Which play do you think they are performing? It could be
a musical because they seem to be singing – perhaps ‘Les
Misérables’; it could be an operetta or ‘zarzuela’.
How do you think they are feeling? excited; very happy;
nervous
WB
quiz on entertainment on page 54 of the Workbook.
T69 UNIT 6
Unit 6
In the spotlight
UNIT OBJECTIVES
• find out about entertainment
• read and understand a text on entertainment
•
topic words: entertainment
•
listen to a radio interview
•
grammar: comparatives and superlatives
•
word building: compound adjectives
•
speaking: inviting and responding to
invitations
•
writing: a critical review
•
life skill: communication skills

you can see.
VIDEO 1 VIDEO 2
• what are the people doing?
• which play do you think they are performing?
• how do you think they are feeling?
Have you ever performed on stage?
69
in the spotlight unit 6 69
Reading
1 Look at the photos, title and first paragraph.

What do you think the rest of the text will be about?
Exam focus: antonyms
Compare and discuss with a partner.
6 Follow stages 1 – 4 for finding an antonym for the
2 Read the words highlighted in green in the text. Match word tense in paragraph 1.
them with the definitions in the box. Then read the 1 Think about different meanings of the given word.
sentences containing the words. Are your answers 2 Decide if the given word is positive, negative or
correct? neutral. If it is positive, the antonym will be the
negative. If negative, the antonym will be positive.
1 attract attention or interest (v) 3 Look closely at the text for words related to the
2 the focus of public attention and interest (n) meaning of the given word.
3 a part of something larger (n) 4 Check the meaning of the antonym in a dictionary.
4 to seem completely unimportant (v)
7 Find antonyms for the following words in the text.
5 an amount of time which is officially allowed for
Follow stages 1 – 4 in Exercise 6.
a single event in a planned order of events (n)
1 unpopular (paragraph 2)
6 morally correct (adj)
2 easiest (paragraph 3)
7 someone who introduces guests
and performers (n) 3 insignificant (paragraph 3)
8 a large round container (n) 4 uncreative (paragraph 4)

5 imperfect (paragraph 5)
3 Translate the highlighted words in Exercise 2 into your 8 Answer the questions according to the information in
language. the text. Use your own words.
1 What do you think the writer thinks about Edinburgh
4 Read the text quickly – in about three minutes! Was in August?
your answer to Exercise 1 correct? 2 Why do new comedians like The Fringe?
3 What makes performing at the festival difficult for
5 2.24 Read the text again and listen. Are the
new comedians?
following statements true or false? Copy the evidence
4 How was Bridget Christie's show described?
from the text.
5 What does Steve Coogan mean when he says ‘You
1 People who arrive at the Edinburgh Festival come
can really go from zero to hero in four weeks.’?
from all over the world.
2 Comedians who perform at the festival never become 9 Why, in the writer’s opinion, is Edinburgh the
well-known. Capital of Comedy? Compare and discuss with a partner.
3 All the venues for shows have large audiences.
4 Most comedians are hoping to be nominated for one
of the Edinburgh Comedy Awards. Phrasal verbs
5 The Fringe award in Edinburgh is insignificant
turn up: arrive
compared to the other awards.
go on to do sth: to do something else in the future
slip away: if someone’s power or the possibility of
them winning or achieving something slips away,
Tip it disappears
An antonym has the opposite meaning to turn into: to change to become someone or
another word. Thinking about antonyms can help something different
you understand new vocabulary.
70 unit 6 in the spotlight

Reading
In this section students read a magazine article, When

Edinburgh becomes the capital of comedy, which is about ANSWERS
how the Scottish city changes when the Festival takes place. 1 True. ‘turn up from all corners of the globe’ (lines
They are given phrasal verbs which appear in the text, along 10–11)
with their meanings. 2 False. ‘Many …. names.’ (lines 24–26)
If students enjoy reading this article, ask them to type 3 False. ‘Those who … to an audience of three’ (lines
‘Edinburgh Festival’ in a search engine to find more articles. 43–46)
4 True. ‘Most of the … Comedy Awards.’ (lines 47–52)
1 Direct students to the title, first paragraph and
5 False. ‘Other awards pale … award.’ (lines 70–72)
photos in the article. Put them into pairs to discuss
what they think the article is about. Take suggestions.
Do not over-correct students’ accuracy, but help them
get their ideas across. Do not feed back at this stage. Tip
Read the tip aloud. Explain that reading parts
2 Read the instructions and monitor and help with of a text carefully and thinking about words with
vocabulary if necessary while students match the opposite meanings can help students get the
words in green in the text with a definition from 1–8. general idea of a word that they don’t understand.
Advise students to use the part of speech information
to help them find the corresponding word in the
text. Suggest students substitute the meanings for Exam focus: antonyms
the words in the text to check that the general idea
makes sense. Ask volunteers to give answers and check
given. Elicit these answers at each stage (1 ‘tense’ = not
pronunciation as necessary.
relaxed, uneasy, nervous, anxious; 2 ‘tense’ = negative;
3 ‘laid-back’; 4 ‘laid-back’ = relaxed).
ANSWERS
1 draw 5 slot 7 Monitor and help students work through stages 1–4
2 limelight 6 righteous in Exercise 6 as they do the activity individually. Ask
students to compare answers in pairs. Take feedback.
3 branch 7 host
4 pale 8 cauldron
ANSWERS
1 popular 4 imaginative
3 Monitor and help as students translate the highlighted
2 toughest 5 polished
words in Exercise 2. Ask volunteers to give answers and
work towards a consensus with the class. 3 biggest
4 Remind students that to get the general idea of a text, 8 Read the instructions and stress that students should
they should first read it quickly. Ask students to read use their own words to answer questions 1–5. Monitor
and check their answer to Exercise 1. Ask two or three and help as necessary before asking for volunteers to
volunteers to give answers and their reasons. Ask give answers. For each answer, ask a second volunteer
volunteers to explain the meaning of the unit title ‘In to say if they agree and invite them to suggest an
the spotlight’ (to get a lot of attention from the public). alternative if they disagree before feeding back.
5 2.24 Ask students to read statements 1–5. Advise

ANSWERS
them to look at key words to focus their reading and
listening. Play the audio for students to listen and read. 1 It’s exciting.
Ask them to compare their answers with a partner and 2 They have a chance of becoming famous if they take
locate the corresponding evidence in the text before part in it.
giving them the option of a second listening. Ask 3 They have to perform nearly every day for three
volunteers to give answers and nominate individuals to weeks.
say if they agree before feeding back. 4 It was an hour-long show on the topic of female
equality; Christie is angry but funny in a creative way.
5 A comedian could start off being unknown and
become really famous by the end of the festival.
unit 6 T70
Reading
9 Read the instructions and set a short time limit

of about three minutes for students to think about Streetwise
their answer to the question. Put students into pairs to
Read the information about the use of hopefuls and
compare and discuss answers. Monitor and give the example. Ask students to make other sentences
positive feedback where possible before inviting containing the noun.
students to share their ideas with the class.
Optional activity Get it right

Put students into pairs or small groups to say whether or Read through the right and wrong sentences and ask
not they would like to go to the festival and give reasons. why the second sentence is wrong (the superlative
Bring the class together and take a class vote. Nominate of regular one-syllable adjectives is formed by adding
individual students to give their reasons. ‘-est’). Ask volunteers to make sentences about
different events or places using these superlative
forms: the biggest, the smallest, the longest, the most
Phrasal verbs exciting, the most boring.

verbs, then read the sentences in which they appear WB
context. Give more example sentences with the
verbs if necessary. (He turned up late for the meeting.
After the local event, she went on to win the national
competition. I slipped away from the party when no one
was looking. Dinner with my old school friend turned
into a very late night out.) There is a practice exercise
for these phrasal verbs on page 72 so there is no
need to get the students to practise using them yet.
However you might, at this point, want to familiarise
them a little more with these verbs by doing one of
the following tasks:
T71 UNIT 6
Unit 6
When Edinburgh
becomes the
capital of comedy
F
or most of the year, Most of the new comedy acts
Edinburgh is one of the appearing in Edinburgh will be
most laid-back capital looking for a place in the limelight,
cities, thanks to its 50 and this means getting your name
5 relatively small population. But when on the shortlist for the Edinburgh
August arrives, it’s all change. There Comedy Awards. This offers not only
are twice as many people, and the a chance to get noticed but also the
atmosphere gets a whole lot livelier. opportunity to come first and win the
It’s the largest arts celebration in 55 £10,000 prize. This year, the prize was
10 the world, and performers turn up won by Bridget Christie, whose show
from all corners of the globe. They was described as 'an hour of feminist
call it ‘The Festival’, but in reality, it’s a comedy which is as full of imaginative
collection of simultaneous festivals, jokes as it is of righteous anger'.
one for each branch of the arts, and 60 Past award winner Steve Coogan
15 it’s the highlight of the city’s cultural attended this year’s awards as the host
calendar. One particularly popular at the prize-giving ceremony. After
branch of the festival is known as ‘The seeing some of this year’s acts, Coogan
Fringe’, and it’s the largest comedy was enthusiastic: ‘I get excited when
gathering in the world. 65 I see comedians doing something
20 The Fringe has become more and new rather than something polished’.
more popular among comedians since Coogan, who won the award 21 years
the 1980s because it has acquired a ago, said, ‘My memory of it is that it is
reputation as the best place to launch a one of the most exciting things that
career. Many of the acts who have won 70 happens to you. Other awards pale
25 awards here in the past have gone on into insignificance compared to The
to become household names – the likes Fringe award in Edinburgh because
of Frank Skinner, Steve Coogan and it is such an exciting
Streetwise Lee Evans. Of course, for every success cauldron of talent’, he
story, there are many more who slip 75 explained, ‘You can
hopefuls 30 away into anonymity as soon as the really go from
A hopeful is a person who is festival is over, but it is, nevertheless, zero to hero
trying to get a part in a film, the opportunity of a lifetime. in four weeks’.
play or famous sports team. If Edinburgh is the biggest comedy Truly, in August,
… new comedy hopefuls have event in the world, it’s also perhaps the 80 Edinburgh turns
to take to the stage …
35 toughest. Few comedy festivals last into the capital
longer than a week, but at The Fringe, of comedy.
new comedy hopefuls have to take
to the stage and make the audience
laugh for 20 minutes a day, six days
Get it right 40 a week, for a three-week stretch. The
luckier ones get an evening slot at one
We say:
of the more prestigious venues, where
✓It’s the biggest comedy they will draw a crowd. Those who are
event in the world. less fortunate may find themselves
✗ It’s the more bigger comedy 45 performing in a dark pub cellar in the
event in the world. early afternoon to an audience of three.

Vocabulary
Entertainment
1 Match the words in the box with their meanings. 4 Find the collocations in the two columns.
1–b
applause audience catapulted curtain dimmed
1 a buzz a applause
encore highlight household name limelight
2 a polished b of excitement
ovation performer row spotlight stage wings
3 a standing c ovation
1 become less bright – dimmed 4 centre d performance
2 a circle of bright light created by a lamp 5 rapturous e row
3 an extra song or piece of music at the end of a show 6 the front f stage
4 the side parts of a stage
5 Complete the sentences with collocations from
5 a famous person that most people know of Exercise 4.
6 thrown with great force 1 The concert ended to rapturous applause from the
7 public attention and interest audience.
8 an occasion when people express great enjoyment 2 Steve Coogan took at The Fringe award
usually by clapping ceremony.
9 the people who are watching a performance 3 I was lucky enough to get a seat on .
10 the noise of many people clapping their hands 4 There was at the stage door as people
11 the best or most exciting, entertaining or interesting waited to see the singer walk out.
part of something
12 a large screen of heavy material in a theatre 6 Choose the best adjective. You may use a dictionary.
13 a line of seats placed next to each other 1 People were rolling in the aisles during the comedian’s
(hilarious / laid-back / gripping / cult) performance.
14 a high area where actors perform
2 The show received very poor reviews. One critic said it was
15 an entertainer
(cutting-edge / enthralling / nothing special / well-known).
2 Complete the text with the words from Exercise 1. 3 Many (best-selling / topical / sell-out / spellbinding)
authors appear at the literary festival.
You don't need to use all of the words.
4 The lead actress gave a (well-known / spellbinding /cult
/ nothing special) performance as Lady McBeth.
7 Find synonyms for these adjectives from Exercise 6.

1 funny – hilarious 5 popular
2 exciting 6 relaxed
3 famous 7 up-to-date
4 ordinary
There was a buzz of excitement in the crowd as the
lights dimmed and the 1 curtain was raised. On
stage, there was nothing but a solitary microphone
8 Tell a partner about a live performance that
standing in the 2 . Then, the 3 appeared you have seen. Use as many words from this page as
from the wings and took centre stage. She seemed possible.
shy and ordinary, but when she began to sing, you
could understand how this young woman had been PV
catapulted into the 4 almost overnight. The
5 was enthralled. She finished to rapturous
6 , and flowers were thrown onto the 7
1 You never know a serious
from the front 8 . There was a standing 9
which celebrities will drama.
as she bowed and walked off, leaving people
begging for an 10 . Everyone agreed that her
2 The actor went away at the Oscar
3 He was catapulted awards.
polished performance had been the 11 of the slipped into
festival and she was destined to become a 12 . into the limelight to perform
turn on
Then she woke up – it had all been a dream! but quickly all over the
turned up world.
4 The series started
out as a comedy but into
3 2.25 Listen and check your answers. gradually anonymity.

Vocabulary
Entertainment
This section deals with vocabulary connected to
entertainment. ANSWERS
The phrasal verbs section recycles language from the 2 d 3 c 4 f 5 a 6 e
magazine article When Edinburgh becomes the capital of
comedy.
5 Read the instructions and the example before asking
The target vocabulary from the lesson is reviewed on page 80. students to complete the activity.
Target vocabulary
ANSWERS
applause encore rapturous 2 centre stage 3 the front row 4 a buzz of excitement
audience enthralling row
best-selling gripping sell-out 6 Put students into pairs to do the activity.
a buzz of highlight spellbinding
excitement hilarious spotlight ANSWERS
catapulted household name stage 2 nothing special 3 best-selling 4 spellbinding
centre stage limelight a standing ovation
cult laid-back topical
7 Put students into pairs to do the activity, using
curtain performer well-known
dictionaries to help if necessary.
cutting-edge a polished wings
dimmed performance
ANSWERS
2 gripping 4 nothing special 6 laid-back
1 Check students have access to a dictionary before going
3 well-known 5 best-selling/cult 7 topical
through the instructions and the example with the class.
8 Read the instructions and give students time to

ANSWERS
make a note of key vocabulary. Put them into pairs to
2 spotlight 6 catapulted 11 highlight
tell each other about the performance.
3 encore 7 limelight 12 curtain
4 wings 8 ovation 13 row 9 Refer students back to the Phrasal verbs box on page
5 household 9 audience 14 stage 70 to revise meaning.
name 10 applause 15 performer
ANSWERS
2 Tell students to complete the text with some of the 1 You never know which celebrities will turn up at
words from Exercise 1 and compare answers in pairs. the Oscar awards.
2 The actor went on to perform all over the world.
3 He was catapulted into the limelight but quickly
slipped away into anonymity.
ANSWERS 4 The series started out as a comedy but gradually
2 spotlight 6 applause 10 encore turned into a serious drama.
3 performer 7 stage 11 highlight
4 limelight 8 row 12 household
name.
Optional activity
5 audience 9 ovation
Vocabulary extension. Give students this entertainment
vocabulary: aisle, box, boo, stalls. Ask them to check the
The audio script can be found on page T117. meaning of the words in their dictionaries and to write a
sentence using each one.
4 Ask students to find a buzz of excitement in the

text in Exercise 2, then tell them to guess the other WB
collocations before reading the text to check. For more practice see pages 55 and 63 of the Workbook.
unit 6 T72
Listening
A radio interview
In this section students listen to a radio interview about 5 2.27 Go through the instructions. Remind
stage fright with a psychologist who has worked with many students that in each case they should write no more
star performers. than three words, which express the idea in the
listening and which make a grammatically correct
Optional activity sentence. Play the audio and ask students to compare
answers in pairs before taking feedback.
Books closed. Ask students if they have ever been on
stage. Ask them to tell the class what they had to do
ANSWERS
and how they and any other performers felt before the
performance started. 1 has to do 3 think about
2 you’ll feel 4 their own lives
1 Read the instructions and direct students to the

words and phrases in the photo. Put students into pairs
to decide what the interview might be about. Monitor Idioms
and help students get their ideas across before taking
feedback. 6 Do the first item with the class. Put students into pairs
to complete the exercise. Tell them that they can use
2 2.26 Play the first part of the interview and ask
dictionaries or the internet to help. Check answers.
students to check their ideas in Exercise 1 and compare
them with a partner. Ask volunteers to report back to
ANSWERS
the class.
1 d 2 a 3 e 4 b 5 c
3 2.27 Ask students to read topics 1–5 and check

vocabulary if necessary. Play the second part of the Optional activity
interview for students to listen and put the topics in Ask volunteers to make their own sentences containing
order. Check answers and ask students if they remember the different idioms.
any key words which helped them do the activity.
7 Put students into pairs to discuss the questions.

ANSWERS
Monitor and encourage students to give reasons
The correct order is 4, 2, 1, 5, 3. for their opinions. Bring the class together and ask
volunteers to report their discussions to the class.
Reflection
4 2.27 Tell students to read questions 1–5 and
the answer options. Remind them to think about key 8 Put students into pairs to read the strategies. Ask
words and phrases to focus their listening and also them which they felt helped them do the listening
to highlight the differences between the options. activities. Ask them to choose one strategy they will try
Remind students that they might hear the information next time.
expressed in a different way from the wording of the
options. Play the second part of the interview for
students to complete the activity. Ask them to compare Optional activity
answers in pairs before taking feedback.
Tell students to look again at the advice the psychologist
gives in Exercise 3. Ask them to put the points in order
ANSWERS of importance for themselves if they had to give a mini
1 c 2 a 3 c 4 d 5 c presentation. Put students into pairs or small groups to
discuss which is the most and least useful piece of advice.
Tip WB
Read the information and ask students if they
remember any of the key words that helped them
do Exercises 3 and 4.
T73 unit 6
Listening Unit 6
STAGE FRIGHT
A radio interview ANXIETY
ON STAGE
1 You will hear the beginning of a radio

interview in which the speakers use the following
EXCITEMENT
words and phrases in the photo. What do you think PERFORMING
the interview will be about? Discuss with a partner.
2 2.26Listen to the first part of the interview. Does it

confirm your ideas? Compare and discuss with a partner. Tip
To check you have correctly understood the
3 2.27 Listen to the second part of the interview. topic, first listen for key words and then for more
Put the following topics in the order you hear them. vocabulary connected to the topic.
1 being prepared 4 breathing techniques
2 reacting to people 5 working with
your fears
5 2.27 Listen to the second part of the interview
3 looking at the again and complete the sentences. Write no more than
whole picture
three words for each space. Compare with a partner.
4 Listen to the second part again. Choose the

2.27
1 The first thing a performer is improve their
breathing habits.
best answer according to the interview.
1 Why does Irene comment that it’s strange to say we 2 The more you make eye-contact, the better .
have to learn to breathe? 3 Artists are usually so well prepared, they don’t have to
the order of their songs when they are on
a It’s a physical act of performing.
stage.
b We need body-relaxing techniques.
4 The audience have to think about as well.
c We already know how to do it.
d We need to pay attention to it.
Idioms
2 How will making eye contact help a performer?
a It’ll make you feel better. 6 Read these extracts from the interview. Match the
b It’ll make the audience feel better. idioms in bold with their meanings.
c It’ll make the audience react. 1 I do have a bit of adrenaline pumping round my body
d It’ll make people smile. right now, you know, butterflies in my stomach.
3 What impression do people often get when great 2 … so all that talent goes down the drain.
artists are performing? 3 … to help them get to grips with their anxiety.
a The artists haven’t planned which songs they will sing. 4 Can you suggest any tricks of the trade?
b The artists have practised their songs in order. 5 … you often get the impression that they’re making it
c The artists are inventing the order of their songs as up as they go along.
they are performing.
a be totally wasted
d The artists aren’t prepared.
b special techniques known by experts
4 What should people do if they feel afraid performing in
c do something without planning it
public?
d a nervous feeling before doing something important
a Have a drink to help them relax.
e deal with
b Work harder.
c Fight against the feeling. 7 Do you think Irene Coleman’s advice is good?
d Remember that the feeling is normal. Why / Why not? Compare and discuss with a partner.
5 What should an artist do if people in the audience talk
to each other during their performance? Reflection
a Leave the stage.
b Start a conversation with the audience. 8 What helped you understand the listening?
c Focus on people who are paying attention. • Thinking about the topic before listening.
d Think about other problems. • Listening for key words.
• Listening for vocabulary connected to the topic.

Grammar
Comparatives and superlatives

Comparatives Get + comparative + and +
1 Read the sentences and answer the questions.
comparative
TV screens are bigger than they used to be. 5 Read the sentences and answer the questions.
Computer games are more sophisticated than they were in The tickets are getting more and more expensive every season.
the past.
This series is getting better and better.
Mobile phones are often less expensive than they were.
Special effects in films are much better these days. 1 Which verb is used to describe a gradual process?
1 When do you use more before a comparative? 2 How many times is the comparative used?
2 Which comparative is irregular?
3 What is the opposite of more?
4 How do you say very before a comparative? 6 Rewrite the sentences using get and the comparative of
the adjectives in brackets.
See Language reference on page 99. 1 Christmas is approaching. (near)
Christmas is getting nearer and nearer.
2 Make more sentences about the photos using the 2 We are all ageing all the time. (old)
adjectives in the box. Compare with a partner. 3 The applause gradually increased in volume. (loud)
bad big clear expensive good
popular realistic small sophisticated Tip
Notice how the + comparative is used to show
The picture on a TV is much clearer now than it used to be. that one change is connected to another.
The more you talk to them, the better you’ll feel.
a b
7 Rewrite the sentences using the adjective or adverb in

brackets with the + comparative.
c d
The pasT
Today
1 (near) we came to the opening night, (nervous) I became.

The nearer we came to the opening night, the more
nervous I became.
2 (well-prepared) you are, (good) it will be.
e f 3 (anxious) you are, (bad) your performance.
Tip
We use as … + as … to compare equivalent
aspects of two things.
3 2.28 Read the sentences. All of the options in The film is as good as the book.
brackets are possible alternatives. Listen and indicate Notice that you can use not as . . . as or not so . . . as
the alternative you hear. instead of the comparative.
Jim Carey isn’t as / so funny as Rowan Atkinson.
1 Game of Thrones was fantastic.
2 Yes, but Marco Polo is (far better / much better / better
by far). See Language reference on page 99.
3 Well, I think Game of Thrones was (slightly better / a
little better/ a bit better), myself. (Not) as . . . as
4 To me, Game of Thrones is (no better /n’t any better)
than Breaking Bad.
8 Rewrite the sentences using not as …
4 Work with a partner. Have similar conversations

1 The book’s better than the film.
The film isn’t as good as the book.
to the one in Exercise 3 about films or TV. Try to use all
of the expressions in brackets. 2 Modern dance is more exciting than ballet.
3 The opera is more expensive than the theatre.
Grammar
Comparatives and superlatives

In this grammar lesson students will study various
comparative and superlative structures. ANSWERS
The pronunciation section focuses on than and as, which are 1 are/is getting 2 twice
pronounced very weakly when comparisons are being made.
The grammar and pronunciation are reviewed on page 80. 6 Read the instructions and the example sentence before
The Language reference section can be found on page 99. asking students to complete the activity.
Comparatives ANSWERS
2 We are all getting older and older.
1 Read questions 1–4 with the class. Refer students to
3 The applause gradually got louder and louder.
the Language reference section on page 99 if necessary.
ANSWERS
1 when the adjective contains two or more syllables Tip
Read the tip and the example sentence aloud. Ask
2 better: comparative form of good 3 less 4 much
students to complete these sentences The more I read,
…; The more I see, … and compare their ideas with a
2 Tell students to look at the photos. Read the partner.
example sentence before asking students to make more
comparative sentences using the adjectives in the box. 7 Read the instructions and the example sentence and
ask Why is he/she becoming more nervous? (Because the
POSSIBLE ANSWERS opening night is getting nearer.) Direct students to the
Computer games used to be much worse than they Language reference section on page 99 as necessary
are now. while they continue individually.
Special effects in films are much more realistic than
they used to be. ANSWERS
Mobile phones used to be less popular than they are 2 The more well-prepared you are, the better it will be.
today. 3 The more anxious you are, the worse your
TV screens used to be smaller than they are these days. performance.
3 2.28 Ask students to read the sentences and say

which set of options mean not very different (those in 3); the (Not) as … as
same (those in 4); very different (those in 2). Play the audio
for students to listen and identify the options they hear.
Tip
Read the tip and the example sentences aloud.
ANSWERS
Ask students how they would say The film is worse
2 far better 3 a bit better 4 n’t any better than the book using as … as (The film isn’t as good as
the book). Direct students to the Language reference
section on page 99 if necessary.
4 Put students into pairs to have similar 8 Go through the instructions and the example before
conversations about films or TV programmes. asking students to continue individually.

Get + comparative + and
+ comparative ANSWERS
2 Ballet isn’t as exciting as modern dance.
5 Read the sentences and questions 1 and 2 with the
3 The theatre isn’t as expensive as the opera.
class before students continue individually. For more
information, refer them to the Language reference
section on page 99. The audio script can be found on page T118.
unit 6 T74
Grammar
Pronunciation: than and as Superlatives

10 2.29 Play the audio again. Ask students to repeat 13 Write the example sentences on the board and ask
the sentences, making sure they weaken than and as. students to identify the adjectives (largest, relaxing,
best). Ask volunteers to answer the questions. Refer
students to the Language reference section on page 99
Tip for further information.
Read the tip aloud and point out that in
comparative sentences we often hear a lot of
unstressed syllables together, as in the example, ANSWERS
where there are three unstressed syllables. 1 adj + -est + noun; most + adj + noun 2 the
11 2.30 Go through the instructions and item 1, 14 Read the instructions and the example. Students
demonstrating the stress pattern for each phrase. Play continue individually.
the audio for students to identify the odd one out.
POSSIBLE ANSWERS
ANSWERS 2 The River Nile is the longest river in the world.
2 nicer than spring 3 Russia is the biggest country in the world.
3 twice as far 4 The Pacific Ocean is the biggest sea in the world.
4 livelier than the first 5 Antarctica is the most southern continent in the
world.
Tip 15 Check vocabulary as necessary and monitor and help

Ask volunteers to look at the information in the while students do the activity.
box in Exercise 12 and make one or two similar
sentences using as. 16 2.31 Play the audio for students to listen and
check.
12 Read the instructions and the example. Put
students into pairs to do the activity. ANSWERS
2 largest 3 most popular 4 toughest
POSSIBLE ANSWERS 5 most exciting 6 most well-known
Europe is nearly as big as Brazil.
Europe is nowhere near as hot as Africa. The audio script can be found on page T118.
Madrid is almost as expensive as London.
Madrid is just as busy as Paris.
Optional activity
Moscow is three times as far as London.
Spain is nearly as hot as Brazil. Ask students which is the coldest, wettest, driest and
English is at least as difficult as Spanish. warmest month in their country.
Edinburgh is almost as big as Seville.
17 Tell students to read questions 1–4. Give them
two minutes’ thinking time before putting them into
Get it right pairs to ask and answer.

ask why the second sentence is wrong (‘como’ is the WB
equivalent of ‘like’ in some contexts and ‘as’ in other For more practice of all the grammar see pages 58-59
contexts). Ask students to make other sentences with and 63 of the Workbook.
the same as.
T75 UNIT 6
Unit 6
9 2.29 Listen and check your answers. Get it right

Pronunciation: than and as We say:
✓ It’s the same as the film.
10 Listen again. Notice that the pronunciation
2.29 ✗ It’s the same like the film.
of than and as is very weak. Try saying the sentences in
Exercise 8 yourself.
Superlatives
Tip 13 Read the sentences and answer the questions.
Content words such as verbs, nouns and It’s the largest arts celebration in the world.
adjectives are normally stressed on one syllable.
Learning to breathe properly is the most relaxing thing
Grammatical words like a, the, than, as, of, is, he etc.
I've ever done.
are normally unstressed
better than the film = ● ● ● ● ● He was the best in the show.
1 How do you form the superlative?
11 Listen and decide which phrase does not
2.30
2 Which word normally goes before it in a sentence?
have the stress pattern shown.
1 ● ● ● ● better by far, as tall as me, bigger than Spain,
almost as hot
2 ● ● ● ● ● nicer than spring, funnier than that, further 14 Make sentences about these things.
than we thought, higher than the moon 1 Mount Everest 3 Russia
Mount Everest is the highest 4 The Pacific Ocean
3 ● ● ● ● twice as far, as cold as ice, at least as good, as
mountain in the world.
hard as rock 5 Antarctica
4 ● ●●●● the same as the film, livelier than the first,
2 The River Nile
as long as you know, it’s better than that
15 Complete the text with the superlative form of the
adjectives in the box.
Tip
Note that before as, you can often use words and exciting large popular relaxed tough well-known
phrases like not, almost, twice, at least, etc.
There are twice as many people here today.
London is at least as big as Paris. Edinburgh is one of the 1
most relaxed and laid-back
of capital cities, except at
12 Work with a partner and make sentences from the festival time. The Edinburgh
box. You can use your own ideas too. festival is the 2 arts
Madrid is nowhere near as busy as London. celebration in the world,
and one of the 3
1 2 3 4 5 parts of it is the comedy. But for the comedians, The Fringe
is perhaps the 4 comedy event they’ll experience
not because the competition for an award is intense. Winning
almost expensive an award is one of the 5 things that can happen to
Europe is as Africa.
twice hot an up-and-coming comedian. Many of Britain’s 6
Madrid is as Seville. household names started their careers in this way.
three times far
Moscow is as Paris.
nearly as big
Spain is as Brazil.
just busy 16 2.31 Listen and check your answers.
English is as Spanish.
at least nice
Edinburgh is as London. 17 Work with a partner. Ask and answer the questions.
nowhere difficult
near 1 Which recent film do you think is the most exciting?
2 Which do you think is the best band at the moment?
3 Who do you think is the funniest comedian?
4 What’s the worst show you’ve ever been to?

