Text
Teacher's Book
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CONTENTS
INTRODUCTION
4
What is High Note?
4
What is the High Note methodology?
4
Key concepts behind High Note
6
Course components
8
High Note unit walkthrough
10
High Note videos
16
Teaching pathways
17
How to teach for exams with High Note
18
How to flip the classroom with High Note
19
STUDENT’S BOOK PAGES WITH TEACHER’S NOTES
20
Contents
20
01 Looking good
22
02 The digital mind
36
03 Active and healthy
52
04 Time to move
66
05 The next step
82
06 Do the right thing
96
07 In the spotlight
112
08 Consumers’ world
126
09 The power of nature
142
10 Justice for all
156
Culture Spot
172
Literature Spot
176
Watch and Reflect
180
Grammar Reference and Practice
190
Use of English
199
Communication
202
CULTURE NOTES
204
STUDENT’S BOOK AUDIO SCRIPT
212
STUDENT’S BOOK VIDEO SCRIPT
231
WORKBOOK ANSWER KEY
244
WORKBOOK AUDIO SCRIPT
257
CLASS DEBATES
264
GRAMMAR VIDEOS – EXTRA ACTIVITIES
266
PHOTOCOPIABLE RESOURCES
270
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WHAT IS HIGH NOTE?
High Note is a dynamic and intensive five-level course for
upper secondary students, ranging from A2 to C1 level of
the Common European Framework of Reference (CEFR) and
from 30 to 85 on the Global Scale of English (GSE).
The course aims to bridge the gap between school reality
and young adult life. It has been designed to inspire and
challenge modern teenagers so that they can fulfil their
ambitious goals: pass school-leaving and external exams,
communicate fluently and accurately in English in a variety
of situations, become successful university students and
increase their employability perspectives. This is achieved
by equipping learners with a combination of language skills
and life competencies as well as systematically building their
confidence when speaking English.
Not only does High Note present new vocabulary and
grammar, practise receptive and productive skills and
acquaint students with typical exam tasks but it also teaches
practical, everyday life skills that students will find useful
both now and in the future. A specially prepared Life Skills
development programme develops the types of skills
that are needed at school, at university and at the future
workplace:
• academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
projects, planning a future career),
• social skills (e.g. working in a team, understanding how
the media works, identifying fake news) and
• personal development skills (e.g. time management,
improving memory, setting SMART goals).
Throughout the course, students are also encouraged to think
critically, use their creativity, assimilate new information
and points of view, express and defend their opinions,
develop research techniques, work alone and with others
and reflect on their own learning. Additionally, High Note
deepens students’ understanding of important social issues
and increases their cultural awareness, which helps them
become fully rounded citizens of the global community.
The High Note syllabus is based on a combination of school
curricula, school-leaving and external exam requirements
and the Global Scale of English. This ensures comprehensive
language coverage and the right balance of general English,
exam and life skills. Students will be learning the right
language and getting the right kind of practice to help them
excel in their exams and communicate with confidence.
Although the course has been designed for use in state
sector schools, it is also suitable for use in private language
schools, and the activities will work well with both smaller
and larger groups. It offers a lot of flexibility of use as it
contains a wealth of materials to provide extra support or
further challenge for students, and extra ideas and resources
for teachers to allow them to tailor their teaching package to
their classroom.
WHAT IS THE HIGH NOTE METHODOLOGY?
High Note is the direct result of extensive research and
analysis of learners’ needs and wants. This research has
shown that the learning objectives of many students aged
15–19 are increasingly ambitious. The course addresses these
needs by building on four notions: inspiration, intensity,
interaction and independence.
INTRODUCTION
INSPIRATION
The course material has been carefully prepared to appeal
to students’ interests, inspire discussion and engage them in
learning English both inside and outside the classroom.
Relevant
The lessons in High Note are relevant to students in that they
connect to their experiences. The reading and listening texts
cover topics that learners at this age are naturally interested
in and talk about in their everyday lives, such as technology,
media, travel, relationships and sport, but also psychology,
culture and future careers. New vocabulary and grammar are
practised through questions about the students’ own lives
and experiences, which makes lessons more personal and
memorable.
Authentic
Wherever possible, reading and listening texts come from
authentic sources. Authentic Documentary Videos tell the
stories of real people and present real places and events.
Grammar Videos – ‘vox pop’ interviews with real people
filmed on the streets of London – introduce students to
authentic accents and real experiences and stories. All of this
encourages authentic language learning.
Purposeful
Each lesson in High Note has a clear purpose, whether it
is vocabulary and grammar presentation and practice,
general language skills development or exam practice. Every
unit begins with a list of unit objectives to help students
understand the learning goals. There is also a clear can-do
statement at the foot of each lesson so that students and
teachers know exactly what they are doing, and which
students can tick when they feel they have achieved the
lesson aim.
The purposefulness of the material is enhanced by the
practical Life Skills lessons, which help practise new
competencies through engaging content and in a practical,
discussion-driven way.
Absorbing
The texts in High Note are thought-provoking and
information-rich. They enhance students’ knowledge of the
world and allow them to further investigate the themes they
find interesting. Also, well-known topics are presented from
unusual angles with the intention of sparking off natural
opinion sharing, agreement and disagreement. Students’
knowledge of British culture and other English-speaking
countries is systematically developed throughout the course
through a variety of curious cultural facts in the main units,
as well as in the Culture Spot and Literature Spot sections at
the back of the Student’s Book.
Well-balanced
High Note is a course which is well-balanced on many
different levels and helps students engage more with the
material. In terms of topics, there is a balance of light,
humorous issues and more serious themes. In terms of
lessons, there is a harmonious topic flow from one lesson
to another. Exam training is also seamlessly woven into
the course: students increase their exam readiness through
step-by-step activities and task-based exam tips. Finally,
video clips are naturally integrated into the lessons, and the
course components complement one another.
INTRODUCTION
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INTRODUCTION
INTRODUCTION
INTENSITY
High Note challenges students both at a cognitive and
linguistic level.
The reading and listening texts push them to think critically
and to raise their cultural and social awareness.
The intensive grammar syllabus and wide vocabulary
coverage encourage them to explore the language,
understand how it works and improve accuracy. The video
material, audio recordings and numerous speaking activities,
(discussions, debates and role-plays), naturally foster fluency:
students become immersed in the language and learn to talk
at length in a variety of personalised and meaningful contexts.
INTERACTION
When students are involved in the course material, the
progress of their learning is quicker. In High Note, learners
are encouraged to interact with the course and actively
participate in every stage of the learning process.
Grammar
• Students analyse examples of language and arrive at the
grammar rules themselves; the guided inductive approach
helps them understand and remember the rules better.
• Watch out! boxes draw students’ attention to areas of
special difficulty and help pre-empt common errors.
Vocabulary
• New lexis is presented and activated in most lessons, with
the main lexical set of the unit in a separate Vocabulary
lesson. It is then recycled, consolidated and practised in
the following lessons.
• There are references to the language students have already
come across in the course, which are called Think Back. This
activates the knowledge students have already acquired.
• The Remember More section activates the words from the
word list through a series of exercises. Additionally, the
Active Vocabulary boxes provide practical tips on how to
activate the students’ memory when learning new words.
• Vocabulary Extension sections in the Workbook introduce
more words and phrases, focusing on such areas as phrasal
verbs, collocations and wordbuilding.
Skills strategies
• Active Reading and Active Listening boxes contain crucial
general reading and listening skills strategies, such as
predicting, understanding the main idea, finding specific
information or dealing with new words. These boxes also
include critical thinking skills like distinguishing facts from
opinions or identifying the author’s opinion. Students
can experience the strategy by completing exercises that
accompany it.
• Active Writing boxes in the Workbook highlight the crucial
stages in the process of writing a specific type of text.
Pronunciation
Active Pronunciation boxes in the Listening sections in the
Workbook help students perceive the interdependencies
between sounds and give tips on how to pronounce
particular sounds correctly.
INDEPENDENCE
High Note reinforces students’ independence by making
them responsible for their own learning. In the context
of language learning, independent learners are those
who are able to recognise their learning needs, locate
relevant information about language and develop relevant
language skills on their own or with other learners. This
results in increased recognition of strengths, weaknesses
and progress, greater levels of confidence, more motivation,
better management of learning and improved performance.
High Note supports independent learning in a variety of
different sections and exercises in the book.
Clear learning goals and models for success
The goals at the beginning of each unit describe what
the student will be able or better able to do at the end of
the lesson.
Skills strategies
Active Reading and Active Listening boxes contain concise
descriptions of the most important skills strategies, which
students can actively practise through a series of exercises
and use in the future.
Exam strategies
Strategy boxes contain useful tips on how to deal with most
typical exam tasks.
Active Writing boxes in the Workbook
These contain a series of scaffolded tasks designed to
develop the skills students need to write a given text type.
Project work
The Life Skills projects help students develop creative and
collaboration skills and make decisions about the learning
process and how to complete the project.
Resources for self-study
Resources such as word lists with the Remember More section
at the end of each unit, the Grammar Reference and Practice
section at the back of the Student’s Book, the Workbook,
Online Practice and extra digital activities reinforce active
consolidation of the material from the main units.
Self-assessment sections in the Workbook
These provide an opportunity for students to assess their
progress and reflect on their learning.
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INTRODUCTION
KEY CONCEPTS BEHIND HIGH NOTE
21ST-CENTURY EDUCATION
In today’s world of an ever-increasing flow of information
and a rapidly changing workplace, an education based on
learning facts at a one-size-fits-all pace does not seem to
work anymore. These days, learners can find answers to any
questions they might have in just a few seconds and can
teach themselves about any topic they are interested in.
They do not need school to do what they can do themselves.
What they do need, however, is guidance in how to use
the available information in smart and efficient ways and
the development of social and professional skills that
are needed to succeed in the modern world. The aim of
21st-century education is, therefore, to equip students with
those skills and help them grow in confidence to practise
them both at and beyond school.
21st-century students
We believe that today’s students are sophisticated,
intelligent and independent. They multitask very capably and
usually know a lot about other cultures. They are comfortable
with global and intercultural communication, and feel at
ease with using different types of technology. They typically
have a point of view and are not afraid of expressing
themselves. They are also comfortable with change and
keen to keep their interests and abilities up to date. In terms
of their future career, they would like to find a job that
reflects their interests and offers flexibility (e.g . living and
working anywhere in the world, choosing their own hours
and office space, working with peers across the globe). All
these characteristics and skills provide a unique opportunity
for teaching English. When students realise their needs and
interests are met and feel inspired by the course, the learning
process can be quick and extremely rewarding.
21st-century teachers
Modern teachers are forward-thinking leaders who are ready
to address their students’ needs. With such a widespread
access to information and resources of all kinds, it may often
be the case that students will know more than teachers in
some areas. Most likely, they will also be a step ahead of
teachers in using technology. This means that the teacher’s
role is likely to shift from an all-knowing expert to that of
a guide or a mentor who supports students in the learning
process, challenges them and motivates them.
21st-century skills and High Note
High Note provides students not just with English language
skills, grammar and vocabulary, but also develops the key
skills needed in the global 21st-century community.
Learning and Innovation Skills (the five Cs)
Communication and collaboration: These skills are practised
throughout the entire course. The large number of
discussions and role plays entail natural communication and
collaboration among students. Additionally, the Life Skills
projects require students to decide on their roles in a team
and take responsibility for their work.
Creativity: This skill is developed through a range of
thought-provoking questions students need to answer
and a variety of authentic problems and tasks they need to
solve, e.g. in the Life Skills projects. In Level 3, there is also
a separate Life Skills lesson that offers tips on how to increase
one’s creativity.
Cultural awareness: Students have numerous opportunities
to discuss various culture-related issues (Reflect: Culture
exercises). Documentary Videos cover a range of cultural
topics and Grammar Videos expose students to a wide variety
of native and foreign accents, which will develop their
sensitivity to other cultures and their listening skills. At the
back of the Student’s Book, students will also find Culture
Spot lessons, which provide a wider perspective of cultural
aspects linked to the unit topics and enable learners to
compare cultural aspects of the English-speaking world with
their own. The Literature Spot lessons, in turn, familiarise
students with well-known literary works that have made an
impact on popular culture.
Critical thinking: Problem solving and reasoning skills
are developed throughout the course, especially via the
reading and listening activities. Students are encouraged to
differentiate facts from opinions, critically assess different
viewpoints, look at problems from various perspectives,
assimilate new information and points of view, as well as
express and defend their own opinions.
Digital Literacy
The content, as well as the means of delivery of High Note,
are rooted in today’s digital environment and reflect the
way today’s teenagers already manage their lives: the
topics cover up-to-date technology and media, the Life Skills
projects encourage the use of digital tools, and the digital
components of the course increase students’ engagement
with the course material.
Life and Career Skills
High Note offers a specially prepared Life Skills development
programme which focuses on three key educational paths:
academic and career-related skills (e.g. giving successful
presentations, debating, using online resources for school
projects, planning a future career), social skills (e.g . working
in a team, understanding how the media works) and personal
development skills (e.g. time management, improving
memory). The programme is introduced through the Life Skills
lessons at the end of every second unit. They offer engaging
content and practise new competencies in an active,
discussion-driven way. The Life Skills projects at the end of
each Life Skills lesson involve research, collaboration, critical
thinking and creativity.
THE COMMON EUROPEAN FRAMEWORK
FOR LANGUAGES
The Common European Framework of Reference for
Languages: learning, teaching, assessment (CEFR) is a
guideline published in 2001 by the Council of Europe which
describes what language learners can do at different stages
of their learning. In 2017, the CEFR Companion Volume with
New Descriptors was published, which complements the
original publication. The document enriches the existing
list of descriptors and gives a lot of focus to cross-linguistic
mediation and plurilingual/pluricultural competence.
The term mediation is understood as mediating
communication, a text and concepts. It combines reception,
production and interaction and is a common part of
everyday language use. It makes communication possible
between people who, for whatever reason, are unable to
communicate successfully with each other: they may speak
different languages and require a translation, they may not
have the same subject knowledge information and need an
explanation or simplification, they may not be of the same
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INTRODUCTION
KEY CONCEPTS BEHIND HIGH NOTE
opinion and need someone to identify common ground.
Mediation can also involve written texts – with the reader
summarising, paraphrasing or interpreting the information
for a different audience.
High Note contains numerous mediation activities.
They include open reading and listening comprehension
tasks, transformation tasks, gapped summaries, rewriting
texts in a different register, picture description, speculating
or drawing conclusions. There are also tasks which cater
for mediating concepts and communication such as
communicative pairwork or groupwork tasks, projects or
problem-solving activities.
THE GLOBAL SCALE OF ENGLISH
The Global Scale of English (GSE) is a standardised, granular
scale that measures English language proficiency. Using
the Global Scale of English, students and teachers can now
answer three questions accurately: Exactly how good is my
English? What progress have I made towards my learning goal?
What do I need to do next if I want to improve?
Unlike some other frameworks that measure English
proficiency in broad bands, the Global Scale of English
identifies what a learner can do at each point on a scale from
10 to 90, across each of the four skills (listening, reading,
speaking and writing) as well as the enabling skills of
grammar and vocabulary. This allows learners and teachers
to understand a learner’s exact level of proficiency, what
progress they have made and what they need to learn next.
The Global Scale of English is designed to motivate learners
by making it easier to demonstrate granular progress in
their language ability. Teachers can use their knowledge of
their students’ GSE levels to choose course materials that
are precisely matched to ability and learning goals. The
Global Scale of English serves as a standard against which
English language courses and assessments worldwide
can be benchmarked, offering a truly global and shared
understanding of language proficiency levels.
Visit www.english.com/gse for more information about
the Global Scale of English.
ASSESSMENT FOR LEARNING
With the GSE as the solid framework for syllabus design
and assessment, High Note offers a uniquely sound and
comprehensive Assessment for Learning package.
Any test can be used either as an assessment of learning
or an assessment for learning. Assessment of learning
usually takes place after the learning has happened and
provides information about what the student has achieved
by giving them a mark or grade. You can also use tests as
assessment for learning by providing specific feedback on
students’ strengths and weaknesses, and suggestions for
improvement as part of the continual learning process. It
is the combination of both types of assessment which can
provide a powerful tool for helping your students’ progress.
Assessment for Learning is embedded throughout the High
Note materials: in the Student’s Book, Workbook, Online
Practice and Assessment Package.
Student’s Book
Every unit begins with a list of unit objectives to help
students understand the learning goals. There is also a clear
can-do statement as the end line of each lesson so that
students and teachers know exactly what they are doing.
Students can tick the can-do box when they feel they have
achieved the lesson aim.
Every unit has a Revision section which includes exam
training. Its goal is to provide examples of and practice in
the specific tasks students are likely to face in test situations,
focussing particularly on the relevant Cambridge English and
Pearson Test of English General exams.
Workbook
Every unit contains a Self-assessment page where students
assess how well they did in each lesson: in which areas
they feel confident and where they feel they need more
practice. This encourages students to reflect on their
learning and helps them become independent learners.
The Self-assessment page is followed by a Self-check page
where students can do activities checking their knowledge
of vocabulary and grammar from the unit with an additional
focus on Use of English. The key to these exercises is
at the end of the Workbook so that students can check
their answers.
Assessment Package
There are downloadable tests in A and B versions.
The Assessment Package includes:
• Placement test
• Grammar quizzes
• Vocabulary quizzes
• Unit tests:
–
Vocabulary, Grammar, Use of English
–
Dictation, Listening, Reading and Communication
–
Writing
• Cumulative review tests: Vocabulary, Grammar, Use of English
• Exam Speaking tests
Each test is provided in a Word format, so it can be easily
modified if needed.
The full Assessment Package is provided through an access
code in the Teacher’s Book.
Extra digital activities and
Online Practice (interactive workbook)
By doing digital exercises, students can check their readiness
for class tests and monitor their progress. For most exercises,
wrong answer feedback and correct answers are provided.
When teachers set up classes and assign activities, the
gradebook function collects students’ results so that it
is possible to diagnose and adjust one’s teaching to the
performance of each individual or class.
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INTRODUCTION
COURSE COMPONENTS
WORKBOOK
• Mirrors the Student’s Book unit structure
• Additional grammar, vocabulary and skills practice to reinforce
material in the Student’s Book
• New reading and listening texts
• Vocabulary extension in the Reading and Listening lessons
• Pronunciation programme
• Self-Checks after each unit
• Self-Assessment sections after each unit
• Lists of phrasal verbs and dependent prepositions
STUDENT’S BOOK with ONLINE PRACTICE
This version of the Student’s Book contains everything
described above (Student’s Book, extra digital activities
and resources, Pearson Practice English app) PLUS:
• Interactive Workbook with instant feedback
• Gradebook to review students’ performance
• 10 topic-based units divided into seven main teaching lessons
• 5 Life Skills sections at the end of every second unit which teach competencies
indispensable to success in 21st century society
• Flexible order of lessons apart from the first spread (Grammar and Vocabulary)
and the last spread (Writing)
• Clear lesson objectives (‘I can...’) based on the Global Scale of English (GSE)
• Video in every unit (grammar, documentary, communication)
• Revision for every unit: practice of language and skills in an exam task format
• Word list at the end of each unit with exercises activating key vocabulary and
tips on how to learn new words
• Grammar Reference and Practice: detailed explanations of all the grammar topics
covered in the units with examples and exercises.
• Use of English: more exam-orientated practice of the language
• 2 Culture Spots
• 2 Literature Spots
• Watch and Reflect: worksheets for the Documentary Videos
STUDENT’S BOOK
na miarę nowej szkoły
PEARSON ENGLISH PORTAL DLA NAUCZYCIELA
Indywidualny kod dostępu do Pearson English Portal znajduje się w książce nauczyciela. Z oprogramowania
można korzystać online lub pobrać je na komputer i uruchamiać bez dostępu do Internetu.
Wejdź na stronę pearson.pl/pep i już dziś zobacz, jakie możliwości daje
Pearson English Portal!
ONLINE PRACTICE DLA UCZNIA
Online Practice to cyfrowe wsparcie dla ucznia, które obejmuje:
dostęp do materiału audio i wideo do kursu,
Grammar Checkpoints, czyli dodatkowe interaktywne ćwiczenia utrwalające zagadnienia gramatyczne
z rozdziału,
Vocabulary Checkpoints, czyli powtórka słownictwa w wygodnej interaktywnej formie,
Unit Checkpoints, czyli zestawy interaktywnych zadań dających okazję do przećwiczenia zagadnień
gramatycznych, leksykalnych i komunikacyjnych przed sprawdzianem.
Lubisz korzystać
z rozwiązań cyfrowych?
Cyfryzację klasy
zostawiasz uczniom?
Utwórz klasę w ramach Online Practice, podaj
uczniom jej numer ID i śledź ichpostępy z pomocą
szczegółowego zestawienia Gradebook.
Z Online Practice zapewniasz im pakiet
dodatkowych interaktywnych ćwiczeń do
samodzielnej powtórki, a Ty prowadzisz lekcje
tak, jak lubisz!
HIT!
25
• Grammar and Vocabulary Checkpoints to help students check
their readiness for class tests and monitor their progress
• Reading, Listening and Use of English banks of texts and exercises
• All audio and video resources
Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES
• Student’s Book audio
• Workbook audio
• Video
Access code to PEARSON PRACTICE ENGLISH APP
A night to remember
remember
remember
Looking good
VOCABULARY Appearance,clothes,footwearandaccessories, fashion
VOCABULARY Appearance,clothes,footwearandaccessories, fashion
VOCABULARY
GRAMMAR PresentSimple andContinuous, stateandactionverbs,articles
UseofEnglish>page191
SPEAKING Participatinginconversations
WRITING
Aninformalemail
VIDEO
Grammar D oc umen t ary
Co mmuni ca ti on
01
It’s 9 p.m. andintheballroomofalargeUKhotel,agroupof
well-dressedsecondaryschoolstudentsaredancing
are dancing, gossiping and
takingselfies. xamsarefinishedandeveryoneiswaitingfortheir
results. owever,thisistheschool’sfirstprom,andnooneisworrying
aboutgradestonight.
roms firstbecamepopularinthe inthe s. orsometeens,
roms first became popular in the inthe s. or someteens,
roms first became popular in the inthe
s. orsometeens,
this nighttoremember’istheirfirst realchanceto
this night to remember’is their first realchanceto
getdressedup. reparations oftencostafortune,and
get dressedup. reparations oftencost a fortune,and
get dressedup. reparations oftencost a fortune,and
theaverage family spends
spendsnearly , per
nearly , per
child on clothing, accessories, hair, etc.
child on clothing, accessories, hair, etc.
Thehighcost ofproms andthepressureto
The highcost of proms and thepressureto
lookgoodmeanthat attitudes arechanging
arechanging
arechanging
arechanging
arechanging
arechanging.
Organisationssuch asOperationProm,
Organisationssuch as Operation Prom,
whichprovidelow incomestudentswith
whichprovide low incomestudents with
freeformal clothingarebecoming
moreandmorepopular. oreover,
anincreasingnumberofstudents
areorganisingtheirowncheaper,
morerelaxedcelebrations.
Atthesametime,promnights
arebecomingmorecommonin
theUK,probablythankstothe
inuenceof mericanfilmand
culture. veryonehereinthe
hoteltonightseemshappy and
relaxed,butwhat dotheyreally
think oftheirfirst prom night
“Peop le us ual ly org ani se
organisetheirown end-of-yearcelebrations,butthis
isgreatfun!It’s nicetogettogether and everyonelooksbrilliant.”
theirown end-of-yearcelebrations,butthis
”
theirown end-of-yearcelebrations,butthis
Emma:
“IdecidedtoweartrainersandaT-shirtwithmysuit,butIregret itnow.
Ifeelunderdressed.I’mthinkingof goinghomeandgettingchanged.”
Guy:
“I didn’t buy asuitbecauseI’m saving
’m savingforaholiday.Thisone belongstomy
foraholiday.This one belongstomy
brother. Iusuallydress casually,but actuallyIthink smart clothes areOK.Several
peoplehavetoldmeIlook good,althoughoneofthemwasmymum.”
Iusuallydress casually,but actuallyIthink smart clothes areOK.Several
”
Iusuallydress casually,but actuallyIthink smart clothes areOK.Several
Bra nd on:
1AGRAMMAR ANDVOCABULARY
1 Inpairs, lookatthephoto andthetitleofthetextand
answerthesequestions.
1 Whatdoyouthinkthepeopleinthephotoare
celebrating?
2 Whendoyouwearformaloutfits?Doyoulikethem?
Say why.
2 Readthefirstparagraph ofthetextto checkyour
answertoquestion1inExercise1.Thenreadtherest
answertoquestion1inExercise1.Thenreadtherest
ofthetexttoanswerthesequestions.
1 Howmuchdoesthe averageUSfamily spendperchild
on promnight?
2 WhyareattitudestopromnightchangingintheUS?
3 Whyarepromsbecoming morepopularintheUK
thesedays?
4
□IcanusePresentSimpleandPresentContinuoustotalkabouthabits andtemporarysituations.
Present Simple and Present Continuous
3 Match sentences1–6 with meanings a–fintheGrammar
box.Thenfindonemoreexampleunderlinedinthetext
foreachrule.
1 □Everyoneiswaitingfortheirresults.
2 □Ithink smart clothes areOK.
3 □Preparationsoftencost afortune.
4 □Nooneisworryingaboutgradestonight.
5 □PromnightsarebecomingmorecommonintheUK.
6 □Iusuallydresscasually.
PresentSimpleandPresentContinuous
WeusethePresentSimplefor:
afactsandgeneraltruths
broutines andhabits
c stateverbs(e.g.want,know,prefer,remember,
understand,mean,imagine,sound,appear,seem,own,
belongto)
Timeexpressions:always,everyday,regularly,most
days,usually,often,sometimes,hardlyever,never
WeusethePresentContinuousfor:
dactionshappeningright now
etemporarysituationshappeningaroundnow
f changing situations
f changing situations
f
Timeexpressions:now,atthemoment,thesedays,
nowadays,thisyear
GrammarReference andPractice>page172
WATCHOUT!
StateverbsareusuallyonlyusedinthePresentSimple
becausetheyexpressstates,beliefs,opinionsorfeelings.
However,asmallgroupoftheseverbscanbeusedinthe
PresentContinuous with achangeof meaning, e.g .think,
have,look,see,forexample:
Wethinkpromsareagreatidea.(think=opinion)
think = opinion)
th ink
I’m thinking ofgoinghome.(think = mental activity)
think = mental activity)
think
4 Choosethe correctformstocompletethe sentences.
1 Mygirlfriend andItake/ aretakingsalsadancinglessons
thismonthandtonightwe’relearning/learnanew
danceroutine.
2 Itgets/’sgettinglatebutIdon’twant/’mnotwanting
toleavethedancefloor!
3 I’mnotreallyenjoying/don’treallyenjoymyself,tobe
honest.Itallisseeming/seemsabittoomuch,like
aHollywoodmovie.
4 I’mthinking/thinkthere’salotofpressuretocome
’m thinking/ think there’sa lot of pressureto come
’m thinking/ think
tothepromwithadate,butIdon’tsee/’mnotseeing
anyoneatthemomentsoIjustcamewithafriend.
5 Mybestfriendhates/’shatingdancingso unfortunately
we’renevergoing/never godancingtogether.
6 Peoplelove/arelovingthosedancingshowsonTV
andballroomdancingisbecoming/becomesmore
popularbecauseofthem.
1 Readthequestionsandwatchthevideo.
Saywhatthespeakersanswer.Theninpairs,ask
andanswerthequestions.
1 What’severyonewearingthisyear?
2 What clothesstylesareyouwearingthisseason?
G
R
A
M
M
A
R
V
I
D
E
O
5 1.2 Completethe conversationwiththecorrect
PresentSimpleorPresentContinuousform oftheverbs
inbrackets. Thenlistenandcheck.
Alice Ican’tbelievewe1're wearing
're wearing (wear)thesame
dress!What anightmare!
Clara Haha!Yep.I 2
(know)howyoufeel.
Alice Whydidn’t Ithink?Everyone3
(w ear) pi nk
thissummer!4
(you/think)ofgoinghome
andgettingchangedatall?
Clara Notreally.I 5
(live)quitefarfromhere.
Alice Maybeyoushould.I’llpayforyourtaxi.
Clara No,thanks...I 6
(begin)tothinkitdoesn’t
mat t er.
Alice Really?
Clara Yeah,it 7
(notseem)worthit.I 8
(n ot
think)youshould worry.Let's just enjoy ourselves.
Alice Yeah,weboth9
(look)greatinthisdress
anyway.
6 Findfourofthephrasesfromtheboxinthetexton
page4.Thenusethephrasesintheboxtocomplete
thesentences.
dresscasually dressed upas getdressed getdressedup
dresscasually dressed upas getdressed get dressedup
get undressed overdressed underdressed well-dressed
1 Ohno!I’mtheonlypersonnotwearingasuit.I’m
totally underdressed .
2 Ohdear!Everyone elseis wearingjeansandI’m in
adress.I’mcompletely
.
3 Theseformalclothes areOKbutI stillpreferto
.
4Ionly
forweddings andfunerals.
5 It’sashamenobodyis
superheroes.
6 OK,it’s11a.m.andI’mstillinbed.IsupposeIshould
getup,
andgetgoing.
7 IwassotiredafterthepromIdidn’t
and w ent
tobedinmysuit.Itlookedterribleinthemorning.
8 AppearanceisimportantandIwantpeopletothink
I’ma
pers on .
7 SPEAKINGUsethephrasesfromExercise6to make
threetrue sentencesand onefalseone aboutyourself.
Canyourpartnerguesswhichoneisfalse?
5
01
8
F01 High Note TB3 09593.indd 8
29/08/2019 14:06
INTRODUCTION
PHOTOCOPIABLE©PEARSONEDUCATIONLIMITED2020
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
trousers popular on
Kate Moss
Kate Moss
Kate Moss
Kate Moss
Kate Moss
Kate Moss
Kate Moss
Kate Moss
cccCocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
CocoChanel
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
Read your questions to Student B. He/She checks the articles against the key.Then listen to Student B and check the
Do thequiz.Circle theanswers you think are correct. Thenlisten to the teacher, checkyour score and read your results.
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
theinside!
theinside!
theinside!
theinside!
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
goodmeal,
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
cccMarcJacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Marc Jacobs
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
1960s?
1960s?
1960s?
1960s?
1960s?
1960s?
1960s?
1960s?
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
MarilynMonroe ccMaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
MaryQuant
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
cccMarieClaire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Marie Claire
Listen to Student A and check the articles in his/her quiz questions using the key below.Then readyour questions to
Workwith Student A.Do the quiz.Circlethe answers you think are correct.Then listen totheteacher,check your score
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
theinside!
theinside!
theinside!
theinside!
291
PHOTOCOPIABLE©PEARSONEDUCATIONLIMITED2020
Are you a fashionista?
1E GRAMMAR (Articles)
RESOURCE 4
Who helped make
Who helped make
Who helped make
Who helped make
Who helped make
Who helped make
Who helped make
Who helped make
Who helped make
trousers popular on
trousers popular on
trousers popular on
trousers popular on
1930s?
1930s?
1930s?
1930s?
1930s?
1930s?
1930s?
1930s?
MarleneDietrich
MarleneDietrich
MarleneDietrich
MarleneDietrich
MarleneDietrich
MarleneDietrich
MarleneDietrich
MarleneDietrich bbbKate Moss
Kate Moss
Kate Moss
Kate Moss
Kate Moss
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
most famousfashion weekin
world?
world?
world?
world?
world?
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
MadridFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
Read your questions to Student B. He/She checks the articles against the key.Then listen to Student B and check the
Do thequiz.Circle theanswers you think are correct. Thenlisten to the teacher, checkyour score and read your results.
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
goodmovie,and
goodmovie,and
goodmovie,and
goodmovie,and
goodmovie,and
goodmovie,and
goodmovie,and
goodmovie,and
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
greatpiecesof music.’
JohnGalliano
JohnGalliano
JohnGalliano
JohnGalliano
JohnGalliano
John Galliano bbbb Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Michael Kors
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Bo Derek
Bo Derek
Bo Derek
bbbb Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Marilyn Monroe
Whois one of
Whois one of
Whois one of
Whois one of
Whois one of
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
world’s highest-paidmodels?
KendallJenner
KendallJenner
KendallJenner
KendallJenner
KendallJenner
KendallJenner
KendallJenner bbbMirandaKerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Miranda Kerr
Listen to Student A and check the articles in his/her quiz questions using the key below.Then readyour questions to
Workwith Student A.Do the quiz.Circlethe answers you think are correct.Then listen totheteacher,check your score
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
1–4points: afashionflop
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
Nevermind!What’s importantison
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
theinside!
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020
Who helped make
Who helped make
Who helped make
MarleneDietrich
MarleneDietrich
world?
world?
Paris Fashion Week
Paris Fashion Week
Paris Fashion Week
MadridFashionWeek
MadridFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
AbuDhabiFashionWeek
ReadyourquestionstoStudentB.He/Shechecksthearticlesagainstthekey.ThenlistentoStudentBandcheckthe
Dothequiz.Circletheanswersyouthinkarecorrect.Thenlistentotheteacher,checkyourscoreandreadyourresults.
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
Whosaid, ‘Clothes are like
goodmovie,and
goodmovie,and
goodmovie,and
JohnGalliano
JohnGalliano
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Whopopularisedthe mini-skirtin
Bo Derek
Bo Derek
Whois one of
Whois one of
KendallJenner
KendallJenner
KendallJenner
Listen to Student A and check the articles in his/her quiz questions using the key below.Then readyour questions to
WorkwithStudentA.Dothequiz.Circletheanswersyouthinkarecorrect.Thenlistentotheteacher,checkyourscore
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
Not bad. Keep learning. Knowledge
aboutworkingin
(report) from
the daywithmake-upartist Blake
andwhat
Ahem! I can’t tell you anymore – the details are secret – but this is Christine, one ofthe stars.
(prepare) her for a scene where we see her character as
(try) to make her twenty-five-year-oldface look
(add) some wrinkles and givingher bags under the eyes. AndI’m
(make) those look thinner. We also need to dosomething about these shapedeyebrows
(you/enjoy) it?
.The bestpartis
(enjoy) choosing andorganising allthe
(spend) several thousandpounds a year on
,anyonewhose
Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
Well, I’ve done a lot of TV, but not many films, so I’dreally like to work ona filmnext –
som eth ing lik e
your language.Then writeexample sentencesor mini-conversations with the expressions.
Backstag e
1C LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 3
Complete theinterview with the correct forms of the verbs in brackets.
(tell)youthetruthaboutworkingin
(report) from
the daywithmake-upartist Blake
.Tellus,who’s this andwhat
(film) a new series at the momentand ...
Ahem!Ican’ttellyouanymore–thedetailsare secret–butthis isChristine, one ofthe stars.
(prepare)herforascenewherewesee hercharacteras
(try)tomake hertwenty-five-year-oldface look
(add) some wrinkles and givingher bags under the eyes. AndI’m
(also/give) you a double chin.
At least youcan washit alloff! One day you’ll look like this all the time!
(have) very fulllips, so we 13
(make) those look thinner. We also need to dosomething about these shapedeyebrows
and long eyelashes, but I think we’lllet her keepher lovely browneyes.
(just/try) to make me feelbetter.
(you/enjoy) it?
mostofthetime.The bestpartis
(enjoy) choosing andorganising allthe
(spend) several thousandpounds a year on
(you/have) any heroes inthe business? Imean, anyone whose
Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
Well,I’ve done alotofTV, butnotmanyfilms, soI’dreallylike towork ona filmnext –
ideally, one where the actors need to be completely transformed, so something like
Look at theexpressions in bold in theinterview. In pairs, discuss how you say them in
your language.Then writeexample sentencesor mini-conversations with the expressions.
(Audio script: extra activities)
Complete theinterview with the correct forms of the verbs in brackets.
(tell) youthe truth
the daywithmake-upartist Blake
. Tell us, who’s this
(film) a new series at the moment
Ahem! I can’t tell you anymore – the details are secret – but this is Christine, one ofthe stars.
(prepare) her for a scene where we see her character as
(try) to make her twenty-five-year-oldface look
(add) some wrinkles and givingher bags under the eyes. AndI’m
(also/give) you a double chin.
At least youcan washit alloff! One day you’ll look like this all the time!
(have) very fulllips, so we
(make) those look thinner. We also need to dosomething about these shapedeyebrows
and long eyelashes, but I think we’lllet her keepher lovely browneyes.
(just/try) to make me feelbetter.
most of the time
(enjoy) choosing andorganising allthe
(spend) several thousandpounds a year on
(you/have) any heroes inthe business?
Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
Well, I’ve done a lot of TV, but not many films, so I’dreally like to work ona filmnext –
ideally, one where the actors need to be completely transformed, so
Look at theexpressions in bold in theinterview. In pairs, discuss how you say them in
your language.Then writeexample sentencesor mini-conversations with the expressions.
Accessories Adjectives todescribe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance
Describe GabrielleandLou for Student B to draw.Then listen to Student B’s description and draw Fiona and Andrew.
Whileyou are drawing,you canaskStudent B additional questionsabout Fiona’s and Andrew’sappearance,
Andrew
casual
fashionable
smart
cool
ha nds ome
glamorous
9
cap
shoulderbag
ha ndba g
designersunglasses
6
skinny
we ll-bu i lt
overweight
wide hips
broad shoulders
full figure
COURSE COMPONENTS
• Student’s Book pages with an overprinted answer key
• Ideas for extra activities
• References to additional materials and the course assessment
• Student’s Book audio and video scripts
• Workbook audio script
• Workbook answer key
• 44 photocopiable resources
• Culture notes
• Ideas for debate lessons
• Extra activities for the Grammar Videos
TEACHER’S BOOK
Audio material for use in class (Student’s Book)
CLASS AUDIO CDS
A series of booklets which provide additional, intensive practice and support for important
international exams. These books work alongside the Level 3 Students’ Book:
• Cambridge English Preliminary and First
• Pearson Test of English General Level 2 and 3 (B1+/B2).
The audio and answer keys are available in the Teacher’s Resources.
EXAM PRACTICE BOOKS
Additional information and support available on www.english.com/highnote
PRESENTATION TOOL
• Front-of-class teacher’s tool with fully interactive version of
Student’s Book and Workbook activities with integrated
audio and video
• Easy navigation via either book page or lesson flow
ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES
• Teacher view of Online Practice and extra digital activities
• Access to the Gradebook and student’s performance area
• Assigning tasks to the whole class, groups or individual students
• Automatic marking to save time
TEACHER’S RESOURCES
• Photocopiable resources
• Culture notes
• Ideas for debate lessons
• Extra activities for the Grammar Videos
• Student’s Book and Workbook answer keys
• Audio and video with scripts
ONLINE PRACTICE, EXTRA DIGITAL ACTIVITIES AND RESOURCES
Access code to:
• Word lists with audio recordings
• Assessment Package consisting of ready-made tests in versions A and B
• Lesson plans
• A series of video clips on how to use the course material
Accessories Adjectives todescribe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance
RESOURCE 2
Sketch artists
1B VOCABULARY (Appearance)
Describe GabrielleandLou for Student B to draw.Then listen to Student B’s description and draw Fiona and Andrew.
Whileyou are drawing,you canaskStudent B additional questionsabout Fiona’s and Andrew’sappearance,
stunning
smart
stylish
fleece
fur
be lt
bowtie
designer sunglasses
6
muscular
skinny
overweight
plus size
thin waist
heavily-built
slim
3
Accessories Adjectivestodescribeclothes Bodyshape Clothes Facialhair Footwear Hair Materials Overallappearance
DescribeGabrielleandLouforStudentBtodraw.ThenlistentoStudentB’sdescriptionanddrawFionaandAndrew.
Whileyouaredrawing,youcanaskStudentBadditionalquestionsaboutFiona’sandAndrew’sappearance,
fleece
fur
plus size
thin waist
heavily-built
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020
Party night
1A GRAMMAR AND VOCABULARY
(Present Simple and Present Continuous)
RESOURCE 1
Party night | Student A
1 You arephoning Student B, whoisat aparty.Complete the
sentencesfrom yourconversationwiththecorrectPresent
SimpleorPresentContinuousformsoftheverbsinbrackets.
a
I’m sad, too. Gilly always
(have) great parties.
Wha t
(happen) atthe moment?
b SureIdo.He
Sure I do. He
(go) tothe same hip-hopclub
(go) tothe same hip-hopclub
asyou, doesn’the?
c 1 Hithere.So,tellme,how is thepartygoing
is thepartygoing (the party/go)?
d Maybe I will!I
(really/love) hip-hop and
I
(really/enjoy) dancing.
e
I
(think) so. You
(plan) to surprise
herwitha song,aren’tyou?
f OK.Let’scatchuptomorrow.It
(sound) like you
(really/enjoy)
yourself.
g A personalised song!Whata great gift!Photoslideshows
(become) really popular at parties, but your
idea is really original.
2 WorkwithStudentB.Putsentencesa–ninthecorrectorderto
makeaconversation.
Party night | Student B
1 You areat aparty.Student A is phoningyou.Completethe
sentencesfrom yourconversationwiththecorrectPresent
SimpleorPresentContinuousformsoftheverbsinbrackets.
h Right now, Gilly
(open)herpresents.
(you/know) about Gilly’s surprise present?
i Originalanda lotofwork!Hey,canyouguess who
I
(stand) next to right now? Tiger, Tiger Styles.
(you/remember) him?
j Yes,I am!I
(want)tohave apartylike this
for my birthday! Speak to youtomorrow. Bye!
k Yes,that’sright.We
(want) tosing a songthat’s
justforher.Weusually
(sing) the traditional
birthday song, but we
(do)somethingvery
differentthisyear.
l Yes,he does.We
(meet) every Thursday.
You should join!
m 2 We ’rehaving
’rehaving (have)agreattime.We’resadyou can’tcome.
(have) a greattime. We’re sad you can’tcome.
n
Hey,Ineedtogo.We
(prepare)tosingJilly’ssong.
(prepare) tosing Jilly’s song.
2 WorkwithStudentA.Putsentencesa–ninthecorrectorder to
makeaconversation.
287
9
F01 High Note TB3 09593.indd 9
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INTRODUCTION
1 Writesixwaysinwhichyou,yourlife,your
friendsoryourfamilyaredifferentfrom before.
Thencompareyoursentencesinpairs.
WhenIwaslittleIwassuperactive,andnow
I hardly ever leave thehouse.
I watched TVevery day when Iwaslittlebut now
I hardly ever watch it.
IbelievedinSantaClausbutnowIdon’t.
2 1.29 Look at thephoto and the menu.Then
listen to a conversation and answer the questions.
1 HowhasColin’slifechangedsincehehad
a skiing accident?
2 What do Colin and Daisy order?
3 What problemdo they have?
Used to and would
3 1.29 Inpairs,completeextracts1–7with
phrases or sentences a–g. Listen again and check.
1 Iusedtocomeherealot. e
.
2 They didn’t use to have many vegetarian
dishes
.
3 Iusedtobeintowinter sports.
wheneverIcould.
4 Butoneday,someoneknockedmeover onthe
ski slope and
.
5 After the yoga class
and that’s where
I got into healthy eating.
6 Iusedtolovemyleatherbiker’sjacketandmy
cowboy boots.
.
7
. Iusedtohaveapairjustthesame.
a butnowthey’veevengotveganoptions.
b Igotaseriousback injury.
c I’d go skiing and snowboarding
d I’dwearthem almosteveryday.
e It’sdifferentnow.
f we’d often go to a vegetarian café nearby
g Yourcanvasshoesarevery nice.
3D GRAMMAR
□Icanuseusedtoand wouldtotalkaboutpast habitsandroutines.
Used toand would
We useused toand would totalk aboutthings that were truebut
arenottrueanymore.
used to would
• forhabitual/repeated actionsin the past
• forpaststateswithverbslikehave,be,
believe,love...
Grammar ReferenceandPractice>page176
4 StudythesentencesinExercise3.Thendecidewhen weuse
used to and would.Tick thecorrect boxesin the Grammar box.
5 1.30 StudytheGrammar boxandWatchout!again.Then
rewritethetext changingtheunderlinedverbstousedto
wherever possible.Listen and check.
Ihadusedtohaveavery unhealthy dietwhenIwasgrowingup.
Iloved cakes andbiscuits.I atechipswith almost every meal.
IneveratefreshfruitandIdidn’tdrinkwater,justcola.Ibelieved
itwasgoodfor you.Wedidn’tsitatthetabletoeat,weatein
frontoftheTV.SoIwasoverweightandunfit.But thenoneday,
my friend Dev invited meto eat withhisfamily.It was amazing.
We had afantastic mealwith salad andlotsof freshfruit.That
wastheday Ichanged
changedthe way Ieat.
T
oda
y
’
s
s
p
e
c
ial
s
S
tarters
R
abbit pâté
Tuna salad
R
abbit pâté
Tuna salad
R
abbit pâté
_
_
_
_
_
_
_
_
M
ains
S
almon risotto
S
teak and chips
_
_
_
_
_
_
_
_
Vegan dishes
Onion and lentil pâté
M
ushroom lasagne
W ATCH OUT!
IusedtogoskiingeveryyearwhenIwasyounger.= Iwentskiing
m any tim es.
One daysomeone knockedmeoverona ski slope. = Ithappened
once.
6 1.31 NowrewritethetextinExercise5changingusedto
towouldwherever possible.Listenand check.
7 SPEAKINGInpairs,useusedtoand wouldtotalkabout
changesinyourlife.RemembertousethePastSimpleif
something onlyhappened once.
A Didyouusetodoanysportsthatyoudon’t doanymore?
B Iusedto be inafootballteam but ...
38
3A3A3A GRAMMAR AND VOCABULARY
1 In pairs, answer the questions.
1 How many extreme sports can you list in one minute?
2 Which have you tried?
3 Which would/wouldn’t you like to try?
2 Look at the photos ofAaron ‘Wheelz’ Fotheringham.
Write three questionsyou would like to ask Aaron
about his life as a professional athlete. Then readthe
text. Does it answer your questions?
Aaron Fotheringham wasborn with a disease which made walking
impossible. However, by the time hewas four, he had learned to get
around on crutches. A few years later, heleft the crutchesbehind and
began using awheelchair. He and his brother Brian soon became
a regularsight on the streets of their neighbourhood in LasVegas,
Aaron in his wheelchairand Brian on his BMX.
One life-changing day, the boyshad just arrived at the local skate
park when Brian had an idea. Perhapshis younger brother could try
one of the rampsin his chair. Aaron accepted the challenge. On his
first attempthe fell, buthe wasdetermined to succeed, so he tried
again. Atthe end of the day, he realised he had found a sport thathe
loved. Hecalled it wheelchairmotocross(WCMX).
Aaron started out as an amateur athlete, entering
entering BMX competitions
competitions
and posting his videos online. Atthe time he wasworking on a new
trick. His dedication paid off when heeventually managed todo a
backflip. Noone had ever done that in a wheelchairbefore!A few years
later, ‘Wheelz’as hewas now known, set another record: thefirst ever
double backflip.In 2010, Aaron turned professional
professional and joined the
action sports show Nitro CircusLive. While he was performing in Brazil
in 2012, he successfully jumped a fifteen-metregap. The crowd went
wild. Four yearslater, on the evening of
7 September, the Brazilians were
cheeringhim on again. This time
Aaron was there to open the Rio
Paralympics.
Though hehas suffered a few
injuries
injuries, Aaron takes safety very
seriously. Through his passion,
he wants to change the way
the world thinks about people
in wheelchairs, and to inspire
everyone, disabled or not, to
overcome theirown challenges.
34
Active and healthy
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
VOCABULARY
GRAMMAR Past Simple, Past Continuous and Past Perfect; used to and would
Use of English > page 192
SPEAKING Being polite
WRITING
A short story
VIDEO
Grammar Communication Documentary
03
Fotheringham
Fotheringham
‘Wheelz’
‘Wheelz’
‘Wheelz’
‘Wheelz’
‘Wheelz’Fotheringham
‘Wheelz’Fotheringham Past Simple, Past Continuous and Past Perfect
We use the PastSimple:
a to describe finished actions and tell the main events
to describe finished actions and tell the main events
of a story in order.
Time expressions: yesterday,last night/week/year/
Wednesday, when I was young, two months ago,
in 2017, one day/evening
We use the PastContinuous:
b forlonger actions interrupted by shorter ones.
For shorter actions we use the Past Simple.
c fortemporary situations/habits.
d to describe things which were in progress at
a precise timein the past.
Time expressions: as, when, while, at noon, this time
last week, all last night
We use the PastPerfect:
e to talk about an action in thepast that was completed
before another action or atime in the past.We often
contrast an action in the Past Simple withan earlier one
in thePast Perfect.
Time expressions: after, already, as soon as, before, by,
by the time, just, once, until
Grammar Reference andPractice > page 176
Grammar Reference andPractice > page 176
6 Complete the text with the most suitable tense of
the verbs in brackets. Use the Past Simple, the Past
Continuous or the PastPerfect.
8 Readthe question below and watchthe video.
Say whatthe speakers answer. Then in pairs, ask and
answer the question.
Tell me about a sports injury you had.
Unlucky Katie
Katie Ormerod is a world-class snowboarder who qualified for
qualified for the
qualified for the
qualified for
2018 British Winter Olympic team and she 1 was (be) a favourite
to take home a medal. In 2017, she had injured her back, but by
the time the 2018 season started she 2
(recover).
Katie 3
(arrive) in South Korea before the 2018 Games
and 4
(start) practising on the Olympic course. She
5
(only do) a few practice runs when she 6
(fall)
and broke her wrist.Thankfully, it wasn’t serious so she
decided to carry on. Two days later, she 7
(train) again
when she 8
(crash) and broke her heel in two places!
This time it was serious, and she was out of the Games.
□ I can use the Past Simple, PastContinuous andPast Perfect to talk about pastactions.
I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions.
7 Complete the questions with the correct form of the
highlighted words in the texts about Aaron andKatie.
Then ask and answer the questionsin pairs.
1 Have you ever suffered an injury
injury while doing a sport at
school? What happened?
2 Do you know anyone who started out as an
athlete then turned
? What do you know about
their career?
3 Has a teamfrom your school ever won a
? Had
they taken part in an event like that before?
4 Has a teamfrom your country ever
for the finals
of a major sporting competition? What happened?
5 Can you name someone from your country who has set
a world
? What was it?
6 Does your country usually
a lot of medals from
the Olympic Games? For which sports?
8 SPEAKING In pairs, talk about a time when you or
someone you know did well in a sport, a performance
or some other kind of challenge. Use the promptson
page 197 to help you.
Iwon a silver medal atthe school’s championships. I’d never
run in a competition teambefore ...
4 In pairs, answer the questions using full sentences.
Then check your answers in the text.
1 What had Aaron learned to do by the age of four?
2 How did Aaron react to his brother’s ideain the
skate park?
3 Why was Aaron’s first backflip special?
4 What did Aaron do in 2012?
5 What did he do the second time he went to Brazil?
5 Choose the correct tense to complete each sentence.
1 When Aaron arrived at the skate park,his friends
already left / had alreadyleft.
2 Aaron broke his wheelchair while he had practised /
was practising a new trick.
3 AfterAaron had broken / was breaking his first
wheelchair, he got a new stronger one.
4 Thecrowds in Brazil were amazed when they saw /
were seeinghow farAaron jumped.
Past Simple, Past Continuous and Past Perfect
3 Identify the tenses of the verbs in bold: the Past
Simple, the Past Continuous and the Past Perfect.
Then match sentences1–5 with meanings a–e in the
Grammar box.
1 □While he was performing in Brazil in 2012, he
successfully jumped a fiteen-metre gap.
2 □... he fell,but he was determined to succeed, so
he tried again.
3 □The boys hadjust arrived at the local skate park
when Brian had an idea.
4 □Atthetime,hewasworkingonanewtrick...
5 □... on the evening of 7 September the Brazilians
were cheeringhim on again.
G
R
A
M
M
A
R
V
I
D
E
O
35
03
3A Past Simple, Past Continuous and Past
Perfect
PastSimple
Affirmative
Ne gat ive
I/You/He/She/
It/We/They
jumped
and fell.
I/You/He/She/
It/We/They
did not (didn’t)
jump and fall.
Yes/No questions
Didshejumpandfall?
Wh- questions
Subject questions
Whydidyoujumpand fall? Whojumpedandfell?
Weuse the Past Simple:
todescribefinishedactions Ibrokemylegyesterday
evening.
totellthemaineventsinastoryinorder
Iran to the school gym, opened the door, and sawhim!
saw him!
saw
Common time expressions used with the Past Simple:
yesterday, yesterday morning/afternoon/evening,
last night/year/week/Saturday, when I wasfive/ten, ten years
ago,inSeptember,in
ago,in September, in
ago,in September 2011:
Where were you yesterday?
Shewenttotheswimmingpoolaweekago.
PastContinuous
Affirmative
Neg at ive
I/He/
She/It was
performing.
I/He/
She/It
wasnot
(wasn’t)
pe r form ing.
You/We/
They
we re
You/We/
They
werenot
(weren’t)
Yes/No questions
Was heperforming?
Wh- questions
Subject questions
Where weretheyperforming? Whowasperforming?
Weuse the Past Continuous:
for longer activitiesinterrupted by shorter ones in the
past :
IwasjoggingintheparkwhenIsawanaccident.
for temporary situationsin the past
We weremeeting at the gym twice a week.
todescribethingswhichwereinprogressatoraround
afixedtimeinthepast
At9a.m .Iwasrelaxinginthe steamroom.
to set the scenein a story or givebackground information
Iwascyclingtoschoolonemorningwhen...
PastPerfect
Affirmative
Ne ga tive
I/You/
He/She/
It/We/
They
had won
amedal.
I/You/
He/She/
It/We/
They
hadnot
(hadn’t)
won
amedal.
Yes/No questions
Shortanswers
Had
I/you/
he/she/
it/we/
they
won
amedal?
es, I/you/he/she/it/we/they had.
No, I/you/he/she/it/we/they
hadnot (hadn’t).
Wh- questions
Why
had
I/you/he/she/it/
we/they
wonamedal?
Subject questions
Who
had
wona medal?
Weuse the ast erfect
to talk about an actionin thepast that was completed
before another action or a timein the past
WhenIarrivedattheskate park,myfriendshadalreadyleft.
totalkaboutwhathappenedbeforeanothereventinthe
past.It is used with the ast Simple or ontinuous
The roadwasdangerousbecause ithadsnowedduring
the night. Itsnowed.Then,asaresulttheroadbecame
dan ger ou s.
Weweredrivingslowlybecause wehadseenanaccident.
Wesawanaccident and drovemore carefully afterwards.
Common time expressionsused with the Past Perfect:
after,already,as soonas,before, by, bythetime, just, once,until.
3D Used to and would
Used to and would
Affirmative
I usedtogotothegymeveryMonday.
I wouldgotothegymeveryMonday.
Negative
I didn’tusetogoskiingeveryyear.
Hewouldn'tgoskiingeveryyear.
wouldn't go skiing every year.
wouldn't
Yes/Noquestions Didheusetobeinafootballteam?
Wh- questions
Whatdidheuseto like?
Subject questions Who used to eatunhealthyfood?
We use usedto and wouldforhabitual/repeated actionsin
thepast:
Asa teenager,Iusedto/wouldgototheswimmingpool
everySunday.
We use usedto (not would) for past states with state verbs
goto1A,page12
Ididn’t usetoloveyoga. ButIdonow.
She usedtothink positive thoughts.
usedtothink positive thoughts.
usedtothink
Butshedoesn’tanymore.
Wedon’tusewouldwhenaskingaboutpastactions:
Didyouusetodoanysportswhenyouwere younger?
We use the ast Simple not usedtoor would),if something
happened only once in the past
Iwent skiing last winter.
but:Iusedto/wouldgoskiingeveryyearwhenIwas
you nge r.
Grammar Reference and Practice
176
Lance Armstrong, an American cyclist who 1was winning/
won the Tour de France seven times, 2lost / waslosing
all his titlesin 2012 when a US Anti-Doping Agency
3discovered/wasdiscovering thathe4hadused/used
drugs during his cycling career. While he 5wastrying /
had triedto fi ght back against the Agency’s decision,
all Armstrong’s sponsors 6left/hadleft him. At fi rst, he
had left him. At fi rst, he
had left
7didn’twant/ hadnotwanted to admit he 8used/ hadused
illegal substances but he fi nally 9hadtold/told the truth
when he 10answered/wasanswering Oprah Winfrey’s
que stio ns in h er TV sho w in 20 13.
1 3AChoose the most suitable tense.
4 3DChoosethemost suitableform.Insomecases,both
formsare possible.
1 When I was at school, I didn’t use to keep /didn’t keep
fi t but now I do sports three times a week.
2 Iwould never like /never usedto like judo but now I’m
crazy about it.
3 My grandfather would cook/used to cook delicious
used to cook delicious
use d to cook
meals for the whole family when he lived with us.
4 Ben usedtoswim/swam very well at the school
competitionlast year.
5 Iused toeat / wouldeat frozen food every day when
wouldeat frozen food every day when
wouldeat
I was at university. Now I eat only fresh products.
6 When you were a small child, didyou use to believe
/wouldyoubelieve that processed food is full of
vitamins?
5 3DComplete the text with the correct forms of used to
orwouldandtheverbsin brackets.Sometimesboth
formsarecorrect.Where neitheris possible, use the
Past Simple.
2 3ACompletethesentenceswiththewordsfromthe
b ox.
after before by the time just once until
1 The patient was lucky. The ambulance arrived beforeit
was too late to help him.
2
months of training, our team won the race!
3
as they reached the stadium, the game started.
4 They watched the game
the end though it was
rather boring.
5
we got to the swimming pool, the competition
had alr ead y fi nish ed.
6
she started going to Zumba classes, she
quickly got into shape.
3 3AImagineyousawacelebrityat asportsevent.Write
astorytodescribetheevent.Usethequestionsbelow
to help you.
1 What sport event did you go to?
2 Why did you decide to go there?
3 Who did you go with?
4 What was the celebrity doing when you saw him/her?
What was he/she wearing?
5 Did you speak to him/her?
6 What happened next? How did you feel about the
who le inc iden t?
7 Had anything similar happened to you before?
When I was in my teens, I 1didn’tusetolike (notlike)
any sports. I 2
(often/watch) footballleague
(often/watch) footballleague
shows on TV with myfriendsbutthatwas it. My
favourite form of‘exercise’ was playing video games.
I3
(spend)hourson mycomputer every day,
which made myparentsmad. They4
(think) that
reall needed to ta e p a sportto e fitter ver thing
changed once I 5
(fall)in love with Cori, who was
a big fan of CrossFit. I wanted to impress herso
I6
start doing it too t first
7
(go)
to the club oncea week butthen CrossFit(and Cori)
8
(become) myhealthyobsession. NowI work
outfourtimesa week, and I’m still going outwith Cori.
177
Each Student’s Book unit is divided into seven lessons (Lessons A-G). It always starts with Grammar and Vocabulary (Lesson A) and
ends with Writing (Lesson G). The order of the other lessons varies from unit to unit and is determined by the most natural and
harmonious flow of the presented topics. This helps make teaching and learning more flexible and varied.
HIGH NOTE UNIT WALKTHROUGH
There are two grammar lessons in each unit:
• The first grammar point is introduced at the beginning of each unit and is combined with vocabulary for more integrated
learning (Lesson A: Grammar and Vocabulary). This lesson is additionally supported by Grammar Videos, which provide authentic,
manageable chunks of the target grammar in a real context. The grammar is then recycled throughout the rest of the unit.
• The second grammar lesson comes later in the unit and introduces another grammar point.
GRAMMAR
1
3
4
5
6
8
7
6
7
6
5
4
3
2
2
Clear summary of unit
contents.
1
Learning objectives
with an immediate
opportunity for
self-assessment.
2
Grammar presented
through a variety of text
types (blogs, magazine
articles, dialogues,
charts, etc.) or recorded
conversations.
3
Guided discovery
approach to grammar
makes new language
more memorable and
enhances motivation.
4
Grammar boxes with
clear explanations,
enabling students to
check their guesses
about the grammar.
5
Grammar Reference and Practice section at the
back of the book, with more explanations and
exercises. It can be used for remediation, extra
practice or in a flipped classroom scenario.
6
Variety of exercises
provide meaningful
practice of new structures
in relevant contexts.
7
Grammar Videos provide authentic
examples of the presented
grammar, which students can use
as a model for their speaking.
8
10
F01 High Note TB3 09593.indd 10
29/08/2019 14:06
INTRODUCTION
3B VOCABULARY | Sports, activities, fitness and exercise
□ I can talk about sports, activities, fitness and exercise.
1 THINKBACK Make a list of sports and fitness activities you
enjoy/don’t enjoy.Then compareyour listsinpairs.
I enjoy: swimming, yoga, ...
I don’t enjoy: Zumba, cycling, ...
2 Read the leaflet for BFITA and the comments below. Which
sports andactivitiesdoesit mention? What specialoffer does
the leaflet mention? IsBFITA agoodclub? Howdoyou know?
WATCH OUT!
We sayshe banged herhead
herhead
her or broke her leg
her leg
her . NOT the
the
h ead
head orthe leg
the leg.
Butwesay shepulledamuscleinherbackNOT
muscleinherbackNOT
muscleinherback her muscle
her muscle
her
her muscle
her muscle
her
.
This isbecause we have lots of musclesbut only one
head, twolegs, etc.
4 1.24 Inpairs,read theleaflet again.Then
completethesentenceswiththewords from the
box. Listen and check.
build get(x 2) good keep lift shape unfit
John I’mreallyoutof 1 shape
shape. My gran’sfitter
thanIam!I’mso2
thatI3
out
of breathwhenI runfor the bus!
Jackie Youreally needto 4
into shape. Why
don’t youcome tothe leisure centre?You
can5
up your muscles, do exercises
and6
weights –that reallyhelps me
7
fit.
John No, thanks.
Jackie Come on!It’s done me aworld of8
.
They’ve got great fitness coaches and a ...
5 1.25 Study Watch out! Then complete the
Watchout! Thencomplete the
Watchout!
sentenceswiththe correctformofthe phrases in
the box. Listenandcheck. DoesJohn agree totry
the leisure centre?Why?
bang/head break/leg
bang/head break/leg dislocate/shoulder
dislocate/shoulder
pull/muscle sprain/wrist twist/ankle
1 John’sdad dislocatedhisshoulder during amatch.
2 Jo hn’s mum
intwoplaces whenshe was
playinghockey.
3 John
whenhe scored a goal–he was
unconscious for several minutes.
4 John’s sister
whenshe wasjogging on
a rockypath.
5 Jackie
in herlegbecauseshedidn’twarm up.
in herlegbecauseshedidn’twarm up.
6 John
whenhe fellin the shower.
GET FITTER with BFITA!
• Make the most of our tennis and squash courts
squash courts, a boxing ring
boxing ring,
a basketball court and a full-size outdoor
and a full-size outdoor football pitch
football pitch with
with
an athletics track.
• Try our state-of-the-art gymnasium, now with brand new rowing
rowing
machines!
• Lift weights
Lift weights and build u
and build up your muscles in our weightlifting centre.
• Climb our 10-metre-high rock climbing wall
rock climbing wall.
• Swim in our 25-metre swimming pool
swimming pool and
and relax in the Jacuzzi,
sauna or steam room.
• Find motivation with our expert fitness coaches and personalised
training programmes
training programmes.
• Chill, chat and watch sports in our award-winning café.
Special offer
For our 16th anniversary, we’re giving
away one month’s free membership
for all 16–18-year-olds.
tfirst wastotallyo to shape elteha sted B tnow eel
reat B T did me a world o ood (James)
was so nfit ot o t o breath limbin the stairs B t really ot into
shape thanks to B T
en the han in room
han in room is awesome (Keira)
6 SPEAKING Work inpairs. Use the examples below
and thevocabulary inExercises 3–5 to ask and
answer the questions.
1 How fitare you?Whatdoyou dotoget/keep fit?
2 Doyouoftengetout ofbreath? When?
3 Doyouthink it’sa goodidea tobuild up your
muscles?
4 Doyoufindit easyto get intoshape?
5 Canyou think of something that doesyou a world
of good?
6 Have youever twisted your ankle/broken your
leg/...? How did ithappen?
7 Imagine you joined the BFITA LeisureCentre
a week ago.Writea description of your first week
there.Mentionthe things youhavedoneand an
injury you had.Usethevocabulary inthis lesson
and thepast tenses from lesson 3A.
3 Use the words and phrases highlighted in theleaflet to
completethe questions.Thenask andanswer thequestions
inpairs.
1 Hasyour schoolgot:a football pitch
pitch ; a tennis
;
a swimming
; an athletics
;a boxing
;
a rowing
;a rockclimbing
?Which of these
things doesa school need?
2 Shouldstudents get apersonalised training
in their
PE class? Say why.
3 What are the changing
in your schoolgym like?
How could theybe better?
4 Have you ever joineda leisure
?Ifso,whatwasit
like? If not, would youlike to?
5 Have you ever triedlifting
?If so, what’s it like? If
not, whynot?
e ne er been a sporty person and d ne er oined a leis re entre
beoreso hadnoideahowm h nitwo ldbetokeepfit (Ali)
BFITA
LEISURE
CENTRE
36
Word List
REMEMBER MORE
1 Findnames of places onthe
wordlist whereyoucan...
1 play football:
2 gorunning:
3 play basketball:
4 play squash:
2 Complete the sentences with
verbs fromtheword list.
If you’re notcareful, you could ...
1
your head against the
d oor.
2
your handin hotwater.
3
your muscle playing
volleyball.
4
your leg skiing.
3 Write the missing negative
prefixes. Then check with the
wordlist.
1 You
understood what
I said.
2 Sandy nevergetsanyexercise,
soshe’sreally
fit.
3 There are huge areas of
usedlandin thispart of
the country.
4
- profit associations use
all theirmoneyto helppeople.
4 Complete the sentences with the
adjectivesfrom the wordlist.
1 At3a.m.Iwasstillwide
.
I was too excitedtofall asleep.
2 I alwaysbuy vegetablesfrom
shopswhich sell
-
producefrom organicfarms.
3
drinks, suchascola, are
bad for your teeth.
4
-
eggs are
believed to be healthier than
factory-farmed eggs.
ACTIVE
VOCABULARY | Flashcards
Use ‘smart’ flashcardsto review
new vocabulary. On one side ofthe
card,write ashortsentence that
you will find easy to remember
including the word orphraseyou
wantto learn, e.g .I always startmy
workoutonarowing machine.On
thebackofthe card,write the word
translated into yourlanguage.
When youare doing a vocabulary
review,lookatthe translation
oneach card and tryto recall the
wordor phrase and the example
sentence that you have written.
3AGRAMMAR ANDVOCABULARY
5. 15
amateur(adj)/ˈamətə/
athlete(n)/ˈæθliːt/
attempt (n)/əˈtempt/
breakyour wrist/heel /ˌbreɪkjə ˈrɪst/ˈhiːl/
carry on(phrv)/ˌkæri ˈɒn/
challenge (n)/ˈtʃæləndʒ/
championships (n)/ˈtʃæmpjənʃɪps/
cheer on(phrv)/ˌtʃɪər ˈɒn/
c ourse (n) /kɔ ːs/
crutches(n)/ˈkrʌtʃɪz/
dedication(n)/ˌdedəˈkeɪʃən/
determinedtodo sth /dɪˌtɜːməndtə ˈduː ˌsʌmθɪŋ/
disabled (adj)/dɪsˈeɪbəld/
disease (n)/dɪˈziːz/
enter/wina competition /ˌentər/ˌwɪn ə
ˌkɒ m pəˈ tɪʃə n/
flip/backflip (n)/flɪp/ˈbækflɪp/
gap (n)/ɡæp/
have/sufferaninjury /ˌhæv/ˌsʌfər ən ˈɪndʒəri/
injure(v)/ˈɪndʒə/
inspire (v)/ɪnˈspaɪə/
overcome (v)/ˌəʊvəˈkʌm/
Paralympics (n)/ˌpærəˈlɪmpɪks/
passion (n)/ˈpæʃən/
pay off (phr v)/ˌpeɪ ˈɒf/
qualifyforsth(v)/ˈkwɒləfaɪ fə ˌsʌmθɪŋ/
ramp (n)/ræmp/
recover(v)/rɪˈkʌvə/
run (n)/rʌn/
set a(world)record /ˌset ə (ˌwɜːld) ˈrekɔːd/
skatepark (n)/ˈskeɪt pɑːk/
s nowboa rde r (n) /ˈs nəʊ bɔːd ə/
start out as sb(phrv)/ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/
succeed(v)/səkˈsiːd/
take home a medal /ˌteɪk ˌhəʊm ə ˈmedl/
turn professional /ˌtɜːn prəˈfeʃənəl/
wheelchairmotocross (WCMX)(n)/ˌwiːltʃeə
ˈm əʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/
world-class(adj)/ˌwɜːld ˈklɑːs/
3BVOCABULARY 5.16
athleticstrack (n)/æθˈletɪks træk/
award-winning(adj)/əˈwɔːd ˌwɪnɪŋ/
bang your head /ˌbæŋ jə ˈhed/
basketball court (n)/ˈbɑːskətbɔːl kɔːt/
boxing ring (n)/ˈbɒksɪŋ rɪŋ/
break yourleg /ˌbreɪkjə ˈleɡ/
build upyourmuscles /ˌbɪld ˌʌp jə ˈmʌsəlz/
changingroom(n)/ˈtʃeɪndʒɪŋ ruːm/
chill(v)/tʃɪl/
climbthestairs /ˌklaɪm ðə ˈsteəz/
dislocateyourshoulder /ˌdɪsləkeɪt jə ˈʃəʊldə/
doexercises /ˌduː ˈeksəsaɪzɪz/
dosbthe worldofgood /ˌduː ˌsʌmbɒdi ðə ˈwɜːld
əv ˌɡʊ d/
exhausted(adj)/ɪɡˈzɔːstɪd/
fitnesscoach(n)/ˈfɪtnəs kəʊtʃ/
footballpitch(n)/ˈfʊtbɔːl pɪtʃ/
full-size(adj)/ˌfʊl ˈsaɪz/
getinto shape /ˌɡet ˌɪntə ˈʃeɪp/
get out of breath /ˌɡet ˌaʊt əv ˈbreθ/
get/keepfit /ˌɡet/ˌkiːp ˈfɪt/
gymnasium(n)/dʒɪmˈneɪziəm/
hockey (n)/ˈhɒki/
Jacuzzi(n)/dʒəˈkuːzi/
leisure centre(n)/ˈleʒə ˌsentə/
liftweights /ˌlɪft ˈweɪts/
makethemost of sth /
ˌ
meɪk ðə
ˈ
m əʊst əv
ˌ
sʌmθɪŋ/
membership(n)/ˈmembəʃɪp/
motivation(n)/ˌməʊtəˈveɪʃən/
out of shape /ˌaʊt əv ˈʃeɪp/
outdoor (adj)/ˌaʊtˈdɔː/
personalised(adj)/ˈpɜːsənəlaɪzd/
pull a muscle /ˌpʊl ə ˈmʌsəl/
rock climbingwall(n)/ˈrɒk ˌklaɪmɪŋ wɔːl/
rowing machine (n)/ˈrəʊɪŋ məˌʃiːn/
s auna (n) /ˈs ɔːnə /
school gym(n)/ˌskuːl ˈdʒɪm/
sporty(adj)/ˈspɔːti/
sprainyourwrist /ˌspreɪn jə ˈrɪst/
state-of-the-art (adj)/ˌsteɪt əvði ˈɑːt/
steam room (n)/ˈstiːm ruːm/
swimmingpool(n)/ˈswɪmɪŋ puːl/
tennis/squash court (n)/ˈtenəs/ˈskwɒʃ kɔːt/
trainingprogramme (n)/ˈtreɪnɪŋ ˌprəʊɡræm/
twistyourankle /ˌtwɪst jər ˈæŋkəl/
unc onsc ious (a dj ) /ʌnˈ kɒnʃə s/
unfit (adj)/ʌnˈfɪt/
weightlifting(n)/ˈweɪtˌlɪftɪŋ/
Zumba (n)/ˈzʊmbə/
44
3C LISTENINGAND VOCABULARY
5.17
ambulance service (n)/ˈæmbjələns ˌsɜːvəs/
badly hurt /ˌbædli ˈhɜːt/
bleed(v)/bliːd/
burndown(phrv)/ˌbɜːn ˈdaʊn/
burn(yourhand) /ˌbɜːn (jə ˈhænd)/
call an ambulance /ˌkɔːl ən ˈæmbjələns/
conc uss ion (n) / kənˈkʌ ʃən/
cuts andbruises(n)/ˌkʌts ənd ˈbruːzɪz/
dial (v)/daɪəl/
elbow (n)/ˈelbəʊ/
emergency number(n)/ɪˈmɜːdʒənsi ˌnʌmbə/
faint(adj)/feɪnt/
firealarm(n)/ˈfaɪər əˌlɑːm/
fireservice (n)/ˈfaɪə ˌsɜːvəs/
heart attack(n)/ˈhɑːt əˌtæk/
hurtyourhead /ˌhɜːt jə ˈhed/
inshock /ˌɪn ˈʃɒk/
knock down (phr v)/ˌnɒk ˈdaʊn/
losesomeblood /ˌluːz səm ˈblʌd/
painful (adj)/ˈpeɪnfəl/
relieved(adj)/rɪˈliːvd/
report a crime /rɪˌpɔːt ə ˈkraɪm/
ring(v)/rɪŋ/
see double /ˌsiː ˈdʌbəl/
set fireto sth /ˌset ˈfaɪə tə ˌsʌmθɪŋ/
uncons ci ous (a d j) / ʌnˈkɒnʃ əs/
3D GRAMM AR 5 .18
dish(n)/dɪʃ/
knock over (phr v)/ˌnɒk ˈəʊvə/
mushroomlasagne(n)/ˌmʌʃruːm ləˈsænjə/
onion (n) /ˈʌ nj ən/
rabbit/lentilpâté(n)/ˈræbɪt/ˌlentl ˈpæteɪ/
salmon risotto(n)/ˌsæmən rɪˈzɒtəʊ/
ski slope (n)/ˈskiː sləʊp/
starter(n)/ˈstɑːtə/
steak(n)/steɪk/
tunasalad(n)/ˌtjuːnə ˈsæləd/
vegan options(n)/ˈviːɡən ˌɒpʃənz/
3E SPEAKINGANDVOCABULARY
5.19
free-range eggs(n)/ˌfriː ˌreɪndʒ ˈeɡz/
freshly-squeezedjuice /ˌfreʃli ˌskwiːzd ˈdʒuːs/
gluten(n)/ˈɡluːtn/
imported(adj)/ɪmˈpɔːtɪd/
locally grown (adj)/ˌləʊkəli ˈɡrəʊn/
organic (adj)/ɔːˈɡænɪk/
soy milk(n)/ˈsɔɪ mɪlk/
wholemealbread/loaf (n)/ˌhəʊlmiːl ˈbred/ˈləʊf/
3F READINGANDVOCABULARY
5.20
affordable (adj)/əˈfɔːdəbəl/
appetitefor sth(n)/ˈæpətaɪt fə ˌsʌmθɪŋ/
ban (v) /bæn/
bringtogether(phrv)/ˌbrɪŋ təˈɡeðə/
candy bar(n)/ˈkændi bɑː/
cateringbusiness (n)/ˈkeɪtərɪŋ ˌbɪznəs/
comfort food(n)/ˈkʌmfət fuːd/
community(n)/kəˈmjuːnəti/
concerned about sth (adj)/kənˈsɜːnd əˌbaʊt
ˌsʌmθɪŋ/
consume (v)/kənˈsjuːm/
co-operativefarm(n)/kəʊˌɒpərətɪv ˈfɑːm/
doyourtaxes /ˌduː jə ˈtæksɪz/
economic prosperity /ˌekəˌnɒmɪk prɒˈsperəti/
fake(adj)/feɪk/
fast food outlet(n)/ˌfɑːst ˈfuːd ˌaʊtlet/
figure out (phr v)/ˌfɪɡər ˈaʊt/
fizzydrink (n)/ˌfɪzi ˈdrɪŋk/
foodstuff (n)/ˈfuːdstʌf/
fresh produce (n)/ˌfreʃ ˈprɒdjuːs/
full of vitamins /ˌfʊl əv ˈvɪtəmɪnz/
ground ( n) /ɡr aʊ nd/
grow (v)/ɡrəʊ/
have/follow a healthydiet /ˌhæv/ˌfɒləʊ ə ˌhelθi
ˈdaɪət/
haveanunhealthydiet /ˌhæv ən ʌnˌhelθi ˈdaɪət/
heart condition (n)/ˈhɑːt kənˌdɪʃən/
high blood pressure (n)/ˌhaɪ ˈblʌd ˌpreʃə/
highincalories/fat/sugar/salt /ˌhaɪ ɪn ˈkæləriz/
ˈfæt/ˈʃʊɡə/ˈsɔːlt/
hot dog (n) / ˈhɒt dɒɡ/
infavourof sth /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/
junk food (n)/ˌdʒʌŋk ˈfuːd/
ke ba b (n) /kə ˈbæb/
land (n)/lænd/
misunderstand(v)/ˌmɪsʌndəˈstænd/
native American (n) /ˌneɪtɪv əˈmerəkən/
non-profitassociation(n)/ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/
nutrition(n)/njuːˈtrɪʃən/
obesity(n)/əʊˈbiːsəti/
pick (v)/pɪk/
poison(n)/ˈpɔɪzən/
poordiet /ˌpɔː ˈdaɪət/
processed food (n)/ˌprəʊsest ˈfuːd/
raw ingredients(n)/ˌrɔː ɪnˈɡriːdiənts/
ready-made (adj)/ˌredi ˈmeɪd/
rent (v)/rent/
solution (n)/səˈluːʃən/
step(n)/step/
stillwater(n)/ˌstɪl ˈwɔːtə/
strengthen(v)/ˈstreŋθən/
supporter(n)/səˈpɔːtə/
swapsthforsth(v)/ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
take off(phrv)/ˌteɪk ˈɒf/
teaspoon(n)/ˈtiːspuːn/
tool(n)/tuːl/
unused (adj)/ˌʌnˈjuːzd/
urban(adj)/ˈɜːbən/
urge sbtodo sth /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/
vegan(n)/ˈviːɡən/
wealth(n)/welθ/
workshop (n)/ˈwɜːkʃɒp/
3G WRITING 5.21
at full speed /ət ˌfʊl ˈspiːd/
bubble (n)/ˈbʌbəl/
clear (adj)/klɪə/
consider (v)/kənˈsɪdə/
cool (adj)/kuːl/
creature(n)/ˈkriːtʃə/
deepblue(n)/ˌdiːp ˈbluː/
fearless(adj)/ˈfɪələs/
fi n (n)/fɪn/
golden (adj)/ˈɡəʊldən/
gorgeous (adj)/ˈɡɔːdʒəs/
grab (v) /ɡr æb/
headtosth(v)/ˈhed tə ˌsʌmθɪŋ/
octopus(n)/ˈɒktəpəs/
panic (v) /ˈpænɪk/
powerful (adj)/ˈpaʊəfəl/
punchsbintheface /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/
ride onthe waves /ˌraɪd ɒnðə ˈweɪvz/
shallow (adj)/ˈʃæləʊ/
sha rk (n) /ʃɑ ːk/
surfer(n)/ˈsɜːfə/
terrified(adj)/ˈterəfaɪd/
two-legged(adj)/ˌtuː ˈleɡɪd/
wide awake(adj)/ˌwaɪd əˈweɪk/
454545
03
Vocabulary is a vital element of each unit. It is integrated into all lessons and systematically developed.
• The first lesson (Lesson A) combines new grammar with new vocabulary.
• There is a separate Vocabulary lesson which presents the main lexical set(s) of the unit.
• There is additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons.
• There are extra exercises activating the word lists and tips on how to best memorise new words.
1
3
2
4
5
6
7
8
HIGH NOTE UNIT WALKTHROUGH
Main lexical input of the unit in a
separate Vocabulary lesson (the page
in the same colour as the course
level, i.e. blue).
1
Vocabulary introduced through a
variety of reading and listening texts
and activities.
2
Watch Out! boxes draw students’
attention to areas of special difficulty
and help pre-empt common errors.
3
Frequent opportunities for using
the new vocabulary in speaking
contexts.
4
Additional vocabulary input in
the Reading, Listening, and some
Speaking and Writing lessons (in blue
boxes or with blue highlight).
5
Clearly organised word lists include
all the explicitly taught vocabulary
from the unit. All entries are recorded,
which facilitates pronunciation
practice.
6
Remember More section provides further
vocabulary practice and activates the words from
the list, which helps more efficient learning.
7
Active Vocabulary boxes provide tips for students on how
to improve their ability to remember and learn new
words, encouraging their independent learning skills.
8
VOCABULARY
WORKBOOK
• Vocabulary Extensions in Reading and Listening lessons introduce more words and phrases, focusing on such areas as
phrasal verbs, collocations and word building.
• There is also an extra Unit Vocabulary Practice section, which gathers the lexis from the entire unit.
There are extra exercises activating the word lists and tips on how to best memorise new words.
5 3FREADINGANDVOCABULARY
1 Makealistofhealthyandunhealthyfoodsthatyou
eat.Thencompareyourlistsingroups.Whodoyou
thinkhasthehealthiest/unhealthiestdiet?
HealthythingsIusuallyeat:bananas,yoghurt, ...
UnhealthythingsIusuallyeat:crisps,muffins,fried
bacon, ...
2 Lookatthephotoandthetitle ofthearticle.Whatdo
youthinkthetextisabout? Readitquicklytocheck.
3 Readthetextagain.MatchsentencesA–Hwithgaps
6 Completethesentencesbelowwiththewordsfrom
Completethesentencesbelowwiththewords from
thebox.Thenaskandanswerthequestionsinpairs.
thebox.Thenaskandanswerthequestions in pairs.
calories
calories
calories diet fizzy foods fresh full ingredients junk
diet fizzy foods fresh full ingredients junk
outlets processed
1 Doyouknowmuchaboutthefoodyoueat?Which
Doyouknowmuchaboutthefoodyoueat?Which
foodsarehighin calories ?Whichare
of
vitamins?
2 Inyourfamily,doyoucookmealswithraw
Inyourfamily,doyoucookmealswithraw
or
doyoubuyready-made
foodsthatar
foodsthatare high in
fat, sugar and salt?
40 □ I can understand the developmentof ideas in an article and talk about eating habits.
3 Readthetextagain.MatchsentencesA–Hwithgaps
1–5inthearticle.Therearethreeextrasentences.
A Andperhapsevenmoreimportantly,ithasbrought
acommunitytogether.
B Itmightseemexpensivebutitcanactuallycostless.
C In2011,threewomendecidedtodosomething
aboutit.
D Nobodyin that area had tried anything like that
be fo re.
E Theideaistohaveachainofhealthyfoodfromthe
ground to yourplate.
F Thekidsuploaded thevideo to YouTube andit went viral.
G Theyget some supportfrom government and
generous individuals.
H What’smore,mostpeopledidn’trealisehow
unhealthy their diets were.
4 Use these prompts to write questions about AFC. Add
some questions of yourown if you like. Then in pairs,
ask and answer your questions.
1 What / think /AFC?
2 What / rap / about?
3 Where/ AFC/start?
4 How / start?
What do you thinkof Appetite for Change?
5 In pairs, read the Fact Box. Which statementdo you
think is false? Which one is the mostinteresting/
shocking? How is the situation in your country similar/
different?
FACT BOX
FACTBOX American eating habits
American eating habits
1 Last yearAmericans ateover400 million hamburgers–
that’senough to circlethe world.
2 52% ofAmericans believe doing theirtaxes is easier than
figuring outhow to follow ahealthy diet.
3 The average Americanconsumes 22 teaspoons ofsugar
everyday,mostofitindrinksandcandybars.
4 Junk food first became popular in the US in the 1920s, but
itreally took off in the 1950s thanksto TV advertising.
5 Native Americans were alreadyeating popcorn over
5,000 years ago.
6 In2014, 1% ofAmericans were vegans, now it’s 6% and
rising.
fat,sugarandsalt?
3 Doyouthinkyouhaveahealthierorunhealthier
Doyouthinkyouhaveahealthierorunhealthier
thanyourparents?Saywhy.
4 Whatareyourfavouritecomfort
?When and
?When and
wheredo youeatthem?
5 Doyouprefer
drinks, freshly-squeezed orange
drinks,freshly-squeezed orange
juiceorstill water?
3C LISTENING
ANDVOCABULARY
1
2
3
03
□
4 1.27 Listen andchoosethecorrectanswers.Use
1.27 Listen andchoosethecorrectanswers.Use
1.27
ActiveListeningtohelp youwithquestions1and4.
1 Youaregoingto hearaschoolpupiltalkingto
ateacher.What’shismainpurpose?
1 LookatthephotosandtheFactBox.Inwhatsituations
doyou needtocallanemergencynumber?
ANDVOCABULARY
FACT BOX
FACTBOX Emergencyphonenumbers
Emergencyphonenumbers
In the UK, theemergencynumberforpolice, ambulance
and fire service is 999, butyou can also use the European
andfireserviceis999,butyoucanalsousetheEuropean
number,112.IntheUSA,dial911.
2 Inpairs,workoutthemeaningofthehighlightedwords.
In each emergency
ambulanceorfireservice,ori
yourself.
1 Acarknockeddown
bruisesandshe’s
2 A neighbour
aheartattack
3 Theschool
4 You wantto
to a car.
5 You hurtyour head
painful,andyou’reseeingdouble–youthinkyou
have a concussion
6 Yourcat is stuckup a tree.
7 Yourlittle brother
8 A shop in yourstreet is
1 You should call thepolice and the ambulance service.
3 1.26 Study Active Listening. Then listen and choose
the correct answer.
You are going to
students. What’s her main purpose?
a to persuade them to run as fastas theycan
b toadvisethemto becareful
c to complain about theirattitude towards P.E.
ACTIVE LISTENING
When someone speaks, they have a purpose for speaking.
It maybe to inform, to explain, to express an opinion,
to agree, to complain, to advise, to persuade orto make
an arrangement, an offer, a request, or a suggestion.
The context, the language thespeakers use and their
tone ofvoice can help you identifytheir purpose.
Understanding the speaker’s purpose can help you to take
part in a conversation and respond appropriately.
3E SPEAKING ANDVOCABULARY
1 Inpairs,taketurnstodescribewhatyoucansee
inthephotoandanswerthequestionsbelow.
1 Whatkindofshopisit?Whatishappening?
2 Whatdoyouthinktheshop assistantandthe
customeraretalkingabout?
3 Howarethepeopleinthephotofeeling?
2 9 1.32 Watchorlistentoaconversation
inahealthfoodstore.DoesMariefindherfirst
dayintheshopeasy?
3 1.33 StudytheSpeaking boxandcomplete
thepoliterequestsandrefusals withone
wordineachgap. Listenand check.
1 Wouldyoumind telling
telling me where the
organic kaleis?
2 That’s very
ofyou,dear,butIthinkI’ll
manage.
3 I’d like to
whetheryourfruitandveg
islocallygrown.
4 Haveyougotany
whetherit'slocal?
5 I'msuretheylooklovelybutI’m
i t's
localornothingforme.
6I
ifyouhaveanyfree-rangeeggs.
7
youpossiblytellmewhereIcanfind
those eggs?
8 No,that’s
, thanks.I’ll befine.
9 Doyou
toknowifyou'vegotany
wholemealbreadinthere?
SPEAKING | Being polite
Asking politely
Weoftenuseindirectquestionstomakepolite
requestsortoaskforopinionsandinformation
inEnglish.Usethepolitephrasesbelowand
affirmativewordorder.
Indirectquestions
I wonderif/whetheryoucouldhelpme.
= Couldyouhelp me?
Couldyou(possibly)tell mehowmuchthisis?
= Howmuchisit?
Doyouthinkitwill takelong?
=Willittakelong?
Other phrases
Iwaswondering...
I’dliketoknow...
Haveyougotanyidea...?
Doyou(happento)know/have/sell,etc....?
Would youmindtellingme...?
Refusing politely
That’sverykindofyou,but...
Theylook/soundverynice,butI’mafraid...
No, that’s alrightthanks.
Thanksfortheoffer,but...
Thankyou,butI’malright.
□I canuseindirectquestionstomakepoliterequestsortoaskforopinionsand information.
4 Rewritethequestionsasindirectquestions.
1 Aretheseapplesorganic?→Iwonder...
Iwonderif/whethertheseapplesareorganic.
2 Whattimedoesthejuicebarinthegymclose?→Iwas
wondering...
3 Doesthisbreadcontaingluten?→Haveyougotanyidea...?
4 CouldIhavesoymilk?→Doyouthink...?
5 WherecanIbuyfreshly-squeezedapplejuice?→Wouldyou
mind...?
6 Howmuchisawholemealloaf?→I’dliketoknow...
7 Whowritesthe‘HealthyLiving’blog?→Doyouhappentoknow...?
5 1.34 PRONUNCIATIONListentohowtheunderlinedwords
arepronounced.Then practisesaying thesentences.
1 Couldyou
Couldyoutellmehowmuchitis?
2 Wouldyou
Wouldyoumind telling me what this is?
3 Idon’tknowreally.
4 I’mgoingto
I’mgoingto ask my colleague.
5 You’vegotto
gottoeatmorefruit.
6 Checkthatyou understandtheadjectivesinthebox. In groups,
usethemto preparepolitequestionsaboutyourteacher's
eatinghabits.UsethephrasesfromtheSpeakingbox.
free-range
free-range freshly-squeezed locallygrown
freshly-squeezed locallygrown organic
organic
wholemeal
Wouldyoumindtellingmewhetheryoubuyanyorganicfood?
7 Inpairs,roleplaythesituationsatthebackofyourbook.
StudentA,gotopage196.StudentB,gotopage199.
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F01 High Note TB3 09593.indd 11
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INTRODUCTION
LISTENING
□I can identify the speaker’s purpose and specific information in conversations and talk about accidents.
4 1.27 Listen and choosethe correct answers. Use
1.27 Listen and choose the correct answers. Use
1.27
Active Listening to help you with questions 1 and 4.
1 You are going to hear a school pupil talkingto
a teacher. What’s his main purpose?
ato express an opinion
b to offer to call an ambulance
cto inform her about an accident
2 You are going to hear the teacher calling 999.
Where is Eric?
aon a path near the river
b atthefootofahill
con a railway line
3 You are going to hear a man from the school calling
Eric’s mother. How does she seem by the end of the
c onve rsa tio n?
afine b worried c relieved
4 You are going to hear a bus driver talking to
a policeman. Why ishe talking to him?
ato explain what happened
bto complain about something
cto persuade him to do something
5 You are going to hear a conversationbetween Eric
and hisfather. WhatdoesEric think ofhis mother’s
drivi ng?
ashe drivestoo fast b she’s a safe driver
cshe doesn’t alwayspay attention
5 1.28 Completethe sentences with the words and
phrases from the box. Listen to the extracts and check.
blood concussion cuts and bruises elbow fainted
heart hurt painful shock sprained twisted
1 The bus driver sprained
sprained herwrist. It was really
.
She didn’t know if the cardriver was badly
.
2 Eric got some
, broke his leg,
hisankle,
and suffered a
.
3 Eric’s mum lost a little
, dislocated her
and banged her head.She was in
but she ’s
better now.
4 Eric’s dad didn’t have a
attack, he
because of stress.
6 SPEAKING In pairs, use the tenses in lesson 3A to retell
the story in thislesson fromtwo different points of
view. Student A, imagine you areEric. Student B,
view. Student A, imagine you areEric. Student B,
imagine you areEric’s mum.
imagine you areEric’s mum.
1 Look at the photos and theFact Box. In what situations
doyou need to call an emergency number?
3C LISTENING
AND VOCABULARY
FACT BOX
FACT BOX Emergency phone numbers
Emergency phone numbers
Inthe UK, the emergency numberfor police, ambulance
and fire service is 999, but you can also use the European
and fire service is 999, but you can also use the European
number, 112. Inthe USA,dial 911.
1
2
3
2 Inpairs, work out the meaning ofthe highlighted words.
Ineach emergencydecide ifyou should call the police,
ambulance or fire service, or if you shoulddeal withit
yourself.
1 A car knockeddown a girl, she’s got a few cuts and
bruises and she’s in shock.
2 A neighbour fainted andis unconscious; it mightbe
a heart attack.
3 The school fire alarmis ringing.
4 You want to report a crime – someone has set fire
to a car.
5 You hurt your head,you’re not bleeding butit’s quite
painful, and you’re seeingdouble – you think you
have a concussi on.
6 Your cat is stuck up a tree.
7 Your little brotherburned his hand when he was cooking.
8 A shop in your street is burningdown.
1 Youshould call the police and the ambulance service.
3 1.26
1.26 Study ActiveListening.Then listen and choose
the correct answer.
You are going tohear a P.E.teacher talking to her
students. What’s her main purpose?
a to persuade them to run as fast as they can
b to advise them to be careful
c to complain about their attitude towardsP.E.
ACTIVE LISTENING | Identifying the speaker’s purpose
When someone speaks, they have a purpose for speaking.
Itmay be to inform, to explain, to express an opinion,
toagree, to complain, to advise, to persuade or to make
an arrangement, an offer, a request, or a suggestion.
The context, the language the speakers use andtheir
tone of voice canhelp you identify theirpurpose.
Understanding the speaker’s purpose can helpyou to take
partin a conversation and respond appropriately.
37
03
The Reading lessons feature a variety of information-
rich and thought-provoking texts. They contain
a range of exercises that practise reading for
the main idea, followed by focusing on specific
information, vocabulary practice and discussion.
The Active Reading boxes cover all crucial skills
strategies, which students can actively practise
through a series of exercises. This lesson is
additionally supported by Documentary Videos, which
provide highly engaging clips that can be used as an
extension to the themes raised in the reading texts.
The Listening lessons offer varied text types and tasks, and numerous
opportunities for students to practise listening skills with new vocabulary.
READING
1
3
2
Main comprehension
exercises in the format of
exam-specific tasks.
1
New vocabulary is clearly highlighted or presented in coloured
boxes, making it easy to find.
1
Active Listening boxes cover all crucial skills strategies, which
students can actively practise through a series of exercises.
2
Main comprehension exercises in the format of exam-specific tasks.
3
Vocabulary-from-the-
text activities encourage
students to notice and
absorb new words and
phrases.
2
All reading texts are
recorded so that students
can listen to them in their
own time to focus on
pronunciation.
3
Watch and Reflect sections with authentic
Documentary Videos that extend the topics of
the reading texts. The clips are accompanied
by the video worksheets at the back of the
Student’s Book.
5
WORKBOOK
New reading texts recycle the grammar and vocabulary covered in the Student’s Book and provide more skills practice.
WORKBOOK
• New listening texts recycle the grammar and vocabulary covered in the
Student’s Book and provide more skills practice.
• Active Pronunciation boxes help students see superintendencies between
sounds and give tips on how to pronouns particular sounds correctly.
Reflect exercises develop critical thinking, asking
students to think more deeply about various
social, cultural and value-related issues and
consider various viewpoints. They can be found in
different lessons within a unit and provide extra
speaking practice and help build fluency.
4
3F READING AND VOCABULARY
□I canunderstandthe development ofideas in an article andtalk abouteatinghabits.
1 Make a list ofhealthyand unhealthyfoods thatyou
eat.Thencompare yourlists ingroups. Whodoyou
thinkhas the healthiest/unhealthiestdiet?
HealthythingsI usually eat:bananas, yoghurt, ...
UnhealthythingsI usually eat: crisps, muffins, fried
bacon, ...
2 Look atthe photo andthe title ofthe article. Whatdo
youthink the textisabout? Readitquicklytocheck.
3 Readthe text again. Match sentences A–H withgaps
1–5inthearticle. There are threeextra sentences.
A And perhaps even moreimportantly,ithasbrought
a communitytogether.
B Itmight seemexpensive but it can actually cost less.
C In 2011,threewomendecided todo something
about it.
D Nobodyin that areahadtried anything likethat
before.
E The ideaistohave a chain of healthyfood from the
ground toyourplate.
F Thekids uploadedthevideo to YouTube and itwent viral.
G Theyget some support fromgovernment and
generous individuals.
H What’s more, most peopledidn’t realise how
unhealthytheirdiets were.
4 Use thesepromptsto write questions aboutAFC.Add
some questions ofyour ownifyoulike. Theninpairs,
ask and answeryourquestions.
1 What/think /AFC?
2 What/rap / about?
3 Where/AFC/start?
4 How/ start?
Whatdo you think ofAppetiteforChange?
5 Inpairs, readtheFactBox.Which statementdoyou
thinkisfalse? Which one is the mostinteresting/
shocking? Howisthe situationinyour country similar/
different?
FACT BOX
FACT BOX American eatinghabits
American eatinghabits
1 LastyearAmericans ate over400 million hamburgers –
that’s enough to circletheworld.
2 52%of Americansbelievedoing their taxesis easier than
figuring outhowtofollow a healthydiet.
3 The averageAmerican consumes22teaspoons of sugar
every day,most ofit in drinks and candybars.
4 Junkfoodfirst becamepopularintheUSinthe1920s,but
itreallytook offin the1950sthanks to TV advertising.
5 NativeAmericans were already eating popcorn over
5,000 yearsago.
6 In2014,1% of Americans were vegans, now it’s 6% and
rising.
10 WATCH ANDREFLECT Gotopage 164.Watch
thedocumentaryPushingyourself tothe limitand
Pushingyourself tothe limitand
Pushingyourself tothe limit
dotheexercises.
5 What /aims / organisation?
6 What /three steps?
7 Where / money/from?
8 How/ successful?
6 Completethe sentencesbelow withthewordsfrom
Completethe sentencesbelowwiththewords from
thebox. Thenask and answerthe questionsinpairs.
thebox.Thenaskandanswerthe questions in pairs.
calories
calories
calories diet fizzy foods fresh full ingredients junk
diet fizzy foods fresh full ingredients junk
outlets processed
1 Doyouknow much about thefood you eat?Which
Doyouknowmuch about thefood you eat?Which
foods arehighin calories ?Which are
of
vitamins?
2 In yourfamily,doyou cook meals with raw
In yourfamily,doyou cookmeals with raw
or
doyou buy ready-made
foodsthatar
foodsthatare high in
fat, sugar and salt?
3 Doyouthink youhave ahealthierorunhealthier
Doyouthink youhave ahealthierorunhealthier
than yourparents?Say why.
4 What are yourfavouritecomfort
?Whenand
?Whenand
where doyou eatthem?
5 Doyouprefer
drinks, freshly-squeezed orange
drinks,freshly-squeezed orange
juice or stillwater?
6 Howoften doyou eat
food like burgers, hot
foodlikeburgers, hot
dogs, orkebabs?
7 Howmanyfastfood
are thereinyour
arethereinyour
neighbourhood?
8 Isithardtobuy
produce likefruitand
produce likefruitand
vegetables whereyou live?
7 SPEAKINGThe Education Authority wants to encourage
The EducationAuthority wants toencourage
healthyeatingat schoolsinyour area. Inpairs,discuss
healthyeatingatschoolsinyourarea.Inpairs, discuss
theideasbelow. Whichare the best?Say why.Canyou
theideasbelow.Whichare the best?Saywhy. Can you
think of anybetterideas?
• Ban unhealthysnacks,fizzydrinks, sweets, crisps and
Banunhealthysnacks,fizzydrinks,sweets, crisps and
junkfood from schools.
• Showvideos andfilms that demonstrate thenegative
Showvideosandfilms that demonstrate the negative
effects of unhealthydiets.
• Organise a cooking competition for studentsin thearea.
Organiseacooking competition forstudentsin the area.
• Include ‘Diet and Nutrition’ as part of the P.E.class and
Include ‘Dietand Nutrition’as part of the P.E. class and
haveall students sitan examon it.
• Open an affordable café servinghealthyfoodinevery
Open an affordable café servinghealthyfood in every
school.
8 REFLECT| Society Peopletoday consume more
Peopletodayconsume more
unhealthyfood anddrink thaneverbefore. Do you
unhealthyfoodanddrink thaneverbefore.Do you
think that’s true? Say why.Discuss ingroups.
think that’s true? Saywhy.Discuss ingroups.
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A group of kidsfrom a historically
underprivileged neighbourhood in the American
mid-west made a music video of a hip-hop track.
Itwascalled ‘Grow Food!’ and the lyrics urged
peopleto growtheir own food and cooktheir
meals withnaturalingredients;to drink water
and milk, not fizzy drinksfull of sugar;to give up
fake food that puts ‘poison inyourbrain’ and to
eat better options, like broccoli, salad and fresh
fruit instead. 1
So far, it’s had overhalf a
million views. That’s pretty amazing, and so is
the organisationthatinspired it.
North Minneapolisis similarto many urban
areas across North America. Thereis a lack
of shops, development projects, and healthy
food options. Many ofthe residents sufferfrom
bad health,partly because of unhealthydiets
with too much junkfood. 2
Along with
young community members, they concluded
there were thirty-eight fastfood outlets within
two miles of where they lived,but there was
nowhere you could sit down to eat a nutritious
5
10
15
20
35
40
45
50
55
AFC’s mission is ‘to use food as a toolto build health, wealth and
social change’.
3
They achieve thisin three steps.
1 UrbanAgriculture. AFC turns unused urban land into
cooperative farms where kids and adults grow and pick fresh
produce.
2 GoodFoodPolicy.The organisation argues infavour of
healthy eating and persuadespeople to swap junkfood high in
calories for naturalfood full of vitamins and to eat meals made
with raw ingredients ratherthan processed foods.
3 CommunityCooksProject.AFC organises cooking workshops
in which people cometogetherto cook a meal,to eat and to
talk about the changesthey want to see in their community.
Allof thiscosts money, of course, so how does AFC pay forit?
4
In addition, they run two successful money-making
projects:
• Smalllocalbusinesses rentthe Kindred Kitchen to help
themrun theirfood trucks, catering businesses and meal
preparation services.
• The Breaking Bread café sellsdelicioushealthy comfort
foods and gives job opportunities to young members of the
community.
AFChasbeen a great success. Ithasimproved people’s health and
created jobs. 5
Its strongest supporters are young people
concerned about the unhealthyfood full of fat, sugar and salt
thatdamagesthehealthof theirfriends,families and neighbours.
GROW FOOD,
EAT WELL,
BE HEALTHY
1.35
03
nowhere you could sit down to eat a nutritious
meal.Theyknew that poordiets were causing
serioushealth problems, for example, heart
conditions, high blood pressure and obesity.
The community also suffered fromhigh
25
thatdamagesthehealthof theirfriends, families and neighbours.
The lyrics of their rap send outtheir message loud and clear.
PLEASE CHANGE THE FOOD
IN MY SCHOOL, MAKE IT GOOD.
164
1 10 SPEAKINGInpairs, look at thephoto of a woman running
an ultramarathon and answerthequestions. Then watch the
videoto checkyour answers.
1 Howis an ultramarathon differentfrom a normal marathon?
2 Whatproblems could the runnerhave during the race?
2 10 Watchthe video again and complete theinformation.
WATCH AND REFLECT
Pushing yourself to the limit
03
GLOSSARY
crave – to want something very much
endurance – ability to withstand pain or extreme
conditions
equivalent – the same as
favour something – to prefer something
school ofthought – an idea heldby a group of people
tothe limit – tothe maximum amount/degree/
level possible
willpower – strongdetermination
Long trail ultramarathon
Distance: 440 km – over 1 ten times longer than
a normal marathon
Current world record: 2
days,
ho urs
and 30 something minutes
Nicky has been training for the race for 3
years.
Number of people on her support team: 4
Nicky beat the previous women’s world record by
over 5
.
3 Whatisthetoughest exercise or sport you havedone?How
did youfeel whileyou weredoing it and afterwards?
4 10Completethe sentences withthe correct wordsformed
from the wordsinbold. Then watch again and check.
1 This is one ofthetoughest sports in the world.It's long,it's
hard andit canbe ppainful . PAIN
2 The long trailis a
course. Participants run up and
down the hill. HILL
3 The supportteam arethere toprovide
, e specially
when she gets tired ordemotivated, and to giveher
help when she feels unwell or gets injured. ENCOURAGE,
MEDICINE
4 Her
is plannedbytheteam doctor, who is preparing
her meal plans and how much she needsto eat.NUTRIENT
5 Fightingtirednessis a realtest ofphysical
and
willpower. ENDURE
6 Sheis closeto anincredible
– sheis thefastest woman
ever to finish the trail. ACHIEVE
5 SPEAKINGIn pairs or small groups, discussthe
questions.
1 What other extreme or dangerous sports can
you think ofthat require alot oftraining?
Canyou order themfromthe easiestto the
most difficult and from the safestto the most
dangerous?
parachuting, waterfall kayaking, mountain
climbing ...
2 What’s your opinion of ultramarathons and
people who complete them? How would you
react if a friend suggested training for one?
3 Can Nicky’s example really inspire people to
dosports orlead ahealthierlifestyle? Say
why.
Yes, because
No, because
Yes, because
No,because
Y
she makes it
look fun.
6 WRITINGTASKWrite a description of an
ultramarathon givingfacts aboutthe course
and what the runnersdo during thefour or five
daysittakes.
the idea of an ultramarathon
would putpeople off.
1
2
3
4
5
5
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F01 High Note TB3 09593.indd 12
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INTRODUCTION
fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full
speed, shouting at people to get out of the way. Everyone on thebeach sat up and watched
as shedived in and swam towards a guy who was kicking his legs, waving his arms and
shouting something. All of a sudden, the huge
huge, dark fin of a shark appeared. People in the
dark fin of a shark appeared. People in the
dark
water started screaming. They grabbed their children and swamfor their lives. Now wide
awake, Ava watched through her fingers as the lifeguard reached the panicking man then
raisedher arm and... punched the shark in the face! Amazingly, it turned and swam away.
While the crowds cheered, the fearless lifeguard carried the shocked surferback to safety.