Vocabulary
Compound adjectives
1 Match the compound adjectives in the box with the 5 Some parts of compound adjectives, such as well, occur
meanings. in many other adjectives. Look at these adjectives and
say what they mean.
best-selling cutting-edge full-length mind-numbing 1 well-known 5 well-built
page-turning quick-witted rib-tickling 2 well-fed 6 well-loved
run-of-the-mill state-of-the-art tear-jerking 3 well-kept 7 well-behaved
top-quality wheelchair-friendly 4 well-read 8 well-dressed
1 very modern 7 not shortened Tip

state-of-the-art 8 very popular In compounds with well- (and many others too):
2 fast thinking 9 good for disabled - use a hyphen before a noun: a well-behaved child
3 makes you want to people - don’t use a hyphen after a noun: a child who is
keep reading 10 makes you laugh well behaved
4 extremely boring 11 dull and ordinary
5 very modern 12 of the best possible 6 Find one part of a compound adjective from
6 causes you to cry standard
Exercise 1 which will fit with all the words in each list
below. Explain what the compound adjectives mean.
You may use a dictionary.
1 -length -time -bodied -scale full-
2 -numbing -blowing -boggling -altering
3 -quality -heavy -notch -of-the-range
4 wheelchair- user- child- eco-
5 full- knee- shoulder- floor-
6 top- poor- high- good-
2 Complete the sentences with parts of the compound

adjectives in the box. Tip
The compound adjective ending –friendly is
art best edge friendly full particularly generative. People often create new
mind quality quick tear turning adjectives with this ending, and it’s easy to guess
the meaning, for example, It’s a very bike-friendly city.
1 It was a mind-numbing script and the acting was very (It’s a good city to ride a bike in).
run-of-the-mill.
2 It’s a real -selling, page- thriller.
7 Replace the words in bold with compound adjectives
3 It was a -length epic with a really sad, from this page.
-jerking ending.
I find most biographies 1 extremely boring. Often,
4 It’s a cutting- game with top- they are a 2 very ordinary narration of the events in
graphics. the protagonist’s life. Reading a(n) 3 unshortened
5 It was a funny show, full of -witted remarks biography is hard work for me. But this one was different.
and rib-tickling gags. Parts of the book were 4 extremely sad, but it was
6 It had state-of-the- facilities and also full of 5 hilarious jokes and observations. It’s
wheelchair-______ access. no surprise that it has become a 6 very popular
book. The author is not 7 famous, but she deserves
3 2.32 Listen and check your answers. to be. It was also illustrated with some 8 excellent
photographs and drawings.
4 Decide what the opinions in Exercise 2 are about.
Match them with the forms or place of entertainment 8 2.33 Listen and check your answers.
in the box.
9 Tell a partner about a book you’ve read or a film
a comedy show a computer game a film you’ve seen recently. Use as many of the compound
adjectives on this page as possible.
a novel a play a venue

Vocabulary
Compound adjectives
This section deals with compound adjectives.
The target vocabulary is reviewed on page 80. POSSIBLE ANSWERS
1 famous or familiar 5 large and strong
Target vocabulary 2 having a lot to eat 6 loved by many
3 clean and tidy 7 acting correctly
best-selling run-of-the-mill well-fed 4 knowing a lot from 8 wearing attractive
cutting-edge state-of-the-art well-kept reading clothes
full-length tear-jerking well-known
mind-numbing top-quality well-loved
page-turning well-behaved well-read Tip
quick-witted well-built wheelchair-friendly Make more pairs of phrases for students to say
rib-tickling well-dressed whether or not the hyphen is needed, e.g. a well-fed
dog/a dog who is well fed.
1 Advise students to look for key words in 2–12 and to

6 Ask students what they think each of the compound
use what they know about the meaning of parts of the
adjectives with full- means. Do the exercise as a class.
compound adjectives in the box to help them do the
exercise, before checking in the dictionary.
ANSWERS
ANSWERS 2 mind 4 friendly 6 quality

2 quick-witted 6 tear-jerking 10 rib-tickling 3 top 5 length
3 page-turning 7 full-length 11 run-of-the-
4 mind- 8 best-selling mill
numbing 9 wheelchair- 12 top-quality Tip
5 cutting-edge friendly Read the tip aloud. Ask students to invent their
own compounds with -friendly, e.g. dog-friendly,
pedestrian-friendly.
2 Tell students to use context and refer to the meanings
in Exercise 1 to help them complete the sentences.
7 Tell students they will find the compound adjectives in
3 2.32 Play the audio for students to listen and check. Exercises 1 and 5. Monitor and help as necessary while
students continue individually.
ANSWERS 8 2.33 Play the audio for students to listen and check.
2 best, turning 4 edge, quality 6 art, friendly
3 full, tear 5 quick ANSWERS
1 mind- 3 full-length 6 best-selling
The audio script can be found on page T118. numbing 4 tear-jerking 7 well-known
2 run-of-the- 5 rib-tickling 8 top-quality
Do the first item with the class. mill
4
ANSWERS The audio script can be found on page T118.

1 a play 3 a film 5 a comedy show
9 Give students time to prepare before putting
2 a novel 4 a computer game 6 a venue
them into pairs or small groups to discuss.
5 Read the instructions and do the first item with the class. WB
Elicit that the second part of each compound adjective is For more practice see pages 61 and 63 of the Workbook.
a past participle. Tell students to use this information to
help them decide on the meaning.
unit 6 T76
Speaking
Inviting and responding to invitations

This lesson is based around an informal conversation
between two friends – one invites the other to perform with
her at an open-microphone evening.
Tip
Read the tip aloud and ask students if they do
The Life skill in this unit introduces the topic of communication the same in their culture. Draw their attention to
skills, which is developed in the Life skill section on page 89. the expression I’d rather … in the final column of
the Useful language box. Elicit different ways of
1 Ask students to look at the photos and say what’s completing this expression, e.g. I’d rather go to the
happening in each one (an amateur dramatics play, a cinema.
karaoke session or open-microphone evening, someone
doing public speaking, a dancing competition). Put
students into pairs to discuss the questions. Monitor and 4 Put students into pairs to practise the
join in with discussions, then nominate individuals to tell conversation, taking turns with each role. Monitor and
the class about their partner. give positive feedback where possible.
2 2.34 Ask students to read and listen to the 5 Put students into pairs and read the instructions.
conversation and say how it is connected to the Monitor and help with ideas as necessary while
photos. (The people are talking about an students write a list of possible activities. Tell them
open-microphone evening, as in photo 2). to take turns inviting their partner to do something.
Remind them to give reasons or alternatives when they
respond negatively. Ask volunteers to demonstrate
Optional activity their conversation to the class.
Ask these comprehension questions: Does Monica like the
idea of performing with Rachel at the beginning? (no). Why WB
does Rachel suggest they rehearse? (to see how they sound For more practice see page 60 of the Workbook.
together). What song do the girls agree to rehearse? (‘Hey
Jude’). How does Rachel feel about the idea in the end (She is
pleased to have been invited.)
Life skill
3 Ask students to read items 1–6 and find corresponding Identifying the problem
phrases in the conversation. Monitor and help as Books closed. Write Being a good listener on the board and
necessary, before bringing the class together and ask students for examples of times when it is difficult to be a
checking answers. good listener.
1 Put students into pairs to discuss the questions before

ANSWERS asking volunteers to suggest answers.
1 I was wondering if you 4 What do you think? Read the instructions and ask for suggestions.
2
fancied … 5 I’d rather …
2 Do you mean …? 6 Good idea! Suggesting a solution
3 We could …;
Why don’t we …?; 3 Put students into pairs to discuss the question. Bring
What about … -ing …? the class together and ask for suggestions.
What about you?

Useful language 4 Read the information and put students into pairs to
Ask students to read the column headings and the discuss or ask volunteers to answer the question.
expressions. Put them into pairs to take turns testing
their partner. One student says an expression and the
other gives the function. Communication skills
Read the quote and the information that follows and ask a
volunteer to explain what the quote means. Ask students
if they agree with what is in the box or not, explaining
their views.
T77 unit 6
Speaking Unit 6
Inviting and responding to invitations Life skill
Skills
Being a good listener
1 Look at the photo. What is
this person doing? How do
you think she feels?
2 Imagine you are explaining
1 Look at the photos. Which activity would you most like to do? Which one something important
would you least like to do? Why? Discuss with a partner. to this person. What
does her body language
2 2.34 Read and listen to the conversation. How is it connected to the photos in
communicate to you?
Exercise 1?
Monica: Are you doing anything on Rachel: Well, I’d rather just watch the Suggesting a solution
Friday night? others perform, to be honest. I’m sure
they’d be a lot better than me. Compare with a partner.
Rachel: I don’t think so. Why?
Monica: You’re at least as good as anyone 3 How can you listen well
Monica: Well, a few of us are going to an
open-microphone evening and I was else in the group. Why don’t we rehearse a and show that you are
wondering if you fancied coming along. bit this afternoon and see how it sounds? listening well?
Rachel: Open-microphone? Do you Rachel: Do you have any songs in mind?
What about you?
mean I’d have to perform? I get stage Monica: Well, what about doing a Beatles
fright just thinking about it! song? You can play Yesterday, can’t you? Tell your partner or the class.
Monica: We could do something Rachel: I’d rather do Hey Jude, actually. 4 Hearing is not the same
together. I could sing and you could play Monica: Good idea! I know all of the as listening. When do you
the guitar. What do you think? words to that. So are we on, then? really listen and when do
Rachel: Well, yes, OK. Let’s do it! Thanks. you only hear?

1 inviting 4 asking for a response
2 checking on meaning 5 refusing / stating a preference
3 suggesting 6 agreeing to a suggestion
Useful language
Responding Responding
Inviting positively to negatively to
invitations invitations
Do you fancy …? We could … Good idea! I’d rather… /
How about +ing? What about … I’d love to. I’d rather do
something else.
I was wondering What do Thanks.
if … you think? No thanks.
What a great idea!
Let's … / Shall Why don’t Sorry, but… Communication
we …? we …? skills
"Most of the successful people
I've known are the ones
Tip who do more listening than
Offer an alternative suggestion or give a reason when you refuse an invitation. talking." Bernard Baruch
Remember: the greater part
of being a good communicator
4 Work with a partner. Practise the conversation in Exercise 2.
is being a good listener.
5 Work with a partner. Make a list of things you could invite each other to do.
Take turns to convince each other to do one of the things on your list.

Writing
A critical review
Writing task: write a critical review of a stage show. (120 – 150 words).
This production at the National Theatre was the mind-blowing

is an adaptation of Morpurgo’s novel War realism of the puppets. Each
Horse. It tells the story of love and war one is controlled by three
through the eyes of a horse. Horses are people, and the movements
represented on stage by amazing life-size are so horse-like that you
puppets. quickly forget they are only puppets.
As in Morpurgo’s book, the main Like Spielberg’s movie version, the plot
character in the action is a horse called feels too tear-jerking at times, but the
Joey. The story begins in 1914 on a farm highly-skilled puppet work makes the
in England, but when Joey is sold to theatre version much more impressive.
an army captain, the action moves to I would heartily recommend this
wartime France. There, he is a witness to production. It will amaze you from
all the horrors of war, and has a couple of the moment the curtain is raised
very lucky escapes from death. to the final applause two and a
For me, the highlight of the production half hours later.
1 Look at the photos and read the review. What do you 3 Answer the questions with adjectives. Use a dictionary
notice about the horse and what does the writer of the to help you.
review feel about it? 1 What are the horses like on stage?
2 How does the horse avoid death during the war?
2 Answer the questions.
3 What was the highlight of the production for the writer?
Paragraph 1 Where did the performance take place?
4 How does the writer describe the plot?
Where does the story come from?
5 What makes the theatre version impressive for the writer?
What’s the main theme?
Paragraph 2 Who is the main character?
What happens to the main character?
Writing builder
Paragraph 3 How did the writer feel about the 4 Complete the text with the words and phrases in the box.
performance? Why?
Paragraph 4 What advice does the writer give? concise opinion origin performance
plot recommendation
Tip When you write a critical review of a play, begin by saying

Use compound adjectives to give concise where the 1 performance took place and explain the
descriptions. 2 of the story.
Introduce the main character(s) and give a brief summary
of the 3 . Use compound adjectives where you
can to give 4 descriptions of the actors or the
performance. State your own 5 giving clear reasons
for your thoughts. Finally, end the review with a personal
6 .

Writing
A critical review
In this section students read a critical review of a theatre 3 Check students have access to a dictionary before they
production. This serves as a text for analysis and a model for answer the questions. Ask volunteers to give answers
a final writing activity. and to nominate another student to say if they agree
The Signposts in writing in this section are reviewed on page 80. before feeding back.
There is a guide to writing a critical review in the Writing
guide on page 105. ANSWERS
1 amazing life-size puppets
2 by lucky escapes
top of the page with the class. Explain that the review
3 the mind-blowing realism of the puppets
they will be looking at is a model answer and that they
will write something similar after working through the 4 tear-jerking
tasks on the two writing pages. Ask students about the 5 the highly-skilled puppet work
meaning of review and make sure they understand that
it’s an assessment of something, including both good
and bad aspects. Optional activity
Tell students to look at the photos and read the review
Put students into pairs or small groups to say whether
quickly before answering the questions. Ask volunteers
or not they would go and see War Horse at the theatre,
to give answers and see if the class agrees before
giving their reasons. Monitor and help students get their
feeding back.
ideas across and nominate a spokesperson for each pair
or group to report back to the class.
POSSIBLE ANSWERS
The horses have three people inside. The writer
thinks the horses (puppets) are amazing and mind- Writing builder
blowingly realistic.
4 Tell students to read the words in the box before asking
Monitor and help with vocabulary while students them to complete the text individually. Monitor and
2
answer the questions individually. Ask them to
compare answers in pairs before taking feedback.
ANSWERS
Paragraph 1: at the National Theatre; the novel
ANSWERS
War Horse by Morpurgo; love and war
2 origin
Paragraph 2: a horse called Joey; He is sold to an
army captain and taken to France, during the war, 3 plot
where he nearly dies. 4 concise
Paragraph 3: It was amazing because of the 5 opinion
highly-skilled puppet work. 6 recommendation
Paragraph 4: He recommends the play.
Tip
Read the tip aloud and ask students if they can
recall any compound adjectives without looking
back at the text.
unit 6 T78
Writing
Signpost Write!
Read the information aloud. Ask students to look at
the highlighted words and phrases in the text and
identify those that introduce comparisons with other the stages in STEP 1. Monitor and help with ideas as
works (as in, like) and those that introduce the writer’s necessary while students write notes in the structure
opinions (for me, I would). box. Refer them back to the questions in Exercise 2.
Ask students to follow STEP 2 individually. Suggest
they select words and phrases from the Useful language
5 Do the first item with the class. Advise students to box, then add them to the appropriate columns of the
read each of items 1–6 in its entirety, to understand structure box before they write their first draft.
overall meaning and to help them choose the Once students have written their first draft, ask them to
most appropriate signpost. Monitor and help with review their writing, answering the questions in STEP 3.
vocabulary as necessary. To check answers, ask
volunteers to read whole sentences.
and rechecking their work. They can refer to the Writing
guide on page 105.
ANSWERS Put students into different pairs to read each other’s
1 For me review and to respond as interested readers. Finally, ask
2 as in students to write a brief note about why they chose to
3 I would write about the performance they did.
4 Like
WB
5 I would
6 I wouldn’t
Improve your writing

6 Tell students to read the review and say what the writer
liked and didn’t like about the play. Ask students to
complete the review individually and compare answers
in pairs. Take feedback.
ANSWERS
1 As in
2 For me
3 I would
Useful language
Ask students to look at the Useful Language box. Go
through the expressions, checking understanding,
and ask students to make sentences using phrases
that are new to them.
T79 unit 6
Unit 6
Signpost Write!
Writers use signposts to introduce comparisons with
other works and their opinions, for example, using the 7 Write a critical review of a performance. (120 - 150 words).
highlighted words and phrases as in, like, for me and I
would/wouldn’t
Steps
STEP 1: Getting ideas
5 Choose the best signpost to complete the sentences.
1 (As in / For me / Like) this is the greatest musical I have • Work with a partner. Choose a stage show you know
ever seen. about.
2 Her powerful singing voice is superb, (as in / for me / • Brainstorm information about place, the origin, main
like) all of her shows. character and plot.
3 The play is very cleverly written, and (for me / I would / • Write notes of some compound adjectives you could
I wouldn’t) recommend it without hesitation. use. Use your dictionary to help.
4 (As in / For me / Like) the book by the same name, the • Write notes in an essay structure box like this.
stage production included the tap-dancing Oompa-
Loompas. Introduction Plot and Good Recommendation
5 A deeply-moving, not-to-be missed love story. (For me character and bad
/ I would / I wouldn’t) recommend it to anyone who points
likes emotional roller-coasters.
6 This semi-biographical story wasn’t really convincing
enough. (For me / I would / I wouldn’t) recommend it. STEP 2: Organising your ideas
and writing a first draft
Improve your writing • Write a first draft of your review.
6 Complete the critical review with signposts from • Use some of the expressions from Exercise 5.
Exercise 5. STEP 3: Reviewing your writing
MACBETH
This production of Shakespeare’s tragedy was performed • Reread your first draft and answer these questions.
in an open air theatre in Grosvenor Park. 1 Have you followed the paragraph sequence in
Exercise 2?
1 the original play, the main characters are
Macbeth and his overly-ambitious wife, who persuades 2 Have you used descriptive adjectives correctly?
him to commit murder in order to become king. 3 Have you used some signposts?
2 , the highlight of the production was the very 4 Is your grammar, spelling and punctuation correct?
life-like portrayal of emotions on the part of the main 5 Does each sentence move smoothly to the next?
actors, although some of the secondary actors were
unconvincing. STEP 4: Writing a final draft
3 certainly recommend this production. But take a
coat – it can get rather cold as the evening goes on! • Recheck your work before handing it in.
chose this performance.
Useful language
Talking about similarity Introducing opinion
as in For me …
by the same token I would / wouldn’t See Writing guide on page 105.
in like manner recommend …
in similar fashion
in the same way
like
likewise
similarly

Review
Entertainment (Not) as . . . as
1 Complete the definitions with a word beginning with 4 Complete the second sentence so that it has the same
the letter given. meaning as the first. Use the word or phrase in brackets.
1 be catapulted into the limelight = achieve fame 1 Russia is much bigger than France. (nowhere near)
very quickly France is nowhere near as big as Russia.
2 the h of the event = the most interesting or 2 The finished movie is half the length of the editor’s cut.
entertaining part of the event (twice) The editor’s cut .
3 a standing o = when the audience give their 3 A short story is much shorter than a novel. (not nearly)
applause standing up A short story .
4 an e = an extra song after the end of a concert 4 A footballer's salary is no bigger than a film star's salary.
5 the front r = the front line of seats in a theatre (at least) A film star's .
6 someone who is a h name = someone who is
famous in the whole country Superlatives
Compound adjectives 5 Complete the questions with the superlative form of
one of the adjectives in the box.
2 Complete the sentences with the words in the box.
bad big exciting funny tough
behaved edge friendly jerking
1 What’s the most exciting thriller you have ever seen?
numbing selling tickling
2 Who’s comedian you have ever heard?
1 The show wasn’t just boring – it was totally mind- 3 What’s illness you have ever had?
numbing! 4 What’s exam you have ever taken?
2 There were many tear- moments when 5 What’s concert venue in your area?
everybody cried.
3 This game uses cutting- computer graphics.
4 It was a hilarious comedy, full of rib- jokes.
5 Your children are very polite and well- . 6 Choose the phrase which does not have the same
6 The London Underground is not very wheelchair- stress pattern.
. 1 as hot as June, as good as gold, as easy as that, as
7 J K Rowling is a best- author. tough as boots
2 nearly as far, bigger than France, almost as nice, livelier
Comparatives than jazz
3 the same as the book, as happy as Jack, the bigger the
3 Complete the text with words in the box. There are better, as funny as that
more words than you need.
an and any bigger bit
more more the worse 7 Choose the best signpost to complete the sentences.
1 This is an up-to-date performance of the traditional
I find documentaries far 1 more interesting than films. story. It’s beautifully acted and for me / I would / I
TV photography is getting better 2 better all the wouldn’t recommend it to anyone who enjoys theatre.
time, and the images we see of wildlife are amazing. 2 Like / For me / As in Agatha Christie, Patricia Highsmith
Movie makers seem to think that the 3 amazing was a crime writer.
special effects they put in a film, 4 better. But for 3 For me, / Like / I would the highlight of the production
me, reality is more spectacular by far. No alien from a sci-fi was at the beginning, when a huge model fighter plane
movie is 5 stranger than some of flew above the audience and crashed into the wall.
the animals in the ocean.
4 Although some people regard the production as
theatre not to be missed, the over-long performance
means that for me / I would / I wouldn’t recommend it.

Review
The review section for the unit includes further practice (Not) as … as
Vocabulary: entertainment (page 72); compound adjectives 4 Read the instructions and the example. Advise
(page 76) students to think carefully about word order.
Grammar: comparatives (page 74); (not) as … as (page 74);
superlatives (page 75) ANSWERS
Pronunciation awareness: than and as (page 75) 2 The editor’s cut is twice as long as the finished
Signposts in writing: (page 79) movie.
3 A short story is not nearly as long as a novel.
Entertainment 4 A film star’s salary is at least as big as a footballer’s
salary.
1 Read the instructions and the example. Tell students to
read each item in its entirety before they decide on the
missing word. Superlatives
5 Remind students to think about irregular forms and
ANSWERS
spelling.
2 highlight
3 ovation
4 encore ANSWERS
5 row 2 the funniest

6 household 3 the worst
4 the toughest
5 the biggest
Compound adjectives
2 Read the instructions and the example. Pronunciation awareness
ANSWERS 6 Advise students to say the phrases quietly to
2 jerking themselves while they are doing the exercise.
3 edge
4 tickling ANSWERS
5 behaved 2 livelier than jazz
6 friendly 3 the bigger the better
7 selling
Comparatives
7 Tell students to read each item in its entirety before
3 Read the instructions and the example. Tell students to deciding on the correct signpost.
read the whole text, ignoring the spaces, before they
complete the activity. POSSIBLE ANSWERS
1 I would
ANSWERS 2 Like
2 and 3 more 4 the 5 any 3 For me
4 I wouldn’t
unit 6 T80
Review 3 5/6
Units
Grammar Term Review 3 contains exercises

Comparatives
which review used to, would, wish, if only Unit 6 page 74, Language reference page 99
comparatives and superlatives.
3 Tell students to read the text and say what benefit the
Vocabulary Term Review 3 contains exercises writer is getting from reading books in English (his/her
which review business words, prefixes, English is becoming more fluent). Remind them to think
entertainment words, compound adjectives about irregular comparative forms. Direct students to
and phrasal verbs. the Language reference section to revise if necessary.
Grammar ANSWERS
2 more difficult 6 more 9 fewer
Used to, would 3 easier expensive 10 longer
Unit 5 page 62, Language reference page 98 4 better 7 worse 11 longer
5 better 8 greater 12 more fluent
1 Go through the example. Direct students to the
Advise them to read each sentence in its entirety to
clarify the context before deciding on an answer. 4 Go through the example and point out the position of
the negative. Direct students to the Language reference
section to revise if necessary.
ANSWERS
2 would 3 would 4 used to 5 use to 6 would
ANSWERS
7 used to 8 would
2 London is twice as big as Madrid.
3 Petrol is almost as expensive as diesel.
4 The Goya awards are nowhere near as famous as
Wish, if only the Oscars.
Unit 5 page 63, Language reference pages 98-99 5 The coast is just as crowded in spring as autumn.
2 Go through the example, pointing out the grammar 6 Turkey is at least as far away as Poland.
changes in the second sentence. Direct students to 7 Rock music is not as complicated as classical
the Language reference section to revise if necessary. music.
Remind them to think carefully about negatives. 8 Going to the cinema is a bit more expensive than
hiring a film.
ANSWERS
2 If only I hadn’t lost my passport.
Superlatives
3 I wish you could have come to my party.
4 If only Dad would stop shouting at me. 5 Go through the example and direct students to the
5 I wish people wouldn’t keep sending me spam Language reference section to revise if necessary.
emails. Remind students to use all the words.
6 If only I was/were better at Maths.
7 I wish I didn’t have to get up so early. ANSWERS
8 If only I had had more friends in my first school. 2 France is the biggest country in the European
Union.
3 The BBC is one of the world’s most well-known
broadcasting companies.
4 Yesterday is perhaps the most famous of The
Beatles’ songs.
5 Edinburgh is not the largest city in Scotland but
it is the capital.
6 Benidorm is one of Europe’s most high-rise
holiday resorts.
T81 review 3
Review 3 5/6
Units
Grammar
Used to, would 4 Complete the second sentence so that it has the same
meaning as the first, using as - as. Use the word or
1 Choose the correct word. phrase in brackets.
1 I didn’t (use to / used to / would) like strawberries as a child. 1 Chinese is much harder than English. (not nearly)
2 In those days, people (use / used / would) write letters English is not nearly as difficult as Chinese.
to say thank you for a present. 2 Madrid is half the size of London. (twice)
3 My grandmother (use / used / would) make cucumber 3 Diesel is slightly more expensive than petrol. (almost)
sandwiches. 4 The Oscars are much more famous than the Goya
4 My grandfather (use to / used to / would) be a bank awards. (nowhere near)
manager. 5 The coast isn’t more crowded in spring than in
5 How did you (use to / used to / would) communicate autumn. (just)
before we had email? 6 Turkey is probably further away than Poland. (at least)
6 What (use / used / would) your grandparents do on 7 Classical music is much more complicated than rock. (not)
their days off? 8 Hiring a film is slightly less expensive than going to the
7 There (use to / used to / would) be a bar on the corner, cinema. (a bit)
but it’s gone now.
8 We (use to / used / would) listen to the radio while we
were having dinner.
Superlatives
5 Put the words in order to make superlative sentences.
Wish, if only 1 in / the / capitals / one / is / most / Europe /
Amsterdam / of / laid-back
2 Read the first sentence and complete the second. Amsterdam is one of the most laid-back capitals in Europe.
1 I can’t remember the name of my grandfather’s parents. 2 the / the / in / Union / country / is / France / biggest /
I wish I could remember the name of my grandfather’s parents. European
2 I lost my passport. If only ... 3 companies / most / is / broadcasting / the / the / well-
3 You couldn’t come to my party. I wish ... known / of / BBC / one / world’s
4 Dad won’t stop shouting at me. If only ... 4 famous / Beatles’ / is / most / Yesterday / The / songs /
5 People keep sending me spam emails. I wish ... the / perhaps / of
6 I’m not very good at Maths. If only ... 5 largest / Scotland / the / is / but / the / not / Edinburgh
/ city / capital / in / it / is
7 I have to get up so early. I wish ...
6 of / one / high-rise / resorts / Benidorm / is / holiday /
8 I didn’t have many friends in my first school. If only ...
most / Europe’s
Comparatives
3 Complete the text with the comparative of the
adjective in brackets.
I like reading books in English. Obviously, it’s
much 1 slower (slow) and 2 (difficult)
than reading in Spanish, but the more you
read, the 3 (easy) it gets. I’m getting
4 and 5 (good) at it all the time.
In the past, English books used to be much
6 (expensive) than they are now, and
the choice was 7 (bad). Now, with
electronic books, the choice is far 8
(great). I started by reading simplified readers.
They were easy because they are short and
have 9 (few) difficult words in them.
But now I read 10 and 11 (long)
books all the time. My English is getting
12 (fluent) as well!
review 3 81
Review 3 5/6
Units
Vocabulary
Business Compound adjectives
1 Complete the text with the words and phrases in the box. 4 Complete the compound adjectives in the conversation
with the words in the box.
benefit employees fortune full-time
good head market out of business profit art jerker mill numbing
promising start up unemployed selling tickling turner witted
I got a job as a pizza delivery man. A: What did you think of the film. Very run-of-the- 1 mill,
Obviously, it was not a 1 promising wasn’t it?
career, and I didn’t exactly make a 2 . B: Yes, absolutely mind- 2 !
However, it was a 3 post with a salary,
A: I was expecting something hilarious. This wasn’t at all
and it was better than being 4 . I did
rib- 3 .
that for a while but then the restaurant
went 5 , so I was back on the job B: No. And I expected state-of-the- 4 special effects,
6 again. After six-months on unemployment 7 but it was dull.
, I decided to 8 my own business as a delivery man. A: It’s a pity, because it was based on a best- 5 book,
I got loads of work, and I discovered that I had quite a wasn’t it?
9 for business. Now I’ve got five 10 and the B: Yes, the book was a real page- 6 .
business makes a 11 every year.
A: I much preferred the sad film we saw last week.
B: Yes, that was really a tear- , wasn’t it?
Prefixes
7
A: Yes. It was a bit heavy though. A few funny moments

would have been nice.
2 Complete the words with one of the prefixes in the box.
B: Yes, maybe a few quick- 8 remarks to lighten the
mood a bit …
de- dis- mis- over- re-
Phrasal verbs
1 I realised that I had been overcharged, so I complained.
2 If a country prints too much money, the currency will 5 Complete the sentences with the correct form of the
be valued. phrasal verbs below.
3 I’m not tidy and my room is a organised mess.
4 The government calculated the budget to allow clock up come up with go on grow up
more money for defence.
put together slip away start up
5 I didn’t have enough tickets because I counted
the number in our group. turn into turn up sum up
Entertainment 1
2
You need to clock up a few years of work experience.
She’s decided to a small web-design business.
3 Complete the sentences with the words in the box. 3 I’ve an idea for a new book.
4 I’d like you to a report on your observations.
buzz cutting-edge highlight 5 It started out as a nice conversation but quickly
a heated argument.
household sell-out spotlight
6 In his day, he was one of the best actors in the world,
but as he got older, his career .
1 There was a buzz of excitement as the theatre lights 7 She started out as a street entertainer but to
dimmed.
become a world-famous singer.
2 There was a solitary figure alone in the .
8 I hadn’t seen her for three years, and then one evening,
3 The special effects in the film were . she on my doorstep.
4 The show was a complete every night. 9 He’s a small man with a big ego, that just about
5 Last week, he was an unknown comedian, now he’s a him .
name. 10 She knew from a very young age that she wanted to have
6 For me, the of the show was the guitar solo. her own business and be a millionaire when she .
82 review 3
Review 3 5/6
Units
Vocabulary Compound adjectives