She had saved his life. That was the day Ava decided to become a lifeguard.
42
□Ican write ashort story.
8 Workin pairs. Follow the instructions on page
197 to tell another story.
9 WRITINGTASKWriteashort story.Useyourown
ideas orwritethestoryyoutold in Exercise8.
Use theWriting box and the tips inthis lesson
to help you.
4 Addthe words inbold from the story to theappropriate
group of linkers.
• Start theaction: (at) first, in thebeginning, 1 that day
that day /
morning/evening;
• Movethe action:2
, next, later, after that/a while, by
the time;
• Introduce adramatic moment: suddenly, just then, out of
the blue, without warning, 3
,
4
;
• Describe events that happen at thesametime: when, at
the sametime(as), 5
,
6
;
• Finish the action: finally, eventually, inthe end.
43
3G WRITING | A short story
That day the skies were
That day the skies were
That day
clear, the sun was hot, and the sea was a beautiful deep
beautiful deep blue. Ava
was on thebeach lying on the golden
golden sand,listening to the radio andhappily watching
the surfers riding the powerful
powerful waves. It was busy, and families were playing in the warm,
shallow water near the beach.
shallow water near the beach.
shallow
‘This is the life’ she thought, and turned over to get some sun on herback. She hadjust
1 In pairs,usethepictures and thewords in thebox to
tell a story.Thenread thestory belowandcompareit to
yours.
lifeguard surfer fin shark punch
2 How do you thinkthe surfer,the lifeguard, thepeople
onthebeachand thesharkfelt aftertheevents on the
beach?
Ithink the surfer was probably terrified.
1
2
4
3
5 Read thestory below ignoring the gaps. How is
it connected tothestoryon page42? From which
point of view is it written,first person orthird
pers o n?
3 StudytheWritingbox and answerquestions 1–7about the
storyon page42.
6 Complete the story in Exercise5 withthe
linkers from the box.Sometimes more than
oneansweris possible.
all ofa sudden as in the end thatafternoon
then when without warning
7 The underlined adjectives inthe story on page
42 helpthereaderto visualisecharacters,
events and objects.Find and underlinesimilar
adjectives in the story in Exercise5.
cool,clean, ...
1 Fromwhich point of view isthestorywritten, first or third-
Fromwhich point of view isthestorywritten, first or third-
per so n?
per so n?
2 Wheredoes thestory take place?
Wheredoes thestory take place?
3 What information does thewriter give inthefirstline?
What information does thewriter give inthefirstline?
What information does thewriter give inthefirstline?
What information does thewriter give inthefirstline?
What information does thewriter give inthefirstline?
What information does thewriter give inthefirstline?
4 What is the main event in the story?
What is the main event in the story?
5 Whichtenses hasthe writer usedto describethe action?
Whichtenses hasthe writer usedto describethe action?
Whichtenses hasthe writer usedto describethe action?
Whichtenses hasthe writer usedto describethe action?
Whichtenses hasthe writer usedto describethe action?
Whichtenses hasthe writer usedto describethe action?
Whichtenses hasthe writer usedto describethe action?
6 Whichsentencesintroduce thelifeguardand theshark?
Whichsentencesintroduce thelifeguardand theshark?
Whichsentencesintroduce thelifeguardand theshark?
Whichsentencesintroduce thelifeguardand theshark?
Whichsentencesintroduce thelifeguardand theshark?
Whichsentencesintroduce thelifeguardand theshark?
Whichsentencesintroduce thelifeguardand theshark?
Howdoes thewriter make themdramatic?
Howdoes thewriter make themdramatic?
Howdoes thewriter make themdramatic?
Howdoes thewriter make themdramatic?
Howdoes thewriter make themdramatic?
Howdoes thewriter make themdramatic?
Howdoes thewriter make themdramatic?
7 Howdoes thewriter finishthestory?
Howdoes thewriter finishthestory?
Howdoes thewriter finishthestory?
Howdoes thewriter finishthestory?
Howdoes thewriter finishthestory?
Howdoes thewriter finishthestory?
Howdoes thewriter finishthestory?
1
That afternoon
That afternoon thewater wascooland clean.
thewater wascooland clean.
thewater wascooland clean.
thewater wascooland clean.
The waves lookedgorgeous
The waves lookedgorgeous
The waves lookedgorgeous
The waves lookedgorgeous
The waves lookedgorgeous
The waves lookedgorgeous
The waves lookedgorgeous
The waves lookedgorgeous 2
t hey
moved aboveme. I’d just eatena delicious
moved aboveme. I’d just eatena delicious
moved aboveme. I’d just eatena delicious
moved aboveme. I’d just eatena delicious
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
octopuslunchandI decidedtoheadtothe
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
beach to see what thetwo-legged creatures
weredoing.
weredoing.
weredoing.
weredoing.
weredoing.
weredoing.
3
I got there, someof them
I got there, someof them
I got there, someof them
I got there, someof them
I got there, someof them
I got there, someof them
I got there, someof them
I got there, someof them
I got there, someof them
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
werestanding on those strangelongthings
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
and riding on thewaves. I’m reallynot sure
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
whytheydothat, but I watchedthem for a
while.
while.
while.
while.
while. 44
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
I noticedoneofthem, itwas
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
maleI think, kicking its legsand making those
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
menotto go too close, but... thosebeautiful
bu bbles !
bu bbles !
bu bbles !
bubbles! 5
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
, a femalecame out of
n owher e.
n owher e.
n owher e.
n owher e.
n owher e.
n owher e.
n owher e.
n owher e.
666
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
, it punched me intheface!
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
Right on the end of my nosewhere itreally
hurts.What on earth iswrongwith these
creatures? They really shouldn’tbeallowed
in our water. I considered a secondlunchif
youknow what I mean, but 7
, I decided
tobethegrownup oneand just swimaway.
Horrible, violent creatures.
WRITING | A short story
G en eral
Short stories are usuallywritten ineither the first or thirdperson
point ofview.
Beginning
Catchthe reader’s attention: usea detailrelatedtotheplace
wherethestory beginsor a statement by one of themain
characters.
That day theskieswereclear, thesun was hot,and the sea was
a beautiful deep blue.
Say where and/or when the story happened. Use longer
sentencesto set thescene.
Ava wasatthe beachlyingonthe goldensand, listeningtothe
radio andhappily watchingthe surfers ridingthe powerful waves.
Middle
Describetheaction. Use mainly thePast Simplewiththe
occasionalPast Continuous andPast Perfect. Avoidlong strings
of the Past Simple.
Usedirectspeech to expressthecharacters thoughts or give
them a voice.
‘Thisis the life’ shethought.
Usea varietyofverbsto report speech e.g. scream, whisper, ask,
shout, etc.
From nowhere, a lifeguard ranpast her at full speed, shouting
at peopleto get out oftheway.
Useshorter sentences and/or dramatic linkers to add drama.
Allof a sudden,the huge,dark finof a shark appeared.
End
Describehowyouor themain characters felt at theend, what
you/theylearned from the story, or decisions you/they made
becauseof what happened.
That was thedayAva decidedto become a lifeguard.
03
The Speaking lessons prepare students for everyday interactions
such as participating in conversations, being polite or agreeing
and disagreeing. They are supported by snappy Communication
Videos, which present the functional language in a real-life
context, making it meaningful and memorable.
The Writing lessons are carefully staged: they begin with an engaging input text relevant to students’ lives,
which is followed up by a series of preparation exercises that lead to students completing the final writing task.
1
3
2
Engaging and relevant model text.
1
Writing boxes with useful tips and
key language.
2
Graded writing tasks provide
students with opportunities to
practise their writing skills.
3
Snappy Communication Videos present the key
language in a real-life context. The videos are also
available in audio-only format.
1
Speaking boxes contain key functional language.
The phrases are recorded in the Workbook.
2
Pronunciation exercises focus students’ attention on
different aspects of pronouncing individual sounds and
groups of sounds.
3
Pairwork activities and role plays encourage students
to use the functional language from the lesson and
increase their confidence in speaking English.
4
SPEAKING
WRITING
1
WORKBOOK
The Active Writing section guides students through all the stages of the process of writing a specific type of text.
3E SPEAKING AND VOCABULARY
1 In pairs, take turns to describe what you can see
in the photo and answer the questions below.
1 What kind of shop is it? What is happening?
2 What do you think the shop assistant and the
customer are talking about?
3 How are the people in the photo feeling?
2 9 1.32 Watch or listen to a conversation
in a health food store. Does Marie find her first
day in the shop easy?
3 1.33 Study the Speaking box and complete
the polite requests and refusals with one
word in each gap. Listen and check.
1 Would you mind telling
telling me where the
organic kale is?
2 That’s very
of you, dear, but I think I’ll
manage.
3 I’d like to
whether your fruit and veg
is locally grown.
4 Have you got any
whether it's local?
5 I'm sure they look lovely but I’m
it's
local or nothing for me.
6I
if you have any free-range eggs.
7
you possibly tell me where I can find
those eggs?
8 No, that’s
, thanks. I’ll be fine.
9 Doyou
to know if you've got any
wholemeal bread in there?
SPEAKING | Being polite
Asking politely
We often use indirect questions to make polite
requests or to ask for opinions and information
in English. Use the polite phrases below and
affirmative word order.
Indirect questions
I wonder if/whether you could help me.
= Could you help me?
Could you (possibly) tell me how much this is?
= How much is it?
Do you think it will take long?
= Will it take long?
Other phrases
I was wondering ...
I’d like to know ...
Have you got any idea ...?
Do you (happen to) know/have/sell, etc. ...?
Would you mind telling me ...?
Refusing politely
That’s very kind of you, but ...
They look/sound very nice, but I’m afraid ...
No, that’s alright thanks.
Thanks for the offer, but ...
Thank you, but I’m alright.
□ I can use indirect questions to make polite requests or to ask for opinions and information.
4 Rewrite the questions as indirect questions.
1 Are these apples organic? → I wonder ...
I wonder if/whether these apples are organic.
2 What time does the juice bar in the gym close? → I was
wondering ...
3 Does this bread contain gluten? → Have you got any idea ...?
4 Could I have soy milk? → Do you think ...?
5 Where can I buy freshly-squeezed apple juice? → Would you
mind ...?
6 How much is a wholemeal loaf? → I’d like to know ...
7 Who writes the ‘Healthy Living’ blog? →Do you happen to know ...?
5 1.34
1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences.
1 Could you
Could you tell me how much it is?
2 Would you
Would you mind telling me what this is?
3 I don’t know really.
4 I’m going to
I’m going to ask my colleague.
5 You’ve got to
got to eat more fruit.
6 Check that you understand the adjectives in the box. In groups,
use them to prepare polite questions about your teacher's
eating habits. Use the phrases from the Speaking box.
free-range
free-range freshly-squeezed locally grown
freshly-squeezed locally grown organic
organic
wholemeal
Would you mind telling me whether you buy any organic food?
7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199.
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INTRODUCTION
03 Self-assessment
1 For each learning objective,write 1–5 toassess your ability.
1 =I don’t feel confident.5 = I feelveryconfident.
Learning objective
Coursematerial
How confident I am (1–5)
3A I can use thePast Simple, thePast Continuous andthe Past
Perfect to talk about past actions.
Student’s Book pp.34–35
3B I can talk about sports,activities,fitness and exercise.
Student’s Book p.36
3C I can identify the speaker’s purposeand specific
informationin conversations and talkabout accidents.
Student’s Book p.37
3D I can use usedtoandwouldtotalk about past habits and
routines.
Student’s Book p.38
3E I can use indirect questions to make politerequests or to
ask for opinions andinformation.
Student’s Book p.39
3F I can understand thedevelopment of ideas in an article
and talk about eatinghabits.
Student’s Book pp.40–41
3G I can write ashort story.
Student’s Book pp.42–43
2 Which of theskills above would you like to improve in? How?
SkillI want to improvein
How I can improve
3 What canyou remember from this unit?
New words Ilearned and most want
to remember
Expressions and phrases I liked
English Iheard or read outside class
38
GRAMMAR AND VOCABULARY
1 Match thewords tomakecollocations.
1 □ football
2 □ squash
3 □ world
4 □ leisure
5 □ changing
6 □ sprained
7 □ broken
8 □ pulled
9 □outof
10 □ keep
a wrist
b fit
c leg
d court
e muscle
f breath
g pitch
h room
i centre
j record
/5
2 Complete the sentences with the words from the box.
There are two extrawords.
bruise burn fizzy injury junk organic wholemeal
1 Mike needs to rest after that bad
.
2 Sue’sgot a horriblepurple
where shebanged
her leg.
3 We prefer tobuy
fruit and vegetables where
possible.
4 I don’t think
drinks areverygoodfor you.
5 Markput onweight after eating alot of
food.
/5
3 Complete the sentences with the correct forms of
the verbs in brackets. UsethePast Simple,thePast
Continuous orthePast Perfect.
1 We decided to try marathon running whilewe
(watch) oneonTV!
2 Josh
(not try)snowboarding before and was
amazed by howmuch fun itwas.
3 Why
(the player/lie) on thepitch when wegot
there? Was he injured?
4
(you/hear)of thesportof curling before you
sawit at theWinter Olympics?
5 The team
(not perform)wellatthat point so
the coach changed the players.
/5
4 Choose the correct verb forms to completethe blog
post.
When I was a child I 1 used to / would think that fizzy
drinks were fantastic. I 2 didn’t know /
didn’t know /
didn’t know wasn’t knowing
that they were bad for me because they’re full of sugar.
My mother used to make freshly-squeezed orange
juice for me, but I 3 was always refusing / would always
refuse it! I 4 didn’t used / didn’t use to like the bits in
the juice! What else 5 did I use to / would I hate as
would I hate as
would I
a child? Vegetables! Today I love eating salads and
fresh vegetables. But guess what? I still hate fruit juice
with bits in it!
/5
USE OF ENGLISH
5 Choose the correct answers.
Self-check
Martha 1
never tried squash before because
none of her friends 2
play it.When she saw it
play it.When she saw it
on TV though,she was fascinated and wanted to try.
She found a leisure centre where there was a squash
3
and played her first match.It’s a very hard
sport,but although Martha was out of 4
byby
the end, she loved the game. Now she plays all the
time and next week she’s going to take part in her first
5
– good luck,Martha!
1 ahadn’t bwas
c had
d would
2 adid
buseto
c would
d used
3 a court b machine
c track
d pitch
4 afit
b breath
c shape
d fitness
5 a medal b concussion c competition d injury
/5
6 Complete the text with oneword in each gap.
I can’t believe what happened last night. I had just
fallen asleep when I heard a 1
alarm ringing.
alarm ringing.
I jumped out of bed because I thought a house was
burning somewhere. The emergency services arrived
quickly – someone 2
called them straight
called them straight
away. I got dressed and went to see if I could help.
But there was no emergency. My neighbour, who
loves chips, had 3
fire to his kitchen with the
fire to his kitchen with the
chip pan! Luckily he was able to put the fire out by
himself, but of course the smoke alarm went off. I’m
glad his house didn’t burn 4
, but by the time
I got home I was really tired. I’ve got sports practice
this morning and I’m going to feel exhausted on the
football 5
.
/5
/30
39
03
Unit 3
1 Complete thesentences with the correct forms of the
words in brackets.Add extrawords wherenecessary.
1 When I joinedthe‘Young chef competition’,
I hadalreadyfinished
dalreadyfinished (already/finish)
a cookery course.
2 Myolder sister
(use/order/meal)
at a fast food restaurant every Saturdaybut now she
eats only homemadefood.
3 I sprained my wrist whileI
(work/
gym)onSaturday.
4 Theboy burnt his hand whilehe
(try/set fire) an oldgarden shed.
5 Whenyouwere akid,
(you/use/pl a y)
anyteam sports?
6 Our team playedverywell butthey still
(not/qualify/final) of the schoolbasketball
championships.
7 The students stoppedtalking as
(soon/
teacher/enter)thecla ssroom.
8 I lostten kilos whenI
(give/junk
food)and fizzy drinks.
2 Choose the correct words a–c to complete the text.
Unit 4
1 Complete thesecond sentenceso that it means the
sameas the first one. Usebetween two and five words
in each gap.
1 Laptops havetobeswitched off during take-off.
Passengers must switch off their laptops
switch off their laptops during
take-off.
2 Myuncle learnedto fly a planewhen he was 25.
Myuncle
to fly a planesincehe
was25.
3 Youshouldn’t walk to the station. Going by bus is
a better option.
Youought
abus to the station.
4 Youmustn’t carry anysharp objects in your hand
lu gg age.
Youare not
carry any sharp
objects inyour hand luggage.
5 I had enoughfood on the planeas freesnackswere
served.
I
buy food onthe plane.
6 Peter lent mehiscar.I’m driving it.
I’m driving thecar
from Peter.
7 This is the girl who lent methe bikehelmet.
I’m wearing it now.
This is the girl
I’m wearing now.
2 Complete thetext with one word in each gap.
Use of English
My first personal
training session
aining session
Iwasnervous before myfirst personal training
sessionasI didn’t knowwhat to expect.I tried to
keep fit but I didn’t have any training routine.
I1
go tothe gym todosome exercise twice
a week,but didn’t feel muchfitter. 2
I arrived
at the club, Iwasgreetedby David,my new fitness
coach. He explainedto me how the 3
worksand
how to warm up.Davidwasreally motivating and
encouraging.He showed me the best techniques
tolift weights and do push-ups. David also showed
mehowtousetheBosuball.I4
the ball before
Ijoinedthe club and Iwasn’tsure what todowithit.
But it was great fun! The day after the session Ihad
a sore feeling in my body. Iwas afraid Ihad5
a muscle but my coach explained to me that it often
happensaftera workout. He alsotold me that ifI
want to build muscles,I should have mealswhich are
high6
protein.Working with a personal trainer
wasa really rewarding experience – it really helped
meto7
intoshape fast.
WHAT TO DO IF YOU LOSE
YOUR PASSPORT
A passport is one of the most valuable things we
pack when we go 1 on holiday abroad. If it gets
holiday abroad. If it gets
lost or stolen, you won’t be 2
to hire a car or,
a t worst, ret urn hom e.
So if you want to avoid having trouble, you ought to
take some steps before you set 3
on your t rip.
It is a good idea to scan and print your passport and
other forms of identification and leave copies with
a family member or a close friend. 4
c ould
save you time and money if the worst happens.
You 5
not, under no circumstances, carry the
copies of the documents with you. Otherwise the
person 6
steals them will have more than he
or she has ever dreamt of having. It’s also a good
or she has ever dreamt of having. It’s also a good idea
to travel with an extra passport photo in case you
to travel with an extra passport photo in case you
7
to apply for an emergency travel document.
If your passport does go missing,
your passport does go missing,
If your passport does go missing,
If
8
first thing
to do is to get it cancelled, even if you hope that it
will be found. Cancelling the passport as 9
as
possible is the best way to guarantee that no one
else will use it illegally.
1 a would
b could
c should
2 aSoon
b Until
c The moment
3 a track
b machine
cc equipment
equipment
4 a wasn’t using
wasn’t using bb hadn’t used
hadn’t used c used to
5 a sprained
b pu lled
c dislocated
6 awith
bon
cin
7 aget
bbe
c keep
192
REVISION
VOCABULARY AND GRAMMAR
1 Complete the collocations with thewords fromthe
bo x.
amateur ankle challenge competition medal
record professional
1 accept / overcome a challenge
challenge
2 start out as an
3 enter/dowellina
4 becomea/ turn
5seta
6 take home a
7 twist /sprain /break your
2 Choosethe correct wordin each sentence.
1 When she’s depressed,she eats fizzy /comfort /
poor food.
poor food.
poor
2 As part of hishealthy diet hehas locally grown/raw /
wholemeal bread for breakfast.
3 Theyare very healthconscious andnever eat
processed /organic / freshfood.
4 After acompetition the athletes always eat foods
that arehigh in junk/ ingredients / calories.
5 Thenewstadium willhave a world-class athletics
track /ring/ court.
6 Shealways uses therowing pitch/ wall /machine
to warm up before atraining session.
7 Thegoalkeeper dislocated /banged/ pulledhis
headhard when he fell.
8 Wegot out of breath / weights / musclesafter thirty
minutesof running.
9 There’s nothing likefreshly-squeezed fat /food/
juice to start theday.
3 Complete the sentences with the Past Simple, Past
Continuous orPast Perfect forms of the verbs in
brackets.
1 Bythe time they arrived at thestadium,thegame
(alr eady /s tar t ).
2 While she
(travel)round SouthAmerica, she
(vis it) Rio de Jan eir o.
3I
(rock climb)yesterday evening between 6
and7 o’clock,whichis why I
(not hear)your
c all.
4 What
(you learn)todo by thetime you
(be) five year s ol d?
5I
(run) after theball when suddenlyI
(pull) amuscle. It
(feel) asifsomeone
(shoot) me!
6It
(be) alovely day whenI woke up.Thesun
(shine) and thebirds
(s ing), but t hen
all of a sudden it
(start) to pour with rain.
7I
(ask)for freshly squeezedorangejuice so
I was upset when I
(see) thewaiter pouring
mean orange drink from abottle.
8 They
(decide)tofollow ahealthier diet
after they
(see)a documentaryaboutthe
effectsof processedfoods.
46
03 Revision
4 Tickthecorrect verb forms 1–10 and correct the incorrect
ones.
USE OF ENGLISH
5 Complete the text with oneword in each gap.
I’m a nurse in the accidents and emergencies department
at a big hospital. However, I started my professional life
working 1as a secretary in a big company! Although I never
really enjoyed working in an office, I 2
regularly tell
my family and friends how interesting my job was.
One lunchtime I was crossing a road near my office listening
to music on my earphones 3
a car knocked me
down. I can’t remember much about what happened
because I fainted as 4
as the car hit me. Luckily,
a very kind passer-by 5
seen everything and called
for an ambulance right away. She realised I was 6
shock and lent me her jacket to keep me warm. Amazingly,
ten minutes later I was in hospital.
That was 7
day my life changed forever. I trained
as a nurse and now I have a very rewarding job. It’s true
thatI8
to earn a lot more before, but money isn’t
everything!
Lee’s blog
When I was at school I 1 would love □ loved/usedto love
oved/usedto love
sports. I 2used to play
used to play □ for the school netball and hockey
teams, which 3was □ fun. However, our head teacher
4would believe □ that academic subjects were more important
than sports, so she didn’t spend much money on sports facilities.
The P.E. teachers 5used to organise
usedto organise □ a sports day every year
but it 6wouldn’t be □ very good. Luckily for me, though, when
I was eleven, my family 7used to move □ to a new house, which
was next door to the local tennis club. I 8would spend
would spend □ hours
there in the summer playing with my friends. I wasn’t very good
but I 9used to enter □ the club tournament every July and once
I even 10would win □ the junior championship! I don’t play
tennis these days but I still love sports.
tennis these days but I still love sports.
47
6 Complete thesecond sentenceusing theword in bold
so that it means thesame as thefirst one.Use between
two and five words,including the word inbold.
1 I’d liketoknow what timetherestaurant opens.
MIND
Would you mind telling me
Wouldyoumindtellingme whattime the restaurant
opens?
2 When I wasa child, I wouldspend hours inthispark. TO
WhenI was achild,I
inthis park.
3 Thanksfor theoffer,but I don’t need any help.KIND
you,but I don’t needanyhelp.
4 Hewantedto get fit,so hewent runningevery day.
INTO
He went runningevery daybecausehe wanted
.
5 Could you help me, please? IF
I
h elp me?
6 W henhewasyoung,my father usedto go fishing
every weekend.WOULD
My father
everyweekend whenhewasyoung.
Useof English >page 192
READING
To: aty
From: enny
ot yo r in itation to dinner this mornin Thanks
eally lookin orward to it yo re s h a ood ook
lease remember that d doesn t eat meat e ll brin
a ho olate ake or dessert ee yo abo t
Be
reatto ath p
7 Read texts 1–4 and choose the correct answers a,b orc.
STRATEGY| Multiple choice
Read each text and identify whatkind of text it is and
whereit would appear.Beforeyou readthe questions,
think what themain messageof eachtext is.
Is competition a good or bad thing?
Cometo the weekly debate after schoolin the Main Hall.
Arrive before 4.15 as only100 people can be seated.
Debate starts at 4.30 .
2 a Students should arrive early as numbers arelimited.
bPeople who arrive after 4.30 will not be allowed
into thedebate.
cThedebateis part of aschoolcompetition.
3 a Jack’sdad willcook dinner thisevening.
bJack knows therecipe for lasagne.
cJack’sdad istellingJack what to do for dinner.
4 a Peoplewho livein this road will not beallowed to
drivealong it on Saturday morning.
bThere will be a speed limit in force for any vehicles
on the road on Saturday morning.
cAsportingeventwillclose theroadto pedestrians
and all vehicles on Saturday morning.
Road ahead closed apartfrom
resident access due to Great South Run
Sat 9.30–15.30.
Access vehicles should not exceed 15kph.
SPEAKING
8 In pairs,roleplay the situation below.Then change
roles and do thetask again.
Student A
You are speaking to ateacher about your classproject for
theschoolhealth week.You’d like to set up alunchtime
healthfood caféinschool.In theconversation discuss
thepoints below:
• Explain what you’d liketo do and giveexamples of
healthyfood the café could sell.
• Say you will ask parents and teachers to donate food.
• Suggest the money the cafémakesgoestowards
paying for newschool sportsequipment.
• Explain that studentswould like to organise
everythingthemselves andthank theteacher for
his/her offer to help.
Student B
You are Student A’s teacher.You are discussing Student
A’s class project for your school’shealthweek.Use the
phrases belowto helpyou.Youstartfirst.
• Have yougot anyideas for our school healthweek?
• Would you mind telling mewho isgoingtopay forthefood?
• Wouldyoulike the teacherstohelp?
• Thankyou. That’s a very goodidea.
WRITING
9 Writea story beginning with this sentence.
I walkedintothe gymandlooked around.
111 Jenny is writingto
Jenny is writingto
Jenny is writingto
ainvite Katy to ameal she’s goingto cook.
bsuggest that Katy makes a chocolate dessert.
cremindKaty thatsomeone is avegetarian.
Jack
Met Aunt Gina while I was walking the dog and
we’ve gone for a coffee. Dinner is in fridge. Heat
lasagne in microwave for ten minutes. There’s also
some salad to go with it. Back soon.
Dad
Unit revisions reinforce skills and
practise the language covered
in the unit. They have two parts:
a review of vocabulary and
grammar with a focus on the Use
of English type of tasks, and an
integrated skills section.
The Vocabulary and
Grammar section focuses on
reviewing the key language
from the unit.
1
• The Use of English section
consolidates the grammar
and vocabulary through task
types that are often used
in exams.
• The Use of English section
at the back of the Student’s
Book provides more
exam-oriented practice of the
language taught in the unit.
2
Useful strategies to deal with
typical exam task types.
4
Graded exam-style reading
tasks (and listening tasks in
other units) help students to
review and practise reading/
listening skills.
3
Carefully developed
speaking activities help
students review and practise
speaking skills.
5
Writing exercises are based
on the most frequent exam
task types.
6
WORKBOOK
• The Self-assessment page
provides an opportunity
for students to assess their
progress and reflect on their
learning.
• The Self-check page lets
students verify how much they
have learnt with regard to the
unit objectives.
1
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INTRODUCTION
161
CULTURE SPOT 2 The British music scene
157
O asis
Manchester
Manchester,anotherbigcity,eastofLiverpool,
hasalwaysbeenanimportantcentrefor
Britishmusic,butitisbestknown for
amusical and culturalscene in
thelate1980swhichwas called
Three big British
30
5 Completethesentenceswiththecorrectwordsfrom thebox.
go household rising show stand strong top wonders
1 Oneofmyfavouriteone-hit-wonders was‘Crazy’ byGnarls
Barkley in 2006! Whatever happened to them?
It was ‘Chasing Pavements’ in 2008that made Adelea
.She’s never looked back since then.
It was a good gig with lots ofgreat performers, but Ed
The Stereophonics are my mum’s favouriteband, and
starsin
with‘Shotgun?’ Was
down in music history as
Music artistsare very aware of social problems these days
Anartist who stole the showatan event you saw live or onTV.
A favouriteartist of your parents that isstill going strong
What are the prosand consof watching live music as
watchingmusic award ceremonies?Say why.
What musical genres are popular in your country at the
Choose a music artist either from your
country or another who you think hasmade or will make
adifference to the music scene. Research thisartist and
prepare to givea short presentation to the class.Think
1 Workinpairs.Giveanexampleof asingeror
bandforeachstyleofmusicandthenaddmore
stylestothebox.Whichdoyouprefer?Saywhy.
blues folk grime hip-hop jazz rap rock’n roll
skiffle
F Oasis
4.1 6
The most popular drink in Britain
GLOSSARY
dung – solid waste from animals,especially cows
dunk– to put something into a liquid quickly and then
takeitout(e.g.abiscuitinyourtea)
pipinghot–veryhot
topping–somethingyouputontopoffoodtomakeit
look nicer or taste better
Ask anyone around the world what they think is
typically British and they would probably mention tea.
Andit’s true.InBritainacupof teais farmorepopular
thanacupofcoffee and80percentofBritonsdrinkit every
day.Infact,anamazing165millioncups ofteaare drunk
daily – which adds up to an incredible 60.2 billion cups
a year! The traditional ‘cuppa’ is normally drunk with milk
inachinacup, but todayamug is morepopularandit’s
acustom to‘dunk’abiscuit inyourtea.Teahas alsomade
its wayintotheEnglishlanguage–with phrases like
‘a storm in ateacup’andʼnot forall theteainChina!’
So, whydidteabecomesopopularinBritain?Firstly,
So, why did tea become so popular in Britain? Firstly,
European explorers brought tea from China to Europe.
In1662,CatherineofBraganza,KingCharles II’swife,
madethedrink fashionableandinstantly popularin
England. Less alcoholwas sold,andthegovernment was
angry becausethey lostmoney from taxes. As aresult,
they startedtotax teaheavily,and,atonepoint, thetax
was119percent.It was soexpensivethatsmugglingtea
became common and often other things were added to
tea–likeusedtealeavesoreven dung!
The big, heavy ships that brought tea from China to
England in the 1800s took nearly a year! In the 1850s the
Britishstartedtouse‘clippers’.Theseweremuchfaster
ships,very tallwithlotsof sails andthefirst onemade
thejourney in97days. In1869,theSuez CanalinEgypt
openedandthedistancetobring theteagot shorter.The
clippers stoppedbecausetheycouldn’tsailthrough it and
different types of ships were used instead.
The British tradition of ‘afternoon tea’ started with the
Duchess ofBedfordin1841.Shegothungry inthemiddle
oftheafternoon andaskedforsomebreadandbutter
andacupoftea.Itsoon becamethefashiontoenjoy tea
withsmallsandwiches orcakes between 4and5 o’clock.
Todayit isvery popularinteashops whereteaand
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55
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scones,withjam andcream,is knownasacream tea.
Youcanalsopay alot ofmoney intophotels wheretea
might be served with cucumber sandwiches and delicate
fancy cakes on the traditional three-tier stands.
Traditionalteadrinkers in Britainmaketeafrom
leaves inateapot. A teapot is oftencovered withatea
cosytokeepitwarm. When theteais ready, itis poured
through a strainer into a cup. However, today 96 percent
of cups ofteaaremadewithteabags. It’s easy andquick,
and believeit ornot theinvention oftheteabagwas an
accident!Thomas Sullivan,ateasellerintheUSA,usedto
sendsamples of his teatocustomers insmallsilk bags.
Somecustomers thought theideawastoput thebagin
hot waterandtheteabagwas born!
TeadrinkingintheUK isnotstandingstill–new
traditions with new types of tea are becoming very
popular.Back inthe1980sa new teadrink was developed
inTaiwanand has now spreadall overtheworld.Bubble
tea uses cooked tapioca balls (often called ‘pearls’) and
refreshingfruitteas which areshakenuptocreatea
creamytopping.It can bedrunk icecoldorpipinghot.
Thesweet,chewy balls aresuckedup throughabig
straw.Nitrotea is when thebubbleteais keptcoldwith
nitroglycerin,whichmakes theteaalsoalittlefizzy. Then
there’sChai teawhich wasoriginally anIndiandrink.This
is asweetand spicy drink madefrom teawithbothwarm
waterandmilk.It is supposedtobevery healthy! Andthe
futureoftea drinkingin Britain? Who knows–butit will
certainly never disappear from our tables!
154
CULTURE SPOT 1 Tea drinking in the UK
AA
BB
C
D
E
F
G
H
I
withsocietyand thepoliticianswhosedecisionshave affected
them. Theydemand answers. It started in the earlynoughties
(a cooler wayof saying 2000s) as an underground movement with
its music first played on pirate radio stations such as Rinse FM. Then
it went on to get mainstream recognition with artists such as Dizzee
Rascal and more recently, Stormzyand LadyLeshurr. Grime artists
are veryyoung as a group, Dizzee Rascal and Kano getting their first
hits with ‘I Luv U‘ and ‘Boys love Girls‘ when theywere only si
Grime is passionate, confrontational and impossible to ignore
and the lyrics are delivered in machine-
gun rapping. These artists use the music to show theirfrustration
with society and the politicians whose decisions have affected
theMadchesterperiodinclude theSmiths,the StoneRoses,Happy
Mondays and many, many more, some of which are still performing
today. Of course, one of the most popular bands influenced by the
today. Of course, one of the most popular bands influenced by the
atmosphere and music from thattime was the Britpop band Oasis,
who hitthe headlines for
all the wrong reasons. Theywere typical of the laid-back, rebellious
all the wrong reasons. Theywere typical of the laid-back, rebellious
Of course, London is remembered as the capital of the ‘Swinging
Sixties’ with the amazing fashions and pop music. But more recently
it has become famous for a completelydifferent type of music
it has become famous for a completelydifferent type of music
Grime! The London music scene is buzzing with the rise of one of
the most exciting and influential types of music for decades. ‘Grime’
was born in the London streets and council estates. It is directly
associated with angry, teenage, mixed race or black, working class.
associated with angry, teenage, mixed race or black, working class.
garage, jungle, hip-hop
1 MatchthewordsbelowwiththephotosA–Ionpage154.
chinacup
chinacup
china cup
china cup scones
scones straws
straws tea bags
tea bags
tea bags
teabags tapiocaballs
tapiocaballs
tapioca balls
tapioca balls
tea cosy
tea cosy teapot
teapot tea strainer
teastrainer three-tier stand
three-tier stand
2 Workin pairs. Answer the questionsin the questionnaireabove.
Then scan the text to check your answers.
3 Read the text again and match theheadings to the text. Thereis
one extra heading.
A HowteagottoBritain
B Thechanging faceand tasteof tea
C Theimportant job of tea tasting
D Notonlyadrink
4 Completetheconversationswith the correct common phrases
a–erelatedtotea.
A 1Howdoyoutakeyourtea?
w doyou take your tea?
B With milk andfive sugars, please.
A Doyoufancygoingtotheoperawithmetonight?
B Thanksforinvitingmebut2
A Areyou and Dave still not talkingafter your argument?
B Oh,we'refinenow. 3
A Wow!Thatlooksexciting.Wouldyouliketohaveago?
B Noway!4
A5
B Cool.I'dloveone.
a Itwasjustastorminateacup.
b I wouldn’t try that for all thetea in China!
c I’m afraidit’snotmycupoftea!
d Fancy a cuppa?
e Howdoyoutakeyourtea?
E The story of tea in Britain
F An acc iden tal inv ent ion
G A very Britishhabit
What do you know about
teain Britain?
5 Tell your partner about thesesituations.
1 Arecentdisagreementthatwas‘astormin
ateacup’.
2 Somethingthatyouwouldn’tdo‘forallthe
tea in Ch ina.’
3 Something you refused to do recently
becauseit wasn’t your ‘cup of tea.’
4 Atime recently when you really ‘fancied
acuppa’.
6 4.17 Listentoaradioprogrammewith
4.17 Listen to a radio programme with
4 .17
a tea expert. Tickthethings we shoulddo.
Whichisthestrangest,inyour opinion?
1 □You should take thetea bag out after
o ne minu te.
2 □Tea isready to drink whenit reachessixty
de gr ees.
3 □Youshouldalwayspourmilkfirst.
4 □Stir your tea across thecup.
5 □It’sgoodmannerstoholdyourcupwith
an extendedlittlefinger.
7 Complete the sentences with the correct
verbsfrom thebox.
boil slurp strain squeeze spill sip gulp stir
1 You should strain the tea, otherwise you
get leavesin thebottom of thecup!
2 It’sagoodideato
the tea bag
againstthe side of the cupwith a spoon.
3 Never
your tea becauseit’s bad
mannerstomakenoiseswhenyoudrink.
4 Ifyourteaistoohot,
it slowl y.
5 You sh ould
yourteainaclockwise
dire ctio n, oth er wise it’ s bad luc k.
6 If youfill your mug right to the top, you
migh t
the tea.
7 Thewatermust
beforeyoupourit
onto thetea.
8 Don’t
piping hot tea quickly or you’ll
burnyourtongue.
8 Inpairs,inventtwonewrulesfor drinkingor
makingtea.Comparewiththeclass.
9 REFLECT| Culture In groups,answer the
questions.
1 What’sthe most popular hot drinkin your
country?Is it your favourite too?
2 How do peoplein your country usually take
their tea/coffee/hot chocolate? How about
yo u?
3 Some people say that having goodtable
mannersisn’tveryimportanttoday.Isittrue
inyourcountryanddoyouagreewiththis
opin ion ?
1 How many Britons drinktea every day?
How many Britons drinktea every day?
How many Britons drinktea every day?
How many Britons drinktea every day?
How many Britons drinktea every day?
How many Britons drinktea every day?
A 41%
41% BB80% C93%
2 How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
How many cupsofteaaredrunk everyday inBritain?
A 60million
60million
60million B 165million
165million
165million C 210 million
210 m ill ion
210 m ill ion
210 m ill ion
210 m ill ion
3 When didteafirstbecomepopularinBritain?
When did tea first become popularin Britain?
When did tea first become popularin Britain?
When did tea first become popularin Britain?
When did tea first become popularin Britain?
When did tea first become popularin Britain?
When did tea first become popularin Britain?
A 16th century
16th century
16th century B 17th century
17th century
17th century
17th century C 18th century
18th century
18th century
18th century
18th century
18th century
4 How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
How longdidittakefor thefirst shipstobringteato
Britain?
Britain?
AA 3 months
3 months
3 months
3 months
3 months
3months B 1year
1year C 2years
2 years
5 Where was the tea bag invented?
Where was the tea bag invented?
Where was the tea bag invented?
Where was the tea bag invented?
Where was the tea bag invented?
AA USA
USA
USA
USA BB China
China
China
China CC UK
6 Whichoftheseisnotakindoftea?
Whichoftheseisnotakindoftea?
Whichoftheseisnotakindoftea?
Whichoftheseisnotakindoftea?
Whichoftheseisnotakindoftea?
AA chaitea
ch ai tea
ch ai tea
chai tea BBBB bubbletea
bubbletea
bubbletea CC tapioca
ta pio ca
155
155
155
The Mystery of Edwin Drood
The lantern is not wanted, for the moonlight strikes in at
the high windows, making patterns on the ground. The
heavy pillars which support the roof create masses of
black shade, but between them there are lanes of light.
Durdles drinks quickly from the bottle given him
by Mr Jasper and soon he becomes so very uncertain,
both of foot and speech, that he half drops, half throws
himself down, by one of the heavy pillars. He begs his
‘If you wish,’ replies Jasper, ‘I’ll not leave you here.
Durdles is asleep at once; and in his sleep he dreams
It is not much of a dream, considering the vast world
of dreamland and its wonderful creations; it is only
strange for being unusually restless and unusually real.
He dreams of lying there, asleep, and yet counting his
companion’s footsteps as he walks up and down. He
dreams that the footsteps die away into distance of
time and space, and that something touches him, and
that something falls from his hand. Then something
clinks and gropes about, and he dreams that he is alone
for such a long time that the lanes of light take new
directions as the moon moves along her path. From deep
sleep he passes into a dream of slow cold unease; and
painfully awakes to an awareness that the lanes of light
are really changed, just as he had dreamed – and of
‘Two!’ cries Durdles; ‘Why didn’t you try to wake me
‘I did. I might as well have tried to wake the dead.’
As Durdles remembers the touching in his dream, he
looksdown onthe floor and seesthekeyof the crypt
‘I dropped you, did I?’ he says, picking it up, and
recalling that part of his dream. As he gathers himself up
again into an upright position, he is again conscious of
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
*eat your bones – melt, slowly destroy bones
CharlesDickens(1812–1870)
Charles Dickens isone of England’s most famousand
greatest novelists. He wrote fifteen major books and
many short stories about lifein Victorian England. His
work gives us anunderstanding of what it was like
to be poor and live in London at that time. His skill is
in creating wonderfully memorable characters and
writing with both humour and compassion. Hewrote
many of his major worksinsections in magazines,
with thestory developingaspeoplewere reading
is set in Cloisterham,
a cathedral town thathas strong links with London.
EdwinDrood was Dickens’ final book and was left
framework – the main structure of abuilding,vehicle
or object
impression – the mark leftby something,e.g .a shoe
onwetground
mechanism–apartofamachineorsetofpartsthat
doesacertainjob
prototype–amodelofaninventionusedtotestthe
desig n
wav es. Imm ediat ely, th e sh ip
aroundtogobackand
lookforhim.Everyone3
into theseabut there was no
signof theman. The captain
4
the manwasdeadbutthen suddenly, one of the
passengers saw theman. She5
herarmand6
where the unfortunate man was. Then
a sailor 7
a lever and thelifeboat dropped to the
water. The man was cold andshaking but once they got him
onboard,hesoon8
.
158
159
159
159
159
159
40
‘ Look,’ saidthe MedicalMan, ‘3
Do yougenuinely
Do you genuinely
believethat that machine hastravelledintotime?’
‘Certainly,’ saidthe TimeTraveller.‘Whatismore,Ihave
a bigmachine nearlyfinishedinthere.’Heindicatedthe
laboratoryandcontinued.‘Andwhenthat isput together,
Imeantohavea journey myself.’
I mean to have a journey myself.’
‘ Youmeantosay that thatmachinehastravelledintothe
future?’saidFilby.
Moreauand TheInvisible Man. Hisbooksinvolve
space an d t ime t rav el, alien inv asion , inv isib ility
and experimentationby a mad scientist.Along with
Jul es Ver ne, Wells has of ten b een calle d the fa ther
ofmodernsciencefiction.The Time Machinetells
thestory of a Victorianinventor whobuildsadevice
for travelling through time. Hetravelsfar into the
futuretotheyear802,701,wherehediscoversavery
strange anddangerous world.
LITERATURE SPOT 2 The Mystery of Edwin Drood
1 Haveyouread,ordoyouknowanythingaboutThe
Mystery of Edwin Drood,by CharlesDickens? If not, look
atthephotofrom thefilm basedonthisbookandread
the Fact Boxabout its author.Discusswhat thebook
7 Inpairs,discusshowthewordsinboldhelpDickens
build atmospherein thebook.What images and
impressionsdothey create?
1 prowling around old gravesand ruinslike a ghoul
7 Choose the correct adverbs and adjectives.
1 You’re absolutely/slightly right.I couldn’t agree
absolutely /slightly right.I couldn’t agree
absolutely /slightly
mo re.
2 Onlyashiny/tinypercentageoftheworld’s
shiny / tiny percentage of the world’s
shiny / tiny
population canunderstand quantum mechanics.
3 Thedrawings of the model were very cheerfully /
delicatelydone.
delicately done.
delicately
4 Iam attentively/ genuinely convincedthat time
attentively / genuinely convincedthat time
attentively / genuinely
tr ave l is po ssible.
5 It was asubtle /visible planbut it worked.
8 SPEAKINGIn groups,discuss the questions.
1 If you could travel in time, would you go to the
future or the past?Say why.
2 Ifyouwenttothefuture,howmanyyearswould
you travel?
3 If you went to thepast, whichhistorical period
and place would you visitfirst?Say why.
4 Doyoubelievethattimemachineswillexistoneday?
5 How do you think your country/theworld will
change in thenext 100 years?
9 WRITINGTASKImagine that you are the Time
Traveller in The Time Machine andlivein the year
1895.Youtravelintimetothepresentday.Write
adiaryentryaboutyourimpressionsofhow
lifenow isdifferent to lifein 1895. Include the
following:
• yourfirstimpressionswhenyouleftthetimemachine
• thethingsthat you find the most surprising
• what youlike anddislikeabout the worldinthe
pr esent d ay
GLOSSARY
bullet–asmallpieceofmetalthatyoufirefromagun
framework–the main structure of abuilding,vehicle
1 Youaregoingtoread afragmentof anovelabouttime
You are going to read afragment of anovel about time
Y
travel.Inpairs,talkaboutbooks,comics,filmsorTV
programmesonthistopicthatyouhavereadorseen.
2 Read the text quickly and say why theTime Traveller
invitedhisfriendstohishome.
3 Readthetextagain.MatchsentencesA–Gwithgaps1–5in
thetext.Therearetwoextrasentences.
A He passedhishand through the space in which the
machinehadbeen.
B At that moment,theidea suddenly seemed possible.
C And if it travelledinto thefuture, it would still behere
n ow.
D Whydidyou do that?
E Areyouseriousaboutthis?
F Heplaceditonalowtableinfrontofthefire.
G Except for thelamp,the table was empty.
4 Ordersentencesa–htomakeasummary ofthetext.Then
read the text again to check your answers.
a □ Whenthe modeldisappeared, the witnesses were
amazed.
b □Heconfessed that he wasn’tentirely sure ifthemodel
time machinehad gone to thefutureor thepast.
c □Toshowhisfriendsthathewasn’ttryingtocheatthem,
he got one of them,the Psychologist, to press thelever.
d □TheTimeTravellerexplainedthatonce hepressedalever,
the machine would travel intothe future anddisappear.
e □ Before the experiment began, all of the witnesses
couldexaminethedevicecarefullytomakesurethere
were no tricks.
f □Then the TimeTraveller revealed that inhislaboratory
there was afull-size versionof themachine, inwhich
heintended to travelthrough time.
g □ Whenhisfriendswondered why the model was not
vis ible, the Psy cho log ist ex plain ed th at it was becau se
it was travelling so fast it couldn’t beseen.
h □Amanwhowantedtotravelthroughtimeinvited
severalfriends to hishouse to witnessanexperiment
with asmall model time machinehehadbuilt.
5 If youwereoneoftheTimeTraveller’sfriends,wouldyou
trytopreventhimfromtravellinginhistimemachine?
Discussin pairs.
6 In pairs, check you understand thehighlighted verbsin the
text on page 159.Then use their correct formsto complete
the story below.
Thepassenger fellinto the sea and 1 vanished under the
waves. Immediately, theship 2
aroundtogobackand
□1□
LITERATURE SPOT 1 The Time Machine
FROM PAGE TO LIFE
There are threefilm versions of
There are threefilm versions of The Time Machine:
from 1960, 1978and 2002. Thedirector of the
2002film was Simon Wells, agreat grandson of
H.G.Wells.ItstarredGuyPearce.However, the
1960versionwith Rod Taylor got muchbetter
reviews. Thereis alsoaTimeMachineMarvelcomic.
Wells was thefirstpersontousethephrase ‘time
machine’. It is now thegeneral namefor alltime
travellingmachinessuchas thecarinBacktothe
Future,ortheTardis intheBBCseriesDoctorWho.
– try to find something in thedarkby feeling with
– tall, strongsupport for abuilding (often stone)
– chemical compound used to burn things
nd old gravesand ruins like a ghoul
– underground room in church used asburialplace
– evilspirit,believed to feed on deadbodies
– try to find something in the dark by feeling with
has inspiredmany films,
starting with two silent moviesin 1909 and 1914.
There have been two feature filmsandin2012 the
BBC produced an excellent TVminiseries. The book
was also made into several plays and apopular
musical called‘Drood’,which started in 1985 and
(line61)
wake the dead
Why do you think crimenovels are so popular?
Would you prefer to reada crime novelor watch
Which isyour favouritecrime novel/film/series?
What do you think should happen to
Jasper if he were guilty of killing Edwin Drood? Discuss
Choose one of the topicsfor your writing
Write Jasper’saccount of what he did while Durdles
Write Durdles’ account of the evening for apolice
ghtti m e
(line61)
The Mystery of Edwin Drood
In pairs,discuss how the words in bold help Dickens
build atmosphere in the book.What images and
nd old gravesand ruins like a ghoul
The Mystery of Edwin Drood
The lantern is not wanted, for the moonlight strikes in at
nd old gravesand ruinslike a ghoul
The Time Machine
4 .20
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The thing the Time Traveller held in
ThethingtheTimeTraveller held in
his hand was a shiny metalframework,
hishandwasashinymetalframework,
only slightly larger than a small clock,
only slightly larger than a small clock,
and very delicately made.
and very delicately made. 1
The only other object on the table
Theonly otherobject on the table
wasasmall lamp.Itsbright light fell
wasasmall lamp.Itsbright light fell
upon the mechanism. There were also
uponthemechanism.There were also
perhapsadozencandlesabout the
perhapsadozencandlesabout the
perhapsadozencandlesabout the
perhaps a dozencandles about the
room.Isat inanarmchairbetweenthe
room. I sat in an armchair between the
Time Traveller and the fireplace. Filby sat behind him, looking
TimeTravellerandthefireplace. Filby sat behind him, looking
over his shoulder. The Medical Man watched him from the
overhisshoulder.The MedicalMan watched him from the
right, the Psychologist from the left. We were all watching
right,the Psychologist fromthe left. We were all watching
attentively. Any kind of trick, however subtle, seemed
attentively. Any kind of trick, however subtle, seemed
impossible under these conditions.
impossible under these conditions.
impossible under these conditions.
impossible under these conditions.
The Time Traveller looked at us. ‘This little model,’ he said,‘is
TheTimeTraveller looked at us. ‘This little model,’ he said,‘is
The Time Traveller looked at us. ‘This little model,’ he said, ‘ is
a prototype for a machine to travel throughtime.’ The Medical
a prototypefor amachine to travel throughtime.’ The Medical
a prototype for a machine to travel throughtime.’ The Medical
Mangotupandpeeredatit.‘It ’s beautifullymade,’ he said.
at it.‘It’s beautifully made,’ he said.
‘ It took two years to make,’ repliedthe Time Traveller.
‘Ittooktwoyearstomake,’ r epliedthe Time Traveller.
‘It took two years to make,’ repliedthe Time Traveller.
Once we had all examined the model, he said: ‘I amgoing
Oncewehadallexamined themodel,hesaid:‘I amgoing
Oncewehadall examined themodel,hesaid:‘I amgoing
to pressthislever,andthemachinewillvanish,passinto future
thislever,andthemachinewillvanish,passinto future
this lever, and the machine will vanish, pass into future
Time,and disappear.Haveagood lookatthething.Lookatthe
Time,anddisappear.Haveagood lookatthething.Lookatthe
Time,and disappear.Haveagood lookatthething.Look at the
table too, and satisfy yourselves thereareno tricks.’
table too,and satisfyyourselves there are no tricks.’
table too, and satisfy yourselves there are no tricks.’
There was a minute’s pause perhaps. Then the Time
There wasa minute’s pauseperhaps. Then the Time
There was a minute’s pause perhaps. Then the Time
There wasa minute’spauseperhaps.ThentheTime
Travellerreachedtowardsthe lever.‘No,’ hesaidsuddenly.
HetookthePsychologist’shandandtoldhimtoextendhis
his
fingersothatit wasthePsychologistwhosentthemodel
TimeMachine onitsvoyage.We all sawtheleverturn.Iam
Time Machine on itsvoyage. We all saw the lever turn. I am
absolutelycertaintherewasnotrick.There wasabreathof
absolutely certain there was no trick. There was a breath of
wind,andthelampflame jumped.One ofthe candleswas
blownout,andthe littlemachinesuddenlyswung
sw ung r ound,
becameindistinct likea ghost fora second;andit wasgone-
became indistinct like a ghost for a second; and it was gone -
vanished!2
Everyone wassilentfora minute.ThePsychologist
recoveredandlookedunderthetable.TheTime Traveller
andlookedunderthetable.TheTime Traveller
laughed cheerfully.
‘ Well?’ hesaid.We staredat eachother.
‘ Intothefuture orthepast–Idon’t,forcertain,knowwhich.’
‘Intothefutureorthepast–Idon’t,forcertain,knowwhich.’
Suddenly, the Psychologist spoke. ‘It must have gone
Suddenly, the Psychologist spoke. ‘It must have gone
intothe past if it has gone anywhere.’
intothe past if it has gone anywhere.’
‘ W hy?’saidthe TimeTraveller.
‘ Well, I
‘Well, I
‘Well, Ipresume that it hasnot moved inspace.
that it hasnotmoved inspace.
that it hasnot moved inspace.
that it hasnot moved inspace. 4
Because to get to the future, it must travel through this time.’
Becauseto gettothefuture,itmusttravelthrough this time.’
Because to gettothefuture,itmusttravel through this time.’
‘ But,’ saidI,‘Ifittravelledintothe past,itwouldhave
‘But,’saidI, ‘If it travelledintothe past,itwouldhave
‘But,’ said I, ‘If it travelled intothe past, it would have
been visible when we came first into this room; and last
beenvisible whenwecamefirst intothisroom;andlast
beenvisible whenwecamefirst into this room; and last
Thursdaywhenwewere here!’
Thursdaywhenwewere here!’
‘ No,’ saidtheTime Traveller.Thenhe turnedtothe
‘No,’said the Time Traveller. Then he turned to the
‘No,’ said the Time Traveller. Then he turned to the
Psychologist. ‘Think. You canexplain it.’
Psychologist. ‘Think. You canexplain it.’
Psychologist. ‘Think. You canexplain it.’
‘ Of course,’ said the Psychologist. ‘It’s simple.We cannot
‘Ofcourse,’ s aid the Psychologist. ‘It’s simple.We cannot
‘Of course,’ said the Psychologist. ‘It ’s simple.We cannot
see this machine, any more than we cansee a bullet flying
seethis machine, any more than we cansee a bullet flying
see this machine, any more than we cansee a bullet flying
through theair.Ifitistravellingthroughtime ahundred
throughthe air. If it is travellingthroughtime a hundred
through the air. If it is travellingthroughtime a hundred
through the air. If it is travellingthroughtime a hundred
through the air. If it is travellingthroughtime a hundred
times fasterthanwe are,ifit gets throughaminute while
times faster than we are, if it gets through a minute while
we get througha second, the impression it creates will
we get througha second, the impression it creates will
beonlyatinypartofwhat itwouldmake ifit were not
be only a tiny part of what it would make if it were not
travelling in time.’ 5
‘ Yousee?’hesaid,laughing.
‘You see?’ he said, laughing.
FACT BOX
FACT BOX Herbert George Wells
HerbertGeorge Wells
Herbert George Wellswasbornin Bromley,England,
in1866.Hewasaprolificauthor,whowrote
dozensof novels, short stories,biographies and
socialand political articles.He isbest knownfor
hissciencefiction novels,whichinclude The Time
Machine, The War of the Worlds, The Island of Doctor
Moreauand The Invisible Man. Hisbooksinvolve
ADDITIONAL LESSONS
LIFE SKILLS
The Life Skills lessons at the end of every second
unit teach practical skills that are indispensable to
achieve success in the modern 21st-century world.
Engaging content and an integrated skills
approach help practise new competencies
in an active, discussion-driven way.
1
How to ... boxes summarise the lessons and
give useful life skills tips.
2
Life Skills projects involve research and
encourage collaboration, critical thinking
and creativity.
3
LITERATURE SPOTS
The Literature Spot lessons familiarise students with
well-known literary works that have made an impact
on popular culture.
The literary texts have been carefully selected to
offer a mixture of classic and contemporary writing
and to appeal to students at this age. The language
difficulty has been adjusted to the course level.
All reading texts have been recorded.
1
Fact Boxes contain crucial information about the
author of the literary text.
2
New vocabulary is introduced and practised.
3
CULTURE SPOTS
Culture Spot lessons provide intriguing and useful
information about various aspects of British culture.
Culture topics are introduced through reading texts,
all of which have been recorded.
1
Listening exercises extend the information introduced
in the reading texts and offer extra skills practice.
2
New, culturally relevant vocabulary is introduced.
3
The final activity (Reflect I Culture) encourages
students to compare the introduced aspects of
British culture with those of their own culture.
4
From Page to Life boxes explain why this particular literary text
is important for mass culture and what impact it has made.
4
1
1
2
2
4
4
3
3
How to give a presentation
LIFE SKILLS
01–02
33
Using bodylanguage
5 Inpairs,discussthequestionsabout usingbody
language when giving apresentation.
1 Where should a speaker stand?
Work in pairs.Choose one of thepresentation topics
below. Make notes to prepare a presentation plan.
Remember to organise your plan in clear sections.
Some people say that beauty is morethan just your
physical appearance.Howdo you define beauty?
Do you think people could live onanother planet?
Edith Head, an American costume designer, said: ‘You
can haveanythingyou want in life if you dress for it.’
• Give your talk to the class and listen to other students’
• Use thechecklist on page 196to assess each other’s
presentation.Think about the way the presentations
7 777 1.23 Watchorlistenagain.Matchthephotos
A–D with thedescriptionsbelow.
1 □ Choppinggesture
2 □Openpalmgesture
How to take part in a debate
LIFE SKILLS
03–04
63
Work intwo teams and prepare for a debate in the next
class. Usethe tipsfrom thelesson and the language from
• Usethe statements in Exercise 4 or 8,or choose a topic
• Discuss points and examples for your side of the debate.
• Research information onlineand prepare your speeches.
• Debatethe statement against another team in class, in
• The classvoteson thewinner of the debate. Use the
• Preparewell. Use logical argumentsto support your
• Don’t get personal.Challengewhat someone says,but
Read the advice.Why do you thinkthese points are
Read the statement.In small groups,make
alist of arguments for and against that you could use
It’s better tospend holidays inyourowncountry thanabroad.
What is a debate?
Acompetitivedebateisan argument with somerules.
Itinvolvestwoteams oftwo or morepeople.Theteamsare
Chairperson andtimekeeper
Achairpersonopensthedebate,introduceseachspeakerandmakes
sureeverybodyfollowstherules.Thetimekeeperchecksthetimeand
givessignalstospeakers toshow thattheywillsoon runoutoftime.
Judgesand audience
Usuallyapanelofjudgesgivespoints totheteamsanddecides who
shouldwin.Sometimestheaudiencevotesto choosethewinner.
Teamshearthetopicandtakepositions(forandagainst).
Thespeakersforthepropositionandoppositionpresentthe
Teamsdiscusstheargumentsoftheopposingteamandtryto
‘rebut’them,thatisexplainwhytheirargumentsarewrong.
Thiscontinuesuntilall speakershavespoken andthelast
How to set SMART goals
LIFE SKILLS
05–06
6 2.39 Listen again. Completethegapswith the words
fromthebox.Therearetwoextrawords.
deadlines easy how important possible what when
Would you now give the same advice to theauthors of the
Match statements a–e with questions 1–5 from the SMART
I want to reach my goal by the end of the term when we
– ask my friends to help me revisevocabulary before tests,
I will keep track of themarks I get in English tests to check if
I gethigher scores. I’dliketo improvemy averagescoreby10%.
I usually get lower marksin my English tests because Ifind it
need English to
93
you’ll know that
toyou.
for achieving the goal.
A m finishing m first earof nglish
atuni soon and itdefinitel hasn tt rned
outas I’d hoped. When I was at school,
I joined a studentdramaclub. Itwasmy
passion to act and I dreamt of acareer on
the stage. Buteveryone told me itwas too
How to be more creative
LIFE SKILLS
07–08
7 Read thearticle and checkyour answers
to Exercise6.Explain why someof the
statementsareincorrect.
8 Study the Life Skillsbox and match the
tipsfor developing creativity 1–5 with
When you’re workingon aschool essay,
ask others what they think of your ideas.
When you havea new idea,write it down,
When you go to school,switch off your
phone and look around.Try to observe as
Think of anew way of doing things. For
example, for a schoolproject, instead
of just researching information online,
How far do you agree with the
opinion that technology is improving
Thinkabout the points below:
usin g new pr og ram mes and ap plicat ion s,
123
How to be more creative
Try approaching problems in a different
• Work in pairs. Think of asmany different
uses for an umbrella asyou can (apart from
• Chooseyour best idea and present it to the
What do we
mean when
09–10
1
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How to identify fake news
LIFE SKILLS
152
LIFESKILLS|Howtoidentify fakenews
1 □Check the source.
2 □Check thefacts.
3 □Check the style.
4 □Check the author.
5 □Check theimagesource.
6 □Check other reports of the same news.
7 □Check your beliefs.
LIFE TASK|Project
• Work insmallgroups.Writeafakenewsstoryandfindareal
newsstoryonline.
• Present bothstories to the class.
• Ask studentstodecidewhichstoryisrealandwhichisfake.
• Usethetipsfromthelessontohelpyou.
1 Doyoukeepup withthenews?Ifyes,how?
If not, why not? Discussin pairs.
2 Read headlines A–B above.Which article would
youchoosetoread?Say why.
3 Readthetwoonlinenewsitemsonpage153
andmatchheadlinesA–Bwiththetexts1–2 .
4 Read the newsitems again and answer the
qu est io ns.
Which text:
1 □ suggests an easy solution to acomplex
pr obl em?
2 □ uses more neutral language?
3 □containsvariousopinionsonthetopic?
4 □quotesasourceyoucan’tcheck?
5 □ mainly aimsto giveinformation?
6 □asksthereadertodosomething?
5 Inpairs,discussthequestions.
1 What do you think isthe main purpose for
writing each text?
2 Do thephotos provide evidence to theclaimsin
the texts?
3 Doyouthinkthesearerealnewsstoriesorfake?
Why? What evidencecan you findin thetexts?
4 Howwouldyoucheckoutthestoriestoseeif
they are real or not?
6 4.15
4.15 Listen to an extract from a radio
programmeaboutfakenews.Answer the
qu est io ns.
1 What isfake news?
2 What is the main reason why people spread
fake news?
3 How isfalseinformationoften used during
ele ctio ns?
4 Whyisfake news abigger problem today than
in th e past?
5 WhatrecentfakenewsdoesProfessorAshton
de scr ibe?
7 Matchtips1–7intheboxwithextrainformationa–g .
8 Study thenewsitemsonpage153again.Inpairs,discuss
what youcoulddotocheckthestoriesout.Usethe
informationfromtheLifeSkillsboxtohelpyou.
9 REFLECT| Society What impact do you thinkfake news may
haveon the things in thebox? Discussin pairs.
education democracy socialmedia your life
10Dothetaskbelow.
A
B
a Can you findit onother newswebsites?
b Is it areal person?What elsehashe/she written?
c Researchthefacts on other websites or usea fact-checking
w ebsit e.
d Doesit contain any grammar, spelling or structural mistakes?
e Is it used anywhereelse? Use reverse image check – upload
a photo you think isfakeandfinditsorigin and other places
it’sused.
f Couldyouropinionsorpreferencesencourageyouto
believea story without checking?
g Is thewebsitereal, what’sitshistory,its main purpose? Has it
gotalong,complexdomainname?
The British music scene
By Jackie
y Jackie
yJack Edwards, science correspondent
This massofwaste will present a huge challenge
tothe teamled by a young Dutch inventor,
Boyan Slat.Theyhave recentlylaunched an
ambitiousclean-up project to collect plastic from
thisvastarea.
Aspart of the project,a giant barrier,600m
long,made up of sections of tube will float on
the surface ofthe water,witha three-metre-deep
screen, hangingbelow it.It will move slowly with
the wind andcurrents in a Ushape collecting
plasticsin itscentre.Shipswill visit the system
every sixweeksto remove the waste. The system
isexpectedto remove 50%of the plasticsinthe
area within five years.
However, some oceanographersare scepticalthat
the projectcansuccessfully remove suchlarge
amountsofplastic. Criticsalsofearthat marine
life maysufferduringthisprocessand thatthe
money and energyinvolved would be better spent
instopping litter from entering the oceansin the
first place. The efficiencyofthe systemwill notbe
knownfor a few years.
For more articles about innovative solutions to
environmental problemsclick here.
153
2
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of plastic are estimated to be currently floating in the water.
in the world’s seas. Unbelievable! Donate now! Plastics are
killin o rfish help s killthe plasti
Astudentinitiative at a university in thesouth ofEngland has made a significantbreakthrough in ridding our oceans
of plastic. We are only toowell aware of thedamageplastics aredoingto our sealife, and theprocessestheseclever
studentshave developed canidentifydifferenttypesofplasticsfound inrivers and use a simplechemical formula to
dissolvethem. ‘The ideacameto me one evening andI knew wehad tofollow it through!’ saysSally Smith.
The university hasinvested millionsin theproject and experts say itwill definitely work. ‘It’s a miracle!’ says an expert
in ocean plastics, MaryWaters. Buttokeep itgoing,the project needs more money. That’s where you come in. More
research willmean thatthisprocess can startto be used.Itwould only take six monthsto completely clearthe oceans
of plastics. The project needs another £500,000. Find out more abouthow YOU canhelp thesestudentsin their fight
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1
3
2
15
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INTRODUCTION
HIGH NOTE VIDEOS
These are short clips of real people filmed on the streets of London,
answering questions about their lives and opinions, following
the topics and themes of the lesson. The purpose of this type
of video is to provide short, manageable chunks of the target
grammar structures presented in the lesson in a real context, which
students can use as a model for their own speech, thus improving
their productive accuracy. Because the vox pops are unscripted,
authentic, spontaneous speech, students are exposed to real
language uttered by speakers of English from the UK as well as from
other countries.
Number of videos: 10 (1 per unit)
Place in the book: first grammar lesson in the unit (first spread)
Video activities: in the Teacher’s Book (pages 266–268)
GRAMMAR VIDEOS (VOX POPS)
These are 3–4 -minute-long authentic, thought-provoking
documentary films produced in cooperation with ITN Productions.
The intention for the High Note documentaries concept is to provide
film extension to the topics and themes raised in the reading
texts, which will enable students to get more insight into a given
issue, think about it critically and discuss it at length. Authentic
documentary videos will boost students’ motivation, expose them
to natural, real-life language, extend their vocabulary and develop
their receptive fluency and critical thinking skills.
Number of videos: 10 (1 per unit)
Place in the book: Reading lessons
Video activities: in the Watch and Reflect section at the back of
the Student’s Book
DOCUMENTARY VIDEOS
These are situational, stand-alone videos presenting the key functional
language of the Speaking lessons. All the video clips are available in
audio-only format on the class audio CDs for those classrooms where
video is not readily available. The purpose of these videos is to present
the target language of the lesson in a way that is truly engaging
and meaningful. When new language is supported by visual clues
and context (location, action, body language, facial expression), it
transforms the learning experience so that language is acquired rather
than just learnt. This will improve both students’ receptive skills and
their fluency in speaking.
Number of videos: 10 (1 per unit)
Place in the book: Speaking lessons
Video activities: integrated into the Speaking lessons
COMMUNICATION VIDEOS
In High Note 3, there is an extra Life Skills Video. It is an integral part of
the first Life Skills lesson (Life Skills 01–02) which teaches techniques of
using body language in presentations.
LIFE SKILLS VIDEO
16
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INTRODUCTION
HIGH NOTE VIDEOS
TEACHING PATHWAYS
There are many different ways to teach English, which are influenced by such factors as a teacher’s specific teaching context,
a preferred teaching style, the number of students in class, their level and background. For this reason, High Note was designed
to be easily customised for each unique teaching situation. It was also created to make it easy and rewarding to integrate digital
tools in one’s teaching in a gradual, step-by-step way.
This diagram describes how High Note was prepared to be used and how all the components fit together to enable students to
achieve the stated learning objectives most efficiently.
Core units 1–10
and Revisions
100–120 hours
+ Life Skills
110–130 hours
+ Culture Spot
+ Literature Spot
118–138 hours
+ Watch and Reflect
+ Use of English
+ Grammar Reference
and Practice
148–168 hours
+ Photocopiable
Resources
+ Tests
168+ hours
TEACHER
ASSIGNED
COURSE ASSESSMENT AND
EXAM PREPARATION
TESTS
EXAM
BOOKLET
PRACTICE
IN CLASS
INPUT
SB
This diagram shows the estimated numbers of hours needed to cover specific sections of the Student’s Book. Depending on one’s
teaching situation, these numbers may vary.
IN CLASS
REVIEW
SB WB
ONLINE
PRACTICE
EXTRA DIGITAL
ACTIVITIES
HOMEWORK
REMEDIATION /
FURTHER PRACTICE
SB WB
ONLINE
PRACTICE
TEACHER’S
RESOURCES
EXTRA DIGITAL
ACTIVITIES
IN CLASS or
HOMEWORK SB WB
ONLINE
PRACTICE
EXTRA DIGITAL
ACTIVITIES
IN CLASS
PRODUCTION /
PERSONALISATION
SB WB
ONLINE
PRACTICE
EXTRA DIGITAL
ACTIVITIES
17
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INTRODUCTION
HOW TO TEACH FOR EXAMS WITH HIGH NOTE
High Note is a general English course that is beneficial for
both exam and non-exam students. It provides a number of
resources that help develop the technical skills students need
to deal with exam tasks, while also improving and extending
their general language skills.
Exam training is woven seamlessly into the flow of a lesson.
Each unit includes types of exam tasks that are typical of most
school-leaving and international exams such as multiple
choice, matching or gap fill and which test crucial subskills
such as finding specific information or identifying facts
from opinions. Students are exposed to realistic tasks with
a focus on the target language of the unit. Over the course
of the book, students build their exam strategies and their
confidence through step-by-step activities and task-based
exam tips.
DEVELOPMENT OF LANGUAGE
Exam tasks require students to demonstrate a range of
language at the appropriate level. The grammar and
vocabulary sections in High Note develop this range in topic-
related units, which makes it easy for students to apply them
to exam tasks and to the real world.
SKILLS STRATEGIES
High Note carefully develops students’ general reading and
listening strategies which students can use both in exams
and in real life. The Active Reading and Active Listening boxes
contain concise descriptions of such crucial sub-skills as
understanding the main idea, finding specific information,
differentiating fact from opinion, understanding the author’s
attitude, understanding links in a text, and summarising. The
descriptions are then followed by a series of practice exercises
which help students apply and internalise a given strategy.
GRADED EXAM TASKS
Exam tasks are introduced to students early in the course,
but in a graded way. This may mean that a task has fewer
questions or a simpler text or that it tests a more limited
range of language. This helps them understand the exam
task and therefore learn to deal with it more effectively.
EXAM STRATEGIES
There are exam strategies in every Revision section. They focus
on those aspects of a given exam task that will help students
deal with it effectively. The tips help students understand
exactly what is being tested, what to look out for and develop
a bank of appropriate exam techniques that they can refer to.
As they work through the Student’s Book and become familiar
with the tips, the exam tasks become easier.
WRITING TASKS
To help students identify good practice in writing tasks,
lessons in the Student’s Book provide model texts. There
are also tasks that encourage students to analyse the model
texts, which gives them greater understanding of how to
complete the tasks themselves. There is a task at the end
of each Writing section which mirrors the model so that
students can practise writing an answer themselves. In the
Workbook, there is an Active Writing section which guides
students through all the stages of the process of writing
a specific type of text.
RESOURCES FOR SELF-STUDY
There are numerous resources which provide opportunities
for self-study, give supplementary information and further
practice. These can be used in class or at home. They include:
• a Word List at the end of each unit in the Student’s Book
• a Use of English section at the back of the Student’s Book
• a Grammar Reference and Practice section at the back of the
Student’s Book
• audio scripts for the listening tasks
• the Workbook/Online Practice
• extra digital activities
EXAM PRACTICE BOOKS
High Note comes with a series of booklets which provide
additional practice and support for Pearson Test of English
General exams and Cambridge English exams. The books
have been matched to the specific levels of the course.
Please see page 9 for more details.
EXAM CORRELATION
The table below shows the correlation between the
language level of each part of the High Note series and
international exam requirements.
GSE
CEFR EXAMS
High Note 1 30–40 A2/A2+
Pearson Test of
English Level 1,
Cambridge Key (KET)
and Preliminary
(PET)
High Note 2 37–52 A2+/B1
Pearson Test of
English Level 1
& 2, Cambridge
Preliminary (PET)
High Note 3 50–62
B1+/
B2
Pearson Test of
English Level 2
& 3, Cambridge
Preliminary (PET)
and First (FCE)
High Note 4 61–75
B2/
B2+
Pearson Test of
English Level 3 & 4,
Cambridge First (FCE)
High Note 5 73–85 B2+/C1
Pearson Test of
English Level 4,
Cambridge Advanced
(CAE)
It is worth noting that a careful development of language in
High Note, its systematic development of skills strategies, and
a wide variety of exam tasks covered in the course may prove
beneficial also for those students who intend to take other
international exams than those described above, e.g . TOEFL,
IELTS or International GCSE.
18
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INTRODUCTION
HOW TO TEACH FOR EXAMS WITH HIGH NOTE
HOW TO FLIP THE CLASSROOM WITH HIGH NOTE
The flipped classroom is an approach where classroom
instruction is given to students at home via a video, tasks
are usually given for homework and then completed in
class with the teacher’s support. Teachers who flip their
classrooms believe that the approach allows students to
become more independent in their learning: rather than
receive information in the classroom, they take more control
and ensure they learn outside the classroom. In class,
students have time to ask the teacher questions if they still
do not understand and choose when they need support.
This autonomy can motivate students and may result in
a higher level of engagement. What is more, they gain more
practice time and receive more feedback from the teacher
on performance.
In English language learning, flipping the classroom means
students listen to or read information about language at
home before a lesson, leaving more time for practice of
that language in the classroom. Alternatively, it could be
information about an exam technique or how to write
a specific type of text. Students can tackle the same tasks or
collaborate in groups on different tasks to ensure they work
at a level suitable for them.
In the lesson, the teacher begins by checking students’
understanding of the material that was set as homework
(video, reading, listening or a grammar explanation), then
gives several practice tasks to complete. Finally, at the end
of the lesson, students reflect on what they have learnt
to help them identify progress and areas where they still
need to improve. This reflection allows students to gain
a greater understanding of their strengths and weaknesses,
and encourages them to set achievable learning goals for
future lessons.
High Note provides the following resources that will help flip
the classroom:
VIDEO
The teacher can ask students to watch any of the wide variety
of video clips at home. This allows the teacher to check
understanding before the lesson and adjust their lesson
plan if students have found the language particularly easy or
difficult.
READING AND LISTENING TEXTS
The teacher can also set a reading text (and its recorded
version) or a listening text in a lesson as homework for the
next class. By doing this, the time in class can be spent on
checking comprehension and the actual discussion about the
text rather than reading it or listening to it for the first time,
which usually takes a lot of time. Another advantage of this
approach is that students’ involvement with the text will be
greater if they have seen it several times, which accelerates
the learning process.
GRAMMAR REFERENCE AND PRACTICE
The Grammar Reference and Practice section at the back of
the Student’s Book contains detailed information about the
meaning, function and form of the target language, with
examples and practice exercises. These can be used by the
teacher in class, when explaining language, but they can
also be set as homework for students.
VOCABULARY: WORD LISTS AND
THE REMEMBER MORE SECTION
The teacher can also start a unit by checking students’
knowledge of the unit vocabulary with the aim of identifying
the areas which need more focus and maximising student’s
exposure to the new words. For this purpose, he or she can
ask students to analyse the word lists at the end of each unit
and complete the exercises in the corresponding Remember
More section.
WORKBOOK SUPPORT
The Workbook contains exercises on the grammar points
taught in each unit. These can be used as homework prior to
the Grammar lesson to check what students already know.
With students at this level, the grammar is unlikely to be
completely new to them and so a test-teach-test approach
can be used. Alternatively, the Workbook exercises can be
completed in class to provide as much practice as possible
while the teacher is available to offer support and clarify any
confusing aspects of the language.
ONLINE PRACTICE
Similarly to the paper Workbook, some of the exercises
can be completed online prior to the lesson to maximise
learning. This is particularly beneficial as the interactive
Workbook exercises have an instant feedback functionality,
which enables students to quickly check their answers.
EXTRA DIGITAL ACTIVITIES
The extra digital activities contain Grammar and Vocabulary
Checkpoints as well as Reading, Listening and Use of English
banks of texts and exercises which help students prepare
for class tests, check their progress and exam readiness.
A teacher may choose to ask students to complete them
before the class.
19
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UNIT
GRAMMAR
VOCABULARY
01 Looking good
pp4–5 Present Simple and Present Continuous,
state and action verbs Grammar Video
p10 Articles Pronunciation: /ðə/ and /ðiː/
pp4–5 Verb phrases with dress
p6 Appearance, clothes, footwear and accessories, fashion
p7 Facial features
pp8–9 Phrasal verbs
pp14–15 Word List
02 The digital mind
pp18–19 Present Perfect Simple and Continuous
Grammar Video
p23 Verb patterns
pp18–19 Scientific research pp20–21 Technology
p22 Science, phrases with think and
think and
think mind
p24 Uses of drones
pp26–27 Health and computers
pp28–29 Word List
LIFE SKILLS How to give a presentation Life Skills Video pp32–33
03 Active and healthy pp34–35 Past Simple, Past Continuous and Past
Perfect Grammar Video
p38 Used to and would
pp34–35 Sports collocations
p36 Sports, activities, fitness and exercise
p37 Injuries, accidents and emergencies
pp39–41 Diet and nutrition
pp44–45 Word List
04 Time to move
pp48–49 Modal and related verbs Grammar Video
p53 Relative clauses Pronunciation: Intonation in
sentences with relative clauses
pp48–49 Air travel pp50–51 Holiday phrases
p52 Travel essentials, travel phrases
p54 Urban transport
pp58–59 Word List
LIFE SKILLS How to take part in a debate pp62–63
05 The next step
pp64–65 Talking about the future Grammar Video
p66–67 Future Continuous and Future Perfect
p64 Personality adjectives
p66 Phrasal verbs related to studying
p69 Work and jobs
pp70–71 Future jobs
pp74–75 Word List
06 Do the right thing
pp78–79 The first and the second
conditionals Grammar Video
p83 The zero conditional and alternatives to if
pp78–79 Truth and lies
pp80–81 Communicating
p82 Emotions
p85 Relationships, conflicts and problems
pp88–89 Word List
LIFE SKILLS How to set SMART goals pp92–93
07 In the spotlight
pp94–95 Reported speech Grammar Video
p100 Reported questions
pp94–95 TV news
p96 Viewing habits Pronunciation: Syllable stress
p97 Success and failure
pp98–99 Describing art, films, books and plays
pp104–105 Word List
08 Consumers’ world
pp108–109 The passive Grammar Video
p115 have/get something done
pp108–109 Advertising
p110 Spending habits
p111 Money
pp112–113 Payments, trading and banking
pp118–119 Word List
LIFE SKILLS How to be more creative pp122–123
09 The power of nature pp124–125 The third conditional Grammar Video
p128 I wish/If only for regrets
I wish/If only for regrets
I wish/If only
pp124–125 Water and the ocean
p126 Natural disasters and dealing with them
p127 Environmental responsibility
pp130–131 Urban and rural life
pp132–133 Sustainable homes
pp134–135 Word List
10 Justice for all
pp138–139 Modal verbs for speculating about the
present Grammar Video
p141 Modal verbs for speculating about the past
pp138–139 The courtroom
p140 Law and punishment
pp142–143 Phrasal verbs related to justice
p145 Voting
pp148–149 Word List
LIFE SKILLS How to identify fake news pp152–153
pp154–157 Culture Spot pp158–161 Literature Spot pp162–171 Watch and Reflect (Documentary Video worksheets)
CONTENTS
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READING
LISTENING
SPEAKING
WRITING
REVISION
pp8–9 The power of appearance
Documentary Video
p7 A podcast about jobs in
entertainment
Active Listening: Listening
effectively
p11 Participating in
conversations
Communication Video
pp12–13 An informal
email
pp16–17
Revision 01
Use of English > p191
pp20–21 Science fiction or
science fact?
Active Reading: Skimming and
scanning
Documentary Video
p24 An interview about drones
Pronunciation: /iə/, /iː/ and /ɜː/
p25 Making choices
Communication Video
pp26–27 A blog post pp30-31
Revision 02
Use of English > p191
pp40–41 Grow food, eat well,
be healthy
Documentary Video
p37 Conversations about
accidents
Active Listening: Identifying
the speaker’s purpose
p39 Being polite
Pronunciation: Linking
Communication Video
pp42–43 A short story pp46–47
Revision 03
Use of English > p192
pp50–51 How to survive
a holiday with your parents
Active Reading: Identifying
author’s attitudes
Documentary Video
p54 A radio programme about
urban transport and pollution
p55 Agreeing and
disagreeing
Communication Video
pp56–57 A formal
email of enquiry
pp60–61
Revision 04
Use of English > p192
pp70–71 The world of work in
2030
Documentary Video
p69 An interview about the gig
economy
Active Listening: Taking notes
p68 Describing strengths
and weaknesses
Communication Video
pp72–73 Personal
statement as part of a
university application
pp76–77
Revision 05
Use of English > p193
pp80–81 If you keep it, we’ll
be rich
Documentary Video
p82 A radio programme about
winning a lottery
Pronunciation: The schwa /ə/
sound
p84 Asking for, giving and
reacting to advice
Communication Video
pp86–87 A for-and-
against essay
pp90–91
Revision 06
Use of English > p193
pp98–99 What is and isn’t art?
Documentary Video
p97 A radio programme about
promoting your work on social
media
p101 Describing a personal
experience
Communication Video
pp102–103 A review of
a play
pp106–107
Revision 07
Use of English > p194
pp112–113 The way we pay
Active Reading: Understanding
links in a text
Documentary Video
p110 A podcast about
spending and saving money
p114 Complaints
Pronunciation: Sounds:
/eɪ/ and /aɪ/
Communication Video
pp116–117 An opinion
essay
pp120–121
Revision 08
Use of English > p194
pp130–131 How a music video
changed my life
Active Reading: Summarising
texts
Documentary Video
p126 An interview about
surviving an earthquake
p129 Expressing and
responding to regrets
Pronunciation: unstressed
have/not have
Communication Video
pp132–133 An article pp136–137
Revision 09
Use of English > p195
pp142–143 Scottish mum hugs
bike thief
Documentary Video
p145 A radio discussion about
voting
Active Listening: Facts,
opinions and speculation
p144 Comparing and
contrasting photographs
Pronunciation: /ð/ and /
ð/and/
ð/ θ/
Communication Video
pp146–147 A formal
letter
pp150–151
Revision 10
Use of English > p195
pp172–189 Grammar Reference and Practice p190 Irregular Verbs pp191–195 Use of English pp196–199 Communication
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A night to remember
remember
remember
Looking good
VOCABULARY Appearance, clothes, footwear and accessories, fashion
VOCABULARY Appearance, clothes, footwear and accessories, fashion
VOCABULARY
GRAMMAR Present Simple and Continuous, state and action verbs, articles
Use of English > page 191
SPEAKING Participating in conversations
WRITING
An informal email
VIDEO
Grammar
Documentary
Communication
01
It’s 9 p.m. and in the ballroom of a large UK hotel, a group of
well-dressed secondary school students are dancing
are dancing, gossiping and
taking selfies. xams are finished and everyone is waiting for their
results. owever, this is the school’s first prom, and no one is worrying
about grades tonight.
roms first became popular in the in the
s. or some teens,
roms first became popular in the in the s. or some teens,
roms first became popular in the in the
s. or some teens,
this night to remember’ is their first real chance to
this night to remember’ is their first real chance to
get dressed up. reparations often cost a fortune, and
get dressed up. reparations often cost a fortune, and
get dressed up. reparations often cost a fortune, and
the average family spends
spends nearly ,
per
nearly , per
child on clothing, accessories, hair, etc.
child on clothing, accessories, hair, etc.
The high cost of proms and the pressure to
The high cost of proms and the pressure to
look good mean that attitudes are changing
are changing
are changing
are changing
are changing
are changing.
Organisations such as Operation Prom,
Organisations such as Operation Prom,
which provide low income students with
which provide low income students with
free formal clothing are becoming
more and more popular. oreover,
an increasing number of students
are organising their own cheaper,
more relaxed celebrations.
At the same time, prom nights
are becoming more common in
the UK, probably thanks to the
in uence of merican film and
culture. veryone here in the
hotel tonight seems happy and
relaxed, but what do they really
think of their first prom night
“People usually organise
organise their own end-of-year celebrations, but this
is great fun! It’s nice to get together and everyone looks brilliant.”
their own end-of-year celebrations, but this
”
their own end-of-year celebrations, but this
Emma:
“I decided to wear trainers and a T-shirt with my suit, but I regret it now.
I feel underdressed. I ’m thinking of going home and getting changed.”
Guy:
“I didn’t buy a suit because I’m saving
’m saving for a holiday. This one belongs to my
brother. I usually dress casually, but actually I think smart clothes are OK. Several
people have told me I look good, although one of them was my mum.”
I usually dress casually, but actually I think smart clothes are OK. Several
”
I usually dress casually, but actually I think smart clothes are OK. Several
Brandon:
1A GRAMMAR AND VOCABULARY
1 In pairs, look at the photo and the title of the text and
answer these questions.
1 What do you think the people in the photo are
celebrating?
2 When do you wear formal outfits? Do you like them?
Say why.
2 Read the first paragraph of the text to check your
answer to question 1 in Exercise 1. Then read the rest
answer to question 1 in Exercise 1. Then read the rest
of the text to answer these questions.
1 How much does the average US family spend per child
on prom night?
2 Why are attitudes to prom night changing in the US?
3 Why are proms becoming more popular in the UK
these days?
4
REFERENCES
VIDEO SCRIPT page 231
CULTURE NOTES page 204
EXTRA ACTIVITIES IN CLASS
• After Exercise 2, get students to talk
about how they celebrate the end of
the school year. They could do this in
pairs, small groups or as a whole class.
• Do this activity after Exercise 7.
Students write questions about the
way their classmates or celebrities
dress using vocabulary from Exercise 6,
the Present Simple and the Present
Continuous. In pairs, they then ask and
answer their questions.
the end of the school year/their exams
Exercise 2
1 nearly $1,000
2 because prom night is
too expensive and not
relaxed enough
3 probably because
of the influence of
American film and TV
culture
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□ I can use Present Simple and Present Continuous to talk about habits and temporary situations.
Present Simple and Present Continuous
3 Match sentences 1–6 with meanings a–f in the Grammar
box. Then find one more example underlined in the text
for each rule.
1 □ Everyone is waiting for their results.
2 □ I think smart clothes are OK.
3 □ Preparations often cost a fortune.
4 □ No one is worrying about grades tonight.
5 □ Prom nights are becoming more common in the UK.
6 □ I usually dress casually.
Present Simple and Present Continuous
We use the Present Simple for:
a facts and general truths
b routines and habits
c state verbs (e.g . want, know, prefer, remember,
understand, mean, imagine, sound, appear, seem, own,
belong to)
Time expressions: always, every day, regularly, most
days, usually, often, sometimes, hardly ever, never
We use the Present Continuous for:
d actions happening right now
e temporary situations happening around now
f changing situations
f changing situations
f
Time expressions: now, at the moment, these days,
nowadays, this year
Grammar Reference and Practice > page 172
WATCH OUT!
State verbs are usually only used in the Present Simple
because they express states, beliefs, opinions or feelings.
However, a small group of these verbs can be used in the
Present Continuous with a change of meaning, e.g. think,
have, look, see, for example:
We think proms are a great idea. (think = opinion)
think = opinion)
think
I’m thinking of going home. (think = mental activity)
think = mental activity)
think
4 Choose the correct forms to complete the sentences.
1 My girlfriend and I take / are taking salsa dancing lessons
this month and tonight we ’re learning / learn a new
dance routine.
2 It gets / ’s getting late but I don’t want / ’m not wanting
to leave the dance floor!
3 I ’m not really enjoying / don’t really enjoy myself, to be
honest. It all is seeming / seems a bit too much, like
a Hollywood movie.
4 I ’m thinking / think there’s a lot of pressure to come
’m thinking / think there’s a lot of pressure to come
’m thinking / think
to the prom with a date, but I don’t see / ’m not seeing
anyone at the moment so I just came with a friend.
5 My best friend hates / ’s hating dancing so unfortunately
we ’re never going / never go dancing together.
6 People love / are loving those dancing shows on TV
and ballroom dancing is becoming / becomes more
popular because of them.
1 Read the questions and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the questions.
1 What’s everyone wearing this year?
2 What clothes styles are you wearing this season?
G
R
A
M
M
A
R
V
I
D
E
O
5 1.2 Complete the conversation with the correct
Present Simple or Present Continuous form of the verbs
in brackets. Then listen and check.
Alice I can’t believe we 1 're wearing
're wearing (wear) the same
dress! What a nightmare!
Clara Ha ha! Yep. I 2
(know) how you feel.
Alice Why didn’t I think? Everyone 3
(wear) pink
this summer! 4
(you/think) of going home
and getting changed at all?
Clara Not really. I 5
(live) quite far from here.
Alice Maybe you should. I’ll pay for your taxi.
Clara No, thanks ... I 6
(begin) to think it doesn’t
matter.
Alice Really?
Clara Yeah, it 7
(not seem) worth it. I 8
(not
think) you should worry. Let's just enjoy ourselves.
Alice Yeah, we both 9
(look) great in this dress
anyway.
6 Find four of the phrases from the box in the text on
page 4. Then use the phrases in the box to complete
the sentences.
dress casually dressed up as get dressed get dressed up
dress casually dressed up as get dressed get dressed up
get undressed overdressed underdressed well-dressed
1 Oh no! I’m the only person not wearing a suit. I’m
totally underdressed .
2 Oh dear! Everyone else is wearing jeans and I’m in
a dress. I’m completely
.
3 These formal clothes are OK but I still prefer to
.
4 Ionly
for weddings and funerals.
5 It’s a shame nobody is
super heroes.
6 OK, it’s 11 a.m. and I’m still in bed. I suppose I should
get up,
and get going.
7 I was so tired after the prom I didn’t
and went
to bed in my suit. It looked terrible in the morning.
8 Appearance is important and I want people to think
I’m a
person.
7 SPEAKING Use the phrases from Exercise 6 to make
three true sentences and one false one about yourself.
Can your partner guess which one is false?
5
01
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 1, page 266
• Grammar Reference and Practice,
Student’s Book page 172
• Workbook pages 4–5/Online Practice
• Photocopiable resource 1: Party night,
pages 272, 287
• Extra digital activities: Grammar
Checkpoint 1A
ASSESSMENT
Grammar Quiz 1A
NEXT CLASS
Ask students to bring photos of celebrities
whose style they like or fashion bloggers
they follow. Alternatively, they could
choose a few photos online and have
them available on their phones.
e
c
b
f
d
a
Exercise 3
Examples from
the text:
a spends
b organise
c seems
d are dancing
e ’m saving
f are changing
Exercise 5
2 know
3 is wearing
4 Are you thinking
5 live
6 ’m beginning
7 doesn’t seem
8 don’t think
9 look
Exercise 6
In the text:
dress casually,
get dressed up,
underdressed,
well-dressed
2 overdressed
3 dress casually
4 get dressed up
5 dressed up as
6 get dressed
7 get undressed
8 well-dressed
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6
7
8
9
10
11
12
13
14
1B VOCABULARY | Appearance
1 THINK BACK Work in pairs. Add as many words as
you can to these categories.
Clothes: trousers, vest, ...
Footwear: sandals, wellies, ...
Accessories: cap, shoulder bag, ...
2 Look at the photos and read the texts below. Why
are these people unique?
3 Look at the photos again and, in pairs, match items
1–14 in the photos with their names in the box.
bbow tie faded/ripped jeans
faded/ripped jeans
faded/ripped jeans
faded/ripped jeans fake fur jacket
fake fur jacket
fake fur jacket
fake fur jacket
high-heeled shoes
high-heeled shoes loose-fitting dress
loose-fitting dress
matching handbag
matching handbag nylon jacket
nylon jacket
plain white shirt
plain white shirt trainers
shiny suit
shiny suit
sunglasses
sunglasses T-shirt with a logo on it
T-shirt with a logo on it
tight trousers
tight trousers
wide leather belt
4 Add the highlighted words from the texts to these
categories.
Materials: cotton , denim,
, gold,
,
linen,
, silk, wool.
Patterns: checked,
, striped,
.
Shape: baggy,
, narrow,
,
.
Other:
, full-length,
,
.
5 In pairs, discuss what you usually wear on school
days and at the weekend. Use the words from
Exercises 3–4 .
13
6 Look at the vocabulary map and use the words to describe
Ashley and Tinie.
7 SPEAKING In pairs, look at the photos of style icons and
follow the instructions. Student A, go to page 196. Student B,
go to page 199.
8 REFLECT | Society Fashion shows often present size-zero
models. Do you think this is a problem? Say why. Discuss in
pairs.
9 Who is your style icon at the moment? Find a photo
of this person and write a description of him/her.
GREAT STYLE
HAS NO SIZE
My style icon is Ashley
Graham. She is stunning and
glamorous. She has dark eyes,
pale skin and long , straight
hair. She’s also well-built with
a full figure and wide hips. In
this photograph, she’s wearing
an elegant fake fur jacket
over a loose-fitting black
cotton dress, a wide leather
belt and stylish bla ck high-
heeled shoes with a matching
handbag. Ashley is probably
the most famous plus-size
model in the world. She
believes the fashion industry
is wrong to use skinny
size-zero models and tours
schools to talk about the
importance of accepting one’s
body shape.
1
2
3
4
5
DIFFERENT LOOKS FOR
DIFFERENT TIMES
My style icon is Tinie Tempah. He is slim and
handsome with short curly hair. This rapper and
TV personality often appears on lists of the
world’s best-dressed men. But Tinie doesn’t
always dress the same. When he performs on
stage, he usually wears c asual clothes. In the
photo on the right he’s wearing a white cotton
T-shirt with a logo on it, a short blue nylon
jacket , faded ripped jeans, designer sunglasses
and white trainers. But in the photo on the left,
Tinie is all dressed up. He looks fashionable in
a shiny red suit with tight trousers, a plain white
shirt and a black bow tie. I love his flexible style!
□ I can talk about physical appearance and clothes.
PHYSICAL
APPEARANCE
Hair/facial hair
balding clean-shaven
moustache straight/curly
wavy/medium-length
unshaven
Opinions
elegant fashionable
glamorous handsome
stunning stylish
Body
broad shoulders full figure heavily-built
muscular overweight pale/dark/tanned skin
muscular overweight pale/dark/tanned skin
skinny slim thin waist well-built wide hips
6
REFERENCES
CULTURE NOTES page 204
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 7. Put students
in new pairs or small groups and ask them
to take it in turns to describe the photos
they have brought in using vocabulary from
Exercises 3 and 6. You could also ask them
to look for similarities and differences in
the people’s appearance.
FURTHER PRACTICE
• Workbook page 6/Online Practice
• Photocopiable resource 2: Sketch
artists, pages 272, 288–289
• Extra digital activities: Vocabulary
Checkpoint 1
ASSESSMENT
Vocabulary Quiz 1
NEXT CLASS
Students look for examples of extreme
changes in celebrities’ appearance (e.g.
for a role, concert or video clip). They make
notes and if possible, also find a photo
showing these changes.
Exercise 1
Suggested answers:
Clothes: anorak,
blouse, boxer shorts,
bra, blouse, cardigan,
coat, dress, hoody,
jacket, jeans, jersey,
jumper, kilt, parka,
pyjamas, raincoat,
shirt, shorts, skirt, socks,
sweatshirt, tights, top,
tracksuit, tracksuit
top/bottoms, T-shirt,
underwear
Footwear: boots,
flip-flops, shoes,
slippers, sneakers,
trainers
Accessories: belt,
bracelet, chain,
earrings, glasses,
gloves, handbag,
hat, necklace, scarf,
sunglasses, tie/bow tie,
woolly hat
Exercise 2
Ashley Graham is
unique because she’s
the most famous
plus-size model in the
world. Tinie Tempah
is unique because his
style is very flexible.
Exercise 4
Materials: fake fur,
leather, nylon
Patterns: plain, with
alogoonit
Shape: loose-fitting,
tight, wide
Other: casual, designer,
matching
Exercise 6
Ashley: well-built,
full figure, wide hips,
straight hair, stunning,
glamorous, elegant,
stylish
Tinie: slim, handsome,
curly hair, fashionable
6
5
12
1
7
9
4
8
10
14
11
2
3
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4 In pairs, look at the sentences in Exercise 5 again and
decide what kind of information you need in order to
complete each sentence. Can you guess or remember any
of the missing words?
5 1.3 Study the 'While you are listening' section of
Active Listening. Then listen again and complete the
sentences with one or two words in each gap.
1 Blake can’t give too much information about the TV
series because it’s a secret .
2 Blake’s job is to transform Christine so she appears
to be
years old.
3 He wants to make Christine’s lips look
.
4 He enjoys the
part of his job most of all.
5 Make-up and equipment cost Blake
pounds
every year.
6 In the future, Blake would love to do make-up for a
.
6 Would you enjoy Blake’s job? Discuss in pairs.
I wouldn’t like it because I’m not into make-up, but my sister
would love it because she’s very artistic.
7 Which of these features can you see in the photos?
bags under the eyes
bags under the eyes double chin
double chin full lips
full lips
long eyelashes shaped eyebrows smooth skin wrinkles
8 Work in pairs. Use the phrases in Exercise 7 to write seven
sentences about people you know.
My grandfather has got a double chin.
9 SPEAKING In groups, say which of these statements you
agree with.
1 With make-up, less is more.
2 It is not appropriate to wear make-up at school.
3 No one under the age of sixteen should wear make-up.
4 Make-up is not for men.
1 Look at the photos. In what ways do actors change
their appearance in films?
They wear a lot of make-up.
2 You are going to listen to a podcast about jobs in
the entertainment industry. Study the ‘Before you
listen’ section of Active Listening and the sentences
in Exercise 5. Then answer questions 1 and 2.
1 What are the names of the people you will hear in
the podcast?
2 What do you think their jobs are?
ACTIVE LISTENING | Listening effectively
Before you listen
• Read each question carefully to understand the
situation.
• Use your experience to predict what the people
might say.
• Predict what kind of information you need to
answer each question – a number, a place,
an adjective, etc.
While you are listening
• Listen for key words and phrases to:
– help you understand the main ideas,
– check your predictions.
3 1.3
1.3 Listen and check your answers to Exercise 2.
JARED LETO
BEFORE & AFTER
MARGOT ROBBIE
1C LISTENING AND VOCABULARY
□ I can listen effectively and talk about physical appearance.
7
01
REFERENCES
AUDIO SCRIPT page 212
CULTURE NOTES page 204
EXTRA ACTIVITIES IN CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made
at home (and their photos, if they have
them) students work in pairs to talk
about extreme changes in actors’ or
other celebrities’ appearance.
• After Exercise 9, students choose one
of the four statements to write a short
paragraph about, explaining why they
agree/disagree with it.
FURTHER PRACTICE
• Workbook page 7/Online Practice
• Photocopiable resource 3: Backstage,
pages 272, 290
NEXT CLASS
Ask students to think of different
professions and the kind of outfits which
are associated with them, and make notes.
Exercise 1
Suggested answers:
They work out/get fit/
go to the gym.
They cut off/colour/
grow their hair.
They wear costumes.
They use CGI (computer-
generated imagery).
Exercise 4
1 an adjective to
describe the details of
a TV series
2 a number
3 an adjective to
describe lips
4 an adjective to
describe part of a job
5 a number
6 a noun (something
a make-up artist would
work on)
Exercise 5
2 70/seventy
3 thinner
4 creative
5 several thousand
6 (superhero) film
Blake, Christine
make-up artist, actor
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1D READING AND VOCABULARY
□ I can understand the main idea and identify specific details in an article and talk about stereotypes.
I can understand the main idea and identify specific details in an article and talk about stereotypes.
I can understand the main idea and identify specific details in an article and talk about stereotypes.
1 SPEAKING In pairs, talk about your favourite/least
favourite clothes and accessories. Why do you like/
dislike them? How do you feel when you wear them?
I love my long black coat. It’s really warm and fashionable
and I feel glamorous when I wear it. My friends say it’s
really elegant.
2 In pairs, look at the photos, the captions and the title
of the article. What do you think it is about? Then read
the article quickly to check your predictions.
3 Read the article again and choose the correct answers.
1 Why did Séan Garnier pretend to be an old man?
a To have the chance to play football with teenagers.
b To show that old people can play football well.
c To take part in a sports match.
d To persuade people to take up sport.
2 Katherine Quigg started her blog
a because she wanted to work in fashion.
b as part of her engineering degree.
c in order to shock her fellow engineers.
d to show that fashionable women can be scientists.
3 In the third paragraph, what does the writer suggest?
a The way you dress affects what you think of other
people.
b In some fields, women who dress like men are
more successful.
c Teachers know more if they dress well.
d People who wear uniforms are better listeners.
4 How can putting on a white coat influence you?
a It can make you believe you’re a doctor.
b It can help you concentrate better.
c It can help you control other people.
d It can make you feel stronger.
5 What would be the most suitable sub-heading for this
article?
a Some stereotypes are false, but the way people
look does tell us a lot about them.
b Stereotypes are always wrong: we need to
challenge them at all times.
c The way we look affects what people think of us
and how we feel and behave.
d Studies show it’s better to dress well if you want to
be successful in life.
4 In pairs, rewrite these statements using the
highlighted phrasal verbs from the article. Then say if
the statements are true for you.
1 I admire people who have their own sense of style.
I look up to people who have their own sense of style.
2 Iliketotakepartin
take part in conversations about fashion.
3 My sister is stylish but she doesn’t think she’s better
than people (like me) who don’t care about fashion.
4 I’d like to start my own fashion design company one day.
5 My parents often make a mistake when
they buy me clothes.
5 Study Watch out! and rewrite sentences 1–5 using
compound adjectives. Then in pairs, use compound
adjectives to talk about the people you know.
1 I’ve got broad shoulders and curly hair.
2 I can’t decide whether to wear a shirt with short
sleeves or long sleeves.
3 I’ve got pale skin but my best friend has dark skin.
4 My hair is short, but my friend has long hair.
5 My eyes are blue, but my sister’s are brown.
My dad is middle-aged but he isn’t grey-haired, he’s
brown-haired.
WATCH OUT!
We can use compound adjectives to describe clothes
and people.
If a person has grey hair, we say he/she is grey-haired.
If shoes have high heels, we say they’re high-heeled shoes.
high-heeled shoes.
high-heeled
If a person is neither young nor old, we say he/she is
middle-aged.
6 SPEAKING How do these things make you feel? Discuss
in pairs.
a uniform your pyjamas a football strip
a formal dress a white coat a suit and tie
cool sunglasses a pair of glasses a superhero costume
When you wear a uniform it makes you feel strong and
important, it makes you feel like a soldier.
7 REFLECT | Values Appearance is not important. It’s what
inside that counts. Do you agree? Discuss in groups.
22 WATCH AND REFLECT Go to page 162. Watch
the documentary Beauty belongs to everyone and
do the exercises.
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
8
REFERENCES
VIDEO SCRIPT page 231
CULTURE NOTES page 204
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
their notes and getting them to talk
about the different professions and
outfits. They could do this in pairs,
small groups or as a whole class. Ask
them to think about why they think we
stereotype certain professions when
it comes to appearance. Is this a good
thing? Why/Why not?
• After Exercise 4, students write true
sentences about them using the
phrasal verbs from the article.
• This activity can be done at the end of the
lesson. Write the following statement on
the board: Modern society pays too much
the power of appearance and stereotypes
look up to
look down on
get it wrong
set up
join in
Exercise 5
1 I’m broad-shouldered
and curly-haired.
2 I can’t decide
whether to wear
a short-sleeved or
a long-sleeved shirt.
3 I’m pale-skinned but
my best friend is dark-
skinned.
4 I’m short-haired
but my friend is long-
haired.
5 I’m blue-eyed but my
sister is brown-eyed.
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1 Science, Technology, Engineering, Mathematics 2 Adam and Galinsky, The Journal of Experimental Social Psychology
5
10
15
20
25
The
of appearance
of appearance
of
He’s skinny, grey-haired and he walks like an old man. The boys
don’t want him to play because they assume he’s no good.
However, he insists on joining in
joining in. At first , he’s useless:
he can hardly kick the ball. But then he starts playing brilliantly.
He runs circles around the boys and scores an amazing goal.
The thing is, he isn’t really an old man. He’s thirty-five-year-
old freestyle footballer Séan
Garnier, who’s disguised to look
old for an advert encouraging
active lifestyles.
This story shows how you can
get it wrong
get it wrong if you judge people by
if you judge people by
get it wrong if you judge people by
get it wrong
get it wrong if you judge people by
get it wrong
their appearance. Unfortunately, it’s
something we often do. We assume
overweight people can’t run, young
people are irresponsible and pretty
young women are not interested in
science. But stereotypical assumptions are frequently
wrong. For example, Katherine Quigg is a glamorous young
woman. She’s also an engineer. After graduating , she realised
many people working in STEM1 were shocked that a stylish
woman with a passion for fashion could be an engineer. So sh e
set up a fashion blog called Engineering In Style to prove
these people wrong by encouraging stylish young women
to work in STEM.
30
35
40
45
50
the way
people look
affects what
we think
of them
the well-dressed and look down on those who dress badly.
It’s a sad fact that if a woman dresse s in a masculine style,
she has a better chance of getting a job. People consider
teaching assistants wearing formal clothes to be more
intelligent than those who dress casually. We show more
respect to people in uniforms and are more likely to listen
carefully to a doctor when he or she is wearing a white coat.