Unit 6 page 76
Business
4 Ask students to read the conversation and to say what
Unit 5 page 60
was wrong with the two films the people watched
1 Ask students to read the text and say if the writer is (boring, a bit heavy). Ask them to read the words in the
successful or not (yes). Ask them to read the words box and direct them to the corresponding exercises in
and phrases in the box and direct them to the Unit 6 to revise compound adjectives if necessary.
corresponding exercises in Unit 5 to revise business
words if necessary. ANSWERS
2 numbing
ANSWERS 3 tickling
2 fortune 7 benefit 4 art
3 full-time 8 start up 5 selling
4 unemployed 9 good head 6 turner
5 out of business 10 employees 7 jerker
6 market 11 profit 8 witted
Prefixes Phrasal verbs

Unit 5 page 64 Unit 5 page 58, Unit 6 page 70
2 Go through the example and direct students to the 5 Ask students to revise the phrasal verbs in Units 5 and
corresponding exercises in Unit 5 to revise prefixes 6 if necessary. Go through the instructions and the
if necessary. Advise students to read each sentence example. Advise students to think about the meanings
to themselves to see if the new word ‘sounds’ correct of the phrasal verbs in the box before they complete
before deciding on an answer. the exercise. Also remind them to think about tense
and irregular verb forms.
ANSWERS
2 devalued 4 recalculated ANSWERS
3 disorganised 5 miscounted 2 start up
3 come up with
4 put together
Entertainment 5 turned into
Unit 6 page 72 6 slipped away
3 Go through the example and direct students to 7 went on
the corresponding exercises in Unit 6 to revise 8 turned up
entertainment words if necessary. Advise students 9 sums, up
to think about the meaning of the words in the box 10 grew up
before they complete the exercise.
ANSWERS
2 spotlight 5 household
3 cutting-edge 6 highlight
4 sell-out
review 3 T82
Life skill Unit 1
Planning and organising

Understanding the skill Thinking further
1 Read the magazine article and make notes to answer 2 What about you? Look at the planning and organising
the questions. Compare and discuss with a partner. steps below and then do a and b. Compare with a partner.
1 What were the writer’s objectives for organising this a Decide a logical order to take these steps.
event?
b Identify the steps which the author of the article took.
2 How successful was it?
• allocate responsibilities • identify what
• calculate a budget needs to be done
• decide on an objective • make a timetable
• divide the big task • prepare a ‘Plan B’
into little tasks • set deadlines
3 Compare and discuss with a partner. Choose one of

the events below. Plan your event following the steps
in Exercise 2. Explain your plan to another pair.
• Preparing a party with food and drink for 20 people.
• Organising a holiday in Greece for four people.
• Creating a website for your group or team.
I
’ve always wanted to hike the Camino de Santiago, but
more than that – I wanted to do it for a good reason.
So, together with a couple of friends, I decided to do a
Skills for life
sponsored walk for charity.
4 Compare and discuss with a partner.
First of all, we researched the walk and decided it would 1 Read the tips for planning and organising. Which of
take us five weeks, from the French border to Santiago. them are new for you?
We thought we would do it in the summer holiday. Then
we looked for a charity which we wanted to support. We
2 Which of them do you already do?
hoped to raise €10,000 for an organisation which builds 3 Do you agree that they are all necessary? If not, why not?
wells in Africa. 4 Choose a tip to follow in the future.
The first priority on our to-do list was to raise
sponsorship. Obviously, we would need to look further
than family and friends, so we set up a blog, and Tips for planning and organising
spread the word on the social media. Once we got the
ball rolling, we approached a bottled water company, 1 Decide what you are going to do and why.
and they offered us €5,000 if we could raise the other 2 Make your objectives as clear as possible.
€5,000. Decide what you will need to do
3
Next, we had to organise the actual trip, and we had to to achieve your objective.
do it cheaply. We didn’t want to waste money which 4 Break the whole job down into smaller tasks.
could go to Africa. So we used only the cheapest form Plan a schedule showing the order
5
of public transport to reach the start of the journey and you will do the tasks in.
to come home at the end, and we stayed in very cheap
6 Take the first 30 minutes of every day to plan your day.
hostels along the way.
7 Set deadlines for when you would
We kept posting on the blog during like to complete each task.
the trip, and got more and more
8 If you are working with others, decide
supporters as we went along. When
who is responsible for what.
we finally reached Santiago, we had
raised over €12,000, so it was a great 9 Decide how much money you need and
success. Now there is a new well in have got, and how you will spend it.
Burkina Faso which would not be there 10 Decide on an alternative plan if something goes wrong.
if we hadn’t done the walk.
84 life skill unit 1 planning and organising

Life skill Unit 1
Planning and organising

In this section students read a magazine article about how
someone planned and organised a hike along the Camino de Optional activity
Santiago to raise funds for a charity that builds wells in Africa.
There are ten Tips for planning and organising, which take Go through the planning and organising steps in turn,
students logically through the stages of organising an event. asking students to identify the benefits of each one.
3 Read the instructions and put students into pairs to do

Optional activity the activity. Monitor and encourage students to give
reasons for their suggestions and add any concrete
Write this quote on the board: ‘If you fail to plan, you are
planning to fail!’ (Benjamin Franklin, one of the politicians examples where possible. Join students with another
who helped create the USA) and ask students whether pair to explain their plan. Ask them to listen carefully
they agree or disagree with it. Ask students to suggest and suggest modifications if necessary.
what sort of things they might plan and organise and help
them get their ideas across. Skills for life
4 Tell students to read the Tips for planning and
Understanding the skill organising and check any new vocabulary in their
dictionaries as necessary. Ask them to answer
1 Direct students to the photo and ask them what they questions 1–4 before putting them into pairs to
can see before they read the text. Ask them to read compare and discuss their ideas. Monitor and join
questions 1 and 2 and set a short time limit of about 2 in with discussions. Bring the class together and ask
minutes for them to scan the text for the answers. Put volunteers to tell the class which tip they have chosen
students into pairs to compare ideas before bringing to follow in the future and why. Encourage students to
the class together and checking answers. comment on each other’s ideas.
ANSWERS Optional activities

1 to hike the Camino de Santiago and raise the
1 Write the following scale on the board and ask students
most sponsorship possible to support a charity
to use it to rate themselves on each of the planning
2 very successful as they raised over €12,000 and organising steps in Exercise 2. Alternatively, use
emoticons to reflect achievement on the scale.
4 I have no problem doing this and I do it well.
3 I’m usually good at this, but sometimes I have to think
Optional activity
about it a bit more carefully.
In turn, go through each of the steps that the author took, 2 With a bit more work, I could get better at doing this.
asking students to identify the benefits of each one and 1 I really need to make more effort to do this more often.
say what might go wrong if they omitted each one. Ask students to total their scores and put them into
pairs to compare and discuss their abilities to plan
and organise. Monitor and join in with discussions.
You could ask for a show of hands to see who has the
Thinking further highest score.
2 Ask students to close their books and see how many of
2 Go through the instructions. Check vocabulary the Tips for planning and organising they can remember.
as necessary. Monitor while students continue Monitor and prompt with the first word of one or two
individually. Put students into pairs to compare ideas more tips before asking students to check their ideas.
then ask volunteers to give answers. Then ask them to choose ten key words or phrases that
they think would be useful for a discussion on planning
and organising and ask them to record those words in
ANSWERS their vocabulary notebooks.
a decide on an objective; identify what needs to be
done; divide the big task into little tasks; make a
timetable; set deadlines; allocate responsibilities;
calculate a budget; prepare a ‘Plan B’
b decide on an objective; make a timetable; identify
what needs to be done; calculate a budget
life skill T84

Life skill Unit 2

In this section students discuss various ways of using Thinking further
resources wisely and evaluate their own habits. There are
ten Tips for using resources wisely, which consider a range of 3 Read through the questions and set a short time limit
different resources. of about three minutes for students to plan their
answers. Monitor and help with ideas as necessary. Put
students into pairs to discuss and compare their ideas.
Optional activity
Monitor and give positive feedback where possible.
Write resources on the board and brainstorm with the class
different types of resources. Write all ideas on the board
and ask students to classify them under these headings:
Optional activity
natural resources, gadgets, personal resources. Ask volunteers to share with the class their partner’s best
ideas for using resources more wisely.
Understanding the skill

Read the instructions and put students into pairs to
Skills for life
1
do the activity. Monitor and help as necessary before 4 Tell students to read the Tips for using resources wisely
bringing the class together and asking for suggestions. and check any new vocabulary in their dictionaries as
necessary. Ask them to answer questions 1–4 before
putting them into pairs to discuss and compare their
ANSWERS
ideas. Monitor and join in with discussions. Bring the
milk being poured badly and wasted; food being
class together and ask volunteers to tell the class which
thrown away; money being flushed down the
toilet; a worker wasting time playing golf in the tips they think are the most and least important for
office; an outdoor heater wasting heat; a graduate them and why. Encourage students to comment on
doing nothing; several phones, one probably each other’s ideas.
bought to replace the other.
The photographs relate to the theme in that they Optional activities
are examples of the opposite type of behaviour,
wasting various resources in some way. 1 Students carry out a class survey. They interview
classmates using the Tips for using resources wisely to
find out which activities most students are good at
and which activities they aren’t good at. They then
Optional activity select three tips from the list that they think will be
most useful in improving the class’s use of resources.
Ask students what could be done to remedy the situation Nominate individuals to say which three tips they have
shown in each photo. Help them get their ideas across. chosen and why.
2 Tell students to keep a resources diary for the next few
weeks. Ask them to start the diary by making a note of
what they usually do in respect of a particular resource
POSSIBLE ANSWERS
and what they plan to do differently in order to waste
pour carefully; only buy/prepare what you are that resource less. Every time they have an opportunity
able to eat or compost any waste food; don’t buy to focus on their chosen resource ask them to write a
things you don’t really need; use your work time diary entry about the situation, what they did differently
productively; wear warm clothes outdoors; retrain and how successful that was. At the end they should
or improve your employability skills; only buy a write a summary of their wise use of their chosen
new gadget when the old one is broken resource and prepare a mini-presentation to give to the
class or a small group.
2 Tell students to read sentences 1–9 and rate how
wasteful they are on a scale of 1–5. Then ask students
to total their scores before putting them into pairs to
compare answers. Monitor and ask students why they
gave themselves the numbers they did and to give
examples of particular things they have or haven’t done.
T85 life skill

Life skill Unit 2

1 Look at the photos. Work with a partner and decide 3 Answer the questions. Then compare with a partner.
what theme they all have in common. For each photo, 1 What steps could you take to use your resources more
explain how it relates to the theme. wisely? Tell a partner.
2 One of the most common regrets of elderly people is
that they did not take better advantage of their youth.
Imagine that you are old and wise. What advice would
you give to a young person such as your real self?
Skills for life

1 Read the tips for using resources wisely. Which of
them are most appropriate for you, both now and in
the future?
2 Which of them do you already do?
3 Which do you think are most and least important?
2 What about you? Read the statements in the box and 4 Choose one to focus on in the next few weeks.
say how wasteful you are using the numbers 1 – 5.
How wasteful are you? Tips for using resources wisely
1 = never 2= sometimes 3 = often 4 = very often 5 = all the time
1 Our environment is our greatest resource.
1 2 3 4 5 Don’t pollute it with your rubbish.
1 I spend time doing things which 2 Keep waste to a minimum, and be
I don’t enjoy for no purpose. careful of how you dispose of it.
3 Try to get the most use out of the things you
2 I get new gadgets even when my already have. Don’t keep buying new things and
old ones still function perfectly. throwing away old things which are perfectly good.
4 In work time, try to keep focused on what you
3 I spend money buying things are doing and avoid time-wasting distractions.
I don’t need or really want. Use your money wisely. Make a list of your
5
4 I fill my plate with more
priorities and budget of what you can afford,
food than I can eat and
and don’t just splash out on impulse.
throw lots away. 6 Make sure your eyes are not bigger than your stomach.
5 I end up throwing stuff Only serve yourself what you know you can eat.
away because it’s past 7 Water, electricity and heating are
its sell-by-date. not limitless resources. Make a habit of
conserving them as much as you can.
6 I ask people to do things for me
8 Respect other people’s time. Don’t make
that I could easily do for myself.
them waste it doing things for you which
7 I do things like leaving you could and should do for yourself.
water running or windows Respect people who are less fortunate than
9
open in winter. yourself. Don’t waste resources just because
8 I throw things in a you can – if you don’t need it, don’t take it!
normal bin which could
10 Your time on this planet will not last forever.
go in a recycling bin.
This is the wisdom of the elderly, but try to
9 I leave lights or the TV on even keep it in mind when you are young!
when I’m not using them.
wise use of resources unit 2 life skill 85

Life skill Unit 3
Stress management
1 Read the magazine article and make notes to answer the 2 What about you? Do the task below with a partner.
questions in blue. Compare and discuss with a partner. Films and TV dramas usually show characters in very
stressful situations.
What is stress?
1 Think of a character who seemed to deal with stress
I
t’s a natural physical response to difficult situations,
well and decide how they managed to do it.
and it can be very useful. After all, it can save your
life by helping you to react quickly and giving you the
2 Think of a character who dealt with stress badly. What
advice would you give them?
strength and energy to defend yourself. However,
in modern life it is more often a bad thing. It creates
useless tension which, in the long run, doesn't do your
3 Compare with another partner.
health and happiness any good.
How can we deal with stress?

Skills for life
First of all, we have to identify what the cause
is. Then we have to identify what kind of 4 Compare and discuss with a partner.
stress it is - stress which we can avoid, 1 Read the tips for stress management. Which of them do
stress which we can’t avoid or stress which you think are most appropriate for you, both now and in
we create for ourselves. Our response will the future?
depend on which of these kinds it is. 2 Which of them do you already do?
Stress we can avoid 3 Which do you think are most and least important?
If you know something causes you stress and it is 4 Choose one to focus on in the next few weeks.
something of no value in your life, then avoid it. For
example, don’t play a computer game which stresses
you out and gives you no enjoyment. However, if
it is something of value and you really want to do
Tips for stress management
it, prepare for it well, and focus your mind on the Do something physical. You may be short of time,
1
benefits of it. For example, if you want to act in a play, but there should always be time for exercise.
but you are terrified of going to an audition, prepare
2 Get regular sleep. If you have trouble getting
very carefully for the audition and keep thinking of
to sleep, make sure you spend some time doing
how good it will be if you succeed.
something relaxing before you go to bed.
Stress we can’t avoid Learn to use relaxation techniques. Breathing
3
This kind of stress may come from a range of sources, exercises are a good place to start.
from losing a job to the break up of a relationship
4 Let off steam. Talk about your problems
or even the death of a loved one. The key here is to
with a good friend. Or just have a good
manage your stress in healthy ways. For example, by
laugh together. Laughter eases tension.
talking to a close friend. Physical activity can also help,
from breathing and relaxation strategies to physical 5 Know yourself. Notice what makes you stressed.
exercise. We should avoid responding to stress in Perhaps keep a diary so that you can see patterns.
unhealthy ways such as obsessive eating and drinking, 6 Don’t do things today which will create a stressful
or internet browsing, or avoidance of all social contact. situation for you tomorrow. For example, don’t make
a promise that you haven’t got time to keep.
Stress we create
Sometimes, we are the cause of our own stress. In order to 7 Think outside the box. If you have a problem, don’t
confront this, first we must recognise what we are doing.
just go for the first solution that comes to you. Think
For example, some of the unhealthy responses to stress
of other ideas too – there may be better solutions.
mentioned above can actually cause stress. We may also 8 Avoid unhealthy responses to stress
cause ourselves stress when we cause stress to others, like overeating or drinking. These can
by behaving selfishly, for example. The trick here is to cause more stress than they relieve.
recognise what you are doing wrong and stop doing it! 9 Avoid using electronic devices to relax –
1 Think of examples in your own life of the three
they tend to stimulate rather than relax.
kinds of stress mentioned in the article. 10 Listen to music – create a playlist with sounds
from nature and allow your mind to focus on
2 Think of strategies you use to deal with stress and
the different instruments and melodies.
decide if they are effective.
86 life skill unit 3 stress management

Life skill Unit 3
Stress management
In this section students read a magazine article about stress, Thinking further
which describes what stress is, the different sources of stress
and how we can best deal with it. There are ten Tips for stress 2 Go through the instructions and put students into pairs
management, which provide strategies for people who want to discuss the questions. Monitor and help students
to deal with and avoid stress. express their ideas. If necessary, refer students back to
the Useful language box on page 39 to review phrases
for making suggestions.
Optional activity
Books closed. Write on the board A little bit of stress is a 3 Ask students to change partners and discuss the
good thing. Put students into pairs or small groups to questions a second time. Bring the class together and
discuss the statement and decide if they agree or disagree. ask volunteers to report on their discussions around
Bring the class together and ask volunteers to report their each of the questions.
discussions. Take a class vote on who agrees and who
disagrees with the statement. Skills for life
4 Tell students to read the Tips for stress management
Understanding the skill and check any new vocabulary in their dictionaries as
necessary. Ask them to answer questions 1–4, making
1 Tell students to read the questions in blue before they notes as they do so, before putting them into pairs
read the magazine article. Ask them to read the first to discuss and compare their ideas. Monitor and join
two paragraphs and nominate volunteers to answer in with discussions. Bring the class together and ask
the questions in the headings in their own words. volunteers to tell the class which tip they have chosen
Check vocabulary as necessary. to focus on in the next few weeks and why. Encourage
students to comment on each other’s ideas.
Tell students to look at the headings of the next
three paragraphs to identify the three types of stress
the article deals with (stress we can avoid, stress we Optional activities
can’t avoid, stress we create). Ask them to read the
paragraphs carefully and to reflect on examples of 1 After students have discussed and compared their
the three kinds of stress in their own life. Monitor and answers to Exercise 4 in pairs, ask them to change
partners or put them into small groups to repeat the
help with vocabulary as necessary. Now ask students
discussion, this time without referring to their notes.
to think about the strategies they use to deal with
2 Put students into pairs and ask them to draw up their
the three different kinds of stress and decide if these
own Tips for stress management specifically for a primary
strategies are effective. school teacher. Students can display their tips and vote
Put students into pairs to discuss and compare their on the best one in the next class.
answers and monitor and help them express their
ideas where necessary. Bring the class together and
ask volunteers to share with the class one example of
stress in their life, a strategy they use to deal with it and
whether or not it is effective.
life skill T86

Life skill Unit 4
Problem solving
In this section students read a story about how the main
character in Tom Sawyer, by Mark Twain, solves the problem
Thinking further
of a boring job by getting his friends to help. There are ten
3 Read through the problem and put students into pairs
Tips for problem solving, which provide strategies for people
to answer the questions. Put students into groups
who want to deal effectively with problems.
of four to compare ideas before bringing the class
together and going over the solution.
Optional activity
Books closed. Write on the board A problem shared is a ANSWERS
problem halved. Put students into pairs or small groups to 1 The farmer’s goal is to get the wolf, the goat and
discuss the statement and decide if they agree or disagree. the cabbage across the river. The obstacles are
Bring the class together and ask volunteers to report their that he can take only one of the items at a time
discussions. Take a class vote on who agrees and disagrees and that he can’t leave some of the items together.
with the statement. 2 The famer can’t leave the goat with the wolf
because the wolf will eat the goat. If the goat and
cabbage are left together, the goat will eat the
Understanding the skill cabbage.
3 First the farmer takes the goat across, leaving the
1 Ask students to read the first paragraph and check they wolf and the cabbage behind. The farmer then
understand chore (a boring and unpleasant task, which returns to the other side of the river alone and
needs to be done regularly). Elicit examples of chores. takes the wolf across. The farmer returns with the
Direct students to the picture and ask them what they goat so that the farmer, the cabbage and the goat
are on one side and the wolf is on the other side.
think Tom Sawyer’s chore was (painting the garden fence).
Next, the farmer takes the cabbage across and
Tell students to read the questions in blue before they finally returns alone to take the goat across.
read the rest of the story. Put them into pairs to discuss
and compare their answers and monitor and help them
express their ideas where necessary. Bring the class
together and ask volunteers to suggest answers and Skills for life
see if the rest of the class agrees before feeding back.
Check vocabulary as necessary. 4 Tell students to read the Tips for problem solving and
check any new vocabulary in their dictionaries as
ANSWERS necessary. Ask them to answer questions 1–4 before
putting them into pairs to discuss and compare their
1 Tom wanted to relax and have a good time with
his friends. The obstacle to this was that he had
to paint the fence. class together and ask volunteers to say which tips
are the most and least important to them. Take a class
2 Tom made the chore out to be a great and rare
opportunity that a boy is lucky to have. His vote to decide which is the most and which is the least
friends were jealous and offered him gifts so important tip overall. Nominate individuals to tell
they could paint the fence themselves. the class which tip they have chosen to focus on the
3 Tom would have evaluated the results of his next time they face a problem and to give a reason.
plan as a total success. His friends did most of Encourage students to comment on each other’s ideas.
the work for him, gave him gifts and he really
enjoyed his day.
Optional activity
Ask students to identify tips that they have used before
2 Go through the instructions and questions 1–2 before
when solving a problem. Put them into pairs or small
asking students to make notes to answer them. groups to explain the situation, what they did and how
Put students into pairs to compare answers and to effective their problem-solving action was. Ask volunteers
brainstorm possible ways of achieving their goal. Ask to share their experiences with the class.
students to swap partners and repeat the activity before
asking volunteers to tell the class.
T87 life skill

Life skill Unit 4
Problem solving
1 Read the story and make notes to answer the 3 Read about the problem and answer the questions.
questions in blue. Compare and discuss with a partner. A farmer must take a wolf, a goat and a cabbage across
a river. He has a small boat which will only take himself
and one of these items at a time. He can’t leave the wolf
I
n the book Tom Sawyer by
American author Mark
alone with the goat, and he can’t leave the goat alone
Twain, there is this story
with the cabbage. How can he achieve this?
about how Tom solves the 1 What is the goal and the obstacles in the problem?
problem of getting his 2 Why can’t the farmer leave the goat with the wolf, or
friends to help him to do an the cabbage with the goat?
unpleasant chore.
3 Can you think of a solution to this problem?
It was a beautiful Saturday
morning, and the world was Skills for life
alive with possibilities. Tom
would have loved to be able to relax and have a good time
with his friends, but instead he had to paint the fence
of the house. It was a dull job, and it would take up most 1 Read the tips for problem solving. Which of them are
of the day and to make matters worse, his friends would new for you?
be passing by, enjoying themselves. He knew that if he 2 Which of them do you often do?
asked them to help, they would just laugh in his face. But 3 Which do you think are most and least important?
then he had a moment of great inspiration.
4 Choose one to focus on next time you face a problem.
He started painting, working very carefully, stepping
back every so often to examine his work. When his
friend Ben passed by on his way to swim, happily eating
an apple, he tried to catch Tom’s attention, but Tom Tips for problem solving
was too absorbed in his work to notice. Ben wondered
1 Identify your problem. What exactly is your
what was so interesting about painting a fence, and Tom
goal? What obstacles stand in your way?
explained that it was an opportunity a boy doesn’t get
every day. Curious now, Ben asked if he could try it, but 2 Do some research. Try to build a clearer
Tom refused, saying that his aunt would not allow it, and picture of the obstacles you face.
in any case, Ben would not be good at it. Now Ben was 3 Brainstorm solutions. Try to think of all
determined to do it, and he offered to give Tom his apple possible solutions to the problem, even ones
if Tom would let him paint. Tom agreed, pretending to which don’t seem very promising at first.
look unhappy as he gave Ben his brush. Analyse the possibilities and make a decision. Usually,
4
For the rest of the day, other boys came past and saw there will be positive and negative aspects to all ideas,
what was happening, and they all wanted to take a turn so you need to balance these against each other.
at painting – and each of them gave Tom a gift for the 5 Put your plan into action. Keep an eye
privilege. What had started out as a miserable morning out for more obstacles along the way
had turned into a fine day! which you hadn’t thought of before.
1 What was Tom’s goal, and what was the obstacle? 6 Use your time for problems that are truly
important – don’t waste time unnecessarily.
2 What was Tom’s solution to the problem?
7 Remember to measure properly so that
3 How do you think Tom would evaluate the results of you know when the problem is solved
his plan? and don’t spend any more time on it.
8 Communicate with others – they might be
2 What about you? Do the tasks below and compare able to help you more than you think!
with a partner. 9 Meet your commitments. Do what you promise
1 Think of one of your goals. and don’t promise what you can’t deliver.
2 List some of the obstacles that you have to cross to 10 Evaluate your plan. Has it succeeded in solving your
reach your goal. problem, or do you need to rethink your approach?
3 Brainstorm possible solutions.
problem solving unit 4 life skill 87

Life skill Unit 5
Interview skills
1 Read the infographic and make notes to answer the 3 Discuss these questions with a partner.
questions in blue. Compare and discuss with a partner. 1 They say, ‘Never judge a book by its cover’. Why do
employers at a job interview judge candidates by
their manner and appearance? Do you think it is
33%
In a survery of 2000 bosses claimed that they know within the reasonable for them to do so?
first 90 seconds of an interview whether they will hire someone. 2 Would you be happy to completely change the
In the same survey, the worst mistakes made at a job interview were:
way you dress and behave in order to give a good
impression at a job interview? Why?/ Why not?
21%
47%
playing with hair
or touching face
Skills for life
having little or
no knowledge Statistics show that 4 Compare and discuss with a partner.
of the company when meeting new
people the impact is: 1 Read the tips for interview skills. Which of them are
new for you?
67% 7%
lack of eye contact 2 Which do you think you would be good at and which
from what we
actually say would you find difficult?
38% 3 Which do you think are most and least important?
lack of smile
38% 4 Choose three to work hard on the next time you are
the quality of our
preparing for an interview.
33% voice, grammar and
overall confidence
bad posture
55% Tips for interview skills
21% the way we dress,
act and walk 1 Do your research. Find out as much about
crossing arms
through the door the employer as possible and be ready to
over chest
explain why you want to work there.
Statistics show that
9% bright colours are a 2 Be specific. If there are a range of positions on
too many hand turn-off and: offer, decide which one you would like to fill.
gestures
70% of employers claim 3 Think about any relevant qualifications,
skills or experience you have, and be
26% that they don’t want applicants
to be fashionable or trendy ready to talk about them if asked.
weak handshake
33% 65% of bosses said clothes 4 Be ready to talk about your weaknesses
could be the deciding factor as well as your strengths.
fidgeting too much
between two similar candidates Prepare some questions you would like to ask
5
about the company, if you have the opportunity.
According to the infographic, what are the worst things you 6 If you have had a previous job and left it, be
can do at a job interview? And the best things? ready to talk about your experience there and
your reasons for leaving. Avoid making negative
remarks about your previous employer!
7 Remember it’s not just about you and what
2 What about you? Do the tasks below and compare you want. Keep in mind the point of view of the
with a partner. employers and what they are looking for. And
1 Think about occasions when you meet a person for the don’t forget the interviewer may be nervous too!
first time. What things do you notice first about them? 8 Control your body language. Avoid playing with your
2 Are you aware of your own body language? What hair and fidgeting. Smile and make eye contact.
gestures to you often use? How do you like to dress, 9 Look the part. Dress as if you are applying for
normally? the level above the job you are applying for.
And remember that most employers are not
looking for a bold fashion statement from you.
10 Speak clearly and act with confidence
from the start. First impressions matter.
88 life skill unit 5 interview skills