The clothes we wear affect not only what we think of others,
but also what we think of ourselves. If we wear lovely
clothes, we feel more attractive and if we wear a suit and
tie, we feel more important. What’s more, clothes can also
change the way we behave. In one fascinating experiment
scientists showed that if you we ar a white coat that you
believe belongs to a doctor, your ability to pay attention
increases sharply. However, if you wear the same white coat
believing it belongs to a painter, there’s no improvement
in your ability to concentrate. As the scientists behind the
experiment stated, ‘The clothes we wear have power not
only over others, but also over ourselves. ’
2
So our physical appearance and clothes influence the opinions
people have of us and their behaviour towards us. This can
sometimes make them use unfair stereotypes. But it seems that
the clothes we wear also have a powerful effect both on how we
feel and how we act . Perhaps that ’s worth remembering the next
time you’re trying to decide what to wear.
9
01
attention to appearance. Get students to
discuss the statement in pairs or groups.
What do they think it means? Do they
agree? Get brief feedback from the class.
FURTHER PRACTICE
Workbook pages 8–9/Online Practice
NEXT CLASS
Ask students to interview different people
in their family/social circle about fashion
trends when they were teenagers: what
was in style then? What did young people
use to wear? Ask them to make notes and
bring in photos if possible.
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READERS’ LETTERS
This week’s star letter is from Trudy in Oxford. She has won the £100 prize!
The wheel of fashion
I’m a sales assistant in a boutique in a shopping centre in Oxford. The boutique
specialises in fashion from the USA and from Europe, especially Italy and
France. It’s the ideal job for me because I’m really into clothes: I go to fashion
shows, I read fashion magazines, I know all about the latest styles and the
first thing I do when I get paid every month is buy some new clothes. But in
my opinion, the mo st important thing to know about fashion is that it’s like
a wheel . It turns round and round. The cool looks of the past that nobody
wears any more often become the cool looks of the future. Denim dungarees
from the 1980s and bright neon colours from the 1990s are back in fashion.
Today I’m wearing a leather jacket . The jacket looks great but it isn’t new.
My mother bought it thirty years ago! So, don’t throw away last year ’s
clothes – they may be out of fashion now but sooner or later,
it’ll come back into style.
□ I can use articles to talk about general and specific things.
1 ‘Fashion is like a wheel.’ What does that mean? Discuss
in groups. Then read the text and look at the photos to
check your ideas.
Articles
2 Study the Grammar box and match the underlined
words in sentences 1–8 with rules a–g . Use one rule
twice. Then find more examples of the rules in the text.
1 □ She has won the £100 prize
the £100 prize.
2 □ I’m a sales assistant.
3 □ The boutique specialises in fashion from Europe
Europe.
4 □ I’m really into clothes.
5 □ The most important thing
The most important thing to know about fashion ...
6 □...isthatit’slikeawheel.
7 □ Dungarees from the 1980s are back in fashion.
8 □ I’m wearing a leather jacket
a leather jacket. The jacket
The jacket looks great.
Articles
a We use no article (ø) with plurals and uncountable
nouns to talk about something/someone in general.
b We use no article (ø) with continents, most countries
and cities.
c We use a/an to talk about a singular countable thing/
person when it is one of many or one of a group; not
the only one.
d We use a/an with occupations.
e We use the to talk about a specific thing/person, e.g .
because he/she/it is the only one or when it’s clear
which thing/person we mean.
f Weuse
f Weuse
f
the with superlatives, ordinal numbers,
periods (e.g . the 1980s) and some countries (e.g. the
USA).
g We use a/an when we mention something/someone
for the first time and the when we mention it again.
Grammar Reference and Practice > page 172
1E GRAMMAR
4 In pairs, complete the sentences with ø (no article),
a/an or the.
1 I think ø sport is more fun than
fashion.
2 I think
best jeans come from
Japan.
3 Isaw
pair of shoes in the shop last Monday that
I loved, but when I went back on Tuesday
shoes
were gone.
4
last thing I do before I go out in
morning
is to look in
mirror by door. I’d love to be
model.
5 1.6 PRONUNCIATION Study Watch out! Then in
pairs, read sentences 1–3 and underline the when it is
pronounced /ðiː/. Listen to check and repeat.
1 The American jeans are cheaper than the European ones.
2 The haircut was the worst mistake of my life.
3 The expensive shoes are less comfortable than the
cheap ones.
WATCH OUT!
We pronounce the in two ways:
1 / ðə/ – before a consonant or vowels that are
pronounced /w/, e.g. one, or /j/, e.g. UK .
the shop / the ones over there / the universe
2 /ðiː/ – before a vowel.
the ideal job / the only thing / the umbrella
the ideal job / the only thing / the umbrella
6 SPEAKING In pairs, discuss the questions.
1 Which clothes from the past are back in fashion?
2 Which clothes from the past do you like?
3 Do you ever borrow clothes from your parents or
grandparents? Would you like to? Say why.
3 1.5
1.5 Complete the gaps with ø (no article), a/an or
the. Then listen and check.
They say that 1 ø girls care more about clothes than
2
boys but I think shopping for clothes is 3
most
boring thing in 4
world. Today I’m wearing
world. Today I’m wearing 5
old pair of jeans and 6
cotton top.
cotton top. 7 jeans were
jeans were
8
present and 9
friend gave me
friend gave me 10
top
top
because it was too small for her. My best friend is from
11
Italy. He loves
Italy. He loves 12
clothes and he’d like to be
13
fashion designer in
fashion designer in 14
future.
10
REFERENCES
CULTURE NOTES page 204
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by asking students
to present their findings about fashion
trends of the past. Are any of the styles/
clothes/accessories in fashion today?
Would students wear them? Depending
on the size of your class and the time
available, this activity can be done in
pairs, small groups or as a whole class.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 172
• Workbook page 10/Online Practice
• Photocopiable resource 4: Are you
a fashionista?, pages 272, 291
• Extra digital activities: Grammar
Checkpoint 1E
ASSESSMENT
Grammar Quiz 1E
Exercise 1
Suggested answer:
It means that clothes
that were fashionable
in the past become
fashionable again after
some time.
Exercise 2
Examples from
the text:
a readers’ letters,
specialises in fashion,
fashion shows, fashion
magazines, denim
dungarees, bright neon
colours
b Italy and France
c a shopping centre
e the wheel of fashion,
the ideal job, the cool
looks of the past/future
f the USA, the latest
styles, the first thing,
the past, the future,
the 1990s
g a boutique ...
the boutique
e
g
f
c
f
a
b
d
a
a
ø
a
a
the
the
the
the
the
the
the
ø
ø
ø
ø
a
the
an
a
the
The
The
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1F SPEAKING
□ I can participate in and maintain a conversation effectively.
SPEAKING | Participating in conversations
When you’re speaking
1
Clarify your message
Clarify your message
What I mean is ...
The thing is, ...
Let me put it another
way.
2
Just a second,
I haven’t finished.
Hold on! Let me finish!
Check others
understand
Do you know/see
what I mean?
Does that make
sense?
Do you get it?
3
What do you think?
Tell us what you think.
What’s your opinion?
When someone else
is speaking
4
Excuse me, can I say
something?
That’s true/a good point, but ...
Sorry to interrupt but ...
5
Sorry, I didn’t get that. Could
you say it again?
I’m sorry, I missed that.
6
Do you mean ...?
I’m not sure what you mean.
Are you saying ...?
Did you say/mention ...?
Confirm you understand
Right, I’ve got that.
Yes, I know/see/get what you
mean.
Ah right! Now I get it.
COMMUNICATION VIDEO
1 What is the longest time you have queued for
anything? What was it for? What do you think a fashion
victim is? Discuss in groups.
2 In pairs, say if you agree or disagree with these
opinions. Say why.
1 Shoppers can make money from limited edition
models.
2 It’s a waste of time to queue for something for hours.
3 We shouldn’t judge people by the clothes they wear.
4 In my opinion, fashion victims don’t exist.
5 Some people believe brand-name clothes make them
look like models in adverts.
3 33 1.7 Watch or listen to the conversation
1.7 Watch or listen to the conversation
1.7
between friends. Which opinion (1–5) in Exercise 2
is not expressed in the video?
4 1.8 Listen to another conversation between the
three friends and answer these questions.
1 Why is Penny so embarrassed when she meets up with
her friends again?
2 What do Penny’s friends think of her?
3 Do you think Penny is a fashion victim? Say why.
5 Complete the Speaking box with headings a–f.
a Ask for explanation or clarification
b Ask for repetition
c Clarify your message
d Get others to speak
e Hold attention
f Interrupt politely
6 1.8 Study the Speaking box and complete the
conversation from Exercise 4 with two or three words
in each gap. Listen again and check.
Sam Wow, it looks great.
Penny I love it! I want it so badly! It’s just ...
Pete Sorry 1 to interrupt
to interrupt but aren’t you saving for
a holiday?
Penny Yes, but a holiday lasts a week and a jacket is for
life!
Pete Are 2
that you only have one jacket?
that you only have one jacket?
Penny Hold on! Hold on! Let 3
. This jacket is the
latest fashion. It’s really special. It’s so cool!
Sam Ah right! Now I 4
! You just want to be the
coolest girl in the group! You’re really a fashion
victim but you don’t like to admit it.
Pete And look at the price – that means no holiday this
year, or next!
Penny The 5
, it’s really my style and I just have to
have it! Does that 6
?
Pete OK,Isee7
. Anyway, it’s your money, you
decide how to spend it!
Penny Yes, but there is a problem ... It goes on sale
tomorrow and the queue is already two blocks
long ...
Sam Sorry, I 8
that. Did you 9
a queue?
Pete You’re joking, aren’t you?
Sam Do you 10
you have to go and stand in the
queue today?
7 Work in groups. Use the phrases from the Speaking box
to discuss these statements.
• Shopping for clothes is boring.
• There aren’t any good clothes for young people in this
town.
• Good clothes are really expensive
• Fashion magazines are boring – they’re just advert
after advert.
11
01
REFERENCES
VIDEO/AUDIO SCRIPT page 231
EXTRA ACTIVITY IN CLASS
After Exercise 7, put students in new
groups and get them to discuss the
opinions in Exercise 1 using phrases
from the Speaking box.
FURTHER PRACTICE
Workbook page 11/Online Practice
NEXT CLASS
Ask students to find information online
about the Carnival of Venice. They should
note down any facts/information they
find interesting, to share with the class in
the next lesson. You could also ask them
to bring a few photos.
Exercise 1
fashion victim –
someone who always
wears fashionable
things, even if they are
uncomfortable or make
him/her look bad
Exercise 4
1 Because previously
she said she wouldn’t
queue for a long time
for any item of clothing
and insisted she wasn’t
a fashion victim, and
now she’s planning
to queue for a very
expensive jacket.
2 They think she’s
joking and can’t believe
she’s going to stand in
the queue for hours.
Exercise 6
2 you saying
3 me finish
4getit
5 thing is
6 make sense
7 what you mean
8 didn’t get
9 mention
10 mean
e
f
b
a
d
opinion 4
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From: Molly
To: Chloe
Re: Saturday fancy dress party
Hey Chloe,
How’s it going? Great to see you Saturday night. I ate so much!!! The pizza in that place is the best.
Charlie had nine slices! Got your message, thanks. I can’t wait for Charlie’s fancy dress party! Have you
chosen a costume yet? I’m trying to decide what to wear. Actually, hoping you can help pls pls pls
Thinking of one of these, but can’t decide. Want something funny. What do you reckon?
Do you fancy going together in the horse costume? Or maybe you have another idea. We could go
together, but as something else. Anyway, it doesn’t have to be a costume for two, but let me know. Still
plenty of time to sort it out. Btw the ones in the pics are from the hire shop, but we could just make our
own. Right, I’m off to make some dinner (finally hungry again after all that pizza!) Message me later.
Bye 4 now
Molly, xx
1G WRITING | An informal email
An informal email
1 REFLECT | Culture Read about the Carnival of Venice.
Then in pairs, answer the questions.
1 Why did people wear masks? Choose from the reasons
listed below.
• to feel more confident
• for fun
• to hide their social status
• to feel part of a group, e.g . sports fans
• to forget about personal problems
• to celebrate a cultural event
2 Are there any famous carnivals in your country? Talk
about them.
Carnival of Venice
The annual Venice Carnival began in 1162
and became extremely popular in the
eighteenth century. Making and wearing
masks and costumes has always been an
important part of the culture of Venice and
of the carnival. Originally, people at the
carnival probably covered their faces so
no one knew who they were. This meant
that rich and poor, ordinary and powerful
could celebrate together without worrying
about the strict social rules that normally
kept them apart. Nowadays, over three
million people visit Venice and join in the
celebrations.
12
REFERENCES
CULTURE NOTES page 205
EXTRA ACTIVITIES IN CLASS
• After discussing question 1 in Exercise 1,
ask students to tell the class what they
found out about the Carnival of Venice.
Was any of the information in
the text they have just read? What else
did they find out about the event?
• Before students write their reply to
Molly in Exercise 10, put them in pairs
to plan their email. They should think
about how to organise the information
in their email and which phrases/
strategies from the Writing box they
can use.
FURTHER PRACTICE
Workbook page 12/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 14–15.
✓
✓
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6 Put lines a–g in order to make a short reply from Chloe
to Molly.
a □ Maybe you should be Harley and I’ll go as the Joker?
bb□
□ Anyway let me know. Homework time now.
Anyway let me know. Homework time now.
c □ I have a suggestion for a costume for the two of us.
Shall we go as the Joker and Harley Quinn?
d □ Love Chloe xx
e □ Hey Molly,
f □ And this weekend it’s Charlie’s fancy dress party.
Here we go again!
g □ How are you doing? Just back from the gym. Last
weekend was great, wasn’t it?
7 Complete Molly’s next message to Chloe with the
phrases from the box. There are two extra phrases.
Do you fancy ... Can’t wait for ... How’s it going?
I’m off to ... ... sort something out CU soon Hi there
Hoping you can help.
88 In groups, discuss these questions.
In groups, discuss these questions.
1 Do you like dressing up and wearing costumes?
2 Do you think homemade or hired costumes are
better? Say why.
3 Have you ever been to a fancy dress party? What did
you wear?
9 SPEAKING Imagine you are also going to Charlie’s
party. Choose a costume for yourself. Use your own
ideas, one of the ideas in the photos, or one from the
list below. Explain your choice to a partner.
a cartoon character a famous person
a horror character a sci-fi character a superhero
10 WRITING TASK Reply to Molly’s email. Tell her which
TASK Reply to Molly’s email. Tell her which
TASK
costume you like best for her, describe the costume you
are planning to wear and explain why you chose it.
2 Read Molly’s email. Why is she writing to Chloe?
3 Work in pairs. Which costume do you think Molly
should wear? Say why.
4 Read Molly’s email again. In pairs, identify five
features that make it informal.
She starts with ‘Hey’ instead of ‘Dear ...’
5 Study the Writing box and check your ideas in
Exercise 4. Then complete the Writing box with
examples from Molly’s email.
WRITING | An informal email
Beginning your email
• Start with a friendly greeting,
e.g. Hi there, .../
1
Hey
Hey
• Mention your last contact with the other person, e.g .
Long time no see. (when you haven’t seen the person
for a long time)/2
• Mention the message you are replying to,
e.g. Thanks for the invitation./3
Sounding informal
• Write in a chatty style, similar to the way you speak.
• Use short, simple sentences.
• Choose informal words and expressions,
e.g. What do you reckon? instead of What do you think?
/4 instead of Would you like to ...
• Use exclamation marks (!), emojis and abbreviations
and abbreviations
and abbreviations
(LOL = laugh out loud/5
= by the way), but don’t
= by the way), but don’t
overuse them.
• Use contractions,
e.g. How’s ...? instead of How is ...?/6 instead of
I cannot ...
• Leave out words like pronouns (usually I), and verb
to be, e.g . Great to see you ... instead of It was great to
see you .../
7
instead of I’m hoping you can help.
Ending your email
• Give a reason for ending your message,
e.g. Anyway, got to do my homework now./
8
• Send greetings or refer to future contact,
e.g. Give my love to Emma. or See you on Saturday. or
Give me a call next week./9
• Finish with a friendly goodbye,
e.g. CU soon/10
From: Molly
To: Chloe
Re: Saturday fancy dress party
1 Hi there,
Hi there,
2
Been to the gym AGAIN? Stop making me
Been to the gym AGAIN? Stop making me
feel lazy . 3
Charlie’s fancy dress party.
Charlie’s fancy dress party.
I love your suggestion! We’ll make perfect super
villains! 4
coming over later? My mum has
coming over later? My mum has
a suitcase full of old clothes. She wore some pretty
crazy stuff when she was young, so I think we might
find our costumes in there. Anyway, let me know,
and we’ll 5
.
Got to take Flash 🐕🐕
🐕🐕 for a walk now. He’s waiting
by the door 6
Molly, xx
□ I can write an informal email giving news or opinions.
13
01
Exercise 4
• She writes in a chatty
style.
• She uses short simple
sentences.
• She uses informal
words and expressions,
exclamation marks,
emojis, abbreviations
and contractions.
• She leaves out some
words.
Exercise 5
2 Great to see you on
Saturday night.
3 Got your message,
thanks.
4Doyoufancy...
5 btw
6 can’t
7 hoping you can help
8 Right, I’m off to make
some dinner.
9 Message me later.
10Bye4now
Exercise 7
1 Hi there
2 How’s it going?
3 Can’t wait for
4 Do you fancy
5 sort something out
6 CU soon
5
4
7
3
2
1
6
She wants Chloe’s help to choose a fancy-dress costume.
31
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REMEMBER MORE
1 Match the two parts of the
collocations. Then check with the
word list.
1 □cost
a lessons
2 □get
b respect
3 □show
c a fortune
4 □take
d dressed
2 Find the opposites of these
adjectives on the word list.
1 pale/
skin
2 skinny/
model
3 smart/
clothes
4 short/
sleeves
5 curly/
hair
3 Complete the phrasal verbs with
the prepositions in, up or down.
Then check with the word list.
1 look
on someone
(you don’t respect)
2 look
to someone
(you respect very much)
3 set
(a company)
4 dress
the style
(of the 90s)
5 dress
as someone
(e.g . a clown)
4 Complete the compound
adjectives from the word list.
1 high-
shoes
2 middle-
man
3 grey-
woman
4 well-
TV presenter
5 heavily-
sportsman
6 clean-
face
ACTIVE
VOCABULARY | Phrases
When you want to remember
a new word, it helps to create
a meaningful phrase with it,
e.g.joinin–joininthe
conversation; leather – elegant
leather boots. You can use an
online dictionary to help you,
e.g . www.ldoceonline.com.
Look at the word list, find ten
words you’d like to learn, and
make phrases with them. Use
a dictionary.
1A GRAMMAR AND VOCABULARY
5.1
accessories (n) /əkˈsesəriz/
attitude (n) /ˈætətjuːd/
average (adj) /ˈævərɪdʒ/
ballroom (n) /ˈbɔːlrʊm/
ballroom dancing (n) /ˌbɔːlrʊm ˈdɑːnsɪŋ/
clothing (n) /ˈkləʊðɪŋ/
cost a fortune /ˌkɒst ə ˈfɔːtʃən/
dance floor (n) /ˈdɑːns flɔː/
dancing show (n) /ˈdɑːnsɪŋ ʃəʊ/
date (n) /deɪt/
dress casually /ˌdres ˈkæʒuəli/
dress up as sb (phr v) /ˌdres ˈʌp əz ˌsʌmbɒdi/
end-of-year celebration (n) /ˌend əv ˌjɪə
ˌseləˈbreɪʃən/
funeral (n) /ˈfjuːnərəl/
get changed /ˌɡet ˈtʃeɪndʒd/
get dressed /ˌɡet ˈdrest/
get dressed up /ˌɡet ˌdrest ˈʌp/
get going /ˌɡet ˈɡəʊɪŋ/
get undressed /ˌɡet ʌnˈdrest/
gossip (v) /ˈɡɒsəp/
influence (n) /ˈɪnfluəns/
it’s a shame /ˌɪts ə ˈʃeɪm/
low-income (adj) /ˌləʊ ˈɪŋkʌm/
outfit (n) /ˈaʊtfɪt/
overdressed (adj) /ˌəʊvəˈdrest/
pressure (n) /ˈpreʃə/
prom night (n) /ˈprɒm naɪt/
regret (v) /rɪˈɡret/
save for sth (v) /ˈseɪv fə ˌsʌmθɪŋ/
see sb (v) /ˈsiː ˌsʌmbɒdi/
smart/formal clothes /ˌsmɑːt/ˈfɔːməl kləʊðz/
suit (n) /suːt/
take lessons /ˌteɪk ˈlesənz/
underdressed (adj) /ˌʌndəˈdrest/
well-dressed (adj) /ˌwel ˈdrest/
What a nightmare! /ˌwɒt ə ˈnaɪtmeə/
1B VOCABULARY 5.2
baggy (adj) /ˈbæɡi/
balding (adj) /ˈbɔːldɪŋ/
belt (n) /belt/
body shape (n) /ˈbɒdi ʃeɪp/
bow tie (n) /ˌbəʊ ˈtaɪ/
broad shoulders /ˌbrɔːd ˈʃəʊldəz/
cap (n) /kæp/
casual (adj) /ˈkæʒuəl/
checked (adj) /tʃekt/
clean-shaven (adj) /ˌkliːn ˈʃeɪvən/
cotton (n) /ˈkɒtn/
denim (n) /ˈdenəm/
designer sunglasses (n) /dɪˌzaɪnə ˈsʌnˌɡlɑːsəz/
elegant (adj) /ˈeləɡənt/
facial hair (n) /ˌfeɪʃəl ˈheə/
faded/ripped jeans /ˌfeɪdɪd/ˌrɪpt ˈdʒiːnz/
fake fur jacket (n) /ˌfeɪk fɜː ˈdʒækət/
fashion industry (n) /ˈfæʃən ˌɪndəstri/
fashionable (adj) /ˈfæʃənəbəl/
flexible (adj) /ˈfleksəbəl/
footwear (n) /ˈfʊtweə/
full figure /ˌfʊl ˈfɪɡə/
full-length (adj) /ˌfʊl ˈleŋkθ/
glamorous (adj) /ˈɡlæmərəs/
gold (n) /ɡəʊld/
handbag (n) /ˈhændbæɡ/
handsome (adj) /ˈhænsəm/
heavily-built (adj) /ˌhevəli ˈbɪlt/
high-heeled shoes (n) /ˌhaɪ hiːəld ˈʃuːz/
hips (n) /hɪps/
leather (n) /ˈleðə/
linen (n) /ˈlɪnən/
logo (n) /ˈləʊɡəʊ/
long/straight/curly/wavy/medium-length hair
/ˌlɒŋ/ˌstreɪt/ˌkɜːli/ˌweɪvi/ˌmiːdiəm ˌleŋθ ˈheə/
looks (n) /lʊks/
loose-fitting (adj) /ˌluːs ˈfɪtɪŋ/
matching (adj) /ˈmætʃɪŋ/
material (n) /məˈtɪəriəl/
moustache (n) /məˈstɑːʃ/
muscular (adj) /ˈmʌskjələ/
narrow (adj) /ˈnærəʊ/
nylon (n) /ˈnaɪlɒn/
overweight (adj) /ˌəʊvəˈweɪt/
pale/dark/tanned skin /ˌpeɪl/ˌdɑːk/ˌtænd ˈskɪn/
pattern (n) /ˈpætən/
plain (adj) /pleɪn/
plus-size model (n) /ˌplʌs saɪz ˈmɒdl/
sandals (n) /ˈsændəlz/
shape (n) /ʃeɪp/
shiny (adj) /ˈʃaɪni/
shoulder bag (n) /ˈʃəʊldə bæɡ/
silk (n) /sɪlk/
size zero (n) /ˌsaɪz ˈzɪərəʊ/
14
Word List
EXTRA ACTIVITIES IN CLASS
• Individually, students write gap-fill
sentences with words from the word
list. To make the exercise easier,
they could supply the first letter of
each word. Then, in pairs, they swap
sentences, complete them and check
their answers with their partner.
• Students play Taboo. Put them in pairs
and ask them to choose 8–10 words
from the word list they would like to
remember and write each word on a
separate piece of paper. On the same
piece of paper, they should write three
more words which should not be used
when giving a definition of that word.
Join pairs together into groups of four
and get them to put their cards in two
piles face down on the desk. They take it
in turns to pick one card from the other
pair’s pile and give a definition of the
word on the card without using the
‘taboo’ words. If their partner guesses
the word, they win a point. If not, or if the
student giving the definition uses one of
the taboo words, the card is ‘burnt’ and
no points are scored. The pair with the
most points at the end are the winners.
c
d
b
a
down
up
up
in
up
heeled
aged
haired
dressed
built
shaven
Exercise 2
1 dark
2 overweight
3 casual
4 long
5 straight
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skinny (adj) /ˈskɪni/
slim (adj) /slɪm/
striped (adj) /straɪpt/
stunning (adj) /ˈstʌnɪŋ/
style icon (n) /ˈstaɪl ˌaɪkɒn/
stylish (adj) /ˈstaɪlɪʃ/
thin waist /ˌθɪn ˈweɪst/
tight (adj) /taɪt/
trainers (n) /ˈtreɪnəz/
unshaven (adj) /ʌnˈʃeɪvən/
vest (n) /vest/
well-built (adj) /ˌwel ˈbɪlt/
wellies (n) /ˈweliz/
wide (adj) /waɪd/
wool (n) /wʊl/
1C LISTENING AND VOCABULARY
5.3
artistic (adj) /ɑːˈtɪstɪk/
bags under the eyes /ˈbæɡz ˌʌndə ði ˌaɪz/
double chin (n) /ˌdʌbəl ˈtʃɪn/
full lips /ˌfʊl ˈlɪps/
long eyelashes /ˌlɒŋ ˈaɪlæʃɪz/
shaped eyebrows /ˌʃeɪpt ˈaɪbraʊz/
smooth skin /ˌsmuːð ˈskɪn/
wear make-up /ˌweə ˈmeɪk ʌp/
wrinkles (n) /ˈrɪŋkəlz/
1D READING AND VOCABULARY
5.4
ability to do sth /əˌbɪləti tə ˈduː ˌsʌmθɪŋ/
act (v) /ækt/
admire (v) /ədˈmaɪə/
affect (v) /əˈfekt/
assume (v) /əˈsjuːm/
assumption (n) /əˈsʌmpʃən/
behave (v) /bɪˈheɪv/
behaviour towards sb (n) /bɪˈheɪvjə təˌwɔːdz
ˌsʌmbɒdi/
challenge (v) /ˈtʃæləndʒ/
concentrate (v) /ˈkɒnsəntreɪt/
consider (v) /kənˈsɪdə/
cool (adj) /kuːl/
costume (n) /ˈkɒstjʊm/
deceiving (adj) /dɪˈsiːvɪŋ/
disguised (adj) /dɪsˈɡaɪzd/
dress in a style /ˌdres ɪn ə ˈstaɪl/
encourage (v) /ɪnˈkʌrɪdʒ/
fashion blog (n) /ˈfæʃən blɒɡ/
fashion design (n) /ˈfæʃən dɪˌzaɪn/
fashion show (n) /ˈfæʃən ʃəʊ/
football strip (n) /ˈfʊtbɔːl strɪp/
freestyle (n) /ˈfriːstaɪl/
get sth wrong /ˌɡet ˌsʌmθɪŋ ˈrɒŋ/
grey-haired (adj) /ˌɡreɪ ˈheəd/
have power over sth /ˌhæv ˈpaʊər ˌəʊvə ˌsʌmθɪŋ/
heel (n) /hiːl/
improvement in sth (n) /ɪmˈpruːvmənt ɪn ˌsʌmθɪŋ/
increase sharply /ɪnˈkriːs ˌʃɑːpli/
influence (v) /ˈɪnfluəns/
insist on doing sth /ɪnˌsɪst ɒn ˈduːɪŋ ˌsʌmθɪŋ/
irresponsible (adj) /ˌɪrɪˈspɒnsəbəl/
join in (phr v) /ˌdʒɔɪn ˈɪn/
judge sb by sth (v) /ˈdʒʌdʒ ˌsʌmbɒdi baɪ ˌsʌmθɪŋ/
look down on sb (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmbɒdi/
look up to sb (phr v) /ˌlʊk ˈʌp tə ˌsʌmbɒdi/
masculine (adj) /ˈmæskjələn/
middle-aged (adj) /ˌmɪdəl ˈeɪdʒd/
passion for sth (n) /ˈpæʃən fə ˌsʌmθɪŋ/
persuade sb to do sth /ˌpəsweɪd ˌsʌmbɒdi tə ˈduː
ˌsʌmθɪŋ/
powerful effect on sth /ˌpaʊəfəl ɪˈfekt ɒn ˌsʌmθɪŋ/
pretend to be sb /prɪˌtend tə ˈbi ˌsʌmbɒdi/
prove sb wrong /ˌpruːv ˌsʌmbɒdi ˈrɒŋ/
pyjamas (n) /pəˈdʒɑːməz/
sense of style /ˌsens əv ˈstaɪl/
set up (phr v) /ˌset ˈʌp/
short/long sleeves (n) /ˌʃɔːt/ˌlɒŋ ˈsliːvz/
show respect /ˌʃəʊ rɪˈspekt/
state (v) /steɪt/
stereotype (n) /ˈsteriətaɪp/
stereotypical (adj) /ˌsteriəˈtɪpɪkəl/
tie (n) /taɪ/
tracksuit (n) /ˈtræksuːt/
unfair (adj) /ˌʌnˈfeə/
uniform (n) /ˈjuːnəfɔːm/
useless (adj) /ˈjuːsləs/
white coat (n) /ˌwaɪt ˈkəʊt/
worth (remembering) /ˌwɜːθ (rɪˈmembərɪŋ)/
1E GRAMMAR 5.5
be back in fashion/style /bi ˌbæk ɪn ˈfæʃən/ˈstaɪl/
boutique (n) /buːˈtiːk/
dungarees (n) /ˌdʌŋɡəˈriːz/
fashion designer (n) /ˈfæʃən dɪˌzaɪnə/
get paid /ˌɡet ˈpeɪd/
haircut (n) /ˈheəkʌt/
in fashion/out of fashion /ˌɪn ˈfæʃən/ˌaʊt əv ˈfæʃən/
latest styles /ˌleɪtəst ˈstaɪəlz/
look in the mirror /ˌlʊk ɪn ðə ˈmɪrə/
neon colours (n) /ˌniːɒn ˈkʌləz/
sooner or later /ˌsuːnə ə ˈleɪtə/
specialise in sth (v) /ˈspeʃəlaɪz ɪn ˌsʌmθɪŋ/
top (n) /tɒp/
wheel (n) /wiːl/
1F SPEAKING 5.6
brand-name (adj) /ˈbrændˌneɪm/
comfort (n) /ˈkʌmfət/
exist (v) /ɪɡˈzɪst/
fashion victim (n) /ˈfæʃən ˌvɪktəm/
get sth (v) /ˈɡet ˌsʌmθɪŋ/
last (v) /lɑːst/
limited edition (n) /ˌlɪmətəd ɪˈdɪʃən/
mean (v) /miːn/
meet up with sb /ˌmiːt ˈʌp wɪθ ˌsʌmbɒdi/
mention (v) /ˈmenʃən/
miss sth (v) /ˈmɪs ˌsʌmθɪŋ/
queue (n, v) /kjuː/
shopper (n) /ˈʃɒpə/
want sth badly /ˌwɒnt ˌsʌmθɪŋ ˈbædli/
waste of time /ˌweɪst əv ˈtaɪm/
1G WRITING 5.7
annual (adj) /ˈænjuəl/
be off /ˌbi ˈɒf/
carnival (n) /ˈkɑːnəvəl/
come over (phr v) /ˌkʌm ˈəʊvə/
confident (adj) /ˈkɒnfədənt/
cover (v) /ˈkʌvə/
fancy doing sth /ˌfænsi ˈduːɪŋ ˌsʌmθɪŋ/
fancy dress party (n) /ˌfænsi ˈdres ˌpɑːti/
hide (v) /haɪd/
hire shop (n) /ˈhaɪə ʃɒp/
keep sb apart /ˌkiːp ˌsʌmbɒdi əˈpɑːt/
message (v) /ˈmesɪdʒ/
ordinary (adj) /ˈɔːdənəri/
pretty (crazy) /ˌprɪti (ˈkreɪzi)/
reckon (v) /ˈrekən/
slice (n) /slaɪs/
social status (n) /ˌsəʊʃəl ˈsteɪtəs/
sort sth out (phr v) /ˌsɔːt ˌsʌmθɪŋ ˈaʊt/
strict rules /ˌstrɪkt ˈruːlz/
stuff (n) /stʌf/
villain (n) /ˈvɪlən/
15
01
FURTHER PRACTICE
Workbook page 13/Online Practice
NEXT CLASS
Ask students to revise Unit 1.
33
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VOCABULARY AND GRAMMAR
1 Choose two words that go with each noun.
1 faded / fur / ripped jeans
2 loose-fitting / tight / well-built dress
loose-fitting / tight / well-built dress
loose-fitting / tight / well-built
3 skinny / high-heeled / matching shoes
4 tanned / plain / pale skin
5 glamorous / stunning / long girl
6 overweight /narrow/ muscular man
2 Complete the sentences with the words from the box.
casually denim dressed up silk wavy wide
denim dressed up silk wavy wide
1 He’s s always casually
casually dressed. He hates formal
clothes!
2 I can’t put my jeans on. My hips are too
.
3
is my favourite material. I’ve got three shirts
made from it and lots of jeans.
4 You have to iron clothes made from
very
carefully because it’s so delicate.
5 Her hair is neither curly nor straight. It’s lovely and
.
6 Weare
in our party clothes because we’re
going out!
3 Complete each pair of sentences with the word that
matches both sentences.
1 Can you help me carry these bags
bags ?
He’s got bags
bags under his eyes.
2 Her clothes are too formal: she’s
dressed.
I’m a few kilos
weight, so I go jogging twice
a week.
3 He’s dressed
as a vampire.
I look
to people who care about others.
4 He hasn’t got a beard, he’s
shaven.
She forgot to load the washing machine, so she hasn’t
got any
clothes.
5 Her hair is long and
like her mother’s.
Go
on when you get to the High Street.
4 Complete the conversation with the correct Present
Simple or Present Continuous forms of the verbs in
brackets.
A Hi there.1 Are you going
going (go) home?
B No,I’mnot.I2
(go) to the shopping centre.
3
you
(want) to come?
A That4
(sound) like a good idea! I 5
usually
(not go) there because I never 6
(have) time.
B There’s a really good clothes shop there called Sam’s.
It7
(belong) to my neighbours. They 8
(sell) everything at half price at the moment because
it’s the end of the season.
A9
they
(have) loose-fitting jackets? They
10
(get) really popular this season.
B Yes,I11
(think) so. What’s the matter?
A Waitasecond...I 12
(think). Oh, no! I can’t buy
anything! I left my money at home ...
16
01 Revision
5 Complete the text with ø (no article), a/an or the.
USE OF ENGLISH
6 Choose the correct words a–c to complete the text.
My aunt works as 3
shop assistant in the new second
hand shop in town. My best friend bought 4
full-length
winter coat and 5
amazing leather jacket there last
week. I love 6
things like that! Coats like my friend’s
‘n ew ’ one were popular in 7
1980’s and now they’re
back in fashion! All the clothes in the shop are from countries
like 8
France and 9
USA. I loved 10
shop where my aunt works the first time I walke in there. The
clothes are unique and it’s efinitely 11
best place to
buy cheap clothes. I’m thinking about applying for 12
Saturday job there!
Our neighbour, Mr. Johnson, is a quiet man in his fi
f
ties
fi
f
ties
fi
f
.
Although he’s
1
, he hasn’t got much grey hair. He’s
pale-skinned and has a kind face. Mum thinks he was very
2
when he was younger.
We hardly ever see him 3
the morning. He’s
working in London at the moment, so he has to get up
very early. He’s always very tidy and is never 4
.
He wears different clothes every day.
However, on Saturday nights this quiet, shy man becomes
a completely different person! He doesn’t wear a suit, but
a plain white open-necked shirt, tight black trousers with
a wide leather 5
and shiny black shoes. The first
time we saw him in this outfit we couldn’t believe our
eyes but then yesterday Mr. Johnson told us he was
a Latin dance champion and that he was thinking 6
becoming a dancing professional!
1 a young
b middle-aged
c old
2 a pretty
b stunning
c handsome
3aon
bat
cin
4 a unshaven b faded
c baggy
5abelt
b cap
c jacket
6ain
bof
con
Use of English > page 191
DID YOU KNOW THAT 1 ø SECOND-HAND CLOTHES
SHOPS ARE POPULAR IN 2
UK?
FURTHER PRACTICE
• Use of English, Student’s Book
page 191
• Class debates pages 264–265
• Self-assessment 1 and Self-check 1,
Workbook pages 14–15/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 1 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 1 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 1 Writing Test
Exercise 2
2 wide
3 denim
4 silk
5 wavy
6 dressed up
Exercise 4
2 am going
3 Do (you) want
4 sounds
5 don’t (usually) go
6 have
7 belongs
8 are selling
9 Do (they) have
10 are getting
11 think
12 am (just) thinking
over
over
up
up
clean
straight
straight
clean
a
the
the
the
the
a
a
b
c
c
c
c
c
an
ø
ø
the
34
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17
READING
7 Read the texts and match people 1−4 with most
suitable events A–E . There is one extra event.
Julie looks great in her stylish blue
and white top, black skirt and black
high-heeled shoes. She hopes she’s
wearing the right make-up because she
wants to make a good impression. She
felt confident when she left home but
she’s beginning to feel nervous. She’s
carrying a fashion magazine to appear
knowledgeable and motivated, but she
hopes they won’t ask her any difficult
questions about fashion because it’s a new area for her.
She’d love to learn more about it though.
Jason has a great sense of style.
He’s wearing his favourite clothes and
a leather jacket. As always, he looks very
cool. He paid special attention to his
outfit today just in case he is caught on
camera. Well, you never know! He’s very
curious which stars will be featured. He’s
glad his mobile phone has got a really
good camera so he can take lots of
photos to post on social networks.
Isabel isn’t certain she’s made the
right dress choice. Although the event is
being held at a fashionable venue, she
decided to dress casually as she knows
she’ll feel more relaxed. She looks nice
in her green top and smart black jeans.
She feels a little bit nervous as she has
never been to an event like this before.
She’s looking forward to getting to know people who are
interested in the same things she is. She’s very organised and is
carrying a small case to keep her beauty products in.
Matt is sure he’s going to have
fun because he loves live music. He’s
wearing his favourite casual clothes but
unfortunately, he doesn’t have his black
leather jacket with him because he left
it at a friend’s house. He’s carrying a
rucksack on his back with everything
he’ll need for the night and two bottles
of water. He hopes it won’t rain. It would
be a great shame.
1
3
4
WRITING
9 Read this email you received from a friend and the
notes you have made. Reply to your friend using all
the notes.
Hi Jamie,
How are you getting on?
Well, I hope.
I’m feeling a bit down.
m feeling a bit down.
mf
My
school work isn’t going so well
this term and my girlfriend
doesn’t seem to like me anymore.
I feel like doing something fun
this weekend but I’m not sure
what. I’d love to hang out with you
and Lisa.
Are you free?
What do you reckon we could do?
All the best,
Jeremy
Fantastic!
On Saturday
What a pity.
What a pity.
Whatapity You
need to do more fun
things together.
Goforawalkin
the mountains?
That would be
great!
SPEAKING
8 In pairs, take it in turns to ask and answer the questions.
1 What clothes do you like wearing? Why?
2 Do you prefer going out with one or two friends or in
a group? Why?
3 Tell me about something you like doing with your family.
4 What do you usually wear at parties?
5 Do you prefer buying clothes alone or with a friend?
Say why.
A Rock costume show
B Musical evening
C ‘Heavy fest’ is here again!
D Networking conference
E Job interview
All you rockers out there will just love this show! Top models
will be showing off outfits that were made famous by rock
heroes of the past and present. The audience will vote for
their favourite costume! This event is going to be televised so
you might be able to see yourself on TV afterwards!
The ‘Five Strings’ music school is giving a short concert in the
school auditorium next Friday 6 June. We would appreciate it
if those attending this event wore smart clothes. Please note
we will be filming the performance to put it on our website.
Those wishing to stay overnight will be able to book a room in
a free student accommodation at a very reasonable price.
T h is year’s heavy metal festival is being held in the
town’s park from 6–7 July. There will be three stages,
an area with food and drink stalls, and there will be a
place where you can camp too. You can buy one-day
or two-day tickets if you bring your tent! Come casually
dressed and wear denim and leather if you can!
This year’s ‘You Make a Difference!’ conference is for
make-up artists who want to meet others, share experiences
and learn more techniques in an informal environment.
It’s taking place in a five-star hotel, and the dress code is
smart-casual. We look forward to meeting you!
Soraia’s Fashion is looking for a new shop assistant with
a sense of style. He or she doesn’t need to be glamorous
but must be well-dressed and be interested in fashion.
Experience is ideal although not essential. We are looking
for someone who is keen, enjoys discussing the latest
trends and loves learning.
2
E
C
A
D
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The Voyager programme
PHYSICS PROJECT Kit Hart & Jennifer Jordan
PHYSICS PROJECT Kit Hart & Jennifer Jordan
The mission of the Voyager space probes is to
The mission of the Voyager space probes is to
study the outer planets and to voyage beyond our
voyage beyond our
solar system
solar system into interstellar space.
They’ve 1travelled / been travelling for over forty
for over forty
years. Voyager 2 left Earth on August 20 1977,
years. Voyager 2 left Earth on August 20 1977,
and sixteen days later, on 5 September, Voyager 1
and sixteen days later, on 5 September, Voyager 1
was launched.
Voyager 1 has 2travelled / been travelling over
over
21 billion kilometres. No man-made object has
21 billion kilometres. No man-made object has
ever 3gone / been going
3gone / been going
3
so far from the Sun. It has
so far from the Sun. It has
4flown / been flying past Jupiter and Saturn and
past Jupiter and Saturn and
their moons. Since August 2012 it’s 5travelled /
travelled /
been travelling through our galaxy
galaxy in the direction
in the direction
of the constellation Ophiuchus.
Voyager 2 hasn’t 6gone / been going
6gone / been going
6
quite as far
quite as far
as its sister spaceship
spaceship. It’s
7
travelled / been
travelled / been
travelling about 17.6 billion kilometres and it’s
about 17.6 billion kilometres and it’s
8
visited / been visiting four planets: Jupiter, Saturn,
four planets: Jupiter, Saturn,
Uranus and Neptune. However, it hasn’t
Uranus and Neptune. However, it hasn’t
9reached / been reaching
reached / been reaching interstellar space yet.
interstellar space yet.
interstellar space yet.
Since they began their amazing
Since they began their amazing
voyages
voyages, the probes have
, the probes have
10 continuously sent / been
continuously sending back radio
back radio
waves together with images and
waves together with images and
other scientific data. So far, they’ve
other scientific data. So far, they’ve
11sent / been sending tens
of thousands of photographs
of thousands of photographs
of thousands of photographs
and a lot of valuable information
and a lot of valuable information
and a lot of valuable information
about the planets and their
about the planets and their
about the planets and their
satellites.
Kit Hi, Jen. How’s it going?
Jen I’m fed up. I’ve been revising Chemistry all day.
Kit All day? Seriously? How long have you been revising?
Jen I’ve been revising for hours, ever since I had breakfast.
So far, I’ve read three units of the book and
I’ve memorised almost all the formulas.
How have you been getting on?
Kit I haven’t been revising.
Jen No? What have you been doing?
Kit I’ve been thinking about our Physics project.
Jen The project? I haven’t had time to think about that.
Have you come up with any good ideas?
Kit I’ve been working on a text about the Voyager space
probes. I’ve written a first draft.
Jen Sounds good. What about the visuals?
Kit I’ve been searching on the Internet and I’ve found
some cool photos. I’ll send you what
I’ve done.
18
The digital mind
VOCABULARY Scientific research, phrases with
VOCABULARY Scientific research, phrases with
VOCABULARY
think and
think and
think mind, uses of drones, science,
technology
GRAMMAR Present Perfect Simple and Continuous, verb patterns
Use of English > page 191
SPEAKING Making choices
WRITING
A blog post
VIDEO
Grammar
Documentary
Communication
02
I'VE BEEN THINKING ABOUT OUR
PHYSICS PROJECT
REFERENCES
VIDEO SCRIPT page 232
CULTURE NOTES page 205
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 5. Ask
students to look at Kit and Jen's project
on page 18 and write questions
about the Voyager programme using
the Present Perfect Simple and the
Present Perfect Continuous (e.g . How
long have the Voyager space probes
been travelling? How far has Voyager 1
travelled?). Then put them in pairs to
ask and answer their questions.
• After Exercise 8, put students in new
pairs and ask them to think of more
prompts like the ones in Exercise 8.
They should aim for ‘visible results
(of an action) in the present’ (e.g .
I’m out of breath. My eyes are red. My
clothes are covered in chocolate.). When
they are ready, get them to swap
36
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□ I can distinguish between the Present Perfect Simple and the Present Perfect
Continuous to talk about recent finished or unfinished activities.
4 Read the question and watch the
video. Say what the speakers answer. Then
in pairs, ask and answer the question.
What have scientists been working on recently?
7 In pairs, ask and answer the questions in
Exercise 6. Then replace Biology with another
science, change partners and ask and answer
the questions again.
8 Work in pairs. Choose from the prompts below.
Then use the Present Perfect Continuous to
explain each situation.
• I’ve got glue on my hands.
• I’ve got a sore back.
• My eyes hurt.
• I'm exhausted.
A I’ve got glue on my hands.
B Why? What have you been doing?
A I’ve been making a model of the International
Space Station.
9 Complete these sentences with the highlighted
words from Kit and Jen’s Physics project on
page 18.
1 The Earth is the third planet from the Sun.
It has one moon .
2 There are eight planets in our
.
3 Ursa Major is a
that looks like a large
bear.
4 On 6 February 2018, the Falcon Heavy rocket
a red sports car into space.
5 The Millennium Falcon is a very fast
in Star Wars.
6 With current technology the
from the
Earth to Mars would take about nine months.
7 There could be 100–200 billion stars in our
.
10 SPEAKING In pairs, role play the situations.
Student A, go to page 196. Student B, go to
page 199.
2A GRAMMAR AND VOCABULARY
1 Which areas of science do you find most interesting:
astronomy, biology, chemistry, earth science, physics?
Discuss in pairs.
2 1.9 Read and listen to the conversation between Kit
and Jen on page 18. What are they talking about?
Present Perfect Simple and Continuous
3 Study sentences 1 and 2 and answer the questions.
1 I’ve read three units of the book.
aDo we know exactly when Jen read those units?
bDo we know if Jen has finished reading those three units?
2 I’ve been revising Chemistry all day. I’m fed up.
aDo we know if Jen has finished revising Chemistry for the
day?
bDo we know how long she’s been doing it?
cDo we know how she feels because of it?
4 Study the Grammar box and find more examples of the
Present Perfect Simple and the Present Perfect Continuous
in the conversation.
G
R
A
M
M
A
R
V
I
D
E
O
Present Perfect Simple and Continuous
• We use the Present Perfect Simple to talk about a finished
activity in the past if we don’t say exactly when it happened or if
it happened recently. We focus on the result. We often say how
much/many things we’ve done, how many times something has
happened or how far we’ve travelled.
• We use the Present Perfect Continuous to talk about an activity
that started in the past and may still be continuing. We focus
on the activity, not the result. We often mention how long the
activity has been going on. We use this tense for a recent finished
or unfinished activity that explains something in the present.
Time expressions: since 2016/January/Monday, for two years/
three months/a week
Grammar Reference and Practice > page 174
5 Look at Kit's draft of the Physics project on page 18 and choose
the correct forms to complete it.
6 1.10 Complete the conversation with the correct form
of the words in brackets. Use the Present Perfect or Present
Perfect Continuous. Then listen and check.
How long 1have you been studying
have you been studying (you/study) Biology?
(not/study) Biology for long, only since I started high
3
(you/do) in class recently?
4
(do) projects and experiments with light and plants.
How many experiments 5
(you/do)?
So far, we
6
(carry) out three experiments.
A7
(you/ever/think) of studying Biology at university?
8
(not/cross) my mind. I 9
(always/be)
more interested in astronomy. 10
(you/hear) about the
mission to Mars? It’s fascinating. I 11
(follow) it on the
SpaceX website.
A Yes,I
(hear) of it but I 13
(not follow) it closely.
19
02
Continuous to talk about recent finished or unfinished activities.
Continuous to talk about recent finished or unfinished activities.
prompts with another pair and have
similar conversations explaining each
situation. They should use the Present
Perfect Continuous.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 2, page 266
• Grammar Reference and Practice,
Student’s Book page 174
• Workbook pages 16–17/Online Practice
• Photocopiable resource 5: Space
convention, pages 273, 292
• Extra digital activities: Grammar
Checkpoint 2A
ASSESSMENT
Grammar Quiz 2A
NEXT CLASS
Ask students to think about the
advantages and disadvantages of using
robots in everyday life and make notes.
revising Chemistry and a Physics project
Exercise 3
1
a No, but we know she
did it recently.
b Yes, we know that
she has finished
reading those units.
2
a No, we don’t. She
may still be revising
Chemistry.
b Yes, all day.
c Yes, she’s fed up.
Exercise 6
2 haven’t been
studying
3 have you been doing
4 ’ve been doing
5 have you done
6 ’ve carried
7 Have you ever
thought
8 hasn’t crossed
9 ’ve always been
10 Have you heard
11 ’ve been following
12 ’ve heard
13 haven’t been
following
Exercise 9
2 solar system
3 constellation
4 launched
5 spaceship
6 voyage
7 galaxy
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□ I can understand the main idea and identify specific details in an article and talk about artificial intelligence.
I can understand the main idea and identify specific details in an article and talk about artificial intelligence.
1 In pairs, list three ways humans are better than
computers and three ways computers are better than
humans. Compare your ideas with another pair.
Computers are better at processing information quickly.
Humans can feel emotions.
2 Study Active Reading, skim the text and answer
questions 1 and 2. Then discuss questions 3 and 4 with
a partner.
1 Where would you see a text like this one?
2 What is the main idea?
3 What do you know about the topic?
4 What do you expect to learn from the text?
3 Scan the text to complete the notes with one or
two words from the article. Then read the text more
carefully if necessary.
1 Recent developments in AI have altered the way
we interact with our electronic devices.
2 Some experts believe general AI might be possible by
.
3 The example of elephants shows that control comes
from
rather than strength.
4 Unlike human intelligence, artificial intelligence can
exist without a
.
5 One way AI may create problems is by causing
as it tries to do something helpful.
6 Research into
needs to develop more quickly.
4 Do you think AI will make the world a better place in
the future? Discuss in pairs.
5 Complete the table with the words from the article.
ACTIVE READING | Skimming and scanning
Skimming and scanning are ways of searching for
information in a text quickly and effectively. When you
skim or scan a text, you do not need to read every word.
• Skimming – looking at photos and reading the title,
headings, captions and the first line of each paragraph to
get the general idea of what a text is about.
• Scanning – reading parts of the text to find specific
information such as key words, dates or names.
Verbs
Nouns
achieve
achievement
create
develop
disagree
exist
identify
interaction
possession
proceed
proposal
recognise
require
55 WATCH AND REFLECT Go to page 163.
Watch the documentary The future of AI
The future of AI
T
and
do the exercises.
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
6 Complete the second sentence so that it means the
Complete the second sentence so that it means the
same as the first one by changing the underlined verb
same as the first one by changing the underlined verb
into a noun. Then, in pairs, say if the sentences are true
into a noun. Then, in pairs, say if the sentences are true
for you and add more details.
for you and add more details.
1 I’ve achieved something amazing.
something amazing.
It’s an amazing achievement
achievement for me.
2 I’ve created something wonderful.
something wonderful.
It is a wonderful
.
3 My parents and I disagree
disagree strongly on one important
strongly on one important
issue.
There is a strong
between my parents and I on
between my parents and I on
one issue.
4 I always have to identify
identify myself at the school
myself at the school
myself at the school
entrance.
I always have to show my
at the school
entrance.
5 I don’t know how to proceed
proceed
proceed
proceed with applying to
with applying to
university.
I don’t know the
for applying to university.
6 My new phone can recognise
recognise my fingerprints.
My new phone has a fingerprint
.
7 I propose
propose we use more technology to learn English.
Ihavea
. Why don’t we use more technology to
learn English?
I’ve achieved something amazing. I’ve won a photography
competition. It’s an amazing achievement for me.
7 SPEAKING How could AI help you in the following
areas of your life? How might it make things better or
worse? Discuss in pairs.
• homework and studying
• cooking and housework
• friendship and love
AI could help me with my homework; for example, it could
search for information faster!
8 REFLECT |
REFLECT | Society What would be the benefits and
drawbacks of living in a world in which it’s impossible
drawbacks of living in a world in which it’s impossible
to tell the difference between a human and a robot?
to tell the difference between a human and a robot?
• parents and siblings
• health and fitness
2B READING AND VOCABULARY
20
REFERENCES
VIDEO SCRIPT page 232
CULTURE NOTES page 205
EXTRA ACTIVITIES IN CLASS
• Before Exercise 7, refer students to
the notes they made at home and get
them to discuss the advantages and
disadvantages they thought of. They
could do this in pairs, small groups or
as a whole class.
• After Exercise 8, refer students to the
quote at the bottom of page 21 and
discuss it briefly with the class. Do
students think that machines can really
become more intelligent than people?
If they can, how would students
answer the question in the quote?
a (print) magazine
the future safety of AI
creation
development
existence
interact
recognition
procedure
disagreement
identification
possess
propose
requirement
Exercise 3
2 2045
3 intelligence
4 (physical) body
5 harm
6 safety (procedures)
Exercise 6
2 creation
3 disagreement
4 identification
5 procedure
6 recognition
7 proposal
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What is AI?
There are two types of AI, narrow and general.
Narrow AI is already a part of our lives. It focuses
on one particular task and can be used for our
GPS systems or the voice-recognition systems
that let us talk to our devices. General AI is a kind
of machine super-intelligence and is still more
of an idea than a reality. It is designed to do
better than humans in all tasks that require
mental e ort. here are disagreements about
when general AI might become a reality. Some
experts say never, while others believe it could
happen as early as 2045.
Why are some experts worried?
The rapid progress of research into general AI
worries big names such as Elon Musk and Bill
worries big names such as Elon Musk and Bill
worries big names such as Elon Musk and Bill
Gates. They have been warning of the possible
Gates. They have been warning of the possible
dangers of AI for some time. One of the biggest
dangers of AI for some time. One of the biggest
questions is who will be in control when machines
questions is who will be in control when machines
become more intelligent than people. Elephants
become more intelligent than people. Elephants
are stronger than humans for example, but
are stronger than humans for example, but
we can control them. We are able to do this
we can control them. We are able to do this
because we possess greater intelligence than
greater intelligence than
them. When our technological
them. When our technological creations become
more intelligent than us, will we control them
more intelligent than us, will we control them
or will they control us?
Will there be evil robots?
Are super-intelligent machines going to take over the world
and make us their slaves? Most researchers agree that computers
will never experience love or hate in the same way we do.
This means that, despite sensational stories in the tabloid press,
the rise of the killer robots is definitely more science fiction
than scientific fact. physical body is not a requirement
for the existence of super-intelligence. In fact, all that is really
necessary is electricity and the Internet. AI is more likely
to do something ‘evil’ because humans tell it to. Either that,
or we will programme it to do something helpful, but it will
cause harm as it attempts to achieve this.
How can we make sure AI is safe?
Experts have proposed that we speed up research on AI safety
immediately. It may take longer to design important safety
procedures
procedures than to develop general AI itself. There are many
than to develop general AI itself. There are many
than to develop general AI itself. There are many
than to develop general AI itself. There are many
other basic but important questions about a world shared
other basic but important questions about a world shared
other basic but important questions about a world shared
with artificially intelligent beings. or example, how will we earn
with artificially intelligent beings. or example, how will we earn
with artificially intelligent beings. or example, how will we earn
money if machines can do most jobs? What legal rights and
money if machines can do most jobs? What legal rights and
money if machines can do most jobs? What legal rights and
responsibilities will robots and other super-intelligent machines
responsibilities will robots and other super-intelligent machines
responsibilities will robots and other super-intelligent machines
have? What will happen when it becomes impossible to tell
have? What will happen when it becomes impossible to tell
have? What will happen when it becomes impossible to tell
the di erence between a human and a machine ltimately,
the di erence between a human and a machine ltimately,
the di erence between a human and a machine ltimately,
we need to begin an important conversation about what sort
we need to begin an important conversation about what sort
we need to begin an important conversation about what sort
of future we want and how AI can help us get there.
of future we want and how AI can help us get there.
One of the biggest
One of the biggest
questions is who will be
questions is who will be
questions is who will be
questions is who will be
in control when machines
in control when machines
become more intelligent
become more intelligent
than people
than people.
Science fiction
Science fiction
Science fiction
or science fact?
or science fact?
or science fact?
or science fact?
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
Most of us have watched or read stories about lifelike robots and super-intelligent machines.
However, in today’s world, science fiction is quickly becoming science fact. From facial
However, in today’s world, science fiction is quickly becoming science fact. From facial
However, in today’s world, science fiction is quickly becoming science fact. From facial
However, in today’s world, science fiction is quickly becoming science fact. From facial
identification systems in our phones, to algorithms that help us search the Internet,
the development of Artificial Intelligence (AI) has changed the way we interact with technology.
5
10
15
20
25
30
35
40
45
50
1.11
2121
02
FURTHER PRACTICE
• Workbook pages 18–19/Online Practice
• Photocopiable resource 6: Back to
the moon, pages 273, 293
NEXT CLASS
Ask students to think about their ideal
museum and make notes: what exhibits
would they like to see in it? What would
they like to be able to do there?
39
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2C VOCABULARY | Science, phrases with think and
think and
think mind
1 Discuss the questions in groups.
1 What is the most interesting or boring museum you’ve
ever been to? What did/didn’t you like about it?
2 Have you ever been to a science and technology
museum or exhibition? What was it like?
3 Do you read the information museums provide about
their exhibits? Say why.
2 Complete the museum information with the words
from the box.
cells gravity organism
gravity organism
gravity
pressure radiation research
a blew my mind.
e broadens your mind.
fff I’ve changed my mind.
b I didn’t think much of
c I’ve made up my mind
g my mind has gone blank.
h You can’t hear yourself think!
d think outside the box.
1 To invent something life-changing or to do some
truly original research, it’s sometimes necessary to
think in a new or creative way.
2 What have I learned? Oh goodness, so much but
suddenly I can’t remember anything.
3 I’ve decided – that I want to study Physics.
4 I thought science was a bit dull but after today
I have a different opinion.
5 The section on radiation really impressed me.
6 I think a visit to any museum increases your
knowledge and understanding of the world.
7 Stay out of the cafeteria. It’s extremely noisy.
8 I wasn’t impressed by the robotics exhibition.
5 1.14 Choose the correct word from the box. Use
the definitions in brackets to help you. Then listen and
check.
twice again seriously ahead big
1 I’ve learned that we should always think bigg (have
ambitious plans) even if something seems impossible.
2 I’ve learned that the planet is a living organism and
we need to think
(think about an issue that’s
important) about how we treat it.
3 And after seeing the part about industrial farming, I’ll
certainly think
(think carefully before you do
something) before I eat meat again.
4 If you think museums are boring, this one will definitely
make you think
(reconsider).
5 Anyway, think
(think about what might
happen in the future) and wear comfy shoes and
you’ll be fine.
6 SPEAKING Complete the sentences so that they are true
for you. Then compare with a partner.
1 I’ve recently changed my mind about
.
2 The last thing that blew my mind was
.
3 The best way to broaden your mind is to
.
4 I didn’t think much of
when I went there.
5 It’s important to think ahead before you
.
6 Young people today need to think seriously about
.
7 Should entry to museums be free? Say why.
I think entry to museums should be free so that everyone
can visit them.
□ I can talk about science.
4 1.13
1.13 Read the visitors’ comments. Match the
highlighted expressions a–h to their definitions 1–8.
Then listen and check.
3 1.12 Listen to some visitors describing their
experience at a science museum. Have they enjoyed
their visit?
1
Gravity
Gravity on the moon is weaker than on
Earth – that’s why astronauts bounce and
float
.
2 In the deep oceans, the water
is
too strong for humans to dive there.
3 Astronauts in space are exposed to
from the Sun.
4 Did you know that there are over 37
trillion
in the average human body?
in the average human body?
5
The largest living
in the world is
not a coral reef, it’s actually a fungus that
lives in Oregon, in the US.
6
According to
, noise pollution can
damage your health.
4
5
22
REFERENCES
AUDIO SCRIPT page 212
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by referring students
to the notes they made at home and
inviting them to tell the class about their
ideal museum. The class could then vote
for the best/most interesting museum.
FURTHER PRACTICE
• Workbook page 20/Online Practice
• Photocopiable resource 7: A survey on
museums, pages 274, 294
• Extra digital activities: Vocabulary
Checkpoint 2
ASSESSMENT
Vocabulary Quiz 2
NEXT CLASS
Ask students to think about these
questions: How good are you at
remembering names/faces/numbers/dates/
etc.? Do you find it easier to remember
things that you read or things that you hear?
What is your earliest memory?
Exercise 2
2 pressure
3 radiation
4 cells
5 organism
6 research
Yes, they have.
d
g
c
f
a
e
h
b
seriously
twice
again
ahead
40
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QUIZ
QUIZ
QUIZ
QUIZ true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
true or false?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
What do you know about your brain and mind and how they work?
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
Complete our quiz to find out.
1 Do the quiz. Then in pairs, check your answers
on page 196. Which facts did you find most
surprising?
Verb patterns
2 Study and complete the Grammar box with the
underlined verbs from the quiz.
4 Study Watch out! Then match the verb patterns in bold with
meanings a or b.
WATCH OUT!
Some verbs (forget, regret, remember, stop, try) can be followed
by an -ing form or an infinitive but the meaning is different
depending on the form used:
I remembered to switch off my computer.
to switch off my computer.
to switch off
(remember something, then do it)
I remember switching off my computer.
switching off my computer.
switching off
(do something and remember it later)
(do something and remember it later)
□ I can use a range of verbs taking the infinitive or the -ing form.
3 Replace the underlined verbs with the verbs
in brackets and rewrite the sentences. Tick the
sentences you agree with or that are true for
you. Then compare with a partner.
1 I’m interested in learning to swim.
(‘d like to)
2 You must continue to learn new things to
exercise your brain. (keep)
3 Parents should read to their young children
regularly. (need)
4 I’d like to start reading more regularly.
(begin)
Verb patterns
We use the -ing form after some verbs (admit,
avoid, can’t stand, don’t mind, fancy, hate,
imagine, keep, like, miss,
1
,
2
,
3
).
We use the infinitive with to after some verbs:
(agree, allow, appear, decide, expect, hope,
need, learn, offer, promise, refuse, seem, want,
would like, 4
).
We use the infinitive without to after:
• modal verbs (must, might, should, will 5
),
• makeand6
.
We use some verbs with the -ing form and
infinitives with no difference in meaning (start,
continue,
7
).
Grammar Reference and Practice > page 174
1 I forgot to buy my girlfriend a birthday present.
I’ll never forget buying my first car.
a not remember to do something
b not remember something that you did earlier
2 She stopped to do an online quiz.
She stopped doing online quizzes.
a no longer do something
b stop doing one thing so you can do another
You can’t expect 1 to have (have) a healthy body if you don’t try
2
(exercise) regularly. Similarly, if you want 3
(keep) your
brain fit, you need to remember 4
(use) it. Many people enjoy
5
(read), which is both pleasurable and good for your
imagination. You could also try 6
(do) sudoku or crossword
puzzles regularly, or, if you hate 7
(solve) puzzles, perhaps you’d
prefer 8
(learn) a strategic game such as chess or Go. If you
don’t fancy 9
(try) any of these, you could learn
(try) any of these, you could learn 10
(play)
a musical instrument. You will 11
(find) plenty more advice online!
6 SPEAKING Student A, go to page 196, Student B, go to page 199.
Take it in turns to choose a number between 1 and 6, then
follow your partner’s instructions.
How to look after your brain
How to look after your brain
How to look after your brain
5 Complete the text with the correct forms of the verbs in brackets.
2D GRAMMAR
11111 MEMORY
MEMORY
MEMORY
MEMORY
MEMORY
MEMORY Most people
Most people
Most people
Most people
Most people
Most people
Most people
Most people
Most people
Most people can
can
can
can remember
remember
remember
remember
remember
remember
remember
remember
remember
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces.
as many as 1000 faces. TTTT FFFFF
2 READING
READING
READING
READING
READING
READING
READING As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
As lnog as the frist and
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
lsat ltteres of wrods are in the rghit
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still
place, msot pepole still manage
manage
manage
manage
manage
manage
manage
to read them. This is because your
to read them. This is because your
to read them. This is because your
to read them. This is because your
to read them. This is because your
to read them. This is because your
mind looks at the whole word and
mind looks at the whole word and
not each letter.
not each letter.
not each letter. T FFF
3 AGE Our brains
Our brains
Our brains begin
begin ageing from
ageing from
ageing from
ageing from
ageing from
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
around the age of twenty. By the time
we are sixty, they actually begin
begin
to shrink. T F
444444 MUSIC
MUSIC
MUSIC
MUSIC
MUSIC
MUSIC
MUSIC To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
To improve your performance
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
in a range of school subjects,
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
experts recommend that you
practise
practise
practise
practise
practise
practise
practise playing a musical
playing a musical
playing a musical
playing a musical
playing a musical
instrument regularly.
instrument regularly.
instrument regularly.
instrument regularly.
instrument regularly.
instrument regularly.
instrument regularly. TTTT FFF
5555 BRAIN HEALTH
BRAIN HEALTH
BRAIN HEALTH
BRAIN HEALTH People who
People who
People who
People who
People who
People who
People who
People who
People who
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy
enjoy doing crosswords, or
doing crosswords, or
doing crosswords, or
doing crosswords, or
doing crosswords, or
doing crosswords, or
doing crosswords, or
doing crosswords, or love
love
love
love
love
love
love
love
reading, are more likely
reading, are more likely
reading, are more likely
reading, are more likely
reading, are more likely
reading, are more likely
reading, are more likely
reading, are more likely
reading, are more likely
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain.
to maintain a healthy brain. TTTT FFF
6666 SLEEP
SLEEP
SLEEP
SLEEP
SLEEP It is safer to
It is safer to
It is safer to
It is safer to
It is safer to
It is safer to letletletlet someone
someone
someone
someone
someone
someone
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
sleepwalk because the shock
of being woken up can cause
of being woken up can cause
of being woken up can cause
of being woken up can cause
of being woken up can cause
of being woken up can cause
of being woken up can cause
serious brain damage.
serious brain damage.
serious brain damage.
serious brain damage.
serious brain damage.
serious brain damage. TT FFFFF
23
02
REFERENCES
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Start the class by referring students to the
questions they thought about at home.
Put them in pairs to discuss their answers,
then get brief feedback from the class.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 174
• Workbook page 21/Online Practice
• Photocopiable resource 8: Verb pattern
battleships, pages 274, 295
• Extra digital activities: Grammar
Checkpoint 2D
ASSESSMENT
Grammar Quiz 2D
NEXT CLASS
Ask students to do some online research
on drones. They should list their different
uses and also note down any facts they
find interesting/surprising.
practise enjoy
love
manage
can
to keep
to use
reading
doing
solving
to learn
trying
to play
find
to exercise
let
begin
(in any order)
Exercise 3
1 I’d like to learn to
swim.
2 You must keep
learning new things to
exercise your brain.
3 Parents need to read
to their young children
regularly.
4 I’d like to begin
reading/to read more
regularly.
a
a
b
b
41
M01 High Note TB3 09593.indd 41
29/08/2019 14:09
□ I can identify the main idea and key details in an interview and talk about technology.
1 Work in pairs. Have you ever seen or flown a drone? Where
and when? Would you like to fly one? Say why.
I’ve never flown a drone, but I would like to try to because I’m
interested in aerial photography.
2 1.15
1.15 Listen to a podcast about drones and choose the
best summary of what the interview is about.
a □ Women in the drone industry
b □ Different uses of drones
c □ Legal issues connected to the use of drones
3 Complete the uses of drones shown in the photographs
with the words from the box.
deliveries law map photography search weather
photography search weather
photography search weather
4 1.15
1.15 Listen again and decide if statements 1–6 are
true (T) or false (F), or if the information is not given (NG).
1 □ Simon Porter began flying drones when he was 19.
2 □ The presenter of the podcast has never flown a drone
using first-person view.
3 □ Some drone racing competitions offer valuable
prizes.
4 □ Simon says drones can be used to predict earthquakes.
5 □ Commercial drone deliveries are not yet legal.
6 □ Sally French has appeared on television several times.
5 In your opinion, which of the uses of drones are
the most important for society?
6 1.16 Listen and write down exactly what you
hear.
7 1.17 PRONUNCIATION How do you say ‘ea’ in
the words in the table? Listen and write the words
you hear in the correct columns. Then practise
saying the words.
/iə/ ar
/ area
/iː/ speaker
/ɜː/ search
leading
8 SPEAKING Tick the statements about drones you
agree with. Then compare with a partner.
1 □ I worry about my privacy because of drones.
2 □ I would like drones to deliver things to my home.
3 □ Drones could cause serious accidents.
4 □ Drones are noisier than cars. You can’t hear
yourself think!
5 □ I'd like to travel in a drone taxi in the future if it
is possible.
6 □ Drones are just harmless fun.
2E LISTENING AND VOCABULARY
1 Aerial filming and photography
photography
6
forecasting
2 Commercial
mmercial
3
and rescue
and rescue
4
enforcement
forcement 5
making
making
24
REFERENCES
AUDIO SCRIPT page 212
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, refer students to the
notes they made at home and invite
them to share their findings with the
class. List the different uses of drones
students mention on the board.
• After Exercise 2, refer students to the
list on the board. Get them to listen
again and check which of the uses
listed are mentioned in the podcast.
FURTHER PRACTICE
• Workbook page 22/Online Practice
• Photocopiable resource 3: Drone Boy,
pages 274, 296
NEXT CLASS
Ask students to imagine they are going to
meet up with some friends this weekend.
Ask them to list as many activities as they
can think of which they could do with
their friends.
✓
Exercise 3
2 (commercial)
deliveries
3 search (and rescue)
4 law (enforcement)
5 map (making)
Exercise 6
There are a lot of legal
issues to be sorted out
before commercial
drone deliveries
become a part of
everyday life. However,
we are already using
drones to deliver blood
and medical supplies.
T
F
T
T
NG
appeared, cleared
earthquakes, heard
reading
F
42
M01 High Note TB3 09593.indd 42
29/08/2019 14:09
SPEAKING | Making choices
Making suggestions
What/How about (... ing)/this?
What do you think of ... ing ...?
Why don’t we ...?
Let’s ...
Expressing and justifying opinions
You can’t go wrong with ...
(That) sounds good/like a good idea.
(Personally,) (I think) that’s a great/terrible idea
because ...
It’s not a bad idea but it’s not a good one,
either.
I don’t think much of that idea, to be honest.
The main reason is ...
Another reason is ...
Comparing options
It isn’t nearly as good/bad as ...
It’s almost/It isn’t quite as good/bad as ...
That’s even better/worse than ...
That’s by far the best/worst idea.
Reaching decisions
That’s the best idea we’ve had.
That’s the one!/(Let’s) go for it!
2F SPEAKING
□ I can make suggestions, express opinions, compare options and reach decisions.
1 Do you ever get bored at the weekend or do you always find
something fun to do?
I usually find something fun to do at the weekend, such as ...
261.18
1.18 Watch or listen to three friends discussing what
to do. Answer the questions.
1 What are the first four suggestions the friends make? Why do
they reject them?
2 What do the friends finally agree to do?
3 What do they do in the end? Why?
3 1.19 Study the Speaking box. Then complete the sentences
with the words from the box. Listen and check.
about as don’t far idea let’s main much of one
far idea let’s main much of one
reason quite sounds How worse
1 Why don’t we do something different today?
2 That’s a terrible
.
3 I don’t think
of that idea, to be honest.
4 How
ordering loads of pizza and playing video games
all day?
5 The
reason is that we play video games almost every
weekend. And another
is we had pizza yesterday.
6 What do you think
going to see Bryony Fox?
7 Thatisby
the worst idea I’ve ever heard.
8 It’s not
as good as video games and pizza, is it?
9 It’s not nearly
good. It’s even
than the Science
Museum.
10
about this? The world's biggest drone show.
11 That
good.
12 Yeah, that’s the
! Come on,
go!
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
4 Use the words in brackets to rewrite the
sentences below without changing their
meaning.
1 Also it’s boring. Let’s stay in. It’s raining.
(another)
Another reason is it’s boring.
2 And the rain is a bit lighter than it was.
So, let’s go! (not/quite/heavy)
3 I disagree. I think the exhibition is a good
idea. (sound)
4 I don’t think that’s a very good idea.
(think/much)
5 It’s much more interesting than staying
at home. (not/nearly/go/exhibition)
6 Mainly because it’s too expensive. (reason)
7 Why don’t we go to the technology
exhibition? (How/about)
8 Why not? I think it’s much better than all the
other ideas we’ve had. (by/far)
5 Use the rewritten sentences in Exercise 4
to make a dialogue. Add other sentences if
necessary. Then read it out in small groups.
6 Make a list of things to do at the weekend on
a sunny day and on a rainy day. Then in small
groups discuss and reach a decision about
what to do. Use the language in the Speaking
box.
Sunny day: picnic, playing basketball, ...
Rainy day: cinema, board games, ...
25
02
REFERENCES
VIDEO/AUDIO SCRIPT page 233
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, refer students to the
lists they made at home. Elicit their
ideas and list them on the board.
• Before Exercise 2, get students to
copy the list on the board into their
notebooks. Ask them to watch or
listen and tick the activities the friends
mention. Do they mention any other
activities which are not on the list?
• After Exercise 6, put students in new
groups and refer them again to the
lists they made at home. Ask them to
imagine they are going to meet up this
weekend. Using language from the
Speaking box, they should discuss their
options and decide on two things to do
when they meet.
FURTHER PRACTICE
Workbook page 23/Online Practice
Exercise 2
1 Suggestion 1: to go
to the science museum.
Emma thinks it’s
a terrible idea because
they’ve been there
many times.
Suggestion 2: to order
loads of pizza and play
video games all day.
Kevin doesn’t think it’s
a good idea because
they play video games
almost every weekend;
another reason is they
had pizza yesterday,
the day before that, and
the day before that.
Suggestion 3: to go to
see a scientist’s talk at
the university. Emma
says she doesn’t want to
spend Sunday at a talk.
Suggestion 4: the Zero-G
experience, a simulated
flight. It’s too expensive.
2togotoadroneshow
at Reading airfield
3 to stay home and eat
pizza because it’s raining
outside
Exercise 4
2 And the rain isn’t quite
as heavy as it was.
3 I think the exhibition
sounds like a good idea.
4 I don’t think much of
that idea.
5 Staying at home isn’t
nearly as interesting as
going to the exhibition.
6 The main reason is
(that) it’s too expensive.
7 How about going
to the technology
exhibition?
8 I think that’s by far the
best idea (we’ve had).
idea
much
main
reason
of
far
quite
as
What
sounds
one
let’s
worse
about
43
M01 High Note TB3 09593.indd 43
29/08/2019 14:09
TamBam 11.24 a.m.
Another interesting post, Belinda, but I don’t agree
with everything. It’s true my parents aren’t nearly
as good at multi-tasking as I am but there’s no
way that their memory’s better than mine. They’re
always forgetting stuff.
Marcia 11.28 a.m.
I’m in two minds about this. I realise that too much
screen time is bad for me but at the same time
I know that these days you’ve got to be switched-on
all the time or you don’t know what’s going on.
‘Stop staring at that screen! It’s bad for
you! Switch it off!’ Parents have been
telling teenagers things like that for years.
But is tech really bad for your brain?
Maybe so. After all, it’s true that technology causes
sleep disorders
sleep disorders. The blue light from screens stops you
from sleeping and a lack of sleep
lack of sleep means you feel stressed
and depressed
depressed and find it harder to concentrate.
Technology may also cause memory loss
memory loss. I read recently
that millennials* are more forgetful
forgetful than the over-55s.
Apparently, too much information and constant
interruptions prevent our short-term working memories
from becoming permanent long-term memories. Now,
what was I saying? What’s more, the Internet has
become our brain’s external hard drive: Why memorise
anything when you can find it online? Why remember
directions when you have GPS?
However, don’t throw away your phone and tablet yet.
Technology’s not all bad. It offers a world of information
at the touch of a screen. In addition, it provides stimulation
and variety and that’s good for your brain. Millennials may
have more distractions, but we’re also way better at
multitasking
multitasking.
To sum up, technology is like salt. It’s good in moderation.
You can’t live without it but too much can harm you.
BELINDA’S BLOG
Switch it off!
It’s bad for your brain!
1 Look at the photo and answer the questions below.
1 What do you think the blog is about?
2 Have you ever ...
•
forgotten what you were doing because you got
a message on social media?
•
fallen asleep in front of a computer, tablet or phone
screen?
•
spent a weekend without your mobile phone or
access to the Internet?
If so, say when, why and how you got on.
2 Read Belinda’s blog post. What’s her opinion on
everyday technology?
2G WRITING AND VOCABULARY | A blog post
3 In pairs, use the highlighted words and phrases in the
text to complete the sentences. Then tick the sentences
that are true for you and compare with your partner
1 □ I’m not nearly as forgetful
rgetful as my grandmother
– I think she’s starting to suffer from
loss.
2 □Idon’tsufferfroma
of sleep or any other
sleep
– I get eight hours a night.
3 □Ilikecoffee–ithelpsmeto
.
4 □I’mgoodat
. I can do several things at the
same time and I find it easy to deal with
.
5 □Ioftenfeel
before exams but I don’t
become
when I get a bad mark.
What do you think? Click here to
send your comments. (Be polite!)
26
* millennial – a young person who became an adult in this
century
REFERENCES
CULTURE NOTES page 206
EXTRA ACTIVITIES IN CLASS
• Lead in to Exercise 1 by asking students
to discuss the following questions: How
many hours a day do you spend on your
computer? What about online? What do
you use your computer for? What do you
usually do when you go online? If there
is time, get students to discuss the
questions in pairs or small groups first,
then elicit answers around the class.
• Do this activity after Exercise 9, to help
students with ideas for the writing
task in Exercise 10. Once students
have discussed their ideas in groups in
Exercise 9, invite representatives from
different groups to share their ideas
with the class. List students’ ideas on
the board and get them to copy the
list into their notebooks. This will give
them a larger pool of ideas to choose
from when they do the writing task.
FURTHER PRACTICE
Workbook page 24/Online Practice
It’s good in moderation.
Exercise 3
1 memory
2 lack, disorders
3 concentrate
4 multi-tasking,
distractions
5 stressed, depressed
44
M01 High Note TB3 09593.indd 44
29/08/2019 14:09
□ I can write a blog post.
WRITING | A blog post
Introduction
Mention the key point you want to make in your
post. Start with one of these:
• an interesting fact, e.g . There are almost 4 billion
Internet users in the world.
• an inspiring quotation, e.g. ‘I do not fear
computers. I fear the lack of them.’ (Isaac Asimov)
• a thought-provoking question, e.g . Is tech really
bad for your brain?
Main body (2–3 paragraphs)
Give one or more arguments supporting your key
point:
It’s true that ...
It seems to me that ...
(This) means ...
X causes Y.
Studies suggest that ...
According to ...
Most people believe that ...
Obviously, ...
What’s more, ...
but...also...
This is mainly due to ...
To write a balanced post, mention arguments that
don’t support your key point:
However, ...
On the other hand, ...
Although ...
Despite ...
Conclusion
Sum up your post and finish with something
thought-provoking or amusing:
To sum up, .../In the end, .../So ...
4 Read the comments to Belinda’s blog. Write your own
comment to the blog in no more than 50 words. Compare
your comments in groups.
5 Read the tips on how to write a good blog post and decide
how well Belinda has followed them.
6 Look at this table showing the draft and final versions of
fragments of the blog post. Match tips 1-5 from Exercise 5 to
these fragments (A-D).
Draft
Final version
A
Parents have said teenagers
things like that since years.
Parents have been telling
teenagers things like that
for years.
B
Technology and health
Switch it off! It’s bad for
your brain!
C
The effect of computers on
your body.
The effect of technology
on your mind.
D
In conclusion, technology is
very similar to salt because
although it is good in
moderation and obviously,
nobody can live without
it, there is no doubt that
excessive salt damages your
health, may result in death
and can kill you.
To sum up, technology
is like salt. It’s good in
moderation. You can’t live
without it but too much
can harm you.
7 Study the Writing box and find synonyms for these words
and phrases.
1 But ... However, ...
2 Clearly, ...
3 Even though ...
4 In addition, ...
5 In conclusion, ...
6 In my opinion, ...
7 Inspiteof...
8 Research has shown that ...
9 This is largely because of ...
10 YisaresultofX.
8 SPEAKING To raise money for charity your school
wants students to give up one technological
device for a week. In groups, choose one thing to
give up. Use the Speaking box in Lesson 2F to help
you.
A What do you think of giving up our phones for
a week?
B Personally, I think that’s a terrible idea. How
about games consoles? A games console isn’t
nearly as essential as a phone.
9 REFLECT | Society Discuss in groups. How has
computer technology made our lives better?
Think of things like education, communication,
health, sports and leisure, transport, etc.
10 WRITING TASK Write a blog post about how
mobile phones, computers and the Internet have
helped people and made their lives easier. Use
the information in the Writing box, the tips from
Exercise 5 and your ideas from Exercise 9 to help
you.
How to write a good blog post
1 Choose a topic that you know well and care about
Choose a topic that you know well and care about
and that you think will interest and inform your
readers.
2 Choose a title that attracts people’s attention,
Choose a title that attracts people’s attention,
e.g. something beginning with ‘How to...’ or
an intriguing question.
3 Use a chatty, informal style with short, clear
Use a chatty, informal style with short, clear
sentences and paragraphs and avoid repetition.
4 hec yourtetformista es henyourefinishe .
hec your te t for mista es hen you re finishe .
5 Use images to make your text attractive and easier
to understand.
□
□
□
□
□1□
27
02
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 28–29.
very well
4
2
3
Exercise 7
2 Obviously, ...
3 Although ...
4 What’s more, ...
5Tosumup, ...
6Itseemstome...
7 Despite ...
8 Studies suggest
that ...
9 This is mainly
dueto...
10 X causes Y.
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REMEMBER MORE
1 Choose the correct words. Then
check with the word list.
1 Which adjective describes
a model, robot, etc. that looks
exactly like a real person or
thing? lifelike / life-changing
2 What force makes objects
fall to the ground? gravity /
radiation
3 What do you do when you plan
things that are difficult but very
impressive? think twice / think
big
2 Make nouns from these verbs.
Then check with the word list.
1 require –
2 propose –
3 exist –
4 possess –
5 interact –
3 Complete the phrases with ø (no
article), a/an or the. Then check
with the word list.
1 tell
difference between
somebody and something
2 lack of
sleep
3 access to
Internet
4 think outside
box
4 Complete the statements with
words from the word list. Then
decide which of the statements
are false.
1 □ The Great Wall of China is
the only m
-
structure visible from space.
2 □Thefirstv
to the
Moon took 75 hours and 50
minutes.
3 □ The Sun is the ultimate
source of energy for all
living o
.
4 □Radiow
travel at the
speed of sound.
5 □ People with m
l
can forget days, weeks or
even years of their life.
5 Do the task below.
Write your own science quiz
similar to the one in Exercise
4 above. Find some interesting
facts and write 4–5 true/false
sentences or multiple-choice
questions. You may challenge
your classmates or publish your
quiz online.
2A GRAMMAR AND VOCABULARY
5.8
astronomy (n) /əˈstrɒnəmi/
beyond (prep) /bɪˈjɒnd/
billion (num) /ˈbɪljən/
carry out experiments /ˌkæri ˌaʊt
ɪkˈsperəmənts/
constellation (n) /ˌkɒnstəˈleɪʃən/
continuously (adv) /kənˈtɪnjuəsli/
cross sb’s mind /ˌkrɒs ˌsʌmbɒdiz ˈmaɪnd/
current (adj) /ˈkʌrənt/
Earth science (n) /ˈɜːθ ˌsaɪəns/
estimate (v) /ˈestɪmeɪt/
ever since /ˈevə ˌsɪns/
first draft (n) /ˌfɜːst ˈdrɑːft/
follow sth closely /ˌfɒləʊ ˌsʌmθɪŋ ˈkləʊsli/
formula (n) /ˈfɔːmjələ/
galaxy (n) /ˈɡæləksi/
get on (phr v) /ˌɡet ˈɒn/
glue (n) /ɡluː/
hurt (v) /hɜːt/
International Space Station (n) /ˌɪntəˌnæʃənəl
ˈspeɪs ˌsteɪʃən/
interstellar space (n) /ˌɪntəˌstelə ˈspeɪs/
launch (v) /lɔːntʃ/
man-made (adj) /ˌmæn ˈmeɪd/
memorise (v) /ˈmeməraɪz/
mission (n) /ˈmɪʃən/
moon (n) /muːn/
object (n) /ˈɒbdʒɪkt/
outer planet (n) /ˌaʊtə ˈplænət/
radio waves (n) /ˈreɪdiəʊ weɪvz/
reach (v) /riːtʃ/
revise (v) /rɪˈvaɪz/
rocket (n) /ˈrɒkət/
satellite (n) /ˈsætəlaɪt/
scientific data (n) /ˌsaɪənˌtɪfɪk ˈdeɪtə/
so far /ˌsəʊ ˈ fɑː/
Sounds good! /ˌsaʊndz ˈɡʊd/
space exploration (n) /ˈspeɪs ekspləˌreɪʃən/
space probe (n) /ˈspeɪs prəʊb/
spaceship (n) /ˈspeɪsˌʃɪp/
the solar system (n) /ðə ˈsəʊlə ˌsɪstəm/
visuals (n) /ˈvɪʒuəlz/
voyage (n, v) /ˈvɔɪdʒ/
valuable (adj) /ˈvæljuəbəl/
2B READING AND VOCABULARY
5.9
achieve (v) /əˈtʃiːv/
achievement (n) /əˈtʃiːvmənt/
algorithm (n) /ˈælɡərɪðəm/
alter (v) /ˈɔːltə/
Artificial Intelligence (AI) (n) /ˌɑːtəˌfɪʃəl
ɪnˈtelədʒəns (ˌeɪ ˈaɪ)/
artificially intelligent /ˌɑːtɪˌfɪʃəli ɪnˈtelədʒənt/
attempt to do sth /əˌtempt tə ˈduː ˌsʌmθɪŋ/
basic (adj) /ˈbeɪsɪk/
be in control /ˌbi ɪn kənˈtrəʊl/
become a reality /bɪˌkʌm ə riˈæləti/
being (n) /ˈbiːɪŋ/
cause harm /ˌkɔːz ˈhɑːm/
control (n, v) /kənˈtrəʊl/
create problems /kriˌeɪt ˈprɒbləmz/
creation (n) /kriˈeɪʃən/
despite (prep) /dɪˈspaɪt/
develop (v) /dɪˈveləp/
disagree (v) /ˌdɪsəˈɡriː/
disagreement (n) /ˌdɪsəˈɡriːmənt/
electricity (n) /ɪˌlekˈtrɪsəti/
electronic device (n) /ˌelɪkˌtrɒnɪk dɪˈvaɪs/
evil (adj) /ˈiːvəl/
exist (v) /ɪɡˈzɪst/
existence (n) /ɪɡˈzɪstəns/
experience (v) /ɪkˈspɪəriəns/
facial identification system (n) /ˌfeɪʃəl
aɪˌdentəfəˈkeɪʃən ˌsɪstəm/
focus on sth (v) /ˈfəʊkəs ɒn ˌsʌmθɪŋ/
GPS (n) /ˌdʒiː piː ˈes/
human (n, adj) /ˈhjuːmən/
identify (v) /aɪˈdentəfaɪ/
interact with sth (v) /ˌɪntərˈækt wɪð ˌsʌmθɪŋ/
interaction (n) /ˌɪntərˈækʃən/
issue (n) /ˈɪʃuː/
killer (n) /ˈkɪlə/
legal rights (n) /ˌliːɡəl ˈraɪts/
lifelike (adj) /ˈlaɪf laɪk/
make sure /ˌmeɪk ˈʃɔː/
mental effort (n) /ˌmentl ˈefət/
narrow/general AI /ˌnærəʊ/ˌdʒenərəl ˌeɪ ˈaɪ/
possess (v) /pəˈzes/
possession (n) /pəˈzeʃən/
procedure (n) /prəˈsiːdʒə/
proceed (v) /prəˈsiːd/
Word List
28
EXTRA ACTIVITIES IN CLASS
• Write the following verbs on the board:
create, achieve, identify, recognise,
disagree. Ask students to form nouns
from the verbs, then check their
answers in the word list for Lesson 2B.
• Ask students to choose 3–4 words or
phrases from the word list and write
each word/phrase on a piece of paper.
Collect all the pieces of paper, put
them in a bag and get each student
to take out 3–4 pieces of paper. They
must write one sentence with each
of the words/phrases they picked. To
make the activity more challenging,
you could ask them to use the words/
phrases in such a way that they form
a cohesive piece of writing.
• Students choose 6–8 words from
the word list (or one word from each
lesson) to describe to a partner. In
pairs, they take turns to describe
the words for their partner to guess.
In weaker classes, instead of a
description/definition, students can
say their chosen words in their own
language, for their partner to give
the English words.
requirement
proposal
existence
possession
interaction
the
ø
the
the
an
made
oyage
rganisms
aves
emory oss
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programme (v) /ˈprəʊɡræm/
progress (n) /ˈprəʊɡres/
proposal (n) /prəˈpəʊzəl/
propose (v) /prəˈpəʊz/
rapid (adj) /ˈræpəd/
recent developments in sth /ˌriːsənt
diˈveləpmənts ɪn ˌsʌmθɪŋ/
recognise (v) /ˈrekəɡnaɪz/
require (v) /rɪˈkwaɪə/
requirement (n) /rɪˈkwaɪəmənt/
research on/into sth (n) /rɪˈsɜːtʃ ɒn/ˌɪntə ˌsʌmθɪŋ/
researcher (n) /riˈsɜːtʃə/
rise (n) /raɪz/
sensational story /senˌseɪʃənəl ˈstɔːri/
siblings (n) /ˈsɪblɪŋz/
slave (n) /sleɪv/
speed up (phr v) /ˌspiːd ˈʌp/
strength (n) /streŋθ/
superintelligent (adj) /ˌsuːpərɪnˈtelədʒənt/
technology (n) /tekˈnɒlədʒi/
take over (phr v) /ˌteɪk ˈəʊvə/
tell the difference (between) /ˌtel ðə ˈdɪfərəns
(bɪˌtwiːn)/
the tabloid press (n) /ðə ˌtæblɔɪd ˈpres/
ultimately (adv) /ˈʌltəmətli/
unlike (prep) /ʌnˈlaɪk/
voice recognition system (n) /ˈvɔɪs rekəɡˌnɪʃən
ˌs ɪstəm/
2C VOCABULARY 5.10
ambitious (adj) /æmˈbɪʃəs/
blow sb’s mind /ˌbləʊ ˌsʌmbɒdiz ˈmaɪnd/
bounce (v) /baʊns/
broaden sb’s mind /ˌbrɔːdn ˌsʌmbɒdiz ˈmaɪnd/
can’t hear yourself think /ˌkɑːnt hɪə jɔːˌself ˈθɪŋk/
cell (n) /sel/
change your mind /ˌtʃeɪndʒ jə ˈmaɪnd/
coral reef (n) /ˈkɒrəl riːf/
damage your health /ˌdæmɪdʒ jə ˈhelθ/
deep (adj) /diːp/
dive (v) /daɪv/
dull (adj) /dʌl/
entry (n) /ˈentri/
exposed to sth (adj) /ɪkˈspəʊzd tə ˌsʌmθɪŋ/
float (v) /fləʊt/
fungus (n) /ˈfʌŋɡəs/
gravity (n) /ˈɡrævəti/
impress (v) /ɪmˈpres/
increase your knowledge /ɪnˌkriːs jə ˈnɒlɪdʒ/
industrial farming (n) /ɪnˌdʌstriəl ˈfɑːmɪŋ/
invent (v) /ɪnˈvent/
life-changing (adj) /ˈlaɪf ˌtʃeɪndʒɪŋ/
living organism (n) /ˌlɪvɪŋ ˈɔːɡənɪzəm/
make up your mind /ˌmeɪk ˌʌp jə ˈmaɪnd/
noise pollution (n) /ˈnɔɪz pəˌluːʃən/
not think much of sth /ˌnɒt θɪŋk ˈmʌtʃ əv
ˌsʌmθɪŋ/
pressure (n) /ˈpreʃə/
provide information /prəˌvaɪd ˌɪnfəˈmeɪʃən/
radiation (n) /ˌreɪdiˈeɪʃən/
reconsider (v) /ˌriːkənˈsɪdə/
research (n) /rɪˈsɜːtʃ/
robotics (n) /rəʊˈbɒtɪks/
sb’s mind has gone blank /ˌsʌmbɒdiz ˌmaɪnd əz
ɡɒn ˈblæŋk/
stay out of sth (phr v) /ˌsteɪ ˈaʊt əv ˌsʌmθɪŋ/
think again /ˌθɪŋk əˈɡen/
think ahead /ˌθɪŋk əˈhed/
think big /ˌθɪŋk ˈbɪɡ/
think outside the box /ˌθɪŋk aʊtˌsaɪd ðə ˈbɒks/
think seriously /ˌθɪŋk ˈsɪəriəsli/
think twice /ˌθɪŋk ˈtwaɪs/
treat (v) /triːt/
2D GRAMMAR 5.11
age (v) /eɪdʒ/
brain damage (n) /ˈbreɪn ˌdæmɪdʒ/
do crosswords /ˌduː ˈkrɒswɜːdz/
imagination (n) /ɪˌmædʒəˈneɪʃən/
improve your performance /ɪmˌpruːv jə
pəˈfɔːməns/
maintain (v) /meɪnˈteɪn/
pleasurable (adj) /ˈpleʒərəbəl/
shrink (v) /ʃrɪŋk/
sleepwalk (v) /ˈsliːpwɔːk/
solve puzzles /ˌsɒlv ˈpʌzəlz/
strategic game (n) /strəˌtiːdʒɪk ˈɡeɪm/
2E LISTENING AND VOCABULARY
5.12
aerial filming/photography (n) /ˌeəriəl ˈfɪlmɪŋ/
fəˈtɒɡrəfi/
commercial delivery (n) /kəˌmɜːʃəl dɪˈlɪvəri/
earthquake (n) /ˈɜːθkweɪk/
first-person view (n) /ˌfɜːst ˌpɜːsən ˈvjuː/
fly a drone /ˌflaɪ ə ˈdrəʊn/
harmless (adj) /ˈhɑːmləs/
law enforcement (n) /ˈlɔː ɪnˌfɔːsmənt/
map making (n) /ˈmæp ˌmeɪkɪŋ/
predict (v) /prɪˈdɪkt/
privacy (n) /ˈprɪvəsi/
racing competition (n) /ˈreɪsɪŋ ˌkɒmpəˌtɪʃən/
search and rescue (n) /ˌsɜːtʃ ənd ˈreskjuː/
weather forecasting (n) /ˈweðə ˌfɔːkɑːstɪŋ/
2F SPEAKING 5.13
by far /ˌbaɪ ˈfɑː/
light/heavy rain /ˌlaɪt/ˌhevi ˈreɪn/
science talk (n) /ˈsaɪəns tɔːk/
stay in (phr v) /ˌsteɪ ˈɪn/
2G WRITING AND VOCABULARY
5.14
access to the Internet /ˌækses tə ði ˈɪntənet/
be in two minds about sth /ˌbi ɪn ˌtuː ˈmaɪndz
əˌbaʊt ˌsʌmθɪŋ/
concentrate (v) /ˈkɒnsəntreɪt/
directions (n) /dəˈrekʃənz/
distraction (n) /dɪˈstrækʃən/
essential (adj) /ɪˈsenʃəl/
fall asleep /ˌfɔːl əˈsliːp/
feel stressed/depressed /ˌfiːl ˈstrest/dɪˈprest/
forgetful (adj) /fəˈɡetfəl/
harm (v) /hɑːm/
in moderation /ɪn ˌmɒdəˈreɪʃən/
interruption (n) /ˌɪntəˈrʌpʃən/
lack of sleep /ˌlæk əv ˈsliːp/
leisure (n) /ˈleʒə/
memory loss (n) /ˈmeməri lɒs/
millennials (n) /mɪˈleniəlz/
multitasking (n) /ˈmʌltiˌtɑːskɪŋ/
prevent sb from doing sth /prɪˌvent ˌsʌmbɒdi
frəm ˈduːɪŋ ˌsʌmθɪŋ/
result in sth (phr v) /rɪˈzʌlt ɪn ˌsʌmθɪŋ/
screen time (n) /ˈskriːn taɪm/
short-/long-term memory (n) /ˌʃɔːt/ˌlɒŋ ˌtɜːm
ˈmeməri/
sleep disorder (n) /ˈsliːp dɪsˌɔːdə/
stare at sth (v) /ˈsteər ət ˌsʌmθɪŋ/
stimulation (n) /ˌstɪmjəˈleɪʃən/
suffer from sth (v) /ˈsʌfə frəm ˌsʌmθɪŋ/
switched-on (adj) /ˌswɪtʃt ˈɒn/
tech (n) /tek/
variety (n) /vəˈraɪəti/
29
02
FURTHER PRACTICE
Workbook page 25/Online Practice
NEXT CLASS
Ask students to revise Unit 2.
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VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the sentences.
1 The Sun is one of many stars in our creation / galaxy /
voyage.
2 Many rockets and spaceships have been required /
launched / concentrated from Cape Canaveral in
Florida.
3 Governments have spent a lot of money on scientific
research / cells / organism.
4 Drones can be used for map forecasting / multi-tasking /
making.
5 People can float in space because there isn’t any
pressure / gravity / radiation.
6 Earth is the fifth biggest planet in our solar universe /
system / spaceship.
7 Drones are used to make commercial search and rescue /
deliveries / distractions.
8 My dad loves his high-pressure job, but he sometimes
feels artificial / impressed / stressed.
9 A lack of sleep can cause memory / enforcement /
disorder loss.
2 Complete the sentences with the correct forms of the
words from the box. There are two extra words.
achieve create disagree exist identify interact
possess proceed recognise
1 Her kitchen robot is her favourite possession
possession .
2 Some people believe in the
of life in outer
space.
3 The first landing on the moon in 1969 was an
incredible
.
4 There have been many
about how robots can
help human beings.
5 The award he won gave his project the public
it deserved.
6 We need to have safety
in place to ensure
artificial intelligence is used well.
7 You have to show photo
to get into the
research building.
3 Complete the sentences with the missing words.
1 I didn’t think much of the food in the new restaurant.
I thought it would be better.
2 He was never interested in Physics, but he has
changed his m
and now he wants to study it at
university!
3 Travelling improves your understanding of the world.
It really b
your mind.
4 I think the course could be very useful. You should
think s
about taking it.
5 She always has interesting ideas. She’s very good at
thinking outside the b
.
6 It’s extremely noisy here. I can’t hear myself t
!
7 I never forget a face but when it comes to names
sometimes my mind goes b
.
8 That film was absolutely brilliant. It really b
my
mind!
30
02 Revision
4 Complete the sentences. Use the Present Perfect
Simple or the Present Perfect Continuous. Use the
Present Perfect Continuous wherever you can.
A I 1have just finished
have just finished (just/finish) work. I
2
(work) in the lab all weekend.
B How’s the project?
A I think the experiments 3
(go) very well but it’s
only the beginning.
B4
(you/make) much progress?
A No,we5
(not make) much progress yet but it’s
early days.
B6
(you/see) the latest ‘Science Today’
magazine?
A Yes, I have. My colleagues 7
(talk) about it all day.
(talk) about it all day.
BI8
(only/read) one article so far because
I9
(not have) time but I want to read the others.
A The research is fascinating. They 10
(ask)
Professor Munroe to make a TV documentary!
B11
(she/agree)?
A Yes, she has. In fact a journalist 12
(interview)
her all afternoon!
A13
(you/have) dinner yet? I 14
(think)
about food since four o’clock!
B No, not yet. Let’s go out!
5 Complete the sentences with the -ing form or the
infinitive form of the verbs in brackets.
1 He keeps making
making (make) the same mistakes!
2 She got up late but she managed
(catch) the
train.
3 My parents didn’t let me
(go) to bed late when
I was a child.
4 You should
(concentrate) more in your science
lessons.
5 We started
(take) an interest in astronomy
after the trip to the planetarium.
6 I remember
(see) a drone for the first time a
couple of years ago.
7 I must remember
(phone) my grandma this
evening.
8 Can you imagine
(walk) on the moon?
9 We hope
(study) artificial intelligence at
university.
10 Now I regret
(buy) you a new mobile phone!
REFERENCES
AUDIO SCRIPT page 213
CULTURE NOTES page 206
FURTHER PRACTICE
• Use of English, Student’s Book
page 191
• Class debates pages 264–265
• Self-assessment 2 and Self-check 2,
Workbook pages 26–27/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 2 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 2 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 2 Writing Test
• Units 1–2 Cumulative Review Test
• Units 1–2 Exam Speaking
Exercise 2
2 existence
3 achievement
4 disagreements
5 recognition
6 procedures
7 identification
Exercise 3
2 mind
3 broadens
4 seriously
5 box
6 think
7 blank
8 blew
Exercise 4
2 have been working
3 have been going
4 Have you made
5 haven’t made
6 Have you seen
7 have been talking
8 have only read
9 haven’t had
10 have asked
11 Has she agreed
12 has been
interviewing
13 Have you had
14 have been thinking
Exercise 5
2 to catch
3go
4 concentrate
5 to take/taking
6 seeing
7 to phone
8 walking
9 to study
10 buying
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31
2 You hear a man talking about a gadget.
What is he doing?
aHe’s persuading a friend to buy it.
bHe’s explaining how to use it.
cHe’s helping a friend with a problem.
3 You hear a woman on TV. What is she doing?
aShe’s giving information about a recent event.
bShe’s discussing technological innovations in
education.
cShe’s giving information about the people who are
attending the event.
4 You hear a couple talking about kitchen robots.
The woman agrees with her partner that
ait’s a great idea to buy a kitchen robot.
bfood cooked by a robot isn’t as good as home cooking.
ca robot could be useful when they’re very busy.
SPEAKING
9 Work in groups of three. A friend is having his/her
birthday soon. Look at the ideas below and talk about
which objects would be the best present for him/her.
STRATEGY | Collaborative task
When you do this task, use the language for making
suggestions (e.g. How about ...? What do you think of ...?)
and for reaching a decision (Let’s go for it!).
USE OF ENGLISH
6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I haven’t seen a commercial drone before. FIRST
This is the first time I’ve seen a commercial drone.
2 I really can’t decide which course to study. MIND
I can’t
about which course to study.
3 The film is a little better than the book. QUITE
The book
as the film.
4 I have never seen a documentary as interesting as this
one. EVER
This is the most interesting documentary
.
5 When did you become interested in artificial
intelligence? LONG
interested in artificial intelligence?
6 It’s two years since she last went to the cinema! BEEN
to the cinema for two years!
7 It was silly of him to say he would finish the essay
today. REGRETS
he would finish the essay today.
8 Why don’t we have a picnic tomorrow? HOW
a picnic tomorrow?
Use of English > page 191
LISTENING
7 1.20 You are going to listen to a teacher speaking
about a school trip. Complete the notes below with
one to three words in each gap.
STRATEGY | Note completion
Be careful about distractions in the recording. Sometimes
when you think you need to listen for a number (e.g .
a price or time), there could be another price or time
mentioned in the recording. Make sure you complete the
sentence with the correct answer.
Trip to the Digital Age Exhibition
• Coach leaves at 17.30 .
• Group members pay 2
each for tickets.
• Lunch recommended in the 3
.
• Remember to complete a 4
during the visit.
•
5
is not allowed in the exhibition centre.
• Great activities! Meet robots, watch videos, 6
!
8 1.21 You are going to hear four recordings. Read
questions 1–4 and the possible answers. Then listen
and choose the correct answer for each recording.
1 You hear a radio advertisement. Who might be
interested in buying the gadget?
asomeone who has a limited budget
bsomeone who wants a small phone
csomeone who needs a videophone
Write an article and win a book about
space travel!
• Why do people want to travel into space?
• What are the pros and cons of going on
a space trip?
• Would you like to travel in space?
1
3
2
WRITING
10 You see this ad in a magazine about space.
Write your article for the competition.
Exercise 6
2 make up my mind
3 is not quite as good
4 I have ever seen
5 How long have you
been
6 She hasn’t been
7 He regrets saying
8 How about (having)
Exercise 7
2 seven pounds fifty/
£7.50
3 café
4 worksheet
5 Taking photos
6 fly a drone
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4 1.22
1.22 Study the Speaking box. Listen to the
presentation again and tick the expressions
you hear.
How to give a presentation
LIFE SKILLS
32
SPEAKING | Structuring your presentation
Starting a presentation
The purpose of my talk today is ...
The subject of my presentation is ...
First/Firstly, I’ll talk about ... And then I’ll
explain/discuss/point out/say ...
Presenting main points
I’ve divided my talk into three parts.
Firstly, ... Secondly, ... And finally, ...
Let’s start with ...
Let’s move on to my second point.
My next/second/third point is that ...
Lastly, I must say that ...
Adding information
In addition to this ... And another thing is ...
Let me give you an example.
For example, ...
Referring to visuals
Have a look at the first slide .../Now let’s look at
slide two.
If you look at the handout ...
Ending your talk
To conclude/sum up, I’d like to say that ...
Thanks for listening.
Now, have you got any questions?
Structuring your presentation
Structuring your presentation
1 How often do you give presentations? Do you find it easy to
How often do you give presentations? Do you find it easy to
How often do you give presentations? Do you find it easy to
give presentations? Say why.
give presentations? Say why.
2 Work in pairs. In which part of the presentation a–c (a = the
Work in pairs. In which part of the presentation a–c (a = the
Work in pairs. In which part of the presentation a–c (a = the
beginning, b = the main part, c = the end) would you include
beginning, b = the main part, c = the end) would you include
beginning, b = the main part, c = the end) would you include
points 1–7? Say why.
1 □ Summarise your points and give your opinion.
e your points and give your opinion.
2 □ Outline the points yo
Outline the points yo
Outline the points yo
Outline the points youuuu’re going to
re going to
re going to
re going to cover in the presentation.
cover in the presentation.
cover in the presentation.
cover in the presentation.
33□
□ Make your points clear.
Make your points clear.
4 □ Indicate when you move on to another point.
5 □ Give examples to illustrate your points.
6 □ Introduce yourself and welcome the audience.
7 □ Ask your audience if they have any questions.
3 1.22
1.22 Study the presentation plan. Listen to a student and
note down what she says about the main points 1–3 in her
presentation.
□c□
Introduction:
Introduce yourself and welcome the audience.
Point 1
Dress code and freedom of choice.
Summary and conclusion
No dress code at school means that you have freedom
of choice. You learn to dress appropriately and respect
others.
Purpose of the presentation:
Outline the reasons for not having a dress code.
Point 2
What can we learn from not having a dress code?
Point 3
Respecting others.
BEGINNING
MAIN PART
END
REFERENCES
AUDIO SCRIPT page 213
VIDEO SCRIPT page 233
EXTRA ACTIVITY IN CLASS
Invite students to tell the class about
a presentation they found boring. Why
was it boring? What exactly didn’t they
like about it? What would they change in
it to make it more interesting? If there is
time, let them discuss in pairs/groups first,
then share ideas with the class.
NEXT CLASS
Students think about their classmates’
feedback from Exercise 9 and prepare a
new presentation. They record it and play
it for the class in the next lesson or, if time
allows, give their new presentations in
front of the class. Have a brief feedback
session: was their classmates’ feedback
helpful? Did it help them improve? How?
a
b
b
b
a
c
Exercise 2
1 You leave your
audience with a clear
memory of your
presentation and your
main points.
2 Your audience can
see how the talk will
develop and what
to expect in your
presentation.
3 This will ensure your
audience understands
your point of view.
4 You will clearly show
the order of your
points and help your
audience follow your
presentation more
easily.
5 This makes your
points real and
therefore easier to
remember and clearer
to your audience.
6 This opens the
presentation and
catches the attention of
your audience.
7 This means your
audience has an
opportunity to
contribute and engage
with the topic.
Exercise 3
Possible answers:
1 By choosing the
clothes we like, we
can express our
individuality; clothes
say a lot about your
personality.
2 We learn to dress
appropriately: what
to wear and not to
wear in various social
situations.
3 We learn not to judge
people by the clothes
they wear.
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
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01–02
33
Using body language
5 In pairs, discuss the questions about using body
language when giving a presentation.
1 Where should a speaker stand?
2 Where should they look?
3 What should they do with their hands?
4 Should they move or stay still?
5 What can you do when you feel nervous?
6 777 1.23 Watch or listen to a class on using body
language in presentations. Complete the advice below
with the words from the box.
backwards centre forward point smile stare
L
I
F
E
S
K
I
L
L
S
V
I
D
E
O
8 Work in pairs. Choose one of the presentation topics
below. Make notes to prepare a presentation plan.
Remember to organise your plan in clear sections.
1 Some people say that beauty is more than just your
physical appearance. How do you define beauty?
2 Do you think people could live on another planet?
Say why.
3 Edith Head, an American costume designer, said: ‘You
can have anything you want in life if you dress for it.’
Do you agree?
9 Do the task below.
LIFE SKILLS | Project
Use your plan from Exercise 8 to give a five-minute
presentation.
• Prepare a presentation based on your plan.
• Practise your presentation and observe your body
language. Use the tips from the lesson.
• Give your talk to the class and listen to other students’
presentations.
• Use the checklist on page 196 to assess each other’s
presentation. Think about the way the presentations
were structured and delivered.
LIFE SKILLS | Using body language in presentations
• Posture
Stand facing the audience.
Stand in the 1 centre of the room.
• Gestures
Use small open gestures to involve your audience.
Don’t 2
your finger directly at the audience.
• Movement
Move from time to time to keep the people’s attention.
Move 3
when making a new point.
Move 4
when making a comment or giving an
example.
• Facial expressions
Make eye contact with your audience. Don’t 5
at
one person. 6
to show enthusiasm.
7 777 1.23 Watch or listen again. Match the photos
A–D with the descriptions below.
1 □ Chopping gesture
2 □ Open palm gesture
3 □ Open body position
4 □ Smiling and showing enthusiasm
A
C
B
D
A
B
D
C
Exercise 6
2 point
3 forward
4 backwards
5 stare
6 Smile
51
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3A
3A
3A GRAMMAR AND VOCABULARY
1 In pairs, answer the questions.
1 How many extreme sports can you list in one minute?
2 Which have you tried?
3 Which would/wouldn’t you like to try?
2 Look at the photos of Aaron ‘Wheelz’ Fotheringham.
Write three questions you would like to ask Aaron
about his life as a professional athlete. Then read the
text. Does it answer your questions?
Aaron Fotheringham was born with a disease which made walking
impossible. However, by the time he was four, he had learned to get
around on crutches. A few years later, he left the crutches behind and
began using a wheelchair. He and his brother Brian soon became
a regular sight on the streets of their neighbourhood in Las Vegas,
Aaron in his wheelchair and Brian on his BMX.
One life-changing day, the boys had just arrived at the local skate
park when Brian had an idea. Perhaps his younger brother could try
one of the ramps in his chair. Aaron accepted the challenge. On his
first attempt he fell, but he was determined to succeed, so he tried
again. At the end of the day, he realised he had found a sport that he
loved. He called it wheelchair motocross (WCMX).
Aaron started out as an amateur athlete, entering
entering BMX competitions
competitions
and posting his videos online. At the time he was working on a new
trick. His dedication paid off when he eventually managed to do a
backflip. No one had ever done that in a wheelchair before! A few years
later, ‘Wheelz’ as he was now known, set another record: the first ever
double backflip.In 2010, Aaron tu rned professional
professional and joined the
action sports show Nitro Circus Live. While he was performing in Brazil
in 2012, he successfully jumped a fifteen-metre gap. The crowd went
wild. Four years later, on the evening of
7 September, the Brazilians were
cheering him on again. This time
Aaron was there to open the Rio
Paralympics.
Though he has suffered a few
injuries
injuries, Aaron takes safety very
seriously. Through his passion,
he wants to change the way
the world thinks about people
in wheelchairs, and to inspire
everyone, disabled or not, to
overcome their own challenges.
34
Active and healthy
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
VOCABULARY Sports and fitness, injuries, accidents and emergencies, diet and nutrition
VOCABULARY
GRAMMAR Past Simple, Past Continuous and Past Perfect; used to and would
Use of English > page 192
SPEAKING Being polite
WRITING
A short story
VIDEO
Grammar
Communication
Documentary
03
Fotheringham
‘Wheelz’
‘Wheelz’
‘Wheelz’
‘Wheelz’
‘Wheelz’Fotheringham
‘Wheelz’Fotheringham
REFERENCES
VIDEO SCRIPT page 234
CULTURE NOTES page 206
EXTRA ACTIVITIES IN CLASS
• After Exercise 2, ask students if they
find Aaron’s story inspiring. If yes, how?
What can they learn from it? Do they
know of any other people who have
overcome similar challenges?
• After Exercise 8, students write
a paragraph about a similar experience
they or someone they know had. As
with the speaking task in Exercise 8,
they can use the prompts on page 197
to help them.
52
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Past Simple, Past Continuous and Past Perfect
We use the Past Simple:
a to describe finished actions and tell the main events
of a story in order.
Time expressions: yesterday, last night/week/year/
Wednesday, when I was young, two months ago,
in 2017, one day/evening
in 2017, one day/evening
We use the Past Continuous:
b for longer actions interrupted by shorter ones.
For shorter actions we use the Past Simple.
c for temporary situations/habits.
d to describe things which were in progress at
a precise time in the past.
Time expressions: as, when, while, at noon, this time
last week, all last night
We use the Past Perfect:
e to talk about an action in the past that was completed
before another action or a time in the past. We often
contrast an action in the Past Simple with an earlier one
contrast an action in the Past Simple with an earlier one
in the Past Perfect.
in the Past Perfect.
Time expressions: after, already, as soon as, before, by,
by the time, just, once, until
Grammar Reference and Practice > page 176
Grammar Reference and Practice > page 176
6 Complete the text with the most suitable tense of
the verbs in brackets. Use the Past Simple, the Past
Continuous or the Past Perfect.
8 R ead the question below and watch the video.
Say what the speakers answer. Then in pairs, ask and
answer the question.
Tell me about a sports injury you had.
Unlucky Katie
Katie Ormerod is a world-class snowboarder who qualified for
qualified for the
qualified for the
qualified for
2018 British Winter Olympic team and she 1 was (be) a favourite
to take home a medal. In 2017, she had injured her back, but by
the time the 2018 season started she 2
(recover).
Katie 3
(arrive) in South Korea before the 2018 Games
and 4
(start) practising on the Olympic course. She
5
(only do) a few practice runs when she 6
(fall)
and broke her wrist. Thankfully, it wasn’t serious so she
decided to carry on. Two days later, she 7
(train) again
(train) again
when she 8
(crash) and broke her heel in two places!
This time it was serious, and she was out of the Games.
□ I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions.
I can use the Past Simple, Past Continuous and Past Perfect to talk about past actions.
7 Complete the questions with the correct form of the
highlighted words in the texts about Aaron and Katie.
Then ask and answer the questions in pairs.
1 Have you ever suffered an injury
injury while doing a sport at
school? What happened?
2 Do you know anyone who started out as an
athlete then turned
? What do you know about
their career?
3 Has a team from your school ever won a
? Had
they taken part in an event like that before?
4 Has a team from your country ever
for the finals
of a major sporting competition? What happened?
5 Can you name someone from your country who has set
a world
? What was it?
6 Does your country usually
a lot of medals from
the Olympic Games? For which sports?
8 SPEAKING In pairs, talk about a time when you or
someone you know did well in a sport, a performance
or some other kind of challenge. Use the prompts on
page 197 to help you.
I won a silver medal at the school’s championships. I’d never
run in a competition team before ...
4 In pairs, answer the questions using full sentences.
Then check your answers in the text.
1 What had Aaron learned to do by the age of four?
2 How did Aaron react to his brother’s idea in the
skate park?
3 Why was Aaron’s first backflip special?
4 What did Aaron do in 2012?
5 What did he do the second time he went to Brazil?
5 Choose the correct tense to complete each sentence.
1 When Aaron arrived at the skate park, his friends
already left / had already left.
2 Aaron broke his wheelchair while he had practised /
was practising a new trick.
3 After Aaron had broken / was breaking his first
wheelchair, he got a new stronger one.
4 The crowds in Brazil were amazed when they saw /
were seeing how far Aaron jumped.
Past Simple, Past Continuous and Past Perfect
3 Identify the tenses of the verbs in bold: the Past
Simple, the Past Continuous and the Past Perfect.
Then match sentences 1–5 with meanings a–e in the
Grammar box.
1 □ While he was performing in Brazil in 2012, he
successfully jumped a fiteen-metre gap.
2 □ ... he fell, but he was determined to succeed, so
he tried again.
3 □ The boys had just arrived at the local skate park
when Brian had an idea.
4 □Atthetime,hewasworkingonanewtrick...
5 □ ... on the evening of 7 September the Brazilians
were cheering him on again.
G
R
A
M
M
A
R
V
I
D
E
O
35
03
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 3, page 266
• Grammar Reference and Practice,
Student’s Book page 176
• Workbook pages 28–29/Online Practice
• Photocopiable resource 10: Lionel
Messi – the football genius, pages
274, 297
• Extra digital activities: Grammar
Checkpoint 3A
ASSESSMENT
Grammar Quiz 3A
NEXT CLASS
Ask students to make notes about their
favourite sport and why they like it.
Exercise 3
1 Past Continuous,
Past Simple
2 Past Simple (x3)
3 Past Perfect,
Past Simple
4 Past Continuous
5 Past Continuous
Exercise 4
1 He had learned to get
around on crutches.
2 He accepted his
brother’s challenge.
3 Aaron’s first back flip
was special because
no one had ever
done a back flip in
a wheelchair before.
4 In 2012, Aaron
jumped a 15-metre
gap.
5 The second time
he went to Brazil, he
opened the Paralympics.
Exercise 6
2 had recovered
3 arrived
4 started
5 had only done
6 fell
7 was training
8 crashed
Exercise 7
2 amateur, professional
3 competition
4 qualified
5 record
6 take home
b
a
e
c
d
53
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3B VOCABULARY | Sports, activities, fitness and exercise
□ I can talk about sports, activities, fitness and exercise.
1 THINK BACK Make a list of sports and fitness activities you
enjoy/don’t enjoy. Then compare your lists in pairs.
I enjoy: swimming, yoga, ...
I don’t enjoy: Zumba, cycling, ...
2 Read the leaflet for BFITA and the comments below. Which
sports and activities does it mention? What special offer does
the leaflet mention? Is BFITA a good club? How do you know?
WATCH OUT!
We say she banged her head
her head
her or broke her leg
her leg
her . NOT the
the
head
head or the leg
the leg.
But we say she pulled a muscle in her back NOT
muscle in her back NOT
muscle in her back her muscle
her muscle
her
her muscle
her muscle
her
.
This is because we have lots of muscles but only one
head, two legs, etc.
4 1.24 In pairs, read the leaflet again. Then
complete the sentences with the words from the
box. Listen and check.
build get (x 2) good keep lift shape unfit
unfit
John I’m really out of 1 shape
shape . My gran’s fitter
thanIam!I’mso2
thatI3
out
of breath when I run for the bus!
Jackie You really need to 4
into shape. Why
don’t you come to the leisure centre? You
can 5
up your muscles, do exercises
and 6
weights – that really helps me
7
fit.
John No, thanks.
Jackie Come on! It’s done me a world of 8
.
They’ve got great fitness coaches and a ...
5 1.25 Study Watch out! Then complete the
Watch out! Then complete the
Watch out!
sentences with the correct form of the phrases in
the box. Listen and check. Does John agree to try
the leisure centre? Why?
bang/head break/leg
bang/head break/leg dislocate/shoulder
dislocate/shoulder
pull/muscle sprain/wrist twist/ankle
1 John’s dad dislocated his shoulder during a match.
2 John’s mum
in two places when she was
playing hockey.
3 John
when he scored a goal – he was
unconscious for several minutes.
4 John’s sister
when she was jogging on
a rocky path.
5 Jackie
in her leg because she didn’t warm up.
in her leg because she didn’t warm up.
6 John
when he fell in the shower.
GET FITTER with BFITA!
• Make the most of our tennis and squash courts
squash courts, a boxing ring
boxing ring,
a basketball court and a full-size outdoor
and a full-size outdoor football pitch
football pitch with
with
an athletics track.
• Try our state-of-the-art gymnasium, now with brand new rowing
rowing
machines!
• Lift weights
Lift weights and build u
and build up your muscles in our weightlifting centre.
• Climb our 10-metre-high rock climbing wall
rock climbing wall.
• Swim in our 25-metre swimming pool
swimming pool and
and relax in the Jacuzzi,
sauna or steam room.
• Find motivation with our expert fitness coaches and personalised
training programmes
training programmes.
• Chill, chat and watch sports in our award-winning café.
Special offer
For our 16th anniversary, we’re giving
away one month’s free membership
for all 16–18-year-olds.
tfirst wastotallyoto shape elteha stedBtnow eel
reat B T did me a world o ood (James)
was so nfit ot o t o breath limbin the stairs B t really ot into
shape thanks to B T
en the han in room
han in room is awesome (Keira)
6 SPEAKING Work in pairs. Use the examples below
and the vocabulary in Exercises 3–5 to ask and
answer the questions.
1 How fit are you? What do you do to get/keep fit?
2 Do you often get out of breath? When?
3 Do you think it’s a good idea to build up your
muscles?
4 Do you find it easy to get into shape?
5 Can you think of something that does you a world
of good?
6 Have you ever twisted your ankle/broken your
leg/ ...? How did it happen?
7 Imagine you joined the BFITA Leisure Centre
a week ago. Write a description of your first week
there. Mention the things you have done and an
injury you had. Use the vocabulary in this lesson
and the past tenses from lesson 3A.
3 Use the words and phrases highlighted in the leaflet to
complete the questions. Then ask and answer the questions
in pairs.
1 Has your school got: a football pitch
pitch ; a tennis
;
a swimming
; an athletics
; a boxing
;
a rowing
; a rock climbing
? Which of these
things does a school need?
2 Should students get a personalised training
in their
PE class? Say why.
3 What are the changing
in your school gym like?
How could they be better?
4 Have you ever joined a leisure
?Ifso,whatwasit
like? If not, would you like to?
5 Have you ever tried lifting
? If so, what’s it like? If
not, why not?
e ne er been a sporty person and d ne er oined a leis re entre
beoreso hadnoideahowm h nitwo ldbetokeepfit (Ali)
BFITA
LEISURE
CENTRE
36
REFERENCES
AUDIO SCRIPT page 214
EXTRA ACTIVITY IN CLASS
Before Exercise 1, students look at the
notes they made at home. Then, they talk
in pairs about their favourite sport. Once
they have finished, invite a few students
to share their answers with the class.
FURTHER PRACTICE
• Workbook page 30/Online Practice
• Photocopiable resource 11: What
happened to you?, pages 275, 298–299
• Extra digital activities: Vocabulary
Checkpoint 3
ASSESSMENT
Vocabulary Quiz 3
NEXT CLASS
Students think about a time when they or
someone they know called an emergency
number. What happened? They should
make notes so they can share their story
with the class in the next lesson.
Exercise 2
Sports and activities
in the leaflet: tennis,
squash, boxing,
basketball, football,
athletics, rowing,
weightlifting, rock
climbing, swimming
Special offer: one
month free for all
16–18-year-olds
Judging by the
members’ comments,
BFITA seems to be
a good club.
Exercise 3
1 court, pool, track,
ring, machine, wall
2 programme
3 rooms
4 centre
5 weights
Exercise 5
2 broke her leg
3 banged his head
4 twisted her ankle
5 pulled a muscle
6 sprained his wrist
John agrees to try the
leisure centre because
Jackie says that you can
get injured anywhere
at any time.
unfit
get
get
build
lift
keep
good
54
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□ I can identify the speaker’s purpose and specific information in conversations and talk about accidents.
4 1.27 Listen and choose the correct answers. Use
1.27 Listen and choose the correct answers. Use
1.27
Active Listening to help you with questions 1 and 4.
1 You are going to hear a school pupil talking to
a teacher. What’s his main purpose?
ato express an opinion
b to offer to call an ambulance
cto inform her about an accident
2 You are going to hear the teacher calling 999.
Where is Eric?
aon a path near the river
b atthefootofahill
con a railway line
3 You are going to hear a man from the school calling
Eric’s mother. How does she seem by the end of the
conversation?
afine b worried
c relieved
4 You are going to hear a bus driver talking to
a policeman. Why is he talking to him?
ato explain what happened
bto complain about something
cto persuade him to do something
5 You are going to hear a conversation between Eric
and his father. What does Eric think of his mother’s
driving?
ashe drives too fast b she’s a safe driver
cshe doesn’t always pay attention
5 1.28 Complete the sentences with the words and
phrases from the box. Listen to the extracts and check.
blood concussion cuts and bruises elbow fainted
heart hurt painful shock sprained twisted
twisted
1 The bus driver sprained
sprained her wrist. It was really
.
She didn’t know if the car driver was badly
.
2 Eric got some
, broke his leg,
his ankle,
and suffered a
.
3 Eric’s mum lost a little
, dislocated her
and banged her head. She was in
but she’s
better now.
4 Eric’s dad didn’t have a
attack, he
because of stress.
6 SPEAKING In pairs, use the tenses in lesson 3A to retell
the story in this lesson from two different points of
view. Student A, imagine you are Eric. Student B,
view. Student A, imagine you are Eric. Student B,
imagine you are Eric’s mum.
imagine you are Eric’s mum.
1 Look at the photos and the Fact Box. In what situations
do you need to call an emergency number?
3C LISTENING
AND VOCABULARY
FACT BOX
FACT BOX Emergency phone numbers
Emergency phone numbers
In the UK, the emergency number for police, ambulance
and fire service is 999, but you can also use the European
and fire service is 999, but you can also use the European
number, 112. In the USA, dial 911.
1
2
3
2 In pairs, work out the meaning of the highlighted words.
In each emergency decide if you should call the police,
ambulance or fire service, or if you should deal with it
yourself.
1 A car knocked down a girl, she’s got a few cuts and
bruises and she’s in shock.
2 A neighbour fainted and is unconscious; it might be
a heart attack.
3 The school fire alarm is ringing.
4 You want to report a crime – someone has set fire
to a car.
5 You hurt your head, you’re not bleeding but it’s quite
painful, and you’re seeing double – you think you
have a concussion.
6 Your cat is stuck up a tree.
7 Your little brother burned his hand when he was cooking.
8 A shop in your street is burning down.
1 You should call the police and the ambulance service.
3 1.26 Study Active Listening. Then listen and choose
the correct answer.
You are going to hear a P.E. teacher talking to her
students. What’s her main purpose?
a to persuade them to run as fast as they can
b to advise them to be careful
c to complain about their attitude towards P.E.
ACTIVE LISTENING | Identifying the speaker’s purpose
When someone speaks, they have a purpose for speaking.
It may be to inform, to explain, to express an opinion,
to agree, to complain, to advise, to persuade or to make
an arrangement, an offer, a request, or a suggestion.
The context, the language the speakers use and their
tone of voice can help you identify their purpose.
Understanding the speaker’s purpose can help you to take
part in a conversation and respond appropriately.
37
03
REFERENCES
AUDIO SCRIPT page 214
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Lead in to Exercise 1 by referring students
to the notes they made at home and
getting them to share their stories with
the class. In bigger classes or if time
is short, they could do this in pairs or
small groups.
FURTHER PRACTICE
• Workbook page 31/Online Practice
• Photocopiable resource 12: There’s
been an accident!, pages 275, 300
NEXT CLASS
Ask students to look up people who
have changed their life around. They
can be celebrities or any other people
with inspiring or interesting life stories.
Students should choose two or three
people and make brief notes about what
changes they have made in their lives.
Exercise 2
2 You should call an
ambulance.
3 You should call the
fire service.
4 You should call the
police and the fire
service.
5 You could go to see
a doctor but perhaps
it’s better to call an
ambulance.
6 You shouldn’t call the
fire service; you should
get the cat down
yourself.
7 You shouldn’t call
an ambulance. If it’s
not too serious, you
can treat it at home.
Otherwise, you
should take him to the
doctor’s.
8 You should call the
fire service and maybe
the police too.
Exercise 5
1 painful, hurt
2 cuts and bruises,
twisted, concussion
3 blood, elbow, shock
4 heart, fainted
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1 Write six ways in which you, your life, your
friends or your family are different from before.
Then compare your sentences in pairs.
When I was little I was super active, and now
I hardly ever leave the house.
I watched TV every day when I was little but now
I hardly ever watch it.
I believed in Santa Claus but now I don’t.
2 1.29
1.29 Look at the photo and the menu. Then
listen to a conversation and answer the questions.
1 How has Colin’s life changed since he had
a skiing accident?
2 What do Colin and Daisy order?
3 What problem do they have?
Used to and would
3 1.29
1.29 In pairs, complete extracts 1–7 with
phrases or sentences a–g . Listen again and check.
1 Iusedtocomeherealot. e
.
2 They didn’t use to have many vegetarian
dishes
.
3 I used to be into winter sports.
whenever I could.
4 But one day, someone knocked me over on the
ski slope and
.
5 After the yoga class
and that’s where
I got into healthy eating.
6 I used to love my leather biker’s jacket and my
cowboy boots.
.
7
. I used to have a pair just the same.
a but now they’ve even got vegan options.
b I got a serious back injury.
c I’d go skiing and snowboarding
d I’d wear them almost every day.
e It’s different now.
f we’d often go to a vegetarian café nearby
g Your canvas shoes are very nice.
3D GRAMMAR
□ I can use used to and would to talk about past habits and routines.
Used to and would
We use used to and would to talk about things that were true but
are not true anymore.
used to would
• for habitual/repeated actions in the past
• for past states with verbs like have, be,
believe, love ...
Grammar Reference and Practice > page 176
4 Study the sentences in Exercise 3. Then decide when we use
used to and would. Tick the correct boxes in the Grammar box.
5 1.30
1.30 Study the Grammar box and Watch out! again. Then
rewrite the text changing the underlined verbs to used to
wherever possible. Listen and check.
I had used to have a very unhealthy diet when I was growing up.
I loved cakes and biscuits. I ate chips with almost every meal.
I never ate fresh fruit and I didn’t drink water, just cola. I believed
it was good for you. We didn’t sit at the table to eat, we ate in
front of the TV. So I was overweight and unfit. But then one day,
my friend Dev invited me to eat with his family. It was amazing.
We had a fantastic meal with salad and lots of fresh fruit. That
was the day I changed
changed the way I eat.
T
o
d
a
y
’
s
s
p
e
c
i
a
l
s
S
t
ar
t
ers
R
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i
t
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â
t
é
T
u
n
asa
l
ad
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i
t
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â
t
é
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u
n
asa
l
ad
R
a
b
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i
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â
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é
_
_
_
_
_
_
_
_
M
a
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r
i
s
o
t
t
o
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WATCH OUT!
I used to go skiing every year when I was younger. = I went skiing
many times.
One day someone knocked me over on a ski slope. = I t happened
once.
6 1.31
1.31 Now rewrite the text in Exercise 5 changing used to
to would wherever possible. Listen and check.
7 SPEAKING In pairs, use used to and would to talk about
changes in your life. Remember to use the Past Simple if
something only happened once.
A Did you use to do any sports that you don’t do any more?
B Iusedtobeinafootballteambut...
38
REFERENCES
AUDIO SCRIPT page 215
EXTRA ACTIVITY IN CLASS
Do this activity at the end of the lesson.
Refer students to the notes they made
at home and get them to tell a partner
about the people’s past and present using
used to, would and the Past Simple.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 176
• Workbook page 32/Online Practice
• Photocopiable resource 13: Eating
habits – past and present, pages
275, 301
• Extra digital activities: Grammar
Checkpoint 3D
ASSESSMENT
Grammar Quiz 3D
NEXT CLASS
Ask students to make a list of 5–6
questions they often ask shop assistants
when they are shopping (e.g . Do you have
this in a smaller size?). Encourage them to
think about different shops and products.
Exercise 2
1 He’s given up winter
sports. He does yoga
now. He’s become
a vegan and he doesn’t
wear leather shoes or
clothes any more.
2 Colin orders the onion
and lentil pâté and the
mushroom lasagne.
Daisy orders the rabbit
pâté and a steak.
3 The waiter mixes up
the starters, so Daisy
eats some of Colin’s
onion and lentil pâté
and Colin eats some of
Daisy’s rabbit pâté.
Exercise 5
I used to have a very
unhealthy diet when
I was growing up.
I used to love cakes
and biscuits. I used to
eat chips with almost
every meal. I never
used to eat fresh fruit
and I didn’t use to drink
water, just cola. I used
to believe it was good
for you. We didn’t use
to sit at the table to eat,
we used to eat in front
oftheTV.SoIusedtobe
overweight and unfit.
But then one day, my
friend Dev invited me
to eat with his family.
It was amazing. We
had a fantastic meal
with salad and lots of
fresh fruit. That was
the day I changed the
way I eat.
Exercise 6
I used to have a very
unhealthy diet when
I was growing up.
I used to love cakes
and biscuits. I would
eat chips with almost
every meal. I would
never eat fresh fruit
and I wouldn’t drink
water, just cola. I used
to believe it was good
for you. We wouldn’t
sit at the table to eat,
we would eat in front
oftheTV.SoIusedtobe
overweight and unfit.
But then one day, my
friend Dev invited me
to eat with his family.
It was amazing. We
had a fantastic meal
with salad and lots of
fresh fruit. That was
the day I changed the
way I eat.
a
b
f
d
g
c
✓
✓
✓
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3E SPEAKING AND VOCABULARY
1 In pairs, take turns to describe what you can see
in the photo and answer the questions below.
1 What kind of shop is it? What is happening?
2 What do you think the shop assistant and the
customer are talking about?
3 How are the people in the photo feeling?
291.32
1.32 Watch or listen to a conversation
in a health food store. Does Marie find her first
day in the shop easy?
3 1.33 Study the Speaking box and complete
the polite requests and refusals with one
word in each gap. Listen and check.
1 Would you mind telling
telling me where the
organic kale is?
2 That’s very
of you, dear, but I think I’ll
manage.
3 I’d like to
whether your fruit and veg
is locally grown.
4 Have you got any
whether it's local?
5 I'm sure they look lovely but I’m
it's
local or nothing for me.
6I
if you have any free-range eggs.
7
you possibly tell me where I can find
those eggs?
8 No, that’s
, thanks. I’ll be fine.
9 Doyou
to know if you've got any
wholemeal bread in there?
SPEAKING | Being polite
Asking politely
We often use indirect questions to make polite
requests or to ask for opinions and information
in English. Use the polite phrases below and
affirmative word order.
Indirect questions
I wonder if/whether you could help me.
= Could you help me?
Could you (possibly) tell me how much this is?
= How much is it?
Do you think it will take long?
= Will it take long?
Other phrases
I was wondering ...
I’d like to know ...
Have you got any idea ...?
Do you (happen to) know/have/sell, etc. ...?
Would you mind telling me ...?
Refusing politely
That’s very kind of you, but ...
They look/sound very nice, but I’m afraid ...
No, that’s alright thanks.
Thanks for the offer, but ...
Thank you, but I’m alright.
□ I can use indirect questions to make polite requests or to ask for opinions and information.
4 Rewrite the questions as indirect questions.
1 Are these apples organic? → I wonder ...
I wonder if/whether these apples are organic.
2 What time does the juice bar in the gym close? → I was
wondering ...
3 Does this bread contain gluten? → Have you got any idea ...?
4 Could I have soy milk? → Do you think ...?
5 Where can I buy freshly-squeezed apple juice? → Would you
mind ...?
6 How much is a wholemeal loaf? → I’d like to know ...
7 Who writes the ‘Healthy Living’ blog? → Do you happen to know ...?
5 1.34 PRONUNCIATION Listen to how the underlined words
are pronounced. Then practise saying the sentences.
1 Could you
Could you tell me how much it is?
2 Would you
Would you mind telling me what this is?
3 I don’t know really.
4 I’m going to
I’m going to ask my colleague.
5 You’ve got to
got to eat more fruit.
6 Check that you understand the adjectives in the box. In groups,
use them to prepare polite questions about your teacher's
eating habits. Use the phrases from the Speaking box.
free-range
free-range freshly-squeezed locally grown
freshly-squeezed locally grown organic
organic
wholemeal
Would you mind telling me whether you buy any organic food?
7 In pairs, role play the situations at the back of your book.
Student A, go to page 196. Student B, go to page 199.
C
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39
03
REFERENCES
VIDEO /AUDIO SCRIPT page 234
EXTRA ACTIVITY IN CLASS
After Exercise 4, refer students to the
questions they wrote at home. They
should rewrite them as indirect questions,
using phrases from the Speaking box.
FURTHER PRACTICE
Workbook page 33/Online Practice
NEXT CLASS
Ask students to make a list of the different
foods and drinks sold at their school
canteen and if possible, bring photos of
(some of) them.
kind
know
idea
afraid
wonder
Could
alright
happen
Exercise 1
1 It’s a health food
store. A customer
is talking to a shop
assistant.
2 The customer is
asking the shop
assistant a question
which the shop
assistant isn’t sure how
to answer.
3 The customer feels
slightly irritated.
The shop assistant
feels embarrassed/
confused. The other
shop assistant in the
background seems
annoyed.
No, she finds it difficult.
Exercise 4
2 I was wondering
what time the juice bar
in the gym closes.
3 Have you got any
idea if/whether this
bread contains gluten?
4 Do you think I could
have soy milk?
5 Would you mind
telling me where I can
buy freshly-squeezed
apple juice?
6 I’d like to know how
much a wholemeal
loaf is.
7 Do you happen to
know who writes the
‘Healthy Living’ blog?
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3F READING AND VOCABULARY
□ I can understand the development of ideas in an article and talk about eating habits.
1 Make a list of healthy and unhealthy foods that you
eat. Then compare your lists in groups. Who do you
think has the healthiest/unhealthiest diet?
Healthy things I usually eat: bananas, yoghurt, ...
Unhealthy things I usually eat: crisps, muffins, fried
bacon, ...
2 Look at the photo and the title of the article. What do
you think the text is about? Read it quickly to check.
3 Read the text again. Match sentences A–H with gaps
1–5 in the article. There are three extra sentences.
A And perhaps even more importantly, it has brought
a community together.
B It might seem expensive but it can actually cost less.
C In 2011, three women decided to do something
about it.
D Nobody in that area had tried anything like that
before.
E The idea is to have a chain of healthy food from the
ground to your plate.
F The kids uploaded the video to YouTube and it went viral.
G They get some support from government and
generous individuals.
H What’s more, most people didn’t realise how
unhealthy their diets were.
4 Use these prompts to write questions about AFC. Add
some questions of your own if you like. Then in pairs,
ask and answer your questions.
1 What / think / AFC?
2 What / rap / about?
3 Where / AFC / start?
4 How / start?
What do you think of Appetite for Change?
5 In pairs, read the Fact Box. Which statement do you
think is false? Which one is the most interesting/
shocking? How is the situation in your country similar/
different?
FACT BOX
FACT BOX American eating habits
American eating habits
1 Last year Americans ate over 400 million hamburgers –
that’s enough to circle the world.
2 52% of Americans believe doing their taxes is easier than
figuring out how to follow a healthy diet.
3 The average American consumes 22 teaspoons of sugar
every day, most of it in drinks and candy bars.
4 Junk food first became popular in the US in the 1920s, but
it really took off in the 1950s thanks to TV advertising.
5 Native Americans were already eating popcorn over
5,000 years ago.
6 In 2014, 1% of Americans were vegans, now it’s 6% and
rising.
10
10 WATCH AND REFLECT Go to page 164. Watch
the documentary Pushing yourself to the limit and
Pushing yourself to the limit and
Pushing yourself to the limit
do the exercises.
5 What / aims / organisation?
6 What / three steps?
7 Where / money / from?
8 How / successful?
6 Complete the sentences below with the words from
Complete the sentences below with the words from
the box. Then ask and answer the questions in pairs.
the box. Then ask and answer the questions in pairs.
calories
calories
calories diet fizzy foods fresh full ingredients junk
diet fizzy foods fresh full ingredients junk
outlets processed
1 Do you know much about the food you eat? Which
Do you know much about the food you eat? Which
foods are high in calories ? Which are
of
vitamins?
2 In your family, do you cook meals with raw
In your family, do you cook meals with raw
or
do you buy ready-made
foods that ar
foods that are high in
fat, sugar and salt?
3 Do you think you have a healthier or unhealthier
Do you think you have a healthier or unhealthier
than your parents? Say why.
4 What are your favourite comfort
? When and
? When and
where do you eat them?
5 Do you prefer
drinks, freshly-squeezed orange
drinks, freshly-squeezed orange
juice or still water?
6 How often do you eat
food like burgers, hot
food like burgers, hot
dogs, or kebabs?
7 How many fast food
are there in your
are there in your
neighbourhood?
8 Isithardtobuy
produce like fruit and
produce like fruit and
vegetables where you live?
7 SPEAKING The Education Authority wants to encourage
The Education Authority wants to encourage
healthy eating at schools in your area. In pairs, discuss
healthy eating at schools in your area. In pairs, discuss
the ideas below. Which are the best? Say why. Can you
the ideas below. Which are the best? Say why. Can you
think of any better ideas?
• Ban unhealthy snacks, fizzy drinks, sweets, crisps and
Ban unhealthy snacks, fizzy drinks, sweets, crisps and
junk food from schools.
• Show videos and films that demonstrate the negative
Show videos and films that demonstrate the negative
effects of unhealthy diets.
• Organise a cooking competition for students in the area.
Organise a cooking competition for students in the area.
• Include ‘Diet and Nutrition’ as part of the P.E. class and
Include ‘Diet and Nutrition’ as part of the P.E. class and
have all students sit an exam on it.
• Open an affordable café serving healthy food in every
Open an affordable café serving healthy food in every
school.
8 REFLECT | Society People today consume more
People today consume more
unhealthy food and drink than ever before. Do you
unhealthy food and drink than ever before. Do you
think that’s true? Say why. Discuss in groups.
think that’s true? Say why. Discuss in groups.
D
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V
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40
REFERENCES
VIDEO SCRIPT page 234
CULTURE NOTES page 206
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 7. Put
students in groups and refer them to
the lists they made at home (and their
photos, if they have them). They should
decide whether the items on their lists
are healthy or unhealthy, and whether
their school canteen should continue to
sell these items. If time allows, they could
then use their photos to create a poster
with a healthy menu for a school canteen.
FURTHER PRACTICE
Workbook pages 34–35/Online Practice
NEXT CLASS
Ask students to bring some photos from
their holidays (or to have them available
on their phones).
Exercise 2
The text is about
a community
organisation that aims
to help people have
healthier diets.
Exercise 4
Possible questions
and answers:
2 What is their rap
about? It’s about
growing your own
food and eating
healthy food.
3 Where did AFC start?
In North Minneapolis,
Minnesota, USA .
4 How did it start? In
2011 a group of people
were shocked that in
their community there
was nowhere to eat
good, healthy food,
so they decided to do
something about it.
5 What are the aims
of the organisation?
To encourage
healthy living,
strengthen families,
create economic
prosperity and reduce
unemployment
and crime in their
community.
6 What are the three
steps? 1. Urban
Agriculture – growing
food in urban areas;
2. Good Food Policy –
persuading people to
adopt healthy diets;
3. Community Cooks
Project – cooking
workshops where
people eat and talk
about how to change
their community.
7 Where do they get
money from? The
government, private
donations and two
money-making
projects: the Kindred
Kitchen, which small
businesses pay to
use, and the Breaking
Bread café.
8 How successful has
AFC been? It’s been
a huge success.
The false statement is 1. Last year Americans ate 13 billion hamburgers –
that’s enough to circle the world more than 32 times.
Exercise 6
1 full
2 ingredients,
processed
3 diet
4 foods
5 fizzy
6 junk
7 outlets
8 fresh
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A group of kids from a historically
underprivileged neighbourhood in the American
mid-west made a music video of a hip-hop track.
It was called ‘Grow Food!’ and the lyrics urged
people to grow their own food and cook their
meals with natural ingredients; to drink water
and milk, not fizzy drinks full of sugar; to give up
fake food that puts ‘poison in your brain’ and to
eat better options, like broccoli, salad and fresh
fruit instead. 1
So far, it ’s had over half a
million views. That’s pretty amazing, and so is
the organisation that inspired it.
North Minneapolis is similar to many urban
areas across North America. There is a lack
of shops, development projects, and healthy
food options. Many of the residents suffer from
bad health, partly because of unhealthy diets
with too much junk food. 2
Along with
Along with
young community members, they concluded
there were thirty-eight fast food outlets within
two miles of where they lived, but there was
nowhere you could sit down to eat a nutritious
meal. They knew that poor diets were causing
serious health problems, for example, heart
conditions, high blood pressure and obesity.
The community also suffered from high
unemployment, which is a major cause of crime.
The solution, they thought, was to encourage
healthy living, to strengthen families and to
create economic prosperity. So they set up
a non-profit, community-owned association
called ‘Appetite for Change’ (AFC).
5
10
15
20
25
30
35
40
45
50
55
AFC’s mission is ‘to use food as a tool to build health, wealth and
social change’ .
3
They achieve this in three steps.
They achieve this in three steps.
1 Urban Agriculture. AFC turns unused urban land into
cooperative farms where kids and adults grow and pick fresh
produce.
2 Good Food Policy. The organisation argues in favour of
healthy eating and persuades people to swap junk food high in
calories for natural food full of vitamins and to eat meals made
with raw ingredients rather than processed foods.
3 Community Cooks Project. AFC organises cooking workshops
in which people come together to cook a meal, to eat and to
talk about the changes they want to see in their community.
All of this costs money, of course, so how does AFC pay for it?
4
In addition, they run two successful money-making
In addition, they run two successful money-making
projects:
• Small local businesses rent the Kindred Kitchen to help
them run their food trucks, catering businesses and meal
preparation services.
• The Breaking Bread café sells delicious healthy comfort
foods and gives job opportunities to young members of the
community.
AFC has been a great success. It has improved people’s health and
created jobs. 5
Its strongest supporters are young people
concerned about the unhealthy food full of fat, sugar and salt
that damages the health of their friends, families and neighbours.
The lyrics of their rap send out their message loud and clear.
GROW FOOD,
EAT WELL,
BE HEALTHY
PLEASE CHANGE THE FOOD
IN MY SCHOOL, MAKE IT GOOD.
GET THAT FAKE FOOD UP OUTTA MY ’HOOD.
HOPE THE MESSAGE NOT MISUNDERSTOOD.
GROW AND COOK YOUR OWN FOOD –
YES, YOU COULD!
1.35
41
03
F
C
E
G
A
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3G WRITING | A short story
That day the skies were
That day the skies were
That day
clear, the sun was hot, and the sea was a beautiful deep
beautiful deep blue. Ava
was on the beach lying on the golden
golden sand, listening to the radio and happily watching
the surfers riding the powerful
powerful waves. It was busy, and families were playing in the warm,
shallow water near the beach.
shallow water near the beach.
shallow
‘This is the life’ she thought, and turned over to get some sun on her back. She had just
fallen asleep when a noise woke her. From nowhere, a lifeguard ran past her at full
speed, shouting at people to get out of the way. Everyone on the beach sat up and watched
as she dived in and swam towards a guy who was kicking his legs, waving his arms and
shouting something. All of a sudden, the huge
huge, dark fin of a shark appeared. People in the
dark fin of a shark appeared. People in the
dark
water started screaming. They grabbed their children and swam for their lives. Now wide
awake, Ava watched through her fingers as the lifeguard reached the panicking man then
raised her arm and... punched the shark in the face! Amazingly, it turned and swam away.
While the crowds cheered, the fearless lifeguard carried the shocked surfer back to safety.
She had saved his life. That was the day Ava decided to become a lifeguard.
1 In pairs, use the pictures and the words in the box to
tell a story. Then read the story below and compare it to
yours.
lifeguard surfer fin shark punch
2 How do you think the surfer, the lifeguard, the people
on the beach and the shark felt after the events on the
beach?
I think the surfer was probably terrified.
42
1
2
4
3
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 8. Put
students in pairs and ask them to share
the photos they have brought in (or have
on their phones) with their partner. In
their pairs, they brainstorm ideas for
a story using their photos, and then write
their story. If time is short, you could get
them to plan their story in class and then
set the writing task for homework.
FURTHER PRACTICE
Workbook page 36/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 44–45.
Exercise 2
Suggested answers:
Surfer: relieved,
shocked, grateful,
happy to be alive
Lifeguard: proud,
shocked, exhausted
People on the beach:
surprised, amazed,
frightened
Shark: unhappy,
confused, shocked,
hungry
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□ I can write a short story.
5 Read the story below ignoring the gaps. How is
it connected to the story on page 42? From which
point of view is it written, first person or third
person?
3 Study the Writing box and answer questions 1–7 about the
story on page 42.
6 Complete the story in Exercise 5 with the
linkers from the box. Sometimes more than
one answer is possible.
all of a sudden as in the end that afternoon
then when without warning
7 The underlined adjectives in the story on page
42 help the reader to visualise characters,
events and objects. Find and underline similar
adjectives in the story in Exercise 5.
cool, clean, ...
8 Work in pairs. Follow the instructions on page
197 to tell another story.
9 WRITING TASK Write a short story. Use your own
ideas or write the story you told in Exercise 8.
Use the Writing box and the tips in this lesson
to help you.
1 From which point of view is the story written, first or third-
From which point of view is the story written, first or third-
person?
person?
2 Where does the story take place?
Where does the story take place?
3 What information does the writer give in the first line?
What information does the writer give in the first line?
What information does the writer give in the first line?
What information does the writer give in the first line?
What information does the writer give in the first line?
What information does the writer give in the first line?
4 What is the main event in the story?
What is the main event in the story?
5 Which tenses has the writer used to describe the action?
Which tenses has the writer used to describe the action?
Which tenses has the writer used to describe the action?
Which tenses has the writer used to describe the action?
Which tenses has the writer used to describe the action?
Which tenses has the writer used to describe the action?
Which tenses has the writer used to describe the action?
6 Which sentences introduce the lifeguard and the shark?
Which sentences introduce the lifeguard and the shark?
Which sentences introduce the lifeguard and the shark?
Which sentences introduce the lifeguard and the shark?
Which sentences introduce the lifeguard and the shark?
Which sentences introduce the lifeguard and the shark?
Which sentences introduce the lifeguard and the shark?
How does the writer make them dramatic?
How does the writer make them dramatic?
How does the writer make them dramatic?
How does the writer make them dramatic?
How does the writer make them dramatic?
How does the writer make them dramatic?
How does the writer make them dramatic?
7 How does the writer finish the story?
How does the writer finish the story?
How does the writer finish the story?
How does the writer finish the story?
How does the writer finish the story?
How does the writer finish the story?
How does the writer finish the story?
1 That afternoon
That afternoon the water was cool and clean.
the water was cool and clean.
the water was cool and clean.
the water was cool and clean.
the water was cool and clean.
The waves looked gorgeous
The waves looked gorgeous
The waves looked gorgeous
The waves looked gorgeous
The waves looked gorgeous
The waves looked gorgeous
The waves looked gorgeous 2
they
they
moved above me. I’d just eaten a delicious
moved above me. I’d just eaten a delicious
moved above me. I’d just eaten a delicious
moved above me. I’d just eaten a delicious
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
octopus lunch and I decided to head to the
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
beach to see what the two-legged creatures
were doing.
were doing.
were doing.
were doing.
were doing.
were doing.
were doing. 3
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
I got there, some of them
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
were standing on those strange long things
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
and riding on the waves. I’m really not sure
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
why they do that, but I watched them for a
while.
while.
while.
while.
while.
while.
while.
44
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
I noticed one of them, it was
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
male I think, kicking its legs and making those
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
bubbles I love. Friends are always telling
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
me not to go too close, but... those beautiful
bubbles!
bubbles!
bubbles! 5
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
, a female came out of
nowhere.
nowhere.
nowhere.
nowhere.
nowhere.
nowhere.
nowhere.
nowhere. 666
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
, it punched me in the face!
Right on the end of my nose where it really
Right on the end of my nose where it really
Right on the end of my nose where it really
Right on the end of my nose where it really
Right on the end of my nose where it really
Right on the end of my nose where it really
Right on the end of my nose where it really
hurts. What on earth is wrong with these
creatures? They really shouldn’t be allowed
in our water. I considered a second lunch if
you know what I mean, but 7
, I decided
to be the grown up one and just swim away.
Horrible, violent creatures.
WRITING | A short story
General
Short stories are usually written in either the first or third person
point of view.
Beginning
Catch the reader’s attention: use a detail related to the place
where the story begins or a statement by one of the main
characters.
That day the skies were clear, the sun was hot, and the sea was
a beautiful deep blue.
Say where and/or when the story happened. Use longer
sentences to set the scene.
Ava was at the beach lying on the golden sand, listening to the
radio and happily watching the surfers riding the powerful waves.
Middle
Describe the action. Use mainly the Past Simple with the
occasional Past Continuous and Past Perfect. Avoid long strings
of the Past Simple.
Use direct speech to express the characters thoughts or give
them a voice.
‘This is the life’ she thought.
Use a variety of verbs to report speech e.g . scream, whisper, ask,
shout, etc.
From nowhere, a lifeguard ran past her at full speed, shouting
at people to get out of the way.
Use shorter sentences and/or dramatic linkers to add drama.
All of a sudden, the huge, dark fin of a shark appeared.
End
Describe how you or the main characters felt at the end, what
you/they learned from the story, or decisions you/they made
because of what happened.
That was the day Ava decided to become a lifeguard.
4 Add the words in bold from the story to the appropriate
group of linkers.
• Start the action: (at) first, in the beginning, 1 that day
that day /
morning/evening;
• Move the action: 2
, next, later, after that/a while, by
the time;
• Introduce a dramatic moment: suddenly, just then, out of
the blue, without warning, 3
,
4
;
• Describe events that happen at the same time: when, at
the same time (as), 5
,
6
;
• Finish the action: finally, eventually, in the end.
43
03
Exercise 3
1 third-person
2onabeach
3 details about the
weather and the
location
4 A lifeguard punches
a shark in the face
and saves the life of
a surfer.
5 Past Simple, Past
Continuous, Past Perfect
6 'All of a sudden,
the huge, dark fin of
a shark appeared' –
short sentence with
a dramatic linker; 'From
nowhere, a lifeguard
ran past her at full
speed, shouting at
people to get out of her
way' – dramatic linker
7 She describes
a decision she made
because of what had
happened.
Exercise 4
2 then
3–4 from nowhere,
all of a sudden (in any
order)
5–6 as, while (in any
order)
Exercise 6
2 as/when
3 When
4 Then
5 All of a sudden/
Without warning
6 Without warning/
All of a sudden
7intheend
It’s the same story told from the shark’s
point of view; first-person.
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Word List
REMEMBER MORE
1 Find names of places on the
word list where you can ...
1 play football:
2 go running:
3 play basketball:
4 play squash:
2 Complete the sentences with
verbs from the word list.
If you’re not careful, you could ...
1
your head against the
door.
2
your hand in hot water.
3
your muscle playing
volleyball.
4
your leg skiing.
3 Write the missing negative
prefixes. Then check with the
word list.
1 You
understood what
I said.
2 Sandy never gets any exercise,
so she’s really
fit
.
3 There are huge areas of
used land in this part of
the country.
4
-profit associations use
all their money to help people.
4 Complete the sentences with the
adjectives from the word list.
1 At3a.m.Iwasstillwide
.
I was too excited to fall asleep.
2 I always buy vegetables from
shops which sell
-
produce from organic farms.
3
drinks, such as cola, are
bad for your teeth.
4
-
eggs are
believed to be healthier than
factory-farmed eggs.
ACTIVE
VOCABULARY | Flashcards
Use ‘smart’ flashcards to review
new vocabulary. On one side of the
card, write a short sentence that
you will find easy to remember
including the word or phrase you
want to learn, e.g. I always start my
workout on a rowing machine. On
the back of the card, write the word
translated into your language.
When you are doing a vocabulary
review, look at the translation
on each card and try to recall the
word or phrase and the example
sentence that you have written.
3A GRAMMAR AND VOCABULARY
5.15
amateur (adj) /ˈamətə/
athlete (n) /ˈæθliːt/
attempt (n) /əˈtempt/
break your wrist/heel /ˌbreɪk jə ˈrɪst/ˈhiːl/
carry on (phr v) /ˌkæri ˈɒn/
challenge (n) /ˈtʃæləndʒ/
championships (n) /ˈtʃæmpjənʃɪps/
cheer on (phr v) /ˌtʃɪər ˈɒn/
course (n) /kɔːs/
crutches (n) /ˈkrʌtʃɪz/
dedication (n) /ˌdedəˈkeɪʃən/
determined to do sth /dɪˌtɜːmənd tə ˈduː ˌsʌmθɪŋ/
disabled (adj) /dɪsˈeɪbəld/
disease (n) /dɪˈziːz/
enter/win a competition /ˌentər/ˌwɪn ə
ˌkɒmpəˈtɪʃən/
flip/backflip (n) /flɪp/ˈbækflɪp/
gap (n) /ɡæp/
have/suffer an injury /ˌhæv/ˌsʌfər ən ˈɪndʒəri/
injure (v) /ˈɪndʒə/
inspire (v) /ɪnˈspaɪə/
overcome (v) /ˌəʊvəˈkʌm/
Paralympics (n) /ˌpærəˈlɪmpɪks/
passion (n) /ˈpæʃən/
pay off (phr v) /ˌpeɪ ˈɒf/
qualify for sth (v) /ˈkwɒləfaɪ fə ˌsʌmθɪŋ/
ramp (n) /ræmp/
recover (v) /rɪˈkʌvə/
run (n) /rʌn/
set a (world) record /ˌset ə (ˌwɜːld) ˈrekɔːd/
skate park (n) /ˈskeɪt pɑːk/
snowboarder (n) /ˈsnəʊbɔːdə/
start out as sb (phr v) /ˌstɑːt ˈaʊt əz ˌsʌmbɒdi/
succeed (v) /səkˈsiːd/
take home a medal /ˌteɪk ˌhəʊm ə ˈmedl/
turn professional /ˌtɜːn prəˈfeʃənəl/
wheelchair motocross (WCMX) (n) /ˌwiːltʃeə
ˈməʊtəʊkrɒs (ˌdʌbəljuː ˌsiː ˌem ˈeks)/
world-class (adj) /ˌwɜːld ˈklɑːs/
3B VOCABULARY 5.16
athletics track (n) /æθˈletɪks træk/
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
bang your head /ˌbæŋ jə ˈhed/
basketball court (n) /ˈbɑːskətbɔːl kɔːt/
boxing ring (n) /ˈbɒksɪŋ rɪŋ/
break your leg /ˌbreɪk jə ˈleɡ/
build up your muscles /ˌbɪld ˌʌp jə ˈmʌsəlz/
changing room (n) /ˈtʃeɪndʒɪŋ ruːm/
chill (v) /tʃɪl/
climb the stairs /ˌklaɪm ðə ˈsteəz/
dislocate your shoulder /ˌdɪsləkeɪt jə ˈʃəʊldə/
do exercises /ˌduː ˈeksəsaɪzɪz/
do sb the world of good /ˌduː ˌsʌmbɒdi ðə ˈwɜːld
əv ˌɡʊd/
exhausted (adj) /ɪɡˈzɔːstɪd/
fitness coach (n) /ˈfɪtnəs kəʊtʃ/
football pitch (n) /ˈfʊtbɔːl pɪtʃ/
full-size (adj) /ˌfʊl ˈsaɪz/
get into shape /ˌɡet ˌɪntə ˈʃeɪp/
get out of breath /ˌɡet ˌaʊt əv ˈbreθ/
get/keep fit /ˌɡet/ˌkiːp ˈfɪt/
gymnasium (n) /dʒɪmˈneɪziəm/
hockey (n) /ˈhɒki/
Jacuzzi (n) /dʒəˈkuːzi/
leisure centre (n) /ˈleʒə ˌsentə/
lift weights /ˌlɪft ˈweɪts/
make the most of sth /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/
membership (n) /ˈmembəʃɪp/
motivation (n) /ˌməʊtəˈveɪʃən/
out of shape /ˌaʊt əv ˈʃeɪp/
outdoor (adj) /ˌaʊtˈdɔː/
personalised (adj) /ˈpɜːsənəlaɪzd/
pull a muscle /ˌpʊl ə ˈmʌsəl/
rock climbing wall (n) /ˈrɒk ˌklaɪmɪŋ wɔːl/
rowing machine (n) /ˈrəʊɪŋ məˌʃiːn/
sauna (n) /ˈsɔːnə/
school gym (n) /ˌskuːl ˈdʒɪm/
sporty (adj) /ˈspɔːti/
sprain your wrist /ˌspreɪn jə ˈrɪst/
state-of-the-art (adj) /ˌsteɪt əv ði ˈɑːt/
steam room (n) /ˈstiːm ruːm/
swimming pool (n) /ˈswɪmɪŋ puːl/
tennis/squash court (n) /ˈtenəs/ˈskwɒʃ kɔːt/
training programme (n) /ˈtreɪnɪŋ ˌprəʊɡræm/
twist your ankle /ˌtwɪst jər ˈæŋkəl/
unconscious (adj) /ʌnˈkɒnʃəs/
unfit (adj) /ʌnˈfɪt/
weightlifting (n) /ˈweɪtˌlɪftɪŋ/
Zumba (n) /ˈzʊmbə/
44
EXTRA ACTIVITIES IN CLASS
• Students play Memory Challenge. Give
them 2–3 minutes to study the word list,
then ask them to close their books. Write
Sports and fitness and Diet and nutrition
on the board, put students in pairs or
small groups and set a time limit (e.g .
3 minutes). In their pairs/groups, they
should write as many words under each
category as they can. The pair/group
with the most items on their lists at the
end of the time limit are the winners.
To simplify the game, you could give
students only one of the two categories.
To add a spelling element to the game,
you could award one extra point for each
correctly spelt item.
• Write anagrams of 6–8 words from
the word list on the board. Individually
or in pairs, students try to solve
the anagrams as quickly as they can.
The first student/pair to do so wins.
To make the activity easier, you could
choose words from a category (e.g .
Sports and fitness activities) and give
students that category before they begin.
football pitch
athletics track
basketball court
squash court
bang
burn
pull
break
mis
un
un/dis
Non
awake
grown
range
home
Fizzy
Free
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3C LISTENING AND VOCABULARY
5.17
ambulance service (n) /ˈæmbjələns ˌsɜːvəs/
badly hurt /ˌbædli ˈhɜːt/
bleed (v) /bliːd/
burn down (phr v) /ˌbɜːn ˈdaʊn/
burn (your hand) /ˌbɜːn (jə ˈhænd)/
call an ambulance /ˌkɔːl ən ˈæmbjələns/
concussion (n) /kənˈkʌʃən/
cuts and bruises (n) /ˌkʌts ənd ˈbruːzɪz/
dial (v) /daɪəl/
elbow (n) /ˈelbəʊ/
emergency number (n) /ɪˈmɜːdʒənsi ˌnʌmbə/
faint (adj) /feɪnt/
fire alarm (n) /ˈfaɪər əˌlɑːm/
fire service (n) /ˈfaɪə ˌsɜːvəs/
heart attack (n) /ˈhɑːt əˌtæk/
hurt your head /ˌhɜːt jə ˈhed/
in shock /ˌɪn ˈʃɒk/
knock down (phr v) /ˌnɒk ˈdaʊn/
lose some blood /ˌluːz səm ˈblʌd/
painful (adj) /ˈpeɪnfəl/
relieved (adj) /rɪˈliːvd/
report a crime /rɪˌpɔːt ə ˈkraɪm/
ring (v) /rɪŋ/
see double /ˌsiː ˈdʌbəl/
set fire to sth /ˌset ˈfaɪə tə ˌsʌmθɪŋ/
unconscious (adj) /ʌnˈkɒnʃəs/
3D GRAMMAR 5.18
dish (n) /dɪʃ/
knock over (phr v) /ˌnɒk ˈəʊvə/
mushroom lasagne (n) /ˌmʌʃruːm ləˈsænjə/
onion (n) /ˈʌnjən/
rabbit/lentil pâté (n) /ˈræbɪt/ˌlentl ˈpæteɪ/
salmon risotto (n) /ˌsæmən rɪˈzɒtəʊ/
ski slope (n) /ˈskiː sləʊp/
starter (n) /ˈstɑːtə/
steak (n) /steɪk/
tuna salad (n) /ˌtjuːnə ˈsæləd/
vegan options (n) /ˈviːɡən ˌɒpʃənz/
3E SPEAKING AND VOCABULARY
5.19
free-range eggs (n) /ˌfriː ˌreɪndʒ ˈeɡz/
freshly-squeezed juice /ˌfreʃli ˌskwiːzd ˈdʒuːs/
gluten (n) /ˈɡluːtn/
imported (adj) /ɪmˈpɔːtɪd/
locally grown (adj) /ˌləʊkəli ˈɡrəʊn/
organic (adj) /ɔːˈɡænɪk/
soy milk (n) /ˈsɔɪ mɪlk/
wholemeal bread/loaf (n) /ˌhəʊlmiːl ˈbred/ˈləʊf/
3F READING AND VOCABULARY
5.20
affordable (adj) /əˈfɔːdəbəl/
appetite for sth (n) /ˈæpətaɪt fə ˌsʌmθɪŋ/
ban (v) /bæn/
bring together (phr v) /ˌbrɪŋ təˈɡeðə/
candy bar (n) /ˈkændi bɑː/
catering business (n) /ˈkeɪtərɪŋ ˌbɪznəs/
comfort food (n) /ˈkʌmfət fuːd/
community (n) /kəˈmjuːnəti/
concerned about sth (adj) /kənˈsɜːnd əˌbaʊt
ˌsʌmθɪŋ/
consume (v) /kənˈsjuːm/
co-operative farm (n) /kəʊˌɒpərətɪv ˈfɑːm/
do your taxes /ˌduː jə ˈtæksɪz/
economic prosperity /ˌekəˌnɒmɪk prɒˈsperəti/
fake (adj) /feɪk/
fast food outlet (n) /ˌfɑːst ˈfuːd ˌaʊtlet/
figure out (phr v) /ˌfɪɡər ˈaʊt/
fizzy drink (n) /ˌfɪzi ˈdrɪŋk/
foodstuff (n) /ˈfuːdstʌf/
fresh produce (n) /ˌfreʃ ˈprɒdjuːs/
full of vitamins /ˌfʊl əv ˈvɪtəmɪnz/
ground (n) /ɡraʊnd/
grow (v) /ɡrəʊ/
have/follow a healthy diet /ˌhæv/ˌfɒləʊ ə ˌhelθi
ˈ daɪət/
have an unhealthy diet /ˌhæv ən ʌnˌhelθi ˈdaɪət/
heart condition (n) /ˈhɑːt kənˌdɪʃən/
high blood pressure (n) /ˌhaɪ ˈblʌd ˌpreʃə/
high in calories/fat/sugar/salt /ˌhaɪ ɪn ˈkæləriz/
ˈ fæt/ˈʃʊɡə/ˈsɔːlt/
hot dog (n) /ˈhɒt dɒɡ/
in favour of sth /ˌɪn ˈfeɪvər əv ˌsʌmθɪŋ/
junk food (n) /ˌdʒʌŋk ˈfuːd/
kebab (n) /kəˈbæb/
land (n) /lænd/
misunderstand (v) /ˌmɪsʌndəˈstænd/
native American (n) /ˌneɪtɪv əˈmerəkən/
non-profit association (n) /ˌnɒn ˌprɒfɪt əˌsəʊsiˈeɪʃən/
nutrition (n) /njuːˈtrɪʃən/
obesity (n) /əʊˈbiːsəti/
pick (v) /pɪk/
poison (n) /ˈpɔɪzən/
poor diet /ˌpɔː ˈdaɪət/
processed food (n) /ˌprəʊsest ˈfuːd/
raw ingredients (n) /ˌrɔː ɪnˈɡriːdiənts/
ready-made (adj) /ˌredi ˈmeɪd/
rent (v) /rent/
solution (n) /səˈluːʃən/
step (n) /step/
still water (n) /ˌstɪl ˈwɔːtə/
strengthen (v) /ˈstreŋθən/
supporter (n) /səˈpɔːtə/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
take off (phr v) /ˌteɪk ˈɒf/
teaspoon (n) /ˈtiːspuːn/
tool (n) /tuːl/
unused (adj) /ˌʌnˈjuːzd/
urban (adj) /ˈɜːbən/
urge sb to do sth /ˌɜːdʒ ˌsʌmbɒdi tə ˈduː ˌsʌmθɪŋ/
vegan (n) /ˈviːɡən/
wealth (n) /welθ/
workshop (n) /ˈwɜːkʃɒp/
3G WRITING 5.21
at full speed /ət ˌfʊl ˈspiːd/
bubble (n) /ˈbʌbəl/
clear (adj) /klɪə/
consider (v) /kənˈsɪdə/
cool (adj) /kuːl/
creature (n) /ˈkriːtʃə/
deep blue (n) /ˌdiːp ˈbluː/
fearless (adj) /ˈfɪələs/
fi n (n) /fɪn/
golden (adj) /ˈɡəʊldən/
gorgeous (adj) /ˈɡɔːdʒəs/
grab (v) /ɡræb/
head to sth (v) /ˈhed tə ˌsʌmθɪŋ/
octopus (n) /ˈɒktəpəs/
panic (v) /ˈpænɪk/
powerful (adj) /ˈpaʊəfəl/
punch sb in the face /ˌpʌntʃ ˌsʌmbɒdi ɪn ðə ˈfeɪs/
ride on the waves /ˌraɪd ɒn ðə ˈweɪvz/
shallow (adj) /ˈʃæləʊ/
shark (n) /ʃɑːk/
surfer (n) /ˈsɜːfə/
terrified (adj) /ˈterəfaɪd/
two-legged (adj) /ˌtuː ˈleɡɪd/
wide awake (adj) /ˌwaɪd əˈweɪk/
45
45
45
03
• In pairs or groups, students play Hangman
with words from the word list.
FURTHER PRACTICE
Workbook page 37/Online Practice
NEXT CLASS
Ask students to revise Unit 3.
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VOCABULARY AND GRAMMAR
1 Complete the collocations with the words from the
box.
amateur ankle challenge competition medal
record professional
1 accept / overcome a challenge
challenge
2 start out as an
3 enter/dowellina
4 become a / turn
5 seta
6 take home a
7 twist / sprain / break your
2 Choose the correct word in each sentence.
1 When she’s depressed, she eats fizzy / comfort /
poor food.
poor food.
poor
2 As part of his healthy diet he has locally grown / raw /
wholemeal bread for breakfast.
3 They are very health conscious and never eat
processed / organic / fresh food.
4 After a competition the athletes always eat foods
that are high in junk / ingredients / calories.
5 The new stadium will have a world-class athletics
track / ring / court.
6 She always uses the rowing pitch / wall / machine
to warm up before a training session.
7 The goalkeeper dislocated / banged / pulled his
head hard when he fell.
8 We got out of breath / weights / muscles after thirty
minutes of running.
9 There’s nothing like freshly-squeezed fat / food /
juice to start the day.
3 Complete the sentences with the Past Simple, Past
Continuous or Past Perfect forms of the verbs in
brackets.
1 By the time they arrived at the stadium, the game
(already/start).
2 While she
(travel) round South America, she
(visit) Rio de Janeiro.
3I
(rock climb) yesterday evening between 6
and 7 o’clock, which is why I
(not hear) your
call.
4 What
(you learn) to do by the time you
(be) five years old?
5I
(run) after the ball when suddenly I
(pull) a muscle. It
(feel) as if someone
(shoot) me!
6It
(be) a lovely day when I woke up. The sun
(shine) and the birds
(sing), but then
all of a sudden it
(start) to pour with rain.
7I
(ask) for freshly squeezed orange juice so
I was upset when I
(see) the waiter pouring
me an orange drink from a bottle.
8 They
(decide) to follow a healthier diet
after they
(see) a documentary about the
effects of processed foods.
46
03 Revision
4 Tick the correct verb forms 1–10 and correct the incorrect
ones.
USE OF ENGLISH
5 Complete the text with one word in each gap.
I’m a nurse in the accidents and emergencies department
at a big hospital. However, I started my professional life
working 1 as a secretary in a big company! Although I never
really enjoyed working in an office, I 2
regularly tell
my family and friends how interesting my job was.
One lunchtime I was crossing a road near my office listening
to music on my earphones 3
a car knocked me
down. I can’t remember much about what happened
because I fainted as 4
as the car hit me. Luckily,
a very kind passer-by 5
seen everything and called
for an ambulance right away. She realised I was 6
shock and lent me her jacket to keep me warm. Amazingly,
ten minutes later I was in hospital.
That was 7
day my life changed forever. I trained
as a nurse and now I have a very rewarding job. It’s true
thatI8
to earn a lot more before, but money isn’t
everything!
Lee’s blog
When I was at school I 1 would love □ loved/used to love
oved/used to love
sports. I
2
used to play
used to play □ for the school netball and hockey
teams, which 3was □ fun. However, our head teacher
4
would believe □ that academic subjects were more important
than sports, so she didn’t spend much money on sports facilities.
The P.E. teachers 5used to organise
used to organise □ a sports day every year
but it 6wouldn’t be □ very good. Luckily for me, though, when
I was eleven, my family 7used to move □ to a new house, which
was next door to the local tennis club. I
8
would spend
would spend □ hours
there in the summer playing with my friends. I wasn’t very good
but I 9used to enter □ the club tournament every July and once
I even 10would win □ the junior championship! I don’t play
tennis these days but I still love sports.
tennis these days but I still love sports.
FURTHER PRACTICE
• Use of English, Student’s Book page 192
• Class debates pages 264–265
• Self-assessment 3 and Self-check 3,
Workbook pages 38–39/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 3 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 3 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 3 Writing Test
amateur
competition
professional
world record
medal
ankle
would
soon
had
when
the
used
in
Exercise 3
1 had already started
2 was travelling, visited
3 was rock climbing,
didn’t hear
4 had you learnt, were
5 was running, pulled,
felt, had shot
6 was, was shining,
were singing, started
7 had asked, saw
8 decided, had seen
✓
✓
✓
✓
✗
✗
✗
✗
Exercise 4
4 believed/used to
believe
6 wasn't/didn't use
to be
7 moved
10 won
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47
6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 I’d like to know what time the restaurant opens.
MIND
Would you mind telling me
Would you mind telling me what time the restaurant
opens?
2 When I was a child, I would spend hours in this park. TO
When I was a child, I
in this park.
3 Thanks for the offer, but I don’t need any help. KIND
you, but I don’t need any help.
4 He wanted to get fit, so he went running every day.
INTO
He went running every day because he wanted
.
5 Could you help me, please? IF
I
help me?
6 W hen he was young, my father used to go fishing
every weekend. WOULD
My father
every weekend when he was young.
Use of English > page 192
READING
To: aty
From: enny
ot yo r in itation to dinner this mornin Thanks
eally lookin orward to it yo re s h a ood ook
lease remember that d doesn t eat meat e ll brin
a ho olate ake or dessert ee yo abo t
Be
reatto ath p
7 Read texts 1–4 and choose the correct answers a, b or c.
STRATEGY | Multiple choice
Read each text and identify what kind of text it is and
where it would appear. Before you read the questions,
think what the main message of each text is.
Is competition a good or bad thing?
Come to the weekly debate after school in the Main Hall.
Arrive before 4.15 as only 100 people can be seated.
Debate starts at 4.30 .
2 a Students should arrive early as numbers are limited.
bPeople who arrive after 4.30 will not be allowed
into the debate.
cThe debate is part of a school competition.
3 a Jack’s dad will cook dinner this evening.
bJack knows the recipe for lasagne.
cJack’s dad is telling Jack what to do for dinner.
4 a People who live in this road will not be allowed to
drive along it on Saturday morning.
bThere will be a speed limit in force for any vehicles
on the road on Saturday morning.
cA sporting event will close the road to pedestrians
and all vehicles on Saturday morning.
Road ahead closed apart from
resident access due to Great South Run
Sat 9.30–15.30.
Access vehicles should not exceed 15kph.
SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You are speaking to a teacher about your class project for
the school health week. You’d like to set up a lunchtime
health food café in school. In the conversation discuss
the points below:
• Explain what you’d like to do and give examples of
healthy food the café could sell.
• Say you will ask parents and teachers to donate food.
• Suggest the money the café makes goes towards
paying for new school sports equipment.
• Explain that students would like to organise
everything themselves and thank the teacher for
his/her offer to help.
Student B
You are Student A’s teacher. You are discussing Student
A’s class project for your school’s health week. Use the
phrases below to help you. You start first.
• Have you got any ideas for our school health week?
• Would you mind telling me who is going to pay for the food?
• Would you like the teachers to help?
• Thank you. That’s a very good idea.
WRITING
9 Write a story beginning with this sentence.
I walked into the gym and looked around.
111 Jenny is writing to
Jenny is writing to
Jenny is writing to
ainvite Katy to a meal she’s going to cook.
bsuggest that Katy makes a chocolate dessert.
cremind Katy that someone is a vegetarian.
Jack
Jack
Met Aunt Gina while I was walking the dog and
we’ve gone for a coffee. Dinner is in fridge. Heat
lasagne in microwave for ten minutes. There’s also
some salad to go with it. Back soon.
Dad
Exercise 6
2 used to spend hours
3 That’s (very) kind of
4 to get into shape
5 wonder/was
wondering if you could
6 would go fishing
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4A GRAMMAR AND VOCABULARY
GRAMMAR AND VOCABULARY
Your career in the sky starts here
Here are some of the weird and wonderful things our customers
ask for during their flights. Thanks to all the patient
ask for during their flights. Thanks to all the patient
ask for during their flights. Thanks to all the patient
flight attendants who contributed to this list.
flight attendants who contributed to this list.
flight attendants who contributed to this list.
1 What do you think are the best and worst parts of the job of
a flight attendant? Discuss in pairs.
2 Read the passenger comments and choose the funniest one.
What would you say in reply to them?
DDo we
owehaveto
have to fly so high?
fly so high?
I’m afraid of heights.
Could we go back to the airport? I left my
we go back to the airport? I left my
hat in the café. It’s only been ten minutes
so we can still turn the plane around.
Excuse me, when I went to the
xcuse me, when I went to the
bathroom, I
bathroom, I couldn’t
couldn’t find the
find the
showers. Where are they?
I understand we
understand we
understand we may not
may not
may not
may not smoke in our
seats, but could you tell me where the
smoking area is, please?
EExcuse me, but why
xcuse me, but why
xcuse me, but why
xcuse me, but why
xcuse me, but why can’t we
fly over New York? I’ve always
fly over New York? I’ve always
fly over New York? I’ve always
wanted to see it.
wanted to see it.
wanted to see it.
Please tell the pilot we mustn’t fly
so close to Windsor Castle because
the planes annoy the Queen.
I was just looking
out of the window and
I saw another plane.
Someone should
tell the pilot.
I really must get some sleep.
get some sleep.
get some sleep.
Please ask the pilot to turn off
the engines.
I’m so uncomfortable!
uncomfortable!
May
May
MayMay I lie on the
Ilieonthe
floor?
You ought to
ought to warn passengers
about the lack of air.
Can I open a window?
I open a window?
CCanan you ask that baby to
you ask that baby to
stop crying!? I can’t hear
myself think!
48
Time to move
VOCABULARY Air travel, holiday phrases, travel essentials, travel phrases, urban transport
VOCABULARY Air travel, holiday phrases, travel essentials, travel phrases, urban transport
VOCABULARY
GRAMMAR Modal and related verbs, defining and non-defining relative clauses
Use of English > page 192
SPEAKING Agreeing and disagreeing
WRITING
A formal email of enquiry
VIDEO
Grammar
Documentary
Communication
04
REFERENCES
AUDIO SCRIPT page 215
VIDEO SCRIPT page 235
CULTURE NOTES page 207
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 11.
Divide the class into three groups, A,
B and C. Assign car to group A, plane
to group B and train to group C. Ask
each group to brainstorm advantages
and disadvantages for their means of
transport. Then hold a class debate in
which each group tries to convince the
other groups that travelling using their
means of transport is better. They should
use the advantages they have thought of
to prepare arguments in support of their
view, and the disadvantages to anticipate
counterarguments from the other groups.
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Modal and related verbs
• We use must and
must and
must have to to talk about necessity. We
often use must when we think something is necessary,
must when we think something is necessary,
must
andhavetowhenitisaruleoralaw.
• We use mustn’t, can’t and
can’t and
can’t may not to talk about things
not to talk about things
not
that are not allowed.
• We use should and ought to to talk about duty, or to give
advice.
• We use can, could and may to ask for permission.
may to ask for permission.
may
• We use can and could to make requests.
• We use can to talk about possibility.
• We use can/could to talk about ability in the present/past.
Grammar Reference and Practice > page 178
□ I can use a variety of modal and related verbs.
Modal and related verbs
3 Look at the underlined modal verbs on page 48 and
answer the questions. Check your answers in the
Grammar box.
Which modal verbs do we use to ...
1 say something is necessary?
,
2 say something is not allowed?
,
,
3 say something is a duty, or to give advice?
,
4 ask for permission to do something?
,
,
5 ask someone else to do something?
,
6 say something is possible?
7 describe an ability (or lack of it) in the present
or past?
,
4 Study Watch out! Then choose the best option to
complete the travellers’ comments.
1 The hotel room was really noisy. I can / could hear the
sea the whole time.
2 There was too much sand on the beach. We must / had
to shower every evening!
3 Can’t we / Do we have to go through security? It’s so
boring.
4 Can / May you explain why the time is different in
Spain?
5 Since we landed, I haven’t been able to / couldn’t hear
haven’t been able to / couldn’t hear
haven’t been able to / couldn’t
properly.
6 I must / have to buy a travel pillow. My neck aches.
7 Someone ought to / may warn guests that there are
ought to / may warn guests that there are
ought to / may
fish in the sea.
8 The flight attendant says we don’t have to / may not
smoke on the plane.
11 Read the question and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the question.
If you are travelling by
If you are travelling by
If
tube, what should you and
what mustn’t you do?
G
R
A
M
M
A
R
V
I
D
E
O
WATCH OUT!
We only use must in the present tense. In other tenses we
must in the present tense. In other tenses we
must
use have to:
We didn’t have to wait long.
Will I have to share a room?
We use can to talk about ability in the present and could to
talk about ability in the past. In other tenses we use be able to.
We won’t be able to land in this weather.
1 book a flight
2
an aisle/window seat
3
your luggage unattended
4
security
5
to your gate
6
your hand luggage in the overhead locker
your hand luggage in the overhead locker
7
your seatbelt
8
your phone to flight mode
9
the safety demonstration
10
your seat in an upright position
11
away your tray table
12
your window blind
5 2.1 Listen to a podcast and complete the
collocations with the verbs from the box.
book choose fasten fold go go through leave
put (x2) raise switch watch
6 2.2 Complete the advice with the verbs from the
box. There is one extra verb. Then listen and check.
can have to may mustn’t ought to should
1 You should book your flight as early as possible to get
the best price.
2 Passengers
usually choose an aisle or a window
seat.
3 You
bring any dangerous items with you in your
luggage.
4 Once you have a boarding pass, you
go
through security.
5 Towards the end of the flight, you will
put your
seat in the upright position, fold away your tray table
and raise your window blind.
7 SPEAKING In pairs, choose a place and write what you
can’t, mustn’t, may not, should and
should and
should have to do there. Read
your list to another pair. Can they guess your place?
A You mustn’t lean over the side.
B Isitaboat?
49
04
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 4, page 266
• Grammar Reference and Practice,
Student’s Book page 178
• Workbook pages 40–41/Online Practice
• Photocopiable resource 14: Vietnam:
know before you go, pages 276, 302
• Extra digital activities: Grammar
Checkpoint 4A
ASSESSMENT
Grammar Quiz 4A
NEXT CLASS
Ask students to think about the
advantages and disadvantages of going
on holiday with friends and make notes.
have to
mustn’t
can’t
should
can
can
can
can
may
have to
mustn’t
may
could
could
can
ought to
may not
(in any order)
(in any order)
Exercise 5
2 choose
3 leave
4 go through
5go
6 put
7 fasten
8 switch
9 watch
10 put
11 fold
12 raise
Exercise 7
Possible answers:
Hotel: can’t leave
without paying;
mustn’t make lots of
noise in your room;
may not smoke in
public areas; should
respect other guests;
have to leave your key
at reception
Campsite: can’t light
fires next to your tent;
mustn’t play loud
music; should clean
up your rubbish; have
to pay for water and
electricity
Library: mustn’t speak
loudly; can’t write in
books; may not borrow
books without a card;
should put books back
in the right place; have
to pay a fine if books
are late
Petrol station: can’t
smoke; mustn’t use
matches or a lighter;
may not leave without
paying; have to drive
slowly and carefully
Hospital: can’t have
visitors outside visiting
hours; mustn’t smoke;
may not bring pets;
should speak quietly;
have to register when
you arrive
School: can’t wear
too much make-up;
mustn’t use bad
language; may not skip
lessons; should respect
other students; have
to do your homework/
wear a uniform/switch
your phone off in class
must
could
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When was the last time you hit the
dance floor with your mum, heard
stories about when your dad was a
rebellious teenager, or buried your
annoying younger brother in the sand?
Well, these were just some of the
highlights of this year’s family holiday
to Spain.
When my parents invited me to join them on
holiday, my first thought was that I’d rather
spend a week at the dentist having all my teeth
pulled out. Then I thought again. ‘ In September,
I’ll be leaving home and heading for university
and I won’t see them nearly as often after that.
My bank account is almost empty, so I can’t
afford my own week in the sun. Plus, although my
brother can sometimes be a pain, he’s more fun
than he is annoying, and he does tend to think I’m
pretty cool. ’ Perhaps, I thought, I ought to grab the
opportunity and, for the last time, head off with my
family on holiday.
So, how was it? Well, I survived, and to be fair,
it was surprisingly fun. What had seemed like
a terrible idea, turned out to be a memorable
experience. What made it a success? Read on for
my three golden rules ...
2.3
How to
ow to
survive
survive
survive
survive
a holiday
a holiday
with your
with your
parents
parents
parents
1
2
3
4
5
6
Rule1□
As you read this, your parents are probably searching online
for tips on ‘how to survive a holiday with teenagers’ . Packing
a positive attitude can help things go smoothly for everyone.
Try to appreciate simple pleasures such as sun, sea and a lack
of homework. Plan to ask your parents some questions. What
were family holidays like when they were teenagers? They’ll
appreciate you showing some interest, and you might uncover
some juicy gossip. Even if you aren’t 100% happy, try not to
go on about it all the time. So the evening entertainment at
the hotel isn’t exactly Beyoncé live? Well, at least you’re not
revising for exams.
Rule2□
Things will probably go wrong, but try to see the funny side.
In Spain, we decided to go off the beaten
go off the beaten track
track and visit the
ruins of an ancient castle. We hired a car
hired a car, planned the route,
hit the road and got lost
got lost almost immediately. Using his non-
existent Spanish, my dad asked a farmer the way. Whatever
my dad said, the farmer thought it was hilarious. Soon we
were all laughing along with him, though we still don't really
know why! We turned back
turned back and eventually found the castle
we were looking for, but the farmer who made us laugh is
what we’ll really remember from that day.
Rule3□
Your parents may well need a break more than you do,
so let them have it. If you are sharing a room and want to
spend ages in the bathroom, pick a time when they aren’t
there. If they want a lie-in, be careful not to wake them
up too early. One or two kind gestures from you such as
volunteering to do some shopping, or bringing everyone
a cold drink will help make the holiday better for them. Oh,
and remember your headphones and a good book. There
will be times when you need some peace and quiet, too.
So those are my golden rules for enjoying a holiday
with your family. In the end, it’s all about being patient,
looking for fun and respecting each other’s needs. Well
that, and taking as many embarrassing photos of them
as possible :) !
50
REFERENCES
VIDEO SCRIPT page 235
CULTURE NOTES page 207
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students
to the notes they made at home and
getting them to discuss their views in
pairs or small groups. If time allows,
you could then invite students from
different pairs/groups to share their
views with the rest of the class.
• After Exercise 7, put students in pairs
or small groups and get them to
discuss the statements in items 1 and
4. Are these statements true for them?
Encourage them to give reasons.
FURTHER PRACTICE
• Workbook pages 42–43/Online Practice
• Photocopiable resource 15: What
a hotel!, pages 276, 303
NEXT CLASS
Ask students to make notes about apps/
websites that help people while travelling.
c
d
a
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ACTIVE READING | Identifying author’s attitudes
Writers use these techniques to express positive,
negative and neutral attitudes:
• choice of words, e.g . awful or surprisingly,
• exaggeration, e.g. the bed was as hard as rock,
• comparisons to express their attitude, e.g. ‘fishing is
more fun than it looks’.
When trying to identify attitude, look at full sentences,
not just single words, e.g . It seemed like an awful
(negative word) idea, but actually we have never had so
much fun (positive attitude).
4B READING AND VOCABULARY
1 Work in pairs. Make a list of good and bad things
about holidays with your parents. Then compare
your list with another pair. Are there more pluses or
minuses?
Your parents probably pay for everything.
You might have to share a room with them.
2 Read paragraphs 1–3 of the blog post. Did the
4 Do the following extracts express a positive (+),
negative (–), or neutral (0) attitude?
1 □ What was supposed to be the trip of a lifetime
was actually a very frustrating experience.
2 □ The turquoise waters were as warm and
welcoming as a bath.
3 □ Our day trip to the spice plantation was
unexpectedly dull.
4 □ The ‘world’s greatest wildlife park’ was OK, but
certainly not great.
5 □ The rooms were fine and the food reasonable.
6 □ It wasn’t nearly as much fun as we had hoped.
5 Read paragraphs 4–6 of the blog and match
sentences a–d to the Rules 1-3. There is one extra
sentence. Which rule do you think is most useful?
a Make space for each other.
b Make plans to escape.
c Leave negativity at home.
d Pack a sense of humour.
□–□
□ I can identify the author’s attitudes in an article about holidays.
blogger go on a holiday with his family? Was it the
right decision?
3 Study Active Reading. Then read paragraphs 1–3 of
the blog again and answer the questions below.
1 What exaggeration in the text shows the blogger’s
initial feelings about the invitation to join his
parents on holiday?
2 What comparison in the text shows the blogger’s
attitude to his younger brother? Is it positive or
negative?
3 Which adverb does the blogger use to say that the
holiday was more enjoyable than he had expected?
4 Does the sentence that includes the adjectives
terrible and memorable express a positive or
negative attitude?
12 WATCH AND REFLECT Go to page 165. Watch the
documentary Off the beaten track and
track and
track do the exercises.
6 Read the whole blog again and choose the correct
answers a–d .
1 Which is NOT a way to make a holiday with parents better?
aAvoid a negative attitude.
bEnjoy uncomplicated things.
cAlways say how you feel.
dFind out some things about your family.
2 The blogger compares hotel entertainment to the work
of a famous singer in order to
asay how professional it is.
b criticise it.
cadvise how to improve it.
dsay how enjoyable it is.
3 In ‘Rule 2’ the blogger felt that the day was memorable
because
ahis father made a hilarious joke.
bthey met a fascinating person.
cthey visited an interesting place.
da stressful situation became a funny one.
4 In ‘Rule 3’ the blogger suggests teenagers can make
a holiday more relaxing for their parents by
ahelping to buy things for the family.
bnever spending a long time in the bathroom.
cgetting up early.
dletting them read in peace.
7 Complete the sentences with the correct form of the
highlighted phrases in the text.
1 I don’t know how people managed before sat nav.
I would get lost
get lost all the time without it.
2 We’re lost! This man looks like a local. Let’s stop and
.
3 It’s cheaper to
for a day than to buy train tickets.
for a day than to buy train tickets.
4 Iliketo
when I go on holiday. I enjoy being far
away from the rest of the world.
5 There’s no need to
. I’ve got my maps app!
6 We're lost! This is not the right way. Let’s
and ask
someone in that village we have just gone through.
7 So, are you ready? Let's
! It’s time to go!
8 SPEAKING Work in groups. Prepare a presentation for
parents called ‘How to survive a holiday with teenagers’.
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
51
04
Yes, he did. Yes, it was.
+
-
0
-
0
Exercise 7
2 ask the way
3hireacar
4 go off the beaten
track
5 plan the route
6 turn back
7 hit the road
Exercise 3
1 I'd rather spend a
week at the dentist
having all my teeth
pulled out
2 he is more fun than
he is annoying; positive
3 surprisingly (fun)
4 positive
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4C VOCABULARY | Travel essentials, travel phrases
Heading off for a gap year or
a backpacking adventure?
Consult our packing tips and tick
off the items on our packing list.
• Go small – Whether you’re running
through the airport to catch your flight,
or climbing on the roof of the train to
the next Indian town, you’ll be glad
you packed small and light.
• Pack fours – 4 t -shirts, 4 pairs of socks,
4 pairs of underwear. One to wear,
one as a spare, one to wash, and one
to dry.
• Think flexibility – trousers that you
can unzip to become shorts, a jacket
that is also a travel pillow, a scarf that
may be used as a hat, bag, towel etc.
How to pack
like a pro
1 Discuss the questions in pairs.
1 When you go on holiday, do you prefer to travel
light or pack for every possibility? Do you usually
pack a backpack or a suitcase?
2 Do you find lists, apps or websites helpful when
deciding what to pack? Say why.
When I go on holiday, I prefer to pack for every
possibility. I usually pack in a suitcase.
2 Read the packing tips below. Which are the most
difficult to follow and why? Can you add any more
tips?
3 Look at the picture and match letters A–L to the items
in the packing list.
4 2.4 Listen to a conversation between Alice and
Suzy. Where is Alice going? What is the weather
going to be like there?
5 2.5 Complete the sentences with travel
essentials from the packing list. Then listen and
check.
1 I’ve got sunblock so my beautiful fair skin doesn’t
get burnt in that hot sunshine.
2 Haveyougota
so you don’t get a stiff neck?
3 You ought to take some
in case it’s really
noisy on the plane.
noisy on the plane.
44 Have you got some
Have you got some
? I read that Oregon has
some very hungry mosquitoes.
5 I’ve got a little
in case of minor injuries.
6 Are the electric plugs the same or do you need
a
?
6 2.6 Choose the correct words to complete the travel
phrases. Then listen again and check.
1 I wish I could ________ (leave / escape) the crowds and go
off the beaten track for my holidays.
2 Are you stopping _______
_______ (on/off)
on/off)
on / off somewhere on the way?
3 I’m taking a _______ (direct / straight) flight
flight to Portland.
flight to Portland.
flight
4 Whattimedoyouhaveto_______(go/set)offo ff ?
5 I’ll _______ (reach / arrive) my destination at 8 a.m. local
__ _____ (time / hour).
6 Have you got a guidebook? How are you going to fi n d
your _______ (route / way) around?
7 I’ll be staying within easy _______ (distance / reach) of the
shops.
8 Let me know you’ve arrived _______
____ ___ (safely / safe).
7 SPEAKING Complete the sentences so that they are true
for you. Then compare with a partner.
1 I always take
with me on long journeys in case ...
2 No one should go on holiday without
because ...
3 I think it’s important to stay within easy reach of
on holiday ...
4 The first thing I do when I reach my destination after
a long journey is
.
55 Before I set off on holiday, I always
Before I set off on holiday, I always
.
I always take a power bank in case I can't plug in to charge
my phone and a pocket guide book for times when I don't
have access to the Internet.
escape
________
cape
________
Packing list
Electronics
1 □ phone & charger
2 □ headphones
3 □ travel adapter
4 □ power bank
Health and hygiene
5□firstaidkit
6 □ insect repellent
7 □ sunblock
8 □ travel pillow
9 □ ear plugs
Other
10 □ penknife
11 □ torch
12 □ pocket
guidebook
J
□ I can use language related to travel.
B
C
E
G
A
F
L
52
REFERENCES
AUDIO SCRIPT page 216
EXTRA ACTIVITIES IN CLASS
• After Exercise 1, refer students to the
notes they made at home. How can
the websites/apps they found help
travellers? Which ones have students
used/would they like to use?
• After Exercise 5, put students in pairs
and ask them to imagine that they are
going on a two-week trip to Oregon.
Refer them to the packing list at the
bottom of the page and tell them that
they can only pack six of the items. In
their pairs, they should decide which
items to take with them. Encourage
them to give reasons for their choices.
FURTHER PRACTICE
• Workbook page 44/Online Practice
• Photocopiable resource 16: Define and
guess!, pages 276, 304
• Extra digital activities: Vocabulary
Checkpoint 4
ASSESSMENT
Vocabulary Quiz 4
E
D
K
J
G
H
F
C
L
B
A
I
Exercise 5
2 travel pillow
3 ear plugs
4 insect repellent
5 first-aid kit
6 travel adapter
off
direct
set
reach
time
way
reach
safely
Exercise 4
Alice is going to
Portland, Oregon, USA .
The weather is going to
be hot and sunny.
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□ I can use defining and non-defining relative clauses.
Relative clauses
Defining relative clauses show which person, thing or
place we are talking about.
Non-defining relative clauses give extra information about
people, things and places.
We use commas before and after a non-defining relative clause.
We can’t leave out the relative pronoun (who, which) in
non-defining relative clauses.
We can’t use the relative pronoun that instead of
that instead of
that
who/which
in non-defining relative clauses.
Grammar Reference and Practice > page 178
WATCH OUT!
When you listen to a non-defining relative clause,
you can hear the commas because the speaker
pauses slightly before and after the clause and often
pronounces the clause in a lower tone.
8 SPEAKING In pairs, use defining relative clauses to
write a quiz about your country. Write two pieces of
information for each person, thing or place in your
information for each person, thing or place in your
quiz. Then do your quiz with another pair.
quiz. Then do your quiz with another pair.
It’s in the north-west. It’s a place where people often go
hiking.
9 In groups, use non-defining relative clauses to
combine the sentences from your quiz in Exercise 8.
The Lake District, where people often go hiking, is in the
north-west.
Re: Oregon
Hi Suzy,
Oregon’s great! I’m staying with a guy who is a friend of
Jamie’s. He’s the American that visited Jamie’s family last year,
remember? Not the guy you didn’t like, the other one. The one
whose sister looks like Emma Stone. His name’s Ryan. The
town where he lives is on the west coast. It’s an area which is
great for hiking. The Siuslaw National Forest, where you can
walk for miles, is right on his doorstep! Ryan, who is really into
photography, by the way, is a great guy. I’m attaching a photo
he took. The photo, which he took with his phone, believe it
or not, shows a sea fountain that we visited yesterday. Thor’s
Well, whose name comes from the Norse god Thor, looks like
a big hole in the ocean. Water shoots way up before falling
back into the hole, which is about 7 metres deep. It’s amazing.
Got to go. Ryan and his sister are taking me for a drive.
I’ll send more photos tomorrow, that’s a promise.
I’ll send more photos tomorrow, that’s a promise.
I’ll send more photos tomorrow, that’s a promise.
Love,
AAAlice
lice
lice
1 Which places in the USA would you most like to visit?
Say why.
2 Read the email. Where is Alice? What did she do
yesterday? What is Thor’s Well?
4D GRAMMAR
5 Find four defining and four non-defining relative
clauses in Alice’s email.
6 In pairs, use non-defining relative clauses to
combine the ideas into single sentences.
1 Oregon is the ninth largest state in the USA. It is just
north of California.
Oregon, which is just north of California, is the ninth
largest state in the USA.
2 The President is a powerful political figure. He/She
lives in a big white house in Washington.
3 Taylor Swift was born in 1989. Her songs often tell
stories about her life.
4 The bald eagle is not in danger of extinction. It is
the national symbol of the USA.
5 Hollywood is in Los Angeles. They make the world’s
most famous movies there.
6 The Grand Canyon is 446 km long, 29 km wide and
1.86 km deep. It is in Arizona.
7 2.7
2.7
2.7 PRONUNCIATION Study Watch out! Then listen
and repeat the sentences in Exercise 6.
Relative clauses
3 Look at the underlined pronouns in the email and
answer questions 1–2.
1 Which pronouns do we use for a) things, b) places,
c) people, d) possessions/relations?
2 Is the subject the same or different in the two clauses
in sentences a–b? When can we leave out the relative
pronoun in the relative clause?
aHe’s the guy (who/that) you didn’t like
(who/that) you didn’t like.
bHe’s the American who/that visited Jamie last year
who/that visited Jamie last year.
4 Look at sentences 1–2. Which relative clause tells
you who Ryan is? Which relative clause gives more
information about him? Study the Grammar box to
check your answers.
1 I’m staying with a guy who is a friend of Jamie’s.
2 Ryan, who is really into photography
who is really into photography, is a great guy.
53
04
REFERENCES
CULTURE NOTES page 207
EXTRA ACTIVITY IN CLASS
After Exercise 6, students write similar
pairs of sentences about people or places
in their country. They exchange sentences
with a partner and join them using
non-defining relative clauses.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 178
• Workbook page 45/Online Practice
• Photocopiable resource 17: Match and
combine, pages 277, 305
• Extra digital activities: Grammar
Checkpoint 4D
ASSESSMENT
Grammar Quiz 4D
NEXT CLASS
Ask students to think of things that would
make a city/town an ideal place to live.
Exercise 3
1 a) which, that;
b) where, which, that;
c) who, that; d) whose
2 Sentence a: different
(he and you); Sentence
b: same (he); We can
leave out the relative
pronoun when the
subject is different in
each clause.
Exercise 4
The relative clause
in sentence 1 tells
you who Ryan is.
The relative clause in
sentence 2 gives more
information about him.
Exercise 6
2 The President, who
lives in a big white
house in Washington,
is a powerful political
figure.
3 Taylor Swift, whose
songs often tell stories
about her life, was born
in 1989.
4 The bald eagle, which
is the national symbol
of the USA, is not in
danger of extinction.
5 Hollywood, where
they make the world’s
most famous movies, is
in Los Angeles.
6 The Grand Canyon,
which is in Arizona, is
446 km long, 29 km
wide and 1.86 km
deep.
Exercise 2
Alice is in Oregon,
staying with Ryan,
a friend of Jamie’s.
Yesterday, she visited
a place called Thor’s
Well. Thor’s Well is a sea
fountain.
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□ I can identify specific information in a talk and a radio programme about urban transport and pollution.
4E LISTENING AND VOCABULARY
LISTENING AND VOCABULARY
1 In pairs, describe the photos. Then answer
the questions below.
1 Which photo is most like the place where
you live?
2 On a scale from 1 (very clean) to 10 (very
polluted) how clean is the air you breathe?
3 What is the air like in the centre of your
nation’s capital city during rush hour?
Photo B is more like my city because there are
a lot of bikes.
2 2.8
2.8 You are going to hear a radio
presenter talking about air pollution. Tick
the words you hear from the box below.
Then use the words you ticked to complete
the sentences below.
□□congestion
congestion □
□diesel
diesel □
□environment
environment
□□fuels
fuels □
□exhaust fumes
exhaust fumes □
□motorway
motorway
□□pollution
pollution □
□renewable
renewable □
□smog
smog
□sustainable □toxic
1 Cyclists and pedestrians should wear
masks in busy streets to avoid breathing
in exhaust fumes from cars and other
vehicles.
2 If a company pollutes our rivers or
produces
air, their executives
should go to prison.
3 It’s better not to buy cars with
engines because they cause more
than petrol cars.
4 It’s clear that
energies are better for
the
.
5 As long as fossil
are cheaper,
people will keep using them even though
they are not
.
6
, which is a mixture of smoke and
fog, is bad for your health, so it’s a good
idea to get an app which tells you when
it’s safe to go out.
3 2.8 Listen again. In pairs, say if the statements are true or false.
1 □ In Delhi, India, in November 2017, nobody was allowed to go
outside because of air pollution.
2 □ Due to poor visibility at that time there were a lot of road
accidents.
3 □ The World Health Organisation claims that no other city in the
world has pollution as bad as Delhi.
4 □ Traffic causes most of the air pollution in London.
5 □ The speaker thinks the best solution is to wear masks.
4 2.9 Listen to the call-in and match each caller with three
ideas. There are three extra ideas.
Monica□□□ Ciaran□□□ Michelle□□□
a Allow drivers to use their phones in traffic jams.
b Build more and better bike lanes.
c Cut down on noise pollution.
d Encourage car sharing schemes.
e Go on foot.
f Learn from other places.
g Make everyone use bikes.
h Make more safe parking areas for bikes.
i Obey the traffic regulations.
j Respect each other.
k Stop cyclists from riding on pavements.
l Use electric and hybrid vehicles.
5 Choose the correct options to complete the sentences.
1 Cyclists should ride on the bike lane//pavement if there is one.
2 Cyclists should always give way to//run over pedestrians.
3 Cyclists should always stop at one-way systems//red lights even
if there are no cars coming.
4 If a driver knocks down//picks up a pedestrian on a zebra
crossing, he/she should lose his driving licence for a year.
5 Carpooling//Congestion helps cut down pollution by sharing our
journeys to work or school.
6 The speed limit/traffic jams in cities should never be more than
20 km per hour.
6 SPEAKING In pairs, say if you agree or disagree with the sentences
in Exercise 5. Say why.
A Air pollution in India
B A busy bike lane in Amsterdam, Holland
54
REFERENCES
AUDIO SCRIPT page 216
CULTURE NOTES page 207
EXTRA ACTIVITY IN CLASS
Use this activity as a brief lead-in, before
Exercise 1. Write An ideal town/city on the
board and refer students to the notes they
made at home. Get them to discuss their
ideas in pairs or small groups. Encourage
them to think about features that are
common for people of different ages.
After 3–4 minutes, invite students from
different pairs/groups to share their ideas
with the class. Encourage them to expand
on their answers.
FURTHER PRACTICE
• Workbook page 46/Online Practice
• Photocopiable resource 18: The air
we breathe, pages 277, 306
NEXT CLASS
Ask students to make a list of the different
transport options in their area.
✓
✓
✓
✓
✓
✓
✓
✓
Exercise 2
2 toxic
3 diesel, pollution
4 renewable,
environment
5 fuels, sustainable
6 Smog
F
F
b
c
e
f
d
i
h
l
j
T
T
T
(not mentioned: a, g, k)
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4F SPEAKING
SPEAKING | Agreeing and disagreeing
Agreeing
You’re (absolutely) right.
That’s exactly how I feel.
I don’t think so either.
That’s for sure.
You’re not wrong.
I agree with ... (100 per cent).
Partly agreeing
I agree up to a point.
You’ve got a point, but ...
Maybe that’s true, but ...
You might be right, but ...
Yes, but don’t you think that ...
I see what you mean, but ...
* informal, perhaps rude for people you don’t know well
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
□□ I can show degrees of agreement using a range of language.
I can show degrees of agreement using a range of language.
Disagreeing
I’m sorry, but I disagree/
don’t agree.
You’re joking, right?*
You can’t be serious.*
Come off it!*
Come on, get real!*
No way!*
55
55
04
1 In pairs, ask and answer the questions.
1 When was the last time you were in a traffic jam?
How bad was it?
2 What can you do to kill time when you’re stuck
in a traffic jam?
I was in a traffic jam this morning on my way to
school. It wasn’t too bad.
2 In pairs, make a list of all the transport options
available in a big city like London.
Buses, ...
3 1313 2.10 Watch or listen to the conversation.
Which of the transport options you listed in Exercise 2
do the friends mention? Why do Brian and Zoe laugh
at Alex?
4 2.11 Study the Speaking box and complete the
extracts from the conversation with two words in each
gap. Listen and check.
1 I’m sorry but I don’t agree
don’t agree! I take the bus a lot.
2I
Zoe. She’s right. The bus service isn’t bad.
3 You can’t
! Buses are a joke.
4 Come
! Cycling’s much cheaper.
5 OK, you’ve got
, but the problem with bikes is
they're too easy to steal.
6I
you mean, but you don’t need to have your
own bike.
7 You
right, Alex. Maybe I’ll try it.
8 That’s
I feel. It’s a crime against the
environment to use a car.
9 What?
, right? Of course, they cause pollution.
10 A I don’t think that’s realistic.
A I don’t think that’s realistic.
A
B I don’t
either.
5 2.12 Choose the correct answers a, b or c to complete
these mini-dialogues. Then listen and check.
1 It’s better to walk than to take the bus.
aI don’t think so either.
bI agree up to a point. But not when it’s raining.
cYou’re joking, right? The bus service is hopeless.
2 The trains on that line are old and dirty.
aThat’s for sure. They used to be a lot cleaner.
bMaybe that’s true, but I don’t think they’re very good.
cYou can’t be serious! They’re terrible!
3 Cycling’s dangerous.
aI agree with you 100%. It’s the best way to get
around.
bI see what you mean but it’s not safe.
cCome off it! It’s fine as long as you wear a helmet.
6 The council of your nearest big town or city wants to
improve urban transport. There is only enough money
for one of these ideas. In groups, discuss which ones you
would choose.
• Pedestranise more streets in the centre.
• Develop a free public bike-hire system and build more
Develop a free public bike-hire system and build more
bike lanes.
• Offer free public transport.
Offer free public transport.
• Start a park and ride scheme (big car parks outside a city
Start a park and ride scheme (big car parks outside a city
with shuttle buses to bring people into the centre).
with shuttle buses to bring people into the centre).
7 REFLECT | Society In Tallinn, Estonia public transport is
In Tallinn, Estonia public transport is
free for all residents. Do you think that’s a good idea?
free for all residents. Do you think that’s a good idea?
Say why. Do you think that could happen in your
Say why. Do you think that could happen in your
Say why. Do you think that could happen in your
Say why. Do you think that could happen in your
country?
REFERENCES
VIDEO/AUDIO SCRIPT page 236
CULTURE NOTES page 208
EXTRA ACTIVITY IN CLASS
This activity can be done before or after
Exercise 1. Put students in pairs or small
groups and refer them to the list of
transport options they made at home. Get
them to tell each other how they move
around their town/city: which of the
transport options on their list do they use?
What do they use them for?
FURTHER PRACTICE
Workbook page 47/Online Practice
NEXT CLASS
Students find information online about
the Scottish Highlands. They should
note down any information they find
interesting, to share with the class in
the next lesson.
Exercise 2
bikes/cycling; cars/
driving; car sharing
schemes and apps;
electric cars; taxis;
public transport: bike
sharing, buses, trains,
underground; walking/
on foot
Exercise 3
The speakers mention
buses, bikes/cycling;
the underground,
bike sharing; cars/
driving; electric cars.
Brian and Zoe laugh
at Alex because he
argues strongly against
using cars but then he
tells them his sister is
picking him up in a car.
Exercise 4
2 agree with
3 be serious
4offit
5 a point
6 see what
7 might be
8 exactly how
9 You’re joking
10 think so
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C survival skills
A mountain biking
Who are we?