Life skill Unit 5
Interview skills
In this section students study and interpret an infographic Thinking further
based on a survey of 2000 bosses, which shows the
mistakes and impressions that candidates make during a 3 Read through the questions and check students
job interview. There are ten Tips for interview skills, which understand the idiom in question 1 (don’t prejudge
provide strategies for interviewees who want to maximise the value of something by its appearance alone). Put
their chances of success at a job interview. students into pairs to discuss the questions before
putting them into groups of four to compare their
ideas. Monitor and encourage students to give as many
Optional activity reasons as they can for each of their answers. Bring the
Books closed. Write this quote on the board: ‘The body is class together and ask volunteers to share their ideas
the best picture of the human soul’ (Ludwig Wittgenstein, with the class.
famous philosopher). Put students into pairs or small
groups to discuss what they think the quote means and
POSSIBLE ANSWER
decide if they agree or disagree. Bring the class together
and ask volunteers to report their discussions. Ask for 1 They do this because it is a very quick and easy
examples of non-verbal behaviour. way of judging someone in a very short space
of time.
Understanding the skill

Skills for life
1 Direct students to the infographic and point out the
key words and phrases in bold on either side of the 4 Tell students to read the Tips for interview skills and
figure. Put students into pairs to work out what the check any new vocabulary in their dictionaries as
bold words and phrases mean, suggesting they check necessary. Ask them to answer questions 1–4 before
vocabulary in their dictionaries where necessary. putting them into pairs to discuss and compare their
Read the questions aloud. Monitor while students
class together and ask volunteers to say which tips
work individually and make notes for their answers.
Put them into pairs to compare and discuss their ideas.
vote to decide which is the most and which is the least
Take feedback.
important tip overall. Nominate individuals to tell the
class which three tips they have chosen to work hard
ANSWERS on the next time they are preparing for an interview.
The worst things: having little or no knowledge of Encourage students to comment on each other’s ideas.
the company, failing to make eye contact
The best things: dressing appropriately (don’t dress
in brightly coloured clothes or too fashionably),
Optional activities
having a confident manner 1 Direct students to page 65 and ask them, based on
Paula’s conversation with Ana, which tips Paula didn’t
follow.
2 Put students into pairs to write a short dialogue, in
Optional activity which an employer is interviewing a candidate for a
Check students have access to a dictionary and ask them job. The dialogue should illustrate one of the Tips for
to write sentences using these words and phrases: job interview skills. Students act out their conversations for
seekers, posture, fidgeting, to hire, trendy, deciding factor. the class or for small groups, who must guess the tip.
2 Go through the questions before asking students to

think about their answers. Put students into pairs to
compare answers. Monitor and help them get their
ideas across. Ask volunteers to tell the class about their
partner. Write key words on the board and help with
pronunciation as necessary. Ask students to say which
of the key words best reflect the class and see if the
class agrees.
life skill T88

Life skill Unit 6
Communication skills
In this section students study and interpret a magazine Thinking further
article about various types of barriers to communication.
There are ten Tips for communication skills, which provide 3 Read through the questions and put students into
strategies for people who want to become more effective pairs to discuss one of the barriers to communication
communicators. in the article. Monitor and help students get their ideas
across where necessary before asking one person from
each pair to report their discussions to the class.
Optional activity
Books closed. Write information and communication POSSIBLE ANSWERS
on the board and ask students what the difference is 1 Language barriers: ask the other person what they
between them (‘Information is giving out; communication is meant by any words that you didn’t understand.
getting through,’ Sydney J. Harris, American journalist).
Psychological barriers: use unambiguous
language to avoid saying things might be
misinterpreted by a sensitive person.
Understanding the skill Listening barriers: check that the other person has
really heard you and understood what you meant.
1 Ask students to look at the photos and read the 2 Language barriers: avoid slang and jargon, be
questions in blue. Then set a short time limit of about inclusive rather than exclusive with your language.
four minutes for them to read the text quickly and Psychological barriers: don’t look for hidden
answer the questions. Put students into pairs to discuss negative meanings; put aside your feelings when
and compare answers. Bring the class together, ask you are listening.
for suggestions and encourage students to explain Listening barriers: listen carefully and try to
their answers. Tell students to read the text again more understand what the other person is saying, rather
carefully and check vocabulary as necessary. Check than thinking about what you are going to say next.
students understand the slang word gobsmacked (see
the side panel of the article).
Skills for life
ANSWERS 4 Tell students to read the Tips for communication skills
1 They each illustrate one type of barrier to and check any new vocabulary in their dictionaries as
communication. necessary. Ask them to answer questions 1–4 before
2 Photo 1: Listening barriers; Photo 2: Language putting them into pairs to discuss and compare their
barriers; Photo 3: Psychological barriers ideas. Monitor and join in with discussions. Bring the
class together and ask volunteers to say which tips
vote to decide which is the most and which is the
Optional activity
least important tip overall. Nominate individuals to
Check students have access to a dictionary and ask them tell the class which tip they have chosen to work hard
to write sentences using these words: adjust, jargon, self- on the next time they meet someone new. Encourage
esteem, detect, concerns. students to comment on each other’s ideas.
2 Go through the questions before asking students Optional activities

to think about their answers. Ask them to compare
1 Put students into pairs to draw up a list of slang or
answers in pairs and monitor and encourage students
jargon words they tend to use when they are speaking
to self-correct where appropriate. Ask volunteers to
to their friends. Ask them to say which ones wouldn’t
share their ideas and tell the class about a time when
be understood by someone who is older than them,
they experienced one of the barriers to communication someone who is from a different part of the city and
mentioned in the article. someone whose mother tongue is different from theirs
and has an intermediate level of Spanish.
2 Ask students to rank in order of importance the three
types of barriers to communication mentioned in the
article. Then ask them to conduct a survey to identify
the most and least important barriers for the class.
T89 life skill

Life skill Unit 6
Communication skills
2 What about you? Answer the questions and tell a partner.
Understanding the skill 1 Do you think that you are ‘guilty’ of creating any of the
invisible barriers to communication mentioned in the
1 Read the article, look at the photos and answer the article?
questions in blue. Compare and discuss with a partner.
2 Can you remember a conversation when you
experienced one of these communication barriers?
I was gobsmacked!* Can I have a

word , Jo? Thinking further
3 Discuss these questions with a partner.
*I was amazed!
1 What can you do if the other person is creating one

What am I going of the barriers to communication mentioned in the
to say next? What? I haven't done article?
anything wrong!
2 What can you do if it is you who is creating the barrier?
Barriers to communication
If you’ve ever tried to talk to someone through a closed
window, you know what a communication barrier is
Skills for life
like. But physical barriers are not the only kind, there
are also invisible barriers to communication. In some 4 Compare and discuss with a partner.
ways, these are more difficult to overcome, because we 1 Read the tips for communication skills. Which of them
may not be aware of them. are new for you?
Language Barriers 2 Which do you think you are good at and which do
There is obviously a barrier when two people don’t you find difficult?
speak the same language. But even if they do, they 3 Which do you think are most and least important?
might not understand each other’s version of it. If you 4 Choose one to work hard on the next time you meet
are speaking to someone from a different background, someone new.
you need to adjust the way you speak to avoid the local
slang you normally use. Similarly, if the other person
does not share your specialist interest, you need to avoid
Tips for communication skills
using the jargon that goes with it.
Psychological Barriers 1 Listen and try to understand the other person’s point of
Emotions may form a psychological barrier to view, rather than worrying about what you’re going to say.
communication. It is difficult to reason with a very 2 Don’t speak in anger. If you are in an emotional
angry person, and someone who is stressed will find it state, stay calm and count to ten before you reply.
difficult to pay attention. But there may be longer-term 3 Don’t go into a conversation with the attitude
barriers. For example, a person with low self-esteem that you are right. Keep an open mind.
may feel that everything that people say to them has a
4 Avoid slang and jargon which the other
hidden negative meaning. We need to be aware of these
person may not understand.
psychological barriers in the people we speak to, but
also in ourselves. 5 Listen to what the other person actually
says, not what you expect them to say.
Listening Barriers
6 Remember the world is not all about you.
Communication is a two-way process, and if one of the
Don’t look for hidden negative meanings about
participants is not interested, that is obviously a serious
you in everything the other person says.
barrier. However, a listening barrier may be quite hard to
detect – especially in yourself. Often, in conversation, we 7 Pay attention to the other person’s body
spend the time when we should be listening, planning
language, and be aware of your own.
what we are going to say next instead. This means we 8 Be aware of the limitations of different means of
are not really listening. To be effective communicators, communication. An email that you think is brief and
we need to try to understand the other’s point of view, informative may seem rude to the other person.
rather than focusing only on our own concerns. 9 Put some energy into what you are saying.
1 How do the photos relate to the content of the article?
People won’t want to be around you if you
seem bored with the conversation.
2 Match each photo with a section of the article and
explain how it relates to that section. 10 Look for common ground, and if you
must criticise, be tactful about it.
communication skills unit 6 life skill 89

Language reference
Unit 1 • We often use the present simple tense with adverbs of

frequency, such as always, often, sometimes, rarely, hardly
Vocabulary
ever and never.
• Note that we put these adverbs after the verb be and
before other main verbs.
Travel May often misses the bus for school. Mike always goes to Skye
on holiday.
travel / voyage / tour / trip General truths
Travel • We use the present simple to talk about things that are
true in general.
Travel is a verb and an uncountable noun.
Banks in Britain are open from 9 to 5. Footballers play football.
• As a noun: we never talk about ‘a travel’, but use it as a
general noun: Travel broadens the mind. Jokes and stories
• As a verb: Jamie travelled around Australia. • The present simple is often used for telling stories and jokes.
An Englishman goes to Madrid on holiday. He doesn’t speak any
voyage Spanish but he thinks the place is lovely and people are friendly.
A voyage is usually a long journey by sea, but its use is quite In fact, every morning when he goes down to breakfast ...
formal. Verbs that can’t be used in the continuous tenses
He was a young sailor on his first sea voyage.
• Some verbs cannot be used in the continuous tenses. They
are called ‘stative’ verbs.
ToUr
• Here are some of them:
A tour is a visit to a place or area, especially one during Feelings: care, dislike, envy, fear, hate, like, love, matter, mind,
which you look round the place or area and learn about it. need, want
We went on a guided tour of the cathedral. Beliefs: believe, know, think, understand
Possession: belong, contain, owe, own, possess, cost
Trip
Sense: feel, hear, see, seem, smell, taste
A trip is shorter than a journey.
The future
We went on a weekend trip to the Sierra Nevada.
• The present simple is also used to talk about the future.
Grammar Their flight arrives at 10 o’clock in the morning.
present continuous
Tense review
ForM
Present and imperative The present continuous tense is formed with the verb be +
gerund (verb with -ing ending).
present simple USe
ForM At the moment of speaking
The affirmative of the present simple is formed with the root • We use the present continuous to talk about things that
of the verb, adding -s / -es in the third person singular. We are happening at the moment of speaking.
need to use the auxiliaries do and does to form negatives and Daniel’s not here right now – he’s travelling around Europe.
interrogatives. Remember that when we use does the main Mum’s not working at the moment – she’s sitting on the sofa.
verb does not have -s / -es at the end. The -es is already in does! Why are you packing your suitcase?
USe Temporary situations
Routines and habits

• We also use the present continuous to talk about
temporary situations.
• We use the present simple to talk about routines and habits. They’re showing a great travel programme on TV this week.
My mother doesn’t travel by bus. Where do you go to school?
Our internet isn’t working this week.
How’s your sister getting on in New York?
90 language reference
Language reference
Changes For and since

• We can use the present continuous to talk about things • We use the present perfect with for and since to say how
that are changing or developing. long something has been happening.
The weather is getting warmer. The Arctic ice cap is shrinking. • We use for for periods of time (an hour, two weeks, three
months, ten years, etc.) and since with a specific moment in
The future
time (4 o’clock, yesterday morning, Tuesday, December, 1998,
• The present continuous can also be used to talk about the Easter, etc.)
future. My brother has worked at the same company for four years.
I’m leaving first thing in the morning. Kirsten has lived in Spain since 2006.
present perfect present perfect vs present simple

ForM Both the present perfect and the present simple are used to
refer to the present, but if we are talking about something
The present perfect is formed with have / has + the
that began in the past and continues until now, we use the
past participle. Regular verbs generally form their past
present perfect, not the past simple.
participles by adding -d, -ed or -ied: decided, brushed,
carried. However, many of the verbs we use most frequently I haven’t had anything to eat all morning.
are irregular and have irregular participles: make – made,
choose – chosen, teach – taught, etc.
present perfect continuous
See pages 111-112 for a list of irregular verbs. ForM
USe The present perfect continuous is formed with have / has +

the past participle of the verb to be + gerund (ing form).
Relating past and present
• The present perfect is used to relate the past with the present. USe
Isa’s lost her passport. (She lost it in the past and doesn’t • We use the present perfect continuous for activities that
have it now.) have recently stopped or have just stopped. There is a
My computer’s stopped working. (It isn’t working now.) connection with the present or now.
You’re wet. Have you been swimming? (you’re wet now)
Unspecified time
Claire is very tired. She hasn’t been sleeping well.
• We use the present perfect to talk about events that took I’ve been talking to Jo about the problem and he agrees with me.
place at an unspecified time in the past.
Have you seen the latest Eclipse film? It’s been raining all day long!
Mike’s been to China. Brad’s never eaten paella. For and since
New information • We can use for and since with the present perfect
continuous when we ask the questions How long…?
• We also use the present perfect to give information or to The activity is still happening or will have just finished.
announce a recent event.
Ugh! I’ve swallowed a fly! How long has Alex been playing on his tablet? He’s been
playing on his tablet for an hour.
Have you heard the news? Ruth and Paco have got married.
Actions repeated over a period of time
The first time
• We use the present perfect when we talk about the first, • We use the present perfect continuous for actions that are
repeated over a period of time.
second, third, etc. time something has happened.
Will is a great pianist. He’s been playing since he was six.
It’s the third time I’ve fallen over this week.
Jenny speaks Spanish well. She’s been learning it for ten years.
My dad’s phoned me twice this morning.
Present perfect continuous vs. present perfect
Time expressions
• We use the present perfect with today, this morning / evening, • When we are interested in the activity itself and not the
result of the activity, we use the present perfect continuous.
tonight, this week, this month, this year, etc. when these
When we are interested in the result of an activity and not
periods have not finished at the time of speaking.
the activity itself, we use the present perfect.
I haven’t had time to phone him this morning.
Silvia’s hands are covered in paint – she’s been painting a mural.
Chloe hasn’t been at school this week.
Silvia has painted the mural – it’s full of lots of bright colours.
(She’s finished painting it.)
language reference 91
Language reference
How long? Julie spent two years travelling around the world.
• We use the present perfect continuous with how long…? My sister worked as a tour guide for a week – she wasn’t very good!
How long have you been learning English? I’ve been learning Narrative sequences
English for six years.
• We use the past simple in narrative sequences.
How much, how many, how many times…? David got up, had a shower, shaved and got dressed. He didn’t
• We use the present perfect with how much, how many and have time for breakfast.
how many times? Time expressions in the past simple
How much of the book have you read?
• We often use time expressions with the past simple to
How many times have they been to your house this week? state when something happened. We place the time
How many people have visited the web page this week? expressions at the beginning or end of the sentence. Some
common time expressions include:
imperative
last week / month / year • at 10 / 12 o’clock • in 1492 / 2012 •
The imperative is formed with the infinitive without to and last night • ten minutes / two hours six weeks ago • on Sunday
is used for commands or orders. For negative commands or / Monday (morning / afternoon / evening) • yesterday • last
orders, we add don’t. Christmas / summer
Come here! My uncle and aunt emigrated to Australia last year. / Last year, my
Don’t forget to buy some bread when you go out. uncle and aunt emigrated to Australia.
Past Get it right

past simple Note that we do not use the with these time expressions.
✓ last year / last night / last summer
ForM ✗ the last year / the last night / the last summer
Regular verbs form their past simple tense by adding -ed. In

some cases, the stem of the verb changes.
• In one-syllable verbs which end in a vowel and a past continuous
consonant, the consonant doubles: rob – robbed; drop
-dropped. The same thing happens with verbs of more than ForM
one syllable ending in a vowel and a consonant where the
The past continuous tense is formed with the verb be in the
stress falls on the last syllable: prefer – preferred.
past + gerund (verb with -ing ending).
• If a verb ends in a consonant + y, the y changes to i and we
add -ed: deny – denied; try – tried USe
In the interrogative and negative forms, the auxiliary did is
Actions in progress in the past
used with the infinitive (i.e. without the -ed ending):
Did you have fun on holiday?
• We use the past continuous to describe actions in progress
at a particular moment in the past.
The past tense of irregular verbs can be completely Who were you talking to for so long? I was talking to Carla. I
different from their stem: have – had; swim – swam, etc. was trying to persuade her to go out with me on Friday.
Setting the scene
See pages 111-112 for a list of irregular verbs.
• We also use it to set the scene for a story.
USe It was a lovely day. The sun was shining and people were
strolling along the promenade while others were soaking up
Completed actions
the sun on the beach.
• We use the past simple for completed actions which took Simultaneous actions
place at a specifi c time in the past.
My dad took my mum to Paris for their anniversary. • We also use it for simultaneous actions in the past.
I didn’t go to the party last Friday. Where did you stay in Brazil? While their parents were making lunch, the children were
playing in the garden.
Completed period of time
Relating two actions
• We also use it for actions which took place during a • We often use the past simple and the past continuous
completed period of time in the past.
together to describe the relationship between two actions.
Language reference
The past continuous is used to describe a continuous Making predictions

action or to ‘set the scene’ for a shorter completed action. • We can use be going to to make predictions when there is strong
We were standing on the corner chatting when the car present or past evidence that something is going to happen.
crashed into the tree. The temperature is already 20º and it’s only 8 a.m. It’s going to
when, while and as be really hot today.
Mum’s going to be angry because I haven’t tidied my room.
• When, while and as can be used to describe situations in
which one event interrupts another. While and as are usually Present continuous + future time reference
followed by the past continuous and when by the past simple.
• We use the present continuous to talk about future events
As / While she was running in the park, she was listening to which are already planned.
music on her MP3. The vet’s operating on my dog next week.
He was copying from his book when the teacher saw him. ‘Are we all meeting at Paco’s house on Friday?’ ‘That’s right.
That’s the plan.’
past perfect • When we use the present continuous to talk about the
future, there is usually a reference to time, either in the
ForM
sentence or in the context.
The past perfect is formed with had + the past participle. What are you doing? (now) I’m finishing my homework.
Are you doing anything on Friday? (future) Yes, I’m meeting Monica.
USe
• There is sometimes very little difference in meaning between
The past perfect is used when we talk about two past the present continuous for the future and be going to.
events and we want to make it quite clear which event ‘I’m seeing Carlos tonight.’ is, in theory, a more definite plan
happened first. We use the past perfect for the first event than ‘I’m going to see Carlos tonight.’ However, here you can
and the past simple for the second event. use either.
The match had started when we got to the stadium.
When I looked in my bag for the key, I realised I’d left it at the gym. the future simple: will
ForM
Future
The future simple is formed with will + the infinitive
without to.
present simple for the future
• We use the present simple to talk about things which are USe
scheduled for the future, for example bus, train and flight times.
Predictions
We leave London on the Eurostar at 14.00 on 24th July.
We get to Paris at 17.00. Then our overnight train for Nice • We use the future simple to make predictions based on
leaves at 20.00. our opinions.
Come and listen to my new CD. You’ll love it.
be going to Steve will throw a great party – he always does.
will with certain words and expressions
ForM
Be going to is formed with be + going to + infinitive.
• We often use will with the following words and
expressions: be sure • expect • probably • think
I’m sure the teacher will sympathise with your problems.
USe
She doesn’t think her parents will mind.
Future plans and intentions
will for spontaneous decisions
• We use be going to and a main verb to talk about future • We often use will when we make a decision at the time we
plans and intentions.
are speaking.
I’m going to get my nose pierced next week.
‘I’ve got to go out to get some spaghetti and some tomatoes.’
They’re not going to spend the summer in Calpe this year.
‘I’ll come with you.’
Are you going to make a cake for my birthday?
will for offering to do something
NOTE: that if the verb after going to is go, we can omit it. • We also use will when we offer to do something.
Instead of saying We’re going to go to the cinema tonight, Finish your work. I’ll cook lunch.
we normally say We’re going to the cinema tonight. Don’t worry about the tickets. I’ll go and pick them up.
Language reference
the future continuous: will be + -ing Root Meaning Example words

auto self automatic, autonomous
ForM
dict say dictation, dictator
The future continuous is formed with will + be + -ing.
duc, duct lead educate, conduct, produce
USe jur, jus law justice, jury
Actions in progress in the future log, logue thought logic,dialogue
• We use the future continuous to talk about actions that will manu hand manual,
be in progress in the future. path feel empathetic, pathetic
This time next week, we’ll be packing our cases ready for our phil love bibliophile, philosophy
holidays. phon sound telephone, phonology
When I’m 20, I’ll be studying Fine Arts at university. photo light photosynthesis, photograph
Future events port carry / take import, export, support
• We also use the future continuous to talk about a future press press / push impress, depress, express
event which has already been decided.
spect see / look respect, suspect, prospect
They’ll be going away next week.
vid, vis see video, vision
Anna won’t be coming to the party because she’s got to
babysit.
the future perfect: will have (done)

Grammar
ForM Modal verbs can, could, be
The future perfect is formed with will + have + past participle. able to (ability, possibility,
USe
permission)
• We use the future perfect to talk about things that will be ability
fi nished before a certain time in the future.
By the time Freddie’s thirty, he’ll have started work.
• We use can, could, be able to and manage to to express ability.
Helen could play the piano when she was younger, but she
by can’t anymore. Now, she’s able to play the violin.
Note that we quite often use the preposition by with the Phil managed to reduce his carbon footprint by half last year.
future continuous and future perfect tenses.
By or by the time here means not later than or before. Get it right
You’ll have lost two kilos by next month if you continue like this
Note that we don’t use could to talk about one
– and that’s plenty!
occasion in the past, we use couldn’t.
By the time you’re 25, you’ll be working. ✓ She was able to go to the match last Saturday.
✗ She could go to the match last Saturday.
Unit 2 • We sometimes use be able to to talk about ability instead of

can and could, but there are some cases where we have to
Vocabulary use can and could and not be able to.
1) When we’re talking about something that is happening
Word roots as we speak.
Listen to me! I can play this tune perfectly on the piano now!
Many words in English are formed from Latin roots. Each Not: I am able to play this tune perfectly on the piano now.
root has a specific meaning, so if we understand the 2) Before passives.
meaning of the common word roots, we should be able to More local food can be produced. Not: More local food is
make an educated guess at the meaning of the word. able to be produced.
Here are some of the most common word roots with 3) When the meaning of can is know how to do.
examples of English words derived from them. I can drive a car. Not: I am able to drive a car.
Language reference
possibility • Mustn’t is usually used when the prohibition is implied by the

speaker and can’t is used when something is against the rules.
The modal verbs can, could, may, might and be able to are
You mustn’t take your mobile to school. You can’t park here.
used to express possibility.
We can see Big Ben from our hotel window. advice
Are you able to speak French?
Harry couldn’t come on Monday because it was snowing. Should / ought to
• Should and ought to are used to express advice.
permission You should go to the doctor, that cough sounds awful.
• We use the modal verbs can, could, be able to, may and be You ought to apologise to her, she’s very upset.
allowed to to express permission.
Can I open the window, please? certainty
May I sit down here?
Could we borrow your laptop for a couple of hours? must and can’t
Are you able to go to the party tomorrow? No, We’re not • Must and can’t can be used to express certainty.
allowed to go – my dad won’t let us. You didn’t get to bed until 6 a.m. and it’s only 8.30 now. You
must be tired.
NOTE: We can also use the modal verb must to express That must be Jim’s dad – Jim looks just like him.
permission or lack of it. It is similar in meaning to (not)
You’ve slept for fourteen hours – you can’t be tired.
allowed to.
They can’t be here already. They didn’t leave home until 6 p.m.
You must keep it a secret – you mustn’t tell anyone at all.
and it takes at least two hours to get here.
obligation / no obligation possibility