Adventures for Young Explorers (AYE) is a non-profit making organisation that organises
expeditions to some of the wildest and most beautiful parts of the Scottish Highlands. Our aim
is to challenge young people, to change who they are and who they can be in the future.
is to challenge young people, to change who they are and who they can be in the future.
is to challenge young people, to change who they are and who they can be in the future.
is to challenge young people, to change who they are and who they can be in the future.
Expeditions
Climbing in the Cairngorms; Mountain biking from coast to coast; Survival
imbing in the Cairngorms; Mountain biking from coast to coast; Survival
imbing in the Cairngorms; Mountain biking from coast to coast; Survival skills on the Isle
of Skye; Canoeing from Loch Tay to the North Sea.
of Skye; Canoeing from Loch Tay to the North Sea. Those are just four of the many adventure
ose are just four of the many adventure
holidays and expeditions that we organise for young people in the Highlands every year.
holidays and expeditions that we organise for young people in the Highlands every year.
holidays and expeditions that we organise for young people in the Highlands every year.
How to apply
Places are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise
aces are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise
aces are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise
aces are limited so apply early. Don’t get left behind! And remember, it’s a good idea to raise
your own money to help pay for the expedition. So, study our page on fundraising, which you’ll
your own money to help pay for the expedition. So, study our page on fundraising, which you’ll
your own money to help pay for the expedition. So, study our page on fundraising, which you’ll
your own money to help pay for the expedition. So, study our page on fundraising, which you’ll
find in the link below. Then write us an email to book your place with AYE.
find in the link below. Then write us an email to book your place with AYE.
find in the link below. Then write us an email to book your place with AYE.
Explore Scotland with AYE
and have the adventure holiday of a lifetim
xplore Scotland with AYE
and have the adventure holiday of a lifetim
xplore Scotland with AYE
e
B rock climbing
D canoeing
Damian Hartley
To: CooperClare@aye.com
Re: Cairngorms climbing expedition
Dear Ms Cooper,
III am writing to enquire about
am writing to enquire about
am writing to enquire about
am writing to enquire about the Cairngorms climbing expedition, which begins on Sunday 1
the Cairngorms climbing expedition, which begins on Sunday 1
the Cairngorms climbing expedition, which begins on Sunday 1 June
June
June. I would
. I would
. I would
really like to take part. However, I have a few queries
I have a few queries.
On your website, it states that you must be aged 16 to 21 to participate. I will turn 16 on 5 July, four days after
the expedition begins.
the expedition begins. Could you let me know if
Could you let me know if
Could you let me know if I would be allowed to take part or if I would have to choose
I would be allowed to take part or if I would have to choose
Could you let me know if I would be allowed to take part or if I would have to choose
Could you let me know if
Could you let me know if I would be allowed to take part or if I would have to choose
Could you let me know if
another expedition later in the year?
WWith regard to
ith regard to
ith regard to dates
dates and times
and times, I wonder if you could confirm what time the expedition will end on July 8. I have
, I wonder if you could confirm what time the expedition will end on July 8. I have
an exam on 9 July. Therefore, I need to be in Stirling by 3 p.m . in order to travel back to Manchester.
As for food, could you confirm there are vegetarian options available during the expedition?
Finally, I am keen to raise funds to help finance the expedition. Unfortunately, the relevant page on your website
is under construction. I would greatly appreciate it if you could
I would greatly appreciate it if you could
I would greatly appreciate it if you could
I would greatly appreciate it if you could send me some information on fund-raising.
information on fund-raising.
I am really looking forward to
am really looking forward to the expedition and I hope to hear from you soon.
Best regards
egards,
Damian Hartley
amian Hartley
56
REFERENCES
AUDIO SCRIPT page 217
CULTURE NOTES page 208
EXTRA ACTIVITIES IN CLASS
• Use the information students found out
about the Scottish Highlands to lead in
to Exercise 1. Invite different students
to share their information with the
class, then ask them if they would like
to visit the Highlands. Encourage them
to give reasons.
• Before students do the writing task in
Exercise 8, put them in pairs to plan
their email. They should think about:
a) the details of the expedition they are
going to write about, b) the questions
they are going to ask, c) how they are
going to organise the information in
their email and d) which phrases from
the Writing box they can use.
1
2
3
4
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□ I can write a formal email requesting information.
WRITING | A formal email of enquiry
Subject
□ Fill in the subject box with your reason for writing.
Greeting
□ If you know the person’s name, write Dear + name.
Dear + name.
Dear
If you don’t know the person’s name, write Dear Sir/Madam.
Opening
□ State clearly why you are writing:
1 I am writing to enquire about ...
I am writing to enquire about ...
I would (really) like to ...
I am interested in/keen to ...
2
/some doubts.
Be polite
□ Write in a polite style with complete sentences, use full
forms instead of contractions and use more formal linkers:
however, furthermore and 3
.
You can use indirect questions and formal requests:
4
...
I wonder if you could confirm what time ...
5
...
You shouldn’t use slang words, smileys ( ), abbreviations
(lol, btw, pls), exclamation marks (!) or leave out words
like pronouns, articles or the verb to be.
Signal topics
□ Signal new topics:
6
... , Concerning ...,
... , Concerning ...,
7
...,
Turning to ... and Finally.
Be relevant
□ Don’t include irrelevant information, ask silly questions
or try to be funny.
Ending
□ Conclude your email in a formal way, by writing:
8
...
I hope to hear from you soon.
9
(Kind) regards,
Yours sincerely (if you know the person’s name) or Yours
faithfully (if you don’t) and your name.
Hi Clare,
How’s it going? Well, I hope.
I fancy doing something different so I was thinking of trying
one of your adventure holidays this summer.
There are two things I quite fancy doing: ‘Mountain biking
from coast to coast’ and ‘Survival skills on the Isle of Skye,’
but I can’t decide which one is more my cup of tea. So,
can you answer a few questions about them to help me
decide?
First off, the mountain biking trip. I kind of like cycling but
I’m worried I’m not fit enough. I could do with losing a kilo
or two!! So how far do we have to cycle every day and are
there a lot of steep hills? (Even though my name is Hill,
I prefer cycling where it’s flat. )))
Now, about the survival skills thing – it sounds cool but how
many people are there in each group, and what are the
sleeping arrangements?
Is it OK to bring pets? I’ve got the cutest little kitten and
I don’t want to leave her.
Oh! One more thing, I’d like to bring my trumpet with me.
What do you reckon? I’m really into music and I could
knock out some tunes in the evenings.
Right, I’m off to the library now. Got an exam coming up
soon.
Write back soon, pls ‘cause I really need to plan something
for my hols. Don’t want to go to my gran’s again!!
Hope to CU this summer.
Bye 4 now.
Hayley
4G WRITING | A formal email of enquiry
6 Read another student's email and rewrite it in
a more formal style. Use the phrases below to
help you. Add anything that’s missing and cut any
irrelevant information.
• Dear Ms Cooper,
• Finally,
• However, I am not sure which expedition would
be the most suitable for me.
• I am a keen musician and it might be fun to play
some music.
• I am interested in taking part in
• I am looking forward to hearing from you soon.
• I wonder if you could let me know how far
• Kind regards,
• Therefore, I would greatly appreciate it if you
could
• With regard to
Hi Clare, Dear Ms Cooper,
Dear Ms Cooper,
7 SPEAKING In groups, use the Speaking box in
lesson 4F to agree on the best expedition or
adventure holiday you could realistically do in
your country.
8 WRITING TASK Use the Writing box to write an
email of enquiry about another expedition.
Include at least three queries from your list in
Exercise 2.
1 Look at the website and read the information. In groups,
discuss which of the expeditions A–D you would most like
to participate in. Say why.
2 Imagine you want to participate in the ‘Climbing in the
Cairngorms’ expedition. In groups, make a list of what
information you would look for on the website.
Dates, ....
3 Read the email. Which of your ideas from Exercise 2 does
Damian enquire about?
4 2.13
2.13 Find four queries Damian has in the email and
predict the answers. Then listen and check.
5 Study the Writing box. Tick the things which Damian does
in his email. Then complete the box with the underlined
words and phrases from Damian's email.
57
04
FURTHER PRACTICE
Workbook page 48/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 58–59.
Exercise 2
Possible answers:
• dates and times
• prices
• age limits
• location of the base
• transport to and from
the base
• accommodation
• food and dietary
requirements
• clothes, shoes and
equipment to take
• equipment provided
• number of people
per group
• number of monitors
• monitors’ experience
• a full description of
the route and activities
for each expedition
• insurance
• fundraising tips
Exercise 3
• age limits
• dates and times
• food and dietary
requirements
• fundraising tips
Exercise 5
2 I have a few queries
3 therefore
4 Could you let me
know if
5 I would greatly
appreciate it if you
could
6 With regard to
7Asfor
8 I am really looking
forward to
9 Best wishes
Exercise 4
Possible answers:
1 He will be allowed
to take part. They’re
making an exception
for him.
2Itwillendby12a.m.
on 8 July.
3 Yes, there are.
4 That is not necessary
because the
fundraising page on
the website is now
available.
✓
✓
✓
✓
✓
✓
75
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Word List
REMEMBER MORE
1 Add more words and phrases
from the word list to the
vocabulary maps.
2 Which preposition completes all
three sentences?
1 When we are on holiday, we
often go
the beaten track.
2 EvenifIset
very early, I am
often late for school.
3 I’m going to stop in Paris
for a day or two.
3 Match the two parts of the
collocations. Then check with the
word list.
1 □ raise a the opportunity
2 □ escape b your window
blind
3 □grab
c your destination
4 □ reach
d the crowds
4 Complete the sentences with the
correct words formed from the
words in bold. Then check with
the word list.
1 Remember never to leave your
luggage
at the airport.
It could be taken away and
destroyed. ATTEND
2 The production of
energy
such as solar power should be
widely promoted. NEW
3 At the camp we learned various
skills which can help you
in critical conditions. SURVIVE
4 You should always watch the
demonstration before the
plane takes off. SAFE
5 Do the task below.
Imagine you had the worst
possible holiday. Say where you
went and what unfortunate
things happened on the way to
and/or at your destination. Use
words and phrases from the
word list.
4A GRAMMAR AND VOCABULARY
5.22
afraid of heights /əˌfreɪd əv ˈhaɪts/
annoy (v) /əˈnɔɪ/
book a flight /ˌbʊk ə ˈflaɪt/
choose a window seat/an aisle seat /ˌtʃuːz
ə ˈwɪndəʊ siːt/ən ˈaɪl siːt/
contribute to sth (v) /kənˈtrɪbjuːt tə ˌsʌmθɪŋ/
delay (n) /dɪˈleɪ/
engine (n) /ˈendʒən/
fasten your seat belt /ˌfɑːsən jə ˈsiːt belt/
fold away your tray table /ˌfəʊld əˌweɪ jə ˈtreɪ
ˌ teɪbəl/
go through security /ˌɡəʊ ˌθruː sɪˈkjʊərəti/
go to your gate /ˌɡəʊ tə jə ˈɡeɪt/
item (n) /ˈaɪtəm/
lean over the side /ˌliːn ˌəʊvə ðə ˈsaɪd/
leave your luggage unattended /ˌliːv jə ˌlʌɡɪdʒ
ˌʌnəˈtendəd/
look out of the window /ˌlʊk ˌaʊt əv ðə ˈwɪndəʊ/
ought to (v) /ˈɔːt tuː/
put your hand luggage in the overhead locker
/ˌpʊt jə ˈhænd ˌlʌɡɪdʒ ɪn ðə ˌəʊvəˌhed ˈlɒkə/
put your seat in an upright position /ˌpʊt jə ˌsiːt
ɪn ən ˌʌpraɪt pəˈzɪʃən/
raise your window blind /ˌreɪz jə ˈwɪndəʊ blaɪnd/
smoking area (n) /ˈsməʊkɪŋ ˌeəriə/
switch your phone to flight mode /ˌswɪtʃ jə ˌfəʊn
tə ˈflaɪt məʊd/
turn sth around (phr v) /ˌtɜːn ˌsʌmθɪŋ əˈraʊnd/
warn (v) /wɔːn/
watch the safety demonstration /ˌwɒtʃ ðə ˈseɪfti
demənˌstreɪʃən/
weird (adj) /wɪəd/
4B READING AND VOCABULARY
5.23
advise (v) /ədˈvaɪz/
ancient castle /ˌeɪnʃənt ˈkɑːsəl/
ask the way /ˌɑːsk ðə ˈweɪ/
at least /ˌət ˈliːst/
be a pain /ˌbi ə ˈpeɪn/
bury (v) /ˈberi/
compare sth to sth (v) /kəmˈpeə ˌsʌmθɪŋ tə
ˌsʌmθɪŋ/
criticise (v) /ˈkrɪtəsaɪz/
escape (v) /ɪˈskeɪp/
evening/hotel entertainment (n) /ˌiːvnɪŋ/həʊˌtel
ˌentəˈteɪnmənt/
frustrating (adj) /frʌˈstreɪtɪŋ/
gesture (n) /ˈdʒestʃə/
get/be lost /ˌɡet/ˌbi ˈlɒst/
go off the beaten track /ˌɡəʊ ˌɒf ðə ˌbiːtn ˈtræk/
go on about sth (phr v) /ˌɡəʊ ˈɒn əˌbaʊt ˌsʌmθɪŋ/
go smoothly /ˌɡəʊ ˈsmuːðli/
golden rule (n) /ˌɡəʊldən ˈruːl/
grab the opportunity /ˌɡræb ði ˌɒpəˈtjuːnəti/
head off (phr v) /ˌhed ˈɒf/
highlights (n) /ˈhaɪlaɪts/
hire a car /ˌhaɪər ə ˈkɑː/
hit the dance floor /ˌhɪt ðə ˈdɑːns flɔː/
hit the road /ˌhɪt ðə ˈrəʊd/
in peace /ˌɪn ˈpiːs/
juicy gossip /ˌdʒuːsi ˈɡɒsəp/
lie-in (n) /ˈlaɪ ɪn/
local (n) /ˈləʊkəl/
make space /ˌmeɪk ˈspeɪs/
maps app (n) /ˈmæps æp/
memorable (adj) /ˈmemərəbəl/
negative attitude /ˌneɡətɪv ˈætɪtjuːd/
negativity (n) /ˌneɡəˈtɪvəti/
non-existent (adj) /ˌnɒn ɪɡˈzɪstənt/
pack a positive attitude /ˌpæk ə ˌpɒzətɪv
ˈ ætətjuːd/
peace and quiet (n) /ˌpiːs ən ˈkwaɪət/
plan the route /ˌplæn ðə ˈruːt/
pull out a tooth /ˌpʊl ˌaʊt ə ˈtuːθ/
reasonable (adj) /ˈriːzənəbəl/
rebellious (adj) /rɪˈbeljəs/
relaxing (adj) /rɪˈlæksɪŋ/
respect sb’s needs /rɪˌspekt ˌsʌmbɒdiz ˈniːdz/
sense of humour /ˌsens əv ˈhjuːmə/
show interest /ˌʃəʊ ˈɪntrəst/
simple pleasures /ˌsɪmpəl ˈpleʒəz/
spice plantation (n) /ˈspaɪs plænˌteɪʃən/
stressful (adj) /ˈstresfəl/
surprisingly (adv) /səˈpraɪzɪŋli/
tend to do sth /ˌtend tə ˈduː ˌsʌmθɪŋ/
to be fair /tu bi ˈfeə/
trip of a lifetime /ˌtrɪp əv ə ˈlaɪftaɪm/
turn back (phr v) /ˌtɜːn ˈbæk/
turn out (phr v) /ˌtɜːn ˈaʊt/
turquoise (adj) /ˈtɜːkwɔɪz/
uncover (v) /ʌnˈkʌvə/
unexpectedly (adv) /ˌʌnɪkˈspektɪdli/
wildlife park (n) /ˈwaɪldlaɪf pɑːk/
THINGS TO TAKE
ON HOLIDAY
power bank
congestion
PROBLEMS IN
CITIES
58
EXTRA ACTIVITIES IN CLASS
• Ask students to choose 6–8 verb + noun
collocations from the word list (e.g .
raise an eyebrow, make an excuse, break
somebody’s heart). Get them to divide
a piece of paper into two columns,
headed A and B, and to write the verbs
from their chosen collocations in a
numbered list in column A (e.g . 1 raise,
2 make, 3 break). Then ask them to write
the second part of the collocations in
a lettered list in column B, in random
order (e.g . a) somebody’s heart, b) an
excuse, c) an eyebrow). Put them in pairs
and get them to swap papers with their
partner. They should complete their
partner’s matching task and then check
their answers with their partner.
• Individually, students write gap-fill
sentences using the collocations they
matched in the previous activity. They
should only gap one word from each
collocation. To make the exercise
easier, they could supply the first letter
of each word. Then, in new pairs, they
swap sentences, complete them and
check their answers with their partner.
off
off
off
b
d
a
c
Exercise 4
1 unattended
2 renewable
3 survival
4 safety
Exercise 4
Things to take on
holiday:
backpack, charger,
earplugs, first aid
kit, insect repellent,
penknife, pocket
guidebook, sunblock,
torch, towel, travel
adapter, travel pillow
Problems in cities:
air/noise pollution,
busy street, exhaust
fumes, rush hour,
smog, traffic jam
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4C VOCABULARY 5.24
arrive safely /əˌraɪv ˈseɪfli/
backpack (n) /ˈbækpæk/
backpacking (n) /ˈbækˌpækɪŋ/
catch a flight /ˌkætʃ ə ˈflaɪt/
charge (v) /tʃɑːdʒ/
charger (n) /ˈtʃɑːdʒə/
earplugs (n) /ˈɪəplʌɡz/
electric plug (n) /ɪˌlektrɪk ˈplʌɡ/
escape the crowds /ɪˌskeɪp ðə ˈkraʊdz/
find your way around /ˌfaɪnd jə ˌweɪ əˈraʊnd/
first aid kit (n) /ˌfɜːst ˈeɪd kɪt/
flexibility (n) /ˌfleksəˈbɪləti/
gap year (n) /ˈɡæp jɪə/
get burnt /ˌɡet ˈbɜːnt/
hygiene (n) /ˈhaɪdʒiːn/
insect repellent (n) /ˈɪnsekt rɪˌpelənt/
local time (n) /ˌləʊkəl ˈtaɪm/
minor injury /ˌmaɪnə ˈɪndʒəri/
mosquito (n) /məˈskiːtəʊ/
pack for every possibility /ˌpæk fər ˌevri
ˌpɒsəˈbɪləti/
packing list (n) /ˈpækɪŋ lɪst/
penknife (n) /ˈpennaɪf/
plug in (phr v) /ˌplʌɡ ˈɪn/
pocket guidebook (n) /ˌpɒkət ˈɡaɪdbʊk/
power bank (n) /ˈpaʊə bæŋk/
pro (n) /prəʊ/
reach your destination /ˌriːtʃ jə ˌdestəˈneɪʃən/
set off (phr v) /ˌset ˈɒf/
stop off (phr v) /ˌstɒp ˈɒf/
sunblock (n) /ˈsʌnblɒk/
sunshine (n) /ˈsʌnʃaɪn/
take a direct flight /ˌteɪk ə dəˌrekt ˈflaɪt/
torch (n) /tɔːtʃ/
towel (n) /ˈtaʊəl/
travel adapter (n) /ˈtrævəl əˌdæptə/
travel light /ˌtrævəl ˈlaɪt/
travel pillow (n) /ˈtrævəl ˌpɪləʊ/
unzip (v) /ʌnˈzɪp/
within easy reach /wɪðˌɪn ˌiːzi ˈriːtʃ/
4D GRAMMAR 5.25
bald eagle (n) /ˌbɔːld ˈiːɡəl/
coast (n) /kəʊst/
Grand Canyon (n) /ˌɡrænd ˈkænjən/
great for (hiking) /ˌɡreɪt fə (ˈhaɪkɪŋ)/
guy (n) /ɡaɪ/
hole (n) /həʊl/
in danger of extinction /ɪn ˌdeɪndʒər əv
ɪkˈstɪŋkʃən/
national symbol (n) /ˌnæʃənəl ˈsɪmbəl/
ocean (n) /ˈəʊʃən/
political figure (n) /pəˌlɪtɪkəl ˈfɪɡə/
right on the doorstep /ˌraɪt ɒn ðə ˈdɔːstep/
sea fountain (n) /ˈsiː ˌfaʊntən/
state (n) /steɪt/
4E LISTENING AND VOCABULARY
5.26
air/noise pollution (n) /ˈeə/ˈnɔɪz pəˌluːʃən/
bike lane (n) /ˈbaɪk leɪn/
busy street /ˌbɪzi ˈstriːt/
capital city (n) /ˌkæpətl ˈsɪti/
carpooling/car sharing (n) /ˈkɑːˌpuːlɪŋ/ˈkɑː
ˌ ʃeərɪŋ/
car sharing scheme (n) /ˈkɑː ˌʃeərɪŋ skiːm/
congestion (n) /kənˈdʒestʃən/
cut down on sth (phr v) /ˌkʌt ˈdaʊn ɒn ˌsʌmθɪŋ/
cyclist (n) /ˈsaɪklɪst/
diesel engine (n) /ˈdiːzəl ˌendʒən/
electric/hybrid vehicle (n) /ɪˌlektrɪk/ˌhaɪbrəd
ˈviːɪkəl/
environment (n) /ɪnˈvaɪrənmənt/
executive (n) /ɪɡˈzekjətɪv/
exhaust fumes (n) /ɪɡˈzɔːst fjuːmz/
fossil fuel (n) /ˈfɒsəl ˌfjuːəl/
give way to sb /ˌɡɪv ˈweɪ tə ˌsʌmbɒdi/
junction (n) /ˈdʒʌŋkʃən/
knock down a pedestrian /ˌnɒk ˌdaʊn ə
pəˈdestriən/
mask (n) /mɑːsk/
motorway (n) /ˈməʊtəweɪ/
obey (v) /əʊˈbeɪ/
on foot /ɒn ˈfʊt/
one-way system (n) /ˌwʌn weɪ ˈsɪstɪm/
parking area (n) /ˈpɑːkɪŋ ˌeəriə/
pavement (n) /ˈpeɪvmənt/
pedestrian (n) /pəˈdestriən/
pick up (phr v) /ˌpɪk ˈʌp/
pollute (v) /pəˈluːt/
renewable energy (n) /rɪˌnjuːəbəl ˈenədʒi/
ride (v) /raɪd/
run over (phr v) /ˌrʌn ˈəʊvə/
rush hour (n) /ˈrʌʃ aʊə/
share a journey /ˌʃeər ə ˈdʒɜːni/
smog (n) /smɒɡ/
speed limit (n) /ˈspiːd ˌlɪmɪt/
stop at red lights /ˌstɒp ət ˌred ˈlaɪts/
sustainable (adj) /səˈsteɪnəbəl/
toxic (adj) /ˈtɒksɪk/
traffic jam (n) /ˈtræfɪk dʒæm/
traffic regulations (n) /ˈtræfɪk ˌreɡjuˌleɪʃənz/
visibility (n) /ˌvɪzəˈbɪləti/
WHO / World Health Organisation (n) /ˌdʌbəljuː
eɪtʃ ˈəʊ/ wɜːld helθ ˌɔːɡənaɪˈzeɪʃən/
zebra crossing (n) /ˌzebrə ˈkrɒsɪŋ/
4F SPEAKING 5.27
bike/car hire system (n) /ˈbaɪk/ˈkɑː haɪə ˌsɪstəm/
bus service (n) /ˈbʌs ˌsɜːvəs/
crime against sth (n) /kraɪm əˈɡenst ˌsʌmθɪŋ/
get around (phr v) /ˌɡet əˈraʊnd/
helmet (n) /ˈhelmət/
kill time /ˌkɪl ˈtaɪm/
park and ride scheme (n) /ˌpɑːk ənd ˈraɪd skiːm/
pedestrianise (v) /pəˈdestriənaɪz/
public transport (n) /ˌpʌblɪk ˈtrænspɔːt/
realistic (adj) /rɪəˈlɪstɪk/
shuttle bus (n) /ˈʃʌtl bʌs/
4G WRITING 5.28
canoeing (n) /kəˈnuːɪŋ/
confirm (v) /kənˈfɜːm/
enquire (v) /ɪnˈkwaɪə/
flat (adj) /flæt/
fundraising (n) /ˈfʌndˌreɪzɪŋ/
get left behind /ˌɡet ˌleft bɪˈhaɪnd/
hill (n) /hɪl/
hols (n) /hɒlz/
keen (adj) /kiːn/
limited (adj) /ˈlɪmətəd/
mountain biking (n) /ˈmaʊntən ˌbaɪkɪŋ/
query (n) /ˈkwɪəri/
raise funds /ˌreɪz ˈfʌndz/
relevant (adj) /ˈreləvənt/
sleeping arrangements (n) /ˈsliːpɪŋ
əˌreɪndʒmənts/
steep (adj) /stiːp/
survival skills (n) /səˈvaɪvəl skɪlz/
under construction /ˌʌndə kənˈstrʌkʃən/
59
59
59
04
• Students choose one or two words
from each lesson that they want
to remember and write example
sentences. Tell them to try to think
of sentences about themselves or
people they know if possible. This
will help them remember the words.
FURTHER PRACTICE
Workbook page 49/Online Practice
NEXT CLASS
Ask students to revise Unit 4.
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VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the
sentences.
1 If you want a good price, you should leave / book /
switch a flight in advance.
2 Please close / put / fasten your seatbelt. The plane
is going to take off.
3 You should throw / fold / hide away your tray
table before take-off and landing.
4 You should answer questions the staff ask when
you go by / through / between security at the
airport.
5 Can you raise your window blind / curtain / cover
so I can see the view, please?
6 They had a good trip and arrived home carefully /
safely / securely.
2 Match the words from the box with the
definitions.
charger first aid kit penknife power bank
sunblock torch travel adapter travel pillow
1 You need this when your phone runs out of
power. charger
2 This protects your skin from the sun.
3 It stores electrical energy that you can use later to
charge your devices.
4 Take this object with you so that you can see at
night.
5 You need this to charge your electronic devices in
a foreign country.
6 A small, pocket-sized gadget you can cut things
with.
7 Put your head on this when you are travelling by
plane or train.
8 You need one at home and one in the car for
health emergencies.
3 Complete the sentences with one word in each
gap.
1 Before the plane takes off you must put your seat
in an upright
pright position and switch your phone to
f
mode.
2 Weh
a car for a week on our last holiday
to Spain. We always h
the road early to
avoid traffic.
3 Dad loves choosing places no one knows for our
holidays, but I don’t really like going off the
b
track.
4 Itwaseasytofindtheirwaya
so they
didn’t need a map.
5 When they’re driving, they always plan the
r
so they can e
the crowds. They
hate going to busy places.
6 Although her office is within easy r
, she
leaves home early because of the traffic c
in the city centre.
60
04 Revision
4 Rewrite the sentences with the correct form of the verbs
from the box. Sometimes more than one answer is possible.
can/can’t could/couldn’t must/mustn’t may/may not
(not) have to ought (not) to (not) be able to should (not)
1 I feel it’s important to get up early tomorrow.
I must get up early tomorrow.
2 Please ask the people in the room next door to stop shouting.
3 It’s necessary to wear a swimming hat in the pool.
4 I wasn’t able to speak English well when I started this job
but now I am.
5 You are not allowed to bring pets to the hotel.
6 It would be a good idea if the hotel changed the towels
every day.
7 It wasn’t necessary for me to show my passport the last
time I stayed.
8 If it rains tomorrow, it won’t be possible for us to go to the
beach.
5 Combine the two sentences to create one sentence with
Combine the two sentences to create one sentence with
either a defining relative clause (1–4) or with a non-
defining relative clause (5–8). Put the pronoun in brackets
if it can be omitted.
1 I saw an advertisement on the website. It wasn’t up to date.
The advertisement (which/that) I saw on the website
wasn’t up to date.
2 People enjoy travelling off the beaten track. They can get lost!
3 We stayed in a hotel last summer. It was heated by
renewable energy sources.
4 Some people have heavy hand luggage. They ought to be
careful when they put it in the overhead lockers.
5 Toxic air is still produced by some factories. It is a big
contributor to global warming.
6 Jo Brown was on a flight that couldn’t land because of
smog. He is a well-known football player.
7 Wind power is growing in popularity. It’s a form of
sustainable energy.
8 Cycling is a popular means of transport. It’s
environmentally-friendly.
USE OF ENGLISH
6 Complete the sentences with the correct words formed
from the words in bold.
1 The key to getting on well with your parents on holiday
is flexibility
flexibility . FLEXIBLE
2 You should never leave your luggage
at the airport.
ATTEND
3 Please watch the safety
carefully. DEMONSTRATE
4 You need good
skills for some types of adventure
holiday. SURVIVE
5 There are a lot of flies here. Has anyone got any insect
? REPEL
6 They were very late because of the traffic
in the city
centre. CONGEST
7 Countries should invest in
energies such as wind
and water power. RENEW
REFERENCES
AUDIO SCRIPT page 217
FURTHER PRACTICE
• Use of English, Student’s Book page 192
• Class debates pages 264–265
• Self-assessment 4 and Self-check 4,
Workbook pages 50–51/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 4 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 4 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 4 Writing Test
• Units 3–4 Cumulative Review Test
• Units 3–4 Exam Speaking
sunblock
power bank
travel adapter
penknife
travel pillow
first aid kit
torch
Exercise 6
2 unattended
3 demonstration
4 survival
5 repellent
6 congestion
7 renewable
Exercise 4
2 Could/Can you ask
the people in the
room next door to
stop shouting?
3 You have to/must
wear a swimming hat
in the pool.
4 I couldn’t speak
English well when
I started this job but
now I can.
5 You may not/can’t/
mustn’t bring pets to
the hotel.
6 The hotel ought to/
should change the
towels every day.
7 I didn’t have to show
my passport the last
time I stayed.
8 If it rains tomorrow,
we won’t be able to go
to the beach.
Exercise 5
2 People who enjoy
travelling off the
beaten track can
get lost.
3 The hotel where
we stayed/The hotel
(that) we stayed in last
summer was heated
by renewable energy
sources.
4 People who have
heavy hand luggage
ought to be careful
when they put it in the
overhead lockers.
5 Toxic air, which is
a big contributor to
global warming, is
still produced by some
factories.
6JoBrown,whoisa
well-known football
player, was on a flight
that couldn’t land
because of smog.
7 Wind power, which
is a form of sustainable
energy, is growing in
popularity.
8 Cycling, which is
environmentally-
friendly, is a popular
means of transport.
light
ired
it
eaten
round
oute
scape
each
ongestion
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61
1 a voyage b journey c trip
d walk
2 aon
bup
c down
doff
3 a Although b However c Furthermore d Therefore
4 aaside bafold
c an aisle
d a window
5 aaim
b target
c objective d destination
6 a badly b worse c smoothly d good
Use of English > page 192
LISTENING
8 2.14 You are going to hear people talking in five
different situations. For questions 1–5 choose the best
answers a, b or c.
1 You are going to hear a tour guide talking to visitors to
the Greek island of Rhodes. What is she doing?
agiving the visitors information about Rhodes
bwelcoming the visitors
cgiving the visitors details about their accommodation
2 You are going to hear a radio traffic report. What are
the presenters the most surprised about?
athe bad weather on the M25
ba car crash on the M26
cthe reason for traffic congestion on the M26
3 The speaker is announcing that
athere is a change of gate for flight 285.
bflight 285 is delayed for technical reasons.
cflight 285 is ready for boarding.
4 You are going to hear a telephone conversation
between two friends. Why is the boy calling?
aTo ask the girl to lend him something.
bTo ask for advice about travelling on a long flight.
cTo tell the girl he’s going away.
5 You are going to hear a business woman who travels
a lot talking about flying. What is her attitude to
flying?
aShe finds it exciting.
bShe thinks it’s a practical way of travelling.
cShe says it pollutes the environment.
WHICH IS THE BEST
ADVICE?
take a charger
go with one or two
good friends
choose a destination
near home
call your parents
every day
take a lot
of money
10 Discuss these questions with a partner.
10 Discuss these questions with a partner.
10
1 Do you think you would follow any of this advice
if you went on holiday without your family? Say
why.
2 Why do you think many people prefer to choose
active holidays?
3 Some people say there are more important things
to spend your money on than holidays. How far
do you agree with this opinion?
WRITING
11 You have seen this advertisement for cycle tours.
11 You have seen this advertisement for cycle tours.
11
City cycle tours!
Get to know the city and keep fit at the same time!
We organise day and half-day tours for all ages.
Interested? Then send Brian Philips an email
to find out more!
We look forward to hearing from you!
Write an email asking for more information. Ask
about the meeting point and time, how long
and difficult the ride is, the price and the lunch
arrangements.
SPEAKING
9 Your friend is going on holiday without their
parents for the first time. In pairs, talk about why
each piece of advice is important and then decide
which is the best advice.
STRATEGY | Collaborative task
Make sure you ask your partner questions about
their opinion. It is important to use language for
agreeing and disagreeing (I’m sorry but I disagree.,
That’s exactly how I feel.) You do not have to agree
with your partner.
7 Choose the correct words a–d to complete the text.
I’ve just got back from the 1
of a lifetime to Spain.
of a lifetime to Spain. It was a great
holiday but it didn’t start well.
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
I was going to go with my friend Jack but unfortunately, he was too ill to
travel. So, I set
So, I set 2 for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
for the airport alone! I checked in and went through
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight!
security. It took so long that I thought I was going to miss my flight! 3
, I needn’t have worried as it was two hours late! Once I was on the plane,
things didn’t get any better. I had booked 4
seat so I could get off
the plane more quickly after landing. Unfortunately, someone had made
a mistake, so I had to sit in a window seat. Finally, when we were almost
atour5
, the captain announced, ‘We are sorry but we won’t be able
, the captain announced, ‘We are sorry but we won’t be able
, the captain announced, ‘We are sorry but we won’t be able
to land for
to land for another fifty minutes due to
minutes due to
minutes due to
minutes due to
minutes due to
another fifty minutes due to
another fifty
a bad
a bad storm.’ Despite this terrible
storm.’ Despite this terrible
storm.’ Despite this terrible
storm.’ Despite this terrible
storm.’ Despite this terrible
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went
start, everything went 66 and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
and I had a fantastic holiday.
79
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How to take part in a debate
LIFE SKILLS
62
1 In pairs, discuss the questions.
1 Describe a situation when you took part in a debate at
home or at school.
2 How do you think debating skills can be useful a) at
school b) in future jobs?
2 Read the announcement. Would you like to join the
club? Say why.
Do you like taking part in discussions?
Are you looking for a chance to broaden your horizons?
If yes, don’t hesitate and join Roundhills Debating Club!
We meet every Thursday at 15.30 in the School Hall.
We discuss topics that are important to young people, which last
year ranged from the best pizza topping to how to take exams.
Still not sure you’d like to join? Here’s why it's useful to learn
how to debate.
1 It oosts o r confidence o won t feel scared the ne t time
you have to give a presentation.
2 o can also improve your communication skills.
3 o learn to look at both sides of complex questions and
think critically. This will help you do better at school and write
excellent essays.
And finally, debating is just great fun!
Come and find out for yourself!
3 Read the text What is a debate? with rules for members
What is a debate? with rules for members
What is a debate?
of the debating club. Are the statements below about
a debate true or false? Explain why the false ones are
incorrect.
1 □ Every debate has two sides.
2 □ All the speakers speak for and against
the debate statement.
3 □ In a debate, the speakers try to persuade
the second team to accept their point of view.
4 □ A timekeeper may extend the time limit
for a speaker.
5 □ The audience may decide on the outcome
of a debate.
6 □ The speakers in both teams take turns to talk.
7 □ Rebutting means finding additional arguments to
prove a team is right.
4 Work in pairs. Read the debate statement below and
make a list of arguments for and against a vegan diet.
make a list of arguments for and against a vegan diet.
make a list of
Everyone should become a vegan.
5 2.15 Listen to part of a debate on the statement
in Exercise 4. Answer the questions. Are the students’
arguments similar to yours?
1 What two arguments in favour of the statement does
the first speaker give?
2 What two arguments against the statement does the
second speaker give?
3 Who do you think has stronger arguments and should
win the debate? Say why.
Roundhills
Roundhills
R Debating Club
REFERENCES
AUDIO SCRIPT page 217
NEXT CLASS
After students hold their debate, get them
to discuss their experience in groups or as
a whole class. Did they use language from
the Speaking box? Did they follow the
tips from the lesson? Were they helpful?
What did they find easy/difficult? What do
they think went well? What would they do
differently next time?
T
F
F
F
F
T
T
Exercise 3
2 Some speakers speak
for and others against.
3 They try to convince
the audience and
judges that their point
of view is right.
4 The text doesn't
say this.
7 Rebutting means
explaining why the
other side’s arguments
are wrong.
Exercise 5
1 1) The vegan diet
is the best way to
improve your health
because it contains
only healthy and
nutritious foods. This
diet is good for your
weight and heart.
2) Producing meat has
a harmful effect on the
environment.
2 1) A strict vegan diet
doesn’t contain all the
important nutrients,
especially proteins
and some vitamins. A
healthy diet includes
plants as well as animal
products. 2) A vegan
diet may also have
some negative impacts
on the environment.
This is because the
exotic foods vegans
buy are transported
from different parts
of the world. It is
more eco-friendly to
eat meat products
produced locally.
80
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6 2.15 Study the Speaking box. Then listen again and
tick the expressions you hear.
03–04
63
LIFE SKILLS | Project
Work in two teams and prepare for a debate in the next
class. Use the tips from the lesson and the language from
the Speaking box to help you.
• Use the statements in Exercise 4 or 8, or choose a topic
on page 197.
• Discuss points and examples for your side of the debate.
• Decide who will present each point.
• Research information online and prepare your speeches.
• Debate the statement against another team in class, in
front of other students.
• The class votes on the winner of the debate. Use the
checklist on page 197 to assess the participants.
SPEAKING | Debating
Presenting the motion and the speakers
□ We are going to speak in favour of/against the
motion that ...
□ Today I hope to persuade you to agree that ...
□ This morning we have the easy task of convincing you
that ...
□ First, I will talk about ... I shall also argue that ...The
next speakers will explain why ...
□ I, as the first speaker will be talking about ... My
colleagues will later discuss ...
Presenting your arguments
□ My first/second argument is ...
□ Let me come to my first/second/next argument.
□ Let the facts speak for themselves.
□ Perhaps I should also mention that ...
□ To begin with, ...
□ In addition, ... What’s more, ...
Stating a strong opinion
□ I firmly believe that ...
□ We are convinced that ...
□ It is our belief that ...
Supporting an opinion with examples/evidence
□ New studies confirm that ...
□ Recent research has shown that ...
Summarising
□So,tosumup, ...
□Allinall, ...
□ To conclude, let me stress that ...
LIFE SKILLS | How to take part in a debate
• Be calm and confident.
• Speak clearly and slowly.
• Prepare well. Use logical arguments to support your
point of view.
• Don’t get personal. Challenge what someone says, but
don’t attack the person saying it.
• Pay attention to the time.
• Be polite at all times.
• Work as a team and support each other.
7 Read the advice. Why do you think these points are
important when debating?
8 DEBATE Read the statement. In small groups, make
a list of arguments for and against that you could use
in a debate.
It’s better to spend holidays in your own country than abroad.
9 Do the task below.
What is a debate?
A competitive debate is an argument with some rules.
It involves two teams of two or more people. The teams are
given a controversial statement to discuss and a set period
of time to prepare.
Proposition and opposition
The team which argues in favour of the statement are called
‘proposers’. The team which argues against the statement are called
the ‘opposers’.
Goal of the debate
The goal of a debate is for the teams to prepare a good argument in
a short time. The speakers in a team must work together to convince
the audience and judges that they are right.
Length of speeches
Participants can only speak for a specified period of time, for example
3−5 minutes.
Chairperson and timekeeper
A chairperson opens the debate, introduces each speaker and makes
sure everybody follows the rules. The timekeeper checks the time and
gives signals to speakers to show that they will soon run out of time.
Judges and audience
Usually a panel of judges gives points to the teams and decides who
should win. Sometimes the audience votes to choose the winner.
Structure of the debate
A typical debate has the following format:
• Teams hear the topic and take positions (for and against).
• Teams discuss their topic and come up with arguments.
• The speakers for the proposition and opposition present the
main arguments.
• Teams discuss the arguments of the opposing team and try to
‘rebut ’ them, that is explain why their arguments are wrong.
• Speakers from both teams present their rebuttals.
• This continues until all speakers have spoken and the last
speakers sum up their points.
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
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5A GRAMMAR AND VOCABULARY
1 In pairs, choose the adjectives that best describe a person who
does well in exams.
competitive curious dedicated determined eager to learn
competitive curious dedicated determined eager to learn
gifted hard-working inventive mature overconfident
gifted hard-working inventive mature overconfident
responsible sensible sharp
You need to be eager to learn to do well in exams.
2 How do you feel before exams? Choose the sentence which is
most true for you. Then talk about your answers in pairs.
1 I usually feel confident that I’m going to pass but occasionally,
I get a nasty surprise.
2 I enjoy exams. I think it’s exciting to have a chance to show
everything I’ve learned.
3 I get butterflies in my stomach, I can’t sleep the night before
and I’m sure I’m going to fail.
3 2.16 Read and listen to the dialogue. Then match the
speakers: Katy, Jake and Maya to sentences 1–3 in Exercise 2.
Jake
Maya
Katy
Katy
OK,
a
I’ll get the tickets
I’ll get the tickets
I’ll get the tickets
I’ll get the tickets
I’ll get the tickets
I’ll get the tickets. ... What? Oh,
yeah, I’ll ask them but
I’ll ask them but bI don’t think
they’ll come
they’ll come. Bye!
. Bye!
Katy
What are you two doing after the
What are you two doing after the
exam? cI’m meeting Andy at Mario’s
I’m meeting Andy at Mario’s
I’m meeting Andy at Mario’s
I’m meeting Andy at Mario’s
I’m meeting Andy at Mario’s
I’m meeting Andy at Mario’s
and then we’re going to see a movie.
and then we’re going to see a movie.
and then we’re going to see a movie.
and then we’re going to see a movie.
Do you want to come?
Do you want to come?
Jake
No, thanks. After this exam,
No, thanks. After this exam,
d
I’m going
I’m going
to lie down in a dark room
to lie down in a dark room.
Katy
Well, I'm sure you
you’ll enjoy that. What
about you, Maya?
about you, Maya?
Maya What time does the film start?
What time does the film start?
Katy
Katy
e
It starts at six
It starts at six..
Maya I can’t make it then. I’m meeting Mo at
I can’t make it then. I’m meeting Mo at
the library at seven.
Katy
Why are you going to the library?
Why are you going to the library?
Maya To study.
Jake
Are you going to revise for the Maths
exam?
Maya No, I don’t need to. I’ll definitely pass
Maths. I’m going to study French.
Katy
Any last-minute predictions?
Jake
Yes, I’ll fail, f you might pass
you might pass and ...
Katy
What do you mean I might pass? I’m
going to walk this exam.
Jake
No, you’re overconfident. And Maya
will probably get every single
question right.
Maya I definitely won’t get a 100 percent,
Jake. Chemistry’s hard. And I’m sure
you won’t fail. You never fail.
Jake
That’s not true. I failed Art in Year 9.
Anyway, I’m not going to pass this
exam. I know it.
Teacher OK, g the exam is about to begin
the exam is about to begin so
please stop talking and turn over your
exam papers.
Jake
Oh no! I haven’t studied this. h I’m
going to fail!
going to fail!
64
The next step
VOCABULARY Personality adjectives, studying, work and jobs
VOCABULARY Personality adjectives, studying, work and jobs
VOCABULARY
GRAMMAR Talking about the future, Future Continuous and Future Perfect
Use of English > page 193
SPEAKING Describing strengths and weaknesses
WRITING
Personal statement as part of a university application
VIDEO
Grammar
Communication
Documentary
05
REFERENCES
VIDEO SCRIPT page 236
EXTRA ACTIVITY IN CLASS
This activity can be done after Exercise 8
or 9. Ask students to think about their
future and where they see themselves in
five/ten/fifteen years’ time. They should
write down their predictions and then
discuss them in pairs or small groups.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 5, page 267
• Grammar Reference and Practice,
Student’s Book page 180
• Workbook pages 52–53/Online Practice
Katy–1;Maya–2;Jake–3
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Talking about the future
When we have already decided or planned
something in the future, we use:
• the Present Simple for timetables and scheduled
events
• the Present Continuous for personal arrangements
• going to + infinitive for plans and intentions
When we announce a decision we have just made
or offer/promise to do something, we use will +
infinitive.
When we predict the future, we use:
• going to + infinitive for predictions based on
evidence
• will + infinitive for predictions based on opinions
and beliefs
• may/might/could + infinitive to talk about
possibilities
When we talk about something in the very near
future, we use be about to + infinitive.
Grammar Reference and Practice > page 180
WATCH OUT!
We often use think and
think and
think be sure before will:
I’m sure you’ll enjoy that.
In negative sentences I don’t think they’ll come
don’t think they’ll come
don’t think
is more usual
than I think they won’t come.
won’t come.
won’t
The adverbs definitely, probably and
probably and
probably certainly come after
certainly come after
certainly
will but
before won’t:
It will probably
will probably happen. It
will probably happen. It
will probably
probably won’t
probably won’t happen.
probably won’t happen.
probably won’t
Talking about the future
4 In pairs, read the underlined sentences a–h in
the text and match them to the explanations 1–8.
Then study the Grammar box and check.
1 □ In my opinion, this won’t happen.
2 □ That’s my plan.
3 □ That’s what the website says.
4 □ I promise to do that.
5 □ It’s not impossible but it’s not guaranteed.
6 □ I’ve seen the questions, I know I can’t pass.
7 □ It’s going to start very soon.
8 □ We’ve arranged to do that.
□ I can use a variety of forms to talk about future events and situations.
6 Study Watch out! Then rewrite the underlined phrases in
sentences 1–5 in the negative so that they make sense.
1 I think I’ll pass
I think I’ll pass all my exams but I think I’ll pass most of them.
all my exams but I think I’ll pass most of them.
2 I’ll probably start
I’ll probably start studying seriously next weekend. I’ve got
too much to do.
3 I’ll definitely leave
I’ll definitely leave before the end of the exam. It’s a tough
subject.
4 I think I’ll go
I think I’ll go to university when I leave school. I want to get
a job.
5 I’ll certainly fail
I’ll certainly fail Maths – it’s my best subject.
5 2.17 Complete the conversation with the
2.17 Complete the conversation with the
2.17
correct future form of the verbs in brackets. Then
listen and check.
Katy Please help me study for the Physics exam.
I’ll buy you a cake.
Maya I can’t. I 1 'm going
going (go) to my gran’s. It’s
her sixtieth birthday. I’ve got to get to
the station. I 2
(take) the train. It 3
(leave) at half past.
Katy No problem. I 4
(come) with you!
(come) with you!
Maya What? I’m not sure but my gran 5
(be)
(be)
a bit surprised to see you. She’s never met
you.
Katy Don’t be silly. I 6
(not/go) to your
(not/go) to your
gran’s! I’m just 7
(walk) with you
to the station.
Maya So it’s arranged? You 8
(come) round
to mine on Sunday at four, right?
Katy Yes! I’m sure I 9
(pass) if you help me.
(pass) if you help me.
Maya Sorry, I’ve got to run! The train 10
(leave).
(leave).
7 Tick the sentences in which the correct future structure is
used and correct the ones which are wrong.
1 □ I’m sure I’m about to pass
I’m about to pass my next English test.
I’m sure I’ll pass ...
2 □ I’m sitting
I’m sitting an exam tomorrow – it starts at 9 a.m.
3 □ I promise I’m not cheating
I’m not cheating in any of my exams.
4 □ We’ll get a surprise test next week – it’s a possibility.
5 □ It’s an important exam so I’m going to study
I’m going to study all night.
6 □ Look at the time – the bell will ring
will ring for the end of the
class.
8 SPEAKING In pairs, ask and answer the questions. Use the
language from the Grammar box and Watch out! Student A,
go to page 196. Student B, go to page 199.
9 Do you think exams are the best way to measure students’
ability? Say why. What other ways might be better?
14 Read the question below and watch the video.
Say what the speakers answer. Then in pairs, ask and
answer the question.
What skills do you think you will need to learn for your future
career?
G
R
A
M
M
A
R
V
I
D
E
O
65
05
• Photocopiable resource 19: Future
choices, pages 277, 307
• Extra digital activities: Grammar
Checkpoint 5A
ASSESSMENT
Grammar Quiz 5A
NEXT CLASS
Ask students to think about how they
prefer to study and make notes. They
should think about a) the place/
surroundings: where do they prefer to
study? b) the time of day: do they prefer
to study in the morning/afternoon/
evening? and c) the environment/
conditions: do they work best in silence
or listening to music? Alone or with a
partner? Do they find background noise
distracting?
b
✓
✓
a
d
f
g
e
h
c
Exercise 5
2 ’m taking
3 leaves
4 ’ll come
5 might be
6 not going to go
7 going to walk
8 ’re coming
9 ’ll pass
10 is about to leave/is
going to leave
Exercise 6
1 I don’t think I’ll pass
2 I probably won’t start
3 I definitely won’t
leave
4 I don’t think I’ll go
5 I certainly won’t fail
Exercise 7
3 I promise I won’t
cheat in any of my
exams.
4 We might/may/could
get a surprise test next
week – it’s a possibility.
6 The bell is going/
about to ring for the
end of the class.
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5B VOCABULARY |
Phrasal verbs related to studying
Future Continuous and Future Perfect
a We use the Future Continuous for actions that will be
in progress at a certain time in the future.
b We also use the Future Continuous for actions that
will be in progress over an extended time in the future.
will/won’t +
will/won’t +
will/won’t be + -ing
Time expressions: at this time next month,
tomorrow at 5 p.m ., etc.
c We use the Future Perfect for actions that will be
completed before a certain time in the future.
will/won’t +
will/won’t +
will/won’t have + past participle
We often use by + a time phrase with the
by + a time phrase with the
by
Future
Perfect.
I’ll have had enough of open day by eleven o’clock.
Other time expressions: by the time I’m twenty, two
hours from now, etc.
Grammar Reference and Practice > page 180
1 2.18 Complete the text with the correct forms of the
phrasal verbs from the box. Then listen and check.
catch up on come up with drop out hand in
catch up on come up with drop out hand in
get down to go over put off
Are you tired of 1 putting off
putting off (delaying) your exam revision?
Doyouneedto2
(start) work in comfortable
surroundings? At Riverside Café, we’ve 3
(created)
just what you need. Drop in to one of our Sunday Study
Sessions in May, and enjoy a comfortable, quiet atmosphere
with unlimited coffee and cake for just £3.99 . Whether you
have piles of notes to 4
(study), an important essay to
5
(give to your teacher) next week, or lots of reading
to6
(do something you haven’t been able to do
recently), Riverside Café’s Sunday Study Session is the place
to be. Don’t 7
(leave school before you’ve completed
your studies) of school; drop in to Riverside Café instead!
2 Match the highlighted phrasal verbs with definitions a–f.
Then check with a partner.
1 □ My history teacher says I need to pull my socks up or
I won’t pass the exam.
2 □ I think I’ll be able to keep up with Maya. I’m as
dedicated as she is.
3 □ I tend to pick up languages easily but I really have to
work hard at Maths.
4 □ Two of my classmates put together a great
presentation on the Amazon rainforest.
5 □ I really hope algebra comes up in the test tomorrow.
6 □ You’re going to fall behind if you miss any more
classes.
a research and write
b appear
c progress too slowly
3 Add the missing words, then match beginnings 1–6 with
endings a–f. In pairs, say if the sentences are true for you.
1 Although it’s tempting to put 1 off revision until the last
minute ...
2 Sometimes it can be difficult to keep 2
with all my
schoolwork ...
3 If I’m absent from a lesson for any reason ...
4 I quite enjoy putting 3
presentations ...
5 It’sagoodideatogo4
your notes before an exam ...
6 Idon’tpick5
new English words easily ...
new English words easily ...
a □ ... but success depends mostly on which questions
come 6
on the day.
b □ ... and occasionally I fall 7
.
c □ ... but I’m less keen on standing up and presenting
them.
d □...soIhavetocome8
with different ways of
with different ways of
remembering them.
e □...it’sbettertoget9
to work as soon as
possible.
f □...Ialwaystrytocatchup10
what I’ve missed
and hand in the homework.
□ I can talk about studying.
1 Look at the online information about a university
open day for future students. Which parts of the day
look most interesting to you?
2 2.19 Listen to Tom and Natalie discussing
their plans for the open day. Complete Tom’s plan
with the events from the online information in
Exercise 1.
5C GRAMMAR
d work as quickly as
e work harder
f learn
Future Continuous and Future Perfect
3 Look at extracts 1–3 from the conversation and
answer questions a–b. Then study the Grammar box
and check your answers.
1 At 9.00 we’ll be listening to the welcome speech.
2 We’ll have finished the talks by 11.00.
3 For the next four years you will be studying for
your undergraduate degrees.
a Which sentences refer to an action in progress and
which to a completed action?
b Which sentences refer to a point in time and which
to a period of time?
08.50 – 09.05 listen to welcome speech
08.50 – 09.05 listen to welcome speech
08
09.10 – 09.45
09.10 – 09.45
09
10.00 – 11.00
10.00 – 11.00
10
11:30 – 12.30
11:30 – 12.30
11
12 .30 – 13.00 have lunch
13.00 – 14.00
14.00 – 15.00
4 Find more examples of the two tenses on the
university website. Match them to rules a–c in the
Grammar box.
66
EXTRA ACTIVITY IN CLASS
Start the class by referring students
to the notes they made at home and
getting them to compare and discuss
their preferences in pairs or small groups.
Encourage them to elaborate. If time
allows, invite a few students to share
their answers with the class.
FURTHER PRACTICE
• Workbook page 54/Online Practice
• Photocopiable resource 20: Study
phrasal verbs!, pages 278, 308
• Extra digital activities: Vocabulary
Checkpoint 5
ASSESSMENT
Vocabulary Quiz 5
NEXT CLASS
Ask students to look up ‘open day’ online
and make notes. What is a university
open day? Who is it for? What can visiting
students do on open days?
VOCABULARY
Exercise 1
2 get down to
3 come up with
4 go over
5 hand in
6 catch up on
7 drop out
GRAMMAR
Exercise 3
a action in progress = 1,
3; completed action = 2
bpointintime=1,2;
period of time = 3
VOCABULARY
Exercise 3
2up
3 together
4 over/through
5up
6up
7 behind
8up
9 down
10 on
GRAMMAR
Exercise 4
1 But soon you will
have finished your
exams. (rule c)
2 Over the next
few months you’ll
be deciding which
universities to apply
to. (rule b); Will you be
studying at Langchester
at this time next year?
(rule a, question form)
f
4
a
6
b
1
c
3
e
5
d
2
explore the campus and library
attend subject talks
visit the information desks
see the sports facilities
tour the halls of residence
84
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Right now you are working harder than ever. But soon you will have
Find out more at our open day. Meet our students and talk
UNIVERSITY
□ I can use the Future Continuous and the Future Perfect to talk about future events and situations.
5 Choose the correct forms to complete the
sentences.
1 What will you be doing / have done at midday
tomorrow?
2 Ican’tmeetyouat7p.m., I’llhavehad/be
having a driving lesson.
3 I’m not going camping next weekend
because I won’t be finishing / have finished my
science project.
4 At this time next year, I’ll be studying / have
studied at university.
5 Will you have decided / be deciding what you
want to study at university by the end of the
month?
6 For the next four years, you’ll be living / have
lived in student accommodation.
6 Look at Tom’s plan in Exercise 2 and write
sentences with the Future Perfect or the Future
Continuous and at or
at or
at by.
1 09.00 / Tom / listen to the welcome speech.
At 09:00 Tom will be listening to the welcome
speech.
2 09.50 / he / explore the campus and library.
3 10.30 / he / attend the talk on veterinary
medicine.
4 12.30 / he / see the sports facilities.
5 13.05 / Tom and Natalie / have lunch.
6 13.30 / they / visit the information desks.
7 14.30 / the two friends / tour the halls of
residence.
7 2.20 Complete the conversation between Tom and Natalie.
Use the Future Continuous or the Future Perfect forms of the
verbs in brackets. Then listen and check.
Natalie Shall we meet tomorrow and go over our options for next
year? How about Riverside Café? They 1 will be serving
will be serving
(serve) unlimited coffee and cake for just £3.99 all the
way through May! I heard it on the radio.
Tom Do you ever think about anything else except coffee?
Natalie Occasionally. Shall we say 10? 2
(you/wake up) by
then or 3
(you/still/lie) in bed?
Tom Cheeky! Actually, I
4
(play) football at 10, we start
(play) football at 10, we start
at9,butwe5
(finish) by 11.30, so I could meet you
(finish) by 11.30, so I could meet you
at 12.
Natalie No, sorry. I 6
(have) lunch with my parents at 12.
How about 1.30 at the café?
Tom I might get there a bit earlier to catch up on some
reading, but I 7
(wait) for you inside at half one.
Natalie With a huge pot of coffee, please!
8 SPEAKING In pairs, ask and answer the questions.
What will you be doing:
1 at 9 p.m. this evening?
2 at midday on Saturday?
3 at this time next week?
4 next year?
A What will you be doing at 9 p.m . this evening?
B I’ll be watching a film.
9 Work in groups. Plan an open day for students who want to
study at your school. Write a schedule for the day and prepare
a short welcome speech. Use the Future Continuous and the
Future Perfect to give information about the day.
What will you have done:
5 by the end of this lesson?
6 24 hours from now?
7 in one year’s time?
8 by the time you are 25?
Undergraduate Open Day
Saturday 10
10
10
10
10 May 8.45 a.m.–3.00 p.m.
May 8.45 a.m.–3.00 p.m.
May 8.45 a.m.–3.00 p.m.
May 8.45 a.m.–3.00 p.m.
May 8.45 a.m.–3.00 p.m.
Right now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
ght now you are working harder than ever. But soon you will have
finished your exams. Over the next few months you’ll be deciding
which universities to apply to. These are exciting times.
Wi
Will you be studying at Langchester at this time next year?
Find out more at our open day. Meet our students and talk
to our academic staff.
LANGCHESTER
UNUNUNUNUNIVERSITY
visit the information desks
explore the campus and library
attend subject talks
see the sports facilities
tour the halls of residence
EVENTS
clclick
ick here
here for times and locations
for times and locations
67
05
REFERENCES
AUDIO SCRIPT page 218
CULTURE NOTES page 208
EXTRA ACTIVITY IN CLASS
Start the class by briefly discussing
university open days with students. Refer
them to the notes they made at home
and invite them to share their information
with the class. Do they think open days
are a good idea? Would they like to
attend one? Why/Why not?
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 180
• Workbook page 55/Online Practice
• Photocopiable resource 21: Order and
match, pages 278, 309
• Extra digital activities: Grammar
Checkpoint 5C
ASSESSMENT
Grammar Quiz 5C
NEXT CLASS
Ask students to practise their welcome
speech (from Exercise 9) at home.
Exercise 6
2 By 09.50 he’ll have
explored the campus
and the library.
3 At 10.30 he’ll be
attending the talk on
veterinary medicine.
4 By 12.30 he’ll
have seen the sports
facilities.
5 By 13.05 Tom and
Natalie will have had
lunch.
6 At 13.30 they’ll be
visiting the information
desks.
7 At 14.30 the two
friends will be touring
the halls of residence.
Exercise 7
2 Will you have
woken up
3 will you still be lying
4 ’ll be playing
5 ’ll have finished
6 ’ll be having
7 ’ll be waiting
85
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□ I can carry out a simple interview and describe my strengths and weaknesses.
SPEAKING | Describing strengths and weaknesses
Describing strengths
I have good communication/English/organisational skills.
I’m self-motivated.
I 1manage
manage my time carefully.
I work well/better under 2
/in a team.
I’m good at multi-tasking/meeting deadlines.
I’ma3
learner.
I enjoy solving problems.
Describing weaknesses
My biggest weakness is probably Maths.
I4
to spend too much time checking my homework.
Ifindit5
to talk to large groups of people.
I’m trying to 6
my public speaking skills.
I’m working on my typing skills.
5D SPEAKING
1 Look at the photos. Colin and Chen have just arrived
at their interviews for a gap year placement with
a video games company. Who do you think will
make a better impression? Say why.
2 Complete these interview tips with do or don’t. Can
you add any more tips?
1 D o arrive ten minutes early so you are relaxed
and ready when your name is called.
2
dress smartly and make sure you smell nice.
3
listen carefully and try to remember names.
4
use your phone during the interview.
5
read from your CV or application form.
6
give details and examples.
7
talk about irrelevant details.
3 1515 2.21 Watch or listen to Colin’s interview.
Does he follow any of the tips in Exercise 2?
4 1616 2.22 Watch or listen to Chen's interview.
What does she do better than Colin?
5 16 2.22 Complete the Speaking box with the
words from the box. Then watch or listen again and
check. What are Chen's strengths and weaknesses?
develop difficult fast manage pressure tend
pressure tend
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
6 2.23 PRONUNCIATION How do you pronounce 'ss'?
Add these words to lists 1 and 2. Then listen and check.
impossible impression missing professional
progress session
1 /s/ weakness, ...
7 Complete the extract from an interview with answers a–e .
Lilly Tell me, how do you manage your time, Mark?
Mark1b
Lilly I see. And, how good are you at meeting deadlines?
Mark 2
Lilly That’s great. Are you a fast learner?
Mark 3
Lilly Very good. Now, tell me about a time you worked
well in a team.
Mark 4
Lilly Well done! Finally, what’s your biggest weakness,
and what are you doing to improve it?
Mark 5
a Two classmates and I worked on a Science project
together and we won the first prize.
b I use a weekly planner and I write lists.
c It’s probably my handwriting. I’m trying to make it
neater and I type whenever possible.
d Yes, I think so. I picked up quite a lot of conversational
Spanish on our two-week holiday this year.
e Very good, I think. I never hand in schoolwork late
unless I’m ill.
8 In pairs, take turns to role play a job interview. Student
A, ask the questions in Exercise 7. Student B, ask the
questions on page 199.
2 /ʃ/ʃ/ /ʃ/ʃ pressure, ...
68
REFERENCES
VIDEO/AUDIO SCRIPT page 236
EXTRA ACTIVITIES IN CLASS
• Start the class by getting students to
give their welcome speeches from the
previous lesson to the rest of the class.
After each speech, the class gives brief
feedback on the open day presented:
would they like to attend it? Which
parts of the day sound most interesting
to them?
• Do this activity after Exercise 8. Put
students in pairs and ask them to
imagine they are interviewing for
their dream job. Their partner is the
interviewer. First, they should tell their
partner what their dream job is. He/She
then chooses two questions from
Exercise 7 and two from page 199
to ask the ‘interviewee’. In stronger
classes, you could ask students to think
of their own questions as interviewers.
Students role play the interviews
in their pairs, taking turns to be the
interviewer and candidate.
FURTHER PRACTICE
Workbook page 56/Online Practice
Do
Do
Do
Don’t
Don’t
Don’t
no
Exercise 4
Chen follows all
the tips: she is there
on time. She is
smartly dressed. She
remembers Lily’s name.
She doesn’t answer
her phone or check her
messages during the
interview. She doesn’t
read from her CV or
application form. She
adds details about her
strengths, experiences,
motivations, etc. She
doesn’t talk about
irrelevant details.
Exercise 6
/s/ progress,
impossible, missing
/ʃ/ impression,
professional, session
pressure
fast
tend
difficult
develop
e
d
a
c
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Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
Gig economy & world of work – changes & future
• Gig economy dates from crisis in 1 2009
• Many people, especially young - several part-time jobs,
frequent temporary jobs
• Companies want flexibility → 2
workers;
zero-hours contracts; unpaid shifts
• Pros for workers: work experience; meet people; no need
to3
-
work from home; variety, your own boss
• Cons for workers: hard to refuse work; long hours,
low wages, no 4
or holiday pay OR not enough
work/money
• Inlastyear5
of population work in gig economy =
2.8 million people
• + 15% of gig economy workers aged from 18-6
• Tendency will continue
c
h
e
c
k
50%
+ 15% of gig economy workers aged from 18-
50%
+ 15% of gig economy workers aged from 18-
ACTIVE LISTENING | Taking notes
• Don’t try to write down every word, just the key points.
• Don’t write complete sentences when a few words will
do. You can omit words such as articles and auxiliary verbs.
• Use abbreviations, e.g . min = minute, yr =
yr=
yr your;
symbols, e.g . &, %, =, → and numbers, e.g . 4 not four.
• Be careful not to confuse words which sound similar,
e.g . numbers such as fifteen and fifty.
• Don’t jump to conclusions. The first reference to
something may not tell the whole story so keep
listening.
• If you’re not sure of what you hear, write something
that makes sense in the context and check it later.
5E LISTENING AND VOCABULARY
□ I can take effective notes while listening to an interview and talk about jobs.
1 THINK BACK In groups, write a list of jobs you know.
Divide the jobs from your list into: full-time jobs,
part-time jobs you can do at weekends and temporary
summer jobs.
Receptionist, doctor, ...
2 Look at the cartoon and read the definition below. Use
a dictionary to help you. What pros and cons of the gig
economy can you think of?
In the gig economy people often have several part-time jobs
instead of one full-time job. The jobs are often temporary
temporary, not
permanent. Gig economy workers are often self-employed.
3 2.24 Listen to a radio show about the gig economy
and answer the questions.
1 Who is the guest on the show?
2 How does he feel about the gig economy?
amostly positive
bmostly negative
ctotally negative
4 Match phrases 1–8 with definitions a–h .
1 □ commute
2 □ deadline
3 □ freelance
4 □ overtime
5 □ low wages
6 □ shift
7 □ temporary
8 □ unemployed
a extra work, often paid more
b lasting for only a short time, not permanent
c period of work, often 8 hours, sometimes at night
d poor pay
e out of work
f self-employed, working for several employers or
clients
g travel to and from work
h the time/date you must finish a job by
5 Study Active Listening and look at the notes. Which
advice did the writer follow/not follow?
6 2.24 Listen to the show again and complete the
notes in Exercise 5 with one or two words in each gap.
7 2.25 Listen to a caller on the radio show. Take notes
of what she says, following the advice from Active
Listening. Compare your notes in pairs.
8 SPEAKING In groups, discuss the questions. Justify your
opinions.
When you finish studying, would you rather:
• have one full-time job or several part-time jobs?
• have a permanent job ‘for life’ or lots of different jobs
and careers?
• work for an employer or be self-employed/work
freelance?
When I finish studying, I’d rather have two part-time jobs
to have two sources of income.
gig economy
M
o
o
n
n
.
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69
69
69
REFERENCES
AUDIO SCRIPT pages 218–219
CULTURE NOTES page 208
EXTRA ACTIVITY IN CLASS
After Exercise 1, refer students to the list
of summer jobs and put them in pairs
to discuss the ones they would most/
least like to do. Encourage them to give
reasons for their choices.
FURTHER PRACTICE
• Workbook page 57/Online Practice
• Photocopiable resource 22: The
changing world of work, pages 278,
310
NEXT CLASS
Students do an online search for jobs
which have disappeared and make a list.
Exercise 2
Possible answers:
Pros: you can work at
home, you can get up
when you like, you are
not dependent on one
employer
Cons: no stability, not
enough money
Exercise 5
She followed most of
the advice: she didn’t
try to write down
every word. She wrote
key words instead of
full sentences. She
used symbols and
numbers. She guessed
something she wasn’t
sure she understood
(2.8 million people).
She corrected a mistake
with similar sounding
words (15% changed to
50%) but she didn’t use
any contractions.
freelance
commute
overtime
4.4%
34
an economist
h
c
a
e
g
d
f
b
Exercise 7
Possible notes:
• Carla has 3 jobs:
freelance translator,
salsa instructor,
children’s entertainer
• tired but enjoys
her jobs
• salsa classes – from
6–8 on Mon, Wed, Fri
• children’s parties –
usually weekends but
sometimes Tue & Thu
after school
• translates mostly
mornings but
sometimes at night
• doesn’t accept every
job but it can be hard
to turn down work –
expensive life in London
• occasionally gets
paid overtime at sports
centre
• doesn’t want a full-
time job now – enjoys
variety
87
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□ I can identify specific details in an extended text and talk about the future of work.
5F READING AND VOCABULARY
1 Look at the photos and the title of the text. Then
answer the questions in pairs.
1 Why do you think the man in the photo is worried?
Is he right to be worried?
2 How old will you be in 2030? What job do you think
you will be doing?
2 In pairs, scan the texts. How many different jobs
can you find? Which jobs do you think will have
disappeared by 2030? Which ones will still exist?
3 Work in pairs. Student A, read text A. Student B, read
text B. Answer the questions below.
Text A
1 What examples of automation does the author
mention in the first paragraph?
2 Why does the author not recommend training to be
a lorry driver or technical translator?
3 What kind of work do robots not do well?
4 Why does the author mention the Industrial
Revolution?
5 How does the author think automation will improve
our lives?
Text B
6 How many people could become unemployed
because of automation?
7 What kind of jobs can robots and machines take over
more easily?
8 Why does the author think that robots will take over
most jobs in the future?
9 Why does the author think work is good for us?
10 How probable does the author think a Universal Basic
Income is?
4 Read your partner’s text and check his/her answers to
the questions. Then discuss which text – A or B – you
find more convincing and why.
5 Complete the questions with the words from the box.
Then ask and answer the questions in pairs.
blue conditions generate interact opportunities
process repetitive risk salary unemployment
1 Do you think white collar jobs should be better paid
than blue collar jobs?
2 Which jobs do you think are most at
from
automation?
3 Which professions do you think offer the best
career
?
4 Will there be more
in the future or will new
technologies
even more jobs
jobs?
5 Would you rather have a job in which you
with
people or one in which you have to collect and
or one in which you have to collect and
data?
6 Would you rather have an unpredictable, challenging
job with poor working
or a boring,
job
with a high
? Why?
The only way to enjoy life is to work.
Work is much more fun than fun.
Noel Coward (English writer)
17
17
17 WATCH AND REFLECT Go to page 166. Watch
the documentary Handcrafts in the 21st century and
st century and
st century
do the exercises.
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
6 SPEAKING In pairs, rewrite these predictions for the
year 2030 using the words in brackets. Do you agree
with them or not? Then use the words in brackets to
make predictions about your future.
1 There is likely to be less demand for secretaries.
(probably)
There will probably be less demand for secretaries.
2 Some jobs are sure to be safe. (definitely)
3 Most families will probably have robot servants. (likely)
4 Teachers probably won’t lose their jobs. (unlikely)
5 We’ll definitely have a shorter working week. (sure)
7 SPEAKING In pairs, describe your dream job and your
nightmare job. Use the vocabulary from lesson 5E and
from Exercise 5 to help you. Guess from your partner’s
descriptions, what jobs he/she is describing.
In my dream job I have to interact with people. The salary
isn’t bad but it’s not the most important thing.
8 REFLECT | Society In groups, read the quote and say if
you agree with it or not. Justify your opinion.
70
REFERENCES
VIDEO SCRIPT page 237
CULTURE NOTES page 208
EXTRA ACTIVITIES IN CLASS
• Before Exercise 2, tell students that
they are going to read two texts about
jobs which may disappear in the future
as a result of automation. Refer them
to the notes they made at home and
ask them to share their findings with
the class. Then briefly discuss them
as a whole class. Do students think
that these jobs would still be useful/
necessary? Is their disappearance a sign
of progress?
• If your class has Internet access, you could
get students to look for more quotes
about work like the one in Exercise 8.
They can then share and discuss their
quotes in pairs, small groups or, if time is
short, as a whole class.
Exercise 1
1 He’s worried that
robots will take over his
job. He’s probably right
to be worried.
Exercise 6
2 Some jobs will
definitely be safe.
3 Most families are
likely to have robot
servants.
4 Teachers are unlikely
to lose their jobs.
5 We’re sure to have
a shorter working
week.
Exercise 5
2 risk
3 opportunities
4 unemployment,
generate
5 interact, process
6 conditions, repetitive,
salary
Exercise 3
Text A
1 self-service
checkouts, self-parking
cars, telephone
personal assistants
2 because those jobs
will probably disappear
because of automation
3 unpredictable
jobs and jobs which
involve creating things
and managing or
interacting with people
4 to show that
technological change
creates jobs as well as
destroys them
5 We'll have shorter
working weeks and
more leisure time, jobs
will be enjoyable.
Text B
6 400–800 million
7 predictable and
repetitive, low-skill,
low-wage blue collar
and white-collar jobs
8 because technology
will have advanced
9 It improves our
self-esteem, gives
us identity, status
and a social life and
it provides us with
a salary.
10 He thinks it’s
improbable.
88
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According to a recent report* 400-800 million
workers around the world will lose their
jobs by 2030 because of automation.
Obviously, the jobs most at risk are those
which are predictable and repetitive. These
are often blue collar jobs with low skills and
low wages: drivers, fast food workers and machine
operators in factories. But white collar jobs in offices and
banks, especially those which involve collecting and processing data, will
also be in danger. In the near future, the report claims, there is likely to be
less demand for secretaries, administrative assistants or bank tellers.
Many people assume that some jobs are sure to be safe. They argue
we’ll always need humans to carry out tasks that robots will never be
able to do. They also say that technological changes will create lots of
new career opportunities. But what if they’re wrong?
I believe that by 2030 technology will have advanced so far that robots will
be doing almost every job you can imagine. There will be robot singers,
graphic designers, sports stars, childcare workers and doctors. There will
even be nano-robots that we inject into our bodies to protect our health.
What will our lives be like when there are no jobs? Work is good for
our well-being. It improves our self-esteem. To a large extent, our
jobs define who we are. They give us our identity, a status and a social
life. On a more basic level, how will people survive if they don’t earn
a salary? Perhaps automation will make our economies so productive
that a generous government will provide a Universal Basic Income: free
money for everyone!
money for everyone!
But I’m not holding my breath.
But I’m not holding my breath.
But I’m not holding my breath.
After all, I am a pessimist.
After all, I am a pessimist.
A world where
A world where
work is fun
Tracy Bright
The robots are coming
The robots are coming
and they want your job
Stephen Glum
A
B
Many people worry that
automation will bring mass
unemployment. But look
around you: automation is
here already. We’ve got self-
service checkouts, self-parking cars
and ultra-intelligent personal assistants
inside our phones. And yet, there are still plenty of jobs
available.
As technology progresses, machines and robots will take
over more jobs so it’s probably not a good career move to
train to be a lorry driver or technical translator. But don’t
worry: not all jobs are in danger of extinction. Unpredictable
jobs are unlikely to be lost. It’s hard to program machines
to work as gardeners, plumbers or construction workers.
And robots are no good at creating things or managing or
interacting with people. So we’ll still need entertainers,
executives, social workers, teachers and therapists. And with
an increasingly aging population, there will definitely be
plenty of jobs in health care.
Another reason to look on the bright side is that new
technologies generate new jobs. The Industrial Revolution
destroyed many jobs in the 18th and 19th centuries. But it
also created new jobs with better working conditions. Over
the last few decades personal computers have destroyed 3.5
million jobs in the USA but they’ve created over 19 million
new ones. Automation will lead to millions of new technology
jobs, jobs that are not common today such as data detectives
and personal memory managers.
By 2030 automation will have made the economy more
efficient. We’ll definitely have a shorter working week and
more leisure time as we share the work that’s available.
Machines and robots will do the boring jobs and we’ll be free
to do jobs we enjoy. We’ll be living in a world where work is
fun.
In 2030
robots will be
doing the dirty work
and people will be
free to do work
that’s fun.
I admit it.
When it comes
to the future
of work, I’m a
pessimist.
* Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
Jobs lost, jobs gained: workforce transitions
in a time of automation
in a time of automation
in a time of automation. McKinsey Global
. McKinsey Global
. McKinsey Global
Institute December, 2017.
Institute December, 2017.
Institute December, 2017.
2.26
71
71
05
FURTHER PRACTICE
Workbook pages 58–59/Online Practice
NEXT CLASS
Ask students to look up ‘personal
statement’ online and make brief notes.
What is a personal statement? When is it
used? If possible, they should also look
for examples of personal statements
and note down the kind of information
included.
89
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5G WRITING | Personal statement as part of a university application
Art. Music. DJing. Sport. Family. My
Art. Music. DJing. Sport. Family. My
A
younger brothers ask so many questions
and I love answering them. I want to learn
how to do it professionally. My gran - ' A
grown up that cares and shows interest
can make any child a great success. '
Volunteered at a summer activity
camp for kids last year. Good for my
confidence. Enjoyed it as much as the
children! Used my guitar playing. Also
arts and crafts skills.
Love sport. Teamwork, power of hard
work. Could run sports teams at school
in future.
Work experience at local primary
school. Helped individuals with reading.
Supervised at play time. Learnt a bit
about running a classroom. Patience,
discipline and preparation.
Just passed my driving test –
Just passed my driving test –
J
learn new skills easily.
‘A grown-up that cares and shows interest
can make any child a great success.’
That’s something that my grandmother used to say to me and for
me it summarises why I am so excited about studying Primary
Education. I want to help children create their own success
stories.
I have two younger brothers, who are very curious and always
asking questions. I find it fulfilling when I can help them learn
fulfilling when I can help them learn
f
the answers. By studying Primary Education, I hope to make
this satisfaction part of my professional life.
Last year I volunteered at a summer activity camp for eight- to
ten-year-olds. I probably enjoyed it as much as the children!
I used my guitar playing skills, and my love of arts and crafts.
By the end of the week, it was clear that the children liked
working with me, and as a result I felt more confident.
During work experience at a primary school this past spring
I helped children with reading, supervised at play time and
learnt about running a classroom. This taught me that working
with children is not only fun and rewarding, but also requires
patience, discipline and preparation.
I am quite competitive and I enjoy sport. I play for
a successful football team and, through my sporting
achievements I have learned the value of teamwork. In the
future, I hope to run sports teams to help children learn that
same life lesson.
I know that teaching is a challenging career choice, but I am
hard-working, determined and eager to learn. I am confident
that I have the patience and dedication to succeed as
a teacher and perhaps even to become a head teacher.
Yours sincerely,
Lucy Johnson
Teaching = difficult but satisfying. Eager
to learn. Head teacher one day?
20 June 2018
Dept. of Teacher Studies
Langchester University
Subject: Application for admission to Bachelors of Primary
Education
Dear Sir/Madam,
72
1 In groups, discuss the questions.
1 What university course would you like to do, and
why?
2 What will you have to do to apply for a place on
that course?
3 What skills, achievements and interests could help
you receive an offer to study your chosen course?
2 2.27
2.27 Listen to some information about personal
2.27 Listen to some information about personal
2.27
statements and tick the sentences that are true.
A personal statement ...
a□
□ is necessary to apply for a place on a course
at a UK university.
b □ is another name for a CV.
c □ is a formal piece of writing.
d □ says why you are excited about the subject you
want to take.
e □ is organised like an interesting article.
f □ provides evidence of relevant skills and
achievements.
g □ explains how these skills and achievements
could help you do better on the course.
3 Look at Lucy’s notes on her personal statement and
answer the questions.
1 What subject do you think Lucy wants to study at
university?
2 What relevant skills and experience does she have?
3 What long-term ambitions does she mention?
4 Read Lucy’s personal statement. Which two things from
her notes hasn’t she included and why?
REFERENCES
AUDIO SCRIPT page 219
CULTURE NOTES page 208
EXTRA ACTIVITIES IN CLASS
• Before Exercise 2, refer students to the
notes they made at home and elicit
what they found out about personal
statements. Encourage different
students to contribute. List the points
students mention on the board.
• After Exercise 2, you could ask students
to listen again and check which of the
points on the board/in their notes the
recording mentions.
• Do this activity after Exercise 7. Put
students in pairs and ask them to read
each other’s personal statements and
give their partner feedback. Has he/she
followed the tips in the Writing box?
✓
✓
✓
✓
Exercise 3
1 a teaching course/
primary education
2 volunteered at
a summer activity
camp, musical and arts
and crafts skills, work
experience at a primary
school, sports taught
her teamwork
3 running a sports team
at school, becoming
a head teacher
Exercise 4
She hasn’t included
DJing or passing her
driving test because
they aren’t relevant to
the course she wants
to study.
1
2
3
4
4
6
5
7
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□ I can write a personal statement as part of a university application.
WRITING |
Personal statement as part of a university application
General
• Be positive and don’t be too modest. The idea of a
personal statement is to advertise yourself.
• Don’t just describe your experience, reflect on it and
say how it will help you on the course or in the job.
• Do not include irrelevant information.
• Write in a formal, concise style.
Opening paragraph(s)
•
1Begin with a sentence or quote that catches the
reader’s attention and makes them want to read more.
•
2Say why you are interested in the course you are
applying for and what excites you about the subject.
Main body
•
3Give details of any relevant work experience,
volunteering or other experience, and the skills you
learnt while doing it.
•
4
Mention any activities or hobbies that are connected
to the subject you want to study.
•
5Mention any training or achievements and say how
they will help you on the course or in your career.
Conclusion
•
6Emphasise your enthusiasm and say why you deserve
a place on the course.
•
7Mention any long-term ambitions connected to
employment or further studies.
6 Match justifications a–e with general statements 1–5.
1 □ After having lessons for years, I play the piano very
well.
2 □ I volunteered to collect litter in the local
community.
3 □ I update my blog twice a week, every week.
4 □ I play for the school hockey team and we won the
league.
5 □ I really enjoy video gaming.
a Doing this made me realise that sometimes you have
to solve problems that you didn’t create yourself.
b The process has shown me that to get good at
something, you have to work hard and practise a lot.
c The experience has taught me that success often
comes through working closely with others.
d Doing something so regularly takes dedication and
has taught me to respect deadlines.
e This hobby has taught me to think strategically and to
concentrate for long periods of time.
7 WRITING TASK Prepare to write your own personal
statement. Follow the instructions.
1 Make notes on your reasons for choosing the subject
you would like to study at university and why you feel
you would be good at it. Use Lucy’s notes in Exercise 3
as a model.
2 Follow the tips in the Writing box and develop your
notes into a personal statement.
3 Check your spelling, grammar and punctuation
carefully.
73
5 Study the Writing box. Find examples of how Lucy
Study the Writing box. Find examples of how Lucy
followed tips 1–7 in her personal statement.
05
Has he/she organised the information
into clear paragraphs? Is his/her
spelling, grammar and punctuation
correct? What has he/she done well?
What could be improved?
FURTHER PRACTICE
Workbook page 60/Online Practice
NEXT CLASS
• If you did the peer feedback activity
above, you could ask students to
rewrite their personal statements
following their partner’s feedback.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 74–75 .
b
a
d
c
e
91
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Word List
5A GRAMMAR AND VOCABULARY
5.29
bell (n) /bel/
competitive (adj) /kəmˈpetətɪv/
curious (adj) /ˈkjʊəriəs/
dedicated (adj) /ˈdedəkeɪtəd/
determined (adj) /dɪˈtɜːmənd/
eager to learn /ˌiːɡə tə ˈlɜːn/
get a (nasty) surprise /ˌɡet ə (ˌnɑːsti) səˈpraɪz/
get butterflies in your stomach /ˌɡet ˈbʌtəflaɪz ɪn
jə ˌstʌmək/
get sth right /ˌɡet ˌsʌmθɪŋ ˈraɪt/
gifted (adj) /ˈɡɪftəd/
hard-working (adj) /ˌhɑːd ˈwɜːkɪŋ/
inventive (adj) /ɪnˈventɪv/
lie down (phr v) /ˌlaɪ ˈdaʊn/
mature (adj) /məˈtʃʊə/
overconfident (adj) /ˌəʊvəˈkɒnfɪdənt/
responsible (adj) /rɪˈspɒnsəbəl/
sensible (adj) /ˈsensəbəl/
sharp (adj) /ʃɑːp/
turn over (phr v) /ˌtɜːn ˈəʊvə/
5B VOCABULARY 5.30
absent from sth (adj) /ˈæbsənt frəm ˌsʌmθɪŋ/
Algebra (n) /ˈældʒəbrə/
atmosphere (n) /ˈætməsfɪə/
catch up on (phr v) /ˌkætʃ ˈʌp ɒn/
come up (phr v) /ˌkʌm ˈʌp/
come up with (phr v) /ˌkʌm ˈʌp wɪð/
delay (v) /dɪˈleɪ/
drop in to sth (phr v) /ˌdrɒp ˈɪn tə ˌsʌmθɪŋ/
drop out of school /ˌdrɒp ˌaʊt əv ˈskuːl/
fall behind (phr v) /ˌfɔːl bɪˈhaɪnd/
get down to sth (phr v) /ˌɡet ˈdaʊn tə ˌsʌmθɪŋ/
go over sth (phr v) /ˌɡəʊ ˈəʊvə ˌsʌmθɪŋ/
hand in (phr v) /ˌhænd ˈɪn/
keep up with sb/sth (phr v) /ˌkiːp ˈʌp wɪð
ˌsʌmbɒdi/ˌsʌmθɪŋ/
pick up (phr v) /ˌpɪk ˈʌp/
piles of sth (n) /ˈpaɪəlz əv ˌsʌmθɪŋ/
pull your socks up /ˌpʊl jə ˈsɒks ʌp/
put off (phr v) /ˌpʊt ˈɒf/
put together a presentation /ˌpʊt təˌɡeðər ə
ˌprezənˈteɪʃən/
research (v) /rɪˈsɜːtʃ/
study session (n) /ˈstʌdi ˌseʃən/
surroundings (n) /səˈraʊndɪŋz/
unlimited (adj) /ʌnˈlɪmətəd/
5C GRAMMAR 5.31
academic staff (n) /ˌækəˌdemɪk ˈstɑːf/
campus (n) /ˈkæmpəs/
cheeky (adj) /ˈtʃiːki/
open day (n) /ˈəʊpən deɪ/
sports facilities (n) /ˈspɔːts fəˌsɪlətiz/
subject talk (n) /ˈsʌbdʒɪkt tɔːk/
undergraduate (n) /ˌʌndəˈɡrædʒuət/
welcome speech (n) /ˈwelkəm spiːtʃ/
5D SPEAKING 5.32
conversational (Spanish) /ˌkɒnvəˌseɪʃənəl
(ˈspænɪʃ)/
develop your skills /dɪˌveləp jə ˈskɪlz/
fast learner /ˌfɑːst ˈlɜːnə/
find it difficult to do sth /ˌfaɪnd ɪt ˌdɪfɪkəlt tə ˈduː
ˌsʌmθɪŋ/
handwriting (n) /ˈhændˌraɪtɪŋ/
have good communication/English/
organisational skills /ˌhæv ˌɡʊd
kəˌmjuːnəˈkeɪʃən/ˈɪŋɡlɪʃ/ˌɔːgənaɪˈzeɪʃənəl skɪlz/
irrelevant (adj) /ɪˈreləvənt/
manage your time carefully /ˌmænɪdʒ jə ˌtaɪm
ˈkeəfəli/
meet the deadlines /ˌmiːt ðə ˈdedlaɪnz/
neat (adj) /niːt/
placement (n) /ˈpleɪsmənt/
schoolwork (n) /ˈskuːlwɜːk/
self-motivated (adj) /ˌself ˈməʊtəveɪtəd/
solve a problem /ˌsɒlv ə ˈprɒbləm/
strengths and weaknesses (n) /ˌstreŋkθs ən
ˈ wiːknəsɪz/
type (v) /taɪp/
typing/communication/public speaking
skills (n) /ˈtaɪpɪŋ/kəˌmjuːnəˈkeɪʃən/ˌpʌblɪk
ˈ spiːkɪŋ skɪlz/
unless (conj) /ʌnˈles/
weekly planner (n) /ˌwiːkli ˈplænə/
work well under pressure/in a team /wɜːk ˌwel
ˌʌndə ˈpreʃə/ɪn ə ˈtiːm/
5E LISTENING AND VOCABULARY
5.33
client (n) /ˈklaɪənt/
commute (v) /kəˈmjuːt/
crisis (n) /ˈkraɪsəs/
date from (phr v) /ˈdeɪt frəm/
deadline (n) /ˈdedlaɪn/
employer (n) /ɪmˈplɔɪə/
freelance (adj) /ˈfriːlɑːns/
frequent (adj) /ˈfriːkwənt/
74
REMEMBER MORE
1 Complete the text with one word
from the word list in each gap.
I like challenges and I’m 1e
to learn Science. I can say I try not
to fall 2b
with any school
work. But last week the teacher
gave us 3p
of exercises to
do – over 100, I suppose. Since
I can’t work under 4p
,
I didn’t 5h
them in on time
(but I was only two days late!) The
teacher gave me fifty more to do
for failing to meet the 6d
.
I got a really 7n
surprise!
2 Complete the sentences with
verbs from the word list.
1 Noonecan
up with Bob.
He can swim 100 metres in sixty
seconds.
2 You’d better
your socks
up, if you don’t want to fail the
Maths test tomorrow.
3 Whenever I go to England,
I
up a lot of useful
colloquial expressions.
4 We were all happy that the
irregular verbs didn’t
up
in yesterday’s test.
3 Match the two parts of the
compound nouns. Then check
with the word list.
1 □gig
a time
2 □ zero-hours b choice
3 □ career
c economy
4 □ leisure
d contract
4 Find words with opposite
meanings on the word list.
1 strengths –
2 present at the lesson –
from the lesson
3 permanent job –
job
4 low salary –
salary
5 white-collar job –
-
job
ACTIVE
VOCABULARY | Stories
Write a short story using the new
words and phrases you want
to learn. Try to make it close to
your personal experience and
add some humour to it. That
way, you’ll find it easier to recall
the words later – just retell your
story.
EXTRA ACTIVITIES IN CLASS
• In teams and with books closed,
students list as many personality
adjectives from Lesson 5A as they can in
a given time limit. When the time is up,
the team with the most adjectives write
them on the board. The other teams
take it in turns to add more adjectives.
They all get one point for each correct
adjective on their list and the team
with the most points are the winners.
• Write Phrasal verbs related to studying
on the board. Dictate short definitions
of phrasal verbs from Lesson 5B,
e.g . You do this when you give your
homework to your teacher. (hand in).
Students supply the correct phrasal
verb for each definition.
• Students choose 4–6 words/phrases
from the word list and write short
definitions for them. In weaker classes,
the definitions could be in the students’
own language. When they are ready,
put them in small groups. They take it
in turns to read out their definitions for
the group to guess the word/phrase.
Exercise 4
1 weaknesses
2 absent
3 temporary
4 high
5 blue-collar
keep
pull
pick
come
c
d
b
a
ager
ehind
iles
ressure
and
eadline
asty
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full-time/part-time job /ˌfʊl taɪm/ˌpɑːt taɪm
ˈdʒɒb/
gig economy (n) /ˌɡɪɡ ɪˈkɒnəmi/
holiday pay (n) /ˈhɒlədi peɪ/
low wages /ˌləʊ ˈweɪdʒɪz/
out of work /ˌaʊt əv ˈwɜːk/
overtime (n) /ˈəʊvətaɪm/
permanent job /ˌpɜːmənənt ˈdʒɒb/
poor pay /ˌpɔː ˈpeɪ/
pros and cons /ˌprəʊz ən ˈkɒnz/
self-employed (adj) /ˌself ɪmˈplɔɪd/
shift (n) /ʃɪft/
source of income /ˌsɔːs əv ˈɪŋkʌm/
temporary job /ˌtempərəri ˈdʒɒb/
tendency (n) /ˈtendənsi/
unemployed (adj) /ˌʌnɪm ˈplɔɪd/
unpaid (adj) /ˌʌn ˈpeɪd/
variety (n) /vəˈraɪəti/
work freelance /ˌwɜːk ˈfriːlɑːns/
zero-hours contract (n) /ˌzɪərəʊ ˌaʊəz ˈkɒntrækt/
5F READING AND VOCABULARY
5.34
administrative assistant (n) /ədˌmɪnəstrətɪv
əˈsɪstənt/
advance (v) /ədˈvɑːns/
aging population /ˌeɪdʒɪŋ ˌpɒpjəˈleɪʃən/
at risk /ət ˈrɪsk/
automation (n) /ˌɔːtəˈmeɪʃən/
bank teller /ˈbæŋk ˌtelə/
career move (n) /kəˈrɪə muːv/
career opportunities (n) /kəˌrɪə ˌɒpəˈtjuːnətiz/
carry out a task /ˌkæri ˌaʊt ə ˈtɑːsk/
challenging (adj) /ˈtʃæləndʒɪŋ/
childcare worker (n) /ˈtʃaɪldkeə ˌwɜːkə/
claim (v) /kleɪm/
collect/process data /kəˌlekt/ˌprəʊses ˈdeɪtə/
common (adj) /ˈkɒmən/
data detective (n) /ˈdeɪtə dɪˌtektɪv/
decade (n) /ˈdekeɪd/
define (v) /dɪˈfaɪn/
demand for sb/sth (n) /dɪˈmɑːnd fə ˌsʌmbɒdi/
ˌsʌmθɪŋ/
destroy (v) /dɪˈstrɔɪ/
efficient (adj) /ɪˈfɪʃənt/
entertainer (n) /ˌentəˈteɪnə/
gain (v) /ɡeɪn/
gardener (n) /ˈɡɑːdnə/
generate jobs /ˌdʒenəreɪt ˈdʒɒbz/
graphic designer (n) /ˌɡræfɪk dɪˈzaɪnə/
high salary /ˌhaɪ ˈsæləri/
hold your breath /ˌhəʊld jə ˈbreθ/
in danger /ɪn ˈdeɪndʒə/
in the near future /ɪn ðə ˌnɪə ˈfjuːtʃə/
identity (n) /aɪˈdentəti/
increasingly (adv) /ɪnˈkriːsɪŋli/
Industrial Revolution (n) /ɪnˌdʌstriəl ˌrevəˈluːʃən/
inject sth into sth (v) /ɪnˈdʒekt ˌsʌmθɪŋ ˌɪntə
ˌsʌmθɪŋ/
interact with people /ˌɪntərˌækt wɪð ˈpiːpəl/
involve (v) /ɪnˈvɒlv/
leisure time (n) /ˈleʒə taɪm/
look on the bright side /ˌlʊk ɒn ðə ˈbraɪt saɪd/
lorry driver (n) /ˈlɒri ˌdraɪvə/
low skills /ˌləʊ ˈskɪlz/
machine operator (n) /məˈʃiːn ˌɒpəreɪtə/
manage people /ˌmænɪdʒ ˈpiːpəl/
mass unemployment /ˌmæs ˌʌnɪmˈplɔɪmənt/
new technologies /ˌnjuː tekˈnɒlədʒiz/
no good at sth /ˌnəʊ ˈɡʊd ət ˌsʌmθɪŋ/
plumber (n) /ˈplʌmə/
poor working conditions /ˌpɔː ˈwɜːkɪŋ
kənˌdɪʃənz/
predictable/unpredictable (adj) /prɪˈdɪktəbəl/
ˌ ʌ nprɪˈdɪktəbəl/
productive (adj) /prəˈdʌktɪv/
program (v) /ˈprəʊɡræm/
progress (v) /prəˈɡres/
repetitive job /rɪˌpetətɪv ˈdʒɒb/
report (n) /rɪˈpɔːt/
robot servant (n) /ˌrəʊbɒt ˈsɜːvənt/
self-esteem (n) /ˌself ɪˈstiːm/
self-parking car (n) /ˌself ˌpɑːkɪŋ ˈkɑː/
self-service checkout (n) /ˌself ˌsɜːvɪs ˈtʃekaʊt/
social life (n) /ˈsəʊʃəl laɪf/
social worker (n) /ˈsəʊʃəl ˌwɜːkə/
sports star (n) /ˈspɔːts stɑː/
status (n) /ˈsteɪtəs/
technical translator (n) /ˌteknɪkəl trænsˈleɪtə/
therapist (n) /ˈθerəpəst/
to a large extent /tu ə ˌlɑːdʒ ɪkˈstent/
train to be sb /ˌtreɪn tə ˈbiː ˌsʌmbɒdi/
transition (n) /trænˈzɪʃən/
ultra-intelligent (adj) /ˌʌltrə ɪnˈtelədʒənt/
well-being (n) /ˌwel ˈbiːɪŋ/
white/blue collar job (n) /ˌwaɪt/ˌbluː ˈkɒlə dʒɒb/
workforce (n) /ˈwɜːkfɔːs/
working conditions (n) /ˌwɜːkɪŋ kənˈdɪʃənz/
working week (n) /ˌwɜːkɪŋ ˈwiːk/
workplace (n) /ˈwɜːkpleɪs/
5G WRITING 5.35
admission (n) /ədˈmɪʃən/
arts and crafts (n) /ˌɑːts ənd ˈkrɑːfts/
as a result /əz ə rɪˈzʌlt/
Bachelor of Education (n) /ˌbætʃələr əv
ˌedjʊˈkeɪʃən/
career choice (n) /kəˈrɪə tʃɔɪs/
collect litter /kəˌlekt ˈlɪtə/
confidence (n) /ˈkɒnfədəns/
discipline (n) /ˈdɪsəplən/
do sth professionally /ˌduː ˌsʌmθɪŋ prəˈfeʃənəli/
get good at sth /ˌɡet ˈɡʊd ət ˌsʌmθɪŋ/
life lesson (n) /ˈlaɪf ˌlesən/
long-term ambitions /ˌlɒŋ ˌtɜːm æmˈbɪʃənz/
motivational speaker (n) /ˌməʊtɪˌveɪʃənəl ˈspiːkə/
patience (n) /ˈpeɪʃəns/
period of time /ˌpɪəriəd əv ˈtaɪm/
personal statement (n) /ˌpɜːsənəl ˈsteɪtmənt/
preparation (n) /ˌprepəˈreɪʃən/
Primary Education (n) /ˌpraɪməri ˌedjʊˈkeɪʃən/
professional life (n) /prəˌfeʃənəl ˈlaɪf/
quote (n) /kwəʊt/
relevant skills/achievements/experience
/ˌreləvənt ˈskɪlz/əˈtʃiːvmənts/ɪkˈspɪəriəns/
require (v) /rɪˈkwaɪə/
rewarding (adj) /rɪˈwɔːdɪŋ/
run a classroom/a team /ˌrʌn ə ˈklɑːsrʊm/ə ˈtiːm/
satisfaction (n) /ˌsætəsˈfækʃən/
satisfying (adj) /ˈsætəsfaɪɪŋ/
success story (n) /səkˈses ˌstɔːri/
summarise (v) /ˈsʌməraɪz/
supervise (v) /ˈsuːpəvaɪz/
think strategically /ˌθɪŋk strəˈtiːdʒɪkli/
value (n) /ˈvæljuː/
work closely with sb /ˌwɜːk ˈkləʊsli wɪð
ˌsʌmbɒdi/
75
75
75
75
75
75
75
05
FURTHER PRACTICE
Workbook page 61/Online Practice
NEXT CLASS
Ask students to revise Unit 5.
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76
05 Revision
4 Complete the sentences with the Future Perfect or the
Future Continuous.
1 The presentation won’t have finished (not finish) by
five o’clock.
2 What do you think you
(do) this time next
year?
3 They
(not land) in Australia by 7 p.m .
4
the professor
(come) to a decision by
tomorrow?
5 At this time tomorrow we
(sit) in the exam
room with the question paper in front of us!
6 I can’t have coffee at ten tomorrow because I
(play) tennis.
5 Choose the correct words to complete the three
conversations.
A 1 What time may / does the train leave?
B 2 At five thirty but it’s five thirty already! It is going to
be / is being late.
A 3 We will go / are going to the cinema after school.
Would you like to come?
B 4 Great! What time do you meet / are you meeting?
A 5IthinkIwillhave/willhavehadagapyearwhenI
finish school. I’m sick of studying.
B 6 That’s a big decision. Are you sure you may not /
won’t regret it?
won’t regret it?
won’t
USE OF ENGLISH
6 Complete the text. Write one word in each gap.
‘ What are you going to do when you 1 leave
school?’ is a question teens are often asked.
Some young people have a clear vision of what
they want 2
future life to be like and might
reply, ‘By the time I’m twenty-three, I ’ll have
finie nieitn
3
working in
finnce4
, a con siderable number of young
people don’t have such concrete plans. The value
of getting work experience for those in 5
a dilemma is sometimes overlooked. For instance,
if a teen is thinking about following a career in
inittin
t ette
tfin tife
eie
in in n ffice6
to get
a temporary summer job in one? Although doing
a repetitive holiday job with low wages might not
sound like much fun, it can teach a young person
the value of hard work and how to work 7
pressure. This all contributes to their ability
to understand themselves and to choose an
appropriate university course or job.
VOCABULARY AND GRAMMAR
1 Complete the dialogue with the correct forms of the
words from the box.
determined down to drop out fall behind hand
keep up pull put salary unemployed
A I’ve 1 fallen behind with my Geography homework.
I still haven’t done last week’s project.
B Why don’t you 2
it in on Monday?
A I don’t know if I’ll have enough time. I’m finding it
hard to 3
with the class.
B What’s wrong? I know you’re usually so 4
. You
never give up. So 5
your socks up and do it this
weekend!
A Starting is the hardest part. I find it really difficult to
get 6
work at the moment.
B I understand but you mustn’t 7
it off any longer.
A Maybe I’ll 8
of school and look for a job.
B Don’t be silly! Go and ask the teachers for help. If you
don’t finish school, you won’t have qualifications
and you won't get a job with a good 9
and you
might even end up being 10
.
2 Which adjectives match these definitions?
1 A person who likes winning.
competitive
ompetitive
2 Someone who always wants to know
more about everything.
c
3 This person has too much faith in themselves. o
4 A person who has lots of ideas.
i
5 A person with natural talent.
g
6 This describes someone with a grown-up
attitude.
m
3 Replace the underlined words in the text with
the expressions from the box.
are sometimes self-employed commute do shift work
full-time job overtime permanent work part-time
In some ways the world of work in the past and at
present is similar. For instance, many people don’t
live near their workplace and have to 1travel to work
travel to work
travel to work
commute in their car or by public transport. Some
people work 2extra hours and others, such as nurses
and factory-workers, 3have schedules that change
have schedules that change.
Just like in the past, young people and students
often find temporary employment for a month or
two before they get a 4job to dedicate all their time to
job to dedicate all their time to
4
job to dedicate all their time to
4
.
Of course, some people with limited time decide not
to 5work every day
work every day.
work every day.
work every day
However, our attitudes towards work and
expectations are very different from the past. Then,
people wanted a 6regular
regular job, whereas these days
young people change jobs more often to climb the
career ladder and 7sometimes work for themselves.
Are jobs for life a thing of the past?
Use of English > page 193
FURTHER PRACTICE
• Use of English, Student’s Book page 193
• Class debates pages 264–265
• Self-assessment 5 and Self-check 5,
Workbook pages 62–63/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 5 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 5 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 5 Writing Test
Exercise 1
2 hand
3 keep up
4 determined
5 pull
6 down to
7 put
8 drop out
9 salary
10 unemployed
Exercise 3
2 overtime
3 do shift work
4 full-time job
5 work part-time
6 permanent
7 are sometimes self-
employed
Exercise 4
2 you will be doing
3 won’t have landed
4 Will (the professor)
have come
5 will be sitting
6 will be playing
urious
nventive
ature
ifted
verconfident
their
be
However
such
under
than
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READING
7 Read the text. Match sentences A–F with gaps 1–5 in the text.
There is one extra sentence.
STRATEGY | Gapped text
Skim the text first ignoring the gaps to get its general meaning.
Then try to choose the missing information to complete the text,
paying special attention to the words that come before and after
the gap.
As soon as the boat sailed, I knew I had made a mistake. It wasn’t as if
I’d never had a job before. Throughout my second year at university
I had worked as a waitress at an Italian restaurant in town.
1
As
well as helping me nancially, it was something I really en oyed. I got on
well with the rest of the staff and met lots of different people.
I also had a passion for travelling and I was really excited when my mother
phoned me just before the end of summer term. ‘I ’ve found you a summer
job on a cruise ship!’ she said. ‘ It’s only four weeks and you’ll have
nished efore uni ersity starts again, ow his was a real opportunity.
2
In my opinion it was going to be the best summer ever.
You’ve probably guessed by now. I hadn’t considered the actual work side
of this. hen I arri ed on oard, I found out I was sharing a ery small ca in
with three other girls. They were kind enough, but they hardly had time to
say hello before they had to rush off to start their shifts. 3
After all,
I was experienced in restaurant work. At the door of the dining area,
however, I hesitated. In front of me was an enormous space. It was at least
ten times bigger than the Italian restaurant I’d worked in!
Someone important-looking, in a spotless uniform, came up to me.
‘You’re the new girl?’ he asked.
4
‘As you’re new, you will be
responsible for the two tables the furthest from the kitchen.’ He pointed
to two tables set for six people each. ‘T here are three courses, and of
course, the passengers like to be served at the same time. And they will
be expecting hot food.’
My mind started to swim; twelve people, three courses, miles to walk back
and forth to the kitchen. That’s when the ship started to move. I could feel
the oor ecoming slightly unsteady under my feet. I pictured myself
a tray in each hand, piled with bowls of soup, trying to maintain my
balance and reach my tables safely. 5
I turned to say, ‘Thanks
ut I , when a loud ell sounded, and people started to ood into the
restaurant. The ship had sailed, and I couldn’t escape.
SPEAKING
8 Look at the photos. In pairs, take turns to
describe them.
• Talk about the person.
• Talk about the place.
• Talk about other things in the photo.
THE BEST SUMMER EVER?
A I hurried off too, to the restaurant to get my instructions, full of
confidence.
B No, this was not what I had expected.
C I would get to travel the Mediterranean, visit loads of different
countries completely free AND get paid for doing it!
D And before I had a chance to respond, he was leading me
through all the tables towards the very back of the restaurant.
E As soon as he showed me the way to the kitchen, I realised that
waitressing on a cruise would not be such an easy job as I had
imagined.
F The money I earned there helped towards paying for my books
and allowed me to have a bit of a social life.
WRITING
STRATEGY | Competition entry
Start and end the letter in a formal way. Begin
the letter by explaining your reason for writing.
9 You have read this advertisement on
a university website.
Free language course!
The university is offering a free place on
a two-week English course in the UK. All
expenses paid!
To apply, write a letter telling us about your
language learning background, why you would
like to study English in the UK and why we
should choose you.
Write your letter. Use the beginning below.
Dear Sir/ Madam,
I would like to apply for the free place on the
English course in the UK that I saw advertised
on your website. ...
F
C
A
B
D
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Part 1
Louise It’s our anniversary next weekend so what would
you say if I booked a trip to Paris?
Paul Hmm, it would be great but there’s so much going
on next weekend ... Would it be OK if we didn’t
go? Maybe some other time?
Louise Well, it wouldn’t be the end of the world if we
stayed here but ...
Paul I’d love to go, but there’s Jodie’s concert on
Saturday and Dylan’s match on Sunday. They’d
be so disappointed if we weren’t there. How
would you feel if you were a teenage kid and your
parents missed your big day?
Louise OK, if I were a kid, I’d feel bad. But, Paul, it’s our
wedding anniversary!
Jodie OK, let me do the talking.
Dylan Why?
Jodie Because I can lie through my teeth. If I talk to them,
they’ll believe me. They’ll fall for it. But if you talk,
they’ll know you’re lying.
Dylan I don’t know about that.
Jodie You can’t fool anyone. If you open your mouth,
they’ll see right through you.
Dylan But what will I do if they ask me a question? Won’t
they be suspicious if I don’t speak?
Jodie If they ask you a question, I’ll cover for you.
Dylan How?
Jodie I’ll make something up. I know! I’ll say you’ve lost
your voice.
Dylan If you say that, they definitely won’t go.
78
Do the right thing
VOCABULARY Truth and lies, communicating, relationships, conflicts and problems
VOCABULARY Truth and lies, communicating, relationships, conflicts and problems
VOCABULARY
GRAMMAR The first and the second conditionals, the zero conditional and
alternatives to ififif Use of English > page 193
SPEAKING Asking for, giving and reacting to advice
WRITING
A for-and-against essay
VIDEO
Grammar
Documentary
Communication
06
REFERENCES
AUDIO SCRIPT page 219
VIDEO SCRIPT page 237
EXTRA ACTIVITIES IN CLASS
• After students write their sentences for
Exercise 7, ask them to think of similar
first conditional sentences that children
may say to their parents. Encourage
them to think about questions/favours
they may ask – give them one or two
examples if necessary: If I finish my
homework on Friday, will you let me go
shopping with Ella on Saturday? Will you
get me that new smartphone now if I
promise not to ask for a birthday present
in May?
• You could do this activity after Exercise 9
or after the Grammar Video activity.
Write the following question on the
board: If you could ask a friend to do
something for you, what would it be?
Ask students to answer the question in
as many different ways as possible in
1–2 minutes. Then put them in pairs to
compare and discuss their answers.
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6A GRAMMAR AND VOCABULARY
The first and second conditionals
We use the first conditional for situations in the future
that are possible or likely:
The condition
The result
if + Present Simple, will + infinitive
We use the second conditional for situations in the
present or future that are imaginary, impossible or very
unlikely:
The condition
The result
If + Past Simple,
would + infinitive
We sometimes use were instead of was after I/he/she/it,
especially in more formal or written English and to give
advice: If I were you, I’d apologise.
Grammar Reference and Practice > page 182
The first and second conditionals
3 Read these sentences from the dialogues and answer
the questions.
Jodie If I talk to them, they’ll believe me.
Louise If I were a kid, I’d feel bad.
1 Is it possible that Jodie will talk to her parents?
2 How does she think they’ll react if she talks to them?
3 Is Louise a kid?
4 Is it possible for her to be one?
5 Can she imagine how it feels to be a kid?
6 Whose sentence is about a situation that is likely to
happen?
7 Whose sentence is about an imaginary or impossible
situation?
4 Study the Grammar box. Then find more examples of
conditional sentences in the dialogues.
□ I can use the first and second conditional to talk about possible and hypothetical situations.
18 Read the question below and watch the
video. Say what the speakers answer. Then in pairs,
ask and answer the question.
If you could go anywhere for a weekend, where
would you go and who with?
G
R
A
M
M
A
R
V
I
D
E
O
6 2.29 In pairs, match fragments 1–6 with a–f to form
six sentences. Then listen again and check.
1 □S h e’s right. If the concert’s off,
2 □ Yeah, well, we would be able to go to Paris
3 □ You won’t become a good player
4 □IfIwereyou,
5 □ You’re right. If we don’t book soon,
6 □ Well, if your gran can’t look after you,
a I’d book your tickets straight away.
b if Dylan didn’t have a match.
c the price will go up.
d if you start missing matches.
e we’ll be able to go to Paris.
f we won’t be able to go to Paris.
7 2.30 Listen and write down the first conditional
sentences. What other sentences like that do parents
often say to their children?
1 If I find out you’re lying, I’ll be very upset.
8 Complete the first part of these second conditional
sentences with the correct forms of the verbs in
brackets. Then finish them so that they are true for you.
1 If I won (win) the lottery, I’d buy a zoo
I’dbuyazoo.
2 IfI
(be) an animal,
.
3 IfI
(can) be anyone in the world,
.
4 If my parents
(go) away for the weekend,
.
5 IfI
(not/have) to study so much,
.
9 Complete the questions with the verbs/phrases from
Exercise 2. Then in pairs, ask and answer the questions.
1 If you accidentally broke a window at home, would
you tell the truth or would you
a story?
2 If you told your parents a lie, would they
it or
would they
you?
3 If a friend wanted to stay out late, would you
him/her?
1 2.28
2.28 Look at the photo and read and listen to the
dialogues. Then in pairs, answer the questions.
1 What is the relationship between the four people?
2 Why does Louise want to go to Paris?
3 Why does Paul want to stay at home?
4 Does Jodie think Dylan is good at lying?
5 What do Jodie and Dylan want their parents to do?
2 Match the highlighted words and phrases from Part 2
of the dialogue with the definitions. Can you usually
tell when people are lying?
1 Believe a lie. fall for
2 Not believe someone’s lies.
3 Invent, e.g. a story or excuse.
4 Say something totally false.
5 Say something to protect someone.
6 Trick someone, make them believe you’re telling the
truth.
5 2.29 In pairs, say why you think Jodie and Dylan
want their parents to go away. Then listen and check.
79
06
• As an extension to the Grammar Video
activity, you could ask students to
discuss the following questions in their
pairs: If you could buy any one thing for
yourself, what would you buy? If you
could buy any one thing for someone
else, what would you buy and who for?
Encourage students to give reasons for
their answers.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 6, page 267
• Grammar Reference and Practice,
Student’s Book page 182
• Workbook pages 64–65/Online Practice
• Photocopiable resource 23: Complete
and match, pages 279, 311
• Extra digital activities: Grammar
Checkpoint 6A
ASSESSMENT
Grammar Quiz 6A
Exercise 1
1 Louise and Paul
are Jodie and Dylan’s
parents.
2 Because it’s their
wedding anniversary.
3 Because there’s a
lot going on at the
weekend: Jodie has
a concert and Dylan has
a big match.
4 No, she thinks he’s
a bad liar.
5 They want them to go
to Paris.
Exercise 3
1 Yes, it is.
2 They’ll believe her.
3 No, she isn’t.
4 No, it’s impossible.
5 Yes, she can.
6 Jodie’s
7 Louise’s
Exercise 7
2 We’ll let you have a
party if you promise not
to be noisy.
3 You won’t pass your
exams if you don’t
study.
4 If you don’t try
harder, you won’t get
anywhere in life.
5 If you tell the truth,
I won’t get angry.
6 You’ll be late if you
don’t hurry.
Exercise 8
2 were
3 could
4 went
5 didn’t have
Exercise 9
1 make
2 fall for, see through
3 cover for
see right through somebody
make something up
lie through my teeth
cover for somebody
fool somebody
They want their parents to have a great wedding anniversary.
e
d
c
b
a
f
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6B READING AND VOCABULARY
□ I can understand the development of ideas in a short story and talk about being honest.
1 SPEAKING In pairs, answer the questions.
1 What would you do if you found a sports bag at a bus
stop and you were the only person there?
2 What would you do if you opened the bag and found
$5,000 inside?
3 Would your decision be different if you knew the
money belonged to a poor/rich person/a criminal?
Say why.
4 If you decided to keep the money, would you make
up a story about where you got it or would you tell
the truth?
5 If you lied about where you got the money, would
your friends and family fall for your story or would
they see right through you?
2 Look at the picture and the title of the story. In pairs,
say what you think the person in the picture will do.
Read the story quickly to check your ideas.
3 Read the story again. Match sentences A–H with gaps
1–5 in the story. There are three extra sentences.
A They didn’t know the story was covered by news
channels nationwide.
B Lola thanked him for returning her money.
C Had they made the right decision?
D It probably belongs to a criminal!
E Then he glanced at the money on the table.
F ‘Thanks to all the publicity in the media, we raised
over $12,000!’
G ‘I didn’t know then what I know now,’ he said.
H ‘But nobody will ever know you took it,’ she said.
4 In pairs, ask and answer the questions.
1 In your opinion, did Trent do the right thing?
2 What do you think Trent and Freya will do with the
rest of the money?
3 What would you do if you were in their position?
5 In pairs, check the meaning of the highlighted words
and phrases in the text. Then add their infinitive forms
to the vocabulary map.
Crime never pays in the end.
Anonymous
Integrity is doing the right thing
even when no one is watching.
C.S. Lewis, English author
19 WATCH AND REFLECT Go to page 167. Watch
the documentary Why do we lie?
Why do we lie?
W
and do the
hydowelie?anddothe
hy do we lie?
exercises.
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
Ways of speaking
whisper
whisper,
,
,
Facial movements
,
,
,
,
Ways of looking
,
,
Body movements
,
,
,
COMMUNICATING
6 Choose the correct verbs.
1 If you don’t want someone to hear you, you sigh /
whisper.
2 If you’re in pain, you groan / murmur.
3 It’s rude to glance / stare at someone.
4 He gazed / winked into the eyes of the girl he loved.
5 You frown / grin when you’re not happy.
6 You hug / shiver when you’re cold or frightened.
7 Parents don’t like it if you raise / roll your eyes at them.
8 If you don’t want to do something, you shake / shrug
your head.
7 In pairs, speak, look or move in ways that match the
verbs above. Guess what your partner is doing.
Student A speaks very quietly.
B You’re whispering.
A Yes, your turn.
Student B smiles widely.
A You’re grinning.
8 2.32 SPEAKING In pairs, discuss what you would do
in the situation below. Then listen. What happened to
the couple who actually were in that situation?
1 What would you do if you found a lottery ticket on the
pavement?
2 If you kept the ticket and it turned out to be the
winning ticket, what would you do then?
9 REFLECT | Values In groups, discuss the quotes. Which do
you agree/disagree with? Say why.
80
REFERENCES
AUDIO SCRIPT page 219
VIDEO SCRIPT page 238
CULTURE NOTES page 208–209
EXTRA ACTIVITIES IN CLASS
• After checking answers to Exercise 6,
get students to write similar definitions
for the verbs in italics they did not
choose. Point out that in items 7 and 8,
they need to define collocations (and
not single words, as in items 1–6). Elicit
or give them the correct collocations
for the two verbs (raise an eyebrow,
shrug your shoulders). If you think your
students will struggle with these, you
could ask them to only write definitions
for the verbs in 1–6 .
• If your class has Internet access, you
could get students to look for more
quotes about integrity like the ones
in Exercise 9. They can then share and
discuss their quotes in pairs, small
groups or, if time is short, as a whole
class. They could also select a few of
the quotes and make them into posters
to display around the classroom.
Exercise 5
Ways of speaking:
groan, murmur, sigh
Ways of looking: gaze,
glance, stare
Facial movements:
frown, grin, raise an
eyebrow, roll your
eyes, wink
Body movements:
hug, shake your head,
shiver, shrug your
shoulders
Exercise 8
When the couple
were trying to cash in
the prize, they were
arrested for stealing.
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GLOSSARY
lousy – awful
trailer – mobile home
‘ Yes,’ he replied. There was a red light flashing on the camera.
‘Th is is Lola García.’ The reporter pulled the young woman
forward. ‘It was her money you found.’
Lola explained the money had come from selling her car.
‘I had to sell it to pay my fees,’ she said. ‘They were going
to throw me out of college. I can’t thank you enough.’
Trent shrugged his shoulders. ‘It was the right thing to do,’
he said.
Neither Trent nor Freya saw the TV report. 3
So there was no way they could know what Lola was doing.
Two weeks later the TV crew returned to the campsite with
Lola. This time she had a large envelope in her hands and
a huge smile on her face.
‘I wanted to reward you for your honesty so I set up
a crowdfunding site,’ she said. 4
Lola hugged Trent, Freya grinned and the reporter winked
at the cameraman.
There was more good news to come. A businessman
who’d seen the story on TV was so impressed with Trent’s
honesty that he offered him a job as a security guard. Trent
and Freya moved into an apartment and the day before he
started work Trent ot his bike fi ed
‘What shall we do with the rest of the money?’ asked Freya
when Trent ame home tired b t happy rom his first day at
work.
Trent thought for a second.
5
eshold ieitto
someone who really needs it,’ he said. ‘I mean, it’s not really
ours, is it?’
‘If you keep it, we’ll be rich,’ whispered Freya.
Trent glanced at the bag. There was enough money in it for
them to pay off all their debts, to get a decent place to live and
to mend his broken bicycle.
‘I don’t know, Freya,’ he sighed. ‘Wi th my luck, it’ll just
cause problems if I keep it.’
Freya raised an eyebrow
raised an eyebrow. 1
That was true, he thought. He’d found the bag at a bus
stop. Nobody had seen him pick it up, he was sure of that.
And there were no security cameras there.
‘We really need the money, Trent’ insisted Freya, staring
at the bag.
Trent frowned. ‘But if I kept it, I’d feel bad ... dishonest.
What if the money belongs to someone that needs it more
than we do?’
Freya rolled her eyes. ‘Nobody can need the money more
than we do!’ she groaned. ‘We’re out of work and we live in
a lousy trailer, for goodness’ sake!’ She shivered. It was cold.
Trent wasn’t convinced. ‘We should give it back to the
rightful owner,’ he murmured.
‘But we don’t know whose money it is,’ argued Freya. ‘If we
knew who it belonged to, we could give it back to them but
we don’t know! Anyway, which honest person would carry
$5,000 in cash in a sports bag? 2
owesho ldkeep
it, right?’
Trent gazed into her eyes. Then he made up his mind.
into her eyes. Then he made up his mind.
He took her hand in his and shook his head.
The next day, Trent took the money to the police. Then he
returned to his usual life, washing car windscreens during
the day and sleeping in the trailer at night.
Three days later Trent and reya woke p to find a T
crew at the door. Standing behind them was a young woman.
‘Trent Jamieson?’ asked the reporter, who Trent vaguely
recognised from the days when he owned a TV.
5
10
15
20
25
30
35
40
45
50
55
60
2.31
IF YOU KEEP IT, WE’LL BE RICH
81
06
FURTHER PRACTICE
Workbook pages 66–67/Online Practice
NEXT CLASS
Ask students to make a list of different
things a lottery winner might do with
the money they win.
H
A
F
E
D
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6C LISTENING AND VOCABULARY
□□ I can identify specific details in a radio programme and talk about winning a lottery.
I can identify specific details in a radio programme and talk about winning a lottery.
I can identify specific details in a radio programme and talk about winning a lottery.
I can identify specific details in a radio programme and talk about winning a lottery.
6 Complete the table with the noun forms of the
adjectives. Use a dictionary if necessary.
1 Which of these things is the least likely to happen to a
person in their lifetime? Discuss in pairs.
becoming an astronaut being struck by lightning
winning a lottery jackpot winning an Oscar
winning an Olympic gold medal
2 2.33 Listen to the beginning of a radio programme
and check your ideas from Exercise 1.
3 Work in pairs. Which of the following do you think are
good choices for a lottery winner? Say why.
buy expensive cars donate to charity
give the money to your parents
go on expensive holidays make investments
remain anonymous stay active stop working
4 2.34 Listen to the rest of the programme and check
your ideas from Exercise 3.
5 2.34 Listen again and choose the correct answers.
1 Dale Glover’s book After the Jackpot is about
After the Jackpot is about
After the Jackpot
ahow to win the lottery.
b the history of lotteries.
cpeople who won the lottery.
2 Dale suggests that the example of Jane Park shows
aa millionaire’s lifestyle isn’t right for everyone.
bhaving too much money is as bad as having too
little.
crelationships are easier when people are rich.
3 Which of the following is not true of Jane’s
relationships after her win?
aHer relatives are extremely jealous.
bShe can’t always tell if people are being honest
with her.
cPeople she doesn’t know are mean to her online.
4 When you win a lottery, it’s never a good idea to
a
astay anonymous.
stay anonymous.
stay anonymous.
b stop being active.
stop being active.
cdonate to charity.
donate to charity.
Adjectives
Nouns
happy
happiness
lonely
sad
embarrassed
disappointed
excited
envious
jealous
sympathetic
7 Complete the sentences with nouns from the table in
Exercise 6.
1 Jealousy
Jealousy is a useless emotion and I try not to waste
time on it.
2 I think we need to experience sadness, so we can
appreciate
.
3 I don’t feel any
for famous people. I’d prefer to
be anonymous.
4 I’d never buy a lottery ticket because I know it’s
almost certain to end in
.
5 If I lived alone, I don’t think I’d be able to cope with
the
.
6 I find it very difficult to hide my
when someone
gives me a compliment in public.
7 Ifeel
for anyone who is attacked on social
media whether they are famous or not.
8 I enjoy the
of doing the lottery even though
I know I’m not likely to win.
8 In pairs, say if the sentences in Exercise 7 are true for
you or if you agree with them.
99 2.35
2.35
2.35 PRONUNCIATION
PRONUNCIATION
PRONUNCIATION Listen and find the schwa /
Listen and find the schwa /ə//
sounds in the words below. Then read out the
sounds in the words below. Then read out the
sentences in Exercise 7 and focus on pronouncing the
sentences in Exercise 7 and focus on pronouncing the
schwa sound.
• loneliness, sadness, happiness
ss, sadness, happiness
• jealousy, sympathy
• disappointment, embarrassment, excitement
disappointment, embarrassment, excitement
10 SPEAKING What would you do if you suddenly received
What would you do if you suddenly received
a huge amount of money? Discuss in groups.
a huge amount of money? Discuss in groups.
8282
I can identify specific details in a radio programme and talk about winning a lottery.
REFERENCES
AUDIO SCRIPT page 219–220
EXTRA ACTIVITIES IN CLASS
• Before Exercise 3, refer students to the
lists they made at home and elicit ideas
around the class. Write students’ ideas on
the board and then get them to compare
their lists with the one in Exercise 3.
• After Exercise 8, students choose one of
the emotions in the table in Exercise 6
and then, in small groups, talk about
a time when they felt that way.
FURTHER PRACTICE
• Workbook page 68/Online Practice
• Photocopiable resource 24: After
the jackpot, pages 279, 312
NEXT CLASS
Students prepare a short quiz for a partner.
They should think of three or four different
ways to complete the question: What
would you do if you saw somebody ... ? They
should write down their questions so that
they can ask a partner in the next lesson.
Exercise 2
The radio show reveals
that winning the lottery
is the least likely event
listed in Exercise 1.
Exercise 4
The show suggests
that the following
are good choices:
remain anonymous,
donate to charity,
make investments,
stay active.
Exercise 7
2 happiness
3 envy
4 disappointment
5 loneliness
6 embarrassment
7 sympathy
8 excitement
Exercise 9
• sadness, happiness
• jealousy, sympathy
• disappointment,
embarrassment,
excitement
loneliness
sadness
embarrassment
disappointment
sympathy
jealousy
envy
excitement
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□ I can use the zero conditional to talk about real situations that are always true.
The zero conditional and alternatives to if
We use the zero conditional to talk about real situations that
are always true.
The condition
The result
If + Present Simple, Present Simple
If + Present Simple, Present Simple
If
In all conditional sentences the if clause can come before or
if clause can come before or
if
after the result clause. When the if clause is first, it is followed
if clause is first, it is followed
if
by a comma.
Alternatives to if
In zero conditional sentences we can use when instead of if
with little or no change in meaning.
In conditional sentences we can also replace if with
if with
if
unless, as
soon as, as long as, until, provided that, before, after.
Grammar Reference and Practice > page 182
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
For each statement say whether you agree strongly (AS), agree (A),
disagree (D), or disagree strongly (DS).
disagree (D), or disagree strongly (DS).
disagree (D), or disagree strongly (DS).
disagree (D), or disagree strongly (DS).
QUIZ Are you in touch with your feelings and those of other people?
Take our empathy test and find out!
1
If people are unhappy, I enjoy
If people are unhappy, I enjoy
If people are unhappy, I enjoy
If people are unhappy, I enjoy
making them feel better.
making them feel better.
2
When I upset someone, I feel bad.
When I upset someone, I feel bad.
When I upset someone, I feel bad.
When I upset someone, I feel bad.
3
I find it hard to guess how someone
I find it hard to guess how someone
I find it hard to guess how someone
I find it hard to guess how someone
is feeling unless they are a close
is feeling unless they are a close
is feeling unless they are a close
friend.
4
After I have an argument with
After I have an argument with
someone, I’m usually the first one to
try to make up with them.
5
I’m not really interested in how
I’m not really interested in how
I’m not really interested in how
I’m not really interested in how
I’m not really interested in how
other people feel unless it affects
other people feel unless it affects
other people feel unless it affects
other people feel unless it affects
me directly.
me directly.
6
I don’t share personal information
I don’t share personal information
I don’t share personal information
I don’t share personal information
I don’t share personal information
with people until I know them very
with people until I know them very
with people until I know them very
well.
well.
7
Before I discuss my problems with
Before I discuss my problems with
Before I discuss my problems with
others, I try to solve them myself.
others, I try to solve them myself.
others, I try to solve them myself.
8
As soon as someone starts crying,
As soon as someone starts crying,
As soon as someone starts crying,
I begin to feel irritated.
I begin to feel irritated.
I begin to feel irritated.
9
I can talk to almost anyone as long
I can talk to almost anyone as long
I can talk to almost anyone as long
I can talk to almost anyone as long
I can talk to almost anyone as long
I can talk to almost anyone as long
I can talk to almost anyone as long
as they show an interest
as they show an interest
as they show an interest
as they show an interest
as they show an interest
as they show an interest in having
a conversation with
a conversation with
a conversation with
a conversation with me, too.
me, too.
me, too.
1010 Provided that they aren’t dangerous,
Provided that they aren’t dangerous,
Provided that they aren’t dangerous,
Provided that they aren’t dangerous,
Provided that they aren’t dangerous,
Provided that they aren’t dangerous,
I generally prefer animals to people.
I generally prefer animals to people.
I generally prefer animals to people.
I generally prefer animals to people.
1 In pairs, discuss the meaning of the word 'empathy'. Then
ask and answer these questions:
1 Who is the most empathetic person you know? Say why.
2 Do you find it easy or difficult to empathise with others?
2 In pairs, do the quiz. Then check your scores on page 197.
Do you agree with your results?
The zero conditional and alternatives to if
3 Look at sentences a–b and answer the questions. Then
read the Grammar box and Watch out! and check.
a If people are unhappy, I enjoy making them feel better.
b I enjoy making people feel better when they are unhappy.
1 Do the sentences refer to something that is true only in
Do the sentences refer to something that is true only in
the present, only in the future, or always?
the present, only in the future, or always?
2 In sentence a, which clause gives the condition and
which gives the result?
3 Which tenses are used in each clause?
4 Which word could you use instead of if without
if without
if
significantly changing the meaning of the sentence?
5 When you change the order of the clauses (sentence b),
what change to punctuation do you need to make?
4 Use the prompts and if or
if or
if when to write zero
conditional sentences. Be careful with commas.
1 I / nervous about something / I / start sweating
When I’m nervous about something, I start sweating.
2 I / feel embarrassed / my cheeks / go red
3 my dad / eat a lot of chocolate / he / feel stressed
4 my mum / talk very quickly / she / get excited
5 my sister /ask / her friends for advice / she / have
my sister /ask / her friends for advice / she / have
a personal problem
5 Make Wh- questions about the situations in
Exercise 4. Then in pairs, ask and answer the
questions.
1 What do you do when you feel nervous?
6 Choose the best alternative to if to complete the
if to complete the
if
sentences.
1 I don’t tend to say very much before / as soon as
I have my morning coffee.
2 I don’t find people attractive after / unless they are
good listeners.
3 Assoonas/AslongasIseemybestfriend,Iknow
how he or she is feeling.
4 Before / As long as I trust someone, I’m comfortable
asking for personal advice.
5 After / Before I tell someone my problems, I usually
feel better.
6 I don’t truly relax until / provided that I’m alone in
that I’m alone in
that
my room.
7 SPEAKING In pairs, say if the statements in Exercise 6
are true for you.
6D GRAMMAR
WATCH OUT!
Remember that unless = if not.
I don’t share personal information with people unless
I know them well.
I don’t share personal information with people if I don’t
know them well.
06
838383
EXTRA ACTIVITY IN CLASS
Start the class by putting students in
pairs or small groups to ask and answer
the quiz questions they prepared at
home. They should take it in turns to
ask a question for their partner/group
to answer. When they have finished,
ask them to share any interesting or
surprising answers with the class.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 182
• Workbook page 69/Online Practice
• Photocopiable resource 25: How good
a friend are you?, pages 279, 313–314
• Extra digital activities: Grammar
Checkpoint 6D
ASSESSMENT
Grammar Quiz 6D
NEXT CLASS
Ask students to think of different
situations in which they have been asked
for advice and make notes.
Exercise 3
1 always
2 the first (if) clause
gives the condition, the
second (main) clause
gives the result
3 both Present Simple
4 when
5 remove the comma
Exercise 4
2 If/When I feel
embarrassed, my
cheeks go red.
3 My dad eats chocolate
in bed if/when he feels
stressed.
4 My mum talks very
quickly if/when she
gets excited.
5 My sister asks her
friends for advice
if/when she has
a personal problem.
Exercise 5
2Whatdoyoudo
when you feel
embarrassed?
3 What does your
dad do when he feels
stressed?
4 What does your mum
do when she gets
excited?
5 What does your
sister do when she has
a personal problem?
Exercise 1
Empathy is the ability
to understand other
people’s emotions and
problems.
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6E SPEAKING
1 What’s the best and worst way to tell
a friend that you have to cancel an
arrangement to meet?
2 2020 2.36 Watch or listen to Part 1
of a story and answer the questions.
1 Why does Sally ask for Claire’s advice?
2 What advice does Claire give to Sally in
the end?
3 What would you do if you were Sally?
4 How do you think Jane will feel when
Sally calls her to explain?
3 2121 2.37 Watch or listen to Part 2
2.37 Watch or listen to Part 2
2.37
of the story. How are Jane’s and Sally’s
situations similar?
4 Complete the Speaking box with the
words from the box.
better helpful problem thought
were wonder
□ I can ask for, give and react to advice on a wide range of subjects.
5 Choose the correct answers to complete the dialogues.
1 A I really can't go to Pam’s party ... I’m thinking of making an
excuse and telling her I’m not feeling well. Do you think that’s
a good idea?
Ba No, I don’t think you should do that.
b That’s really helpful, thanks.
2 A What do you think I should do: text my friend to cancel our plans,
or give her a call?
Ba I never thought of that, good idea.
b If I were you, I’d call her.
3 A I’m afraid my friend won’t understand. I’ve no idea what to tell
him.
BYou’d better talk to your mom, she'll know what to do.
Aa I’d really appreciate your advice.
b I don’t know if she can help me but I’ll give it a try.
4 A I'm at a loss. How can I tell Susan that she can't visit me this
Saturday? I have a cold!
Ba I thought about doing that, but it will not work.
b You should explain the situation and invite her on
a different weekend.
6 In pairs, offer advice in these situations. Use the language from the
Speaking box.
• Your friend is thinking of shaving his/her head.
• Your cousin wants to become a vegan.
• Your friend wants to drop out of school and get a job in a burger bar.
A I’m thinking of shaving my head.
B If I were you, I wouldn’t do it.
7 In groups, ask for and give advice about real or invented problems.
Use the language from the Speaking box.
A My parents won't let me buy a motorbike. What should I do?
B If I were you I'd listen to them, it's a dangerous sport.
SPEAKING | Asking for, giving and
reacting to advice
Asking for advice
I 1 wonder if you could give me some
advice.
What do you think I should/ought to do?
Do you think I need to/should ...?
I’vegotabitofa2
and I don’t know
what to do.
I’ve no idea how/what to ...
I’d really appreciate your advice.
I’m at (a bit of) a loss.
Giving advice
You could/ should(n’t)/ought (not) to...
I (don’t) think you should ...
You’d
3
(just) tell her the truth.*
You’d better not do this ...
It’s probably (not) a good idea to ...
The first/best thing to do is ...
IfI4
you, I’d go to Paris.
Reacting to advice
Thanks. That’s really 5
.
You’re right, that’s good advice, thanks.
I never thought of that, (it’s a) good idea.
I don’t know if it’ll work but I’ll give it a try.
I6
of that but I’m pretty sure ...
I thought about doing that but ...
* strong advice, similar to ‘you have to’
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
84
REFERENCES
VIDEO/AUDIO SCRIPT page 238
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 6 or 7.
Refer students to the notes they
made at home and put them in pairs.
Depending on the time available,
get them to choose 2–4 situations from
their notes and role play them. They
should take it in turns to ask for and
give advice using phrases from the
Speaking box.
• This activity revises vocabulary from
Lesson 6B and is best done at the end
of the lesson. Copy the vocabulary map
from Exercise 5 in Lesson 6B onto the
board. Play the communication video
from this lesson again, asking students
to raise their hand every time they see
or hear one of the characters do one
of the things in the vocabulary map.
Pause the video and elicit the correct
verb/verb phrase each time.
FURTHER PRACTICE
Workbook page 70/Online Practice
Exercise 2
1 She was invited to
a party and she really
wants to go, but she
was supposed to be
going to Brighton that
weekend to stay with
Jane, her best friend at
primary school.
2 Claire advises Sally to
tell Jane the truth.
They both got other invitations for the weekend.
better
problem
were
helpful
thought
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□ I can talk about relationships, conflicts and problems.
6F VOCABULARY | Relationships, conflicts and problems
1 afallout
bputup
2 ahitsitoff
b talks behind your back
3 afellout
b made up
4 a breaking
b bossing
5 a got into trouble
b lost my temper
6 aaskmeout
b let me down
7 amadeup
b were through
6 Write a reply giving advice to either Pbea3 or
phillingXJ. Use the vocabulary in this lesson and the
phrases in the Speaking box in lesson 6E to help you.
7 SPEAKING In pairs, ask and answer these questions.
1 Have you ever lost your temper and got into trouble?
Do you know anyone who has? What happened?
2 Do you know anyone who likes to boss other people
around? Who? What do you think of him/her?
3 How would you feel if you heard a good friend
talking about you behind your back?
4 Have you ever fallen out with a friend? What
happened? Did you make up again?
LukU,
Keep cool. You’ve got to realise that
when you ask someone 1 out , it doesn’t
always lead to a serious 2
. The girl
might not agree to 3
out with you
but you won’t know if you don’t try. I’m
sure it won’t really 4
your heart if
she says no. If she says yes, don’t worry
if you don’t
5
it off immediately.
Just because you’re
6
about
someone doesn’t mean they’ll
7
in
love with you straight away. Give it time.
My older sister is in a serious relationship
is in a serious relationship but her boyfriend has changed recently. He
but her boyfriend has changed recently. He
spends most of his time with his friends and ignores her! She’s crazy about
s crazy about him but he’s
him but he’s
him but he’s
making her unhappy. Everyone thinks she should break up with
break up with him but I’m worried it
him but I’m worried it
him but I’m worried it
will break her heart if they split up
split up. What should I tell her? How can I help her?
I’ve fallen out with my best friend. She makes lots of promises but in the end she
my best friend. She makes lots of promises but in the end she
my best friend. She makes lots of promises but in the end she
always lets me down! Now another friend told me she’s been talking about me
talking about me
talking about me
behind my back
behind my back . I ’m through with
m through with her. I’ve forgiven her before but this time
his time
we won’t make up
make up. We’re finished.
I’ve fallen in love with a girl. I know I should ask her out but I’d be
heartbroken if she refused to go out with
go out with me or if we didn’t hit it off
hit it off.
What should I do?
This guy at school is really mean! He bosses me around and makes fun of
makes fun of me. If
me. If
me. If
makes fun of me. If
makes fun of
I complain, he just laughs at me and insults me. I ’ve had enough! I can’t put up
put up
put up
put up
with it anymore. I’m worried I’ll lose my temper
lose my temper, do something stupid and
lose my temper, do something stupid and
lose my temper
get into
get into
get into
get into
trouble.
Amy’s
advice
site
Dilemma
Ex-friend
Afraid
Help!
5 In pairs, choose the correct options to complete Amy’s
advice. Do you agree with her? Say why.
1 What kind of advice would you ask these people for?
Discuss in groups.
a blogger a teacher your best friend your parents
I’d ask my dad about computer stuff and my best friend
about ...
2 Read the texts from Amy’s advice site. In pairs, decide
which person has the most serious problem. What
advice do you think Amy will give them?
3 Look at the highlighted words and phrases in the texts
and add them to the lists below.
1 Happy relationships: be in a serious relationship, ...
2 Problems and conflicts: break up with sb, ...
4 In pairs, complete Amy’s advice to LukU with one word
in each gap. Do you agree with her? Say why.
Pbea3
Pbea3
P
Joyoloyo
LukU
phillingXJ
Joyoloyo,
I know how you feel. It’s hard to 1
with it when
a friend insults you or 2
. However, before you
decide to end this friendship maybe you should give her
another chance. When I was younger, I
3
with my
best friend because she was always 4
me around
and telling me what to do. But a few weeks later, when
I5
, she stood by me in my time of need. She didn’t
6
. We7
and now we’re still best friends.
85
06
EXTRA ACTIVITY IN CLASS
Depending on your teaching situation
and if you think your students will feel
comfortable doing so, after Exercise 7,
get them to discuss a few more personal
questions using vocabulary from the
lesson: Has anyone ever: a) made fun
of you? Who? When? b) insulted you?
What happened? How did you react?
FURTHER PRACTICE
• Workbook page 71/Online Practice
• Photocopiable resource 26: Love and
War, pages 279, 315
• Extra digital activities: Vocabulary
Checkpoint 6
ASSESSMENT
Vocabulary Quiz 6
NEXT CLASS
Ask students to think of different
situations in which they would prefer to
lie rather than tell the truth. They should
make notes about the situations and also
note down their reasons.
Exercise 3
1 be crazy about sb,
make up (with sb), fall
in love with sb, ask sb
out, go out with sb,
hit it off
2 break sb’s heart, split
up (with sb), fall out
with sb, let sb down,
talk behind sb’s back,
be through with sb, be
heartbroken, boss sb
around, make fun of sb,
insult sb, put up with,
lose your temper, get
into trouble
Exercise 4
2 relationship
3go
4 break
5 hit
6 crazy
7 fall
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1 Most of us say we value honesty, yet we are all dishonest occasionally. Should you always attempt to tell
the truth, or can it sometimes be acceptable to lie?
2 There are many reasons why you should always try to be honest. To begin with
To begin with, lying is morally wrong
because it deceives and misleads people. Furthermore, although
Furthermore, although many pu lic gures set a poor e ample,
most adults know it is wrong to lie for personal or nancial gain, or to hide guilt or co er for someone who
has done wrong. Finally, lies create distance and destroy relationships. For this reason, lying to someone
you love is particularly unacceptable.
3 Having said that
aving said that, it may sometimes be preferable not to tell the whole truth. For instance, when we want
to avoid hurting someone’s feelings or appear to be well-mannered, we might agree that a friend’s new
haircut is ‘nice’, or thank someone for a ‘lovely’ gift, regardless of how we actually feel about these
things. What is more, people sometimes lie or make up stories to avoid upsetting someone vulnerable. For
example, it may be easier for a young child to accept that the family dog ‘has gone to live on a farm’, than
to try to deal with the death of a much-loved pet.
4 To conclude
To conclude
T
, honesty is generally the best policy, but there are times when lying can make things easier
for other people. Personally, I believe
Personally, I believe it’s usually better to tell a harmless white lie than to hurt someone.
6G WRITING | A for-and-against essay
IIs honesty
s honesty
s honesty
s honesty
s honesty always
the best policy?
the best policy?
the best policy?
the best policy?
the best policy?
the best policy?
86
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students
to the notes they made at home and
getting them to discuss the situations
and their reasons. They could do this in
pairs, small groups or as a whole class.
• Before students attempt the writing
task in Exercise 9 on their own, you
could get them to plan another for-
and-against essay in pairs, using one
of the topics in Exercise 8. They should
follow steps 1–2 in Exercise 9 to plan
their essay. They can then write their
essay for homework, using the plan
they made with their partner.
FURTHER PRACTICE
Workbook page 72/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 88–89.
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□ I can write a for-and-against essay.
5 Look at the linking words and phrases underlined in
the essay and put them in the correct group.
• Introducing new arguments: 1 To begin with
To begin with ; First of
all; Secondly; Furthermore; 2
, Another point is;
Some/Most of us know/agree/say; Finally;
• Giving examples and support: For example; 3
;
Such as; According to; 4
;
• Introducing a contrast: However; On the other hand;
5
;6
, Nevertheless;
• Introducing a conclusion: In summary; In conclusion;
7
;
• Introducing your own opinion: In my opinion;
Ultimately, I think; 8
.
6 Choose the most suitable linking phrase in each
sentence. In one sentence both are possible.
1 Although / In summary other teenagers may
Although / In summary other teenagers may
Although / In summary
sympathise, they don’t always have the experience
necessary to offer good advice.
2 When we make a mistake, we learn from it and for
this reason / furthermore, young people should be
allowed to make their own decisions now and again.
3 There is almost no chance of winning, nevertheless /
another point is people seem to enjoy taking part in
lotteries.
4 On the other hand / Such as, there are also some strong
arguments for lotteries.
5 Another point is / What is more, no one understands
what a teenager is going through better than another
teenager.
7 REFLECT | Values Is it unethical for parents lie to their
young children about the existence of mythical figures,
such as the Tooth Fairy? Discuss in groups.
8 Work in pairs. Match the sentences in Exercise 6 with
the essay topics a–c.
a □ Young people should always do exactly as their
parents tell them.
b □ □ Friends are the best source of advice for
teenagers.
c □ □ National lotteries do more harm than good.
9 WRITING TASK Choose one of the topics in Exercise 8
to write a for-and-against essay about. Follow the
instructions.
1 Make notes on arguments for and against the topic
you have chosen.
2 Think of supporting examples and reasons to include
in your essay.
3 Use the Writing box and the phrases in Exercise 5 to
write your essay.
WRITING | A for-and-against essay
A for-and-against essay should be formal in tone.
Paragraph 1
Begin with some general points, or say that an issue is
controversial:
Most of us say we value honesty, yet we are all
dishonest occasionally.
End with a statement or question that mentions both
sides of the issue:
Should you always attempt to tell the truth, or can it
sometimes be acceptable to lie?
Paragraph 2
Give several arguments for the issue and support with
examples and reasons:
To begin with, lying is morally wrong because it
deceives and misleads people.
Paragraph 3
Give several arguments against the issue and support
with examples and reasons:
What is more, people sometimes lie or make up stories
to avoid upsetting someone vulnerable. For example,
it may be easier for a child to accept that the family dog
‘has gone to live on a farm’, than to try to deal with the
death of a much-loved pet.
Paragraph 4
Summarise the debate briefly:
To conclude, honesty is generally the best policy, but
there are times when lying can make things easier for
other people.
Add your own opinion:
Personally, I believe it’s usually better to tell a harmless
white lie than to hurt someone.
1 In pairs, discuss these questions.
1 A ‘white lie’ is a lie about a small or unimportant
thing, usually told to avoid hurting someone’s
feelings. Can you think of some common examples?
2 Is it possible to always tell the truth?
2 Read the essay and answer the questions.
1 Does the writer mention any of the things you
discussed in Exercise 1?
2 What is the writer’s personal opinion and do you
agree with it?
3 Match paragraphs 1–4 with descriptions a–d .
a □ Arguments against always telling the truth.
b □ The author’s view on always telling the truth.
c □ Arguments for always telling the truth.
d □ An introduction to the topic of honesty and
dishonesty.
4 Study the Writing box. Then find more arguments for
and against always telling the truth with reasons and/
or examples in the essay.
Topic: National Lotteries do more harm than good.
National Lotteries do more harm than good.
Arguments for:
1 A lot of money from lotteries goes to charity.
2
Arguments against:
1 Lotteries give people false hope.
2
87
06
3
2
3
1
Exercise 4
For:
... mo st adults know
it is wrong to lie for
personal or financial
gain, or to hide
guilt or cover for
someone who has
done wrong. ... lies
create distance and
destroy relationships.
For this reason, lying
to someone you
love, is particularly
unacceptable.
Against:
... when we want
to avoid hurting
someone’s feelings
or appear to be well-
mannered, we might
agree that a friend’s
new haircut is ‘nice’, or
thank someone for a
‘lovely’ gift, regardless
of how we actually feel
about these things.
Exercise 5
2 What is more
3 For instance
4 For this reason
5 Having said that
6 Although
7 To conclude
8 Personally, I believe
both possible
2
1
3
5
4
Exercise 2
The writer believes it’s
usually better to tell
a white lie than to hurt
someone.
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REMEMBER MORE
1 Complete the sentences with the
correct verbs. Then check with
the word list.
1 Bob will
Beth’s heart if he
tells her he doesn’t love her
anymore.
2 I’m not sure restarting my
phone will help, but I will
it a try.
3 Tracy is very sociable but she
would never behind
anybody’s back.
4 Mum tried hard not to
her
temper when she saw our test
results.
2 Complete the sentences with the
verbs from the word list.
When you ...
1
your shoulders, you show
that you’re not interested or
you don’t care.
2
your head, you show that
you don’t agree with someone.
3
your eyes, you show that
you’re annoyed or bored.
4
through your teeth,
you say something that is
completely false.
3 Which verb from the word list
completes these phrases?
for something
in love
out with somebody
a promise
something up
up wih somebody
into trouble
excited
4 Do the task below.
Look at the word list and choose
5–8 verbs or phrases you want to
learn. Write a sentence with each
of them. Begin your sentence
with a name that starts with the
same letter as your verb, e.g . Mark
murmured something in my ear.
6A GRAMMAR AND VOCABULARY
5.36
break a window /ˌbreɪk ə ˈwɪndəʊ/
cover for sb (phr v) /ˈkʌvə fə ˌsʌmbɒdi/
fall for sth (phr v) /ˈfɔːl fə ˌsʌmθɪŋ/
false (adj) /fɔːls/
find out (phr v) /ˌfaɪnd ˈaʊt/
fool (v) /fuːl/
insist on sth (phr v) /ɪnˈsɪst ɒn ˌsʌmθɪŋ/
invent a story/an excuse /ɪnˌvent ə ˈstɔːri/ən
ɪkˈskjuːs/
lie (n, v) /laɪ/
lie through your teeth /ˌlaɪ θruː jə ˈtiːθ/
lose your voice /ˌluːz jə ˈvɔɪs/
make sth up (phr v) /ˌmeɪk ˌsʌmθɪŋ ˈʌp/
miss (v) /mɪs/
see right through sb /ˌsiː raɪt ˈθruː ˌsʌmbɒdi/
straightaway (adv) /ˌstreɪtəˈweɪ/
suspicious (adj) /səˈspɪʃəs/
tell the truth/a lie /ˌtel ðə ˈtruːθ/ə ˈlaɪ/
trick (v) /trɪk/
upset (adj) /ˌʌpˈset/
wedding anniversary (n) /ˈwedɪŋ ænəˌvɜːsəri/
win the lottery /ˌwɪn ðə ˈlɒtəri/
6B READING AND VOCABULARY
5.37
cameraman (n) /ˈkæmərəmən/
convinced (adj) /kənˈvɪnst/
cover a story /ˌkʌvər ə ˈstɔːri/
crowdfunding site (n) /ˈkraʊdfʌndɪŋ saɪt/
decent (adj) /ˈdiːsənt/
dishonest (adj) /dɪsˈɒnəst/
do the right thing /ˌduː ðə ˌraɪt ˈθɪŋ/
envelope (n) /ˈenvələʊp/
facial/body movements /ˈfeɪʃəl/ˈbɒdi
ˌ muː vmə nts/
fees (n) /fiːz/
fi x (v) /fɪks/
flash (v) /flæʃ/
frown (v) /fraʊn/
gaze (v) /ɡeɪz/
give back (phr v) /ˌɡɪv ˈbæk/
glance at sth (v) /ˈɡlɑːns ət ˌsʌmθɪŋ/
grin (v) /ɡrɪn/
groan (v) /ɡrəʊn/
honesty (n) /ˈɒnəsti/
hug (v) /hʌɡ/
insist (v) /ɪnˈsɪst/
integrity (n) /ɪnˈteɡrəti/
keep (v) /kiːp/
lottery ticket (n) /ˈlɒtəri ˌtɪkət/
lousy (adj) /ˈlaʊzi/
mend (v) /mend/
murmur (v) /ˈmɜːmə/
nationwide (adv) /ˌneɪʃənˈwaɪd/
news channel (n) /ˈnjuːz ˌtʃænl/
own (v) /əʊn/
pay (v) /peɪ/
pay off debts /ˌpeɪ ɒf ˈdets/
publicity (n) /pʌˈblɪsəti/
pull sb forward (phr v) /ˌpʊl ˌsʌmbɒdi ˈfɔːwəd/
raise an eyebrow /ˌreɪz ən ˈaɪbraʊ/
reporter (n) /rɪˈpɔːtə/
return (money) (v) /rɪˌtɜːn (ˈmʌni)/
reward sb for sth (v) /rɪˈwɔːd ˌsʌmbɒdi fə
ˌsʌmθɪŋ/
rightful owner /ˌraɪtfəl ˈəʊnə/
roll your eyes /ˌrəʊl jər ˈaɪz/
rude (adj) /ruːd/
security camera (n) /sɪˈkjʊərəti ˌkæmərə/
security guard (n) /sɪˈkjʊərəti ɡɑːd/
set up a website /ˌset ʌp ə ˈwebsaɪt/
shake your head /ˌʃeɪk jə ˈhed/
shiver (v) /ˈʃɪvə/
shrug your shoulders /ˌʃrʌɡ jə ˈʃəʊldəz/
sigh (v) /saɪ/
stare at sb (v) /ˈsteər ət ˌsʌmbɒdi/
trailer (n) /ˈtreɪlə/
TV crew (n) /ˌtiː viː ˈkruː/
TV report (n) /ˌtiː ˈviː rɪˌpɔːt/
vaguely (adv) /ˈveɪɡli/
whisper (v) /ˈwɪspə/
windscreen (n) /ˈwɪndskriːn/
wink (v) /wɪŋk/
winning ticket /ˌwɪnɪŋ ˈtɪkət/
6C LISTENING AND VOCABULARY
5.38
be struck by lightning /bi ˌstrʌk baɪ ˈlaɪtnɪŋ/
cope with sth (v) /ˈkəʊp wɪð ˌsʌmθɪŋ/
disappointed (adj) /ˌdɪsəˈpɔɪntɪd/
disappointment (n) /ˌdɪsəˈpɔɪntmənt/
do the lottery /ˌduː ðə ˈlɒtəri/
donate to charity /dəʊˌneɪt tə ˈtʃærəti/
Word List
88
EXTRA ACTIVITIES IN CLASS
• Play True or False with vocabulary
from the word list. Divide students
into teams. Give teams in turn true/
false statements about a word/
phrase, e.g . You complain when you’re
happy about something. (F) When you
boss somebody around, you tell them
what to do. (T). Students have to decide
if each statemet is true or false. In
stronger classes, students could also
play in groups, with players taking it in
turns to give statements for their group
to decide if they are true or false. Each
correct answer gives teams one point
and the team with the most points wins.
• Put students in pairs. Student A says
a word from the word list. Student B
spells it and then gives the translation
or, in stronger classes, a simple
definition in English. Then it is Student
B’s turn to give a word for A to spell and
translate/explain. Pairs continue for
3–5 minutes. Students win one point
for spelling a word correctly and one
for each correct translation/definition.
The student with the most points at the
end wins.
break
give
talk
lose
shrug
shake
roll
lie
fall
make
get
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embarrassed (adj) /ɪmˈbærəst/
embarrassment (n) /ɪmˈbærəsmənt/
envious (adj) /ˈenviəs/
envy (n) /ˈenvi/
excited (adj) /ɪkˈsaɪtɪd/
excitement (n) /ɪkˈsaɪtmənt/
give sb a compliment /ˌɡɪv ˌsʌmbɒdi ə
ˈkɒmpləmənt/
happiness (n) /ˈhæpinəs/
hide (v) /haɪd/
honest with sb (adj) /ˈɒnəst wɪð ˌsʌmbɒdi/
jealous (adj) /ˈdʒeləs/
jealousy (n) /ˈdʒeləsi/
loneliness (n) /ˈləʊnlinəs/
lonely (adj) /ˈləʊnli/
lottery jackpot (n) /ˈlɒtəri ˌdʒækpɒt/
lottery win (n) /ˈlɒtəri wɪn/
make investments /ˌmeɪk ɪnˈvestmənts/
mean to sb (adj) /ˈmiːn tə ˌsʌmbɒdi/
millionaire (n) /ˌmɪljəˈneə/
remain/stay anonymous /rɪˌmeɪn/ˌsteɪ
əˈnɒnɪməs/
sad (adj) /sæd/
sadness (n) /ˈsædnəs/
sympathetic (adj) /ˌsɪmpəˈθetɪk/
sympathy (n) /ˈsɪmpəθi/
waste time on sth /ˌweɪst ˈtaɪm ɒn ˌsʌmθɪŋ/
6D GRAMMAR 5.39
be in touch with your feelings /bi ɪn ˌtʌtʃ wɪð jə
ˈfiːəlɪŋz/
cry (v) /kraɪ/
empathetic (adj) /ˌempəˈθetɪk/
empathise with sb (v) /ˈempəθaɪz wɪð ˌsʌmbɒdi/
get excited /ˌɡet ɪkˈsaɪtəd/
good listener /ˌɡʊd ˈlɪsənə/
irritated (adj) /ˈɪrɪteɪtɪd/
make up (with sb) (phr v) /ˌmeɪk ˈʌp (wɪð
ˌsʌmbɒdi)/
nervous about sth (adj) /ˈnɜːvəs əˌbaʊt
ˌsʌmθɪŋ/
personal problem/advice /ˌpɜːsənəl ˈprɒbləm/
ədˈvaɪs/
personal information (n) /ˌpɜːsənəl ˌɪnfəˈmeɪʃən/
sb’s cheeks go red /ˌsʌmbɒdiz ˌtʃiːks ɡəʊ ˈred/
share information /ˌʃeər ˌɪnfəˈmeɪʃən/
show an interest in sb/sth /ˌʃəʊ ən ˈɪntrəst ɪn
ˌsʌmbɒdi/ˌsʌmθɪŋ/
sweat (v) /swet/
trust (v) /trʌst/
upset (v) /ˌʌpˈset/
6E SPEAKING 5.40
beat(abitof)aloss /ˌbi ət(ə ˌbɪt əv) ə ˈlɒs/
cancel your plans /ˌkænsəl jə ˈplænz/
explain the situation /ɪkˌspleɪn ðə ˌsɪtʃuˈeɪʃən/
feel well /ˌfiːl ˈwel/
give sb a call /ˌɡɪv ˌsʌmbɒdi ə ˈkɔːl/
give sth a try /ˌɡɪv ˌsʌmθɪŋ ə ˈtraɪ/
helpful advice /ˌhelpfəl ədˈvaɪs/
make an excuse /ˌmeɪk ən ɪkˈskjuːs/
shave your head /ˌʃeɪv jə ˈhed/
6F VOCABULARY 5.41
ask sb out (phr v) /ˌɑːsk ˌsʌmbɒdi ˈaʊt/
be crazy about sb /ˌbi ˈkreɪzi əˌbaʊt ˌsʌmbɒdi/
be in a serious relationship /ˌbi ɪn ə ˌsɪəriəs
rɪˈleɪʃənʃɪp/
be through with sb /ˌbi ˈθruː wɪð ˌsʌmbɒdi/
boss sb around (phr v) /ˌbɒs ˌsʌmbɒdi əˈraʊnd/
break sb’s heart /ˌbreɪk ˌsʌmbɒdiz ˈhɑːt/
break up with sb (phr v) /ˌbreɪk ˈʌp wɪð
ˌsʌmbɒdi/
complain (v) /kəmˈpleɪn/
dilemma (n) /dəˈlemə/
do sth stupid /ˌduː ˌsʌmθɪŋ ˈstjuːpəd/
ex-friend (n) /ˌeks ˈfrend/
fall in love with sb /ˌfɔːl ɪn ˈlʌv wɪð ˌsʌmbɒdi/
fall out with sb (phr v) /ˌfɔːl ˈaʊt wɪð
ˌsʌmbɒdi/
forgive (v) /fəˈɡɪv/
get into trouble /ˌɡet ˌɪntə ˈtrʌbəl/
go out with sb (phr v) /ˌɡəʊ ˈaʊt wɪð
ˌsʌmbɒdi/
have enough /ˌhæv ɪˈnʌf/
heartbroken (adj) /ˈhɑːtˌbrəʊkən/
hit it off /ˌhɪt ɪt ˈɒf/
ignore (v) /ɪɡˈnɔː/
insult (v) /ɪnˈsʌlt/
laugh at sb (phr v) /ˈlɑːf ət ˌsʌmbɒdi/
lead to sth (v) /ˈliːd tə ˌsʌmθɪŋ/
let sb down (phr v) /ˌlet ˌsʌmbɒdi ˈdaʊn/
lose your temper /ˌluːz jə ˈtempə/
make a promise /ˌmeɪk ə ˈprɒməs/
make fun of sb /ˌmeɪk ˈfʌn əv ˌsʌmbɒdi/
make up (phr v) /ˌmeɪk ˈʌp/
put up with sb/sth (phr v) /ˌpʊt ˈʌp wɪð
ˌsʌmbɒdi/ˌsʌmθɪŋ/
split up (phr v) /ˌsplɪt ˈʌp/
stuff (n) /stʌf/
talk behind sb’s back /ˌtɔːk bɪˌhaɪnd ˌsʌmbɒdiz
ˈbæk/
6G WRITING 5.42
appear (to be) /əˌpɪə tə ˈbi/
deal with sth (phr v) /ˈdiːl wɪð ˌsʌmθɪŋ/
death (n) /deθ/
deceive (v) /dɪˈsiːv/
destroy (v) /dɪˈstrɔɪ/
dishonesty (n) /dɪsˈɒnəsti/
distance (n) /ˈdɪstəns/
do more harm than good /ˌduː mɔː ˌhɑːm ðən
ˈɡʊd/
do wrong /ˌduː ˈrɒŋ/
false hope (n) /ˌfɔːls ˈhəʊp/
financial gain /fəˌnænʃəl ˈɡeɪn/
gain (n) /ɡeɪn/
go through sth (phr v) /ˌɡəʊ ˈθruː ˌsʌmθɪŋ/
guilt (n) /ɡɪlt/
harmless (adj) /ˈhɑːmləs/
hurt sb’s feelings /ˌhɜːt ˌsʌmbɒdiz ˈfiːəlɪŋz/
make sth easier /ˌmeɪk ˌsʌmθɪŋ ˈiːziə/
mislead (v) /ˌmɪsˈliːd/
morally wrong /ˌmɒrəli ˈrɒŋ/
much-loved (adj) /ˌmʌtʃ ˈlʌvd/
mythical figure (n) /ˌmɪθɪkəl ˈfɪɡə/
now and again /ˌnaʊ ənd əˈɡen/
offer advice /ˌɒfər ədˈvaɪs/
pet (n) /pet/
policy (n) /ˈpɒləsi/
public figure (n) /ˌpʌblɪk ˈfɪɡə/
regardless of sth (adv) /rɪˈɡɑːdləs əv ˌsʌmθɪŋ/
set a poor example /ˌset ə ˌpɔːr ɪɡˈzɑːmpəl/
tell the whole truth /ˌtel ðə ˌhəʊl ˈtruːθ/
unacceptable (adj) /ˌʌnəkˈseptəbəl/
unethical (adj) /ʌnˈeθɪkəl/
value (v) /ˈvæljuː/
vulnerable (adj) /ˈvʌlnərəbəl/
well-mannered (adj) /ˌwel ˈmænəd/
white lie (n) /ˌwaɪt ˈlaɪ/
89
06
FURTHER PRACTICE
Workbook page 73/Online Practice
NEXT CLASS
Ask students to revise Unit 6.
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90
06 Revision
1 frown / grin
4 raise an eyebrow /
shrug shoulders
2 hug / glance
5 roll your eyes / wink
3 shake your head /
shiver
6 stare / whisper
VOCABULARY AND GRAMMAR
1 Complete the story with one word in each gap.
‘Will you 1cover for me this afternoon at the
club, Georgie?’, Michael asked me today. He
was supposed to help at the gymnastics club
after school. Michael was very good at
2m
things up but he hadn’t made an
3e
to her about why he couldn’t be
there. He had told her the 4t
. He didn’t
try to lie to me either because I always saw
straight 5t
him and, anyway, I knew
the story.
Michael had fallen for a girl who he really
liked, and they started 6g
out. The
problem was he got really 7j
when she
spoke to other boys. She is a really nice girl
who would never 8l
anyone down and
disappoint them, but Georgie started to boss
her 9a
so she 10b
up with him.
Although she had broken his 11h
,
I hadn’t felt much 12s
for him at the
time because of the way he’d behaved.
But now that Michael was going to ask her to
forgive him, I changed my mind and said ‘Yes,
I will cover for you.’
2 Choose the correct words to describe the
pictures.
3 Complete the sentences with the words from the box.
ask back crazy fun go love put temper trouble up with
ask back crazy fun go love put temper trouble up with
ask
1 If you fancy someone, you should ask them out but don’t worry
if they won’t
out with you.
2 If I were you, I wouldn’t make
of your sister. You might
get into
!
3 Just because you’re
about someone doesn’t mean they’ll
fall in
with you.
4 You should never
up with a friend talking behind your
.
5 If you lose your
with your best friend and fall out
him or her, you should apologise.
6 Splitting
with someone can make you feel lonely at
first – but it is only temporary.
4 Complete sentences 1–4 with the zero conditional form of the
words in brackets, and sentences 5–8 with the first conditional
form of the words in brackets. Then choose the correct word in
italics for each sentence.
1 Until / When people I don’t know talk (talk) to me, I (get)
very nervous.
2 They always
(say) what they think if/ before they
(disagree) with someone.
3 If / Unless a stranger
(knock) on the door, the dogs
(start) barking.
4 After / Provided that I
that I
that
(lose) my temper, I usually
(feel) embarrassed.
5 She
(win) the race unless / as long as she
(train)
hard.
6 Unless / After you
Unless / After you
Unless / After
(win) the lottery, you
(be able)
to buy a car.
7He
(not buy) a new house as long as / unless he
(get) a well-paid job.
8 Provided that / Until you can
(pay) me back by Saturday,
I
(lend) you the money.
5 Complete the conversation with the second conditional form of
the verbs in brackets.
Alex Hi Jack. What 1 would you do (do) if you 2
(see)
someone bullying a friend at school?
Jack Why? Has something happened?
Alex Yes, it has and I’ve no idea what to do.
Jack Well, if I 3
(be) you, I 4
(go) straight to your class
teacher and I 5
(explain) what you saw.
Alex I thought about that, but if I 6
(go) to the teacher, my
best friend 7
(be) through with me.
Jack Really? Your best friend?
Alex Yes, he’s, unfortunately, the bully.
Jack How come he’s your friend then? I 8
(not put up) with
that sort of behaviour.
Alex He’s got problems at home.
Jack That’s no excuse. If I 9
(have) problems, I 10
(not
go) round bullying people.
Alex I’m really at a loss.
Jack If you 11
(speak) to him about it and 12
(ask)
him to apologise to the student he was bullying, it might
help him too.
Alex Thanks!
REFERENCES
AUDIO SCRIPT page 220
FURTHER PRACTICE
• Use of English, Student’s Book page 193
• Class debates pages 264–265
• Self-assessment 6 and Self-check 6,
Workbook pages 74–75/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 6 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 6 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 6 Writing Test
• Units 5–6 Cumulative Review Test
• Units 5–6 Exam Speaking
Exercise 4
1 get
2 say, disagree
3 knocks, start
4 lose, feel
5 will win, trains
6 win, will be able to
7 won’t buy, gets
8 pay, will lend
Exercise 5
2 saw
3 were
4 would go
5 (would) explain
6 went
7 would be
8 wouldn’t put up
9 had
10 wouldn’t go
11 spoke
12 asked
aking
xcuse
ruth
hrough
oing
ealous
et
round
roke
eart
ympathy
go
fun
trouble
crazy
love
put
back
temper
with
up
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SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You recently had an argument with your classmate.
You’d like to make up and you talk about this with
a friend from the UK. In the conversation discuss the
points below:
• Talk about your relationship with your classmate.
• Explain the reason for the argument and ask for
advice.
• Accept Student B’s advice.
• Say what you can do to get on better with the
classmate.
Student B
You are Student A’s friend from the UK. You are discussing
how to resolve his/her conflict with a classmate. Use the
phrases below to help you. You start first.
• How do you usually get on?
• So, what happened exactly?
• If I were you, I’d apologise.
• What can you do to improve your relationship?
WRITING
9 Read the task below and write an essay.
STRATEGY | Essay
Read the essay question and make a note of the points
you need to include in the answer. In the task, you need
to address the two aspects mentioned in the task as well
as discuss one aspect of your own.
Parents shouldn’t try to control the lives of their
children who are over sixteen. Do you agree?
Write about:
1 going out at night
2 using technology
3
USE OF ENGLISH
6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 Jane doesn’t focus so she makes a lot of mistakes.
FOCUSED
If Jane focused, she would
If Jane focused, she would make fewer mistakes.
2 I’m not brave enough to tell them I lied. BRAVER
, I would tell them I lied.
3 I think you should tell her how you feel. YOU
If
tell her how you feel.
4 She looked very surprised when she heard the news.
EYEBROW
She
in surprise when she heard the news.
5 You should start revising because the exams begin
next week. HAD
You
because the exams begin next week.
6 The price of the tickets is going up, so we must buy
them soon. UNLESS
soon, they will be more expensive.
7 I forgive people quickly provided that they say sorry. LONG
I forgive people quickly
say sorry.
Use of English > page 193
LISTENING
7 2.38 You are going to hear a woman talking about
her work. Complete the notes below with a word or
a short phrase.
STRATEGY | Notes completion
Read each gap and check what kind of information or
word is missing. Write exactly what you hear and do not
change the words in any way.
• As well as working as an agony aunt, June is
alsoa1
.
• June communicates through social networks
and her 2
.
• In the last century, teens needed information
about 3
.
• Modern technology has created some new
problems for teenagers today such as
cyber-
4
.
• She says some teens don’t want to talk to
5
about problems.
• June thinks the key problem people suffer
from nowadays is 6
.
• June thinks agony aunts need to be 7
.
91
Exercise 6
2 If I was/were braver
3 I were you, I’d
4 raised an eyebrow
5 had better start
revising
6 Unless we buy the
tickets
7 as long as they
Exercise 7
1 social worker
2 website
3 love and relationships
4 bullying
5 their family
6 loneliness
7 sympathetic
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How to set SMART goals
LIFE SKILLS
92
1 In pairs, discuss the questions.
1 Compare the colourful and black and white photos. What goals did the
people have? Have they achieved them or failed?
2 How important do you think it is to set yourself goals for the future?
3 What are some of your educational and personal goals for this year?
2 Do you have plans to achieve the goals you mentioned in Exercise 1? What
are you going to do and when?
3 Read the forum entries about failed goals. Match statements 1–4 with
entries a–c. There is one extra statement.
The speaker ...
1 □ failed to achieve a goal because of a lack of preparation.
2 □ wasn’t sure which goal he/she wanted to achieve.
3 □ did not do enough research to achieve a goal.
4 □ chose a goal that was impossible to reach.
4 Work in pairs. Why did the people fail to achieve their goals? What didn’t
they do? What advice would you give them?
5 2.39 Listen to an expert talking about setting goals. What is she talking
about? Choose the correct answer.
a Where to get advice on what our goals should be.
b How important it is to have big ambitions.
c How to make our goals easier to achieve.
d What to do if we fail to achieve a goal.
REFERENCES
AUDIO SCRIPT page 221
EXTRA ACTIVITY IN CLASS
After Exercise 4, put students in pairs and
ask them to tell their partner about a goal
they failed to achieve. Why do they think
they failed? What didn’t they do? What
advice would their partner give them?
NEXT CLASS
Students can create a SMART chart like
the one in Exercise 8 to use in their
presentations.
b
a
c
Exercise 4
Possible answers:
A not clear about which
goal he/she wanted to
achieve; didn’t choose
a goal he/she really
wanted to achieve
B didn’t train hard
enough; took it too
lightly
C didn’t plan well
enough
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6 2.39 Listen again. Complete the gaps with the words
from the box. There are two extra words.
deadlines easy how important possible what when
7 Would you now give the same advice to the authors of the
forum entires? Say why.
8 Match statements a–e with questions 1–5 from the SMART
diagram.
a Iwanttoreachmygoalbytheendofthetermwhenwe
have a big test.
b I will do the following to help me achieve the goal:
– record new words after each lesson in a notebook,
– draw mind maps and pictures,
– a sk my friends to help me revise vocabulary before tests,
– w rite an article in English for the school’s website.
c I will keep track of the marks I get in English tests to check if
I get higher scores. I’d like to improve my average score by 10%.
d I want to improve and expand my English vocabulary.
I usually get lower marks in my English tests because I find it
difficult to learn new words.
e I want to pass my exams in English well. I also need English to
chat with my friends online.
05–06
93
9 Do the task below.
LIFE SKILLS | How to set SMART goals
S (SPECIFIC) Define exactly 1 what you want to achieve.
M (MEASURABLE) Think about how and 2
you’ll know that
you’ve achieved your goal.
A (ACHIEVABLE) Set goals that are 3
to achieve.
R (RELEVANT) Choose a goal which matters and is 4
to you.
T (TIME-BOUND) Set yourself 5
for achieving the goal.
LIFE SKILLS | Project
• Think of a goal related to education or your personal life.
• Follow the tips from this lesson about SMART goals and
answer the questions in the SMART chart in Exercise 8.
• Present your SMART goal to the class in the next lesson.
• Discuss each other’s goals. Do you think they are easy to
achieve? Can you think of other steps to reach them?
Nick04
Charli3
Buster56
B WWhen my friend suggested we take
part in the City half-marathon which takes
place once a year, I thought it was a great
idea have to admit m not that fit reall
–
I don’t do a lot of sport. But you see
marathons on television with thousands
taking part so I thought I could manage
it. After all, I wasn’t out there to break
any records! Of course, I had these great
plans to train regularly and I went running
after school with my friend for a couple of
evenings – but then school work got in the
way so I didn’t really do much. The result
is that I did the half-marathon last Saturday
–
but my legs went to jelly after a couple of
kilometres and I had to stop. It was
a bit embarrassing – but I guess I’m just
not built for running long distances. I shall
stick to exercises at home in the future!
C Just got back from my trip to Spain,
France and Italy and I have to say it wasn’t
a success. I went with my Spanish friend
and the idea was to travel by train and
buses along the coast, stopping off at
interesting places on the way. Sounds a
cool idea, doesn’t it? Well, we thought so.
I cut down my spending a bit in the month
before we left so I’d have enough money
and we checked out the route which
loo ed definitel doa le he pro lem was
that the fares and accommodation were
more than we had thought and I ran out of
money pretty early on. It’s a pity we didn’t
check how much these things cost and
didn’t plan a budget or how much time
we needed to save enough money. We
didn’t enjoy ourselves nearly as much as
we'd hoped to. I stayed in Barcelona at my
friend’s house for a week, but we were
both disappointed.
A m finishing m first ear of nglish
at uni soon and it definitel hasn t t rned
out as I’d hoped. When I was at school,
I joined a student drama club. It was my
passion to act and I dreamt of a career on
the stage. But everyone told me it was too
challenging and I should choose a more
traditional job. So I thought I could study
something to do with languages because
was prett good at nglish and tho ght
maybe I could be a teacher. Both of my
oth of my
oth of
parents are teachers and they seem to
enjoy their jobs. My favourite subject
at school was History though, but I just
didn’t think there’d be many jobs available.
o went for nglish in the end ost
niversities have nglish co rses and
I didn’t think too much about what was
on the course as long as I got a degree.
But the course is boring, and I often skip
classes. I may not come back next year ...
Make a SMART goal
Yo ur goal: improve my English, learn new vocabulary
S Specific What do you exactly want to achieve? 1
M Measurable How will you know when your goal is met? 2
A Achievable What steps can you take to achieve your goal? 3
R Relevant Why is your goal important to you? 4
T Time-bound How long will it take you to reach your goal? 5
Exercise 6
1 what
2 when
3 possible
4 important
5 deadlines
d
c
b
a
e
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And finally, a popular new trend in the .
air facing is a way of brushing your hair so
it covers your face completely. o find out
more about it, we talked to some teenagers
at their school in righton. hey told us that
hair facing was becoming really popular
there. hey agreed the trend would last
because it was fun. ne girl explained she
had only started hair facing a few days
before. he confessed she had always
looked down on it until she had tried it.
nother girl claimed she felt more relaxed
with her hair over her eyes. teacher said he
didn’t like the fashion. e complained that
he couldn’t see his pupils’ faces so he didn’t
know if they were sleeping in class. e said
he would ban it if he could. owever, another
teacher told him not to criticise it if he’d
never tried it.
And finally, the second orld og urfing hampionships are
taking place in alifornia. arlier today, we spoke to one of the
organisers. e said that about fifty dogs were competing in this
year ’s championships. hat doesn’t sound like a lot but he asked us
to remember that only five dogs had taken part the year before.
e also pointed out that the event had attracted more spectators
and media interest than ever. e explained there were di erent
pri es depending on the weight of the dogs and the si e of the
waves. e admitted the dogs couldn’t surf as well as humans but
claimed that the dogs were learning fast and predicted that the
performances would be better than the previous year’s. e added
that there were also pri es for the best dressed dogs.
7A GRAMMAR AND VOCABULARY
1 Read the information below and work out the meaning of the
highlighted words. What is an ‘And finally,...’ report?
TV news
TV news
TV
programmes always begin with the headlines followed
by the most important stories or breaking news. They often finish
with a curious or amusing news item which the newsreader
usually introduces with the words ‘And finally,...’. These reports
tend to be human interest stories or to involve animals.
2 In pairs, ask and answer the questions.
1 What TV or newspaper headlines do you remember from this
week’s news?
2 Can you remember a time when a newsreader interrupted
a programme to report some breaking news? What was it?
3 Which curious or funny human interest stories can you
remember from the news?
3 Look at the photos and read both ‘And finally, ...’ news items.
Which one do you think is true and which fake? Say why.
1
2
And finally ...
94
In the spotlight
VOCABULARY TV news, viewing habits, success and failure, describing art, films,
VOCABULARY TV news, viewing habits, success and failure, describing art, films,
VOCABULARY
books and plays
GRAMMAR Reported speech, reported questions Use of English > page 194
SPEAKING Describing a personal experience
WRITING
A review of a play
VIDEO
Grammar
Documentary
Communication
07
REFERENCES
AUDIO SCRIPT page 221
VIDEO SCRIPT page 239
CULTURE NOTES page 209
EXTRA ACTIVITY IN CLASS
This activity can be done before or after
Exercise 10. Put students in (new) pairs
and get them to tell each other about
some of the funniest and strangest things
people have said to them. Remind them
that they should use reported speech
and encourage them to use different
reporting verbs where possible.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 7, page 267
• Grammar Reference and Practice,
Student’s Book page 183
• Workbook pages 76–77/Online Practice
Story 1 is fake and story 2 is true.
Exercise 1
‘And finally ...’ reports
are news items that
often come last in a
TV news programme.
They are often human
interest stories or
involve animals.
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Reported speech
Direct speech
Reported speech
Present Simple
→ Past Simple
Present Continuous → Past Continuous
Past Simple
→ Past Perfect
Present Perfect
→ Past Perfect
will
→ would
can
→ could
must
→ hadto
The Past Perfect, would, could, should and might
don’t change in reported speech.
With imperatives we use (not) to before the verb.
‘Remember!’
→ She asked/told me to
remember.
‘Don’t forget!’
→ She asked/told me not
to forget.
These expressions usually change:
Time: now → then/at that time; a few days ago
→ a few days before; yesterday → the day before/
the previous day; last year → the year before/the
previous year; tomorrow → the day after/ the next
day.
Places and things: here → there; this → that; these
→ those.
People: I/you → he/she, me/you → him/her;
my/your → his/her; we → they; our → their
Reporting verbs: add, admit, agree, ask, claim,
complain, confess, explain, point out, predict,
promise, reply, say, tell, warn.
Grammar Reference and Practice > page 183
Reported speech
4 3.1 Listen to two interviews. Then read
news item 1 again. How are quotations below
reported in the text? How are the reported
sentences different from the originals?
1 ‘Hair-facing is becoming really popular
here.’
They told us that hair-facing was becoming
really popular there.
2 ‘It’ll last because it’s fun.’
3 ‘I only started hair-facing a few days ago.’
4 ‘I had always looked down on it.’
5 ‘I feel more relaxed with my hair over my
eyes.’
6 ‘I can’t see my pupils’ faces.’
7 ‘I would ban it.’
8 ‘Don’t criticise it!’
5 Study the Grammar box and check your answers
to Exercise 4. Then read news item 2 again
and find more examples of reported speech.
6 Choose the correct reporting verbs in sentences.
1 ‘After I had read the headlines last night my throat felt dry so
I decided to take a drink,’ Jack told / said us.
2 ‘There’s always a glass of water on the desk while I’m reading
the news but I don’t usually touch it,’ he asked / pointed out.
3 ‘I was in a hurry and spilt the water all down my shirt,’ he said /
told.
4 ‘Don’t laugh,’ his producer added / warned him.
5 ‘Once I started laughing, I couldn’t stop,’ Jack explained /
predicted.
6 ‘It’s the first time anything like that has ever happened to me,’
he claimed / replied.
7 ‘It won’t happen again in tomorrow’s programme,’ he admitted /
promised.
8 ‘I can’t believe I’m the human interest story on my own TV
channel,’ Jack agreed / confessed.
7 3.2 Rewrite the quotes in Exercise 6 in reported speech to
complete the news story. Listen and check.
Jack told us that after he had read the headlines the night before his
throat had felt dry so he ...
8 In pairs, transform the sentences to reported speech using the
words in brackets.
1 ‘I watched the news last night.’ (Rose/tell/friends)
Rose told her friends that she’d watched the news the previous night.
2 I hadn’t watched the TV news for ages. (She/claim)
3 I don’t think I’ll watch it again in the near future. (She/add)
4 I can get all the news I need on my phone. (She/explain)
5 Check all the information you get online because a lot of it is
false. (Mo/warn/the others)
6 I don’t believe everything I see on the news. (He/point out)
9 REFLECT | Society Which news sources (TV, radio, the Internet,
newspapers, etc.) do you trust the most/least? Say why.
10 SPEAKING Work in pairs. Use reported speech to talk about
a time when someone said something that made you feel
annoyed, confused, embarrassed, happy or relieved.
I was annoyed about something and my sister told me to calm
down. That made me laugh because she gets annoyed more than
anyone I know.
22 Read the question and watch the video. Say what
the speakers answer. Then in pairs, ask and answer the
question.
What's the one thing your parents always told you to do?
G
R
M
M
A
R
V
I
D
E
O
□ I can use reporting verbs to report stories.
95
07
• Photocopiable resource 27: What’s that
line?, pages 280, 316
• Extra digital activities: Grammar
Checkpoint 7A
ASSESSMENT
Grammar Quiz 7A
NEXT CLASS
Ask students to find out about the viewing
habits of people in their country and
make notes. What types of shows are
popular with different age groups? Which
shows are people’s favourites? You could
ask them to look for information online
and/or interview different people in their
family/social circle.
Exercise 7
See audio script 3.2 on
page 222.
Exercise 4
1 Present Continuous
Past Continuous;
here ➔ there
2 They agreed the trend
would last because it
was fun. will ➔ would;
it’s (Present Simple) ➔ it
was (Past Simple)
3 One girl explained she
had only started hair-
facing a few days before.
I ➔ she; only started
(Past Simple) ➔ had only
started (Past Perfect);
afewdaysago➔afew
days before
4 She confessed she
had always looked
downonit.I➔she;had
always looked (Past
Perfect) ➔ no change
5 Another girl claimed
she felt more relaxed
with her hair over
her eyes. I ➔ she; feel
(Present Simple) ➔ felt
(Past Simple); my ➔ her
6 He complained that
he couldn’t see his
pupils’ faces. I ➔ he;
can’t ➔ couldn’t;
my ➔his
7 He said he would ban
it.I➔he;would➔no
change
8 Another teacher told
him not to criticise it.
Don’t criticise ➔ not to
criticise
In reported sentences,
verb tenses, pronouns
and time expressions
may change.
Exercise 8
2 She claimed that she
hadn’t watched the TV
news for ages.
3 She added she didn’t
think she would watch
it again in the near
future.
4 She explained that
she could get all the
news she needed on
her phone.
5 Mo warned the
others to check all the
information they got
online because a lot of
it was false.
6 He pointed out that
he didn’t believe
everything he saw on
the news.
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7B VOCABULARY | Viewing habits
1 Work in pairs. What types of shows do you
like watching? Which are your favourite
shows and why? How many episodes do you
usually watch in one sitting?
2 Look at the statistics on viewing habits in the
UK at the bottom of the page and match the
highlighted phrases to the definitions. Which
statistic do you find most surprising?
1 A multi-part television show. series
2 One part of a multi-part television show.
3 Watching television for a long time in one
sitting.
4 Total amount of time spent watching
television.
5 Bits of information about what happens
in a film or television show you haven’t
watched yet.
6 TV shows and films that you can watch
whenever you want.
7 An internet-based television service you
pay for each month.
8 People who watch television.
3 In pairs, ask and answer questions based on
the information from the survey. Add more
details about services, shows, times, etc.
A Do you use subscription streaming services?
B No, I tried one for a month, but I hardly
watched it.
4 Use a dictionary to check the meaning of
the words from the box. Then use them to
complete the sentences. Which of them are
true for you? Compare with a partner.
credits dialogue seasons subtitles
credits dialogue seasons subtitles
title sequence trailers
1 When I’m binge-watching a TV show on
a subscription streaming service, I always
skip the title sequence
title sequence at the beginning of
the episode and go straight to the action.
2 When I go to the cinema, I like to stay and
watch the
at the end so I’m often
the last to leave.
3 I’m not into TV shows or films that are full
of
.
I prefer action to discussion.
4 I find that watching English language
shows with the English
helps me
learn new words and phrases.
5 For me, most shows get boring after three
or four
.
6 I think most
show too much of the
story and that spoils the film or series for
me.
5 Form adjectives with the words from boxes A and B. Then match
them to the descriptions of shows below.
AA little feature eagerly thought award
little feature eagerly thought award well
well
B -reviewed -known -length -winning -provoking -awaited
- known -length -winning -provoking -awaited
1 This show got really good reviews.
well-reviewed
2 This show won lots of awards.
3 People have been waiting for this show to start and are excited
about it.
4 This show really makes you think.
5 Not many people have watched or heard about this show.
6 Some of the episodes in this show are as long as a film.
6 Work in pairs. Use the adjectives in Exercise 5 to talk about your
favourite TV shows.
... is one of my favourite shows. It was really well-reviewed. In fact
it’s award-wining, thought-provoking and some of the episodes are
feature-length. The best thing about it is ...
7 3.3 PRONUNCIATION Match the words in the box to the correct
syllable stress patterns. Then practise saying them.
binge-watching dialogue discussion
statistics subscription subtitles
surprising
episode
8 REFLECT | Culture According to studies, sixty-eight percent of
adults in the UK say that watching TV shows and films brings
the family together. Do you agree? Do you think people feel the
same way in your country? Say why.
□ I can talk about viewing habits.
Viewing Habits in the UK
• 76 percent of 16-24-year-olds reported using subscription
streaming services.
• 79 percent of adults admitted binge -watching multiple
episodes in one sitting.
• 55 percent of 18-24-year-old viewers said binge -watching
was one of their main hobbies.
• 35 percent said that binge -watching a series made it better.
• 74 percent said they sometimes watched more
on-demand content than they intended to and 32 p
than they intended to and 32 percent
said that this cost them sleep and left them feeling tired.
• 25 percent of binge viewers said they were afraid that
spoilers would reveal the endings of their favourite shows.
• 47 percent of 16-24-year-olds said they were trying to cut
down their screen time in some way.
• 3 percent of adults admitted they had pretended to be
sick so they could stay at home and binge -watch.
96
REFERENCES
CULTURE NOTES page 209
EXTRA ACTIVITY IN CLASS
After Exercise 5 or 6, dictate only the first
or second part of each of the compound
adjectives in Exercise 5. Tell students
where the hyphen goes each time so
they’ll know which part is missing.
Students try to complete the compound
adjectives as fast as they can.
FURTHER PRACTICE
• Workbook page 78/Online Practice
• Photocopiable resource 28: Viewing
habits survey, pages 280, 317
• Extra digital activities: Vocabulary
Checkpoint 7
ASSESSMENT
Vocabulary Quiz 7
NEXT CLASS
Students visit the social media page(s) of
an artist/performer they like and make
notes about the different ways in which
he/she promotes his/her work through
social media.
viewers
subscription streaming service
award-winning
eagerly-awaited
thought-provoking
little-known
feature-length
on-demand content
screen time
spoilers
binge-watching
episode
Exercise 3
Possible questions:
Do you binge-watch
(multiple episodes of
a series in one sitting)?
Is binge-watching one
of your main hobbies?
Does binge-watching
a show make it better?
Do you sometimes
watch more on-
demand content than
you intend to?
Does this cost you sleep
and leave you feeling
tired?
Are you afraid that
spoilers will reveal
the endings of your
favourite shows?
Are you trying to cut
down your screen time
in some way?
Have you ever
pretended to be sick so
you can stay at home
and binge-watch?
binge-watching, dialogue,
little-known, subtitles
discussion, statistics,
subscription
credits
dialogue
subtitles
seasons
trailers
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1 Which artists/performers do you follow on social media?
Whose posts are the most interesting and why?
2 3.4 Study the ideas for promoting one’s work on social
media. Then listen to four interviews and match speakers 1–4
with ideas a–d.
How to promote your work on social media
a pay for pop-up ads on the Internet
b start a dedicated social media page for your work
c upload some videos to your own YouTube channel
d self-publish your writing online
Speakers
1 □ Keira, an artist
2 □ Andy, an actor and comedian
3 □ Selena, an author
4 □ Tracy, a singer and musician
3 3.4 Listen again and choose the correct answer for each
question.
1 Where is Keira now?
7C LISTENING AND VOCABULARY
4 Decide if the highlighted phrases refer to
success or failure. Then match them with the
definitions below.
1 It’s not easy to become popular so how did
you make a name for yourself
make a name for yourself?
2 A few months ago I got my first break when
the people at this gallery contacted me.
3 Although the play was a huge flop, I got
good reviews. It started off OK but in the end,
it came to nothing. I didn’t get many views at
first but then it really took off
took off.
4 That was a bit of a setback but I didn’t
give up. A major publisher took it on and
I haven’t looked back since. I’m the author
of a best-seller.
5 It only sold about a hundred copies. What
a disaster! So after that we went back to
square one. The video went viral in January
2017 and now we’re big stars! Every show’s
a sell-out.
a A big failure. a huge flop
b Start to do well.
c Become famous.
d Have no success.
e A slight disappointment.
f Keep on progressing.
g A big literary success.
h Receive an opportunity.
i Return to the beginning.
j Quickly become successful online.
k An event where all the tickets are sold.
l A catastrophe.
5 3.5 Choose the correct words or phrases to
complete what film director, Tony, said in an
interview. Listen and check.
I made my first film three years ago but
I was too young and the film was a complete
1
disaster / sell out. ... I
2
got my first break / took
o ff with a music video. Fortunately, it
o ff with a music video. Fortunately, it
off
3was
a setback / went viral. It was a huge success.
... Yes, the video really helped me 4came to
nothing / make a name for myself. After that
I haven’t 5looked back / gone back to square
one. ... I’m working on an adaptation of Selena
Starr’s new
6
best-seller / flop. It’s the best novel
I’ve ever read.
6 Use the reporting verbs in the order below to
report what Tony said in Exercise 5.
point out admit tell explain agree add
say claim
In the interview, Tony pointed out he had made
the interview, Tony pointed out he had made
the interview
his first film ...
7 SPEAKING What are the pros and cons of being
an artist or performer? Discuss in pairs.
2017
2016
D
i
g
i
t
a
l
S
u
n
s
h
i
n
e
Selena 4 U
L
i
g
h
t
a
n
d
l
i
f
e
A
A
A
B
B
B
C
C
C
2015
A
B
C
2 What was Andy doing when he made a key decision in his life?
3 Which of Selena’s projects was the most successful?
4 When did Tracy’s group make their first music video?
07
□ I can identify specific details in a radio programme and talk about artists and performers on social media.
979797
REFERENCES
AUDIO SCRIPT page 221–222
EXTRA ACTIVITY IN CLASS
Before Exercise 2, refer students to the
notes they made at home and put them
in pairs to tell each other about the artist/
performer they chose. How does social
media help him/her promote his/her
work? When students have completed
Exercise 2, you could ask them if they
talked about any of the ideas (a–d)
mentioned in the interviews.
FURTHER PRACTICE
• Workbook page 79/Online Practice
• Photocopiable resource 29: Art and
social media, pages 280, 318
NEXT CLASS
Ask students to make notes about their
favourite piece of art. What is it? Who
is it by? What do they know about it?
Why do they like it? If appropriate, they
could also bring photos (or look for some
online and have them available on their
phones).
take off
make a name for yourself
come to nothing
a bit of a setback
not look back
a best-seller
get (my) first break
go back to square one
go viral
a sell-out
a disaster
b
c
d
a
Exercise 4
Success: make a name
for yourself, got my first
break, took off, not look
back, best-seller, go
viral, sell-out
Failure: huge flop,
came to nothing,
setback, went back to
square one
Exercise 6
Tony pointed out he
had made his first film
three years before but
he admitted that he
had been too young
and the film had been
a complete disaster.
He told Terence that
he had got his first
break with a music
video. He explained
that fortunately, it had
gone viral and had
been a huge success.
He agreed that the
video had really helped
him make a name for
himself and added that
after that he hadn’t
looked back. He said
that he was working
on an adaptation of
Selena Starr’s new
best-seller. He claimed
it was the best novel
he’d ever read.
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□ I can identify specific details in an article and talk about art.
7D READING AND VOCABULARY
1 Work in groups. How many art disciplines can you
name in sixty seconds? Can you name a famous artist
from each discipline?
painting, sculpture ...
2 Look at the two works of art pictured in the article.
Which do you think is a real piece of art and which
isn’t? Read the article quickly to find out.
3 Read the article again and choose the correct answers.
1 The two incidents described in the first two
paragraphs illustrate that
aall modern art is worthless.
bonly an artist can create a work of art.
cit is often difficult to decide what art is.
dsocial media can help us understand art.
2 In the third paragraph, the author suggests that
ait is easier to recognise classic examples of fine art
than of modern art.
ball art demonstrates the artistic skills of the artist.
cmodern art is generally worth more money than
classical art.
dif experts say something is art, it must be art.
3 Belgian researchers showed that
aonly an expert can answer the question ’What is art?’
bboth experts and non-experts struggle to recognise
true art.
cpassport photographs are art.
dnon-experts were worse at identifying real works
of art.
4 The concluding paragraph suggests that the answer to
‘What is art?’
amay be different for each of us.
bhas finally been answered in this article.
cdepends on the individual artist.
dis impossible to answer.
5 The author writes ‘you are probably not going to like
this’ in the final paragraph because she
adoesn’t think the reader will like her works of art.
bdoesn’t provide the reader with the solution to the
challenge she set.
casked the reader to think like an expert.
dplayed a trick on the reader.
4 Work in pairs. Which of the modern pieces mentioned
in the article do you think are or are not art? Do you
agree with the author of the article when she says her
creations are not art?
I think the piece ‘Where shall we go dancing tonight?’ is
art because it makes a comment on an important issue.
5 In pairs, work out the meaning of the highlighted
adjectives in the text. Which of them are always
positive? Which can be positive, neutral or negative
depending on the context?
realistic – positive, neutral or negative, depending on the
context
6 3.7 Listen to two visitors to an art gallery and
.7 Listen to two visitors to an art gallery and
.7
answer the questions.
1 Which adjectives from Exercise 5 can you hear?
2 Which exhibit from the article are they talking about?
7 Replace the underlined sections in the sentences with
the phrases from the box.
Call that art? I could do better myself. I don’t get it.
It gets you thinking. It leaves me cold. it speaks to me
1 What ‘s this then? Ha! I don’t think it’s art. There’s
There’s
nothing to it. Call that art?
2 I don’t understand what the artist is trying to say. It’s
just a pair of glasses on the floor!
3 Well, it has a special meaning for me. It’s about the
experience of viewing art.
4 Well, I don’t feel anything. I have no interest in it.
5 The artist is saying...‘make up your own mind about
art’. Thereisalottoconsider.
6 It doesn’t demonstrate any skill. Are you sure it’s really
part of the exhibition?
8 Use adjectives from Exercise 5 and expressions from
Exercise 7 to describe the artworks on page 198.
9 SPEAKING Work in groups. Do you agree or disagree
with these statements about art? Explain your
answers.
• Whether you like it or not, if it gets you talking, it’s art.
• If experts and critics agree that something is great art,
then it must be.
• There is a lot of skill, but little art in painting a picture
or making a sculpture that looks 100% real.
• Art is whatever the artist says it is.
23
23 WATCH AND REFLECT Go to page 1
WATCH AND REFLECT Go to page 1
WATCH AND REFLECT
68. Watch the
documentary Living art and do the exercises.
iving art and do the exercises.
iving art
D
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REFERENCES
AUDIO SCRIPT page 222
VIDEO SCRIPT page 239
CULTURE NOTES page 209
EXTRA ACTIVITIES IN CLASS
• This activity can be done before or after
Exercise 1. Using the notes they made
at home (and their photos, if they have
them) students tell a partner about
their favourite piece of art.
• After Exercise 8, students describe
the artwork they talked about in the
previous extra activity. They should
use adjectives from Exercise 5 and
expressions from Exercise 7.
FURTHER PRACTICE
Workbook pages 80–81/Online Practice
NEXT CLASS
Ask students to write down three or
four questions they would like to ask
a celebrity they admire.
Neither one is a real piece of art.
Exercise 1
Possible answers:
ceramics, drawing,
photography, film,
literature, architecture,
dance, graphic design,
fashion design, music,
theatre, ballet
Exercise 5
Always positive:
atmospheric,
breathtaking,
expressive,
meaningful, profound,
sophisticated,
spectacular
Depends on the
context: abstract,
puzzling, realistic,
shocking, unique
Exercise 6
1 expressive,
sophisticated,
meaningful,
atmospheric, profound,
spectacular
2 They are talking
about the glasses that
the teenagers put on
the floor in a gallery in
San Francisco.
Exercise 7
2 I don’t get it.
3 it speaks to me
4 It leaves me cold.
5 It gets you thinking.
6 I could do better
myself.
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99
07
Modern art is rubbish; at least that’s what cleaners at a
gallery in Bolzano, Italy were probably thinking when
they threw away an installation called ‘Where shall we go
dancing tonight?’ To be fair, the installation was a room
designed to look like there had been a party there the night
before. It was filled with empty bottles and party decorations,
and was meant to be a comment on corruption in Italy in the
1980s. Unfortunately, it was so realistic that the cleaners
missed the message and threw the whole thing away.
Interestingly, rather than asking the artist to go back to square
one, the gallery owners went through the bins and rebuilt the
piece more or less as it was originally.
On the other side of the world, at the Museum of Modern Art
in San Francisco, two teenage visitors were impressed by
many of the sophisticated
sophisticated and occasionally shocking
shocking works of
art on display there. However, they found some of the pieces
to be more puzzling
puzzling than inventive, and others to be the sort
of thing they could probably do themselves. And that’s what
they did. When nobody was looking, one of them placed their
glasses on the floor below an official-looking piece of paper.
Within minutes, people began to stop in front of the ‘unique’
‘unique’
exhibit to discuss and photograph it. At the same time, the
two teenagers photographed the people and posted the
images on Twitter, where they quickly went viral.
These parallel stories raise a familiar question; ‘what is and
isn’t art?’ Most would agree that Michelangelo’s spectacular
spectacular
ceiling of the Sistine chapel, the expressive
expressive face of Da Vinci’s
Mona Lisa and the atmospheric
atmospheric paintings of Claude Monet are
paintings of Claude Monet are
paintings of Claude Monet are
great examples of classical art. Such works demonstrate great
great examples of classical art. Such works demonstrate great
great examples of classical art. Such works demonstrate great
skill, express the artists’ emotions, and often make political,
skill, express the artists’ emotions, and often make political,
skill, express the artists’ emotions, and often make political,
social or historical points. When it comes to more modern and
social or historical points. When it comes to more modern and
social or historical points. When it comes to more modern and
abstract art, however, opinions are divided. Does, for example,
rt, however, opinions are divided. Does, for example,
rt, however, opinions are divided. Does, for example,
Andy Warhol’s unchanging 8-hour single shot film of the
Empire State Building really demonstrate artistic skill? What
is there to say about Damien Hirst’s series of over a thousand
paintings of dots of different colours and sizes? Are these
artists revealing their inner-thoughts and connecting with
others, or are they making huge amounts of money from
exploiting the audience? If their work gets you talking, does
that make it art? If the artist, the critics and the experts say a
work of art is meaningful
meaningful, should we simply agree?
Sometimes even specialists struggle to decide whether
something is art or not. Belgian researchers showed experts
and non-experts a series of photographic portraits, some of
which were valuable works of art and others simple passport
photographs. The results revealed that the experts were
no better at identifying the recognised works of art than
the non-experts. In fact, the researchers reported that the
experts were more likely to mistake the valuable works of art
for the simple photographs. And, what about you? Can you
tell what is art and what isn’t? Have a go: which of the two
pieces in the photographs at the bottom of the page do you
think is a real work of art?
This article has asked far more questions than it has
answered, so drawing conclusions is difficult. Presumably
you weren’t expecting a definitive answer to ‘What is and
isn’t art?’ in a short article like this, anyway. Perhaps it’s safe
to say that it is for the individual to decide. Some modern
art is breathtaking
breathtaking, skilful and profound
profound, and some classical
art lacks exactly those qualities. Finally, what about the
art lacks exactly those qualities. Finally, what about the
art lacks exactly those qualities. Finally, what about the
art lacks exactly those qualities. Finally, what about the
art lacks exactly those qualities. Finally, what about the
challenge from the previous paragraph? Which of the works
challenge from the previous paragraph? Which of the works
challenge from the previous paragraph? Which of the works
challenge from the previous paragraph? Which of the works
of art is ‘real’? Well, you are probably not going to like this, but
of art is ‘real’? Well, you are probably not going to like this, but
of art is ‘real’? Well, you are probably not going to like this, but
of art is ‘real’? Well, you are probably not going to like this, but
the answer is neither of
the answer is neither of them! I’m not an artist and I did them
hem! I’m not an artist and I did them
hem! I’m not an artist and I did them
both on my laptop in less than two minutes. Art?
both on my laptop in less than two minutes. Art?
both on my laptop in less than two minutes. Art?
What is and isn’t art?
by Sandi Jones
33.6.6
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7E GRAMMAR
□ I can use reported questions to talk about what someone else said.
2 3.8 Listen to a phone call. What kind of talent show
has Bella just auditioned for?
Reported questions
3 Study the examples and choose the correct options.
Check your answers in the Grammar box and Watch out!
Direct questions
Reported questions
Did you audition last year? They asked if I’d auditioned
the year before.
Where are you from?
They wanted to know where
I was from.
1 When we report questions, we usually use tell / ask /
want to know as the reporting verb.
want to know as the reporting verb.
want to know
2 When we report yes/no questions / wh- questions, we
use if or
if or
if whether.
3 When we report questions, the subject comes before /
after the verb. We
after the verb. We
after
use / don’t use auxiliary verbs (do, does,
did).
4 When we write reported questions, we use / don’t use
a question mark.
4 Report the questions Michael asked Bella during their
phone call.
1 Are you OK?
Michael wanted to know if Bella was OK.
2 Howdiditgo?
3 What happened?
4 Were you nervous?
5 Did you wait a long time?
5 3.9 Listen to the second part of the conversation
between Michael and Bella. What went wrong during
the audition? Did Bella get through to the next round
of the competition?
6 Change the reported questions that Bella was asked
during the audition into direct questions.
1 A girl came and asked if I was ready.
Are you ready?
2 One of them wanted to know how long I had been
dancing for.
3 Another one asked me what type of dance I was going
to do.
4 He also asked me what music I had chosen.
5 One of the judges asked if I had hurt myself.
6 She asked me if I wanted to start again.
7 SPEAKING Follow the instructions below.
• Write three yes/no questions and three wh- questions
to ask a classmate about their hobby, talent or skill.
What are you really good at?
• Swap questions with another student. Work with a
different partner and interview each other by reporting
the questions you received. Make a note of your
partner’s answers.
Mark wanted to know what you are really good at.
• Talk to the person who wrote the questions and report
the answers using reported speech.
Maria told me she was really good at playing the drums.
Reported questions
Direct questions
Reported questions
• Yes/No questions
Do you need anything? → They kept asking me if/whether
I needed anything.
Have we met before? → She wanted to know if/whether
we had met before.
• Wh- questions
Why is it called the
→ I asked them why it was called
green room?
the green room.
Where have you been? → They wanted to know where
I had been.
Grammar Reference and Practice > page 183
WATCH OUT!
When we report questions, we do not use question word
order. In reported questions, the subject comes before
the verb.
I asked them why it was called the green room.
NOT I asked them why was it called the green room
I asked them why was it called the green room.
1 In pairs, discuss the questions.
1 Would you like to appear on a TV talent show? Which
one? Say why.
2 Read the definition below. Have you ever auditioned
for anything? How did you feel? Were you successful?
audition (v) – give a short performance to show
you are suitable for a part in a play or a place in
a competition
So You Think You Can Dance
So You Think You Can Dance
audition in Dallas, Texas
audition in Dallas, Texas
audition in Dallas, Texas
100
REFERENCES
AUDIO SCRIPT page 222
CULTURE NOTES page 209
EXTRA ACTIVITY IN CLASS
After Exercise 7, students work in pairs
roleplay interviews with their chosen
celebrities, using the questions they
wrote at home. Then, in groups of four,
they take turns to introduce their celebrity
and report their interviews.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 183
• Workbook page 82/Online Practice
• Photocopiable resource 30: What’s
your line of work?, pages 281, 319
• Extra digital activities: Grammar
Checkpoint 7E
ASSESSMENT
Grammar Quiz 7E
NEXT CLASS
Students make notes about the most
exciting experience they have ever had.
a dance show
Exercise 4
2 Michael asked
(Bella)/wanted to
know how it had gone.
3 Michael asked
(Bella)/wanted to
know what had
happened.
4 Michael asked/
wanted to know if/
whether Bella had
been nervous.
5 Michael asked/
wanted to know if/
whether Bella had
waited a long time.
Exercise 5
Bella fell over during
the audition. Yes, she
did get through to the
next round.
Exercise 7
Possible questions:
How long have you
been able to do this?
How did you get
interested in it? Where
did you learn your
talent or skill? Why do
you enjoy it? What’s
the most challenging
part? Where can I learn
this skill? Do you (have
to) practise a lot? Is it
difficult to do/learn?
Do you always enjoy
it? Could anyone do it?
Is there anything you
don’t enjoy about it?
Exercise 6
2 How long have you
been dancing for?
3 What type of dance
are you going to do?
4 What music did you
choose/have you
chosen?
5 Did/Have you hurt
yourself?
6 Do you want to start
again?
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□ I can describe a personal experience.
7F SPEAKING
SPEAKING | Describing a personal experience
Say when and where it took place
Have I ever told you about the time ...?
You won’t believe what happened ... last night!
It happened a few weeks ago/last year.
It was maybe a year ago.
I was appearing in a talent show/play ...
Connect the different parts of your story
At first, ...., but then...
The next thing I know, ...
Suddenly, ...
As soon as .../Immediately after .../We’d just ...
On the first day/The following night/In the end
Although/Because/Despite/So
Say how you felt
I couldn’t believe it.
I felt like crying.
I (just) felt (really/so) silly/embarrassed!
I was so nervous/embarrassed.
It was really/so embarrassing!
We were so relieved.
Use direct speech and reported speech
He said, ‘Yes. This role requires you to shave your head.’
He said that the role required me to shave my head.
C
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V
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1 Work in groups. Think of different kinds of
performances and talk about what can go wrong
during a play, concert or fashion show. Use the
prompts below to help you.
a costume tears can’t stop laughing
feel ill while on stage forget their lines
trip and fall over there are sound or light problems
2 2424 3.10 Watch or listen to three actors
discussing times when things went wrong. What
happened? Which of their experiences would you
find the most embarrassing?
3 3.11 Study the Speaking box and complete the
extracts from the dialogue with one word in each gap.
Listen and check.
1 You guys won’t believe what
last night.
2 It was really
.
3
night was our first performance.
4
, I couldn’t hear anything.
5 The
thing I know, I woke up backstage.
6 I felt like
, to be honest.
7 Iwas
in a talent show.
8
first, I was really excited.
then, when
I got to the first day of rehearsals, the director turned to
me and said, ‘Okay, ready to shave your head?’
4 3.12 Use the Speaking box to help you choose the
correct words to complete the story. Then listen and check.
Have I ever told you about the time when I made a TV
advert? It happened a few years 1ago / before. I was
working with a well-known entertainer. 2Although /
2Although /
2
Because she’s a celebrity, she was really nice. We’d
3
just /
3
just /
3
soon started and things were going well. But then she
had to say the line ‘It’s really rather refreshing, Roger’.
4Although / Despite
4Although / Despite
4
trying her best, she just couldn’t get
it right.
5
Immediately / Suddenly, she started laughing. Of
course that made me laugh, too. At first, the director was
calm, 6but / so then he got really angry. He told us we
7had / have to stop laughing. Then he said ‘time is money,’
but that just made us laugh more. Finally, we calmed
down and started to record the advert. Unfortunately, as
soon as I walked in front of the camera, I tripped and fell.
I couldn’t 8believe / understand it. I felt so 9embarrassed /
relieved. But in the 10
end / finish, it all worked out.
5 Describe a personal experience where something went
wrong or you were embarrassed by something.
• Think of an embarrassing or funny event when things
went wrong for you or make up a story. Make notes
about what happened and how you felt.
• Use the Speaking box to help you tell your story.
• Te ll your stories in small groups. Guess which stories are
true and which are invented. Whose story is the funniest?
101
07
REFERENCES
VIDEO/AUDIO SCRIPT page 239
EXTRA ACTIVITY IN CLASS
You could do this activity before or after
Exercise 5. Using the notes they made at
home, students tell a partner about their
exciting experience. Remind them to
use language from the Speaking box to
help them tell their story. In small classes,
students could tell their story to the
whole class – the class can then vote for
the most exciting experience.
FURTHER PRACTICE
Workbook page 83/Online Practice
Exercise 2
The first speaker fainted
during a play but a
fellow actor kept her
on the stage instead of
taking care of her.
The second speaker
was singing in a talent
show and the sound
didn’t work.
The third speaker had
to shave his head for a
role in a play.
Exercise 3
1 happened
2 embarrassing
3 Last
4 Suddenly
5 next
6 crying
7 appearing
8 At, But
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1 Look at the photo and use the words in
the box to say what you need to do or
have before you put on a play.
audition cast costume lighting
audition cast costume lighting
lines make-up part/role prop
lines make-up part/role prop
rehearse/rehearsal set stage wig
You need to have an audition to choose the
cast, to find the right actor for each part.
2 In pairs, ask and answer the questions.
1 Have you ever taken part in a play? If
so, what was it like? What part did you
play? If not, would you like to? Say why.
2 When was the last time you saw a play?
What did you think of it?
3 How is a play different from and similar
to a film? Which one do you prefer and
why?
3 Read the poster. In pairs, discuss how
easy or difficult it would be to take part
in this competition. Give reasons.
I don’t think it would be too hard to write
a play but it might be hard to convince my
friends to take part in performing it
friends to take part in performing it
friends to take part
.
4 Read the review. What does the reviewer
think of the play? Find some adjectives
that describe the vewier's impressions of
the play.
1 If anyone’s ever told you that Shakespeare was boring, then you
must see Macdeath, this year’s winner in the short play competition.
It’s an utterly breathtaking version of Shakespeare’s tragedy,
Macbeth, starring Joel, Mary and Tommy from Year 11.
2 The play features all the major scenes, including the witches, the
death of Banquo, Lady Macbeth’s sleepwalking and the death of
Macbeth. All in just ten minutes with only three actors and a few
basic props!
3 The set is simple but atmospheric, the lighting is dramatic, the
dialogues are sharp and quite witty, and the actors are so talented!
Joel is totally convincing in the role of Macbeth. Mary plays a
seriously terrifying witch and a stunning Lady Macbeth. And I was
amazed to see Tommy play so many parts so well. He’s particularly
impressive as Banquo’s ghost.