• We use must, mustn’t, have to, don’t have to and needn’t to may, might and could
express obligation or lack of obligation.
• The modal verbs may, might and could can be used to
Must express possibility.
• Must is personal and we use it when we want to express • Could is used only in the affirmative, while may and might can
our personal feelings. be used in both the affirmative and the negative. The meaning
I must pay the electricity bill tomorrow, or I’ll get cut off! (I say of could, may and might in the affirmative is the same.
it’s necessary) The sky looks a bit black. I think it could / may / might rain.
Mustn’t I’m afraid the party may not / might not happen … My
parents may not / might not go away at the weekend after all!
• We use mustn’t when we want to say that it’s necessary
that you don’t do something.
I mustn’t be late for the interview or I won’t get the job. NOTE: When we want to express certainty and possibility
about the past, i.e. when we are speculating about past
Have to events, we use a modal verb + have + past participle.
• Have to is like must, but it’s impersonal and we don’t use it
for our personal feelings. We use it for facts.
I have to wear glasses because I can’t see very well. certainty
Don’t have to must / can’t / couldn’t + have + past participle
• We use don’t have to to mean that you don’t need to do • When we use must, can’t and couldn’t + have + past
something, but you can if you want to. participle, we are fairly certain about the speculations we
are making. The meaning of can’t and couldn’t + have +
I don’t have to get up early in the morning – it’s Saturday!
past participle is the same.
Needn’t I must have left my keys at work – they’re not in my bag.
• We use needn’t when we want to say something you don’t Because of the tsunami, many people must have lost their homes.
need to do.
My dad can’t have left for work because the car’s still in the garage.
I needn’t get up early in the morning – it’s Saturday!
It can’t have been easy to be in Japan when the earthquake
happened.
prohibition I wonder who committed the murder. It couldn’t have been
Mustn’t / can’t Reverend Green because I’ve got that card and the murder weapon
• We use mustn’t and can’t for prohibition or to say that couldn’t have been the rope because I’ve got that card too.
something isn’t allowed.
Language reference
Remember USe
• We use the second conditional to talk about ‘unreal’ or
Modal verbs: hypothetical situations.
always go before another verb: He wouldn’t like it if he knew you’d told me.
He can swim.
never change – don’t add an –s or an –ing to them: third conditional
She must be mad!
are always followed by an infinitive without to ForM
(except for ought to!):
The third conditional is formed as follows:
They should leave tomorrow.
They ought to leave tomorrow. • If + past perfect, past perfect conditional OR past perfect
are always followed by not in the negative: conditional + if + past perfect
We can’t help you with your project – sorry!
USe
go immediately before the subject in a question:
May I ask you your name? • We use the third conditional to talk about things in the
past that did or did not happen and what would have
happened if we had done something different.
If he hadn’t started working at the shopping mall, he would
Unit 3 have had to work for his father.
Unless, as long as, providing, provided, in case, supposing,
Grammar even if, otherwise
• In the first conditional, if can be replaced by other words
Conditional possibility with a similar meaning such as unless, as / so long as,
provided / providing, in case, even if, otherwise and on
conditional sentences condition that. They are more formal than if.
I’ll buy the T-shirt for you as long as you pay me back tomorrow.
zero conditional
She’ll babysit tonight on condition that we don’t stay out too late.
ForM
Unless
The zero conditional is formed as follows: • Unless means if not.
• If + present simple + present simple or I’ll come round to your house unless I have to babysit.
• If + present simple + imperative Even if
If you want to be fit and healthy, do lots of exercise.
• Even if is used to make the condition more emphatic.
USe She won’t go to Mark’s wedding even if he invites her.
• We use the zero conditional to state universal truths. Otherwise
If you’re in love, nothing else is important.
• We often use or or otherwise in conditional sentences.
first conditional You’ve got to study or / otherwise you won’t be going to
university!
ForM
Supposing
The first conditional is formed as follows:
• When we use supposing in conditional sentences, the
• If + present simple, future simple OR future simple + if + speaker is inviting the listener to imagine a situation. We can
present simple use supposing in all three types of conditional sentences.
USe Supposing you lost your keys, how would you get into your
house?
• We use the first conditional to talk about situations which
are possible in the present or the future.
mixed conditionals
She won’t buy the dress if they don’t give her a discount.
Mixed conditional sentences are sentences which use a
second conditional mixture of second and third conditionals because we want
to express things we did in the past that might have present
ForM
consequences or to express past events that may be the
The second conditional is formed as follows: result of present facts. So in mixed conditionals the tie in the
• If + past simple, conditional OR conditional + if + past simple if clause isn’t the same as the time in the main clause.
Language reference
If you hadn’t spent all your money, you’d be able to buy a new phone. Relationships in time
(past action: you spent all your money, present consequence: already eventually later recently
you can’t buy a new phone) afterwards finally lately soon
If Nina weren’t so busy, she could have gone to the theatre last night. beforehand first next yet
(present fact: Nina is busy, past consequence: she wasn’t able earlier last previously
to go to the theatre last night)
Remember
Grammar
Conditional sentences sometimes contain other yes / no questions
modal verbs than will, would and would have:
To make questions, we put the auxiliary verb before the subject.
will: can, may, might
would: could, might Did you see the film? Are they on holiday now?
would have: could have, might have Has she read the book? Can we go to the theatre with you?
Zero conditionals sometimes contain should + verb,
To make negative questions, we do the same thing! We put
instead of the imperative.
the auxiliary before the subject.
The modal verbs can and could may also appear in
the if clause. Didn’t you see the film? Aren’t they on holiday now?
Hasn’t she read the book? Can’t we go to the theatre with you?
Wh- questions
Unit 4 When we use a wh- word (who, what, why, when, which,
Vocabulary where, how) to make questions about the subject of the

verb, we don’t change the word order.
Who has played that video game? What is that actor like?
Time adverbs and expressions When we are making a question about another part of the
Time adverbs describe when, for how long or how often an sentence, we form wh- questions in the same way as yes / no
action happened. They are usually placed at the end of a questions.
sentence. If you need to use more than one time adverb in a Why aren’t they coming here? When will you be travelling to
sentences, they should go in this order: 1) how long, 2) how Bolivia? Where are they getting married?
often 3) when.
He only worked for ten days every week last year. Get it right
Here is a list of some common time adverbs and time expressions.
When we use a wh- question word to make a
Points in time question about the subject of the verb, we don’t
need to use the auxiliary verb.
at midnight during the evening the previous day
at noon in a week’s time throughout the We say:
at the moment the following summer ✓ Who wants something to drink?
at three thirty weekend ✗ Who does want something to drink?
Frequency (definite)
annually hourly quarterly Question tags
daily monthly weekly
We often make a statement into a question by adding a
fortnightly nightly yearly
question tag at the end of the statement. The verb used in
Frequency (indefinite) the tag, has to match the auxiliary verb in the statement. We
all of a sudden infrequently regularly tend to use question tags to verify that something is true or
always generally some time ago when we want reassurance.
every now and then never sometimes • If the statement is positive, the tag will be negative.
gradually occasionally suddenly You’re getting married, aren’t you?
hardly ever rarely usually • If the statement is negative, the tag will be positive.
You’re not getting married are you?
Language reference
Remember • We also use used to for something that was true, but isn’t
true any more.
We make question tags Evie used to have very long hair when she was a child. Now it’s short.
• in the present simple with do or does.
• in the past simple with did.
• with the verb be where the verb be is in the statement. Get it right
• with the same auxiliary or modal verb as in the
statement. There is no present form of used to
The question tag for Let’s is shall we? ✓ I do yoga once a week.
The question tag for I am is aren’t I? ✗ I use to do yoga once a week.
The question tag for I’m not is am I?
WOULD
Embedded questions • We use would when we want to express something that
happened regularly in the past.
Embedded questions are questions within another Whenever Jane was unhappy, she would go to her room and cry.
statement or question. They generally follow statement
order rather than question order. So the subject usually
comes before the verb.
Get it right
• Embedded questions usually start with expressions such as Used to can describe actions and states, but would
these: can only describe actions.
Could you tell me . . . I don’t know . . ✓ They used to be crazy about Dr. Who.
Do you know . . . The question is . . . ✗ They would be crazy about Dr. Who.
I wonder . . . Who knows : . .
wish
Emphatic questions • We use wish to talk about how we would like a present or
We can ask emphatic questions using who or what and also past situation to be diff erent.
expressions like whoever, who on earth, what on earth. In Present situations
emphatic questions, we should always place emphasis on
these words to make a point.
• When we are referring to a present situation, the structure is
wish + past simple / continuous.
Emma texted Jake. Emma texted who? There are no cheap restaurants near where I live.
I’m worried about something. You’re worried about what? I wish there were some cheap restaurants near where I live.
Jane’s applied for a new job. Jane has applied for what? I can’t go out with Pablo on Saturday because we’re going
Jamie phoned me last night. Who on earth phoned you? away for the weekend.
Katie told me. Whoever told you that? I wish I could go out with Pablo on Saturday. I wish we weren’t
going away for the weekend.
Past situations
Unit 5 • When we are referring to a past situation, we use wish +
past perfect simple / continuous.
Grammar Those trousers I bought look awful on me.
I wish I hadn’t bought those trousers.
Used to, would, wish, if only We didn’t get a good view of the castle because it was raining.
I wish it hadn’t been raining.
USED TO
• We can use used to when we want to express something if only
that happened regularly in the past, but no longer happens. • If only is used in the same way as wish, but is usually used
Freddie used to read all the business news online. to express a stronger feeling about a situation and to talk
about regrets.
Did you use to ride your bike every day?
It’s lonely being an only child. (I regret not having any brothers
I didn’t use to like ice cream!
and sisters.)
If only I had some brothers and sisters.
Language reference
I saw a shirt that I really liked but now they’ve sold it. (I really Get it right
regret not buying it.)
If only I’d bought that shirt. ✓ I’m sorry I’m late. I got here as fast as I could.
✗ I’m sorry I’m late. I got here so fast as I could.
Unit 6 • We can also use the expressions, twice as, three times as, four
times as etc. to express the same idea.
Comparatives and superlatives The new office is three times as big as the old one.
comparatives
• We can use these expressions: almost, at least, nearly, just,
nowhere near in the same way.
We form the comparative by adding -er to the end of short Helena was nowhere near as happy as she said.
adjectives and adverbs (of one syllable) and adding more
before long adjectives or adverbs (of more than one syllable). superlatives
cheap – cheaper expensive – more expensive To form the superlative, we add -est to one-syllable adjectives
quiet - quieter slowly – more slowly and most to adjectives that are longer than one syllable.
spelling rules cheap – cheapest expensive – most expensive
• If a two-syllable adjective ends in y, we change the y to an i quiet - quietest slowly – most slowly
and add -er. Spelling rules
easy - easier happy – happier lucky - luckier
• If a two-syllable adjective ends in y, we change the y to an i
• If a one-syllable adjective ends in a vowel and then a and add -est.
consonant, we double the fi nal consonant and add -er. easy - easiest happy – happiest lucky - luckiest
big – bigger hot - hotter
• If a one-syllable adjective ends in a vowel and then a
irregular adjectives and adverbs consonant, we double to fi nal consonant and then add -est.
• Some adjectives and adverbs don’t follow these rules, as big – biggest hot - hottest
they are irregular. Here are some of them: Irregular adjectives and adverbs
good / well – better far – further / farther
• Some adjectives and adverbs don’t follow these rules, as
bad / badly – worse they are irregular.
Than bad – worst far - farthest good - best
• We use than after comparatives to compare two things. The
Polly is happier than Molly. • We usually use the before superlatives.
Flying is more expensive than going by bus. Polly is the happiest girl in the school.
Get + two comparatives Flying is the most expensive form of travel.
• We can use get followed by two comparatives joined by the In
word and when we want to describe a gradual process.
• After superlatives, we use in, when we are talking about places.
When it stopped at the station, the train got more and more That’s the biggest shopping centre in the world.
crowded.
Your English is improving, it’s getting better and better.
The …the
• We use the … the .. with two comparatives to say that one
thing depends on another thing.
The warmer the weather, the happier I feel.
The more I thought about the idea, the less I liked it.
As … as
• We use as … as to compare equivalent aspects of two things.
The apple is as heavy as the banana.
We can also use so … as in the same way, but not in
positive sentences and questions.
Nina isn’t so tall as she looks. Or Nina isn’t as tall as she looks.
Writing guide Unit 1
A descriptive essay
TASK: write a detailed description of the holiday destination of your dreams. (100 – 150 words).
The holiday destination of my dreams is a tropical island. There are deserted white beaches
behind a green-blue lagoon, and lush vegetation full of colourful birds. Although it’s hot
and sunny, there is a gentle breeze to keep us refreshed. There are no tourists, in spite of the
island’s natural beauty.
We will stay in a simple cabin on the beach and sleep in hammocks. During the day, we will
snorkel in the lagoon or explore the forest. I can imagine the mysterious sounds of exotic
fauna, and the feel of cool sand between my toes. In the evening, we will smell delicious
fresh fish being cooked on a barbecue. Inland, there’s a picturesque waterfall where bright
blue butterflies dance and there’s a tranquil pool where we can wash ourselves.
I can imagine the island so clearly, despite the fact I’ve never been to a tropical paradise like
this. But perhaps it’s not very realistic, because there are no annoying insects or dangerous
snakes, no destructive tropical storms, and no roads or airports. I don’t know how I would get
there! Still, it’s nice to dream sometimes!
Remember the paragraph plan for a description essay. Remember to use signposts.
1) Introduction: capture the reader’s attention, introduce
the topic
2) Main body: sensory, factual and figurative detail
Signpost
3) Conclusion: summary of theme and strong concluding although despite
sentence but in spite of
Tip
Tip before writing Remember to use useful language.
Remember to use adjectives to make your writing
more interesting.
Useful language
To give a general
Tip The person I most admire He / She lives / goes etc.
Tip after writing
is …
Check that you have described as much sensory
detail as possible of your imagined place – taste, The thing I really like is …
touch, sights, sounds and smells.
To describe a
To make contrasts
particular event
although He / She went etc.
but
despite
in spite of
100 writing guide

An opinion essay
TASK: write an opinion essay on an environment-related topic which you have heard about
in the news recently. (100 – 150 words).
The price of oil has gone down recently, and apparently this is because they are producing
more oil in the USA through a new process called fracking. By using this technique, they can
extract oil which is contained in the rock. Now, they are talking about doing the same in
Europe. In my opinion, there are two problems with this idea.
First of all, fracking can cause environmental problems. It can pollute our water supply, much of
which comes from underground. Secondly, it may cause small earthquakes sometimes. I believe
these problems would be more serious in Europe, where the population density is greater.
Secondly, extracting more fossil fuels will only increase our carbon footprint and contribute to
man-made climate change. To my mind, this is wrong. If we want to save the planet, I would say
that we need to extract less oil, or no oil at all.
In conclusion, I don’t think we should allow fracking in Europe. Instead, I believe we must invest
more in renewable energy and improve energy efficiency.
Remember the paragraph plan for a opinion essay. Remember to use signposts.
1) General introduction to the topic
2) Make a first point in support of your opinion
3) Make a second point in support of your opinion
Signpost
4) Conclude by summarising your arguments first of all in addition
secondly in conclusion
Tip
Tip before writing
Brainstorm ideas about what to write in a mind Remember to use useful language.
map, then choose the best ideas and organise
them in a logical order.
Useful language
As I see it ... In conclusion ...
I agree ... To conclude, I
Tip would say ...
I believe ...
Tip after writing
I disagree that ... In my opinion ...
Check that you have organised your ideas in a
logical order. You have varied the words and I don't believe ... In short ...
phrases you have used to give an opinion. I don't think that ... It is clear that ...
I feel (that) ... It seems to me that ...
I think that ... To my mind ...
I strongly believe ... To sum up ...
I would say ...
writing guide 101

A proposal
TASK: a room or building in your local community is not being used for anything. Write
a proposal to the person responsible to suggest a good way of using it (100 – 150 words).
Introduction
The aim of this document is to propose a good use for the old community hall, which as you
know is currently empty. We would like to suggest turning it into a low cost gym.
Background
There are not enough opportunities for young people in our neighbourhood to keep fit.
While there are plenty of gyms, they are simply too expensive for people on a low income. As
a result, teenagers have no alternative but to hang out on the street.
The Proposal
We suggest using the community hall as a gym. We can achieve this at a low cost by
recycling old, broken machines which commercial gyms are throwing away. We can
assemble a team of volunteers who can not only restore the machines but also redecorate
the building. This proposal would give the young people of our area a way of keeping
healthy and fit. In addition, it will mean less disturbance on the streets for the other residents.
Concluding remarks
We believe our proposal would be of great benefit to all residents in the community, and
would make use of a public building which is wasted at the moment. Please don’t hesitate to
contact us for further details.
Remember the paragraph plan for a proposal. Remember to use signposts.

1) Introduction: Introduce the topic to your reader
2) Background: give some background information on the Signpost
problem
3) Proposal: Give details on your proposal and state why you in addition to not only … but on top of that
think it is a good idea furthermore … also
4) Concluding remarks: restate the problem and the solution

you are suggesting
Remember to use useful language.
Tip
Tip before writing
Useful language
Remember to use a formal style when you are Explain and expand
Introducing the purpose
writing a proposal. on background facts
The aim of this report This has led to …
Tip The main idea is … This, in turn, has …
Tip after writing
Check that you have organised your text so the
sentences are clear and logically connected to each Introducing a
other. Adding information
course of action
We suggest that … Furthermore …
In addition to …
Concluding Not only … but (…) also
Clearly, … On top of that …
102 writing guide

TASK: write a summary of the plot of a book, film or TV drama (100 – 150 words).
Remember Me
Remember Me is a drama set in a village in Yorkshire. The main character is an old man called
Tom, played in the series by Michael Palin. He lives alone in an old house which is haunted by
the ghost of his childhood nanny, killed in a shipwreck long before.
The story begins when Tom tries to escape from the house by going to an old person’s
home. However, the ghost goes with him, and she is violent to anyone who might take Tom
away from her. She kills one of the nurses. Tom feels guilty for bringing this bad fortune to
the home, so he disappears. One of the other nurses, a girl called Hannah goes to look for
him in his house, and from that moment on, she too is haunted by the ghost.
In the end, the ghost forces Tom to make a difficult choice – either he must kill himself and
go with her, or she will take Hannah instead. At the last moment, he sacrifices himself to save
the girl.
Remember the paragraph plan for retelling a narrative. Remember to use signposts.
1) Introduce the main character and talk about the action
2) Write about the main events Signpost
3) Write about the main events
as the days go by… over the next few days…
4) Say what happens in the end
as the evening goes by … the main character…
finally… the story begins…
gradually… the story takes place…
Tip in the end…
Tip before writing
Use sequence words and phrases to help your
reader see how events relate to each other in time.
Remember to use useful language.
Useful language
Tip
Tip after writing Sequencing words
To introduce the scene
Check that you have used the appropriate tenses and phrases
for retelling the plot of a piece of fiction. … takes place in … as the days go by, …
The main protagonist finally …
/ character is … from that moment on…
The story begins … gradually …
In the end …
over the following/
next few days …
At the last moment …
writing guide 103

TASK: think of a job you would like to have and write a letter of application for it. (100 – 150 words)
Dear Sir/Madam
I am writing to apply for the post of webmaster for your business. I saw
your advert in last week’s Chronicle.
As you will see from my CV, I am in my final term of secondary education.
However, I already have experience in the IT field, I have designed and set
up a number of websites for small businesses belonging to family friends.
I have included links to these on my CV. Additionally, I have experience
in maintaining these websites, replying to user comments, examining traffic
through the sites and also generating and revising the webpages.
I understand that in today’s world, a website has become the public face
of a company and requires constant attention to keep it up-to-date and
dynamic. I am enthusiastic and also very pro-active and feel I would be
well-qualified to serve that function for your business.
I would be able to begin work any time from August onwards, either full-
time or part-time. Please don’t hesitate to contact me if you require
details of references, or to arrange an interview.
I look forward to hearing from you.
Yours faithfully,
Benji Sakamoto
Remember the paragraph plan for a letter of application. Remember to use useful language.
1) State your reason for writing
2) Write about your interests and any relevant experience Useful language
3) Write about other skills you have
Introducing the Giving details of
4) State your availability and sign off purpose for writing CV and referees
I am writing to … … can supply details of …
I enclose my CV…(in
Tip a posted letter)
Tip before writing
… my attached
Use a formal style when you write a letter of
CV …(in an email
application and avoid contractions.
application letter)
Describing skills Describing interests

Tip and experience and ambitions
Tip after writing I am currently …ing I enjoy +…ing
Check you have used formal language consistently I am interested in +…ing
in the email.
I am committed
to +…ing
Remember to use signposts.

Offering Concluding
I would be able to … I look forward to
Signpost I would be willing to … hearing from you.
I would be available from … Yours faithfully,
also additionally in addition to
Yours sincerely,
104 writing guide

A critical review
TASK: write a critical review of an audio-visual production you have seen (100 – 150 words) .
Life Story is a six-part nature documentary which takes us through the most important stages
in an animal’s life, from birth through to parenthood. The programme combines footage of
a wide variety of creatures from all corners of the world with commentary from the veteran
BBC wildlife presenter David Attenborough.
For me, the connections between the sections are not always clear. We jump, for example, from
whales in the Pacific to spiders in the Amazon without a clear link. However, on the positive
side, this means you never have time to get bored with watching one particular animal.
As in Attenborough’s previous nature documentaries, the quality of filming is mind-blowing.
At the end of each episode, there is a five-minute section showing us the incredible lengths
the camera crew have gone to in order to capture the images.
I would certainly recommend watching this documentary, if you can. The images are
fascinating, and in many cases, it is the very first time this animal behaviour has ever been
caught on film.
Remember the paragraph plan for a critical review. Remember to use signposts.
1) Give the name and details of the production, what it was
about, and any of the main people involved in producing it Signpost
2) Give some details about what you see or hear in the
production and what you thought of them as in in like manner
3) Say what, for you, is the main strength or weakness of the for me like
production I would likewise
I wouldn’t similarly
4) Give a recommendation (or not) and say why
Tip Remember to use useful language.

Tip before writing
Remember to use compound adjectives to give Useful language
concise descriptions.
Talking about similarity Introducing opinion
as in For me …
Tip by the same token I would / wouldn’t

in like manner recommend …
Tip after writing
Check you have given your critical opinion and in similar fashion
supported it with reasons. in the same way
like
likewise
similarly
writing guide 105

Exam tips
in the next few pages, there are 100 useful exam tips – they eb
u il d
Don’t only study grammar and vocabulary,
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start with tips for finding your weak points and concentrating practise reading and writing too.
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on these areas. then go on to tips for building up to the exam
– here you’ll find useful advice on what to do before your eb
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up
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exams, you should always make a study plan, for example. reaD around your subject as much as possible.
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after that there are specific tips for the day before the exam
– don’t forget to get a good night’s sleep! and then on to the eb
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stuDy little bits at a time and often – don’t cram it
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big day – the day of the exam itself. the last few tips give you
all in!
m
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general ideas of what to do in the exam, then specific tips on th
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reading, writing, listening and speaking. u il d
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use memorisation techniques to help you. Also use
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it is a good idea to go through the tips on your own and
pictures, lists and games to remember vocabulary.
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choose a certain number to look at each week. make sure you
a
plan your time properly so that you can cover all of the tips eb
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before the day of your exam. 9
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use the internet for extra practice.
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GooD LucK!
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Watch films in English, listen to the radio in
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Discover what you find more difficult and then
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Fi n
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English, surround yourself with English!
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dedicate more time to it. e ex
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Keep a learning diary about what you learn in class
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test yourself or get a friend to test you.
2
Fi n
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and what you find easy or difficult. Make sure you

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we
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poi concentrate on the areas you find most difficult.
n
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Get organised: make a schedule that includes all
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MaKe a list of the most common mistakes you
3 your subjects, and stick to it.
Fi n
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make and start avoiding them!

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taKe two days off a week, don’t revise every day.
4
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Do things again and again until you get them right.

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use your writing tasks to learn from the mistakes
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TASK 1 you made.

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Finding your weak points u il d

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What do you have most difficulty with? Reading, stuDy at school, not just at home or in the library –
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writing, listening or speaking? Ask your teacher for and take the opportunity to ask teachers for advice.
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extra worksheets to practise what you find most

difficult, or look for extra practice on the internet. eb
u il d MaKe sure you do exercise – swimming and
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walking are particularly good for you when under

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a
TASK 2 eb
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avoiD distractions like the TV, radio, music,
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Finding your weak points mobiles, tablets…

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Do you make any of these mistakes?

Choose the correct sentence in the pairs. u il d use apps, if you have them and they’re useful – but
eb
1a I think banks should be open in the afternoons. 18
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only use the app, don’t get carried away with other
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1b I think banks should be opened in the afternoons. th

e ex things on your phone or tablet.
a
2a She’ll be waiting you there at 3 o’ clock.

2b She’ll be waiting for you there at 3 o’ clock.
3a What are the disadvantages of living abroad? TASK 3
3b What are the desadvantages of living abroad?
The build up to the exam
4a John said me he was having a party on Saturday. Download the app, English Monstruo for a fun way of
4b John told me he was having a party on Saturday. eradicating those typical common errors.
5a I asked me what I was doing there!
5b I asked myself what I was doing there!
6a He hasn’t been to London for six years.
6b He haven’t been to London for six years.
7a There aren’t enought tips on this page!
7b There aren’t enough tips on this page!
106 exam tips

Exam tips
TASK 4 TASK 6
The build up to the exam The day before the exam
Look at the piece of writing below and the points Go through this checklist the day before the exam to
mentioned at the end. How could it be improved make sure you’re prepared.
taking the points into account? • Have I got the exam centre address?
It’s two months untill my exams start and so I’ve made • Have I put the alarm clock on?
a study plan. I’ve decided to revise for three hours on a • Have I got all the pens and pencils that I need?
monday, tuesday and thursday evening after school. I’m
going to go to the book shop as it’s quieter there and
• Have I got the right directions to get to exam centre?
there are no distractions like the TV, my phone or my littel
brother and sister! On a wednesday, I always go swiming e day
th
and I’m not going to stop doing that. People say that it’s a eat a healthy breakfast, make sure you eat plenty of
good idea to do sport regularily when you are under exam
24 fruit and protein for your brain!
am
oF
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stress. In my study plan, I added time at school to revise
too. That way I can ask my teachers for advice, if I need th
e day
Give yourself extra time when arriving to the exam (in
to. At the week end, two of my friends and I are going to 25 case of traffic, rain, public transport going slowly etc.)
am
oF
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meet so that we can test each other. On saturday evenings,
we’re going to watch films in english and hope that we th
e day
understand them all! On sunday, I’m not going to do 26 Don’t get stressed and don’t panic!
am
oF
any revision, I’m going to relax. I hope that my study plan th
e ex
works and that I pass all of my exams!

e day if you have time, take a short walk outside before
• essay structure • paragraphs th
27 the exam in order to clear your mind and get your

• linking words • spelling
am
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• capital letters • wrong words th
e day
28 Breathe calmly and easily.

am
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TASK 5
TASK 7
The build up to the exam
You can create your own wordsearches to revise The day of the exam
vocabulary. Why don’t you choose a set of words you Practise your breathing with a friend or someone in
want to revise and type ‘make a word search’ in your your family. You’ll feel how your body relaxes.
search engine … and play?!
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Give an answer for every question.
Don’t stay up until the early hours trying to revise. g
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the
l
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he Go to bed early and get a good night’s sleep.

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reaD the whole passage before you begin to
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Don’t drink too many caffeine-loaded drinks.

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aLWays read the instructions very carefully.
MaKe sure you have all your papers, exam pens, g
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or
the
l
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he pencils etc. ready to take in to the exam the next day.

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pay attention to words in bold, words that are
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MaKe sure you know how to get to the exam g italicised or underlined.
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he centre.
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e exa ManaGe your time: watch the clock. Know how
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long you’ve got for each question. Don’t spend too
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put your alarm on, so you get up in good time!

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long on any one question.
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e exa use every second of the test. If you have extra
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time at the end, go back over your answers. Check,

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double check, triple check.
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did correctly so that you can return to them if you

g
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have extra time at the end.
l
exam tips 107

Exam tips
e exa th
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th
Don’t pay attention to those around you. thinK W.W.W.W.W. (who, what, when, where and
36 51
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ting
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g Concentrate on what you are doing! n why) when reading a text.
ri
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Don’t panic if you don´t understand a question or th

e exa
checK for signpost words that can help you
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:
know the answer… move on to the next one and
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n anticipate what the speaker will say.
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return to the more difficult question once you´ve
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completed the other questions on that page. th

e exa
unDerLine key words (what YOU think is
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read
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sKiM the questions first before reading the text, so important) in the questions.
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l
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e exa Watch out for not or other negating words that
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will change the meaning of the question and
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read
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t
pay close attention to any examples provided. Use
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answer.
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l
e exa
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Write notes or underline sentences in the text you
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use the text to answer the questions – copy
ting
read
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th
think are significant.
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words accurately from the text, don’t make spelling
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mistakes.
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Watch out for words such as all or never in
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questions.
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Leave time to check your answers at the end. nd w
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Don’t waste time reading the text every time you
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aLWays make sure you understand exactly what it need to answer a new question.
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Don’t go back to the beginning of the text for
th
each question when you know from the task type
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Don’t copy anyone else in the exam room! n that the answers will come in the order of the
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information in the text.
l
th
e exa Don’t worry if you have to cross out or change an th
e exa Don’t worry if you don’t understand every word –
44 59
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answer – just make sure you write the one you want you probably won’t need to in order to answer the
ting
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g n
clearly! questions.
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reaD all of the information in the questions very
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TASK 8 n carefully and respond appropriately.

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In the exam: general

Look at an old exam or ask your teacher for one. Read
all the questions carefully before starting and quickly TASK 9
plan how much time to dedicate to each. In the exam: reading and writing
Did you know that these are the 20 most common
e exa
th
spelling errors that Spanish speakers make when
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Keep to the word limit.

:
ting
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n writing in English? See if you can identify the words

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and spell them correctly:
th
e exa speLLinG is very important – make sure you spell 1 wich 11 recomend
46
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2 confortable 12 begining
:
correctly. Go back at the end and check over the

ting
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spelling in your answers. 3 becouse 13 responsability
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4 accomodation 14 demostration
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paraphrase the words in the text when you’re 5 posible 15 recived
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n asked to answer in your own words. 6 belive 16 oportunity

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8 bycicle 18 ruber
BacK up your answer with evidence from the text
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9 enviroment 19 bussiness
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n in true / false questions.

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10 beatiful 20 coffe
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MaKe sure you know what kind of word you’re
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n looking for: a synonym / an antonym etc.

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e exa Don’t read the text too quickly – take the time you
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need and make sure you’ve understood everything

ting
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properly.
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108 exam tips

Exam tips
TASK 10 TASK 11
In the exam: reading and writing In the exam: writing
Choose a text that you feel like reading in English, Match the essay types with their structures.
from an online newspaper, for example. Go through 1 For and against essay 4 An informal email
it and as you are reading think: who, why, where, when, 2 A story 5 A review of a TV drama
what. Try and make questions beginning with these 3 An opinion essay 6 A description of a place
words and answer them.
a set the scene and context; write about the main
event and give details; the conclusion
th
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pLan your ideas before you write, make a
b greeting and reason for writing; main information;
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closing
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paragraph plan before writing your answer.
c introduction to topic and both sides of argument;
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reasons and examples to support the topic; reasons
th
and examples against the topic; conclusion and
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MaKe sure your ideas are relevant to the question.

w
riting personal opinion.
d the place: when, where, who; main features and
th
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try to avoid repeating the same words and phrases people; one further specific detail; summing-up
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w too often: use a range of vocabulary. sentence

riting
e state your opinion and give a general introduction
th
e exa to the topic; make points in support of your
Don’t use the same idea too often, give different
64 opinion; conclude the discussion by summarising
m:
in
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riting
ideas for well-balanced writing. your arguments
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f the context; the problem; the development; your
th
opinion
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Write clearly.
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th th
proDuce organised writing. Join ideas together taLK to the examiner – you’ll feel more involved in
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with linking words. pe the conversation.
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th
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the paragraph structure you’ve learnt for different Listen carefully so you can give relevant answers.
w pe
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writing genres.
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in
your writing. Make your writing as interesting and as e exa

w th
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descriptive as you can. examiner what you are capable of. The more you
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pe say, the more the examiner will realise you can do

g
s
checK your writing when you’ve finished: check akin

– an extended answer should show fluency and a
th
e exa spelling, punctuation, word order, grammar etc. variety of vocabulary and grammar too.
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Remember that days of the week, months of the

w
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year, countries, languages and nationalities all start th
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it’s better to say something, even if it’s wrong, than
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with a capital. pe to say nothing at all.

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aLWays read the questions carefully and make sure
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you understand what you are being asked to do. 76
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riting expLain your opinions.
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th
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use examples to support your arguments. th

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in a speaking exam, don’t forget to smile!!

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use any preparation time you are given sensibly.

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exam tips 109

Exam tips
e exa e exa
th th
practise ways of delaying answers and using in a listening exam, underline key words in the
80 89
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pe fillers in a speaking exam. is questions.
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ansWer every question – there’s no point in
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Don’t learn answers or speeches off by heart.
pe is leaving anything blank.
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th
e exa Listen carefully to the introduction of each
Don't taLK about anything irrelevant to the
82 91
m:
in
m:
in
section. This will give you useful information about
pe questions being asked. is
the situation and the speakers.
g
s
g
akin
l
tenin
Don’t worry if you realise you’ve made a mistake – th

e exa use the time at the beginning of each section to
it’s fine if you correct yourself and if you don’t, don’t 92
m:
in
he exa
look through the questions and think about the
t
worry either – just carry on speaking. Remember: is
topic.
83
g
l
tenin
m:
in
pe natural speech from native speakers of a language

g
s
akin
always involves mistakes, correction, pauses, fillers, th
e exa checK how many times you’ll be able to listen
93
m:
in
hesitation… to the recording, this will help you know what to
is
expect.
g
l
tenin
he exa
t
Don’t ask the examiner if what you have said is
84 Keep to the word limit – if you’re asked to answer a
m:
in
e exa
th
correct in a speaking exam. 94
m:
in
pe
question in ‘no more than three words’ , for example,
g
s
akin
is
make sure you do not write more than three words.
g
l
tenin
he exa
t
Be careful to choose the right word for what you
85 try to answer all of the questions, even if you
m:
in
e exa
th
want to say eg: parents / relations; library / bookshop.
95
m:
in
pe
feel you don’t know the answer – you may have
g
s
akin
is
understood more than you think.
g
l
tenin
e exa
th
reMeMBer we say by train, by bus, by plane, by car,
86
m:
in
e exa
th
but on foot. Write clearly – if your writing isn’t clear, you may
96
m:
in
pe
g
s
akin
is lose marks.
g
l
tenin
e exa
th
87
m:
in
reMeMBer the third person singular has an s! th

e exa Don’t panic if you don’t understand every word –
97
pe
m:
in
you often don’t need to understand EVERYTHING to

g
s
akin
is
answer the questions.
g
l
tenin
e exa
th
88
m:
in
try to use phrasal verbs. th

e exa Don’t panic if you miss a question – look ahead
98
pe
m:
g
s
akin
in
and concentrate on listening out for the next one.

is
You’ll probably hear the recording again.
g
l
tenin
preDict what you think you might hear and

TASK 12 th
e exa
99
m:
in
think of words related to the subject matter before

In the exam: speaking is
listening.
g
l
tenin
Remember: natural speech from native speakers of a

language always involves mistakes, correction, pauses,
fillers, hesitation… TASK 14
See how many expressions for filling conversations
you can think of. Here are a few to get you started: In the exam: listening
Uhmmmm … Imagine you are going to listen to different extracts
Yeah, well,… about famous people, the media, the environment,
The thing is … sport and technology. Predict which words you think
Like … you might hear for each of these extracts.
…and that …
e exa
th
reLax when you’re in the exam – take deep
100
m:
in
breaths and remember you can do it!

TASK 13 is
g
l
tenin
In the exam: speaking

‘Talk about yourself’. In speaking exams, you usually
have to talk about yourself for a few minutes. Practise TASK 15
doing this at home in front of a mirror. Practise as In the exam: finally!
much as you can, if you know what to say, you’ll Take some time to think positively – maybe one
feel more confident – and we all like talking about minute. Think through all the things you’ve learnt and
ourselves! achieved in English over the last two years.
110 exam tips

Irregular verbs
Irregular verbs
InFInITIve PasT sImPle PasT ParTIcIPle
arise arose arisen
awake awoke awoken
be was / were been
beat beat beaten
become became become
begin began begun
bend bent bent
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
bring brought brought
build built built
burn burnt / burned burnt / burned
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
dig dug dug
do did done
draw drew drawn
dream dreamt / dreamed dreamt / dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forbid forbade forbidden
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
keep kept kept
kneel knelt knelt
know knew known
lay laid laid
lead led led
learn learnt / learned learnt / learned
irregular verbs 111

Irregular verbs
InFInITIve PasT sImPle PasT ParTIcIPle
leave left left

lend lent lent
let let let
lie lay lain
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
sew sewed sewn
shake shook shaken
shine shone shone
shoot shot shot
show showed shown
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
smell smelt / smelled smelt / smelled
speak spoke spoken
spell spelt / spelled spelt / spelled
spend spent spent
spill spilt / spilled spilt / spilled
spoil spoilt / spoiled spoilt / spoiled
stand stood stood
steal stole stolen
stick stuck stuck
strike struck struck
sweep swept swept
swim swam swum
swing swung swung
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
win won won
write wrote written
112 irregular verbs

Audio scripts
1.02 while you are thinking about something else. Perhaps you
Unit 1, Exercises 2 and 3 (page 9) steal someone’s parking spot which another driver is trying to
I nearly drowned in the Amazon once. Well, OK, that’s a bit of use. The road would be a better place if we could admit our
an exaggeration, but I thought I was going to drown. I’d flown mistakes with a ‘sorry’ horn!
into Manaus, you see, and I wanted to get away from it all and
see some of the jungle, so I looked around the town for a tour 1.06 Unit 1, Exercise 10 (page 11)
operator and found this guy offering a tour for a couple of days
When I was staying in Lisbon, I went out one evening to a
in a small boat, with accommodation in a cabin on stilts in the
concert. I’d bought the ticket in advance because it was a
water. I liked it beaten path and seeing the wildlife.
very popular band. While I was walking back to the holiday
1.03 apartment afterwards, I noticed a man following me. I ran
Unit 1, Exercise 4 (page 9) all the way to the door in a panic and looked for my key, but
When I got to the river, I saw it really was a small boat. It was it had gone. Then the man who was following me arrived.
like a very long narrow canoe. It was pointed at the front, but He gave me the key. It had fallen out of my bag while I was
the back end of it was a flat board with a motor stuck on it. leaving the concert and the man had seen it happening and
We went out onto the river, which is really wide, you know, followed me to return it.
a couple of miles or something, and it felt very dangerous
in that small boat, and when it was going fast, the front was 1.08 Unit 1, Exercise 10 (page 12)
up in the air and the back was really low in the water. I was
A: What’s the fastest way to the international airport?
pleased when we got to a smaller river and started exploring.
It was a great trip. We saw some weird animals like a sloth for B: The airport express. It’s a shuttle service from here to the
example, and freshwater dolphins, and we went out at night airport and back every 30 minutes.
to see caimans – kind of like alligators, they are, and the guide A: Do I have to change trains anywhere?
shone a light into the vegetation and you could see their eyes B: No, the service is direct.
glowing red, and the guide caught a small one so we could A: OK, I’d like two tickets please.
get up close and personal. It was quite sweet really. And then
B: Single or return?
in the cabin where we stayed, there were loads of piranhas,
and if you threw scraps of food in the water, they all attacked it, A: Two first class returns, please. How long does it take?
you know, a real feeding frenzy. I didn’t fancy a dip! I’ve never B: It’s non-stop, it only takes about 20 minutes.
understood how people go swimming in the Amazon because A: OK, thanks.
it’s full of the most horrible creatures, things that sting and
bite and eat you alive. These piranhas can chew all of the meat 1.12 Unit 2, Exercises 2 and 3 (page 21)
off a person and leave just a skeleton in a couple of minutes.
OK, Question 1. The average person in Western Europe
Anyway, everything was going fine until the trip back to town.
produces over 15 tonnes of greenhouse gases each year. In
1.04 fact, this is not as bad as the United States, where the figure
Unit 1, Exercise 5 (page 9) is 28 tonnes per person. However, it is three times as much as
We were out in the middle of the river again, and there were China, at five tonnes per person. Meanwhile, in Bangladesh,
big waves, and it was full of floating tree trunks, and the water the average person produces only one tonne of greenhouse
was the colour of milky coffee, and then, in the blink of an gases in a year! So what can we do to reduce our carbon
eye, the back fell off the boat. The motor had broken off and footprint? Well, we can stop printing out things in order to
fallen into the water, and it took the flat board with it, so the save paper. But saving paper is a drop in the ocean and won’t
water started pouring into the boat and was swilling around have a great impact on our carbon footprint. So here’s the first
our ankles, and I thought that we’d had it, you know, that our question: For the average person in Western Europe, what is
time was up and we were going under. It was one of those the single biggest producer of greenhouse gases? Is it A. the
moments when your whole life goes flashing before your eyes. car, B. travelling by plane, C. heating the home or D. electricity
But then when we slowed down, the front of the boat wasn’t for household appliances?
up in the air any more, and the back wasn’t so low in the water,
Question 2. The second biggest contribution to your personal
it all levelled out, and so the water stopped pouring into the
carbon footprint, for an average person, is your diet. This
boat. We were still stuck out in the middle of the river with no
produces approximately 1.83 tonnes of greenhouse gases in
motor, but at least we were floating. Then, after about half an
a year. You can significantly reduce this figure by not eating
hour, a ferry boat came past and our guide started waving to
meat and dairy produce. And if you eat a lot of food which has
it, and they came and rescued us and took us back to Manaus.
been transported by air, your carbon footprint goes through
I was glad to be back on dry land!
the roof, so it’s best to eat local produce. But it’s not only food
1.05 Unit 1, Exercise 2 (page 10) you have to think about, but also drinks. So question 2 is about
hot drinks. Which of the following hot drinks has the biggest
We get angry too easily when we are driving. Perhaps the car
carbon footprint? A. White coffee in a takeaway cup? B. Black
horn is part of the problem. It sounds like you are saying, ‘Move
tea? C. Tea with milk’ D. Black coffee in a takeaway cup?
out of the way!’, or ‘Look where you’re going, idiot!’ What we
need is a car horn which says, ‘I’m sorry’. After all, we all make Question 3. One of the worst things you can do in terms of
mistakes sometimes. Perhaps the traffic lights turn green the environment is travel by plane. In fact, one long-haul trip
Audio scripts T113
Audio scripts
produces twice as much greenhouse gas as heating your 1.19

home for the whole year. You can try to live an environmentally
Unit 3, Exercise 3 (page 34)
friendly existence by cutting down on imported food and using Do fizzy drinks and salty snacks
less heating, but the savings you make will go up in smoke as Bring heart disease and heart attacks?
soon as you get on that plane. Fortunately, the average person Or will they only make you fatter?
in Western Europe doesn’t go on a long-haul flight every year.
Which brings me to the heart of the matter:
Question 3 is this: How many long-haul flights does the average
person take? Is it A. One every two years, B. One every three Can music and a hearty meal
years, C. One every five years, D. One every ten years. Help a broken heart to heal?
Question 4. Car ownership has been steadily increasing in Can you tell me hand on heart
Western Europe and elsewhere. This is a large part of people’s You’ve been good-hearted from the start?
carbon footprint. In fact, car ownership together with fuel Do you have a heart of gold
consumption add up to more carbon emissions than heating
Or is your heart a little cold?
the home. You can significantly reduce carbon emissions by
NOT owning or using a car. Unfortunately, however, there is And have you always played your part
no sign that the tide is turning. People are becoming more From the bottom of your heart?
dependent on their cars, not less dependent. Question 4 is
this: How many cars does the average person have in Western 1.20 Unit 3, Exercise 2 (page 35)
Europe? A. One between a family of four? B. One between Ian: An apple a day keeps the doctor away. These are the
two? C. One per person? D. Two per person? kinds of eating tips that we get from our grandparents
when we are small. They’re little bits of folklore which
1.13 Unit 2, Exercise 4 (page 21) are passed on from generation to generation. But is
OK, Question 1. The average person in Western Europe this folklore really true, or is it a load of old rubbish?
produces over 15 tonnes of greenhouse gases each year. In Well, today, we have nutritionist Alison Campbell to
fact, this is not as bad as the United States, where the figure tell us all about it. Welcome to the programme, Alison!
is 28 tonnes per person. However, it is three times as much as Thanks for joining us.
China, at five tonnes per person. Meanwhile, in Bangladesh, Alison: Hello, Ian. I’m very pleased to be here.
the average person produces only one tonne of greenhouse
gases in a year! So what can we do to reduce our carbon 1.21 Unit 3, Exercise 4 (page 35)
footprint? Well, we can stop printing out things in order to
Ian: Now, Alison, my grandmother always told me that
save paper. But saving paper is a drop in the ocean and won’t
carrots are good for my eyes. Is that true?
have a great impact on our carbon footprint. So here’s the first
question: For the average person in Western Europe, what is Alison: Yes, your gran was right. Carrots contain beta
the single biggest producer of greenhouse gases? Is it A. the carotene, which reduces the chance of eye disease.
car? B. travelling by plane? C. heating the home or D. electricity If you have a carrot a day, your eyesight should be as
for household appliances? right as rain!
Ian: Righty-ho! What about the one about chicken soup –
1.14 Unit 2, Exercise 5 (page 21) is it really good for colds and flu?
1 For the average person in Europe, what is the single biggest Alison: Well, it doesn’t actually cure flu, but it helps with
producer of greenhouse gases? the symptoms, because chicken has an amino acid
C heating the home which thins mucous, so it will help to unblock your
nose and sinuses, which is just what you want when
2 Which of the following drinks has the biggest carbon footprint?
you’re feeling under the weather. Now, if you want
A – white coffee in a takeaway cup. something to protect yourself against flu, eat plenty
3 How many long-haul flights does the average person take? of onions or garlic, because they actually help combat
C – one every five years. viruses. Oh, and by the way, onions are also good for
insomnia, because they contain a mild sedative.
4 How many cars does the average person have in western
Europe? Ian: Right, so if you have a nice raw onion before bed,
you’ll sleep like a log! How about fish, now. They say
B –one between two
fish is good for you, right?
3 There’s been a massive increase in house prices but wages
Alison: Yes indeed, fish is very good for the brain, because it
have hardly increased at all.
contains the mineral zinc, which is good for thought
4 Museums are full of stolen objects, but nobody seems to object. and for memory. Zinc helps you think! Another thing
5 We’ve seen the volume of sales contract over the past year, which is good for the mind is spinach, especially if
and there are no new contracts coming up. you’re feeling down in the dumps. Spinach contains
6 They often present guests with a small present which is folic acid, and if you have a deficiency of that you may
always beautifully wrapped. feel depressed.
T114 Audio scripts

Audio scripts
Ian: OK, so more fish and spinach then. Now, what about a few drops of rain
digestion, because I often get a spot of heartburn, a heap of rubbish
you know, acid in the stomach, so what would you
two kilos of sugar
recommend for that?
loads of time
Alison: Well Ian, if I were you, I’d eat bananas, because they
contain a natural antacid, so have a banana after a vast numbers of people
meal when your stomach feels upset, and that should a pile of homework
help your digestion. a spot of trouble
1.22 three spoonfuls of coffee
a teaspoonful of honey
Ian: Right, now my grandmother’s nearly ninety and she’s
always been as fit as a fiddle, and she reckons she a thousand people
would never have lived so long if she hadn’t eaten a tonne of bricks
heaps of berries. Could that be true?
2.03 Unit 4, Exercise 2 (page 47)
Alison: Well, yes. Cranberries, for example, are good for
your bladder and urinary tract, because they fight Trudy: A new production of the play An Inspector Calls by J.
off infections from the kind of bacteria which is B. Priestley opens at The Playhouse this weekend. I
often found there, ehm, let’s see, and then there are went along to talk to the director and a couple of the
blueberries. There’s a component found in a blueberry members of the cast...
which will kill the bacteria that cause diarrhoea. So, you are Martin Dixon, and you’re directing this
Ian: And they taste great too. What’s NOT to like!? Now, production. Can you tell us a little bit about the play?
one last question. I’m off to Dublin tomorrow on the It’s a very thought-provoking drama, isn’t it?
ferry, and I always get seasick. Is there anything that Martin: Yes, it is. It talks about the division between male and
will help with that? female, and upper class and working class. The story
Alison: Yes, ginger. Make a cup of ginger tea, because ginger all revolves around the death of one character called
fights nausea. It’s also good for migraine, by the way. Eva Smith. She’s a poor working-class woman with
Ian: Brilliant, I’ll take some ginger tea just in case I get no family to support her, and when she’s found dead
seasick, then! So Alison, thank you so much for after an apparent suicide, a police inspector decides
coming in today and sharing your wisdom with us! to investigate. Basically, what the playwright shows is
the depth of prejudice and hypocrisy at around the
Alison: You’re welcome!
turn of the last century, but of course the message is
1.23 still very relevant today. I think the play encourages us
Unit 3, Exercise 9 (page 37) to consider our own responsibility for social problems,
Who’s afraid of chicken? and I think quite a few members of the audience will
Approximately two thirds of the raw chickens sold in the UK feel rather uncomfortable in their seats because it will
are contaminated with the bacteria campylobacter, which force them to reflect on their own morality.
can cause serious food poisoning. Around 300,000 people are
infected each year. So supposing you enjoy eating chicken - 2.04 Unit 4, Exercise 3 (page 47)
what should you do? Well, according to food-health experts, Trudy: Now, let’s go and meet some of the cast. Now, you’re
there’s no need to panic, provided that you follow some simple Keith Roland and you’re playing the part of Arthur
guidelines: Birling, aren’t you?
- it’s safe to eat chicken as long as you cook it properly. Keith: Yes, that’s right. Arthur Birling is a rich industrialist and
- it may have bacteria on it even if you have washed it. the head of a family, and one evening the Birling family
- do not eat the chicken unless you are sure it is properly cooked. are all having a big meal to celebrate his daughter’s
engagement, and a police inspector calls, right out
- clean kitchen surfaces after preparing the chicken in case
of the blue. Now, the inspector tells them that he’s
they have been contaminated.
investigating the death of a poor young woman called
- it is safe to handle the chicken providing you wash your Eva Smith, and to begin with, they all believe it has
hands thoroughly afterwards. nothing to do with them, but then, little by little as
Don’t forget to follow these guidelines carefully, otherwise you the evening goes on, it’s revealed that they all have
might get ill! some responsibility for the death of the girl, you know,
they’ve all got blood on their hands. In the case of my
1.24 Unit 3, Exercise 2 (page 38) character, it turns out that I’ve fired her from her job for
huge amounts of money no good reason. She was a good worker but I threw
a small cup of milk her into a life of poverty and destitution.
a dozen eggs Trudy: And you’re Isabel Dalton, and you play the role of
Sheila in the play, don’t you?
Audio scripts T115

Audio scripts
Isabel:
Yes, Sheila Birling. I’m Arthur Birling’s daughter, and 2 What started late?
I’m getting engaged to be married, so that’s why the What started late?
family is having this little celebration. It turns out that
What started late?
I have some responsibility for the death of Eva Smith
too, because I met her in a shop and I caused her to
get the sack – basically because I was jealous of her 3 What’s wrong?
good looks. Anyway, when the inspector forces me to What’s wrong?
look at my own behaviour, it’s a bitter pill to swallow,
What’s wrong?
‘cause I’d always thought of myself as a good, moral
person, and I recognise how bad I’ve been. I’ve always
had everything handed to me on a plate and have 4 Who’s going to help?
never really had to struggle for anything and this really Who’s going to help?
makes me think. So anyway, by the end of the play, I’m Who’s going to help?
a reformed character. Unlike my parents, who won’t
admit they’ve done anything wrong! 2.10 Unit 4, Exercise 17 (page 49)
Trudy: Wow, sounds interesting. So Martin, this play was I don’t know how people can write books. I wonder where
written, what – in 1945, wasn’t it? But I understand they get their ideas from. I know what kind of books I like
that you’ve updated it in some ways to make it more reading, but I don’t know when I would ever find the time to
relevant to today’s audiences, so how have you write myself. I often buy second-hand books. I always wonder
changed it? whose book it was before. I’d like to know who bought the
Martin: Ah, now that would be telling, wouldn’t it? I think you’ll book before me and why they sold it. I’m always curious to
need to come along and see for yourself. It’s starting know which character in the book they liked best.
at The Playhouse this Friday, and it will be running
throughout April and May. 2.11 Unit 4, Exercise 2 (page 50)
I’m currently reading a spy thriller. I haven’t read much
2.06 Unit 4, Exercise 4 (page 48) fiction lately because of my exams, but I enjoy a good
A: What a terrible birthday! book occasionally. People say that books are going out of
B: Why? Didn’t you enjoy it? fashion, gradually, and maybe, eventually, they will disappear
altogether. I’ve noticed recently there are hardly any
A: No. And I’m not eating this evening.
bookshops left. Previously, you could find a bookshop in any
B: Why not? Aren’t you hungry? major street. One day we’ll wake up and realise suddenly there
A: No. And I’m not watching Game of Thrones tonight. are none left.
B: Why not? Don’t you like it?
A: It’s all right, but I’m going to bed early.
1 There’s been nothing good on TV lately.
B: Why? Aren’t you feeling very well?
2 She was walking along the corridor when suddenly a zombie
A: I’m fine. I just want to be alone.
appeared in a doorway.
B: Why? Don’t you like me?
3 I’m not going to the cinema to see that – it was on TV recently!
A: Of course I do. I’m just tired.
4 They’re currently filming a movie near here and I occasionally
2.07 see famous actors in town.
1 It’s a very thought-provoking drama, isn’t it? 2.15 Unit 5, Exercise 4 (page 60)
2 You’re playing the part of Arthur Birling, aren’t you? A: OK, first question, Which large department store do you
3 That would be telling, wouldn’t it? think has the biggest market share in your country?
B: Oh, I think El Corte Inglés, definitely.
A: Yes, I agree. OK, next, Can you name at least one more of
1 You phoned who? the world’s stock market indexes apart from the IBEX 35?
2 You can hear what? B: Yeah, I think I’ve heard of the Dow Jones. Can’t think of any
3 Something’s wrong with who? more.
4 You did what? A: OK, question three. What methods of market research are
there, apart from stopping people in the street?
2.09 Unit 4, Exercise 14 (page 49) B: Well, you can phone people up, or ask them to fill out a
1 Who told Peter? questionnaire on a website.
Who told Peter? A: Yeah, OK. Next, can you name a supermarket chain with
Who told Peter? branches in several different European countries? For
example, Carrefour, which is French.
T116 Audio scripts
Audio scripts
B: Yes, and Lidl, I think that’s German. running for the Nottingham area, but I’m planning to expand to
A: Right. Next, how do people put their houses on the market? the whole of the Midlands this year, and who knows, then maybe
the whole country. I like a challenge, so bring it on!
B: Well, I guess they go to an estate agent, and then the estate
agent advertises the house. I’m Alicia Cameron, and I’m 24 years old. I’m a fabric designer
with a company in Glasgow. I used to be self-employed, but I’m
A: Right, and last question, if you’re looking for work, which is
not any more. When I left university, I was full of big ideas about
better – a strong or a tough job market?
going into business on my own, but actually it’s really tough,
B: Not a tough job market – that means it’s hard to find work. because you never have any peace of mind about your finances,
A: Right, so a strong job market then. and you end up working like, seven days a week, and I found I
would end up spending all my time on administration, which
2.16 Unit 5, Exercise 2 (page 61) was crazy because my passion is for design, not for marketing
I’m Kevin Burns and I’m 23 years old. I left school without any, and accounting, and I haven’t really got a head for business, so
like, decent qualifications and did a few short-term, dead-end eventually I found myself thinking, ‘I wish I could just go to work
jobs in local factories. Then I got a job for a company that from nine to five and take home a fixed salary every month’, and
maintains office buildings, and I was trained specifically in how I decided to go into full-time employment, and to be honest, I
to maintain central heating systems, you know, so basically don’t regret it. Especially now that I’m thinking of starting a family.
I used to drain and clean out radiators to make them work
more efficiently. Then I got made redundant and I was dead
depressed, ’cause I couldn’t get another job for love nor money, 1 I used to spend all my time as a kid coding simple apps.
then I thought, like, ‘Everybody’s got central heating, not just 2 Thomas used to live in Los Angeles.
office buildings, and who’s cleaning out their radiators’, so I
3 Success used to arrive later in life than it does today.
decided to go it alone, start my own business. Anyway, I got a
government grant to basically buy the equipment and a little 4 In those days, I used to have a massive computer with a tiny
white van. Now I’ve got a team of five people working with me, memory.
with five vans, and I can hardly keep up with the amount of 5 I had my dog, so I used to take him out for a walk twice a day.
work we’ve got coming in. So yeah, going self-employed was 6 Sometimes as a favour, they used to ask me to walk their dogs.
the best decision I ever made. I only wish I’d done it sooner!
7 I used to be on unemployment benefit.
2.17 Unit 5, Exercises 3 and 4 (page 61) 2.19 Unit 5, Exercise 9 (page 62)
I’m Aisha Scott and I’m a professional dog walker, would you
I’m Marisa and I’m a web designer. I used to be a graphic
believe? It’s the perfect job for me, ‘cause I’ve always loved dogs
designer. I would work with pen and paper in those days. I
and we’ve always had dogs in our family. I’ve actually been
would spend a lot of time carefully cutting and sticking. I didn’t
self-employed now for two years. Before that, I used to be on
have a computer for a long time, but in the end I bought one,
unemployment benefit, and that was pretty depressing because
and gradually, I started working on that. I designed my own
you’ve got no reason to get up in the morning, but luckily I
website, and people liked it. Friends would ask me to design
had my dog, so I would take him out for a walk twice a day and
websites, and I realised it was a promising career. So that’s how
meet people walking their dogs and get to know them, and
I became a web designer.
sometimes as a favour, they’d ask me to walk their dogs one day
because they had to go away somewhere or were too busy, and 2.25 Unit 6, Exercise 3 (page 72)
then I thought, ‘I could do this for a living’, because people in this
There was a buzz of excitement in the crowd as the lights
town have too many dogs and not enough time, so that was
dimmed and the curtain was raised. On stage, there was nothing
how I started, and it’s great, I mean, I sometimes wish I got a bit
but a solitary microphone standing in the spotlight. Then, the
more money, but it’s better than the dole and I’m my own boss,
performer appeared from the wings and took centre stage. She
and it gives me a sense of satisfaction and achievement, so yeah,
seemed shy and ordinary, but when she began to sing, you could
I wouldn’t change it for the world.
understand how this young woman had been catapulted into
I’m Mark Sikorsky, and I run a website called CostShare.com. I the limelight almost overnight. The audience was enthralled. She
basically make enough money from advertising on the site to finished to rapturous applause, and flowers were thrown onto
cover my costs and make a living out of it, yeah, I’ve always liked the stage from the front row. There was a standing ovation as she
computing and stuff, I mean I used to spend all my time as a kid bowed and walked off, leaving people begging for an encore.
coding simple apps and things, anyway, CostShare is kinda like a Everyone agreed that her polished performance had been the
social network for shoppers. and I got the idea because a friend of highlight of the festival and she was destined to become a
mine always buys stuff in bulk from a discount warehouse ‘cause household name. Then she woke up – it had all been a dream!
it’s cheaper, but then he ends up with a massive great block of
parmesan cheese or a huge drum of instant coffee or whatever, 2.26 Unit 6, Exercise 2 (page 73)
and his house is just full of too much of this stuff, so I thought, ‘If
Tony: Now, have you ever wondered what it feels like to be up
only shoppers could get together and buy things in bulk, share
on stage, in the spotlight? I know that for many of us, the
it between them and benefit from the discount’, so that was the
idea of performing in front of a crowd fills us with dread,
idea that led to CostShare. So far, I’ve got the network up and
but severe stage fright is more common than you might
Audio scripts T117
Audio scripts
think. Famous artists who suffer from this include Adele, focus on entertaining the people who are watching
Bob Dylan, Rod Stewart, Rihanna and David Bowie to and forget about the rest.
name but a few. So, what is stage fright, and how can you Tony: OK, great stuff! Thanks very much for coming in and
get over it? Well, to answer those questions, we have with sharing those tips with us, Irene.
us in the studio today Irene Coleman, a psychologist who
Irene: Thank you!
has worked with many star performers. Welcome to the
show, Irene! Feeling nervous? 2.28 Unit 6, Exercise 3 (page 74)
Irene: Ha ha! Hello Tony. Well, to be honest, I do have a bit 1 Game of Thrones was fantastic.
of adrenaline pumping around my body right now,
2 Yes, but Marco Polo is far better
you know, butterflies in my stomach, and that’s totally
normal. Most people feel a buzz of excitement when 3 Well, I think Game of Thrones was a bit better, myself.
they are due to perform. And that’s a good thing – our 4 To me, Game of Thrones isn’t any better than Breaking Bad.
performances would be much flatter without it.
2.29 Unit 6, Exercises 9 and 10 (page 75)
Tony: OK, but stage fright can be a lot worse than butterflies
in the stomach, right? 1 The book’s better than the film. The film isn’t as good as the
Irene: Yes, that’s very true. Severe stage fright, or performance book.
anxiety as we call it in the trade, is a phobia, and it can 2 Modern dance is more exciting than ballet. Ballet isn’t as
be quite debilitating. There are some fantastic musicians exciting as modern dance.
who we’ll never hear because of their fear of appearing 3 The opera is more expensive than the theatre. The theatre
in public, so all that talent goes down the drain. Which is isn’t as expensive as the opera.
where I come in. I work with artists to help them get to
4 The new version is livelier than the original. The original isn’t
grips with their anxiety.
as lively as the new version.
2.27 Unit 6, Exercises 3 and 4 (page 73) 5 CDs are better quality than downloads. Downloads aren’t as
good quality as CDs.
Tony: OK, so perhaps we have a few listeners out there who
are would-be performers. Can you suggest any tricks 2.31 Unit 6, Exercise 16 (page 75)
of the trade to help them conquer their fears?
Edinburgh is one of the most relaxed and laid-back of capital
Irene: Yes, well, five things. First of all, you have to learn better
cities, except at festival time. The Edinburgh festival is the
breathing habits. I know it sounds strange because we’ve
largest arts celebration in the world, and one of the most
all been breathing all our lives, but we need to pay more
popular parts of it is the comedy. But, for the comedians,
attention to it. And this links up with a more general
The Fringe is perhaps the toughest comedy event they’ll
point about the physical aspect of performing. Do
experience because the competition for an award is intense.
exercises and use body-relaxation techniques.
Winning an award is one of the most exciting things that can
Secondly, when you get up on stage, react to happen to an up-and-coming comedian. Many of Britain’s
people. Talk, smile, make eye-contact. The more you household names started their careers in this way.
communicate with them, the better you’ll feel.
Tony: Um yeah.
Irene: And a third tip is to be thoroughly prepared. If you’re 1 It was a mind-numbing script and the acting was very run-
playing a concert, you should know exactly what of-the-mill.
you’re going to do. Have a set-list, and practise all the 2 It’s a real best-selling, page-turning thriller.
songs in order. When you see a great artist performing, 3 It was a full-length epic with a really sad, tear-jerking ending.
you often get the impression that they’re making it
4 It’s a cutting-edge game with top-quality graphics.
up as they go along. Usually they’re not. They’re just
so well prepared they don’t even have to think about 5 It was a funny show, full of quick-witted remarks and rib-
what they’re doing. tickling gags.
OK, fourth, work with your anxiety, not against it. Don’t 6 It had state-of-the-art facilities and wheelchair-friendly access.
try and cover it up by drinking too much. Remind
yourself that the fear is totally normal. Remember that the
adrenaline can push your performance to new heights. I find most biographies mind-numbing. Often, they are a
OK, and last but not least, you have to keep things in run-of-the-mill narration of the events in the protagonist’s
perspective. Your performance is the most important life. Reading a full-length biography is hard work for me. But
thing in the world for you at that moment, but it’s this one was different. Parts of the book were tear-jerking, but
not as important as that for the audience. They’ve all it was also full of rib-tickling jokes and observations. It’s no
got their own lives to think about as well. If they get surprise that it has become a best-selling book. The author is
up and go to the loo, or have a laugh with a mate, or not well-known, but she deserves to be. It was also illustrated
leave altogether, it isn’t necessarily because of you, so with some top-quality photographs and drawings.
T118 Audio scripts