4 It has been quite a good competition this year but Macdeath is the
best play I’ve seen. It’s spectacular and unique. Several spectators
said they were surprised that such young students could create
such a thoroughly entertaining show. I can’t recommend it highly
enough. It’s on again next Friday. Get your tickets now.
It’s sure to be a sell-out!
MACDEATH
FOURTH ANNUAL
SHORT PLAY
COMPETITION
Each play should have no more than six
actors and should take no more than
ten minutes.
The three winning groups will perform
their plays in the Assembly Hall every
Friday in April.
The group behind the winning play
will receive an all expenses paid trip
to London’s West End to see a play
and will also represent the school
in the South of England short play
competition in May.
7G WRITING AND VOCABULARY
D VOCABULARY | A review of a play
review of a play
102
REFERENCES
CULTURE NOTES page 209
EXTRA ACTIVITIES IN CLASS
• Use the following questions before
Exercise 4, to lead in to the topic of
reviews: Do you read reviews before
deciding whether to watch a play or
film? Why/Why not? What information
should a review include in order to help
the reader decide whether a play or film
is worth watching?
• If students do the writing task in class,
you can put them in pairs for some
peer correction. They check each
other’s work and make suggestions
for improvements. They then rewrite
their reviews, in class or as homework,
following their partner’s feedback.
FURTHER PRACTICE
Workbook page 84/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 104–105.
Exercise 1
Possible answers:
You need to:
• have an audition to
choose the cast, to find
the right actor for each
part or role.
• design and make
the costumes for the
actors.
• use make-up and
wigs to create the right
look for each character.
• learn your lines.
• design and make
the set.
• plan the lighting for
each scene and have
someone operate it.
• find the right props
for each scene in the
play.
• rehearse/have
rehearsals again and
again.
Exercise 4
He/She thinks it’s
brilliant.
Adjectives used:
breathtaking, simple
but atmospheric,
dramatic, sharp, witty,
talented, convincing,
stunning, impressive,
spectacular, unique,
entertaining
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□ I can write a review of a play.
5 Read the review again and match points a–d below with
paragraphs 1–4.
a □ Give your opinion on the acting, dialogue, directing,
lighting, etc. You may also mention other aspects such as
the price and the location.
b □ Summarise your opinions and make a recommendation.
c □ Give key information: the name of the play and the author,
the actors’ names, where and when it took place, etc.
d □ Describe the performance. Mention the plot, the characters
and the setting but don’t give any spoilers.
6 Study the Writing box and find more examples of these
categories in the review of Macdeath.
• Adverbs + adjectives: utterly breathtaking, ...
• Other adjectives: boring, ...
WRITING | A review of a play
• Begin with an interesting opening sentence:
If anyone’s ever told you that theatre was boring, then you must
see ...
Well, that’s ten minutes of my life that I’ll never get back.
• Use a variety of adjectives, e.g . breathtaking, hilarious,
forgettable, dull but avoid vague adjectives like good, bad, nice.
• Modify some of the adjectives (but not all) with adverbs, e.g.
utterly, completely, really, rather, slightly, very.
• Summarise your opinion:
It stands head and shoulders above the other plays.
Unfortunately, this play is a complete flop. It left me cold.
I have mixed feelings about this play.
• Make recommendations:
I can’t recommend it highly enough. Get your tickets now.
If I were you, I’d stay at home and watch something on TV.
8 Read the review of Ro & Jules and complete it with
phrases a–j.
a confusing version
b extremely hard
c forgetting his lines
d quite a disappointing
e seems longer
f so quiet
f so quiet
f
g sound natural
h very silly and rather
boring
i were you
j you’d better avoid
Ro & Jules
& Jules
&
I
f you like Shakespeare, 1you’d better avoid
you’d better avoid
Ro & Jules, one of the short plays in this year’s
competition. It’s a 2
of Romeo and Juliet, with
Melanie, Nick and Jeremy from Year 10.
The play lasts just over ten minutes but it 3
.
The problem is the group has tried to include too
many scenes. As a result, it’s sometimes 4
to
understand everything.
T he set looks professional and the lighting is cool
but unfortunately, the dialogues don’t
5
. The
actors all try hard but Melanie is unconvincing in the
role of Juliet. She manages to be both 6
at the
same time. Nick is quite good as Romeo but his voice
is7
it’s hard to hear what he’s saying. Jeremy
plays many parts, all with great energy. It’s just a pity
he has a special talent for 8
.
I
t’s been 9
competition this year so Ro &
Jules isn’t the worst play I’ve seen. However, a few
spectators said they found it uninspiring. It’s on again
next Friday. If I 10
, I’d read the play first so you
know what’s going on.
7 Find examples of quite, so and such in the review. Then study
Watch out! and rewrite the sentences.
1 The concert was so loud. → It was such a loud concert.
2 The show was quite long. → It was
show.
3 The actors are so funny. → They are
actors.
4 TheseatIhadwasquitegood.→Ihad
seat.
5 The play was so amusing. → It was
play.
WATCH OUT!
Adverbs like really, quite and so come before adjectives:
She is really/quite/so good.
We use such (not so) before an adjective + noun phrase:
They are such good actors. NOT They are so good actors.
They are so good actors.
Be careful with the position of the indefinite article
(a/an) in sentences with such and quite.
He is a really good actor.
He is quite a good actor. NOT He is a quite good actor.
He is a quite good actor.
He is such a good actor. NOT He is a such good actor.
He is a such good actor.
9 Rewrite the review of Macdeath to make it
more negative or rewrite the review of Ro &
Jules to make it more positive. Then compare
to make it more positive. Then compare
your version with a partner.
your version with a partner.
10 REFLECT | Culture Live theatre and other
performances have survived despite the
invention of cinema, radio, TV and the Internet.
Why do you think that is?
11 WRITING TASK Write a review of a p
fap
f lay, live
show or other performance you have seen. Use
the Writing box, Watch out! and the vocabulary
in this lesson and in lessons 7C and 7D to help
you.
103
07
3
1
4
2
Exercise 6
Adverbs + adjectives:
totally convincing,
seriously terrifying,
particularly
impressive, thoroughly
entertaining
Other adjectives: basic,
simple, atmospheric,
dramatic, sharp, witty,
talented, stunning,
amazed, good,
spectacular, unique,
surprised
Exercise 7
2 quite a long
3 such funny
4 quite a good
5 such an amusing
a
e
b
g
h
c
d
i
f
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REMEMBER MORE
1 Add more words and phrases
from the word list to the
vocabulary map.
2 Match the two parts of the
adjectives. Then check with the
word list.
1 □ award-
a demand
2 □ little-
b awaited
3 □on-
c provoking
4 □ eagerly- d winning
5 □ thought- e known
3 Complete the sentences with the
correct verbs. Then check with
the word list.
1 A role in a popular show
helped Aaron to
a name
for himself and become
popular.
2 The vlogger’s efforts to
media interest
to nothing.
3 I decided to start a new life
and not
back or focus on
missed opportunities.
4 I’m sure she’s going to
a great performance in the
show.
ACTIVE
VOCABULARY | Drawing idioms
A good way to remember an
idiom is to draw a sketch which
shows its different parts. The
picture will help you recall
the idiom and create a mental
picture of it in your mind. For
example, you could draw the
idiom go back to square one to
look like the picture below. Try
to draw another idiom from the
word list.
7A GRAMMAR AND VOCABULARY
5.43
attract media interest /əˌtrækt ˌmiːdiə ˈɪntrəst/
breaking news (n) /ˌbreɪkɪŋ ˈnjuːz/
brush your hair /ˌbrʌʃ jə ˈheə/
calm down (phr v) /ˌkɑːm ˈdaʊn/
confess (v) /kənˈfes/
criticise (v) /ˈkrɪtɪsaɪz/
feel dry /ˌfiːl ˈdraɪ/
get annoyed /ˌɡet əˈnɔɪd/
headline (n) /ˈhedlaɪn/
human interest story (n) /ˌhjuːmən ˈɪntrəst ˌstɔːri/
look down on sth (phr v) /ˌlʊk ˈdaʊn ɒn ˌsʌmθɪŋ/
news item (n) /ˈnjuːz ˌaɪtəm/
news source (n) /ˈnjuːz sɔːs/
newsreader (n) /ˈnjuːzˌriːdə/
organiser (n) /ˈɔːɡənaɪzə/
point out (phr v) /ˌpɔɪnt ˈaʊt/
report (n, v) /rɪˈpɔːt/
spectator (n) /spekˈteɪtə/
surf (v) /sɜːf/
surfing (n) /ˈsɜːfɪŋ/
throat (n) /θrəʊt/
trend (n) /trend/
TV news programme (n) /ˌtiː ˌviː ˈnjuːz ˌprəʊɡræm/
7B VOCABULARY 5.44
award-winning (adj) /əˈwɔːd ˌwɪnɪŋ/
binge viewer (n) /ˌbɪndʒ ˈvjuːə/
binge-watch (v) /ˌbɪndʒ ˈwɒtʃ/
credits (n) /ˈkredɪts/
cut down (phr v) /ˌkʌt ˈdaʊn/
dialogue (n) /ˈdaɪəlɒɡ/
eagerly-awaited (adj) /ˌiːɡəli əˈweɪtɪd/
episode (n) /ˈepəsəʊd/
feature-length (adj) /ˌfiːtʃə ˈleŋθ/
in one sitting /ɪn ˌwʌn ˈsɪtɪŋ/
little-known (adj) /ˌlɪtl ˈnəʊn/
on-demand content (n) /ɒn dɪˈmɑːnd ˌkɒntent/
reveal the ending /rɪˌviːl ði ˈendɪŋ/
screen time (n) /ˈskriːn taɪm/
season (n) /ˈsiːzən/
series (n) /ˈsɪəriːz/
skip (v) /skɪp/
spoiler (n) /ˈspɔɪlə/
statistics (n) /stəˈtɪstɪks/
subscription streaming service (n) /səbˌskrɪpʃən
ˈstriːmɪŋ ˌsɜːvəs/
subtitles (n) /ˈsʌbˌtaɪtlz/
thought-provoking (adj) /ˈθɔːt prəˌvəʊkɪŋ/
title sequence (n) /ˌtaɪtl ˈsiːkwəns/
trailer (n) /ˈtreɪlə/
viewing habits (n) /ˈvjuːɪŋ ˌhæbɪts/
well-reviewed (adj) /ˌwel rɪˈvjuːd/
7C LISTENING AND VOCABULARY
5.45
adaptation (n) /ˌædæpˈteɪʃən/
best-seller (n) /ˌbestˈselə/
catastrophe (n) /kəˈtæstrəfi/
come to nothing /ˌkʌm tə ˈnʌθɪŋ/
dedicated (adj) /ˈdedəkeɪtəd/
disaster (n) /dɪˈzɑːstə/
get many views /ˌɡet ˌmeni ˈvjuːz/
get your first break /ˌɡet jə ˌfɜːst ˈbreɪk/
go back to square one /ɡəʊ ˌbæk tə ˌskweə ˈwʌn/
go viral /ˌɡəʊ ˈvaɪərəl/
huge flop /ˌhjuːdʒ ˈflɒp/
keep on doing sth /ˌkiːp ɒn ˈduːɪŋ ˌsʌmθɪŋ/
key (adj) /kiː/
make a name for yourself /ˌmeɪk ə ˈneɪm fə jɔːˌself/
not look back /ˌnɒt ˌlʊk ˈbæk/
pop-up ad (n) /ˈpɒp ʌp æd/
promote (v) /prəˈməʊt/
publisher (n) /ˈpʌblɪʃə/
self-publish (v) /ˌself ˈpʌblɪʃ/
sell-out (n) /ˈselaʊt/
setback (n) /ˈsetbæk/
take off (phr v) /ˌteɪk ˈɒf/
take on (phr v) /ˌteɪk ˈɒn/
YouTube channel (n) /ˈjuːtjuːb ˌtʃænl/
7D READING AND VOCABULARY
5.46
abstract art (n) /ˌæbstrækt ˈɑːt/
artistic skill /ɑːˌtɪstɪk ˈskɪl/
atmospheric (adj) /ˌætməsˈferɪk/
breathtaking (adj) /ˈbreθˌteɪkɪŋ/
ceiling (n) /ˈsiːlɪŋ/
chapel (n) /ˈtʃæpəl/
classical art (n) /ˌklæsɪkəl ˈɑːt/
connect with sb/sth (v) /kəˈnekt wɪð ˌsʌmbɒdi/
ˌsʌmθɪŋ/
corruption (n) /kəˈrʌpʃən/
critic (n) /ˈkrɪtɪk/
definitive answer /dɪˌfɪnətɪv ˈɑːnsə/
subtitles
binge viewer
FILMS AND SERIES
Word List
104
PEOPLE
1
3
5
2
4
EXTRA ACTIVITIES IN CLASS
• Put students in groups of four and
divide each group into two pairs.
Assign one category from Exercise 1 to
each pair (Films and series and People).
Each pair writes anagrams with three
or four words from their category, then
close their books. Point out that they
should not show their anagrams to the
other pair. Pairs then swap lists and
the first pair to solve all the anagrams
are the winners.
• In pairs, students write sentences with
verb + noun/phrase collocations from
Lessons 7C and 7D and gap the verb
from each collocation. They then join
together into groups of four, swap
sentences with the other pair and try
to complete them as fast as they can.
The first pair to complete all their
sentences are the winners.
• Divide the class into teams. Give each
team in turn a word or phrase from the
word list. They have to use it correctly in
a sentence. Each correct sentence gives
each team one point, and the team
with the most points at the end are
the winners.
d
a
e
b
c
make
came
look
give
attract
Exercise 1
Films and series: credit,
dialogue, episode,
feature length, screen
time, season, spoiler,
title sequence, trailer,
adaptation, part/role,
cast, costume, directing,
make-up, plot, prop,
scene, set
People: newsreader,
organiser, spectator,
publisher, critic, cast
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demonstrate a skill /ˌdemənstreɪt ə ˈskɪl/
discipline of art /ˌdɪsəplən əv ˈɑːt/
divided (adj) /dəˈvaɪdɪd/
dot (n) /dɒt/
draw conclusions /ˌdrɔː kənˈkluːʒənz/
exhibit (n) /ɪɡˈzɪbɪt/
exploit (v) /ɪkˈsplɔɪt/
express emotions /ɪkˌspres iˈməʊʃənz/
expressive (adj) /ɪkˈspresɪv/
familiar (adj) /fəˈmɪliə/
get sb talking /ˌɡet ˌsʌmbɒdi ˈtɔːkɪŋ/
have a go /ˌhæv ə ˈɡəʊ/
incident (n) /ˈɪnsədənt/
individual (n) /ˌɪndəˈvɪdʒuəl/
inner thoughts /ˌɪnə ˈθɔːts/
installation (n) /ˌɪnstəˈleɪʃən/
inventive (adj) /ɪnˈventɪv/
lack (v) /læk/
leave sb cold /ˌliːv ˌsʌmbɒdi ˈkəʊld/
make a comment on sth /ˌmeɪk ə ˈkɒment ɒn
ˌsʌmθɪŋ/
make a political/social/historical point /ˌmeɪk ə
pəˌlɪtɪkəl/ˌsəʊʃəl/hɪˌstɒrɪkəl/ˈpɔɪnt/
meaningful (adj) /ˈmiːnɪŋfəl/
mistake sth for sth (phr v) /məˈsteɪk ˌsʌmθɪŋ fə
ˌsʌmθɪŋ/
modern art (n) /ˌmɒdn ˈɑːt/
more or less /ˌmɔː ə ˈles/
non-experts (n) /ˌnɒn ˈekspɜːts/
on display /ˌɒn dɪˈspleɪ/
originally (adv) /əˈrɪdʒɪnəli/
parallel (adj) /ˈpærəlel/
photograph (v) /ˈfəʊtəɡrɑːf/
piece (n) /piːs/
place (v) /pleɪs/
play a trick on sb /ˌpleɪ ə ˈtrɪk ɒn ˌsʌmbɒdi/
presumably (adv) /prɪˈzjuːməbli/
profound (adj) /prəˈfaʊnd/
puzzling (adj) /ˈpʌzlɪŋ/
quality (n) /ˈkwɒləti/
raise a question /ˌreɪz ə ˈkwestʃən/
realistic (adj) /rɪəˈlɪstɪk/
rebuild (v) /riːˈbɪld/
recognised work of art /ˌrekəɡnaɪzd ˌwɜːk əv ˈɑːt/
set a challenge /ˌset ə ˈtʃæləndʒ/
shocking (adj) /ˈʃɒkɪŋ/
shot (n) /ʃɒt/
skilful (adj) /ˈskɪlfəl/
sophisticated (adj) /səˈfɪstəkeɪtəd/
spectacular (adj) /spekˈtækjələ/
struggle to do sth /ˌstrʌɡəl tə ˈduː ˌsʌmθɪŋ/
throw away (phr v) /ˌθrəʊ əˈweɪ/
to be fair /tə bi ˈfeə/
unchanging (adj) /ʌnˈtʃeɪndʒɪŋ/
unique (adj) /juːˈniːk/
worthless (adj) /ˈwɜːθləs/
7E GRAMMAR 5.47
appear on a show /əˌpɪər ɒn ə ˈʃəʊ/
audition for sth (v) /ɔːˈdɪʃən fə ˌsʌmθɪŋ/
give a performance /ˌɡɪv ə pəˈfɔːməns/
part (n) /pɑːt/
play the drums /ˌpleɪ ðə ˈdrʌmz/
talent show (n) /ˈtælənt ʃəʊ/
7F SPEAKING 5.48
backstage (adv) /ˌbækˈsteɪdʒ/
fall over (phr v) /ˌfɔːl ˈəʊvə/
feel ill /ˌfiːl ˈɪl/
feel like (crying) /ˌfiːl laɪk (ˈkraɪɪŋ)/
forget your lines /fəˌɡet jə ˈlaɪnz/
refreshing (adj) /rɪˈfreʃɪŋ/
rehearsal (n) /rɪˈhɜːsəl/
relieved (adj) /rɪˈliːvd/
require sb to do sth /rɪˌkwaɪə ˌsʌmbɒdi tə ˈduː
ˌsʌmθɪŋ/
silly (adj) /ˈsɪli/
tear (v) /teə/
trip (v) /trɪp/
try your best /ˌtraɪ jə ˈbest/
turn to sb (phr v) /ˈtɜːn tə ˌsʌmbɒdi/
work out (phr v) /ˌwɜːk ˈaʊt/
7G WRITING AND VOCABULARY
5.49
acting (n) /ˈæktɪŋ/
amusing (adj) /əˈmjuːzɪŋ/
audition (n) /ɔːˈdɪʃən/
cast (n) /kɑːst/
completely (adv) /kəmˈpliːtli/
confusing (adj) /kənˈfjuːzɪŋ/
convince (v) /kənˈvɪns/
convincing (adj) /kənˈvɪnsɪŋ/
costume (n) /ˈkɒstjʊm/
dialogue (n) /ˈdaɪəlɒɡ/
directing (n) /daɪəˈrektɪŋ/
disappointing (adj) /ˌdɪsəˈpɔɪntɪŋ/
dramatic (adj) /drəˈmætɪk/
entertaining (adj) /ˌentəˈteɪnɪŋ/
extremely (adv) /ɪkˈstriːmli/
feature (v) /ˈfiːtʃə/
forgettable (adj) /fəˈɡetəbəl/
ghost (n) /ɡəʊst/
hilarious (adj) /hɪˈleəriəs/
impressive (adj) /ɪmˈpresɪv/
include (v) /ɪnˈkluːd/
lighting (n) /ˈlaɪtɪŋ/
lines (n) /laɪnz/
make-up (n) /ˈmeɪkʌp/
mixed feelings (n) /ˌmɪkst ˈfiːəlɪŋz/
part/role (n) /pɑːt/rəʊl/
particularly (adv) /pəˈtɪkjələli/
perform a play /ˌpəfɔːm ə ˈpleɪ/
plot (n) /plɒt/
prop (n) /prɒp/
rather (predeterminer) /ˈrɑːðə/
rehearse (v) /rɪˈhɜːs/
represent (v) /ˌreprɪˈzent/
scene (n) /siːn/
seem (longer) (v) /ˌsiːm (ˈlɒŋɡə)/
set (n) /set/
setting (n) /ˈsetɪŋ/
sharp (adj) /ʃɑːp/
sleepwalking (n) /ˈsliːpˌwɔːkɪŋ/
slightly (adv) /ˈslaɪtli/
sound (natural) (v) /ˌsaʊnd (ˈnætʃərəl)/
stage (n) /steɪdʒ/
stand head and shoulders above sb/sth /ˌstænd
ˌhed ənd ˌʃəʊldəz əˈbʌv ˌsʌmbɒdi/ˌsʌmθɪŋ/
starring /ˈstɑːrɪŋ/
take part in a play /teɪk ˌpɑːt ɪn ə ˈpleɪ/
terrifying (adj) /ˈterəfaɪɪŋ/
thoroughly (adv) /ˈθʌrəli/
totally (adv) /ˈtəʊtli/
tragedy (n) /ˈtrædʒədi/
unconvincing (adj) /ˌʌnkənˈvɪnsɪŋ/
uninspiring (adj) /ˌʌnɪnˈspaɪərɪŋ/
utterly (adv) /ˈʌtəli/
version (n) /ˈvɜːʃən/
wig (n) /wɪɡ/
witch (n) /wɪtʃ/
witty (adj) /ˈwɪti/
105
07
FURTHER PRACTICE
Workbook page 85/Online Practice
NEXT CLASS
Ask students to revise Unit 7.
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VOCABULARY AND GRAMMAR
1 Complete the conversation with the words from the box.
break breaking headlines looked back newsreader
on-demand programme spoilers
A Can we watch the eight o’clock news?
B OK, but just the 1 headlines if that’s OK. A good film is
about to start on Channel 2.
A I’dliketohearthe2
news about the new political
scandal.
B I’m sorry, you know I don’t want to miss the film. I didn't
see it at the cinema. Peter Smith got his first big 3
with this film. He hasn’t 4
since.
A Well, I saw it at the cinema. I can show you a site that tells
you all about what happens.
B Ihate5
! I don’t want to know what happens. I want
to find out for myself!
A Well, I’m sure you’ll be able to see it at the weekend.
There’s so much 6
content these days you can see
almost anything whenever you want.
B Ok, I give in. Let’s watch the news 7
. And, anyway,
Ilikethe8
. She's got a lovely voice.
2 Choose the correct words to complete the sentences.
1 Even though I’ve been acting for ages, I always get
nervous before an episode / audition.
2 The director believes the actors should only have a few
meaningful props / sets.
3 The first night was disappointing as the leading actor kept
forgetting his plot / lines!
4 They were pleased they had booked the tickets in advance
as the play was a flop / sell-out.
5 The painting was so abstract / realistic that no one could
understand what it was about.
6 Despite the initial setbacks, the show really came to
nothing / took off.
nothing / took off.
nothing / took off
7 Despite being a little-known / award-winning actor, he
managed to get the part.
3 Use the prompts to report what the people said.
1 ‘I don’t like watching the news because it’s depressing.’
(She explained ...)
She explained she didn’t like watching the news because it
was depressing.
2 ‘Don’t forget to come to our play this evening!’
(He told me ...)
3 ‘We saw you on the news programme last night!’
(They said ...)
4 ‘I can’t go to the theatre with you next week.’
(She confessed ...)
5 ‘If you watch too much TV, Tom, you will have eye problems.’
(The optician warned ...)
6 ‘We think the news report was very thought-provoking.’
(They agreed ...)
7 ‘You must work very hard if you want to make a name for
yourself, Jane.’
(We pointed out...)
106
07 Revision
4 Report the questions using the object pronouns in
brackets.
1 Why did you decide to become an actor? (me)
She asked me why I had decided to become an
asked me why I had decided to become an
actor.
2 Have you ever binge-watched your favourite
series? (them)
He
.
3 What do you think will happen in the next
episode? (her)
I
.
4 Do you think this is a fake news item? (him)
We
.
5 Where are you going now? (me)
They
.
6 Did you like the new art installation? (them)
She
.
USE OF ENGLISH
5 Complete the text with the correct words formed
from the verbs in bold.
TV today
People watch TV for all sorts of reasons. Some
people watch it for 1 information (INFORM),
whereas others do it for 2
(ENTERTAIN). In
addition, it also provides company for those with
no family or job.
These days, though, deciding which programme to
watch is a major challenge as there is such a big
3
(CHOOSE)! The news headlines always
attract a large number of 4
(VIEW), as do
sports programmes and films. On the other hand,
many people are addicted to drama series, even if
the acting is sometimes 5
(CONVINCE) and
the plot puzzling. Some drama series shown on TV
in the UK have been running for decades! However,
perhaps two of the most 6
(EAGER)-awaited
types of programmes are reality shows and talent
contests. The quality of some of these 7
(PRODUCE) is undoubtedly excellent.
Whether people watch TV in real time at home, use
8
(SUBSCRIBE) streaming services or access
it via a mobile device, the only conclusion we can
draw is that it’s as popular as ever!
Use of English > page 194
FURTHER PRACTICE
• Use of English, Student’s Book page 194
• Class debates pages 264–265
• Self-assessment 7 and Self-check 7,
Workbook pages 86–87/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 7 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 7 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 7 Writing Test
Exercise 1
2 breaking
3 break
4 looked back
5 spoilers
6 demand
7 programme
8 newsreader
Exercise 3
2Hetoldmenotto
forget to come to their
play that evening.
3 They said they had
seen me on the news
programme the night
before/the previous
night.
4 She confessed she
couldn’t go to the
theatre with us/me the
following week/the
week after.
5 The optician warned
Tom (that) if he
watched too much TV,
he would have eye
problems.
6 They agreed (that)
the news report had
been very thought-
provoking.
7 We pointed out she
had to work very hard if
she wanted to make a
name for herself.
Exercise 4
2 asked them if/
whether they had ever
binge-watched their
favourite series.
3 asked her what she
thought would happen
in the next/following
episode.
4 asked him if/whether
he thought that was a
fake news item.
5 asked me where
I was going then.
6 asked them if/
whether that had liked
the new art installation.
Exercise 5
2 entertainment
3 choice
4 viewers
5 unconvincing
6 eagerly
7 productions
8 subscription
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107
SPEAKING
7 Work in pairs. Take turns to describe the photos.
STRATEGY | Long turn
Look at the picture carefully and think what it shows
and what the people are doing. If you are not sure
about what is happening, use phrases like Maybe
he/she/it ..., The photo probably shows ..., Perhaps
they are ...
• Talk about the people.
• Talk about the place.
• Talk about other things in the photos.
Student A
READING
6 You are going to read a magazine article about popular British
sitcoms. For questions 1–6 choose from paragraphs A–D. You
may choose the paragraphs more than once.
STRATEGY | Matching
Scan the texts quickly to find the information. Remember that the
information will be rephrased, so don’t look for the exact words.
Which sitcom
1 □ was written by a married couple?
2 □ stars an actor who was already known worldwide from
another television show?
3 □ is set in several different periods?
4 □ features an actor who went on to have great global
success?
5 □ introduces famous sayings and anecdotes and is set during
a war?
6 □ presents the financial misfortunes of the characters?
Student B
Write a review
of your favourite TV series!
ur favourite TV series!
ur
Write about the plot and characters.
Tell us what you think of them, why you
liked the series and if you would
recommend it to viewers of all ages.
The best reviews will be
published on our website.
Best British Sitcoms
In a recent opinion poll, the British public voted for their
favourite British sitcom. Here is the final top four!
A Only Fools and Horses tells the story of the ups and downs of an
ambitious market trader, Derek ‘Del Boy’ Trotter, his brother Rodney
and their grandfather, later replaced by Uncle Albert. Del and Rodney
are continually trying to get rich through doing all sorts of strange
business but most of their attempts fail. Much of the show’s humour
comes from Del’s lack of good manners and Rodney’s stupidity, and,
of course, from Uncle Albert, whose war anecdotes have already
entered the English language.
B Blackadder is set in more than one historical era and follows
Blackadder is set in more than one historical era and follows
Blackadder
the misfortunes of Edmund Blackadder, played by Rowan Atkinson.
In each series he is a member of a British family at different
important events in British history from the Middle Ages to World
War I. Apart from Atkinson, the show also stars Hugh Laurie, who
later became hugely popular worldwide thanks to his role as Doctor
House. In addition to its biting humour, Blackadder is also a hit due
to its large, often reappearing cast.
C Dad’s Army, set during World War II, focuses on the adventures
Dad’s Army, set during World War II, focuses on the adventures
Dad’s Army
of a group of British soldiers who are totally unprepared for a real
war. There is Private Frazer, a Scotsman who is always complaining
about everything; Lance Corporal Jones, who is far too old for the
army; and Private Pike, a mummy’s boy who, in contrast, is not old
enough to be a soldier. The show is famous for the brilliant acting
and the memorable catch-phrases.
D Fawlty Towers presents the hilarious adventures of Basil, an
Fawlty Towers presents the hilarious adventures of Basil, an
Fawlty Towers
exceptionally rude hotel owner; Sybil, his domineering wife; a British
waitress, Polly; and a Spanish waiter, Manuel. The latter is in a
constant struggle to master the English language, with varying
degrees of success! It achieved remarkable global acclaim thanks
to the fantastic script-writing of John Cleese, an ex-member of the
world-famous comedy series Monty Python’s Flying Circus, and
his then wife Connie Booth, as well as brilliant acting from the cast
including Cleese himself in the leading role.
WRITING
8 You have recently seen
You have recently seen
Y
this advertisement on
a website for students of English.
Write your review.
D
D
B
B
C
A
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Last year some drinks machines were installed in the school
ome drinks machines were installed in the school
ome drinks machines were installed in the school
corridors. The machines were welcomed by most students
corridors. The machines were welcomed by most students
even though only one brand of drinks is sold (and they ’re not
even though only one brand of drinks is sold (and they’re not
even though only one brand of drinks is sold (and they’re not
recommended for your health).
Last month, our school lockers were repainted with colorful
, our school lockers were repainted with colorful
, our school lockers were repainted with colorful
adverts and our school buses were turned into mobile
adverts and our school buses were turned into mobile
billboards. Huge ads were printed on the sides of the vehicles.
billboards. Huge ads were printed on the sides of the vehicles.
billboards. Huge ads were printed on the sides of the vehicles.
Now, T V screens have been installed on the buses, and when I got
V screens have been installed on the buses, and when I got
V screens have been installed on the buses, and when I got
to school yesterday, I saw that more screens and posters were
to school yesterday, I saw that more screens and posters were
to school yesterday, I saw that more screens and posters were
being put up in the corridors and restrooms! The plan is that
being put up in the corridors and restrooms! The plan is that
news programs with frequent commercials will be shown for
12 minutes a day!
12 minutes a day!
Studies show that children’s minds are affected by too much
tudies show that children’s minds are affected by too much
tudies show that children’s minds are affected by too much
advertising. It can cause low self-esteem and encourage
advertising. It can cause low self-esteem and encourage
consumerism. We are already bombarded with advertising
consumerism. We are already bombarded with advertising
slogans, jingles and corporate logos on public transport, on
slogans, jingles and corporate logos on public transport, on
the streets and in the media. Our phones and computers are
the streets and in the media. Our phones and computers are
the streets and in the media. Our phones and computers are
polluted with pop-up ads and
spam emails. So why can’t
Write in and tell me your views.
8A GRAMMAR AND VOCABULARY
1 In pairs, work out the meaning of the highlighted words.
Then talk about some of the adverts you have seen or
heard so far today.
• A billboard or poster that you saw on your way to school.
• A jingle
jingle from the radio (sing it!).
• A logo that is really well known.
• A TV or radio commercial that made you laugh.
• An advertisement/advert/ad that you love/hate.
• An advertising slogan that everybody knows.
• A pop-up ad you saw on your phone screen.
• A spam email you received.
The first ad I heard today was on the radio. It was for a car. It
had a really annoying jingle but the slogan was good, it was ...
2 Read the blog and answer the questions in pairs.
1 Where have the ads appeared at Kyle’s school?
2 Why is he against advertising in schools?
3 Why is madja25 in favour of it?
4 What do you think of having advertising in schools?
Watch out
for
for
f ads at school!
school!
school!
school!
school!
school!
school!
school!
school!
school!
school!
school!
kaMa185m 19. 17
I agree. Products shouldn’t be promoted in schools.
madja25 19.29
I see your point, Kyle but the money from ads is
needed to pay for facilities like computers for the
library or a new gym or pool.
WATCH OUT!
American English British English
colorful
colourful
billboard
hoarding
restroom
bathroom/toilet
program
programme
KKYLE
YLE’’s BLOG
s BLOG
s BLOG
108
Consumers’ world
VOCABULARY Advertising, spending habits, money, payments, trading and banking
VOCABULARY Advertising, spending habits, money, payments, trading and banking
VOCABULARY
GRAMMAR The passive, have/get something done
have/get something done
have/get
Use of English > page 194
SPEAKING Complaints
WRITING
An opinion essay
VIDEO
Grammar
Documentary
Communication
08
REFERENCES
AUDIO SCRIPT page 223
VIDEO SCRIPT page 240
CULTURE NOTES page 210
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 1. Put
students in new pairs and get them
to take it in turns to give a definition
of a word from Exercise 1 for their
partner to guess. In weaker classes,
the definitions can be in the students’
own language.
• This activity can be done after Exercise
6 or 7. Refer students back to Kyle’s
blog and get them to write three
or four questions about it using
the passive (e.g . Where were drinks
machines installed at Kyle’s school? How
many brands of drink are sold at the
drinks machines? What was printed on
the sides of the school buses?) In pairs,
they then swap questions, answer
them and check their answers with
their partner.
Exercise 2
1 on drink machines, on
lockers, on school buses,
in the school corridors, in
the restrooms
2 He doesn’t think
a school is the right place
for adverts. There are
already enough adverts
everywhere else. Studies
show that adverts have
a negative effect on
children’s minds leading
to problems such as
low self-esteem and
a consumerist mentality.
3 It provides money for
facilities such as a new
gym or pool.
even though only one brand of drinks is sold (and they’re not
even though only one brand of drinks is sold (and they’re not
even though only one brand of drinks is sold (and they ’re not
slogans, jingles and corporate logos on public transport, on
polluted with pop-up ads and
recommended for your health).
, our school lockers were repainted with colorful
ast year some drinks machines were installed in the school
adverts and our school buses were turned into mobile
adverts and our school buses were turned into mobile
to school yesterday, I saw that more screens and posters were
to school yesterday, I saw that more screens and posters were
to school yesterday, I saw that more screens and posters were
ow, T V screens have been installed on the buses, and when I got
being put up in the corridors and restrooms! The plan is that
news programs with frequent commercials will be shown for
news programs with frequent commercials will be shown for
billboards. Huge ads were printed on the sides of the vehicles.
billboards. Huge ads were printed on the sides of the vehicles.
tudies show that children’s minds are affected by too much
see your point, Kyle but the money from ads is
needed to pay for facilities like computers for the
consumerism. We are already bombarded with advertising
consumerism. We are already bombarded with advertising
the streets and in the media. Our phones and computers are
the streets and in the media. Our phones and computers are
the streets and in the media. Our phones and computers are
spam emails. So why can’t
schools be kept free from ads? agree. Products shouldn’t be promoted in schools.
This must be stopped!
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The passive
3 Compare the active and passive sentences and
answer the questions below.
Active
Last year a company installed some drinks machines
in the school corridors. Most students welcomed the
machines even though they sell only one brand of
drinks.
Passive
Last year some drinks machines were installed in the
school corridors. The machines were welcomed by
most students even though only one brand of drinks
is sold.
1 In passive sentences we focus more on ...
aan action.
b who does the action.
2 To form the passive we use be + the ...
ainfinitive.
b past participle.
3 To mention the agent (the person, organisation or
thing responsible for the action) we use ...
aby.
b for.
4 Study the Grammar box and check your answers to
Exercise 3. Then find examples of passive sentences
in the blog for each tense in the Grammar box.
5 Do these sentences sound more natural in the
active or in the passive? What is more important in
each sentence – the person or the action?
1 a I don’t notice ads anymore.
b Ads are not noticed by me anymore.
2 a A company in Japan made my phone.
b My phone was made in Japan.
3 a Someone filmed that commercial in Prague.
b That commercial was filmed in Prague.
4 a Then we’ll watch a film.
b Then a film will be watched by us.
6 3.13 Complete the dialogue with the correct passive
form of the verbs in brackets. Then listen to check.
Kyle Myra, have you seen what’s happening? A huge
picture of a hamburger 1 is being painted
is being painted (paint)
on the outside of the gym!
Myra So? The gym 2
(not/paint) for years. It needs
a coat of paint.
Kyle Yeah, but all last month we 3
(encourage) to
eat a healthy diet! How’s a huge hamburger going to
do that? Personally, I think all the adverts should
4
(remove) from the school.
Myra The school’s signed a contract and nothing can
5
(do).
Kyle But it wasn’t democratic! The decision 6
(take)
in a private meeting last month. 7
(we/consult)? No, we weren’t.
Myra I like the adverts. They’re colourful. And next week
every student 8
(give) a free backpack. Anyway,
I don’t think teenagers 9
(influence) by adverts.
Kyle You can’t be serious! Of course, they are.
7 Look at the underlined verbs and rewrite the sentences in
the passive.
1 Channel One showed the first TV commercials in US
schools in 1989.
The first TV commercials
The first TV commercials
The first TV
were shown in US schools in 1989
by Channel One.
2 Head teachers may accept
accept adverts in schools in England
but most teachers don’t welcome them.
3 Some companies in England are installing
are installing drinks
machines with adverts in schools.
4 In Scotland, the government does not permit
does not permit advertising
on drinks machines in schools.
5 Some fast-food chains will offer free meals to US students
with good grades.
8 SPEAKING In groups, discuss the statements below. Justify
your opinions.
1 Too many commercials are shown on TV.
2 Lots of jobs are being created in advertising so it’s a good
career choice.
3 Large billboards next to motorways should be banned.
4 I don’t mind when TV series are interrupted by commercials.
The passive
We use the passive when the action is more important
than the agent. We often use it when we do not know
or care who did something. We use the word by before
by before
by
the agent to say who is responsible for the action.
We form the passive with the verb to be and the past
participle:
This product is made in France. (Present Simple)
A new logo is being designed. (Present Continuous)
That commercial was filmed in Paris. (Past Simple)
Someone coughed while the jingle was being
recorded. (Past Continuous)
The company’s new advertising slogan has been
announced. (Present Perfect)
Our new commercial will be shown tomorrow.
(future with will)
Our brand name can’t (must/may/should) be
changed. (modal verbs)
Grammar Reference and Practice > page 185
25 Read the question and watch the video. Say what
the speakers answer. Then in pairs, ask and answer the
question.
Should adverts be shown to children and teenagers?
G
R
A
M
M
A
R
V
I
D
E
O
□ I can use the passive to talk about different actions. 109
08
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 8, page 268
• Grammar Reference and Practice,
Student’s Book page 185
• Workbook pages 88–89/Online Practice
• Photocopiable resource 31: Are you
an ads expert?, pages 281, 320
• Extra digital activities: Grammar
Checkpoint 8A
ASSESSMENT
Grammar Quiz 8A
NEXT CLASS
Students create an advert for a product
they think could be advertised at their
school. It can be any product (real or
invented) and they can use any form
of advertising (e.g . a billboard ad they
would print on the side of a school
bus, a recorded radio commercial,
a TV commercial they will video on their
phones). Students can present their
adverts in the next lesson, and you could
do a class vote for the best one.
Exercise 4
Key:
Present Simple
Past Simple
Past Continuous
Present Perfect
future with will
modal verbs
Exercise 5
1 active 2 passive
3 passive 4 active
In sentences 1 and 4 the
focus is on the person
who did the action.
In sentences 2 and 3 the
action (what happened)
is more important than
who did it (the agent).
Exercise 6
2 hasn’t been painted
3 were being
encouraged/were
encouraged
4 be removed
5 be done
6 was taken
7 Were we consulted?
8 will be given
9 are influenced
Exercise 7
2 Adverts may be
accepted by head
teachers in schools in
England, but they are
not welcomed by most
teachers.
3 Drinks machines
with adverts are being
installed in schools by
some companies in
England.
4 Advertising on drinks
machines in schools
is not permitted by
the government in
Scotland.
5 Free meals will be
offered to US students
with good grades by
some fast food chains./
US students with good
grades will be offered
free meals by some fast
food chains.
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□ I can identify specific details in a podcast and talk about spending habits.
8B LISTENING AND VOCABULARY
Check out these survey results
Check out these survey results
Check out these survey results
Check out these survey results
I found online on teenagers’
I found online on teenagers’
I found online on teenagers’
I found online on teenagers’
I found online on teenagers’
I found online on teenagers’
spending habits.
spending habits.
spending habits.
spending habits.
Teens spend a higher percentage of their money on
Teens spend a higher percentage of their money on
Teens spend a higher percentage of their money on
food than on anything else – 21%. Clothing comes close
behind food at 20% but if you add up the amount spent
on accessories, personal care and cosmetics (10%) and
on shoes (9%), then you can see how much value teens
give to looks and fashion. Entertainment and having
fun is obviously very important to teens, too, so it’s no
fun is obviously very important to teens, too, so it’s no
surprise that they spend 8% on electronics and gadgets,
7% on video games and systems, 5% on music and
movies (CDs and DVDs) and another 5% on concerts,
cinema and sports events. More surprisingly, they spend
8% on cars. They don’t spend too much on books and
magazines (just 2%) or on furniture and room accessories
(another 2%). They also spend 4% of their money on
a category called other. I wonder what that
a category called other. I wonder what that
a category called other. I wonder what that
could be.
1 In pairs, answer the questions.
1 Where do teens usually get their money from?
2 What do young people usually spend their money on?
4 Do you ever manage to save any of your money?
2 Study the results of a survey in the text. What did the
teens in the survey spend the largest and smallest
percentage of their money on? How does the
information compare to your spending habits?
I never spend money on furniture and I probably spend
I never spend money on furniture and I probably spend
more than seven percent of my money on video games.
more than seven percent of my money on video games.
3 3.14 Listen to a podcast. Which categories of
products mentioned in the survey results in Exercise 2
do the speakers talk about/spend their money on?
4 Match the highlighted phrases 1–8 with definitions
a–h . Which phrases are about ‘good value for money’
and which are about ‘poor value for money’?
• I always look for things 1on special offer, you know,
like 2two for the price of one.
• The coffee is 3a rip-o ff
o ff considering it’s just hot water
o ff considering it’s just hot water
off
and a few coffee beans.
• The latest games are really expensive so I have to
choose very carefully before I 4spend a fortune on one.
• The products are usually very expensive...my dad
thinks it’s all 5a waste of money.
• It takes time to 6go bargain hunting, but it pays off
when you 7get a good deal.
•I
8
paid next to nothing for a pair of designer jeans last
weekend.
a □spendalotofmoney
b □ go shopping especially to find things that are good
go shopping especially to find things that are good
value for money
c □getalotforyourmoney
d □abaduseofmoney
e □ buy one, get one free
f □ cheaper than usual for a limited time
g □ pay very little for something
h □ much more expensive than it should be
5 3.14 Listen again and match speakers 1–5 with
what they say about spending and saving (a–f). There
is one extra option.
Speaker:
1□2□3□4□5□
a He/She saves money by buying used items.
b He/She spends money in the company of friends.
c He/She ignores their brother’s advice on saving
money.
d He/She is saving their money for a major item.
e He/She likes to read up before spending his/her
money.
f He/She buys his/her favourite product online.
6 SPEAKING Choose the correct option in the questions. In
pairs, discuss the questions.
1 Which shops are the best in your city if you want to go
deal / bargain hunting?
2 When was the last time you bought something on
When was the last time you bought something on
special
special offer / price
offer / price? What was it and why was it such
? What was it and why was it such
a good value / deal?
3 Have you ever bought a product that was a value /
rip-off? What was it?
rip-off? What was it?
rip-off
4 What product or service is the biggest waste of money
/ price in your opinion?
5 If you had lots of money, what kind of products or
services would you happily spend / pay a fortune on?
spend / pay a fortune on?
spend / pay
7 REFLECT | Society Should teenagers receive pocket
money from their parents or earn it? Say why.
110
REFERENCES
AUDIO SCRIPT page 223
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 4. Students
study the collocations in Exercise 4 for
a minute, then close their books. In pairs,
they take it in turns to say the first part of
a collocation, for their partner to provide
the second part. (e.g . A: a waste ... B: of
money).
FURTHER PRACTICE
• Workbook page 90/Online Practice
• Photocopiable resource 32: I spend my
money on ..., pages 282, 321
NEXT CLASS
Students write a for-and-against essay
answering the question in Exercise 7.
Encourage them to refer back to the
Writing lesson in Unit 6 (6G) and the
Writing box on page 87 to help them
structure their essay correctly.
Exercise 2
The teens in the survey
spent the largest
percentage of
their money on food
and clothing, and the
smallest percentage
on books, magazines,
furniture and room
accessories.
Exercise 3
Speaker 1: books
Speaker 2: food
Speaker 3: magazines
and games
Speaker 4: personal
care products
Speaker 5: clothes
4
6
7
2
8
5
1
3
f
e
b
c
a
Exercise 4
Good value for money =
phrases 1, 2, 6, 7, 8
Poor value for money =
phrases3,4,5
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I’ve forgotten my
wallet – have you got
any money on you?
Can’t you see?
I’m MADE
of money!
1 In groups, discuss the sayings. What do you think
they mean? How true are they?
• Money doesn’t grow on trees.
• A fool and his money are soon parted.
2 Read sentences 1–8 and try to work out the
meaning of the highlighted phrases. Then choose
the correct definition for each one.
1 My sister spends money like water.
aspend money without thinking
b be careful with money
2 How can I finish developing my app? I’ve run out of
money!
ago to the bank quickly
b have no money left
3 Sometimes I wonder if you think we’re made of
money!
abe very generous
b be very rich
4 I’m a bit short of money right now. Can I borrow
twenty quid?
anot have much money
b have enough money
5 Look at the car he’s driving. He must be rolling in
money!
abe quite poor
b be very rich
6 My dad believes in getting his money’s worth; he
hates getting ripped off.
apay what you should and no more
b avoid paying
7 A tiny minority of people in the world have money
to burn.
abe very rich
b dislike money
8 Have you got any money on you?
awear expensive clothes
b have cash with you
8C VOCABULARY | Money
3 3.15 In pairs, think about the meaning of the
highlighted words and phrases. Then match sentences
1–8 in Exercise 2 with sentences a–h below. Listen and
check.
a □ But I wouldn’t say he’s mean, just careful with money.
b □ No, he isn’t. Actually, he’s got huge debts and his
company is in the red.
c □ Not much. Just some loose change.
d □ Sometimes I think she has more money than sense.
e □ Sorry, I can’t lend you a penny. I’m broke.
f □ I can think of two ways to raise money: one- take out
a loan; two – try crowdfunding.
g □ While almost half the world’s population live in
poverty. It’s not right!
h □ You know we can’t afford a holiday in Florida so stop
going on about it!
4 SPEAKING Use the vocabulary in Exercises 2 and 3 to
complete sentences 1–9 with one word in each gap. In
pairs, discuss the questions.
1 Do you spend money like water or are you careful
money?
2 What do you usually do when you
out of money?
3 Do you always check your
after buying
something?
4 What can you do if you want to buy something you can’t
?
5 Ifyouhad
to burn, what would you buy first?
6 Have you ever felt you didn’t get your money’s
?
Tell me about it.
7 Do you think most teenagers believe their parents are
of money?
8 Do you know of anyone who’s
money through
crowdfunding? Who? What for?
9 Think of a celebrity who is rolling
money. Do you
think he/she has more money than
? Why?
5 REFLECT | Society People often say that money can’t buy
happiness ... but it helps. Do you agree? Discuss in groups.
08
□ I can talk about money. 111
111
111
REFERENCES
CULTURE NOTES page 210
EXTRA ACTIVITY IN CLASS
After Exercise 3, students write gap-fill
sentences with words and phrases from
Exercises 2 and 3. To make the exercise
easier, they could supply the first letter of
each gapped word. Then, in pairs, they
swap sentences, complete them and check
their answers with their partner.
FURTHER PRACTICE
• Workbook page 91/Online Practice
• Photocopiable resource 33: Money
talks, pages 282, 322
• Extra digital activities: Vocabulary
Checkpoint 8
ASSESSMENT
Vocabulary Quiz 8
NEXT CLASS
Ask students to look online for memes
or interesting quotes which reflect their
attitude to money.
Exercise 1
Money doesn’t grow on
trees = It’s not easy to
find or get money.
A fool and his money
are soon parted =
Stupid people spend
their money without
thinking about it.
Exercise 4
1 with
2 run
3 change
4 afford
5 money
6 worth
7 made
8 raised/raising
9 in, sense
6
1
5
4
7
3
2
8
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□ I can understand links and identify specific details in a text and talk about money.
8D READING AND VOCABULARY
1 Check you understand the highlighted words and
phrases. Then ask and answer the questions in pairs.
1 How do you/your parents usually pay for things?
In cash or with a bank card?
2 Where do you carry your notes and coins – in a purse/
wallet or in your pocket?
3 Do you ever buy anything from vending machines?
What?
4 Have you ever bought anything online or paid for
something with your phone? What was it?
5 Have you ever taken money out of an ATM?
2 Read the text on page 113 quickly. Where do you think
you might find a text like this one?
3 Choose the best sentence A–C to fill gap '0' in the first
paragraph of the text.
A But was the lack of cash a problem?
B Life wasn’t as easy then as it is now.
C So how did people buy things?
4 How did you decide the correct answer in Exercise 3?
How does it link with the sentences that come before
and after? Study Active Reading to check your answers.
112
ACTIVE READING | Understanding links in a text
When working on their texts, writers use:
• lexical links to connect sentences by repeating words,
using synonyms (e.g . cash = money), related words
(e.g . coins, notes = buy) and paraphrases (e.g . barter =
barter =
barter
swapping one thing for another),
• logical links to connect ideas (e.g . reason and
consequence),
• linking words to connect ideas (e.g . They tried
something to fix the problem. However, it didn’t work).
• referencing words to refer back to someone or
something (e.g . he/him/his, that, which, there, then),
• questions and answers within the text.
8 SPEAKING In groups, ask and answer the questions.
1 How old do you think you should be before you can
open a bank account or get a credit card?
2 How do you think people will pay for things in the
future? Will there ever be a cash-free society?
3 What do you think of online swapping services?
5 Read the text again. Match sentences A–H with
gaps 1–7 in the text. There is one extra sentence.
A For example, the Ancient Romans used handwritten
agreements to pay.
B Are we heading towards a cash-free society where all
payments are made electronically?
C This is because money has more than one function in
society.
D Therefore, people began to give value to small things
that were easy to carry.
E Since then M-commerce has become a hugely popular
way of paying for things.
F Why would anyone exchange a beautiful gold bowl
for something less valuable?
G Leather money was mainly used in times of crisis or
war when metal for coins was in short supply.
H These little pieces of plastic were revolutionary.
26
26 WATCH AND REFLECT Go to page 169. Watch the
documentary Buy or borrow? and do the exercises.
uy or borrow? and do the exercises.
uy or borrow?
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
6 Read the whole text again. Which fact about the
Read the whole text again. Which fact about the
history of money do you find the most interesting or
history of money do you find the most interesting or
surprising?
7 Find these words in the text on page 113. Then use
Find these words in the text on page 113. Then use
them to complete the tips below.
account cashpoint charged contactless currency
account cashpoint charged contactless currency
credit exchange PIN prepaid purchase (v) withdraw
Coming to the UK?
Read these money tips first
• Don’t 1 exchange
exchange money at the airport – you’ll
probably get a better exchange rate at a bank.
• Take some cash in the local 2
(pounds in the
UK). You’ll need it for small transactions, for
example, when you 3
food and drink.
• Get a ‘travel-friendly’ debit or 4
card. You may
be5
up to three percent if you use the wrong
kind of card to 6
cash from an ATM.
•A7
card that you can load with cash before
you travel is a great idea.
• Don’t let anyone see your 8
number when
youenteritinashoporata9
,
• Don’t lose your 10
credit card! Anyone can
spend up to £30* with it several times without
knowing your PIN code.
• For longer stays (study or work) you may want to
open a British bank 11
. If so, you’ll need a
passport or ID card and proof of your UK address.
* this amount may rise in the future
REFERENCES
VIDEO SCRIPT page 240
CULTURE NOTES page 210
EXTRA ACTIVITIES IN CLASS
• Start the class by getting students to
present the quotes or memes they have
found. Briefly discuss them with the class.
• After Exercise 7, get students to discuss
the money tips in pairs or groups.
Would these make good tips for people
travelling to their country?
FURTHER PRACTICE
• Workbook pages 92–93/Online Practice
• Photocopiable resource 34: Digital
money, pages 282, 323
on a website, in a scientific magazine
Exercise 4
The sentence before
the gap mentions ways
of paying for things
you buy. Sentence c
asks a question about
buying things.
The word So introduces
a question that links
back to the previous
sentence.
The sentence after
the gap answers the
question in sentence c.
Exercise 7
2 currency
3 purchase
4 credit
5 charged
6 withdraw
7 prepaid
8 PIN
9 cashpoint
10 contactless
11 account
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08
The way
The way
we pay
we pay
we pay
we pay
4 Notes: 806 CE
Notes: 806 CE
The first notes weren’t made of paper
The first notes weren’t made of paper
but of animal skin.
but of animal skin.
3
The
first proper paper banknotes were
first proper paper banknotes were
probably printed in China in 806 CE.
probably printed in China in 806 CE.
At first, people were suspicious of
At first, people were suspicious of
paper money and wouldn’t accept it
paper money and wouldn’t accept it
but gradually, of course, they got used
but gradually, of course, they got used
to it.
5 Cheques: 1717
Cheques: 1717
A cheque is basically
A cheque is basically an ‘I Owe You’,
an ‘I Owe You’,
an ‘I Owe You’
a piece of paper promising to pay in
a piece of paper promising to pay in
the future. Such forms of payment
the future. Such forms of payment
have been around for thousands
have been around for thousands
of years.
of years.
4
The first bank
The first bank
to issue a modern printed cheque
to issue a modern printed cheque
with a serial number that you
with a serial number that you could
check was the Bank of England in
check was the Bank of England in
1717. However, although cheques
1717. However, although cheques
were commonly used until the 1990s,
were commonly used until the 1990s,
they’re seldom used today.
they’re seldom used today.
6 Cards: 1950s & 1960s
Cards: 1950s & 1960s
The first credit cards were introduced
The first credit cards were introduced
in the US in the 1950s.
in the US in the 1950s. 5
They
allowed us to go shopping without
allowed us to go shopping without
cash and to get money from ATMs
cash and to get money from ATMs
(first introduced in 1967). Ever since
(first introduced in 1967). Ever since
then, we’ve been suffering trying
we’ve been suffering trying
to remember our PIN numbers.
to remember our PIN numbers.
Incidentally, don’t get excited if you
Incidentally, don’t get excited if you
see ‘Free Cash Withdrawals’ on a
see ‘Free Cash Withdrawals’ on a
see ‘Free Cash Withdrawals’ on a
UK cashpoint. It means you won’t be
charged to withdraw your money, not
that they’re giving away cash. The
1980s saw the introduction of debit
cards where payments come directly
from the user’s bank account. The
first contactless cards were produced
in 2007. They save time and have
one huge advantage: you don’t need
to remember your PIN for small
transactions.
7 E-commerce: 1990s
Online commerce has taken off in
the last few decades thanks to the
Internet. The first online sale dates
from 1994 when someone bought
a CD by British singer Sting. The
first mobile phone payment was
made in 1997 when a fizzy drink was
made in 1997 when a fizzy drink was
purchased from a vending machine
in Finland. 6
Especially for
young people and in developing
countries. With a prepaid card, you
don’t even need a bank account.
8 The future
future
f
What does the future hold? 7
That’s the financial future they’re
planning to have in Sweden. However,
strangely, in one way, electronic
communications have sent us back
to the past. It’s becoming common
to swap goods and services on the
Internet without exchanging money.
Barter has made a comeback!
1Barter: a long time ago
In the beginning, there was no money.
No coins, notes or credit cards.
0
Barter: swapping one thing for another.
‘I ’ll give you a rabbit for that bowl,’ said
the hunter to the potter. ‘ Make it two and
it’s a deal,’ replied the potter.
2 Currency: 3,000 BCE
The problem with barter is portability.
It might be all right carrying a rabbit
or two around when you go shopping
but what if you have a deer to trade? It
could break your back.
1
The
solution was money. The first currency
was probably invented 5,000 years ago in
was probably invented 5,000 years ago in
Mesopotamia. A grain called the shekel
was used as money. Later, the Chinese
started keeping shells in their purses.
Animals, feathers, seeds, salt and cocoa
beans have all been used as money.
3 Coins: 1,000 BCE
Things like shells and feathers,
however, are fragile, they can break.
Consequently, from about 3,000
BCE, the Chinese started making
shells from metal. Eventually, these
metal shells were replaced by metal
coins. But there was a problem:
cheap metal coins were no good for
buying expensive items.
2
The solution was to make coins from
The solution was to make coins from
precious metals such as gold and silver.
The Greeks and Turks started doing
this about 2,700 years ago.
The problem with
The problem with
barter is portability.
The way we pay has changed
The way we pay has changed
The way we pay has changed
a lot throughout history.
a lot throughout history.
Penny Cash takes a look at
Penny Cash takes a look at
the chronology of money.
the chronology of money.
113
113
3.16
NEXT CLASS
Ask students to think of two or three
situations where they would be likely
to make a complaint as a customer
and make notes. They should explain
what the situation/problem is and, if
appropriate, what they would expect
as compensation.
d
f
g
a
h
e
b
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8E SPEAKING
□ I can make and respond to complaints.
1 Have you ever been to an escape room? Would you like
to go to one? Say why.
2 272727 3.17 Janet is calling a company called M.Y.E .
17 Janet is calling a company called M.Y.E.
17
(Make Your Escape). Watch or listen to Part 1 and
answer the questions.
1 What is Janet's complaint?
2 Does Bradley solve the problem?
3 Why is Janet so frustrated? What happens at the end?
3 28 3.18 How do you think Janet’s story will
end? Make predictions in pairs. Then watch or listen to
Part 2 and check.
4 Look at the phrases a–f. Do you use them to make a
complaint or to respond to it? Add them to the right
sections in the Speaking box.
a I’ll see what I can do.
b Would you like a refund?
c I want to talk to the manager.
d I wonder if you could help me.
e I’ve got a (slight) problem with the booking.
f There was a problem with our website but we’ve
sorted it out.
SPEAKING | Complaints
Making a complaint
(I’m) Sorry to bother you, but ...
I’d like to make a complaint/return this/cancel my
booking, please.
Would you mind doing that for me, please?
I’m not happy about/satisfied with ...
1 I wonder if you could help me.
I wonder if you could help me.
2
3
Responding to a complaint
I’m (so/very) sorry (about that).
I/We can offer you store credit/another time.
Can I have your receipt/booking reference?
It was (entirely) our fault.
I’m afraid we’re fully booked.
Sorry, there’s nothing I can do about it.
4
5
6
WATCH OUT!
In Britain, it is typical to start making a complaint by
apologising to avoid having a confrontation with
someone, even if you are angry:
I’m sorry to bother you but there’s a mistake in my bill.
I’m afraid
I’m afraid my MP3 player isn’t working properly.
my MP3 player isn’t working properly.
6 3.19 Listen to these conversations and match the
complaints with the replies.
1 □Iwonderifyoucanhelpme.
2 □ I’d like to return these jeans, please.
3 □ I’m not satisfied with this laptop. There’s a problem
with the screen.
4 □ I complained about my meal and the waiter was
rude to me.
5 □ I’ve been waiting for 20 minutes to book in. I want
to talk to the manager.
6 □ I wonder if you could exchange these for another
pair. I can’t find the receipt.
a I’m sorry about that. I’ve spoken to him. It won’t
happen again.
b We’ll be happy to replace it or would you like a refund?
c I’m so sorry, the hotel is very busy today. I’ll get her at
once.
d Sorry, in that case, there’s nothing I can do about it.
e Sure, what can I do for you?
f Yes, of course. Have you got the receipt?
7 3.20 PRONUNCIATION Look at the underlined
vowels in the words and put them in the correct place
in the table. Listen and check.
afr
afr
afraid av
d available compl
lable compl
lable complaiaint des
nt desigigned esc
ned esc
ned escaape heigh
eight
like m
kem
ke mind mist
nd mist
nd mistake neigh
eigh
eigh
eigh
eigh
eighbour pr
bour pr
bour price replacing
satisf
satisf
satisfied sl
d sligh
ight webs
t website w
te weight
/eɪ/
/aɪ/
afrai
afrai
afr d
like
8 In pairs, read the situations on page 198. Take turns to
make and respond to complaints. Use the expressions
from the Speaking box.
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
5 REFLECT | Culture Study Watch out! Do people start
complaints in the same way in your country?
114
REFERENCES
VIDEO/AUDIO SCRIPT page 241
CULTURE NOTES page 210
EXTRA ACTIVITY IN CLASS
After Exercise 8, put students in new pairs
and refer them to the notes they made at
home. Get them to roleplay the situations
using language from the Speaking box.
They should take turns to make and
respond to complaints.
FURTHER PRACTICE
Workbook page 94/Online Practice
NEXT CLASS
Ask students to make a list of services they
or their parents use regularly. Explain
that they should think about things they
ask (and pay) other people to do for
them and give them a few examples
if necessary (shopping delivery, car
washing, computer servicing, etc.) .
Exercise 2
1 Janet calls to make
a complaint about
a double booking.
2 No, he cancels both
her bookings, so
she calls up again to
complain.
3 The manager
explains the morning
sessions are fully
booked and offers
her a session in the
afternoon. Janet says
that’s not possible.
Exercise 3
The manager sorts out
Janet’s problem and
books her a morning
session, but then
Janet’s friend calls to
say he and the other
friends can’t go to the
escape room in the
morning and ask if she
could book it for the
afternoon.
c
e
a
b
f
e
b
c
f
a
d
Exercise 7
available, complaint,
escape, eight, mistake,
replacing, weight
designed, height, mind,
price, satisfied, slight,
website
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□ I can use have/get something done to talk about services.
8F GRAMMAR
1 Look at the photos and answer the questions.
1 What services are shown in the photos?
2 Do you or your parents do these things yourselves,
or do you pay someone else to do them for you?
3 What else do you or your parents pay other people
to do?
2 3.21 Listen to a radio show and tick five more
services that the hosts Max and Kerry mention.
□ beauty treatments □ car servicing □ cleaning
□ dog walking □ eye-testing □ hairdressing
□ house decoration □ photography
□ shopping delivery □ social media management
Have/Get something done
Have/Get something done
Have/Get
3 Look at the sentences from the dialogue and answer
the questions. Then study the Grammar box and check.
a I’m servicing my car next week.
Do you manage your social media accounts?
b I‘m getting my car serviced next week.
Do you have your social media accounts managed?
1 Which sentences – a or b – describe something
we do ourselves and which describe something
someone else does for us?
2 How do we form the structure in the b sentences?
Choose the correct option:
have or get + object +
get + object +
get
the infinitive / past participle
Have/Get something done
When we pay someone to do a job for us instead of
doing it ourselves, we use:
the correct form of have/get + object + past participle.
have/get + object + past participle.
have/get
Get is more informal than
Get is more informal than
Get
have and is not normally used
with the Present Perfect tense.
I had my bike repaired. (at a bike shop)
When are we getting our photo taken?
(by a photographer)
You haven’t had (NOT: got) your nails done for a long
time. (by a beautician)
Grammar Reference and Practice > page 185
5 Complete the sentences with the correct form of the
words in brackets.
1 My mum has her hair dyed
has her hair dyed (have/hair/dye) once a month.
2 I’m going to the beautician tomorrow and
(get/ears pierced).
3 Have you
(have/phone/fix)?
4 How long has it been since you
(have/this
passport photograph/take)?
5 You’ll
(have/back and neck/massage) by the
physiotherapist.
6 Last month Tom was on a special diet and
(get/meals/deliver).
7 Isitlazyto
(have/car/wash)?
6 SPEAKING In pairs, look at the services in the box and
answer the questions.
cut or dye your hair fix your computer paint your nails
pierce your ears repair your watch
service your bike or skateboard take a profile photo
1 Do you do any of these things yourself?
I service my bike myself. I don’t have it serviced.
2 Which of these things have you had done recently?
When and where?
3 Which of them are you going to have done soon?
4 Can you recommend any good places to have these
things done?
4 Complete the sentences about Kerry and Max with
have + object + past participle. In which sentence is
get not a possible alternative to
get not a possible alternative to
get
have?
1 Max doesn’t cut his own hair, he has it cut .
2 Kerry doesn’t deliver her own shopping, she
.
3 Max will decorate his own Christmas tree this year,
he won’t
.
4 Kerry is not going to service her own car next week,
she is going to
.
5 Kerry manages her own social media accounts, she
doesn’t
.
6 Max thinks people should walk their own dogs and
not
.
7 Kerry hasn’t done her own nails, she
.
115
08
REFERENCES
AUDIO SCRIPT page 223
EXTRA ACTIVITY IN CLASS
After Exercise 6, refer students to the lists
they made at home and elicit ideas on the
board. They should answer the questions
in Exercise 6 about any services on the
board they haven’t already discussed.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 185
• Workbook page 95/Online Practice
• Photocopiable resource 35: My busy
day, pages 283, 324–325
• Extra digital activities: Grammar
Checkpoint 8F
ASSESSMENT
Grammar Quiz 8F
NEXT CLASS
Ask students to imagine they’ve got
£1,000 to spend, think about what they
would spend it on and make notes.
Exercise 1
1 bike servicing/repairs,
dog walking
Exercise 4
2 has it delivered
3 have it decorated
4 ’s going to have her
car/it serviced
5 have them managed
6 have them walked
7 has had them done
get is not a possible
alternative to have in
sentence 7
Exercise 5
2 getting my ears
pierced
3 had your phone fixed
4 had this passport
photograph taken
5 have your back and
neck massaged
6 got his meals
delivered
7 have your car washed
Exercise 3
1 a = something we
do ourselves,
b = something someone
else does for us
2 past participle
✓
✓
✓
✓
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Is it better to spend
your money
on experiences
or possessions?
1 Most young people have to be careful with money, so
Most young people have to be careful with money, so
deciding what to do with it requires thought. It is my firm
Itismyfirm
belief that spending money on experiences brings greater
happiness than spending it on possessions.
2 My first reason for this opinion
My first reason for this opinion is that experiences change
you as a person. We are the result of everything we’ve
seen and done in our lives, and not of the things we’ve
bought. In other words, unlike an experience, a thing
can never become part of us. For example, getting a
new phone didn’t change me, but the camping trip
with my friends last summer certainly did.
3 Another reason I prefer experiences is that they
bring people together. Sharing a new experience
strengthens relationships and creates lasting
memories. For instance, I am still in touch with some
of the teenagers I met on our family holiday three
years ago, but I hardly remember any of the things
I bought or was given back then.
4 My final point is
My final point is that, while some people say that
while some people say that
they get pleasure simply from owning things,
I think that using your possessions is more
I think that using your possessions is more
I think
enjoyable. For example, I spend most of my
spare money on new parts for my old mountain
bike, but I love the experience of cycling, not
owning bike parts!
5 To sum up, experiences make us who we are
and strengthen our relationships. As far as I’m
concerned, this makes them a better thing to
spend money on than possessions. Consider
this next time you want to buy yourself
something.
8G WRITING | An opinion essay
1 Which of the following would you rather spend
your money on? Say why.
• A subscription to a music streaming service or
tickets to a concert?
• A new pair of trainers or a backpacking trip with
friends?
• A trip to the cinema or a new computer game?
I’d rather spend my money on tickets to a concert
because I love listening to live music.
2 Read the title of the essay. In pairs, give your
opinion and justify it.
3 Read the essay. Do you agree or disagree with the writer?
Say why.
4 Look at the essay again. In which paragraphs does the
writer do the following things?
a □ Summarise their opinion.
b □ State their overall opinion for the first time.
c □ Consider an opposing opinion and state why they
disagree with it.
d □ □ Provide further viewpoints and examples which
support their overall opinion.
e □ Leave the reader with a statement or question to consider.
f □ Restate the essay question in their own words.
116
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the notes they made at home. If time
allows, let them share and compare
their answers in pairs or groups first,
then get feedback from the class.
• Do this activity after Exercise 9. Put
students in pairs and ask them to read
each other’s essays and give their
partner feedback. Is the information
organised into five paragraphs? Are
the ideas expressed clearly? Has their
partner used phrases from Exercise 7?
What has he/she done well? What
could be improved?
FURTHER PRACTICE
Workbook page 96/Online Practice
NEXT CLASS
• If you did the peer feedback activity
above, you could ask students to
rewrite their essays following their
partner’s feedback.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 118–119.
5
1
4
2
5
1
3
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□ I can write an opinion essay.
5 Study the Writing box. Then find examples of the main
Study the Writing box. Then find examples of the main
point, supporting arguments and a personal example
point, supporting arguments and a personal example
in paragraphs 3 and 4 of the essay.
in paragraphs 3 and 4 of the essay.
6 Match main points 1–3 with supporting arguments a–c
Match main points 1–3 with supporting arguments a–c
and personal examples i–iii to make three paragraphs
and personal examples i–iii to make three paragraphs
from an essay. What do you think the essay question
from an essay. What do you think the essay question
was?
7 Add the underlined linkers in the essay on page 116 to
the correct group.
Phrases to give your overall opinion
This essay will argue that ...
1 It is my firm belief that
It is my firm belief that
2
Phrases to add further support
3
4
It is also worth pointing out that ...
5
Phrases to emphasise your opinion by repeating it
To put it another way ...
6
Phrases to introduce an opposing opinion
It is true that ...
Some people do not agree and feel that ...
7
8 Complete each sentence with one word. Then, in
pairs, say whether they belong in the introduction, the
supporting body paragraphs, or the opposing opinion
paragraph.
1 For example
example , studies show that people spend more
when using a credit card. supporting body paragraph
2 This essay will
that the world would be a
better place without credit cards.
3 It is also worth
out that credit cards tempt
people to spend more than they can afford.
4To
it another way, credit cards make you feel
you have more money than you really do.
5 My first
for this opinion is that buying things
on credit can make them much more expensive in the
long term.
6 Itis
that credit cards are useful for online
shopping, but a bank transfer is usually also an option
and doesn’t require you to borrow money.
9 WRITING TASK You are going to write an opinion essay.
Read the question and follow the instructions. Use the
Writing box and Exercise 7 to help you.
When it comes to receiving presents, is it better to ask for
what you want or to wait for a surprise?
1 Decide what your overall opinion on the topic is and
make a list of supporting arguments, reasons and
examples.
2 Consider an opposite opinion and note down why you
disagree with it or how you feel about it.
3 Organise your ideas into a simple 5-paragraph plan
and write your essay.
WRITING | An opinion essay
It is very important to support your opinions and provide
examples in an opinion essay. Each paragraph in the body
of the essay should include:
The main point
My first reason for this opinion is that experiences
change you as a person.
Supporting arguments
We are the result of everything we’ve seen and done in
our lives, and not of the things we’ve bought. In other
words, unlike an experience, a thing can never become
part of us.
A personal example
For example, getting a new phone didn’t change me,
but the camping trip with my friends last summer
certainly did.
Main points
1 My first reason for this opinion is that making a
My first reason for this opinion is that making a
present for someone means you don’t have to spend a
present for someone means you don’t have to spend a
lot of money.
□□
2 Another reason is that you can give someone
Another reason is that you can give someone
something really personal.
something really personal.
□□
3 A third reason is that doing something creative such as
A third reason is that doing something creative such as
making presents is an enjoyable way to spend your time.
making presents is an enjoyable way to spend your time.
□□
Supporting arguments
a If you like spending time in the kitchen, make your
If you like spending time in the kitchen, make your
friend some food, or if you enjoy art, paint them
friend some food, or if you enjoy art, paint them
a picture.
a picture.
b The present can be based on a shared experience or
a joke between you and your friend.
c It doesn’t cost a lot to cook something for someone
or to make some simple jewellery, for example.
Personal examples
i I made my friend some very spicy chilli oil because we
are always competing to see who can eat the spiciest
food.
ii I can easily make a cake for a lot less than it costs to
buy one.
iii I’d rather spend time making a present than walking
round the shops trying to find something suitable.
□c□
117
08
Exercise 5
Main points:
• Another reason
I prefer experiences ...
bring people together.
• My final point is ...
is more enjoyable.
Supporting argument:
Sharing a new
experience ... creates
lasting memories.
Personal examples:
• For instance, I am still
in touch ... was given
back then.
• For example,
I spend ... not owning
bike parts!
Exercise 7
2AsfarasI’m
concerned, ...
3 My first reason for this
opinion is ...
4 Another reason ... is
5 My final point is ...
6 In other words, ...
7 While some people
saythat ...Ithink ...
Exercise 8
2 argue, introduction
3 pointing, supporting
body paragraph
4 put, supporting body
paragraph;
5 reason, supporting
body paragraph
6 true, opposing
opinion paragraph
ii
i
iii
b
a
Essay question: Is it better to make or buy
presents for your friends? (or similar)
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8A GRAMMAR AND VOCABULARY
5.50
advertisement/advert/ad (n) /ədˈvɜːtəsmənt/
ˈ ædvɜːt/æd/
advertising slogan (n) /ˈædvətaɪzɪŋ ˌsləʊɡən/
bathroom/toilet (BrE)/rest room (AmE) (n)
/ˈbɑːθrʊm/ˈtɔɪlət/ˈrest ruːm/
bombard sb with sth (phr v) /bɒmˈbɑːd ˌsʌmbɒdi
wɪð ˌsʌmθɪŋ/
brand (n) /brænd/
brand name (n) /ˈbrænd neɪm/
coat of paint /ˌkəʊt əv ˈpeɪnt/
colourful (BrE)/colorful (AmE) (adj) /ˈkʌləfəl/
commercial (n) /kəˈmɜːʃəl/
consult (v) /kənˈsʌlt/
consumerism (n) /kənˈsjuːmərɪzəm/
corporate (adj) /ˈkɔːpərət/
cough (v) /kɒf/
democratic (adj) /ˌdeməˈkrætɪk/
drinks machine (n) /ˈdrɪŋks məˌʃiːn/
facilities (n) /fəˈsɪlətiz/
free from sth (adj) /ˈfriː frəm ˌsʌmθɪŋ/
frequent (adj) /ˈfriːkwənt/
hoarding (BrE)/billboard (AmE) (n) /ˈhɔːdɪŋ/
ˈbɪlbɔːd/
install (v) /ɪnˈstɔːl/
interrupt (v) /ˌɪntəˈrʌpt/
jingle (n) /ˈdʒɪŋɡəl/
logo (n) /ˈləʊɡəʊ/
mobile (adj) /ˈməʊbaɪl/
notice (v) /ˈnəʊtɪs/
permit (v) /pəˈmɪt/
pop-up ad (n) /ˈpɒp ʌp ad/
poster (n) /ˈpəʊstə/
programme (BrE)/program (AmE) (n) /ˈprəʊɡræm/
promote a product /prəˌməʊt ə ˈprɒdʌkt/
put up (phr v) /ˌpʊt ˈʌp/
remove (v) /rɪˈmuːv/
repaint (v) /ˌriːˈpeɪnt/
school bus (n) /ˈskuːl bʌs/
school corridor (n) /ˌskuːl ˈkɒrədɔː/
school locker (n) /ˌskuːl ˈlɒkə/
sign a contract /ˌsaɪn ə ˈkɒntrækt/
spam email (n) /ˌspæm ˈiːmeɪl/
take a decision /ˌteɪk ə dɪˈsɪʒən/
the media (n) /ðə ˈmiːdiə/
watch out for sth (phr v) /ˌwɒtʃ ˈaʊt fə ˌsʌmθɪŋ/
welcome (v) /ˈwelkəm/
8B LISTENING AND VOCABULARY
5.51
for a limited time /fər ə ˌlɪmɪtɪd ˈtaɪm/
get a good deal /ˌɡet ə ˌɡʊd ˈdiːl/
go bargain hunting /ˌɡəʊ ˈbɑːɡən ˌhʌntɪŋ/
good value for money /ˌɡʊd ˌvæljuː fə ˈmʌni/
on special offer /ɒn ˌspeʃəl ˈɒfə/
pay next to nothing for sth /ˌpeɪ ˌnekst tə ˈnʌθɪŋ
fə ˌsʌmθɪŋ/
read up (phr v) /ˌriːd ˈʌp/
rip-off (n) /ˈrɪp ɒf/
save money /ˌseɪv ˈmʌni/
spend a fortune on sth /ˌspend ə ˈfɔːtʃən ɒn
ˌsʌmθɪŋ/
two for the price of one /ˌtuː fə ðə ˌpraɪs əv ˈwʌn/
waste of money /ˌweɪst əv ˈmʌni/
8C VOCABULARY 5.52
afford (v) /əˈfɔːd/
be made of money /bi ˌmeɪd əv ˈmʌni/
be rolling in money /bi ˌrəʊlɪŋ ɪn ˈmʌni/
borrow (v) /ˈbɒrəʊ/
broke (adj) /brəʊk/
careful with money /ˌkeəfəl wɪð ˈmʌni/
cash (n) /kæʃ/
check your change /ˌtʃek jə ˈtʃeɪndʒ/
crowdfunding (n) /ˈkraʊdfʌndɪŋ/
debts (n) /dets/
get your money’s worth /ˌɡet jə ˌmʌniz ˈwɜːθ/
have money on you /ˌhæv ˈmʌni ɒn ju/
have money to burn /ˌhæv ˈmʌni tə bɜːn/
have more money than sense /ˌhæv mɔː ˌmʌni
ðən ˈsens/
in the red /ˌɪn ðə ˈred/
lend (v) /lend/
live in poverty /ˌlɪv ɪn ˈpɒvəti/
loose change /ˌluːs ˈtʃeɪndʒ/
mean (adj) /miːn/
penny (n) /ˈpeni/
quid (n) /kwɪd/
raise money /ˌreɪz ˈmʌni/
rip off (phr v) /ˌrɪp ˈɒf/
run out of money /rʌn ˌaʊt əv ˈmʌni/
short of money /ˌʃɔːt əv ˈmʌni/
spend money like water /ˌspend ˌmʌni laɪk
ˈwɔːtə/
take out a loan /ˌteɪk aʊt ə ˈləʊn/
Word List
118
REMEMBER MORE
1 Complete the money phrases
with the missing words. Then
check with the word list.
1 You can’t have both a new
smartphone and a laptop – I’m
not
money!
2 They
money
water. They
really should try to save some.
3 Unless you’ve got money
, you should
really get a less expensive car.
4 We didn’t need a new
dishwasher. It was a total
money. The old
one is still working.
2 Complete the text with the
correct prepositions. Then check
with the word list.
My parents say I’m not careful
1
money. The fact is, I rarely
money. The fact is, I rarely
have money 2
me, but that’s
because I usually pay 3
a bank
card, not 4
cash. I love
shopping and I often buy things
which are 5
special offer. As
special offer. As
a result, I’m often short
6
money or even broke.
money or even broke.
I promised my parents to change.
I’ll start next month, when the
sales are over.
3 Complete the missing letters in
the mini crossword. What is the
mystery word?
1M
–an
advertisement on television or
radio, or at the cinema
2I
– to charge someone
too much money for something
3-C
– buying and
selling goods and services
using a computer and
the Internet
4
T – money that one person
has borrowed from another
and now owes it to this person
5 – an identity card
6
N
–
a business deal or action, such
as buying or selling something
4 Do the task below
Write your own mini-crossword
like the one in Exercise 3 above.
Decide what your mystery word is
and write clues for each answer.
Use the words from the wordlists
and an online dictionary (e.g .
www.ldoceonline.com) to help
you.
EXTRA ACTIVITIES IN CLASS
• Students choose one or two words/
phrases from each lesson that they
want to remember and write example
sentences. Tell them to try to think of
sentences about themselves or people
they know if possible. This will help
them remember the words/phrases.
• Choose phrases of three or more words
from the word list. Say the first part of
the phrase and get students to complete
it, e.g . spend money like ... (water), two
for the price of ... (one), open a bank ...
(account).
• Students play Collocation Bingo. Ask
them to draw a 3x3 grid onto a piece
of paper. In each box in their grid,
they should write the second part of
a collocation or phrase from the word
list which begins with a verb (e.g . for
have money on you, they should write
money on you; for get a good deal, they
should write a good deal). Once they
have filled all the boxes in their grid,
start calling out verbs that complete
with
with
on
on
in
of
C
R
E
D
I
T
E
D
RA
B
MR
F
MR
A
I
I
O
P
E
O
OE
S
C
F
MC
CO
E
TN
AL
mystery word: credit
made of
like
spend
to burn
waste of
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8D READING AND VOCABULARY
5.53
agreement (n) /əˈɡriːmənt/
amount (n) /əˈmaʊnt/
Ancient Romans (n) /ˌeɪnʃənt ˈrəʊmənz/
ATM/cashpoint (n) /ˌeɪ tiː ˈem/ˈkæʃpɔɪnt/
banknote/note (n) /ˈbæŋknəʊt/nəʊt/
barter (n) /ˈbɑːtə/
bowl (n) /bəʊl/
break your back /ˌbreɪk jə ˈbæk/
cash withdrawal (n) /ˈkæʃ wɪðˌdrɔːəl/
charge (v) /tʃɑːdʒ/
cheque (n) /tʃek/
chronology (n) /krəˈnɒlədʒi/
cocoa bean (n) /ˈkəʊkəʊ biːn/
coin (n) /kɔɪn/
commonly used /ˌkɒmənli ˈjuːzd/
consequently (adv) /ˈkɒnsəkwəntli/
credit/debit/prepaid/contactless card (n)
/ˈkredət/ˈdebət/ˌpriːˈpeɪd/ˈkɒntæktləs kɑːd/
currency (n) /ˈkʌrənsi/
deer (n) /dɪə/
developing countries (n) /dɪˌveləpɪŋ ˈkʌntriz/
e-commerce/online commerce (n) /ˈiː ˌkɒmɜːs/
ˈɒnlaɪn ˌkɒmɜːs/
electronic communications /ˌelɪkˌtrɒnɪk
kəˌmjuːnɪˈkeɪʃənz/
enter your PIN /ˌentə jə ˈpɪn/
eventually (adv) /ɪˈventʃuəli/
exchange money /ɪksˌtʃeɪndʒ ˈmʌni/
exchange rate (n) /ɪksˈtʃeɪndʒ reɪt/
feather (n) /ˈfeðə/
form of payment /ˌfɔːm əv ˈpeɪmənt/
fragile (adj) /ˈfrædʒaɪl/
give away (phr v) /ˌɡɪv əˈweɪ/
give value to sth /ˌɡɪv ˈvæljuː tə ˌsʌmθɪŋ/
gradually (adv) /ˈɡrædʒuəli/
grain (n) /ɡreɪn/
handwritten (adj) /ˌhændˈrɪtn/
head towards sth (v) /ˌhed təˈwɔːdz ˌsʌmθɪŋ/
hugely popular /ˌhjuːdʒli ˈpɒpjələ/
hunter (n) /ˈhʌntə/
ID card (n) /ˌaɪ ˈdiː kɑːd/
in short supply /ɪn ˌʃɔːt səˈplaɪ/
incidentally (adv) /ˌɪnsəˈdentəli/
introduce (v) /ˌɪntrəˈdjuːs /
introduction (n) /ˌɪntrəˈdʌkʃən/
IOU (I owe you) /ˌaɪ əʊ ˈjuː /
issue (v) /ˈɪʃuː/
lack of sth /ˈlæk əv ˌsʌmθɪŋ/
load your card with cash /ˌləʊd jə ˌkɑːd wɪð ˈkæʃ/
make a comeback /ˌmeɪk ə ˈkʌmbæk/
make payments electronically /ˌmeɪk ˌpeɪmənts
ˌ elɪkˈtrɒnɪkli/
m-commerce (n) /ˈem ˌkɒmɜːs/
online swapping service (n) /ˌɒnlaɪn ˈswɒpɪŋ
ˌsɜːvəs/
open a bank account /ˌəʊpən ə ˈbæŋk əˌkaʊnt/
pay in cash /ˌpeɪ ɪn ˈkæʃ/
pay with a bank card /ˌpeɪ wɪð ə ˈbæŋk kɑːd/
PIN (n) /pɪn/
portability (n) /ˌpɔːtəˈbɪləti/
potter (n) /ˈpɒtə/
precious metal (n) /ˌpreʃəs ˈmetl/
proof of address /ˌpruːf əv əˈdres/
proper (adj) /ˈprɒpə/
purchase (v) /ˈpɜːtʃəs/
purse (n) /pɜːs/
rabbit (n) /ˈræbɪt/
replace (v) /rɪˈpleɪs/
revolutionary (adj) /ˌrevə ˈluːʃənəri/
sale (n) /seɪl/
seed (n) /siːd/
seldom (adv) /ˈseldəm/
serial number (n) /ˈsɪəriəl ˌnʌmbə/
shell (n) /ʃel/
swap sth for sth (v) /ˈswɒp ˌsʌmθɪŋ fə ˌsʌmθɪŋ/
trade (v) /treɪd/
transaction (n) /trænˈzækʃən/
vending machine (n) /ˈvendɪŋ məˌʃiːn/
wallet (n) /ˈwɒlət/
withdraw cash/money /wɪðˌdrɔː ˈkæʃ/ˈmʌni/
8E SPEAKING 5.54
booking reference (n) /ˈbʊkɪŋ ˌrefərəns/
bother (v) /ˈbɒðə/
cancel your booking /ˌkænsəl jə ˈbʊkɪŋ/
confrontation (n) /ˌkɒnfrənˈteɪʃən/
entirely (adv) /ɪnˈtaɪəli/
escape room (n) /ɪˈskeɪp ruːm/
frustrated (adj) /frʌˈstreɪtɪd/
get sb (v) /ˈɡet ˌsʌmbɒdi/
make your escape /ˌmeɪk jər ɪˈskeɪp/
receipt (n) /rɪˈsiːt/
refund (n) /ˈriːfʌnd/
slight problem /ˌslaɪt ˈprɒbləm/
store credit (n) /ˌstɔː ˈkredɪt/
8F GRAMMAR 5.55
5.55
beauty treatment (n) /ˈbjuːti ˌtriːtmənt/
car servicing (n) /ˈkɑː ˌsɜːvəsɪŋ/
do sb’s nails /ˌduː ˌsʌmbɒdiz ˈneɪəlz/
dog walking (n) /ˈdɒɡ ˌwɔːkɪŋ/
dye sb’s hair /ˌdaɪ ˌsʌmbɒdiz ˈheə/
hairdressing (n) /ˈheəˌdresɪŋ/
house decoration (n) /ˈhaʊs dekəˌreɪʃən/
manage sb’s account /ˌmænɪdʒ ˌsʌmbɒdiz
əˈkaʊnt/
massage sb's back/neck /ˌmæsɑːʒ ˌsʌmbɒdiz
ˌbæk ən ˈnek/
physiotherapist (n) /ˌfɪziəʊˈθerəpɪst/
service sb’s car/bike/skateboard /ˌsɜːvəs
ˌ sʌ mbɒdiz ˈkɑː/ˈbaɪk/ˈskeɪtbɔːd/
shopping delivery (n) /ˈʃɒpɪŋ dɪˌlɪvəri/
social media management (n) /ˌsəʊʃəl ˈmiːdiə
ˌmænɪdʒmənt/
test sb’s eyes /ˌtest ˌsʌmbɒdiz ˈaɪz/
8G WRITING 5.56
5.56
bank transfer (n) /ˈbæŋk ˌtrænsfɜː/
camping trip (n) /ˈkæmpɪŋ trɪp/
firm belief /ˌfɜːm bəˈliːf/
lasting memories /ˌlɑːstɪŋ ˈmeməriz/
possessions (n) /pəˈzeʃənz/
shared experience /ˌʃeəd ɪkˈspɪəriəns/
spare money /ˌspeə ˈmʌni/
tempt (v) /tempt/
119
08
collocations/phrases from the
word list (e.g . have, get). When
students hear a verb that completes
a collocation/phrase in their grid,
they cross it out. The first student to
cross out all the phrases in their grid
is the winner. For a shorter activity,
students can draw 2x2 grids.
FURTHER PRACTICE
Workbook page 97/Online Practice
NEXT CLASS
Ask students to revise Unit 8.
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VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the sentences.
1 I haven’t got any money in my bank account, so
I need to pay by debit / credit / ID card.
2 Some cashpoint machines charge you for raising /
paying / withdrawing cash.
3 A lot of students in the UK have to take out
a debt / loan / fortune so they can go to university.
4 My new watch broke. What a complete bargain /
waste of money / good deal!
5 Before you exchange money, you should always
check what the coin / note / exchange rate is.
6 When I was on holiday, I quickly ran / walked /
stayed out of money because I was spending it like
milk / water / air.
7 I pay for lunch at school with a prepaid card so
I don’t need to take loose money / notes / change.
2 Complete the dialogues with the words from the box.
slogan advert sense spam advertising jingle
A Have you seen the new 1 advert for dog food?
B Dog food? I can’t say I have.
A The2
is great! It’s really memorable and it’s
only three words!
B But you haven’t got a dog.
A True.ButI’vegotanewjobin3
!
A Did you like the email I sent you yesterday?
B I didn’t know you’d sent me one. Why?
A I sent you a file with a really catchy 4
I heard
on the radio last week.
B Oh, sorry. Yes, I did get it. I thought it was 5
so
I deleted it.
B Are you really thinking of buying that expensive car?
A Yes,Iam!
B It’s very nice but I think you’ve got more money than
6
. I would never pay so much money for a car!
3 Rewrite the sentences in the passive. Change the
form of the underlined verbs and make any other
necessary changes.
1 We have ordered the book for you.
The book has been ordered for you.
2 I took photos while they were interviewing
were interviewing the
actors.
3 We are cooking
are cooking your steak at this very moment!
4 Do people make a lot of shoes in Portugal?
5 Companies often aim smart phone ads at teenagers.
6 The first commercials TV showed weren’t very
sophisticated.
7 Can you please do something about this now?
8 I wonder if you could exchange
could exchange these jeans for
another pair?
9 They will create twenty new jobs in advertising next
year.
120
08 Revision
4 Rewrite the sentences with the correct form of have/get.
Omit the agent (by ...) wherever possible.
1 That garage has been servicing Dad’s car for twenty
years.
Dad has been getting his car serviced at that garage for
twenty years.
2 Can we ask professionals to decorate our house this
time?
3 He asks his personal assistant to manage his schedule
for him.
4 The physiotherapist massaged her back so she’s much
better now.
5 I’m going to ask someone to fix my bike today because
I have no time for it myself.
6 Has a hairdresser ever dyed your hair?
7 Will you ask the shop to replace your hard disk?
USE OF ENGLISH
5 Choose the correct words a–d to complete the text.
1afor
bin
cof
d with
2ais
b was
c has
d had
3aoffer
b sale
c value
d deal
4 a remembered b mentioned c forgotten d left
5aoffer
b purchase
c charge d price
6 a information b commercials c jingles d spam
7 a Furthermore b However c Although d Despite
S
A
L
E
!
Black Friday is the eagerly-awaited November day when
Black Friday is the eagerly-awaited November day when
prices in many retail outlets around the world are slashed.
prices in many retail outlets around the world are slashed.
It’s the one day in the year when people don’t need to be
It’s the one day in the year when people don’t need to be
careful 1
money.
money.
Black Friday began in America in the mid-twentieth
Black Friday began in America in the mid-twentieth
century, when many shops decided to hold sales the day
century, when many shops decided to hold sales the day
after Thanksgiving. It only became well known in the UK in
after Thanksgiving. It only became well known in the UK in
S
A
L
E
!
after Thanksgiving. It only became well known in the UK in
S
A
L
E
!
2013, when it 2
S
A
L
E
!
introduced
S
A
L
E
!
introduced
S
A
L
E
!
by an American-owned
S
A
L
E
!
by an American-owned
S
A
L
E
!
hypermarket
hypermarket
S
A
L
E
!
hypermarket
S
A
L
E
!
S
A
L
E
!
. The prices were so low that
S
A
L
E
!
S
A
L
E
!
fights were
S
A
L
E
!
reported on TV among shoppers determined to get a good
reported on TV among shoppers determined to get a good
S
A
L
E
!
reported on TV among shoppers determined to get a good
S
A
L
E
!
33
S
A
L
E
!
3
S
A
L
E
!
S
A
L
E
!
S
A
L
E
!
!
S
A
L
E
!
‘ Cyber Monday’, the Monday that follows Black Friday,
‘ Cyber Monday’, the Monday that follows Black Friday,
S
A
L
E
!
‘ Cyber Monday’, the Monday that follows Black Friday,
S
A
L
E
!
should also not be
S
A
L
E
!
should also not be
S
A
L
E
!
4
. This is the day when all sorts
of goods can be found on special 5
online.
Black Friday and Cyber Monday have had a huge
impact on shopping habits as billboards and TV 6
encourage people to buy more and spend money faster
than ever.
7
, you may be surprised to learn that
people don’t actually spend much more than they did in
the past!
REFERENCES
AUDIO SCRIPT page 224
FURTHER PRACTICE
• Use of English, Student’s Book
page 194
• Class debates pages 264–265
• Self-assessment 8 and Self-check 8,
Workbook pages 98–99/Online Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 8 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 8 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 8 Writing Test
• Units 7–8 Cumulative Review Test
• Units 7–8 Exam Speaking
Exercise 4
2 Can we have/get
our house decorated
this time?
3 He has/gets his
schedule managed by
his personal assistant.
4 She had/got her back
massaged so she’s
much better now.
5 I’m going to have/
get my bike fixed
today because I have
no time.
6 Have you ever had
your hair dyed?
7 Will you have/
get your hard disk
replaced?
Exercise 2
2 slogan
3 advertising
4 jingle
5 spam
6 sense
Exercise 3
2 I took photos while
the actors were being
interviewed.
3 Your steak is being
cooked at this very
moment!
4Arealotofshoes
made in Portugal?
5 Ads for smartphones
are often aimed at
teenagers.
6 The first commercials
shown on TV weren’t
very sophisticated.
7 Can something be
done about this now
please?
8 I wonder if these
jeans could be
exchanged for another
pair?
9 Twenty new jobs
in advertising will be
created next year.
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121
5 David believes that
alaws in some countries are difficult to understand.
bbuying and selling cryptocurrencies can be risky.
cusing cryptocurrencies is getting easier.
6 What does David say about his ambitions?
aHe has achieved his ambition.
bHis dream is to open his own company.
cHe would like to work with cryptocurrencies full-
time.
SPEAKING
8 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You recently ordered a T-shirt from Tee-Riffik, an
Internet clothing company. However, there were
a few problems with your order. Call the Tee-Riffik
helpline and make a complaint.
• Complain that you have received the wrong T-shirt.
• Politely mention any other problem you have with
the order.
• Ask the helpline person to send you the correct
item as soon as possible.
• Thank him/ her for their help.
Student B
You work in the complaints department of Tee-Riffik,
an internet clothing company. An unhappy customer
calls you with a problem. Listen to the customer and
deal with his/her complaint. Use the phrases below
to help you. You start first.
• Hello, how can I help you?
• I’m so sorry about that.
• It was entirely our fault. We’ll be happy to replace it,
or would you like a refund?
• I’ll post it for you today.
WRITING
9 Read the task below and write an essay.
6 Complete the second sentence using the word in bold
so that it means the same as the first one. Use between
two and five words, including the word in bold.
1 They borrowed money from a bank to buy a new car. OUT
They took out a loan to buy a new car.
2 The optician checked my eyes. TESTED
I
by the optician.
3 I’m sorry but the hotel is full. FULLY
I’m sorry but we
.
4 They stuck a billboard on the wall outside our school. UP
A billboard
on the wall outside our school.
5 She decided not to go on holiday because she had too
many debts. RED
She decided not to go on holiday because
.
6 They have asked her to pay ten pounds for the
transaction! CHARGED
She
for the transaction!
7 The headmaster thinks people shouldn’t advertise near
schools. BANNED
The headmaster thinks
near schools.
8 I think I’ll ask the hairdresser to dye my hair next week.
DYED
I think I
next week.
Use of English > page 194
LISTENING
7 3.22 You are going to hear a radio interview with
a man who has earned a lot of money using
cryptocurrencies. Read questions 1–6 and the possible
answers. Then listen and choose the correct answer for
each question.
STRATEGY | Multiple choice
Remember that the questions in the task are usually
given in the same order as the information in the
recording. When you listen for the first time, underline
any key words you hear and mark the possible answer.
1 What is David’s main job?
aHe does volunteer work for a charity.
bHe runs an IT consulting company.
cHe works with cryptocurrencies.
2 Cryptocurrencies are used to do business because
athere are many of them.
bnobody controls them.
ctransactions are cheap and safe.
3 What does David think is the biggest disadvantage of
using cryptocurrencies?
aThe value is unstable.
bHackers often steal them.
cYou can easily lose them due to computer failure.
4 How did David first make money?
aHe sold all his cryptocurrency units.
bHe carefully saved his money in the bank.
cHe bought and sold cryptocurrency units at the right
moment.
Teenagers these days spend too much money on
unimportant things. What do you think?
Write about:
1 clothes
2 technology
3
(your own idea)
Exercise 6
2 had my eyes tested
3 are fully booked
4wasputup
5shewasinthered
6 has been charged ten pounds
7 advertising should be banned
8 ’ll have my hair dyed
139
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How to be more creative
LIFE SKILLS
122
1 Look at the photos above. Which of the activities do
you think requires more creativity than the others?
Which of them could you do easily? Say why.
2 In pairs, discuss the questions.
1 Who is the most creative person you know? Say why.
2 Do you think a person can train to become more
creative? Say why.
3 Give an example of a situation in which you had to
find a solution to a difficult problem.
3 In small groups, choose one of the problems below
and brainstorm possible solutions. Be as creative as
you can.
A The benches in the park get wet when it’s raining.
People often do not realise the benches are wet so
they sit down and get soaked.
B When you put a bag over the back of the chair in
a café, it falls off or the chair falls over.
C When you go shopping, assistants come up to you
all the time to ask if you need help. Sometimes you
do, sometimes you don’t.
4 3.23 Listen to people describing creative solutions
to the problems in Exercise 3. What are they?
5 Draw an image of each of the solutions described in
the recording. Check on page 198 to see if you were
right. Then compare in pairs and discuss whether
these solutions are good or bad.
6 In pairs, discuss the statements below. Which statements
do you think are true about creativity? Say why.
1 Only those people who are born with artistic talent can
be creative.
2 Before you can create something perfect, you have to fail.
3 To be creative, we need to wait for a special moment of
inspiration.
4 Constantly learning new things helps us to develop
creativity.
5 Innovation often comes from formulating the problem
in a new way.
6 When you have a new idea, it is best to keep it in your
head.
7 Creative innovations require more luck than effort.
REFERENCES
AUDIO SCRIPT page 224
EXTRA ACTIVITIES IN CLASS
• As an extension to Exercise 2, ask
students to give an example of
a situation when they or someone
they know had to be creative.
• As preparation for the task in
Exercise 10, put students in pairs
or small groups and ask them to
choose an object and think of as
many uses for it as they can (apart
from its common use). Elicit ideas
around the class.
Exercise 4
1 rotating bench: after
it rains, you can turn it
aroundsoastositona
dry surface
2 a chair with a V-shaped
cut for your bag
3 coloured shop baskets
that customers can
choose depending on
whether they need help
140
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7 Read the article and check your answers
to Exercise 6. Explain why some of the
statements are incorrect.
8 Study the Life Skills box and match the
tips for developing creativity 1–5 with
examples a–e.
a When you’re working on a school essay,
ask others what they think of your ideas.
b Take a language or music course.
c When you have a new idea, write it down,
draw a picture, or build a model.
d When you go to school, switch off your
phone and look around. Try to observe as
much as you can.
e Think of a new way of doing things. For
example, for a school project, instead
of just researching information online,
conduct some interviews.
9 DEBATE How far do you agree with the
opinion that technology is improving
young people’s creativity? Discuss in
groups. Think about the points below:
• amount of time spent in front of
computers,
• using new programmes and applications,
• interacting with others,
• using imagination.
10 Do the task below.
07–08
123
LIFE SKILLS | How to be more creative
1 □ Learn new things.
2 □ Notice more things.
3 □ Share ideas with others.
4 □ Make something out of your ideas.
5 □ Try approaching problems in a different
way.
LIFE SKILLS | Project
• Work in pairs. Think of as many different
uses for an umbrella as you can (apart from
protecting you from the rain).
• Choose your best idea and present it to the
class.
• Prepare a presentation, poster, draw
a diagram or build a real-life model.
• Compare ideas and vote for the most
innovative solution.
Creativity means different things to different people. Many of us
think that a creative person is someone with a good imagination
and a particular talent – usually artistic , for example a writer, painter,
m usician or an engineer.
musician or an engineer.
musician or an engineer We also tend to think that creativity is
something we are born with. It turns out , though, that these common
beliefs are often wrong. Psychologists believe that anyone can
develop their creativity and become good at coming up with new
ideas. Here are some surprising insights from research on c reativity.
It turns out that in order to be creative you need confidence and
determination. We all often have some valuable new ideas, but do
not have the courage to share them with others. This is bec ause we
are afraid of being judged or making mistakes. How many times have
you not raised your hand in class bec ause you didn’t think your idea
was good enough? However, failure is actually necessary for eventual
success. Some people say that Thomas Edison made around 1,000
failed trials before he invented the light bulb! To be creative, you need
to take risks and be prepared to fail.
We also tend to think that creativity involves a moment of sudden
inspiration. However, creativity rarely comes from one brilliant idea.
Professor Keith Sawyer describes the creative process as a ‘zig-zag’
path in which one smaller idea that we have leads to another one with
some unexpected changes of direction. A great invention can begin
with one idea, which is not necessarily very good, but which then
sparks another idea that is amazing.
Research also suggests that creativity is a skill that c an be trained. For
example, being open to new ideas and experiences is quite important.
Creative people are very curious about the world and keep asking
lots of questions. They always go beyond what they ’ve learned from
teachers and books. The enemy of creativity, on the other hand, is to
continue in our old routines and use the same logic as we have always
done. We need to develop what psychologist Edward De Bono c alls
‘ lateral thinking’ and learn to look at problems in different ways. For
example, think about a student drama society that has problems
with funding. A logical solution to the problem might be to try to cut
costs. However, if you use lateral thinking , you might think of various
solutions: a new idea to raise money, finding a company to sponsor
the society or an unusual way to attract new me mbers.
Finally, it’s not enough just to have some good ideas, yo u need to put
them into practice, too. The best way to boost your creativity is to
make things. If you enjoy writing, start writing a regular blog. If you’re
into m usic , play or create a piece of music every week. In this way,
you can reflect on your ideas to make them even better. It’s important
to enjoy doing what you do as it takes a lot of time and preparation
before you’ll be ready to come up with something truly innovative.
So, don’t think you’re not a creative person; you c an learn to be one!
Don’t wait for a sudden flash of inspiration, though. Creativity is for
everyone, but it’s not easy!
What do we
mean when
we talk about
creativity?
5
10
15
20
40
45
25
30
35
Exercise 7
1 False: ‘anyone can
develop their creativity
and become good at
coming up with new
ideas.’ ‘ So don’t think
you’re not a creative
person, you can learn
to be one.’
2 True: ‘failure is
actually necessary for
eventual success.’
3 False: ‘We also tend
to think that creativity
involves a moment of
sudden inspiration.
However, creativity
rarely comes from one
brilliant idea.’ ‘Don’t
wait for a sudden flash
of inspiration.’
4 True: ‘creativity is a
skill that can be trained.
For example, being
open to new new ideas
and experiences is
quite important.’
5 True: ‘The enemy
of creativity... is to
continue in our old
routines and use the
same logic as we have
always done.’ ‘We need
to develop... ‘lateral
thinking’ and learn to
look at problems in
different ways.’
6 False: ‘it’s not enough
just to have some good
ideas, you need to put
them into practice, too.’
7 False: ‘it takes a lot of
time and preparation
before you’ll be
ready to come up
with something truly
innovative.’
b
a
d
c
e
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Today on our weekly
programme Amazing
Stor ies : listen to the
story of a Spanish family
who survived the Asian
tsunami and were
later the subject of hit
film The Impossible.
They would not have
survived if others
hadn’t helped them.
FACT BOX
FACT BOX Indian Ocean tsunami
Indian Ocean tsunami
On 26 December 2004 a huge earthquake
happened deep underwater in the Indian
Ocean. The earthquake caused a series of
giant waves called a tsunami. The tsunami
travelled across the surface of the ocean in
all directions and hit the shores of fourteen
countries. It caused strong currents which
pulled people out to sea. Indonesia,
Sri Lanka, India and Thailand were worst
affected. Many people drowned and in total
around 230,000 people lost their lives.
Among the thousands of tragedies that day
were a few incredible stories of survival.
Eight years after the disaster
disaster, the dramatic
story of the Belón family from Spain was
made into a powerful film called The
Impossible.
124
The power of nature
VOCABULARY Water and the ocean, natural disasters and dealing with them,
VOCABULARY Water and the ocean, natural disasters and dealing with them,
VOCABULARY
environmental responsibility, urban and rural life, sustainable homes
GRAMMAR The third conditional, I wish/If only for regrets
I wish/If only for regrets
I wish/If only
Use of English > page 195
SPEAKING Expressing and responding to regrets
WRITING
An article
VIDEO
Grammar
Communication
Documentary
09
CHAT
REFERENCES
AUDIO SCRIPT page 225
VIDEO SCRIPT page 241
CULTURE NOTES page 210
EXTRA ACTIVITY IN CLASS
After the Grammar Video activity, ask
students to think of one person they
know well who is much older than them.