Workbook answer key
Unit 1 Reading 2
1 1 b
Vocabulary 2 a
A student charity travel event
1 3 c
2
1 accommodation 4 a
1 It is a UK university charity event;
2 waterfall students have to travel as far as they 5 b
3 bus ride can from their university in 36 6 c
4 scenery hours and not spend any money. 7 c
5 fauna 2 A valid passport and a phone charger. 8 b
6 vegetation 3 They like dressing up in fancy-dress 9 a
7 market costumes. 10 c
8 local dishes 4 Airlines don’t often give free flights, 3
9 beaches not even for charity. 1 ’ve been travelling
2 5 Students can ask celebrities for 2 haven’t been working
1 breathtaking help or money and students can 3 ’s been reading
2 colourful often raise more money by having
4 have you been staying
donation links on a blog.
3 exotic 5 hasn’t been speaking
4 lush 3
4
5 luxury 1 b
1 Have you ever swum with dolphins?
6 mouth-watering 2 b
2 Greg has been travelling since
7 picturesque 3 c
January.
8 scenic 4 a
3 My parents haven’t been abroad for
9 unspoilt 4 ages.
3 1 shelter 4 How long have you been staying in
1 luxury 2 set off this luxury hotel?
2 mouth-watering 3 blag 5 We’ve used this airline before.
3 picturesque 4 valid 6 Have you checked out the prices for
4 scenic 5 at the foot of accommodation yet?
5 lush 6 furry 5
6 colourful 7 track Students’ own answers.
7 unspoilt 8 harnessing 6
8 exotic 5 1 booked
9 breathtaking 1 Despite the dangers of hitch-hiking, it 2 hadn’t ever been
is still one of the more popular ways 3 was doing, spent
4
for students to get about. 4 had taken, started
1 Travel
2 Some students enjoy dressing up. 5 didn’t see, visited
2 voyage
6 7
3 tour
Students’ own answers. 1 was working
4 trip
5 Grammar 2 lost
1 check out 1 3 didn’t hear
2 Watch out 1 Be, Don’t disturb 4 arrived
3 take, back 2 don’t go 5 didn’t have
4 carried away 3 Don’t get, Fly 6 had left
5 make up 4 isn’t living; ’s travelling 7 started
5 Does the price of the tour include 8 had forgotten
6 Are the piranhas swimming 9 was trying
10 walked
11 had seen
12 took, back

Workbook answer key
8 Vocabulary 2
Students’ own answers. 1 1 D
9 1 by sea 2 C
1 b 2 by rail 3 B
2 c 3 by car 4 A
3 a 4 by horse 3
4 c 5 by train 1 national
5 b 6 by rail 2 awful
6 a 2 3 snow-capped
10 1 bike 4 experienced
1 are you going to do / are you doing 2 sea 5 long, slow
2 ’m working 3 road 6 brave, courageous, inspirational
3 are you leaving 4 boat 4
4 ’ll stop 5 foot 1 Despite
5 ’s going to be 6 road 2 Although
6 Will, have 7 boat 3 Despite
7 ’m going to find 8 walking 4 but
8 ’ll be speaking 9 horseback 5 Although
11 10 air 6 In spite
Students’ own answers. 3 5
1 forward Students’ own answers.
Listening and Speaking
1
2 westward Review
1 He was doing a year abroad there. 3 upward 1
2 He spent ten months there. 4 eastward 1 mouth-watering
5 inland 2 lush
2
6 northward 3 breathtaking
1 d
4 4 scenic
2 b
3 a 1 shuttle 5 mouth-watering
4 c 2 one-way 2
5 b 3 international 1 plane
4 go direct to 2 non-stop
3
5 first-class 3 northwards
1 intense and busy
6 non-stop 4 overland
2 a day trip
5 5 by boat
3 the main square
4 the gold museum 1 first-class 6 by rail
2 international flights 7 direct
4
3 direct 8 westward
1 it all
4 a direct train 9 first class
2 off the beaten track
5 shuttle
3 up close and personal
6 one-way ticket 3
4 in the blink of an eye
5 1 eat
1 I’m sorry Writing 2 has lived
2 was the problem? 1 3 ’re booking
3 a tandem bike online 1 She is the first amputee woman to 4 ’ve never travelled
4 his attitude at all climb Mount Everest. 5 go
5 accept my apologies 2 A group of robbers threw her off a 4
6 not good enough train and her leg was badly injured. 1 was sitting
7 I can give you Surgeons amputated her leg in the 2 noticed
end. 3 had fallen
8 have my money back
9 the receipt? 4 appeared
10 I’ll organise a refund 5 didn’t hesitate
T120 Workbook answer key
Workbook answer key
6 dialled 5 5
7 was talking 1 global warming 1 Almost half of the total supply of
8 began 2 climate change lithium in the world is in Bolivia.
9 had lost 3 deforestation 2 The lithium is taken from the ground.
5 4 electricity Then it is left to dry in the desert
1 ’ll be packing 5 solar panels sun. When the water evaporates, the
lithium appears as a thick oily liquid.
2 will cost 6 solar power
3 Is he going to travel / Will he be 7 renewable energy 3 In parts of Chile’s Atacama Desert,
there is water pollution and animals
travelling 8 packaging have disappeared because of lithium
4 ’m cooking 9 waste mining.
5 ’re moving 6 4 He asks the reader if it is worth
6 will you be doing 1 out destroying the desert just to
6 2 up find a short-term solution to our
1 Although 3 around environmental problems.
2 Despite 4 up 6
3 but 5 off Students’ own answers.
4 In spite 6 for Grammar
Unit 2 Reading 1 and 2
1 1 Could; P
Vocabulary
1 In the south of Bolivia. 2 won’t be able to; PO
1
2 The world’s largest salt desert. 3 can; A
1 oil
3 It is the lightest metal on Earth. 4 couldn’t; A
2 electricity
2 5 can’t; PO
3 gas
1 a 6 couldn’t; P
4 waste
2 c 3
5 Deforestation
3 b 1 Can
6 solar panels
4 c 2 can’t
7 global warming
5 b 3 was able to
8 pollution
3 4 allowed to
9 wind turbines
1 hybrid 5 manage to
2
2 annually 6 could
1 global warming
3 hypnotic 7 be able to
2 waste
4 balance 8 could have
3 electricity
5 evaporate 4
4 Solar panels
6 resources 1 You mustn’t go by car.
5 Pollution
7 unique 2 We should recycle our old gadgets.
6 gas
4 3 I must switch off my laptop at night.
7 deforestation
1 True. ‘lithium could be the green 4 I don’t have to go to school
3
renewable energy fuel of the future. tomorrow.
1 pollution There would be less pollution which 5 We needn’t go to the environmental
2 wind turbines would have an impact on global talk.
3 deforestation, global warming warming.’ 5
4 solar panels 2 False. ‘they need significantly more 1 c
5 solar power lithium than mobile phones. One car 2 a
6 power stations battery requires 30 kilos of lithium.’
3 b
4 3 False. ‘it is an expensive process and 4 a
1 b requires a lot of financial investment
… mines and production plants have
5 c
2 a 6 b
to be built for this complex process.’
3 a
4 True. In parts of Chile’s Atacama
4 b
Desert, where lithium mining takes
place … on a large scale …’

Workbook answer key
6 Listening and Speaking 10 Ellie: Perhaps we need to talk to

1 We mustn’t set up our own page on the principal and then the Student
1
the school website. Council before we do any more.
carrier bags
2 You have to use your own bags for 11 Robbie: That’s a good point. Shall I
jumper email them now?
your shopping.
laptop 12 Ellie: Go for it!
3 I needn’t / don’t have to save
taps
electricity. Vocabulary
4 You must wear a seat belt in a car. 2
Question 1 c 1
5 You should upgrade your computer.
Question 2 d 1 c
6 You don’t have to recycle old clothes.
Question 3 e 2 a
7 3 b
Question 4 g
1 a 4 a
Question 5 a
2 c 5 c
Question 6 b
3 a 6 b
You do not need topic f.
4 a 7 b
5 c 3
1 a 8 a
6 b
2 c 2
8 1 education, introduce
1 Global warming must be getting 3 b
4 d 2 attract, extract
worse.
4
3 transform, transfer
2 We might stop producing plastic
1 go through the roof 4 decrease, increase
bags one day.
2 go up in smoke 5 consent, present
3 They can’t have solar panels on their
house. 3 the tide is turning 6 import, airport
4 Stefan may not want to recycle his 4 a drop in the ocean 3
old phone. 5
1 produce, V
5 We might learn more about 1 Robbie: I think we should do 2 export, N
deforestation in geography next more here at college to help the 3 contract, N
week. environment. What do you think? 4 present, V
6 Clara could know the answer. She’s 2 Ellie: I really don’t know, Robbie. I’m 5 increase, V
good at this sort of thing. not sure what would be best. Have 6 distract, V
9 you got any ideas? 4
1 It might be an early birthday present. 3 Robbie: Well, for a start there must be 1 project
2 It could be cat. loads of us who get a lift every day or 2 increase
3 He/She must have a lot of money. get the bus. How about suggesting
3 subject
4 It can’t be your cousin. She’s on holiday. that we all walk or cycle one day a
week?
4 extract
6 It may be in your locker at school. 5 present
4 Ellie: Good thinking! We could call it
10 6 produce
‘Walk to College Day’.
1 shouldn’t have used 5 Robbie: Exactly! We could also recycle 7 report
2 could have borrowed waste food from the canteen every 8 education
3 could have asked day. 9 object
4 might have increased 6 Ellie: I’m not sure that’s a good idea. 5
5 should have told We may need more recycle bins. That 1 transatlantic
6 can’t have watched might be quite expensive to set up. 2 object, increase
11 7 Robbie: I don’t agree. It could be done 3 introduce
1 You can’t have seen Melissa. cheaply and easily. I can look into that. 4 attractive
2 I needn’t have texted Amelia. 8 Ellie: OK. Why don’t we ask people 5 essential
3 Jack might have thought we were to recycle their packaging more at
6 education
getting the bus. lunch time or ask the canteen to sell
sandwiches in paper bags, not plastic
7 transfer
4 Eliza must have told her parents 8 sensation
bags.
about Josh’s party.
9 Robbie: You’re right. I hadn’t thought 6
5 You needn’t / shouldn’t have bought 1 airport
of that. See? Cheap and easy. Great
a new laptop.
idea! 2 attracts
Workbook answer key
3 present 4 5 overweight
4 transport 1 may have 6 heart disease
2 can’t have 7 heart attack
Students’ own answers. 3 must have 8 Hand on heart
4 might have 9 the heart of the matter
Writing
5 could have 6
1
6 shouldn’t have 1 sign
b The environment: everyone’s
responsibility 5 2 put
1 First of all 3 sit
2
2 In addition 4 grow
1 D
3 Secondly 5 pick
2 C
3 A 4 In conclusion Reading
4 B Unit 3 1
3 The positive effects regular exercise
a 2 Vocabulary can have on our minds and bodies,
b 4 1 particularly the benefits of running.
c 1 1 g 2
d 3 2 c a 3
4
3 e, f b 6
1 First of all 4 a c 5
2 In addition 5 b d 1
3 Secondly 6 d e 4
4 In conclusion 7 f, e f 2
2 3
5
Students’ own answers
1 health service Possible answers
2 (eye) infection 1 to give a person medicine or tell them
Review 3 stomach ache what type of medical treatment they
1 4 heart disease need
1 h 5 overweight 2 the effect something has on a person
2 g 6 digestive system or situation
3 e 7 heart attack 3 to start for the first time
4 d 3 4 the initial idea for something new
5 a 1 heart of gold 5 the act improving something
6 b 2 Hand on heart 4
7 f 3 a broken heart 1 deed
8 c 4 bottom of my heart 2 set up
2 5 hearty meal 3 carry on
1 a 6 heart of the matter 4 one-off
2 c 7 good-hearted 5 housebound
3 c 4 6 lone
4 a 1 c 5
5 c 2 a 1 False. ‘the positive impact on our
3 3 c physical and mental health and
1 All students must recycle their rubbish. our weight cannot be denied. …
4 a
Overweight people trying to lose
2 You should use public transport. 5 b weight, those who are keen to get fit,
3 I had to use a plastic bag at the 6 c people recovering from heart attacks
supermarket yesterday. 5 or people who just want to stay
4 I’ll be able to talk for two minutes on 1 hearty meal healthy or not put on weight.’
that subject.
2 sick 2 False. ‘He did a run and went to visit
5 You needn’t tell Alice about this 3 digestive system a friend who was unable to get out
conversation. of the house much. Ivo suddenly
4 health service
6 You mustn’t dump e-waste here. realised he had a great concept’.
Workbook answer key
3 True. ‘If runners want to get involved 7 Listening and Speaking

in Good run, they can sign up for one 1 hadn’t seen 1
of three different types of run’. 2 wouldn’t have known Suggested answers
4 False. The coach is the person the 3 ’d realised
runner ‘stops and visits’ on the run. Sugar / sugary foods/ Sugar in our diet
4 ’d have gone 2
6
5 don’t like 1 b
1 d
6 wouldn’t have enjoyed / won’t enjoy 2 d
2 b
7 go 3 c
3 c
8 ’ll have
4 a 3
9 want
7 1 natural sugar
10 should go
Students’ own answers. 2 Fructose
8
3 melons and grapes
Grammar 1 as long as 4 Obesity and diabetes
1 and 2 2 supposing 5 like a log
1 don’t eat; 1 3 providing that
4
2 wouldn’t have felt; 3 4 unless
1 under the weather
3 do; 0 5 in case
2 like a log
4 knew; 2 9
3 down in the dumps
5 wanted; 2 Possible answers
4 as fit as a fiddle
6 have suffered; 3 1 You’ll lose weight as long as you 5 as right as rain
7 start; 0 follow your personal fitness plan.
5
8 wouldn’t have; 2 2 Providing you don’t smoke, your risk
3 of heart disease is minimal. 1 If I were you
1 hadn’t eaten, wouldn’t have had 3 I won’t take an aspirin unless I have a 2 why don’t you ask
2 wanted, would, do stomach ache. 3 How about just cooking
3 eat, get 4 Supposing I was overweight, what 4 That’s a load of rubbish
4 stop, you’ll lose would you say to me? 5 I think you should
5 would, do, had 5 I’ll take up running provided (that) 6 I guess you’re right
you do too! 7 for example
6 hadn’t gone, wouldn’t have felt
6 Take your trainers in case there’s a 8 Good idea
7 have, won’t sleep
gym there.
8 wants, drinks
7 Even if we don’t feel like it, we should Vocabulary
4 eat a hearty meal 1
1 would come 8 Unless you change your diet you 1 c
2 ’d gone won’t feel better. 2 a
3 would, does, have 10 3 b
4 wouldn’t feel 1 If he had trained properly, he would 4 c
5 would have eaten have finished the race. 5 c
6 wouldn’t have liked 2 I’ll take a bottle of water in case I get 6 a
5 thirsty. 7 b
1 e 3 Unless you tell me, you don’t tell me, I 8 c
2 c can’t help you. / If you don’t tell me, I 2
3 a can’t help you. 1 teaspoonful
4 f 4 If you could choose one hearty meal, 2 drops of
5 b what would it be?
3 a kilo of
6 d 5 If you want to try Zumba, come to my
4 a dozen
6 class tomorrow night / If you want to
try Zumba, you could / should come 5 loads of
1 c 3
to my class tomorrow night.
2 b 1 tonnes
6 If we hadn’t downloaded that running
3 a app, we wouldn’t have learnt how to 2 loads
4 b meditate. 3 pile of
5 c 4 heap
6 a
Workbook answer key
5 huge Review 8 novel

6 dozens 1
9 video game
7 a load 1 gold 2
8 spot 2 an infection 1 play
4 3 heart attack 2 poem
1 c 4 heart of the matter 3 biography
2 a 5 digestive system 4 video game
3 d 2
5 fairy tale
4 e 1 serve 6 novel
5 b 2 drops of 3
6 f 3 a spot of 1 d
5 4 a dozen 2 c
1 sleep / hold 5 teaspoonful 3 a
2 contain / hold 6 loads of, hold 4 b
3 hold 3 4
4 serve 1 go, ’ll work 1 play
5 take 2 cleans, uses 2 acts
6 seats / holds 3 hadn’t gone, wouldn’t have felt 3 main character
6 4 had, ’d feel 4 setting
Students’ own answers. 5 follow, will improve 5 plot
6 ending
Writing 6 would you have done, had known
7 want, sign up 5
1
8 were, ’d go 1 novelist
1 D
4 2 novels
2 C
1 c 3 fiction
3 B
2 c 4 main characters
4 A
3 a 5 chapters
2
4 a 6 drama
1 propose 7 plot
2 On top of that, In addition to, 5
1 supposing 8 ending
Furthermore
2 unless 9 biography
3 The aim of
3 in case 6
4 Lead to
4 providing 1 move on
3
5 as long as 2 shout out
1 The proposal is to make the school
canteen a healthier place where 6
3 take, back
students can make healthier choices. 1 not only 4 go back
2 The Student Council is making the 2 but also 5 feed back
proposal. 3 In addition Reading
3 It is aimed at the college principal so 4 Furthermore 1
he can approve the changes.
5 On top 1 George is a spoken word artist, a poet
4 and a wordsmith.
1 Furthermore Unit 4 2 His parents are from Uganda.
2 Not only Vocabulary 3 He grew up on a tough housing
3 but also estate in north-west London.
1
4 On top of that 2
1 poem
5 In addition 1 True. ‘he hopes he can change
2 fairy tale
5 3 history the lives of a generation through
Students’ own answers. 4 myth storytelling.’
5 short story 2 False. ‘Rap has become more about
entertainment. Poetry, on the other
6 play
hand, makes people stop and think
7 biography about things’.

Workbook answer key
3 False. ‘he often delivers his words like 3 Listening and Speaking
a politician …’ 1 When, whose 1
4 True. ‘he is a firm believer that 2 Why b
entertainment has the power to do 3 What
this more than education.’ 2
4 Where 1 more than 60 years
3 5 Which
1 maximise 2 The fictional detective Agatha Christie
6 Who; how created.
2 wordsmith
4 3
3 politician
1 c 1 b
4 housing estate
2 c 2 c
4 3 c
1 modern 3 a
4 b 4 b
2 tough 5 a
3 potential 4
6 a 1 guesthouse
4 access 7 b
5 audience 2 recently married
8 a 3 snowed in
5 5
1 Growing up on a tough housing 4 the play ends
1 did you 5
estate George used his own
2 wasn’t it 1 out of the blue
experiences and those of others
around him to rap about. 3 aren’t I 2 on a plate
2 Because he wanted more people to 4 would you 3 bitter pill
hear and understand what he had to 5 can we 4 blood
say. 6
6
3 Because they can have a better future 1 I wanted to know whether you’re 1 Do you remember when
if they have a better education. going to read that play.
2 It was just before
4 He worked with them and gave 2 I wonder if you have ever written a
them lessons in poetry so that they novel.
3 At first
could have the chance to express 3 Could you tell me if there’s a
4 by the time
themselves and know their stories are bookshop near here? 5 I’ll never forget
important. 4 I wonder if your parents are going to 6 Suddenly
6 download that novel. 7 In the end
Students’ own answers. 5 Who knows how the book will end. Vocabulary
7
Grammar 1
1 who 1 gradually
1
2 what 2 recently
1 Will
3 where 3 lately
2 Do
4 when 4 currently
3 Does
8 5 occasionally
4 Are
5 Did 1 Who did you go with? 6 eventually
6 Is 2 What did you see? 7 previously
7 Have 3 What happened? 8 Suddenly
8 Can 4 Who shouted out? 2
5 Didn’t you do anything? 1 I recently bought an e-reader.
2
6 Who told him to leave? 2 Book prices will gradually fall because
1 Didn’t you tell
10 of e-books.
2 Aren’t they coming
3 Won’t you be able to 1 Who 3 I occasionally buy hardback books.
4 Can’t we afford 2 What 6 My parents previously owned a
3 Who second-hand bookshop.
5 Don’t you like
6 Doesn’t your mum have 4 What 7 Do you think books will eventually
Students’ own answers. disappear?
7 Won’t you help
8 We’ve been watching a lot of old films
8 Haven’t you read lately.

Workbook answer key
3 3 ending 3 market
Students’ own answers. 4 chapter 4 job market
4 5 folk tale 5 marketing
1 daily 6 novelist 6 market share
2 hardly ever 7 main character 7 stock market
3 a fortnight 8 plot 2
4 later 9 self-help 1 on the market
5 often 10 biography 2 job market
6 the previous day 2 3 supermarket
7 every now and then 1 throughout the summer 4 market
8 already 2 previously 3
9 the following weekend 3 at that precise instant 1 mean business
10 throughout the summer 4 lately 2 head for business
5 5 occasionally 3 your own business
1 at midnight 6 gradually 4 start up
2 at that precise instant 7 the previous day 5 out of business
3 a couple of hours 8 currently 6 open for business
4 afterwards 3 4
5 in a week’s time 1 Do you want to see the play tonight? 1 be
6 some time ago 2 Didn’t you see the film last week? 2 promising
7 beforehand 3 Are you going to the festival 3 unemployment
8 During the evening tomorrow? 4 employee
6 4 Aren’t you listening to anything I’m 5 dead-end
saying? 6 a job
Students’ own answers.
4 7 employment
Writing 1 What 5
1 2 Who 1 good head for business
1 one summer 3 Where 2 running his own business
2 It takes place on a small Greek island, 4 When 3 full-time
called Kalokairi. 5 4 makes a fortune
3 Sophie Sheridan and her mother 1 didn’t you
Donna
5 employees
2 doesn’t she 6 market share.
2 3 are you 7 start up a fashion business
1 small, Greek, beautiful 4 aren’t I 8 a promising career
2 imminent 6 6
3 former 1 won what?
4 unhappy 1 summed up
2 is talking to who? 2 clocked up
5 happy 3 has bought what? 3 put together
3 4 has a great what? 4 start up
1 The story takes place 7 5 came up with
2 main character 1 takes place 6 grow up
3 The story begins 2 The main character
4 Over the next few days 3 Over the next few weeks Reading
5 As the days go by 4 As the months go by 1
6 In the end 5 In the end c
4 2
Students’ own answers. Unit 5 1 passion
Review Vocabulary 2 caught the eye of
1
3 role
1
1 supermarket 4 skills
1 non-fiction
2 on the market 5 volunteers
2 drama
6 founder
Workbook answer key
3 3 10
a 5 1 In the past, we used to live in Buenos 1 didn’t run, present
b 2 Aires but we live in New York now. 2 hadn’t lost, past
c 6, 7 2 Did you use to want to run your own 3 knew, present
d 1 business when you were young? 4 had listened, past
e 8 3 My parents didn’t use to have a tablet. 5 could help, present
f 3 4 When I was at primary school, I used 6 had written, past
g 4 to walk to school every day.
11
4
5 We have a website for our company,
2 We had gone to university.
but we didn’t use to have one.
1 c 3 we had a big market share.
6 James didn’t use to be self-employed
2 a and used to work in a bank.
4 he had started his own business
3 d when he left school.
4
4 b 5 she had a good head for business
1 would read 6 I didn’t have a dead-end job.
5 c
2 wouldn’t allow
5 Listening and Speaking
3 would knit
1 Young Enterprise teaches young 4 wouldn’t talk 1
people about business while they are
at school or university.
5 would send 1 True
2 Save the Student helps students with 6 wouldn’t go, ’d watch 2 False
financial matters and gives them 5 3 False
advice and savethegraduate.org gives 1 My dad would work long hours when 2
tips and advice to graduate students he started his own business. 1 engineering
about jobs, gap years, study choices 2 My dad would get up at 4 am every 2 retail
and possible careers. morning. 3 making jewellery
3 Young Enterprise gives students the 3 He wouldn’t have breakfast. 3
chance to learn business skills for 4 He would go for an early morning run. 1 c
themselves by actually doing them. 5 He would switch his computer on at 2 a
6 5 am
3 d
Students’ own answers. 6 He would sit in his office at the 4 b
bottom of the garden until 8
Grammar pm and he would drink lots of coffee! 4
1 7 He wouldn’t spend much time with 1 keen on the
1 Richard Branson didn’t use to get us. 2 no intention
good academic results at school. 6 3 few online orders
2 He used to own a magazine called 1 ’m not used to using 5
The Student. 1 bring it on
2 used to come
3 He used to sell records using the 3 didn’t use to like 2 up and running
business name Virgin.
4 are used to typing 3 for love nor money
4 He didn’t use to know much about 4 go it alone
planes.
5 Did, use to go
5 He used to try new business ideas 6 Are, used to operating 5 a head for business
without much money. 7 6
6 He didn’t use to be a billionaire. Students’ own answers. 1 Jack: Hi Maisie. How was your first
8 term at uni?
2
1 use to be 1 b 2 Maisie: Hi Jack. It was okay.
2 used to feel 2 a 3 Jack: You don’t sound convinced.
3 didn’t use to own 3 b 4 Maisie: I’m not! I was so looking
4 c forward to the whole experience
4 used to write and it’s just not what I’d been led to
5 used to save up 5 a
expect.
6 Did, use to meet 9
5 Jack: In what way?
7 didn’t use to have 1 b 6 Maisie: Well, for a start my room in the
8 used to have to 2 a hall of residence is tiny.
9 did, use to do 3 b 7 Jack: Why didn’t you ask for another
10 used to go 4 a room or to move to a different hall?
Workbook answer key
8 Maisie: I wish I’d thought of that 6 4 had studied

sooner. It’s too late to move now. 1 overcharged 5 had put
9 Jack: That’s too bad. What about the 2 disorganised 6 could see
course? You must be enjoying that. 3 underestimate 5
10 Maisie: I had such high hopes for the 1 also
course. It’s what I’ve always wanted to
Students’ own answers. 2 Additionally
do and it’s just such a lot of work.
3 Additionally
11 Jack: Oh dear, what a shame! Come Writing
on, Maisie, there must have been
4 In addition
1
something you enjoyed about the The position of sales assistant Unit 6
term.
2
12 Maisie: Well, there are some really nice Vocabulary
people doing my course and Bristol’s 1 B
1
a great city! 2 C
1 wings
3 D
Vocabulary 2 applause
4 A
1 3 audience
5 E
1 un- 4 spotlight
6 B
2 over- 5 stage
7 G
3 pre- 6 highlight
3
4 dis- 7 row
1 in addition to 8 dimmed, curtain
5 re- 2 Additionally
6 under- 2
3 Additionally
7 de- 1 household name
4 also
8 mis- 2 audiences
5 also
2 3 catapulted
6 In addition to
1 over- 4 spotlight
4
2 re- 5 performer
Students’ own answers.
3 dis- 6 stage
4 Pre- Review 7 limelight
5 mis- 1 8 highlight
6 under 1 on the market 3
3 2 start up a business 1 household name
1 mispronounced 3 the job market 2 centre stage
2 overpay 4 open for business 3 buzz of excitement
3 undervalued 5 stock market 4 standing ovation
4 deactivate 6 out of business 5 front row
5 recalculate 2 6 polished performance
6 disagree 1 pre- 4
4 2 under- 1 Despite his laid-back appearance, the
3 re- actor was extremely nervous.
1 The flat devalued.
4 mis- 2 The judges said that the boy band
2 The business overspent last month.
5 dis- was nothing special.
3 Your finances are disorganized.
3
3 The plot was gripping right up until
4 Are there any unpaid bills? the end.
5 Can you rewrite your business plan? 1 didn’t use to
4 The performance was hilarious.
6 Everything is prepaid so we don’t 2 would / used tp
5 They used cutting-edge technology
need any money tonight. 3 wouldn’t / didn’t use to to create the film.
5 4 Did, use to / Would, use to
5
1 underestimate 5 would / used to
1 turn into
2 miscalculated 4
2 go on to
3 overcharged 1 had known 3 turn up
4 prearrange 2 hadn’t lost 4 slip away
5 discount 3 had

Workbook answer key
Reading 6 5 the quickest

1 Student’s own answers. 6 the cheapest
1 The audience Dynamo has round the 7 more expensive
Grammar 8 cheaper than
world.
1
2 He floated about 300 metres above 8
1 funnier 1 I think that Almodóvar’s films are
London.
2 more expensive more interesting than Stephen
3 The amount of money he won in a bet.
3 more popular Spielberg’s.
4 The amount of money he bet.
4 bigger 2 Theatre tickets are not as expensive as
2
5 more interesting opera tickets.
1 setbacks
2 3 Sandra is the most popular person in
2 elite my class.
1 far more talented
3 magicians 4 The film wasn’t as funny as the book.
2 much happier
4 mesmerised 5 I can see twice as far as you.
3 slightly more sophisticated
5 bullies 6 Your brother is almost as tall as you.
4 a little cheaper
3
5 no worse 9
1 False. ‘Today, the world’s most Students’ own answers.
3
followed magician is Steven Frayne’.
2 True. ‘His great-grandfather taught
2 of tickets for Glastonbury gets more Listening and Speaking
and more expensive each year.
him how to do lots of things … 1
including some tricks to help him 3 The Harry Potter films got better and
better each year. audience, hypnotist, sell-out, stage
with bullies at school.’
4 the volume of the music got louder 2
3 False. ‘Eventually, after a few setbacks
including a serious illness, he started and louder. e 1
uploading videos of his tricks onto 5 got more and more tired after three c 2
YouTube. He only had a few hundred performances a day for a month. a 3
viewers initially.’ 4 b 4
4 True. ‘In 2012, Dynamo was given 2 The cheaper, the easier d 5
the highest honour any magician 3 The older, the more difficult 3
could hope to receive – Associate 4 The louder, the happier 1 d
Membership of The Magic circle’. 5 The longer, the better 2 a
5 False. ‘Dynamo takes a simple 6 The older, the more memorable 3 b
approach to his tricks and illusions,
5 4 c
and as a performer he prides himself
on the simplicity of his act.’ 1 is as good as the book. 4
4 2 isn’t as interesting as in the film. 1 magic to turn
1 rich 3 is as tense as in the book. 2 as easy as
2 shy 4 isn’t as nice in the book as (she is) in 3 the better
the film. 4 useless
3 heavy
5 not as happy as / sadder than in the 5
4 full-time
book. 1 drain
5 above
6 as exciting as the book. 2 butterflies, stomach
6 simple
6 3 grips
5
1 the oldest 4 tricks, trade
1 We know Dynamo’s shows are popular
2 the most expensive 5 as you go along
because he has many followers and his
shows usually sell out. 3 the longest 6
2 He learnt how to make himself very 4 the youngest 1 I was wondering if
heavy so that bullies could not lift 5 richest 2 Do you fancy
him up. 6 biggest, most popular 3 No, thanks
3 2012 was an important year for 7 4 You could just
Dynamo because that was the 1 biggest 5 I’d rather
year when he became an associate 2 best 6 Sorry, but
member of The Magic Circle. 3 more complicated than 7 Why don’t I
4 He thinks people like mysterious things 4 The nearest
and things they don’t understand.
8 Good idea

Workbook answer key
Vocabulary Writing 5
1 1 1 Opera tickets are twice as expensive
as theatre tickets.
1 page-turning 1 D
2 cutting-edge 2 C 2 The film One Day is nowhere near as
good as the book.
3 mind-numbing 3 A
3 Daniel Radcliffe is nearly as famous as
4 best-selling 4 B J. K. Rowling.
5 top-quality 2 4 Cervantes’s short stories are just as
6 full-length 1 best-selling, P interesting as his novels.
7 tear-jerking 2 well known, P 6
8 run-of-the-mill 3 tear-jerking, N 1 funniest
9 state-of-the-art 4 top-quality, P 2 biggest
10 wheelchair-friendly 3 3 shortest
11 rib-tickling 1 Frozen uses cutting-edge computer 4 longest
12 quick-witted graphics.
7
2 2 The acting in The Hunger Games is 1 As in
1 With its run-of-the-mill script, even top-quality.
2 I wouldn’t recommend
the best actors couldn’t save this play 3 The full-length version of The Hobbit
from disaster. lasts for three hours.
3 Like
2 This comedian had loads of rib- 4 Mamma Mia is a spell-binding stage 4 For me
tickling jokes. production.
3 This is a tear-jerking film. Take your 4
tissues! 1 As in
4 The book had a mind-numbing plot 2 For me
and it certainly wasn’t a page-turning 3 like
story.
4 I would strongly recommend
5 Come along to the state-of-the-art
New Theatre, with wheelchair-friendly Review
access. 1
3 1 curtain
1 well known 2 rapturous applause
2 well fed 3 wings
3 well-behaved 4 stage
4 well-read 5 encore
5 well dressed 6 standing ovation
6 well kept 7 buzz of excitement
8 polished performances
4 9 spotlight
1 c 2
2 a 1 a
3 b 2 a
4 c 3 b
5 b 4 a
6 a 5 a
5 6 b
1 state-of-the-art 3
2 wheelchair friendly 1 better
3 rib-tickling 2 much bigger
4 well-known 3 more sophisticated
5 full-length 4 4 any better
6 top-quality
7 mind-blowing
8 well behaved

Workbook answer key
Exam practice
‘It became more difficult to find and pavements can eventually lead
Unit 1 wood and fuel for cooking. Wood was to joint problems. During an ultra
Option A expensive and families could spend marathon, runners run on softer
2 up to 40% of their income on it. … ground and so there is less damage
Girls used to miss … school … to do to the body overall.’
1 c
this simple chore.’ 2 False. ‘If you’re not a great runner and
2 b
2 True. ‘Farmers couldn’t afford supplies you can’t run fast, don’t worry! You’d
3 … so they couldn’t produce as much still be able to run an ultra marathon
1 In North America, users have to pay as they used to … and this led to … because it’s not all about speed.’
a fee to book a ride. The European malnutrition’. 3 True. ‘If you think you can’t do it, then
website suggests price to driver but 3 remember that you don’t have to
the drivers set the price. run for the whole distance. You can
1 b
2 Because they feel that is not what always walk for a bit.’
2 c
hitchhiking is all about. It takes away 4
the thrill and anticipation of not 4
1 First of all, Sanga gave up his job. 1 Unless you do some training, you
knowing if/when you will get a lift.
won’t / wouldn’t be able to sign up
3 They can give the user peace of mind 2 Sanga’s company may export the fuel
for an ultra marathon.
and more security, especially if a in the future.
2 Even if you aren’t a fast runner, you
person is travelling alone. 5
can run an ultra marathon.
4 1 expensive 3 There are not only physical benefits
1 Hitchhiking is popular in spite of the 2 inside but also mental benefits to running.
dangers. / In spite of the dangers, 3 unhealthy 5
hitchhiking is popular. 4 succeeded 1 extreme
2 I haven’t been hitchhiking since I was 5 reduce
a student. 2 continuous
6 3 fellow
3 Hitchhiking has decreased. 1 sister, different, oven 4 sensible
5 2 produce 5 mind
1 lone increase
2 savvy 6
export Students’ own answers.
3 fee
7
4 minimum
Students’ own answers. Unit 3
5 top-of-the-range
6 Unit 2 Option B Option B
1 d 1 c
Unit 1 2 b 2 a
Option B 3 a 3 a
4 b 4 c
2
5 c 5 d
1 c
6 a 6 c
2 d
7 d 7 b
3 b
8 c 8 a
4 a
5 d 3 3
6 c Students’ own answers. Students’ own answers.
7 b
Unit 3 Unit 4
8 d
3 Option A Option A
1 c 1 a
Unit 2 2 a 2 c
Option A 3
2 1 True. ‘For many runners, the physical
1 False. It has caused a lot of problems. side of continuous running on roads

Workbook answer key
3 3 3 False. They adapt them ‘to fit in with

1 They changed them because the 1 It offers people fun and up-to-date everyone’s abilities.’
original stories were not suitable for Scandinavian products cheaply. 4
children. 2 Because they can attract customers 1 Some of the Circus Debre performers
2 They removed the violence from the from local businesses during their go on to become teachers in the
stories. lunch hour. circus.
3 A cruel stepmother was included to 3 How its workers are treated and 2 A traditional circus tent is not as big
reflect changes in society at that time. recycling their gadgets. as a village square.
More men were losing their wives in 4 5
childbirth and so they remarried. 1 Lennart Lajboschitz used to have a 1 professional
4 market stall in Copenhagen. 2 full-time
1 This fairy story always takes me back 2 I wish I had bought that vase in Tiger. 3 confidence
to my childhood. 3 I think Lennart Lajboschitz has a good 4 complex
2 By cutting / taking out all the head for business. 5 excitement
violence, the stories were suitable for 5 6
children.
1 How many new products do Tiger’s 1 needed /i:/
5 designers come up with each month? demonstrate /e/
1 originate 2 Who is Tiger’s main customer in the UK? delight /I/
2 refined 6 2 shows, preparation, traditional,
3 oral 1 accessories relationships, education
4 squeeze 2 eye-catching 7
5 evoke 3 spur of the moment Student’s own answers.
6 gory 4 bargain
6 5 monitors Unit 6
Students’ own answers. 7 Option B
Unit 4 Students’ own answers. 2
1 b
Option B Unit 5 2 a
2 Option B 3 d
1 a 2 4 c
2 c 1 b 5 b
3 b 2 a 6 d
4 d 3 d 7 c
5 a 4 c 8 b
6 b 5 b 3
7 b 6 a Students’ own answers.
8 d 7 c
3 8 d
Students’ own answers. 3
Unit 5 Students’ own answers.
Option A Unit 6
2 Option A
1 False. ‘He used to have his own stall at 2
a Copenhagen market’.
1 b
2 False. ‘and after Denmark, Spain and 2 a
the UK are its biggest markets.’
3
3 True. ‘there is an enormous choice
of bright, colourful, eye-catching 1 False. ‘It is the first professional
products.’ Ethiopian circus.’
2 True. ‘They stick to simpler things like
juggling, acrobatics or walking on
stilts.’

Workbook answer key
Listening & Speaking tests

3 False. It’s better to wait for a couple of 3
Unit 1 hours at least.
1
1 False She used to work in the human
4 True. Some early risers don’t like resources department in a big
a eating breakfast but I’d suggest half a accountancy firm and now she runs
2 banana and certainly a glass of water. her own business.
1 c 4 2 True. She says she has a pretty high
2 a 1 d success rate of people getting
3 b 2 a interviews and then going on to get
4 d the job after she has given them
3
Unit 4 advice.
1 The north coast of the island. 1 3 True. The most important thing is to
c be prepared.
2 People often have to walk for miles
and then there isn’t a doctor available 2 4 False. She says they do.
to see them. 1 To help students with advice for Unit 6
3 It’s on the west coast of the island. planning and preparing for job
1
interviews.
Unit 2 2 She decided to become self- Suggested answer: A voice coach
helps people like actors use their voice
1 employed and she started her own
properly or helps people who have
1 b recruitment agency.
problems with their voice.
2 d 3 Because she wanted to work directly
with young people and help them 2
3 a
prepare properly for job interviews. 1 She has helped them find their voice
4 d when they have stopped speaking
2
4 He wants to know what the most
important things to do is before an completely as a result of stress at
1 It is increasing every day in cities and interview. home or school.
it is damaging the health of people 2 First, they bend down and lie on the
now and in the future. Unit 5 floor. Then they raise their legs in the
2 She is more relaxed when she arrives 1 air, lower them and slowly stand up.
there; she notices more on the way They put their hands against the wall
Suggested answer: An ‘extra’ is a paid
and she chats to friends. and put all their weight onto their
actor who appears briefly in a film or TV
3 When taking Ella to a party or visit programme. hands and imagine they’re pushing
friends or when her brother is playing the wall away from them.
2
football at the weekends. 3 Because it helps people use the right
4 She should set up her own website. 1 True. His phone rang during a lecture parts of their bodies to find their
but he didn’t answer it.
voice and to breathe properly and it
Unit 3 2 False. A TV company rang him. helps reduce nerves.
1 3 False. He saw an advert on the 4 They often rehearse in a much smaller
Suggested answer: A healthy meal with university website. space than a stage so when they go
protein and vitamins and minerals and 4 True. He received an on stage they have to use their voice
some fat. acknowledgement. in a much bigger space.
2 3 4
1 He suggests eating more protein and 1 It was in a restaurant. 1 b
cutting down on carbohydrates and 2 He had to take his own smart, casual 2 d
fat. clothes. 3 c
2 Any three from the following: lean 3 Because they don’t want the 4 a
meat, fish tofu or quinoa. audience to be distracted by the
3 A good carbohydrate will release extras.
sugar slowly and you’ll feel more 4 It is definitely not as glamorous as he
energetic for longer. thought.
4 You won’t perform your best 4
physically or mentally. 1 b
3 2 d
1 True. 60% carbs; 10% protein; the rest 3 a
= fat.
2 False. They are examples of good carbs.

Workbook answer key
Vocabulary builder
6 classic
Unit 1 Unit 3
2 2
1 Any three of: eastward, northward, 1 heart Unit 5
southward, westward 2 ill – sick, fat – overweight, kind – 2
2 cabin good-hearted 1 employee, employer, employment
3 plain – colourful, return – one-way, 3 up 2 long-term, full-time
single, budget – luxury 4 drop, spot, teaspoonful 3 business
4 one-way, non-stop 5 eye infection, heart attack, heart 4 started up
5 by air, horse, rail, road, sea, walking disease, stomach ache
5 market
on foot, horseback 4 b market
4 1 If you want to lose weight, you should 4
1 tranquil cut down on eating chocolate you
eat.
1 b
2 glamorous
2 The meal was disgusting! I’ve got 2 a
3 cosmopolitan
stomach ache and I feel like I’m going 3 b
4 luxurious
to throw up. 4 a
5 mysterious
3 I think I’m coming down with a cold. 5 b
6 touristy
I can’t stop sneezing. 6 a
5
4 Have you got over that nasty virus 5
1 magical you had recently? 1 Running
2 commercial 5 Libby passed out during a PE lesson 2 work for
3 spiritual today but she came round a few 3 responsible for
4 overdeveloped minutes later. 4 in charge of
5 charming 5 5 off work
6 remote 1 put on 6 Dealing with
Unit 2 2 get rid of
3 cut out Unit 6
2
4 build up 2
1 Any four of the following: introduce,
produce, reduce, conduct, education,
5 take up 1 (centre) stage, curtain, (front) row,
6 work out wings
product
2 reduce, decrease 2 turn up
Unit 4 3 Any five of the following: best-selling,
3 take up 2 Any four of the following: biography, good-quality, high-quality, state-of-
4 Any four of the following: climate fiction, history non-fiction, self-help, the-art, top-notch, top-of the-range,
change, fossil fuels, global warming, travel, top-quality
greenhouse gases, power stations,
2 beforehand, the previous day 4 user-friendly, eco-friendly, wheelchair-
renewable energy, solar panels, solar
power, wind turbines
3 Reading nursery rhymes takes me friendly, child-friendly
back to my childhood. 5 well-behaved, well-dressed, run-of-
4
4 actually the-mill/mind-numbing
1 volcanic eruption 5 occasionally, every now and then 4
2 tidal waves
4 1 fine tune
3 tornado
1 swashbuckling 2 drama queen
5 snowstorm
2 spine-chilling 3 take the stage, break a leg
6 retreating glaciers
3 abridged 4 ham … up
7 smog
4 epic 5 changed your tune
5
5 gory 5
1 flash floods 6 tragic 1 set the scene
2 drought
5 2 stage is set
3 heatwave
1 folklore 3 At this stage
4 cold spell
2 adaptation 4 make a comeback
5 hurricane
3 fictional 5 waiting in the wings
6 melting ice caps
4 unconvincing 6 dramatic entrance
7 tsunami
5 bedtime reading
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Julio Redondas, Damir Avdic and Rocío Muñoz: photo research
Álvaro Fernández Prieto: photographer Shutterstock; p. 56: © AFP/stringer/Getty Images; p. 57 (B/G): © Maskot/
Enrique González and Javier Alomar: video camera operators Getty Images; p. 58, 60, 62, 64, 66, 68: © flil/Shutterstock; p. 59 (T): ©
Álvaro Rodríguez: videos Frederic Legrand - COMEO/Shutterstock; p. 59 (BL): © Sergey Nivens; p.
Bendito Sonido: audio recordings 59 (CC): © MBI/Alamy; p. 59 (B/G): © Twin Design/Shutterstock; p. 59 (BR):
Jacobo Aguirre McMorrow; Emily Lanzas Bogaard; Lucía McLachlan Quiñones; Samuel © MPFphotography/Shutterstock; p. 60 (b): © Danilin Vasily/Thinkstock;
Palizian; Olivia Romero Collins; Tristan Sellers Clyde and Amaya Steensma Tedder
p. 60 (c): © ene/Shutterstock; p. 60 (d): © Andy Dean Photography/
The authors and publishers acknowledge the following sources of copyright Shutterstock; p. 60 (e): © Image Source Salsa/Alamy; p. 60 (f ): ©
material and are grateful for the permissions granted. While every effort has
savageultralight/Shutterstock; p. 60 (g): © Pixsooz/Thinkstock; p. 61 (a): ©
been made, it has not always been possible to identify the sources of all the
material used, or to trace all copyright holders. If any omissions are brought to Franck Boston/Shutterstock; p. 61 (b): © william casey/Shutterstock; p. 61
our notice, we will be happy to include the appropriate acknowledgements on (c): © Goodluz/Shutterstock; p. 61 (d): © Africa Studio/Shutterstock; p. 62
reprinting. (L): © Everett Collection/Shutterstock; p. 62 (R): © Wavebreakmedia Ltd/
Key: T = Top, C = Centre, B = Below, L = Left, R = Right, B/G = background Thinkstock; p. 63: © sezer66/Thinkstock; p. 64 (coins): © unverdorben jr/
p. 6, 8, 10, 12, 14, 16: © Jules_Kitano/Thinkstock; p. 7 (BR): © Bob_ Shutterstock; p. 64 (tags): © little Whale/Shutterstock; p. 64 (register): ©
Eastman/Thinkstock; p. 7 (L): © VitalyEdush/Thinkstock; p. 7 (TC): © Brasil2/ Andrey_Popov/Shutterstock; p. 64 (tally): © Studio-Annika/Thinkstock; p.
Getty Images; p. 7 (BC): © P.Jirawat/Shutterstock; p. 7 (BL): © GlobalP/ 65 (TC): © baranq/Shutterstock; p. 65 (R): © Cultura Creative (RF)/Alamy;
Thinkstock; p. 7 (TR): © prapassong/Thinkstock; p. 7 (B/G): © Morley p. 66 (R): © Daniel Hurst/Thinkstock; p. 68 (B): © Ken Vander Putten/istock;
Read/Thinkstock; p. 8 (d): © sergwsq/Thinkstock; p. 8 (b): © Chad Ehlers/ p. 69 (B/G): © Pavel L Photo and Video/Shutterstock; p. 70, 72, 74, 76, 78,
Alamy; p. 8 (c): © Ambito/Shutterstock; p. 8 (a): © Oliver Knight/Alamy; 80: © zeljkodan/Shutterstock; p. 71 (B/G): © jan kranendonk/Shutterstock;
p. 8 (CL): © Roberto A Sanchez/Getty Images; p. 9 (L): © Todd Gipstein/ p. 71 (masks): © Andrey Burmakin/Shutterstock; p. 71 (pirate): © Stephen
Getty Images; p. 9 (R): © Evikka/Shutterstock; p. 10: © Syda Productions/ Finn/Shutterstock; p. 71 (BR): © Featureflash/Shutterstock; p. 72 (L): ©
Shutterstock; p. 11: © Martin Lehmann/Shutterstock; p. 12 (c): © Chamille Stokkete/Shutterstock; p. 73: © Phil Leo/Thinkstock; p. 74 (a): © ayelet-
White/Shutterstock; p. 12 (b): © Plamen Peev/Shutterstock; p. 12 (a): keshet/Shutterstock; p. 74 (b): © dezignor/Shutterstock; p. 74 (c): © Rose
© rangizzz/Shutterstock; p. 12 (d): © schankz/Shutterstock; p. 12 (e): © Carson/Shutterstock; p. 74 (d): © Georgejmclittle/Shutterstock; p. 74 (e):
Comstock/Thinkstock; p. 12 (f ): © Kamila Starzycka/Shutterstock; p. 12 © Nikolay Solidcreature/Shutterstock; p. 74 (f ): © Dikiiy/Shutterstock; p.
(B): © dovla982/Shutterstock; p. 13 (TC): © Samot/Shutterstock; p. 13 75: © Heartland Arts/Shutterstock; p. 76 (L): © Oleksandr Rupeta/Alamy; p.
(TR): © Art Directors & TRIP/Alamy; p. 14: © John Phillips/contributor/ 77 (L): © Bob Daemmrich/Alamy; p. 77 (LC): © Andresr/Shutterstock; p. 77
Getty Images; p. 16: © Nick Stubbs/Shutterstock; p. 17: © Sergiy Serdyuk/ (RC): © Halfpoint/Shutterstock; p. 77 (R): © Andrey_Kuzmin/Shutterstock;
Alamy; p. 18, 20, 22, 24, 26, 28: © Pakhnyushchy/Shutterstock; p. 19 p. 77 (CR): © Relaximages/Alamy; p. 78 (R): © Geraint Lewis/Alamy; p.
(footprints): © Hywit Dimyadi/Shutterstock; p. 19 (bananas): © robynleigh/ 78 (BR): © Geraint Lewis/Alamy; p. 81: © Africa Studio/Shutterstock; p.
Thinkstock; p. 19 (CL): © Ditty_about_summer/Shutterstock; p. 19 (TR): 82: © lassedesignen/Shutterstock; p. 84: © mimohe/Shutterstock; p.
© buld/Thinkstock; p. 19 (B/G): © KYTan/Shutterstock; p. 20 (e): © Zffoto/ 84: © lafotografica/Shutterstock; p. 85 (milk): © fotozotti/Shutterstock;
Shutterstock; p. 20 (b): © Chepko Danil Vitalevich/Shutterstock; p. 20 (c): p. 85 (bin): © JoeFox/Alamy; p. 85 (toilet): © Nick Twinney/Alamy; p. 85
© tuthelens/Shutterstock; p. 20 (d): © cate_89/Shutterstock; p. 20 (a): © (golf ): © eStock Photo/Alamy; p. 85 (heater): © Ian Leonard/Alamy; p. 85
hxdbzxy/Shutterstock; p. 20 (f ): © Martin Capek/Shutterstock; p. 20 (g): © (graduate): © Ljupco Smokovski/Shutterstock; p. 85 (phone 1): © Vangert/
wk1003mike/Shutterstock; p. 20 (h): © Tom Wang/Shutterstock; p. 20 (i): Shutterstock; p. 85 (phone 2): © Chris Pole/Shutterstock; p. 85 (phone 3):
© Ivan_Sabo/Shutterstock; p. 21: © Blackout Concepts/Alamy; p. 22 (R): © Eldad Carin/Shutterstock; p. 86: © Lars Hallstrom/Shutterstock; p. 87:
© imageBROKER/Alamy; p. 23 (B): © Jan Kaliciak/Thinkstock; p. 25: © Justin © Mary Evans Picture Library/Alamy; p. 89 (L): © javi_indy/Shutterstock;
Kase zninez/Alamy; p. 26 (shelves): © Pavel Ilyukhin/Shutterstock; p. 26 p. 89 (C): © Chris Schmidt/Getty Images; p. 89 (R): © Blend Images/
(meat): © Adisa/Shutterstock; p. 28: © Olga Nikonova/Shutterstock; p. 29: Shutterstock; p. 99: © Mira/Alamy; p. 100: © Calin Tatu/Shutterstock; p.
© Picture Service/contributor/Getty Images; p. 30: © Brendan Howard/ 101: © New Punisher/Shutterstock; p. 102: © NEIL SPENCE/Alamy; p. 103:
Shutterstock; p. 32, 34, 36, 38, 40, 42: © novintito/Thinkstock; p. 33 (B/G): © A and N photography/Shutterstock; p. 104: © Stuart Wilson/stringer/
© Digital Vision./Thinkstock; p. 33 (TL): © Alexander Raths/Shutterstock; Getty Images

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English for Spanish Speakers

José Abascal 56, 1º – 28003 Madrid, Spain

Cambridge University Press is part of the University of Cambridge.

• 3 Term reviews • Audioscripts

Common Mistakes at Bachillerato

Book. The Workbook audio is available online for

OUT & ABOUT

These include all the recordings from the Studen

• A Writing Guidemake and offers practice in correct usage.

English for Spanish Speakers

• False friends reference provides a wealth of

extra resources including grammar worksheets

For students and teachers the exam. Listening and

Student’s Book unit structure

Look at the photo. Talk to your

getting away from it all unit 1 55

Look at the photos, title and sub-headings.

answer is possible. Compare and discuss with a partner.

The comprehension questions follow the style of the university entrance

2 a Somebody who wants to be physically active all the time.

extremely exciting, beautiful or surprising (adj)

Exam focus: rewriting

2 making you feel less hot or tired (adj)

3 having a magical, attractive or beautiful quality (adj)

• • • number a travel as a5 whole

matching Listen exercises,

often using images and then go on to put these

a people 2 and quiet

accommodation beaches bus ride fauna

words for each 1 about

Tip story. What a journey

a stages 1 – 3 bfor rewriting sentences

1 Look at the sentence and identify the key words.

you look around the place and learn about it (n or v)

Tip5 Complete the sentences with the words from Exercise 4.

6 Read these extracts from the conversation. Match the

3 Reread your sentence and check you have included all

08 unit 1 getting away from it all

Present and imperative

drive get look make move say

What’s the name of this tense?

football since she was six.

sentences from the box.

3 Choose the correct option.

4Wea journey whichtoo

the negative andclose question

a wentmusic always1 check out

effects careate fish nowa sand city.

began ind the

the internet and

another driver 12 to use. The road would be a

✓ I went on a school trip last year.

sentences with the present perfect continuous and the

Vocabulary Speaking Unit 1

by air – by plane vowels Emma: It was Amsterdam by Boat.

can I help you?

Identifying the problem

Saying what’s Saying what you Saying you’re

the function being practised.