How would they answer the question
in the Grammar video if they were that
person? Elicit ideas around the class.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 9, page 268
• Grammar Reference and Practice,
Student’s Book page 186
• Workbook pages 100–101/Online
Practice
142
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1 Work in groups. Look at the map and the photos from
the film The Impossible. What is the film about? Do
you know anything about the disaster or the film?
2 Use a dictionary to check the highlighted words in
the Fact Box. Then read the Fact Box and check your
answers to Exercise 1.
3 3.24 Listen to the story of the Belón family. Why
do you think the film about them was called The
Impossible?
The third conditional
4 Look at sentences a and b from the story and answer
questions 1-4 .
a The Belóns would not have survived if others hadn’t
helped them.
b If Maria had been underwater any longer, she might
have drowned.
1 Do the sentences talk about the past, present or future?
2 Did the Belóns survive? Did others help them?
3 What tense is used after if in the sentences? What
if in the sentences? What
if
verb forms are used in the other clause?
4 Why is the punctuation different in sentences a and b?
5 Match sentence beginnings 1–6 with endings a–f.
1 □ If the Belóns had stayed at home,
2 □ There wouldn’t have been a tsunami
3 □ If the giant wave had come at night,
4 □ The Belóns could have run to the roof of the hotel
5 □ If Maria hadn’t held onto a tree,
6 □ Could Quique have saved his sons
a most people would’ve been in bed.
b if they had had more time.
c if there hadn’t been an earthquake.
d if they hadn’t called for help?
e they would probably have watched the disaster on
the news.
f she might have drowned.
6 Use the third conditional to complete the text with the
correct form of the verbs in brackets.
A British schoolgirl, Tilly Smith, saved over 100 people from
the Indian Ocean tsunami in 2004. But if Tilly 1 hadn’t done
(not do) a school project on tsunamis, she 2 wouldn’t have
been (not be) able to save them. After all, she 3
(not warn) her parents against the tsunami if she 4
(not recognise) the warning signs. Fortunately, her parents
trusted her because if they 5
(not believe) her, they
6
(might not warn) the other people on the beach. It’s
clear that many more people
lear that many more people
lear
7
(drown) if Tilly
8
(not be) on the beach that day! But if Tilly 9
(have) a different geography teacher, 10
(she become) a hero? Perhaps not.
9A GRAMMAR AND VOCABULARY
7 3.25 Listen to a survival story about a group of boys
group of boys
group of
trapped in a cave in Thailand. Then use each pair of
sentences to write one sentence in the third conditional.
1 It was the wet season. The cave flooded.
If it hadn’t been the wet season, the cave wouldn’t have
flooded.
2 The boys and their coach didn’t read the sign. They
went into the cave.
3 Rescuers found the boys’ bikes and shoes. They knew
they were in the cave.
4 The exit was blocked by water. The boys were trapped.
5 The boys didn’t know how to dive. The rescue wasn’t
fast.
6 The boys were assisted by rescuers. They were able to
swim out of the cave.
8 SPEAKING Complete the third conditional sentences so
they are true for you. Then compare with a partner.
1 If I hadn’t met my friend Alice
my friend Alice , I wouldn’t have
learned how to sail .
2If
, I’d have been very unhappy.
3 If I’d known that
, I might have
.
4 I would’ve felt
if
.
5 If my parents
, I would’ve
.
6 Last weekend would’ve been better if
.
29 Read the question and watch the video. Say
what the speakers answer. Then in pairs, ask and
answer the question.
If you had known years ago everything you know
today, what would you have done differently?
G
R
A
M
M
A
R
V
I
D
E
O
The third conditional
We use the third conditional to describe unreal situations
in the past.
Unreal past event Unreal past result
If + Past Perfect,
If + Past Perfect,
If
would/could/might have
+ Past Participle
If a brave Thai man hadn’t carried Maria, they could/
would/might not have got to a hospital.
Real past event – a brave Thai man carried Maria
Real past result – they got to a hospital
Question form
What would you have done if you had been in their
situation?
Grammar Reference and Practice > page 186
□ I can use the third conditional to talk about unreal situations in the past. 125
09
• Photocopiable resource 36: The story
of the Titanic, pages 283, 326
• Extra digital activities: Grammar
Checkpoint 9A
ASSESSMENT
Grammar Quiz 9A
Exercise 4
1 the past
2 yes; yes
3 Past Perfect; would +
have + past participle
4 When the ‘if’ clause
is first, we always
separate the clauses
with a comma.
Exercise 6
3 couldn’t/wouldn’t
have warned
4 hadn’t recognised
5 hadn’t believed
6 might not have
warned
7 would have drowned
8 hadn’t been
9 had had
10 would she have
become
Exercise 7
2 If the boys and their
coach had read the
sign, they wouldn’t
have gone into the
cave.
3 If rescuers hadn’t
found the boys’ bikes
and shoes, they
wouldn’t have known
they were in the cave.
4 If the exit hadn’t been
blocked by water, the
boys wouldn’t have
been trapped.
5 If the boys had
known how to dive,
the rescue would have
been faster.
6 If the boys hadn’t
been assisted by
rescuers, they wouldn’t
have been able to
swim out of the cave.
e
c
a
b
f
d
143
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□ I can identify specific details in an interview and talk about natural disasters.
9B LISTENING AND VOCABULARY
4 3.27 Listen to Part 2 of the interview and choose the
3.27 Listen to Part 2 of the interview and choose the
3.27
correct answers.
1 Wendy says that Evans Monsignac probably would have
died if he hadn’t
aweighed so much.
bdrunk unclean water.
chad bottled water to drink.
2 What does Wendy say about the TV series?
aIt concentrates on major disasters with many victims.
bIt explains why natural disasters happen.
cIt describes how societies prepare for and deal with
disasters.
3 Which of these things do children in Japan not do to
prepare for earthquakes?
aPractise regularly what to do at school.
bExperience earthquake simulations with the fire
service.
cCarry emergency survival packs with them at all
times.
4 When a major earthquake hits Japan,
ahigh buildings swing from side to side.
bmany people get injured.
ctelevisions and radios stop working.
5 How does Wendy feel about her new TV series?
aShe’s amazed how good it is.
bShe’s confident viewers will enjoy it.
cShe’s disappointed it’s on so late.
5 Complete the news report with the words from the box.
destruction drills evacuate flames panic rescue
destruction drills evacuate flames panic rescue
ruins shook survivors trapped victims warnings
The earthquake was a surprise. There hadn’t been any
1 warnings
warnings of seismic activity. The ground 2
and a
few people screamed but most of them didn’t 3
.
Because of regular earthquake 4
the workers
knew to go down the stairs to 5
the office block.
There was a loud explosion and smoke and 6
rose
above the building. Everyone ran to safety. The 7
was terrible. Unfortunately, there were hundreds of
8
. Three days later two 9
were found under
the building. They had been 10
in the basement. The
emergency workers worked tirelessly to 11
them. As
they emerged from the 12
, people cheered.
6 SPEAKING In groups, choose a natural disaster and agree
on ten items to put in a survival pack that could help you
survive. Explain your choices.
A A whistle is useful because it can help emergency
workers find you.
B A first-aid kit is essential when you are trapped.
C What about a torch?
7 REFLECT | Values Do news programmes and websites
in your country show videos of death, injury and
destruction after natural disasters? Do you think they
should?
1 Match the natural disasters in the box with their
effects below. Have there been any disasters like
these in the news recently? What happened?
avalanche drought earthquake flood forest fire
avalanche drought earthquake flood forest fire
hurricane tornado volcanic eruption
1 A storm over a tropical sea, causes incredible
destruction when it hits land. hurrricane
2 A long thin cloud and violent wind, destroys
everything in its path.
3 After heavy rainfall, rivers break their banks and
water covers the land.
4 Hot gases pour out of the top of a mountain and lava
covers the earth.
5 Snow, ice and rocks fall down a mountainside.
6 The ground shakes, buildings fall down, people are
trapped.
7 A lack of water. Plants die and the grass turns brown.
8 Trees and plants burn and houses may go up in
flames.
2 3.26 Listen to Part 1 of an interview. What is it
about?
3 3.26 In pairs, look at the notes and think about
the missing words. Then listen again and complete
the notes with no more than two words in each gap.
Advice for surviving earthquakes
dvice for surviving earthquakes
• If you’re inside,
1
stay
stay inside, don’t run outside.
inside, don’t run outside.
• Get2
a desk or table, cover your head,
hold onto the table legs.
• Don’t 3
in a doorway.
• Toleavea4
, go down the stairs, don’t take
the lift.
• If you’re outside, move
5
from buildings.
Get to an open space & don't go near power lines.
• Ifyou6
, stop your car. It’s safer to stay
inside. Don’t park on or under a 7
.
126
REFERENCES
AUDIO SCRIPT page 225
EXTRA ACTIVITY IN CLASS
Do this activity after Exercise 5.
Individually, students choose 4–5 words
from Exercises 1 and 5 and write one
sentence for each. They then remove
those words from the sentences to make
a gap-fill exercise. To make the exercise
easier, they could supply the first letter
of each word. Then, in pairs, they swap
sentences, complete them and check
their answers with their partner. If time is
short, they can complete the sentences as
homework and check their answers in the
next class.
FURTHER PRACTICE
• Workbook page 102/Online Practice
• Photocopiable resource 37: Surviving
disaster, pages 284, 327
NEXT CLASS
Ask students to make a list of the things
they do in order to help protect the
environment.
forest fire
drought
flood
tornado
earthquake
avalanche
volcanic explosion
a new TV series on surviving disasters
Exercise 3
2 under
3 stand
4 high building
5 away
6 are driving
7 bridge
Exercise 5
2 shook
3 panic
4 drills
5 evacuate
6 flames
7 destruction
8 victims
9 survivors
10 trapped
11 rescue
12 ruins
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1 Look at the photo below. What problem does it show?
Is it a problem in your country?
2 Read the information and check you understand the
highlighted phrases. Who is it for? Where might you
see information like this?
9C VOCABULARY | Environmental responsibility
33 Choose the correct words. Then, in pairs, ask and
Choose the correct words. Then, in pairs, ask and
answer the questions.
1 Why are visitors to national parks asked to keep /
respect
respect green guidelines?
green guidelines?
green guidelines?
respect green guidelines?
respect
respect green guidelines?
respect
2 In what ways do visitors to areas of natural beauty
In what ways do visitors to areas of natural beauty
disturb / minimise wildlife?
wildlife?
3 After you have sorted / reduced
sorted / reduced your rubbish, where
should you collect / dispos
collect / dispose of it when you are in
eofitwhenyouarein
eof
a national park?
4 Which single-use / minimum
single-use / minimum plastic products could be
banned in order to
banned in order to benefit / reduce
benefit / reduce
benefit / reduce
benefit / reduce plastic waste in
plastic waste in
national parks?
5 How should visitors behave in order to
How should visitors behave in order to avoid / keep
noise to a minimum in national parks?
noise to a minimum in national parks?
6 What can tourists do to
What can tourists do to minimise / damage the
environmental impact of their journeys to and
environmental impact of their journeys to and
around national parks?
around national parks?
4 Complete the table with words from the text in
Exercise 2. Can you think of more adjectives endings
in -able and -ful?
5 Complete the reader’s comment with the correct form
of the words from Exercises 2 and 4. The first letters are
given.
Verbs
Adjectives
1 sustain
sustainable
2
disposable
3 reuse
4
avoidable
5 think
6
helpful
7
harmful
8 waste
9
respectful
Respecting the environment is not rocket science!
We could all avoid 1 damaging
damaging the environment if we were
a little more 2t
and a lot less 3w
. Firstly, why
don’t we all stop using 4d
plastic products such as
shopping bags? They have been found at the top of the highest
mountains and the bottom of the deepest oceans. At best, they
disturb 5w
and at worst they cause their death and
suffering. I think if we had known how 6h
they were, they
probably would not have been allowed in the first place. The
solution is easy. 7R
non-plastic bags are a sustainable
alternative to 8s
- use plastic shopping bags. So let’s
use them! Secondly, why do some people find it so difficult
use them! Secondly, why do some people find it so difficult
to 9s
rubbish and 10d
of it in recycling bins?
If people were more 11r
of recycling rules, they could
minimise the
minimise the
minimise the 121212iii
of the waste they produce. Let’s work
of the waste they produce. Let’s work
of the waste they produce. Let’s work
together to respect simple green 13g
and make the world
a cleaner and greener place to be!
6 SPEAKING
SPEAKING Discuss the questions in groups.
Discuss the questions in groups.
1 Why do some people drop litter instead of disposing
Why do some people drop litter instead of disposing
Why do some people drop litter instead of disposing
of it responsibly?
I think some people drop litter because they have no
I think some people drop litter because they have no
I think some people drop litter because they have no
manners and lack education.
2 What is the best way to get people to respect the
What is the best way to get people to respect the
What is the best way to get people to respect the
environment: education, punishment or a mix of both?
environment: education, punishment or a mix of both?
environment: education, punishment or a mix of both?
3 In what ways has the natural environment in your
In what ways has the natural environment in your
country been damaged?
09
127
127
127
127
127
127
□ I can talk about environmental responsibility.
I can talk about environmental responsibility.
• Minimise the impact of your visit by using
Minimise the impact of
free
public transport while you are here.
• Keep to the marked paths and trails and do not
Keep to the marked paths and trails and do not
harm or disturb the wildlife.
• Carry reusable water containers to reduce plastic
reduce plastic
reduce plastic
waste. Say no to wasteful
. Say no to wasteful single-use plastic
products
products.
• Collect and
Collect and sort your rubbish
sort your rubbish, then dispose of it
dispose of it
in the recycling bins in the village.
• Do not light fires. These can cause forest fires,
especially in times of drought.
especially in times of drought.
•• Please keep noise to a minimum
keep noise to a minimum for the benefit
for the benefit
of wildlife and those who live here.
Please help to make Bear Peaks mountain
tourism sustainable.
A thoughtful visitor is a welcome visitor!
Whether you are here to walk, climb, cycle or ski,
Whether you are here to walk, climb, cycle or ski,
the community of Bear Peaks is proud to welcome
the community of Bear Peaks is proud to welcome
you. These mountains are an area of natural beauty
and home to hundreds of different species of plants
and home to hundreds of different species of plants
and animals. Please respect the guidelines
respect the guidelines
respect the guidelines to avoid
to avoid
damaging the environment..
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the lists they made at home and getting
them to compare and discuss them in
pairs. Elicit ideas, then discuss briefly with
the class. Do students think they could do
more to help protect the environment?
• After checking answers to Exercise 3,
get students to choose 3–4 of the
incorrect options in italics and write
example sentences with them.
FURTHER PRACTICE
• Workbook page 103/Online Practice
• Photocopiable resource 38: How green
are you?, pages 284, 328
• Extra digital activities: Vocabulary
Checkpoint 9
ASSESSMENT
Vocabulary Quiz 9
NEXT CLASS
Ask students to make notes about
a) things they wish were different in their
lives and b) things they regret doing.
dropping litter, people throwing rubbish on the ground, etc.
Exercise 2
tourists/visitors to
Bear Peaks; on a resort
website, in a tourist
information centre, on
asigninacarparkorat
the start of a mountain
trail, etc.
Exercise 3
1 to avoid damaging
the environment
2 leave rubbish, start
fires, make noise, leave
the marked paths, let
dogs off their leads,
collect eggs, pick
flowers, etc.
3 in recycling bins (in
the village)
4 drinking straws,
plastic bags, plastic
cutlery and plates,
water bottles, etc.
5 don’t scream and
shout, don’t play music,
don’t use noisy vehicles
(4x4s, motorbikes, etc.)
6 take public transport,
walk round the park
instead of driving, etc.
Exercise 5
2 thoughtful
3 wasteful
4 disposable
5 wildlife
6 harmful
7 Reusable
8 single
9 sort
10 dispose
11 respectful
12 impact
13 guidelines
dispose
reusable
avoid
thoughtful
help
harm
wasteful
respect
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□ I can use I wish and if only to express regrets.
if only to express regrets.
if only
I wish/If only for regrets
I wish/If only for regrets
I wish/If only
We use I wish/if only to talk about regrets – things that
I wish/if only to talk about regrets – things that
I wish/if only
we would like to be different but that are impossible
or unlikely to change. If only tends to have a stronger
If only tends to have a stronger
If only
meaning than I wish.
We use:
• I wish/If only + the Past Simple for regrets in the present.
I wish/If only + the Past Simple for regrets in the present.
I wish/If only
• I wish/If only + the Past Perfect for regrets about the past.
I wish/If only + the Past Perfect for regrets about the past.
I wish/If only
• I wish/If only +
I wish/If only +
I wish/If only would when something or someone
does (or fails to do) something that annoys us. We’d like
it to change but we don’t think it will.
Grammar Reference and Practice > page 186
I wish/If only for regrets
3 Look at the sentences in Exercises 1–2 and answer the
questions. Then study the Grammar box to check.
1 Which situation refers to:
a) a regret in the past,
b) a desire for the future,
c) a regret in the present?
2 How do the verb tenses change to express regret?
WATCH OUT!
We use I wish/if only +
wish/if only +
wish/if only would for things that we can’t
change ourselves so we don’t use them in the first
person.
I wish you
you wouldn’t do that. NOT
wouldn’t do that. NOT
wouldn’t
I wish I wouldn’t do that
I wish I wouldn’t do that.
4 Read the Grammar box again and study Watch out! Then
choose the correct answers below and match sentences
1–6 to photos A–C .
1 □IwishIhadneverleft/
had never left /
had never left have never left China.
have never left China.
have never left
2 □IwishIcan/couldgoforaswim.
3 □ If only my legs had been / were longer.
4 □Ifonlyweleft/
left /
left hadn't left our nice cool home.
hadn't left our nice cool home.
hadn't left
5 □ I wish I had / would have some bamboo to eat.
6 □ I wish my mum stopped / would stop collecting nuts
and come and help me.
5 In groups, look at the photos on page 198 and follow
the instructions.
6 3.28 Use the correct form of the verbs in brackets to
complete these extracts from a conversation during a
countryside hike. Then listen and check.
Don IwishI1was (be)athome.It’ssocold!...Ifonlyit
2
(not/be) so windy! ... I wish my bag
3
(not/weigh) so much. ... If only the dog
4
(stop) barking. ... We’re in the middle of
nowhere. I wish we 5
(go) to Boston. ...
I wish my friends 6
(be) here. ... I wish
I7
(can) use my phone. ... If only the battery
8
(not/run) out.
Dad Iwishyou9
(stop) complaining!
7 Write sentences with I wish/if only for these situations.
I wish/if only for these situations.
I wish/if only
1 Wedon’thaveapet. Iwishwehadapet.
2 I have to share a room with my brother.
3 My sister keeps ‘borrowing’ my things.
4 I painted my room black.
5 I am allergic to cats.
6 We forgot to take some food with us!
7 The neighbour’s dog barks at night.
8 SPEAKING In groups, complete the sentences so they are
true for you.
1 I wish I were ... on holiday.
2 IfonlyIcould...
3 IwishI’d ...
4 If only my parents were ...
5 I wish my brother/sister/friend would/wouldn't ...
9D GRAMMAR
1 Match sentences 1–3 with photos A–C .
1 □Iwishitwasn’tsohot...
2 □ IwishIhadn’ttriedtojump...
3 □ If only it would stop snowing ...
2 Match sentences 1–3 in Exercise 1 with their
continuations a–c.
a □...butIdidn’tthinkitwassofar.
b □...butit’s30ointheshade.
c □...butIdon'tthinkitwill.
A
B
C
128
REFERENCES
AUDIO SCRIPT page 226
EXTRA ACTIVITY IN CLASS
This activity can be done after Exercise
7 or 8. Put students in pairs and refer
them to the notes they made at home.
Get them to share and discuss their ideas
using I wish/If only. Then, if time allows,
get brief feedback from the class.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 186
• Workbook page 104/Online Practice
• Photocopiable resource 39: No regrets!,
pages 284, 329
• Extra digital activities: Grammar
Checkpoint 9D
ASSESSMENT
Grammar Quiz 9D
B
B
C
2
C
C
B
1
A
A
A
3
Exercise 3
1 a) sentence 2;
b) sentence 3;
c) sentence 1
2 To express a regret in
the present, we use the
Past Simple. To express
a regret in the past, we
use the Past Perfect. To
express a desire for the
future, we use ‘would’.
Exercise 6
2 wasn’t
3 didn’t weigh
4 would stop
5 had gone
6 were
7 could
8 hadn’t run
9 would stop
Exercise 5
I wish/If only the snow
wasn’t so deep.
I wish/If only I’d stayed
at home.
I wish/If only I’d never
climbed up here.
I wish/If only someone
would help me get
down.
I wish/If only it wasn’t
so crowded here.
I wish/If only the others
would go away.
Exercise 7
Possible answers:
2 I wish/ If only I didn’t
have to share a room
with my brother.
3Iwish/Ifonlymy
sister would stop
borrowing my things.
4 I wish/ If only I hadn’t
painted my room black.
5Iwish/IfonlyI
wasn’t/weren’t allergic
to cats.
6Iwish/Ifonlywe
hadn’t forgotten to take
some food with us.
8 I wish/ If only the
neighbour’s dog didn’t
bark/ would stop
barking at night.
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□ I can express and respond to regrets. 129
09
9E SPEAKING
1 Describe the photo and answer the questions.
1 Have you ever gone camping? If so, did you
enjoy it? If not, would you like to?
2 What things do you need on a camping trip?
3 Would you like to camp in the wild? Say why.
2 30 3.29 Faith and Amber go camping.
Watch or listen and answer the questions.
1 What goes wrong?
2 Where are they camping?
3 Look at phrases a–f. Do they express regret
or are they a response to it? Add them to the
right sections in the Speaking box.
a How stupid of me!
b It’s not the end of the world.
c I can’t believe I did/didn’t ...
d It’s no use crying over spilt milk.
e There’s nothing you/we can do about it.
f It was so careless of me.
SPEAKING | Regrets
Expressing regrets
I wish/If only ...
I should(n’t) have ...
It’s a pity/shame that ...
1How stupid of me!
How stupid of me!
2
3
Responding to regrets
Forget it./(It’s) no problem.
It doesn’t matter.
There’s no point worrying about it.
It’s not a big deal.
Calm down!/Chill out!
4
5
6
4 3.30 PRONUNCIATION Listen to the
pronunciation of the unstressed have/
not have and repeat. Which letter is not
pronounced in shouldn’t’ve and wouldn’t’ve?
1 I shouldn’t‘ve scared you like that.
2 We should’ve brought better sleeping bags.
3 If I’d known, I would’ve bought another
torch.
4 I wouldn’t’ve slept out here if I’d known what
it was like.
5 3.31 PRONUNCIATION Listen to eight
sentences and say if they are positive or
negative. Then repeat them with the same
pronunciation.
1 negative
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
6 3.32 Complete the second sentence so that it has a similar
meaning to the first one. Use between two and five words
including the word in bold. Listen and check.
1 It’s a pity we didn’t check the weather forecast. SHOULD
We should have checked the weather forecast.
2 We can’t do anything about it now. NOTHING
There’s
about it now.
3 How stupid of us! WAS
It
us!
4 It’s not a big deal. END
It’s not
.
5 I regret not bringing something to drink. WISH
I
something to drink.
6 There’s no point worrying about it. MILK
It’s no
.
7 Work in pairs. Take turns to use the phrases in the Speaking
box to express regrets about the situations below. Respond
appropriately.
• You get lost while walking in the country. You don’t have a
map.
• On a camping trip there’s a bear outside your tent.
• You’re hiking in the mountains without
a coat. It’s very cold.
• You spent a fortune on a haircut. It looks horrible.
• You visit England. You can’t understand anyone.
A If only I’d remembered to bring a map.
B Chill out, we’ll find the way.
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
C
O
M
M
U
N
I
C
A
T
I
O
N
V
I
D
E
O
REFERENCES
VIDEO/AUDIO SCRIPT page 241
EXTRA ACTIVITY IN CLASS
After Exercise 6, students, in pairs,
look at the completed sentences and
think of situations in which someone
would say these sentences. They then
roleplay quick exchanges for each
situation.
FURTHER PRACTICE
Workbook page 105/Online Practice
NEXT CLASS
Ask students to find information about
the island of Easdale in Scotland and
make notes.
Exercise 1
Possible answers:
2 a tent, sleeping
bags, a torch, food and
drink, a camping stove,
mosquito repellent, etc.
Exercise 4
The letter ‘t’ is not
pronounced.
Exercise 5
1 negative
2 positive
3 positive
4 negative
5 positive
6 negative
7 negative
8 positive
Exercise 6
2 nothing we can do
3 was stupid of
4 the end of the world
5 wish I had brought
6 use crying over
spilt milk
Exercise 2
1 Amber scares Faith
(with the torchlight
on her face). Faith
spills soup on Amber’s
sleeping bag. / It’s very
cold and they can’t
sleep. They get scared
by noises from outside
the tent. The batteries
die on the torch and
it’s very dark. Faith gets
scared by what she
thinks is a spider but
is just Amber’s hair.
They get scared as
something or someone
approaches the tent.
(It’s Amber’s mum).
2 In Faith’s garden.
c
f
b
d
e
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How a music
□ I can summarise a text and talk about places to live.
9F READING AND VOCABULARY
1 Look at the photos, read the Fact Box and answer
the questions.
1 Where is Easdale?
2 Why did so many people leave the island?
3 How big is the population now?
2 In pairs, look at the title of the text. How do you
think a music video could change someone’s
life? Read the text to check your ideas.
3 Read the text and choose the correct answers.
1 Which of these sentences is true about the
music video Carrie saw?
aIt was about living in London.
bIt made her feel unhappy.
cIt was filmed in a beautiful place.
dIt reminded her of a dream she'd had.
2 What was the main reason Carrie decided to
go to Easdale?
aShe was fed up with commuting to work.
bShe wanted to help the residents to make
a video.
cShe’d never visited such a lovely place.
dShe was impressed by someone's comment.
3 Which of these things did Carrie do during her
holiday on Easdale?
aShe bought a meal for some of the islanders.
bShe took part in an annual event.
cShe did some rock climbing.
dShe decided never to return to London.
4 Which of the following is mentioned in the text
as a fact, not an opinion?
aL o ndon is more polluted than it used to be.
bPeople who live on the coast feel better.
cIt’s impossible to find a job on Easdale.
dCarrie doesn’t earn a lot of money.
5 Carrie’s main purpose in writing the text was to
aexplain why she went to live in a new place.
bcompare life in urban and rural communities.
cpersuade people to be kinder to their
neighbours.
ddescribe her work and life in her new home.
4 What do you think of Carrie’s decision? Discuss in
pairs.
130
I’
m a city girl, born and bred in London. I used to love the
hustle and bustle of the big city, the trendy boutiques
and the vibrant nightlife. I never thought I’d leave. But then
two years ago, I left university and got a dead-end job. I lost
touch with most of my friends and for the first time in my
life, I began to feel unhappy. Then one day, I saw a music
video for a song called Queen of Peace by Florence + the
Machine. As soon as I’d watched it, I played it again. And
again. It’s a great song but the best thing about it was the
place where it was filmed. It was magical and remote with
wild seas and huge skies. That night I dreamt I was there,
walking on a winding path overlooking the deep blue ocean.
The next day, my commute to work was even more
miserable than usual. The station was crowded and noisy
crowded and noisy.
crowded and noisy.
crowded and noisy
The passengers on the train were packed like sardines in a can.
On the streets, the traffic noise seemed louder than ever
before, the fumes seemed thicker and there were so many
people rushing to work. But despite the crowds, I felt lonely.
When I got back home, I watched the song again.
I discovered it had been filmed on a Scottish island called
Easdale. I searched online for photos and information.
I came across another video called Easdale, a Wild
Community. The residents had made it to persuade people
to visit their island, or even to stay. I watched it and admired
the breathtaking scenery
breathtaking scenery, the friendly people and the
breathtaking scenery, the friendly people and the
breathtaking scenery
sense of community
sense of community. One of the islanders said something
sense of community. One of the islanders said something
sense of community
that made me think: ‘You can’t be an island on an island like
this.’ There and then, I made up my mind to go there.
I booked my trip straightaway.
Three days later, after a long journey, I arrived on E asdale.
When I got off the ferry, I saw some people using
wheelbarrows to carry their shopping home. I was puzzled
but then I realised why: there were no cars on the island.
The air smelled clean and pure. After settling into my B&B,
I walked around the island. It didn’t take long since it’s
How a music
How a music
How a music
How a music
How a music
How a music
How a music
video changed
video changed
video changed
my life
my life
my life
my life
video changed
my life
video changed
video changed
my life
video changed
by Carrie Kane
FACT BOX
FACT BOX Easdale island
Easdale island
Easdale is the smallest inhabited island in the Inner
Hebrides, off the west coast of Scotland. In the 19th
century over 500 people worked in the island’s slate*
quarries**. However, in 1850 a great storm flooded
most of the quarries. The slate industry began to die. By
the 1960s, the population of the island had dropped to
only four people. Since then, the island has come back
to life. There are now over seventy inhabited houses.
* a dark rock used to make roof tiles
** a large hole in the ground where stone is extracted
3.33
5
10
15
20
252525
303030
35
REFERENCES
AUDIO SCRIPT page 226
VIDEO SCRIPT page 242
CULTURE NOTES page 210
EXTRA ACTIVITIES IN CLASS
• After Exercise 1, refer students to the
notes they made at home. Elicit any
additional information they have found
about Easdale.
• As an extension to Exercise 4, ask
students if they would like to live in
a place like Easdale. Encourage them
to give reasons.
FURTHER PRACTICE
• Workbook pages 106–107/Online
Practice
• Photocopiable resource 40: The Isle of
Eigg, pages 284, 330–331
NEXT CLASS
Ask students to write 4–5 sentences about
their dream home.
Exercise 1
1 Off the west coast of
Scotland, in the Inner
Hebrides.
2 The slate industry
died, so there weren’t
any jobs on the island.
3 There are over
70 inhabited houses, so
there are probably over
100 inhabitants.
It could show them a place where they would like to live.
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131
5 3.34 Study Active Reading. Then listen to a poor
summary of the text and say which of the six points the
speaker does not respect.
ACTIVE READING | Summarising texts
When you summarise a text, you should ...
1 mention all the key points (underline them and/or make notes),
2 check you get the key points right,
3 ignore unimportant information/minor details,
4 avoid unnecessary repetition,
5 rephrase the text (don’t repeat it word for word),
6 use linkers to connect your ideas.
31 WATCH AND REFLECT Go to page 170. Watch the
documentary Living by the coast and do the exercises.
iving by the coast and do the exercises.
iving by the coast
D
O
C
U
M
E
N
T
A
R
Y
V
I
D
E
O
6 3.35 Follow the tips in Active Reading to summarise
the text to a partner. Then listen to a good summary and
compare it to yours.
7 In pairs, add the highlighted words and phrases from the
text to the categories below. Can you add more?
Urban life: hustle and bustle, ...
Rural life: remote, ...
Both: sense of community, ...
8 Read the definitions below and match them with some of
the phrases from Exercise 7.
1 A group of residents who get on well. tight-knit community
2 A small charming house in the country.
3 Clubs and pubs full of energy and life.
4 Fashionable shops.
5 Lots of movement and activity.
6 Amazing landscape.
7 A walking track which has a lot of bends in it.
9 SPEAKING Discuss the questions in groups.
1 What are the pros and cons of living on a small, remote
island compared to a large city?
2 What would you include in a video to attract people to come
and live in your community?
10 REFLECT | Society Scientific studies show that living by the
sea makes you happier and healthier. Why do you think that
could be?
only the size of thirty football pitches. The entire
population could fit inside a London double-decker
bus.
Over dinner in the pub I got chatting to some locals.
They told me that the next day was Atlantic Adventure
Day, which takes place every August. It was fantastic.
I went on a boat trip, swam with dolphins, ate
wonderful food and I think I met everyone on the
island. It was the perfect start to my holiday.
On my last day on Easdale, I walked up a hill along
a winding path overlooking the deep blue ocean. I
sat on a rock and watched the waves. It was lovely,
peaceful. I thought about my life in London and made
a decision. A month later I left London and moved to
Easdale. I ’ve been here ever since.
It hasn’t always been easy. I ’m an urban girl living in
a rural world. I used to live on the top floor of a tower
block. Now I live in a picturesque cottage on the shore
of the North Atlantic. I sometimes dream of London,
especially the nightlife. But nothing can compare to
the peace and quiet of this beautiful, tiny,
of this beautiful, tiny, isolated
island and its tight-knit community
tight-knit community. Studies show that
tight-knit community. Studies show that
tight-knit community
living by the sea makes you happier and healthier. It’s
certainly true for me.
It isn’t easy to earn a living here. Many islanders have
jobs on the mainland; some work on the ferry, in the
pub or in the folk museum; others have their own
businesses. I make jewellery and sell it online. I don’t
consider myself rich but I get by. I love my new life
and all the friends I’ve made. I wish I’d left London
sooner. And just to think, I would never have come
here if I hadn’t watched that music video.
40
45
50
55
60
65
LIFE-CHANGING
MOMENTS
09
Exercise 5
He doesn’t respect
points 1–5.
1 He doesn’t mention
all the key points, e.g.
there’s no information
about Easdale, not
even the name; no
reasons for going
there: the music
video or the video
the islanders made;
no information about
what the woman does
on the island.
2 He gets some key
points wrong: she
didn’t leave London just
because of a bad trip
to work; he suggests
she likes the island
despite the fact there
are no cars when that
is probably something
she likes about it.
3 He mentions
unimportant
information and minor
details: the similarity
of the woman’s name
with a footballer’s; the
fact she had a dream.
4 He repeats
information: a bad trip
to work; especially the
nightlife.
5 He doesn’t always
rephrase the text: ‘She
was born and bred in
London and she always
loved the hustle and
bustle of the big city’;
‘she sometimes dreams
of London, especially
the nightlife.’
Exercise 7
Urban life: trendy
boutiques, vibrant
nightlife, commute,
crowded and noisy,
fumes, tower block
Rural life: winding
path, breathtaking
scenery, picturesque
cottage, peace and
quiet, isolated
Both: sense of
community, tight-knit
community
a picturesque cottage
vibrant nightlife
trendy boutiques
hustle and bustle
breathtaking scenery
winding path
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1 What do you think a green home is? Discuss in
pairs.
2 Match the words from box A with words from
box B to form features of green houses. Then
use them to complete the sentences.
AA energy
energy geothermal modest
geothermal modest
energy geothermal modest
energy
energy geothermal modest
energy geothermal modest
rainwater recycled sensor solar
BB building materials collection
building materials collection
efficiency heating lights panels size
efficiency heating lights panels size
efficiency
energy efficiency
1 A building with high energy efficiency
energy efficiency needs
very little gas, electricity or other fuel to keep it
working.
2 Save money by reusing old wood, stone, bricks
and other
.
3 Ifyourhouseisa
, it’s cheaper to heat
and light.
4
uses the Earth’s natural heat from
underground to keep your house warm.
5 Houses that have a
system save money
on water bills.
6
are usually placed on the roof to catch
the sun’s energy.
7
reduce energy consumption and bills
because they only come on when they are
needed.
3 Read the notice on an ecology website for
young people. Then in groups, discuss the
questions it contains.
4 Read Dominic’s article. Does he mention any of
the things you discussed in Exercise 3?
Building a Greener Future
Have you ever thought about your dream home? Would it also
be a green home? You and I are the next generation of home
owners. If we want to slow down global warming and rescue
the environment, we need to make the homes of the future
sustainable. After all, ‘change begins at home’, they say.
My uncle’s house is a good example of a green home. As it was
built using recycled materials, it was cheap to construct. It’s
a country cottage, so also a modest size, which makes it less
wasteful. Energy efficiency is high because the house has solar
panels and geothermal heating. Clean energy and no bills – sounds
good, right?
Are you one of those people who forget to switch off the lights?
If so, you’d probably like the sensor lights in my uncle’s house.
When you go out, so do the lights. Moreover, each room also has
specially chosen plants in order to clean the air. Step into the
garden, and you’ll find it’s full of trees, flowers, birds and insects.
There are some beehives, too. It’s also the perfect place to grow
food inexpensively since a rainwater collection system provides the
water.
Clearly, it will take time and money for all houses to become as
green as my uncle’s. However, instead of dreaming of a more
sustainable world, let’s build it together so that future
generations can be proud of us.
generations can be proud of us.
generations can be proud of us.
Articles wanted!
You are the future and the future is green!
You are the future and the future is green!
Y
We’re keen to hear your ideas on the perfect green home.
Why are sustainable homes important?
What is the most environmentally friendly building you
know of, have seen or have read about?
f, have seen or have read about?
f
What green features do sustainable homes have inside
and outside?
Write an article answering these questions and we will
publish the most interesting articles on our website!
9G WRITING AND VOCABULARY
WRITING AND VOCABULARY | An article
Congratulations to Dominic Hamilton!
Winner of this month’s competition.
132
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the sentences they wrote about their
dream home. Get them to compare
and discuss their ideas in pairs or small
groups. Then, after Exercise 1, ask if any
of the students’ dream homes were
also ‘green homes’.
• If students do the writing task in class,
put them in pairs and get them to check
each other’s work and make suggestions
for improvements. They then rewrite
their articles, in class or as homework,
following their partner’s feedback.
FURTHER PRACTICE
Workbook page 108/Online Practice
NEXT CLASS
• Students illustrate their articles using
photos. The articles can then be
displayed around the classroom for
other students to read.
• Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 134–135.
Exercise 2
2 recycled building
materials
3 modest size
4 Geothermal heating
5 rainwater collection
6 Solar panels
7 Sensor lights
150
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5 Study the Writing box. Then read Dominic’s article
again and find more examples of places where he has
spoken directly to the reader.
8 Choose the correct linkers to complete the sentences.
1 We all need to consider living a greener lifestyle
since / so that we minimise our impact on the natural
since / so that we minimise our impact on the natural
since / so that
environment.
2 We should stop drinking bottled water at home in order
to / because it creates so much plastic waste.
3 Although it’s convenient to be taken to school by car,
we should try to use public transport more often
in order to / as reduce air pollution.
4 Since / So that we don’t have sensor lights in our house,
Since / So that we don’t have sensor lights in our house,
Since / So that
we must remember to switch off the lights when we
leave a room.
5 We could easily grow our own fruit in order to / as we
live in a warm and wet climate.
9 Complete the sentences so that they are true for you.
Then compare with a partner.
1 As I don’t like cheese , I never eat pizza
never eat pizza .
2 I never
because
.
3 My parents sometimes
in order to
.
4 Our teacher always
since
.
5 At the moment I’m
so that
.
10 REFLECT | Society Planet Earth is home to billions of
plants and animals, so we should do everything we can
to minimise our harmful impact on it. Discuss in pairs.
11 WRITING TASK Read the notice below. Follow the
instructions to write your own article.
1 Read the task carefully. Then, in pairs, discuss the
questions it contains and make notes.
2 Follow the tips in the Writing box and develop your
notes into an article. Make sure you have answered all
the questions asked in the task.
3 Include information and language from Exercises 6
and 7.
WRITING | An article
An article should be interesting and conversational in
style.
Title
Begin with an eye-catching title that makes the topic
clear.
Introduction
Catch the readers’ attention with an engaging
introduction. Address them directly and perhaps
include a quote, or ask a question related to the topic.
Asking a question will make them want to read on to
find the answer:
Have you ever thought about your dream home?
Would it also be a green home?
After all, ‘change begins at home’, they say.
Body
Support your ideas with interesting examples and add
humour. Use imperatives and questions to involve the
reader (but don’t overuse them):
Are you one of those people who forget to switch off
the lights?
Step into the garden, and you’ll find it’s full of trees,
flowers, birds and insects.
Conclusion
It is not necessary to summarise your main points in
an article. Instead, you can leave the reader with an
instruction, or an interesting question to think about:
However, instead of just dreaming of a more
sustainable world, let’s build it together so that the
next generation can be proud of us.
6 Complete the questions for involving the reader
with the words from the box. Then in pairs, ask and
answer the questions.
are can have how so what would
1 Would you feel comfortable living near an active
volcano?
2
you ever thought about growing your own
food?
3
you one of those people who love the coast?
If
, have you considered a job involving the
sea?
4
would you feel if your parents wanted to
would you feel if your parents wanted to
would you feel if
move to a remote island?
5
you imagine living in a tent for six months?
6
would life be like if you were a pet dog or
cat?
7 Look at the sentences containing underlined linkers
in the article. Does each sentence express a reason or
a purpose?
As it was built using recycled materials, it was cheap to
construct. reason
Articles wanted!
rticles wanted!
rticles wanted!
rticles wanted!
rticles wanted!
rticles wanted!
rticles wanted!
rticles wanted!
YYYYYour local government is keen to hear your ideas on
our local government is keen to hear your ideas on
our local government is keen to hear your ideas on
our local government is keen to hear your ideas on
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our local government is keen to hear your ideas on
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our local government is keen to hear your ideas on
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our local government is keen to hear your ideas on
our local government is keen to hear your ideas on
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our local government is keen to hear your ideas on
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Your local government is keen to hear your ideas on
YYour local government is keen to hear your ideas on
Y
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
green lifestyles
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green lifestyles
green lifestyles..
WWhy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
hy is it important to live a green lifestyle?
WWhat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
hat changes could you and your family make at
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
home to make your lifestyles more sustainable?
What other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
hat other changes could you make to help reduce
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
the harmful impact of your life on the environment?
WWWWWrite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
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rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
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rite an article answering these questions
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rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
rite an article answering these questions
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rite an article answering these questions
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rite an article answering these questions
and we will publish the most interesting
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articles on our website.
articles on our website.
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□ I can write an article. 133
09
Have
How
Can
What
Are
so
Exercise 7
1 Energy efficiency
is high because the
house has solar panels
and geo-thermal
heating. (reason)
2 Each room also has
specially chosen plants
in order to clean the air.
(purpose)
3 It’s also the perfect
place to grow food
inexpensively since
a rainwater collection
system provides the
water. (reason)
4 However, instead of
dreaming of a more
sustainable world, let’s
build it together so
that future generations
can be proud of us.
(purpose)
151
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REMEMBER MORE
1 Match the two parts of the
compound nouns. Then check
with the word list.
1 □ rainwater a efficiency
2 □ solar
b bag
3 □ shopping c block
4 □ tower
d panels
5 □ energy
e collection
2 Complete the sentences with the
correct words formed from the
words in bold. Then check with
the word list.
1 The fire caused massive
of
wildlife in the forest. DESTROY
2 All
of the earthquake have
been rescued. SURVIVE
3 It was really
of you to
remember my birthday.
THOUGHT
4 He took fantastic photos of
fish and other sea creatures in
the Red Sea. WATER
3 Complete the sentences with
verbs from the word list.
In order to save the planet, it’s
important to ...
1 r plastic waste, e.g. use
reusable bags when shopping.
2 s rubbish: put used bottles,
plastic and paper into separate
containers
3 m your impact on the
environment, e.g . use green
energy instead of traditional
energy sources
4 k noise to a minimum for
the benefit of wildlife
4 Do the task below.
Imagine you’re taking part in
a competition called ‘Simple
ways to save the planet’, in
which young people present
their ideas how everyone
can take better care of the
environment, similar to
Exercise 3 above. Write your
ideas using words from the
word list.
9A GRAMMAR AND VOCABULARY
5.57
cave (n) /keɪv/
current (n) /ˈkʌrənt/
dive (v) /daɪv/
diving (n) /ˈdaɪvɪŋ/
drown (v) /draʊn/
earthquake (n) /ˈɜːθkweɪk/
flood (v) /flʌd/
giant waves /ˌdʒaɪənt ˈweɪvz/
in total /ɪn ˈtəʊtl/
incredible (adj) /ɪnˈkredəbəl/
lose your life /ˌluːz jə ˈlaɪf/
natural disaster (n) /ˌnætʃərəl dɪˈzɑːstə/
powerful film /ˌpaʊəfəl ˈfɪlm/
rescue (n) /ˈreskjuː/
rescuer (n) /ˈreskjuːə/
shore (n) /ʃɔː/
surface (n) /ˈsɜːfəs/
survival story/story of survival /səˈvaɪvəl ˌstɔːri/
ˌstɔːri əv səˈvaɪvəl/
survive (v) /səˈvaɪv/
trap (v) /træp/
tsunami (n) /tsʊˈnɑːmi/
underwater (adv) /ˌʌndəˈwɔːtə/
warning sign (n) /ˈwɔːnɪŋ saɪn/
wet season (n) /ˈwet ˌsiːzən/
9B LISTENING AND VOCABULARY
5.58
avalanche (n) /ˈævəlɑːntʃ/
bottled water (n) /ˌbɒtld ˈwɔːtə/
cover (v) /ˈkʌvə/
destruction (n) /dɪˈstrʌkʃən/
doorway (n) /ˈdɔːweɪ/
drill (n) /drɪl/
drought (n) /draʊt/
earthquake simulation (n) /ˈɜːθkweɪk sɪmjəˌleɪʃən/
emerge (v) /ɪˈmɜːdʒ/
emergency worker (n) /ɪˈmɜːdʒənsi ˌwɜːkə/
destroy everything in sth’s path /dɪˌstrɔɪ ˌevriθɪŋ
ɪn ˌsʌmθɪŋz ˈpɑːθ/
explosion (n) /ɪkˈspləʊʒən/
evacuate (v) /ɪˈvækjueɪt/
flame (n) /fleɪm/
flood (n) /flʌd/
forest fire (n) /ˈfɒrəst faɪə/
from side to side /frəm ˌsaɪd tə ˈsaɪd/
gas (n) /ɡæs/
go up in flames /ˌɡəʊ ʌp ɪn ˈfleɪmz/
grass (n) /ɡrɑːs/
heavy rainfall /ˌhevi ˈreɪnfɔːl/
hit land /ˌhɪt ˈlænd/
hurricane (n) /ˈhʌrəkən/
lava (n) /ˈlɑːvə/
mountainside (n) /ˈmaʊntənsaɪd/
panic (v) /ˈpænɪk/
pour out (phr v) /ˌpɔːr ˈaʊt/
power line (n) /ˈpaʊə laɪn/
rescue (v) /ˈreskjuː/
river breaks its banks /ˌrɪvə ˌbreɪks ɪts ˈbæŋks/
ruins (n) /ˈruːɪnz/
run to safety /ˌrʌn tə ˈseɪfti/
scream (v) /skriːm/
seismic activity (n) /ˌsaɪzmɪk ækˈtɪvəti/
shake (v) /ʃeɪk/
smoke (n) /sməʊk/
storm (n) /stɔːm/
survival pack /səˈvaɪvəl pæk/
survivor (n) /səˈvaɪvə/
swing (v) /swɪŋ/
top of a mountain /ˌtɒp əv ə ˈmaʊntən/
tornado (n) /tɔːˈneɪdəʊ/
trapped (in the basement) /træpt (ɪn ðə
ˈbeɪsmənt)/
tropical sea /ˌtrɒpɪkəl ˈsiː/
turn brown /ˌtɜːn ˈbraʊn/
victim (n) /ˈvɪktəm/
violent wind /ˌvaɪələnt ˈwɪnd/
volcanic eruption /vɒlˌkænɪk ɪˈrʌpʃən/
warning (n) /ˈwɔːnɪŋ/
whistle (n) /ˈwɪsəl/
work tirelessly /ˌwɜːk ˈtaɪələsli/
9C VOCABULARY 5.59
alternative (n) /ɔːlˈtɜːnətɪv/
area of natural beauty /ˌeəriə əv ˌnætʃərəl ˈbjuːti/
avoid (v) /əˈvɔɪd/
avoidable (adj) /əˈvɔɪdəbəl/
collect/sort rubbish /kəˌlekt/ˌsɔːt ˈrʌbɪʃ/
damage the environment /ˌdæmɪdʒ ði
ɪnˈvaɪrənmənt/
disposable (adj) /dɪˈspəʊzəbəl/
dispose of sth (phr v) /dɪˈspəʊz əv ˌsʌmθɪŋ/
disturb the wildlife /dɪˌstɜːb ðə ˈwaɪldlaɪf/
drop litter /ˌdrɒp ˈlɪtə/
Word List
134
EXTRA ACTIVITIES IN CLASS
• Write the following verbs on the
board: harm, avoid, reuse, sustain,
help. Ask students to find adjectives
in the word list which are formed
from these verbs, and to write an
example sentence for each one.
• Write anagrams of 6–8 words
from the word list on the board.
Individually or in pairs, students try
to solve the anagrams as quickly as
they can. The first student/pair to do
so wins. To make the activity easier,
you could give them the first letter
of each word (e.g . by circling or
underlining it in each anagram).
FURTHER PRACTICE
Workbook page 109/Online Practice
NEXT CLASS
Ask students to revise Unit 9.
e
b
d
c
a
Exercise 2
1 destruction
2 survivors
3 thoughtful
4 underwater
Exercise 3
1 reduce
2 sort
3 minimise
4 keep
152
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29/08/2019 14:15
environmental impact /ɪnˌvaɪrənˌmentl ˈɪmpækt/
environmental responsibility /ɪnˌvaɪrən ˌmentl
rɪˌspɒnsəˈbɪləti/
for the benefit of sb /fə ðə ˈbenəfɪt əv ˌsʌmbɒdi/
harmful (adj) /ˈhɑːmfəl/
helpful (adj) /ˈhelpfəl/
keep noise to a minimum /ˌkiːp ˌnɔɪz tə ə
ˈmɪnəməm/
light a fire /ˌlaɪt ə ˈfaɪə/
marked path (n) /ˌmɑːkt ˈpɑːθ/
minimise the impact of/on sth /ˌmɪnəmaɪz ðə
ˈɪmpækt əv/ɒn ˌsʌmθɪŋ/
national park (n) /ˌnæʃənəl ˈpɑːk/
produce waste /prəˌdjuːs ˈweɪst/
recycling bin (n) /riːˈsaɪklɪŋ bɪn/
reduce plastic waste /rɪˌdjuːs ˌplæstɪk ˈweɪst/
respect the guidelines /rɪˌspekt ðə ˈɡaɪdlaɪnz/
respectful of sth (adj) /rɪˈspektfəl əv ˌsʌmθɪŋ/
reusable (adj) /ˌriːˈjuːzəbəl /
reuse (v) /ˌriːˈjuːz/
shopping bag (n) /ˈʃɒpɪŋ bæɡ/
single-use plastic products (n) /ˌsɪŋɡəl ˌjuːs
ˈplæstɪk ˌprɒdʌkts/
species of plants/animals /ˌspiːʃiːz əv ˈplɑːnts/
ˈænɪməlz/
sustain (v) /səˈsteɪn/
sustainable (adj) /səˈsteɪnəbəl/
thoughtful (adj) /ˈθɔːtfəl/
trail (n) /treɪl/
use public transport /ˌjuːz ˌpʌblɪk ˈtrænspɔːt/
waste (v) /weɪst/
wasteful (adj) /ˈweɪstfəl/
water container (n) /ˈwɔːtə kənˌteɪnə/
welcome (adj) /ˈwelkəm/
9D GRAMMAR 5.60
bamboo (n) /ˌbæmˈbuː/
bark (v) /bɑːk/
I bet /ˌaɪ ˈbet/
run out (phr v) /ˌrʌn ˈaʊt/
9E SPEAKING 5.61
bear (n) /beə/
careless/stupid of sb (adj) /ˈkeələs/ˈstjuːpəd əv
ˌsʌmbɒdi/
chill out (phr v) /ˌtʃɪl ˈaʊt/
go wrong /ˌɡəʊ ˈrɒŋ /
in the wild /ˌɪn ðə ˈwaɪld/
it’s a pity/shame /ˌɪts ə ˈpɪti/ˈʃeɪm/
it’s no use crying over spilt milk /ˌɪts ˌnəʊ juːs
ˈkraɪɪŋ ˌəʊvə ˌspɪlt ˈmɪlk/
it’s not the end of the world /ˌɪts nɒt ði ˌend əv
də ˈwɜːld/
scare (v) /skeə/
9F READING AND VOCABULARY
5.62
be packed like sardines in a can /bi ˌpækt laɪk
ˌsɑːˈdiːnz ɪn ə kæn/
born and bred /ˌbɔːn ənd ˈbred/
breathtaking scenery /ˌbreθteɪkɪŋ ˈsiːnəri/
come across sth (phr v) /ˌkʌm əˈkrɒs ˌsʌmθɪŋ/
come back to life /kʌm ˌbæk tə ˈlaɪf/
commute (n) /kəˈmjuːt/
crowded (adj) /ˈkraʊdəd/
dead-end job (n) /ˌded end ˈdʒɒb/
die (v) /daɪ/
double-decker bus (n) /ˌdʌbəl ˌdekə ˈbʌs/
drop to (v) /ˈdrɒp tə/
earn a living /ˌɜːn ə ˈlɪvɪŋ/
entire (adj) /ɪnˈtaɪə/
event (n) /ɪˈvent/
extract (v) /ɪkˈstrækt/
fumes (n) /fjuːmz/
hustle and bustle /ˌhʌsəl ənd ˈbʌsəl/
inhabited (adj) /ɪnˈhæbɪtɪd/
islander (n) /ˈaɪləndə/
isolated (adj) /ˈaɪsəleɪtəd/
lose touch with sb /ˌluːz ˈtʌtʃ wɪð ˌsʌmbɒdi/
mainland (n) /ˈmeɪnlənd/
miserable (adj) /ˈmɪzərəbəl/
noisy (adj) /ˈnɔɪzi/
overlooking (adj) /ˌəʊvəˈlʊkɪŋ/
peace and quiet (n) /ˌpiːs ənd ˈkwaɪət/
peaceful (adj) /ˈpiːsfəl/
picturesque cottage /ˌpɪktʃəˌresk ˈkɒtɪdʒ/
pure (adj) /pjʊə/
puzzled (adj) /ˈpʌzəld/
remote (adj) /rɪˈməʊt/
resident (n) /ˈrezədənt/
rural (adj) /ˈrʊərəl/
rush to sth (v) /ˈrʌʃ tə ˌsʌmθɪŋ/
sense of community /ˌsens əv kəˈmjuːnəti/
settle into sth (phr v) /ˌsetl ˈɪntə ˌsʌmθɪŋ/
slate quarry (n) /ˈsleɪt/ ˌkwɒri/
smell (v) /smel/
stone (n) /stəʊn/
thick (adj) /θɪk/
tight-knit community /ˌtaɪt nɪt kəˈmjuːnəti/
top floor (n) /ˌtɒp ˈflɔː/
tower block (n) /ˈtaʊə blɒk/
trendy boutiques /ˌtrendi buːˈtiːks/
unpleasant (adj) /ʌnˈplezənt/
vibrant nightlife /ˌvaɪbrənt ˈnaɪtlaɪf/
wheelbarrow (n) /ˈwiːlˌbærəʊ/
winding path /ˌwɪndɪŋ ˈpɑːθ/
9G WRITING AND VOCABULARY
5.63
active volcano /ˌæktɪv vɒlˈkeɪnəʊ/
brick (n) /brɪk/
change begins at home /ˌtʃeɪndʒ bɪˌɡɪnz ət
ˈhəʊm/
come on (phr v) /ˌkʌm ˈɒn/
construct (v) /kənˈstrʌkt/
convenient (adj) /kənˈviːniənt/
country cottage (n) /ˌkʌntri ˈkɒtɪdʒ/
energy consumption (n) /ˈenədʒi kənˌsʌmpʃən/
energy efficiency (n) /ˌenədʒi ɪˈfɪʃənsi/
environmentally friendly (adj)
/ɪnˌvaɪərən ˌmentəli ˈfrendli/
feature (n) /ˈfiːtʃə/
geothermal heating (n) /ˌdʒiːəʊˌθɜːməl ˈhiːtɪŋ/
global warming (n) /ˌɡləʊbəl ˈwɔːmɪŋ/
go out (phr v) /ˌɡəʊ ˈaʊt/
heat (n, v) /hiːt/
homeowner (n) /ˈhəʊmˌəʊnə/
inexpensively (adv) /ˌɪnɪkˈspentsɪvli/
light (v) /laɪt/
live a (green) lifestyle /ˌlɪv ə (ˌɡriːn) ˈlaɪfstaɪl/
modest size /ˌmɒdəst ˈsaɪz/
rainwater collection (n) /ˈreɪnwɔːtə kəˌlekʃən/
recycled building materials /riːˌsaɪkəld ˈbɪldɪŋ
məˌtɪəriəlz/
sensor lights (n) /ˌsensə ˈlaɪts/
slow sth down (phr v) /ˌsləʊ ˌsʌmθɪŋ ˈdaʊn/
solar panels (n) /ˈsəʊlə ˌpænəlz/
underground (adv) /ˌʌndəˈɡraʊnd/
water/electricity bills (n) /ˈwɔːtə/ɪˌlekˈtrɪsəti bɪlz/
135
09
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VOCABULARY AND GRAMMAR
1 Find the odd word out in each group. Say why it is
different.
1 current / flames / shore / wave
2 drought / earthquake / tornado / panic
3 trap / survivor / victim / rescuer
4 breathtaking / wasteful / picturesque / trendy
5 rescue / warning / evacuate / scenery
6 hill / island / cave / community
2 Choose the correct word in each sentence to complete
the text.
136
USE OF ENGLISH
5 Complete the text with one word in each gap.
3 Complete the text with the correct forms of the verbs
in brackets.
Littleton Camp Site
• Bring your own tent or rent a comfortable 1 energy /
rainwater / waste -efficient cottage built from
geothermal building materials.
• All cottages have solar 2 materials / panels / paths.
• Buy food from our farm shop, have a BBQ in the
picturesque picnic area and enjoy the peace and
3 bustle / hustle / quiet of the national park.
• The camp site is quite isolated so please don’t
expect a vibrant 4 nightlife / commute / eruption.
• We kindly request visitors to 5 respect / damage /
reuse the environment and other campers.
• Please be thoughtful and keep 6 impact / noise /
energy to a minimum.
energy to a minimum.
energy
• Single-use plastic products are 7 harmful /
sustainable / helpful to the environment so please
sustainable / helpful to the environment so please
sustainable / helpful
use alternatives.
• 8 Reduce / Disturb / Sort your rubbish before putting
it in the recycling bins.
4 Write sentences with I wish/If only about these situations.
I wish/If only about these situations.
I wish/If only
1 You are unhappy as the city centre is crowded.
I wish/If only the city centre wasn’t so crowded!
2 Your neighbours argue all the time.
3 You don’t like living in the city.
4 You saw some people dropping litter. You regret not
asking them to pick it up.
5 You think people shouldn't drive in the city.
6 You are sad because you can’t swim.
7 You regret not studying for the Maths test.
Yesterday was a disaster! First, I got up late.
IfI1hadn’tgotup
hadn’t got up (get up) late, I 2
(not miss) the
bus. And then, when I finally got to school, the class
had already started. It was an interesting class about
sustainable building projects. If I 3
(arrive) on
time, I
4
(could/learn) a lot! ‘Oh well’, I thought,
‘ I’ll catch up this evening’. Except as I was cycling
home after school, I got caught in a storm. I 5
(not fall) off my bike if there 6
(no be) a flood!
AndifI7
(not have) the accident, I 8
(not
break) a finger! I 9
(might/ go) back to school
at that point but it was too late. So I waited in a café,
soaking wet, for my mum to pick me up and had to eat
a hamburger with one hand.
Use of English > page 195
Many of us love city life. We can’t imagine living 1 away
away from
the exciting hustle and bustle of crowded streets or noisy
restaurants. However, people are becoming increasingly aware
of the impact of this way of life 2
the environment and
ourselves.
So, what are the alternatives? One option to consider is
living in an ecovillage. Ecovillages are communities 3
residents aim to live a sustainable lifestyle. They recycle or
dispose 4
the waste they produce without damaging the
environment. They aim to grow their 5
food and provide
power using renewable energy. When these villages began in
6
mid-twentieth century, they were usually tight-knit
communities united by similar environmental beliefs. These days
there are many more all 7
the world including some very
hi-tech community projects which use solar and biogas power or
recycled building material. 8
only governments and city
authorities would follow their example!
09 Revision
There is a famous case of a dog which helped its owner
to discover she had cancer. It involved a Dalmatian called
Trud i. One day she came towards her owner, Ms Gill Lacey,
and started sniffing at her leg like never before. Trudi was
doing it so much that the woman couldn't move away. It was
as if the dog was trying to bite off the small brown mark that
had always been there on Ms Lacey’s leg. Intrigued by the
dog’s behaviour, the woman went to see a doctor. As she
quickly discovered, the Dalmatian was right to be worried: the
mark turned out to be a dangerous kind of skin cancer. Once
she had it removed, Trudi lost interest in the woman’s leg!
There have been many cases like Trudi’s, but until recently
doctors have been ignoring the owners’ anecdotes. The latest
studies, however, demonstrate that, in most cases, dogs can
effectively sniff out skin and prostate cancer.
It is not only dogs that help save people’s lives. As
unbelievable as it sounds, we can now detect explosives
with the help of honey bees! Researchers have recently
experimented with bees’ phenomenal sense of smell. It took
the bees as little as a few hours of training to correctly identify
the presence of an explosive or a drug just as police dogs can.
They were able to do this by flying above the surface under
which the dangerous substance had been hidden. Do these
findings mean that we are now going to use honey bees at
airports to check passengers’ luggage and pockets? We will
most probably find out in the very near future.
It is widely believed that the other exceptional abilities animals
have help them sense approaching natural disasters. There
are lots of examples of animals behaving strangely before
earthquakes. Historians recorded that many animals such as rats
and snakes abandoned the Greek city of Helice in 373 BC days
before a terrible earthquake. In 2011, a university study in Japan
Animals and their sixth sense
Dogs can track criminals and find missing people.
Dolphins are trained to find lost swimmers and
detect underwater mines. Are animals the best
and cheapest detectives?
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
current / flames / shore / wave
FURTHER PRACTICE
• Use of English, Student’s Book page 195
• Class debates pages 264–265
• Self-assessment 9 and Self-check 9,
Workbook pages 110–111/Online
Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 9 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 9 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 9 Writing Test
Exercise 1
1 The others are
connected to water.
2 The others are natural
disasters.
3 The others are
people.
4 The others are
positive.
5 The others are
connected to natural
disasters.
6 The others are
connected to
geography.
Exercise 3
2 wouldn’t have
missed
3 had arrived
4 could have learnt
5 wouldn’t have fallen
6 hadn’t been
7 hadn’t had
8 wouldn’t have
broken
9 might have gone
Exercise 4
2 I wish/If only my
neighbours didn’t/
wouldn’t argue all
the time!
3 I wish/If only I didn’t
live in the city!
4 I wish/If only I’d asked
them to pick up the
litter/pick it up!
5 I wish/ If only people
couldn’t drive in
the city.
6 I wish/If only I could
swim!
7 I wish/If only I’d
studied for the Maths
test!
Exercise 5
2on
3 whose
4of
5 own
6 the
7 around
8If
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137
4 Why does the writer give examples of strange
animal behaviour?
aTo show wild animals have better instincts than
domesticated ones.
bTo explain why some people think animals have
a sixth sense.
cTo demonstrate that animals are scared of
earthquakes.
dTo prove anecdotes are more important than
scientific studies.
5 It is certain that animals’ sixth sense
awill soon be used instead of scientific methods.
bhasn’t been properly explained yet.
cshouldn’t be taken seriously.
dhas always been unique to animals.
SPEAKING
7 In pairs, role play the situation below. Then change
roles and do the task again.
Student A
You are on a backpacking trip with a friend. You
have just arrived at a hostel and are deciding
what to do but you like different things. Talk to
him/her and discuss the points below.
• Suggest going for a walk in the mountains.
• You left your games console at home and are
upset about this.
• You don’t want to go shopping. You can do
that at home! You are feeling frustrated.
• Suggest visiting the old castle nearby.
Student B
You are on a backpacking trip with a friend. You
have just arrived at a hostel and are deciding what
to do but you like different things. You start the
conversation. Use the phrases below to help you.
• So, what shall we do this afternoon?
• I’d rather not walk in this rain. We could play
computer games on your console.
• There’s nothing we can do about it. Why don’t
we go shopping?
• Calm down. It doesn’t matter. But we’ve got to
decide on something!
WRITING
8 You have seen this advertisement on a travel
website.
READING
6 Read the article and choose the correct answers a, b, c or d.
1 Trudi’s behaviour intrigued Ms Gill Lacey because she
astarted to come towards her more often.
bhad never sniffed her leg before.
ctried to bite her.
dshowed unusual interest in her leg.
2 The ability of dogs to sniff out cancer in humans
ais anecdotal.
bis ignored by doctors.
chas been confirmed by research.
dworks perfectly for all types of cancer.
3 What does the text suggest about honey bees?
aThey are better at finding explosives than dogs are.
bThey are sometimes used at airports during security
checks.
cWith some training they can detect explosives and drugs.
dTheir sense of smell can improve as a result of
experiments.
Write an article recommending a great
destination in your country for nature lovers!
Tell us about:
• a good destination for students and what
scenery and wildlife you can see there,
• what activities you can do there,
• the best time of the year to visit and why.
W
rite your article.
showed that some domestic cats were restless and tried to escape
their homes before a very big, destructive earthquake.
Despite such widespread anecdotal evidence, many scientists
don’t take the stories seriously because they can’t be measured in
a scientific study.
While the incredible sensory powers of some animals have been
scientifically demonstrated, it still remains unclear how an animal’s
sixth sense works. Some theories say that we also possessed
a similar sixth sense at one time, but we lost this ability because
it was no longer needed. Whatever the truth is, observing the
behaviour of animals can be of great use to us. Although information
gained this way will never replace the results of professional sensors
like seismographs or satellites, it shouldn’t be ignored.
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1 Look at the illustration and match people and places A–H
with the words from the box.
a police detective
a police detective
a police detective
a police detective a witness
a witness
a witness
a witness the accused
the accused
the accused
the accused
the courtroom
the courtroom
the courtroom
the courtroom the judge
the judge
the judge
the judge the jury
the jury
the jury
the jury
the lawyer for the defense
the lawyer for the defense the lawyer for the prosecution
the lawyer for the prosecution
2 Do you know what the role of a jury is in a court case?
Would you like to be a member of the jury? Say why.
10A GRAMMAR AND VOCABULARY
H
B
E
G
A
D
F
3 Read one jury member’s thoughts 1–4 above. In
pairs, work out the meaning of the highlighted
pairs, work out the meaning of the highlighted
words and use them to complete the text below.
When someone is 1 accused of a serious crime, they
have the right to a fair 2
. They have a lawyer to
3
them and at the end of the trial the judge tells
the jury to consider the presented 4
carefully
before reaching a 5
. If the accused is found
6
, they may walk free. If they are found 7
,
however, the judge may give them a prison 8
.
1 ‘She looks calm but she must feel nervous inside. She’s on
trial for kidnapping! Even if she’s innocent, she can’t feel
good. She knows she could get a long prison sentence!’
2 ‘It can’t be easy to defend someone who is accused of
such a terrible crime. He might not believe she’s innocent,
but he has to sound totally convinced she didn’t do it.’
3 ‘He must be expecting a guilty
e must be expecting a guilty verdict after all the police work he’s
done and the evidence he’s found. But he may have doubts. It seems
unlikely ut c uf n s lawyer could ha e a surprise witness.’
4 ‘It must e a challenge to control a trial. It s de nitely not easy. he
t must e a challenge to control a trial. It s de nitely not easy. he
may not like ary c uf n, she might suspect she s guilty
guilty, but she
has to keep an open mind. She looks thoughtful: she could be thinking
about the verdict, or she might be wondering if it’s time for a break.’
I’ve never been on a jury before.
It’s fascinating.
C
The McGuffin
Kidnapping Trial
138
Justice for all
VOCABULARY The courtroom, law and punishment, phrasal verbs, voting
VOCABULARY The courtroom, law and punishment, phrasal verbs, voting
VOCABULARY
GRAMMAR Modal verbs for speculating about the present and the past
Use of English > page 195
SPEAKING Comparing and contrasting photographs
WRITING
A formal letter
VIDEO
Grammar
Documentary
Communication
10
REFERENCES
VIDEO SCRIPT page 242
CULTURE NOTES page 210
EXTRA ACTIVITIES IN CLASS
• Do this activity after Exercise 3. In
pairs or small groups, students take it
in turns to give a definition of a word
from Exercises 1 and 3 for their partner/
group to guess. In weaker classes, the
definitions can be in the students’ own
language.
• After the Grammar video activity, put
students in pairs and get them to
speculate about different photos in the
Student's Book. They should take turns
to choose a photo from a previous unit
and talk about it using language from
the Grammar box. If time allows, each
student could talk about more than
one photo.
H
G
D
A
C
B
E
F
Exercise 3
2 trial
3 defend
4 evidence
5 verdict
6 innocent
7 guilty
8 sentence
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Modal verbs for speculating about the present
To speculate about the things in the present we use
must/could/might/may/can’t + the infinitive or be + -ing.
must = we are almost certain something is true
must = we are almost certain something is true
must
could/might/may = we think something is possibly true
(might is slightly less probable than
might is slightly less probable than
might
could/may)
can’t = we are almost certain something is impossible/not true
can’t = we are almost certain something is impossible/not true
can’t
Grammar Reference and Practice > page 188
WATCH OUT!
When we speculate, the negative of must is
must is
must can’t, not mustn’t.
It must be true. (I’m sure it is.)
must be true. (I’m sure it is.)
must
No, it can’t be true. (I’m sure it isn’t.)
can’t be true. (I’m sure it isn’t.)
can’t
NOT It mustn’t be true.
It mustn’t be true.
Modal verbs for speculating about the present
5 Match the underlined parts of sentences 1–5 with
phrases a–e.
1 □ She must feel nervous inside.
2 □ She can’t feel good.
3 □Shemaynot
She may not like Mary McGuffin.
4 □ She might
She might suspect she’s guilty.
5 □ She could be thinking about the verdict.
a It’s possible she is.
b It’s possible she does.
c It’s possible she doesn’t.
6 Study the Grammar box and Watch out!. Then find more
examples of modal verbs for speculation in the texts 1-4
on page 138.
d I’m sure she does.
e I’m sure she doesn’t.
8 Complete the second sentence so that it means the
same as the first one. Use the modal verbs from the
Grammar box.
1 It’s possible she’s innocent but it’s also possible she’s
guilty.
She may be
may be innocent but she
guilty.
2 I’m sure this isn’t the last day of the trial.
This
the last day of the trial.
3 I’m sure the victim and his family want the trial to
end as soon as possible.
The victim and his family
the trial to end as
soon as possible.
4 It’s possible her husband knows if she’s innocent or not.
Her husband
if she’s innocent or not.
5 I’m sure the police detective isn’t lying.
The police detective
lying.
6 I’m sure the lawyer is keeping something back for
the last day.
The lawyer
something back for the last day.
9 In pairs, take turns to speculate about the sentences
below. Use at least two different modal verbs each time.
1 I didn’t sleep at all last night.
2 I haven’t eaten a thing for eight hours.
3 My brother doesn’t study much, but he always gets
good marks.
4 My friend Tom says his aunt is a judge, but she’s only
thirty years old.
5 My neighbour says she works for the police, but she
doesn’t wear a uniform.
A I didn’t sleep at all last night.
B You must be tired. / You may want to take a nap.
10 SPEAKING In pairs, use modal verbs to speculate
about your family and friends. Where are they right
now? What are they doing?
A Where’s your gran?
B She could be at the shops. Or she might be at home.
She may be reading a book but she can’t be working
in the garden, not in this weather.
The witness is sweating. I’m not sure why.
He 1can’t / might be lying. Or he
can’t / might be lying. Or he
can’t / might
2could / must
be ill. Or he 3may /must just feel nervous.
may /must just feel nervous.
may /must
Whatever, he 4can’t / must wish he was
can’t / must wish he was
can’t / must
somewhere else. It certainly looks that way.
The jury member next to me has her eyes closed
but she 5can’t / must be sleeping, not during
can’t / must be sleeping, not during
can’t / must
a trial! She 6could / must be concentrating, that’s
could / must be concentrating, that’s
could / must
one possibility, or, on the other hand, she
7can’t / may be wondering what’s for lunch.
can’t / may be wondering what’s for lunch.
can’t / may
Mary McGuffin 8can’t / must feel
can’t / must feel
can’t / must
exhausted. It’s been such a long trial.
Sometimes she looks so sweet and calm
that I’m sure she 9can’t / may be guilty.
can’t / may be guilty.
can’t / may
32 Read the question and watch the video.
Say what the speakers answer. Then in pairs, ask
and answer the same question about the man on
page 140.
Tell me about this photograph. Who could this man be?
G
R
A
M
M
A
R
V
I
D
E
O
4 Read the jury member’s thoughts 1–4 again. For each
point, decide who the jury member is thinking about.
□ I can use modal verbs to speculate about the present. 139
10
7 Choose the correct options in the texts below.
FURTHER PRACTICE
• Photocopiable extra Grammar Video
activity 10, page 268
• Grammar Reference and Practice,
Student’s Book page 188
• Workbook pages 112–113/Online
Practice
• Photocopiable resource 41: Modal
match, pages 285, 332
• Extra digital activities: Grammar
Checkpoint 10A
ASSESSMENT
Grammar Quiz 10A
NEXT CLASS
Ask students to bring a newspaper
clipping of a crime story (or have an
online news story available on their
phones). Reassure them that it doesn’t
need to be a crime they know the English
word for – they can choose any crime
story they like.
Exercise 4
1 the accused
2 the lawyer for the
defence
3 the police detective
4 the judge
Exercise 8
1may/might/could be
2 can’t be
3 must want
4 may/might/could
know
5 can’t be
6 must be keeping
d
a
b
c
e
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10B VOCABULARY | Law and punishment
1 THINK BACK Check if you know the words in the box.
Then put the crimes in the correct column in the table.
assault burglary drug dealing hacking kidnapping
murder pickpocketing (bank) robbery shoplifting
(bank) robbery shoplifting
(car) theft
Minor crimes
Serious crimes
pickpocketing ...
assault ...
4 4.3
4.3 Listen to the final part of Rex’s story. What
punishment was he expecting? What did he get?
5 Match the punishments in the box with the definitions.
community service
community service a curfew an electronic tag a fine
a curfew an electronic tag a fine
imprisonment a life sentence rehabilitation
imprisonment a life sentence rehabilitation
a suspended sentence
1 Unpaid work in the community. community service
2 Money paid as punishment.
3 A course that helps criminals give up their life of
crime.
4 A device (usually around your ankle) so the police can
track your movements.
5 Having to be at home at certain times.
6 The threat of a prison sentence if you commit another
crime.
crime.
7 Time in prison.
8 A very long prison sentence, possibly forever.
6 SPEAKING Work in groups. Discuss and decide on
suitable punishments for the crimes listed below.
Compare with another group.
1 A young woman has been caught shoplifting
electronic goods for the third time.
2 A drunk driver runs over a man and seriously injures him.
3 A teenager breaks a young boy’s arm in a fight.
4 A student illegally downloads over 100GB of music.
5 A man posts death threats to a politician online.
6 A woman leaves her dog tied to a tree in the forest
because she is going on holiday.
A So what do you think about the first one?
B Well, shoplifting is a minor crime but this is the third
time she has been caught so perhaps a suitable
punishment would be ...
7 Choose one of the crimes in Exercise 6 and write
a short story about it using as many words from this
lesson as possible.
□ I can talk about law and punishment.
In 2010, Rex Hardcastle was caught shoplifting.
□ Police gave him a warning.
□ He was caught on security camera.
□1□
In 2014, Rex Hardcastle tried to rob a post-office.
□ He was questioned by detectives.
□ He was charged with attempted robbery.
□ Once he was under arrest, he was held in
custody at the police station.
at the police station.
□ He made a statement describing what h
describing what had
happened.
□ He was released on bail by the judge to wait for
by the judge to wait for
his trial.
□ The police caught him and arrested him.
2 4.1 Listen to the beginning of a talk and answer
the questions.
1 Which crime from Exercise 1 did Rex commit? Did the
police catch him?
2 Why is Rex talking to students?
3 4.2 Check you understand the highlighted phrases.
Check you understand the highlighted phrases.
Then put the notes from Rex’s criminal record in
a logical order. Listen and check.
140
REFERENCES
AUDIO SCRIPT page 226–227
CULTURE NOTES page 211
EXTRA ACTIVITY IN CLASS
After Exercise 1, students work in groups to
share the crime stories they have brought,
and identify the crimes being reported.
FURTHER PRACTICE
• Workbook page 114/Online Practice
• Photocopiable resource 42: The
Hollywood Hills Burglars, pages 285,
333–334
• Extra digital activities: Vocabulary
Checkpoint 10
ASSESSMENT
Vocabulary Quiz 10
NEXT CLASS
Ask students to bring photos of different
incidents or criminal offences (or have
them available on their phones).
Exercise 1
Minor crimes:
shoplifting
*
hacking
*
(car) theft
Serious crimes:
(bank) robbery
burglary
drug dealing
murder
kidnapping
*
hacking
*
(car) theft
*Hacking and theft
can be either minor or
serious depending on
the circumstances.
Exercise 2
1 He committed
robbery. Yes, he tried
to rob a post-office and
got caught.
2 to tell them about
(the bad consequences
of) crime
Exercise 4
Rex was hoping for
community service or
a suspended sentence
He got 12 months in
prison but was released
early, then had
a curfew and had to
wear an electronic tag.
2
3
5
7
4
6
8
a life sentence
a fine
rehabilitation
an electronic tag
a curfew
a suspended sentence
imprisonment
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WATCH OUT!
They might not have needed to break in.
NOT They might have not needed to break in.
might have not needed to break in.
might have not needed to break in.
might have not needed to break in.
might have not
They might have not needed to break in.
might have not needed to break in.
might have not
4 Use the correct modal verb in brackets to rewrite these
sentences from the dialogue.
1 It’s possible they got in through the back door.
(can’t/might)
They might have got in through the back door.
2 It’s possible they broke a window. (may/must)
3 I’m sure they didn’t get in through a window. (can’t/
must)
4 I’m sure they saw the open door and walked right in.
(can’t/must)
5 4.5 How did the burglars get out of the house?
Make deductions in groups. Listen and check your ideas.
They must have gone out through the front door.
No, they can’t have done that because ...
6 Use the prompts to write the deductions from the
conversation in Exercise 5.
1 They/must/goout/frontdoor.
They must have gone out through the front door.
2 They / can’t / leave by / front door.
3 They / might /climb through / window.
4 They/can’t/getout/thatway.
5 They/must/be/here/when/you/gethome.
6 They / could / hide / behind / living room curtains.
7 They / can’t / hide / there.
8 The burglars / may / not / leave.
7 4.6 Use can’t, must or
must or
must might to rewrite the
might to rewrite the
might
sentences. Listen to check.
1 I’m sure that was scary. That must have been scary.
2 I’m sure the burglars weren’t professionals.
3 It’s possible it was their first burglary.
4 It’s possible they didn’t plan it.
5 I’m sure they thought they had a chance to escape.
6 I’m sure they didn’t expect to find the burglars in
a cupboard.
8 In pairs, make past deductions about these situations.
1 After a shopping trip you realise you no longer have
your purse/wallet.
your purse/wallet.
Someone must have stolen it.
Someone must have stolen it.
2 Your uncle logs into his bank account online. All his
money is gone. He doesn’t know why.
3 When you get to school, a friend has a bloody nose
and a teacher is talking seriously to another friend.
4 You get home and notice you haven’t got your
phone on you.
5 The police have arrived at your neighbour’s house.
9 SPEAKING Tell a partner about a real or invented
crime story. Then, make deductions and observations
about what happened.
That must have been awful.
□ I can use modal verbs to speculate about the past.
10C GRAMMAR
141
10
1 In pairs, ask and answer the questions below.
1 How can burglars get into someone’s house?
2 What kind of things do they usually steal?
3 What can you do to avoid burglary?
2 4.4 Listen to a conversation between a young woman
and her parents and answer the questions below.
1 What did the burglars take?
2 When did the burglary occur?
3 How did the burglars get into the house?
Modal verbs for speculating about the past
3 Complete the explanations of the sentences below with
‘It’s possible’ or ‘I’m sure’. Then study the Grammar box
and Watch out! to check.
1 They must have broken in while we were at the shops.
this happened.
2 They can’t have got in through the front door.
this didn’t happen.
3 They might not have broken in.
this didn’t happen.
4 They could have found a key.
this happened.
Modal verbs for speculating about the past
To speculate about things in the past we use modal verbs
must/could/might/may/can’t + have + past participle.
must have done = we are sure that something was true/
happened
can’t have done = we are sure that something wasn’t true/
didn’t happen
might/may/could have done = it’s possible that something
was true/happened
Grammar Reference and Practice > page 188
REFERENCES
AUDIO SCRIPT page 227
EXTRA ACTIVITY IN CLASS
This activity can be done after Exercise
8 or 9. Refer students to the photos they
have brought (or have available on
their phones). Put them in pairs or small
groups and get them to speculate about
the situations using must/could/might/
may/can’t + have + past participle.
FURTHER PRACTICE
• Grammar Reference and Practice,
Student’s Book page 188
• Workbook page 115/Online Practice
• Photocopiable resource 43: What really
happened?, pages 286, 335
• Extra digital activities: Grammar
Checkpoint 10C
ASSESSMENT
Grammar Quiz 10C
Exercise 2
1 Jewellery and money.
2 Not long ago. While
the parents were out at
the shops.
3 Chris left the door
wide open while he
went to get his wallet
from the bedroom. The
burglars walked into
the house through the
open front door.
Exercise 3
1 I’m sure
2 I’m sure
3 It’s possible
4 It’s possible
Exercise 6
2 They can’t have left by
the front door.
3 They might have
climbed through
a/the window.
4 They can’t have got
out that way.
5 They must have been
here when you got
home.
6 They could have
hidden behind the
living room curtains.
7 They can’t have
hidden there.
8 The burglars may not
have left.
Exercise 4
2 They may have
broken a window.
3 They can’t have got in
through a window.
4 They must have seen
the open door and
walked right in.
Exercise 7
2 The burglars
can’t have been
professionals.
3 It might have been
their first burglary.
4 They might not have
planned it.
5 They must have
thought they had
a chance to escape.
6 They can’t have
expected to find the
burglars in a cupboard.
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142
SCOTTISH MUM
HUGS BIKE THIEF
Findlay Sandlan had been saving up for a bike for
months. With the money he got for his sixteenth birthday
he finally had enough, so he went out and bought himself
a brand-new mountain bike. With security in mind, he also
bought a lock. Findlay had been the proud owner of the
bike for just a few days when he left it locked outside
a fast-food restaurant in Glasgow city centre and went
in with his friends for an ice cream. To his shock, when he
returned ten minutes later, someone had made off with
his bike and only the broken lock remained. Findlay
phoned his parents, who came to collect him and then
went on social media to express their anger at what had
happened. Though the Sandlans were understandably
upset, their loss is far from unusual. Nearly 400,000 bikes
are stolen each year in the UK. So how did Findlay’s story
end up on the international news?
On the evening of the theft, Vonnie Sandlan, Findlay’s
mum, shared details of the stolen bike on social media
and selling sites with the hope that someone would
come forward with information. She also reported the
incident to the police, but wasn’t confident that they
would have the time or resources to look into the theft.
Findlay must have gone to bed that night feeling very
miserable. However, when Vonnie went online the
next morning, there was a message from someone
who had seen the missing bike for sale on a website.
After checking it was definitely her son’s bike, Vonnie
decided to pretend to be a customer and go and
meet the thief. However, before she did, she sensibly
contacted the police and got their support for her plan.
A
B
Vonnie and her husband met the thief outside a shopping
centre, while their friend filmed the meeting from a nearby
bus stop. Vonnie smiled and thanked the teenager for
coming to meet them on a rainy day. Once she’d looked
at the serial number and checked again that the bike was
definitely Findlay’s , she decided it was time to confront the
boy. ‘ T his is my bike’ she said, and the young thief looked
at her. ‘Really?’ he asked and then burst into tears! He then
admitted stealing the bike, claimed it was his first crime and
revealed that he was only fi fteen years old. Luckily for the
boy, Vonnie is the former president of the National Union of
Students in Scotland and a senior officer at the organisation
Colleges Scotland. This means she works to provide
educational opportunities for young people from just the
sort of deprived and difficult environment the young thief
had grown up in.
Instead of turning him in to the police, Vonnie ended up giving
the tearful teen a life lecture. She offered him the sort of advice
you’d expect from a concerned parent rather than a victim of
crime. The fi fteen-year-old must have been very surprised to
hear her describe the moment as a turning point for him. She
reminded him that it could have been a lot worse if his victim
had decided to chase after him and beat him up instead of
talking to him. She told him to think of his future and said if
school wasn’t working out for him, he should try college or
do an apprenticeship. She also advised him to stop stealing
because he was terrible at it and was going to end up in
Barlinnie, the name of the local prison. And then she gave him
a hug! Vonnie hopes that, after getting away with it this time,
the teenager will stop stealing and focus on his education. At
the very least, she feels the experience may have taught him
that crime doesn’t pay, and could help him avoid spending
time in prison in the future.
5
10
15
20
25
30
35
40
45
50
55
60
4.7
.7
.7
C
D
REFERENCES
VIDEO SCRIPT page 243
CULTURE NOTES page 211
EXTRA ACTIVITIES IN CLASS
• Before Exercise 1, briefly introduce the
topic by asking students about crimes
which are common in their area/country.
• In pairs, students write example
sentences with the phrasal verbs
in Exercise 6. They then remove the
prepositions to create a gap-fill exercise
and give it to another pair to complete.
FURTHER PRACTICE
Workbook pages 116–117/Online Practice
NEXT CLASS
Students write a for-and-against essay
answering the question in Exercise 7.
Encourage them to refer back to the
Writing lesson in Unit 6 (6G) and the
Writing box on page 87 to help them
structure their essay correctly.
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10D READING AND VOCABULARY
143
6 Check you understand the highlighted phrasal verbs
in the article. Then, use them in the correct form to
replace the underlined phrases in the questions below.
In pairs, ask and answer the questions.
1 Would you take a friend to the police
take a friend to the police if you knew they
had committed a crime? Say why. turn a friend in
2 Would the police in your country investigate
investigate a minor
crime such as bike theft? Say why.
3 What are the dangers of running after
running after someone who
has just picked your pocket?
4 Has there ever been a break-in at your school or in
another building you use? What did the thieves steal?
5 Would you volunteer to give
volunteer to give information about a
crime if it meant you have to testify in court? Say why.
6 How should society punish a teenager who kicks or
hits someone until they are badly hurt
hits someone until they are badly hurt?
7 Would you climb over a fence to get into a festival or
concert if you though you could avoid being punished
avoid being punished
for it?
7 REFLECT | Values What are the arguments for and
against giving young people like the thief in the article
a second chance after they commit a crime?
8 SPEAKING Work in groups. Choose one of the headlines
below and follow the instructions to prepare a short
news report explaining what happened.
• Say where and when the story took place and who
was involved.
• Describe the crime and possibly interview some of
those involved.
• Say what happened to the criminals after they were
caught.
Parents turn 18 year-old
son in to police after party
wrecks family home
Grandmother comes forward
with information about
drug-dealing neighbours
Entire class of
students chase after
thief who broke into
their school during
lunch break
A
B
C
10
1 Read the Fact Box about bike crime in Britain and
answer the questions.
1 Does your country have a similar problem?
2 Have you or anyone you know been a victim of bike crime?
3 What happened?
FACT BOX
FACT BOX Bike crime in Britain
Bike crime in Britain
• According to crime data over 376,000 bicycles are stolen
each year in the UK. That’s roughly one every 90 seconds!
• Black bikes are stolen twice as often as white ones.
• London is the most targeted city followed by Edinburgh
and Oxford.
Top 10 most targeted cities:
33 WATCH AND REFLECT Go to page 171. Watch
the documentary Keeping cyberspace safe
Keeping cyberspace safe
K
and do the
exercises.
D
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U
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T
A
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Y
V
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6 Manchester
7 Cambridge
8 Cardiff
9 Bournemouth
10 Reading
1 London
2 Edinburgh
3 Oxford
4 Bristol
5 Liverpool
2 Look at the title of the article. Why do you think a mum
hugged the thief who stole her son’s bike? Read the
article quickly and check.
3 Read the article again and for questions 1–8 choose
from paragraphs A–D. Each paragraph may be chosen
more than once.
In which paragraph does the author ...
1 □ suggest Vonnie had some professional experience
that would help her face the thief?
2 □ suggest bike crime is very common?
3 □ suggest the incident could help the boy have
a better life in the future?
4 □ mention something Vonnie did before going to
meet the thief to try and stay safe?
5 □ tell the reader something about the bicycle thief’s
background?
6 □ mention how Findlay funded the purchase of his
bike?
7 □ suggest Vonnie is a kind and caring person?
8 □ explain Vonnie’s doubts about the police’s ability
to recover Findlay’s bike?
4 Read the article again and answer the questions.
1 How did Findlay feel before and after his bike was
stolen?
2 How did his parents feel after Findlay’s bike was stolen?
3 How did Vonnie find the bike for sale online?
4 How did Vonnie know that the bike the thief was
trying to sell to her was her son’s?
5 What three pieces of advice did Vonnie give the young
thief?
6 What does Vonnie hope will happen to the thief?
5 Do you think Vonnie was right to go and meet the thief
or should she have let the police handle the situation?
Explain your answer.
□ I can find specific details in a text about breaking the law.
Exercise 2
Possible answers:
Because he was upset
when Vonnie gave
him advice./Because
he realised that what
he’d done was wrong./
Because he was
caught./Because he
was scared.
Exercise 4
1 proud, then shocked
2 angry
3 She posted the details
of the bike online and
someone contacted her
to say they had seen it
on a website.
4 She looked at the
serial number.
5 think of his future,
try college or an
apprenticeship, stop
stealing
6 She hopes he’ll (give
up crime and) focus on
his education.
Exercise 6
2 look into
3 chasing after
4 make off with
5 come forward with
6 beats someone up
7 get away with it
C
B
B
A
A
C
D
D
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□ I can compare, contrast and speculate about the contents of photos.
SPEAKING | Comparing and contrasting photographs
Describe similarities and differences
Both pictures show ...
There are ... in both pictures.
This one ..., whereas the other one ...
They are also alike/different in that ...
In one respect they are similar/different because ...
The main/The most striking /Another obvious
similarity/difference is that ...
Speculate
Perhaps/Maybe ...
It could be/might be/must be ...
This one looks/doesn’t look as if it ...
There might/might not have been ...
Someone must have taken this photo ... because ...
1 Read the notice. What does the role of a student
representative involve? Do you know anyone who
would make an excellent candidate? Say why.
On Friday 14 October elections for student
Friday 14 October elections for student
Friday 14 October
representatives for years 6 to 10 will be held.
Successful candidates will represent their peers at
school council meetings and help to organise student
events during the school year.
STUDENT REPRESENTATIVE ELECTIONS
2 34 4.8 Watch or listen to Eliza discussing
a poster for her election campaign with her friends and
answer the questions.
1 What issue does she want to focus on in her campaign?
2 Which of the two photographs do Tom and Adam
prefer? Who does Eliza agree with? Why?
3 Do you agree with Eliza? Say why.
4 Why did Eliza leave the meeting early?
3 34 4.8 Watch or listen again and choose the
correct word to complete the phrases. Then check
your answers in the Speaking box.
1 In one area / respect the photos are similar because
/ respect the photos are similar because
/ respect
they both illustrate the issue clearly.
2 The most main / striking difference is that Eliza is
actually in the first one.
3 Another / Again obvious difference is the focus of
each picture.
4 This one shows the problem, also / whereas the
other one suggests how it might be solved.
5 This one looks as like / if it was just downloaded
like / if it was just downloaded
like / if
without any real effort.
6 That’s why I think it should / might be more
should / might be more
should / might
suitable.
7 Perhaps / Possible it would be better to focus on the
solution.
4 4.9 Look at the photographs on page 199 and
complete the comparison using the phrases from the
Speaking box. Listen and check.
OK, so 1 both pictures
both pictures show the issue we want to
focus on. They are 2
in that they feature young
people, our target group, obviously. The most striking
3
that this one with the male student is quite
abstract, 4
the other one shows a student actually
voting on an issue. This photo 5
as if it was taken
in a school or at a university, which is a nice setting.
However, 6
the abstract one would be a better
choice because it suggests phrases like ‘have your say’.
That is exactly the message of our campaign. I think it
7
very effective as a campaign poster.
5 4.10 PRONUNCIATION Work out how you pronounce
the underlined ‘th’ sounds (ð and θ) in this sentence,
then practise saying it.
With the themes in both these photographs, I think that
there are three things to think about.
6 Work in pairs. Go to page 199 and follow the
instructions.
C
O
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M
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C
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V
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144
10E SPEAKING
REFERENCES
VIDEO/AUDIO SCRIPT page 243
CULTURE NOTES page 211
EXTRA ACTIVITY IN CLASS
This activity can be done before Exercise
5 or 6. In pairs, students choose two
photos from Units 1–9 which they think
are similar. They should talk about them
using language from the Speaking box.
FURTHER PRACTICE
Workbook page 118/Online Practice
Exercise 2
1 improving the school
bike parking facilities
2 Adam prefers the first
photo and Tom prefers
the second photo. Eliza
agrees with Tom.
4 So she can have her
photo taken for her
campaign page on the
school website.
Exercise 4
2 also alike
3 difference is
4 whereas
5 looks
6 maybe
7 could be
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□ I can tell the difference between a fact, an opinion and a speculation in a radio discussion.
FACT BOX
FACT BOX Voting in the UK
Voting in the UK
Voting in the UK
•• General elections take place every five years in the UK unless
Parliament votes to hold one earlier.
• Since 1969 anyone over the age of 18 has had
the right to vote.
• Prisoners convicted of criminal offences are not allowed to
vote.
The youth vote
• The law was changed in 2013 to allow Scottish 16- and
17-year-olds to vote in a referendum on their country’s
independence. Turnout for this age group was 89%.
• Current opinion polls in the UK show that only a minority of
people think the overall voting age should be reduced to 16.
145
10
10F LISTENING AND VOCABULARY
1 At what age can people do these things in your country?
Is this the right age limit? Say why.
be arrested and taken to court drive a car get married
join the armed forces open a bank account vote
2 Read the Fact Box and check you understand the
highlighted phrases.
3 REFLECT | Society Compare the information in the Fact Box
in the section ‘Voting in the UK’ to the situation in your
country.
General elections are held every four years in my country.
We also have elections for our President every four years ...
4 4.11
4.11 Listen to a radio discussion and choose the
correct answer.
What is the main reason Polly takes part in the discussion?
a To highlight the importance of political education in
schools.
b To express her organisation’s support for a change in
European election laws.
c To offer political advice to young callers to the show.
5 4.12
4.12 Dictation. Listen to an extract from the discussion
and write down exactly what you hear.
6 What language does the speaker use in the extract in
Exercise 5 to a) present a fact and b) give an opinion?
Study Active Listening and check.
ACTIVE LISTENING | Facts, opinions and speculation
It is important to recognise when information is presented as
fact, opinion or speculation.
Fact: Statistics show .../
Statistics show .../
Statistics show Findings confirm .../Research
demonstrates .../According to a recent survey
.../According to a recent survey
.../
...
According to a recent survey ...
According to a recent survey
Opinion: We believe .../Many people claim .../I’d argue .../
Experts suggest ...
Speculation: I imagine .../Perhaps/Maybe .../It will probably/
It will probably/
It will probably
almost certainly .../
almost certainly .../
almost certainly The government might/
The government might/
The government might may/
may/
may could ...
Remember: just because something is presented as fact, that
doesn’t always mean it is true!
7 4.13 Listen to four more extracts. Is the
information presented as fact, opinion or speculation?
8 4.11 Listen to the discussion again and complete
each gap with one or two words.
1 Polly wants to decrease the minimum voting age
voting age in
Europe.
2 The Austrian system encourages young people to
take part in
.
3 Polly says that if we provide young people with a
good
system and relevant information, they
can understand important election issues.
4 Liam suggests that letting 16- and 17-year-olds
vote would help solve the problem of
.
5 Before the Scottish
, some young people
influenced the way their parents voted.
6 Polly gives several examples of laws that affect
16-year-olds to justify her organisation’s belief that
they should be able to
.
9 Do you think 16- and 17-year-olds should have the
right to vote in elections that decide their future?
Discuss in pairs.
10 SPEAKING Discuss the question ‘Should 16-year-olds
be allowed to take their driving test?’ Go to page
199 and follow the instructions.
REFERENCES
AUDIO SCRIPT page 227
CULTURE NOTES page 211
EXTRA ACTIVITY IN CLASS
Write the following question on the
board: Why should we vote? Put students
in pairs or small groups and get them to
discuss the question. Encourage them
to give reasons. If time allows, invite
students from different pairs/groups to
present their ideas to the rest of the class.
FURTHER PRACTICE
• Workbook page 119/Online Practice
• Photocopiable resource 44: Our voices
matter, pages 286, 336
NEXT CLASS
Ask students to make notes about how
young people contribute to their local
community: what kind of activities do
they get involved in and why?
Exercise 5
Statistics show that
lowering the voting
age has encouraged
many young Austrians
to get involved in
politics. We believe that
16- and 17-year-olds
should have the right
to vote in elections that
decide their future.
Exercise 6
Fact: Statistics show;
Opinion: We believe
Exercise 7
1 opinion
2 opinion
3 speculation
4 fact
5 fact
Exercise 8
2 politics
3 education
4 low turnout
5 (independence)
referendum
6 vote
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Dear Sir or Madam,
I am writing in response to
I am writing in response to Youssef Turner ’s tweet, published
Youssef Turner ’s tweet, published
January 1st. I would like to express my opinion on the
negative image he painted of young people and suggest
ways to encourage young people to be more active citizens.
First of all, I would like to say that I do not support the
I do not support the
opinion that
opinion that teenagers are selfish. In my community, young
people are actively helping others. My friends are helping to
clean up a local park to build a community garden.
Secondly
Secondly, we often volunteer in social media campaigns.
At the moment we are sending emails and sharing posts
in order to encourage people to make donations for the
school library. As a result of these activities, we have been
made aware of how important it is to care for others and
the impact we can make on the world.
I would like to highlight some ways
I would like to highlight some ways to encourage young
to encourage young
people to engage in their local communities. Young
people’s understanding could be greatly improved if
politicians made regular visits to schools to explain local
issues and what we can do to help. Moreover, I also propose
I also propose
that Citizenship Day be held at schools every year so that
we can learn more about the rights and responsibilities of
citizens.
To sum up
To sum up, I would like to stress that many young people
are already involved in community projects. Clearly,
Mr Turner can’t have researched his facts. All things
considered, I strongly believe that politicians should support
young people rather than criticise them. We have a lot to
o erandalottolearn.
Yours faithfully,
Henrietta Day
2 Read the tweet written by a local politician. Why does he think
that young people are bad citizens? Do you agree with it?
146
Yo ussef Turner Yo ung people today are bad citizens.
They are lazy, narrow-minded and rude. They are more
interested in their smartphones than helping others, doing
volunteering work or serving our local community in some
wa ocial media are ma ing st dents selfish and the are
losing contact with the real world.
1 REFLECT | Society Work in pairs. What makes
a good citizen? Look at the points below and
decide which ones seem most important to
you and say why. Compare your ideas with
another pair.
3 Read a letter to the editor which a student has written to
respond to the tweet. Answer the questions.
1 Does the author agree with the politician?
2 What examples does she give to support her opinion?
3 What suggestions does she give to encourage teenagers to be
more engaged and active citizens?
10G WRITING | A formal letter
A good citizen ...
• loves their country.
• obeys the law.
• is honest and trustworthy.
• respects the rights of others.
• takes responsibility for their actions.
• is tolerant.
• helps others in need.
• takes care of the environment.
• pays taxes.
• votes in elections.
REFERENCES
CULTURE NOTES page 211
EXTRA ACTIVITIES IN CLASS
• Start the class by referring students to
the notes they made at home. Elicit
their ideas and briefly discuss them as
a whole class.
• Do this activity after Exercise 8. Put
students in pairs and ask them to read
each other’s letters and give their partner
feedback. Has their partner followed
the tips in the Writing box? Have they
organised the information into clear
paragraphs? Have they used the right
register? Have they used phrases from
Exercises 5 and 8? What have they done
well? What could be improved?
FURTHER PRACTICE
Workbook page 120/Online Practice
NEXT CLASS
Ask students to study the word list and
do the Remember More exercises on
Student’s Book pages 148–149.
Exercise 2
Because they’re lazy,
narrow-minded
and rude, and are
more interested in
their phones than
in helping others,
doing volunteering
work or serving their
communities.
Exercise 3
1 No, she doesn’t think
young people are
selfish and thinks they
do help other people
and volunteer for
things.
2 helping to clean up
a local park to build a
community garden;
volunteering in social
media campaigns.
3 Politicians could visit
schools to explain
local issues and how
young people could
help; A Citizenship
Day could be held to
teach young people
about their rights and
responsibilities.
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□ I can write a formal letter using appropriate register. 147
10
4 Tick the points below which apply to a formal letter.
Then find examples of the formal language in the letter
in Exercise 3.
1 □ Use of full forms instead of contractions
2 □ Appropriate greeting and closing, e.g . Dear Mr
Gates/Yours sincerely
3 □ Shorter, simpler vocabulary, e.g . Okay, anyway, all
right, well ...
4 □ More complex vocabulary, e.g . However, with
regard to, considerable ...
5 □ Use of phrasal verbs
6 □ Use of impersonal structures, e.g . passive forms
7 □ Use of abbreviations, slang words, emojis,
exclamation marks
5 Study the Writing box. Then complete the gaps 1–7
with the underlined phrases from the letter.
6 Rewrite the sentences in a more formal style using the
words in brackets.
1 I want to tell you what I think about organising
a Citizenship Day at school. (write/express/opinion)
I am writing to express my opinion on organising
a Citizenship Day at school.
2 I really don’t think your plan is a good idea for
a number of reasons. (support)
3 I like the ideas you propose but I think we could be
more ambitious. (favour/proposal)
4 Why don’t you invite the mayor to the school? (perhaps/
option)
5 So in the end, we must accept a solution that suits
everybody. (thing/considered)
7 Work in pairs. How can you express criticism and be
polite? Make a list of dos and don’ts using ideas in the
box below. Compare your ideas with another pair.
make suggestions give compliments
give constructive feedback express anger
offer advice accuse the other person of something
respect others' points of view attack the person
suggest solutions use strong/respectful language
Dos: Make suggestions on how things can be improved ...
Don’ts: Don’t directly accuse someone of something ...
8 Complete the phrases for expressing criticism with the
words from the box.
appreciate expected express helpful led mistakes
1 I’d like to
my disappointment at ...
my disappointment at ...
2 We were
to believe that ...
3We
the hard work that has been done before,
but ...
4 Unfortunately, the organisation of the event was not
as good as we had
...
5 Let’s learn from the
in the past.
6 It would be
if you could ...
9 WRITING TASK Write a formal letter. Read the task
below and follow the instructions.
1 Read the task carefully and brainstorm ideas in pairs.
2 Divide the letter into clear paragraphs and make sure
you have all the required information.
3 Use the tips in the Writing box and the phrases from
Exercise 8 to help you.
4 Check your spelling, grammar and punctuation.
5 Make sure you use a formal register (more complex
vocabulary, impersonal structures, etc.)
There’s an election campaign in your school. Students
are choosing representatives for the student council.
Write an open letter to all students in the school in
which you:
• say why you’re disappointed with the work of the
current council,
• encourage students to take part in the election
campaign.
WRITING | A formal letter
• Explain why you are writing and describe briefly the
problem you want to raise:
I am writing to express my opinion on ...
I would like to express my disappointment ...
1I am writing in response to ...
I am writing in response to ...
• Divide the letter into clear sections, e.g . introduction,
main points, conclusion:
2
3
Third, ...
4
All things considered, ...
• State your opinion on the topic and give arguments
and examples to support your view.
I completely disagree with ... (because) ...
I am totally in favour of ...
We fully support your idea to ...
5
• Include suggestions on what to do about the problem:
I really think we should ...
6
7
Perhaps ... would also be an interesting option.
express
express
Exercise 6
2 I do not support your
plan for a number of
reasons.
3Iaminfavourofyour
proposal but I think
we could be more
ambitious.
4 Perhaps inviting
the mayor to the
school would be an
interesting option.
5 All things considered,
we must accept a
solution that suits
everybody.
Exercise 7
Dos: give compliments,
give constructive
feedback, make
suggestions, offer
advice, respect
others’ points of view,
suggest solutions, use
respectful language
Don’ts: accuse the
other person of
something, attack the
person, express anger,
use strong language
Exercise 8
2 led
3 appreciate
4 expected
5 mistakes
6 helpful
✓
✓
✓
First of all,
Secondly,
To sum up,
I do not support the opinion that
I would like to highlight some ways
I also propose that
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REMEMBER MORE
1 Who is likely to say these words
in a court of law? Write the
correct roles. Then check with
the word list.
1 ‘I’m innocent. I swear!’
2 ‘We have reached a verdict.’
3 ‘Yes, I saw the man driving
away from the scene of the
crime.’
4 ‘Does the defence have any
questions?’
2 Complete the phrasal verbs with
the correct prepositions. Then
check with the word list.
1 The lady next door turned the
criminal
. He’s now under
arrest.
2 The mugger robbed his victim
and beat her
.
3 Don’t think you can cheat and
get away it!
4 The police are looking
the
case of the missing teenager.
3 Choose the correct words. Then
check with the word list.
1 The number of people who
vote in an election is called the
target group / turnout.
2 When people vote to answer
an important social or political
question they take part in
a general election / referendum.
3 A collection of numbers and
figures about people and facts
is called statistics / a survey.
4 If you are eighteen, you have
the right to vote / voting age.
ACTIVE
VOCABULARY | Spaced repetition
Repeating new words multiple
times in one day is less effective
than repeating them a few
times over a period of several
days or even weeks. When you
have a list of words to learn,
use them in short, personal
sentences or phrases, e.g . If I park
illegally, I will get a fine. Then in
an hour, try to recall your words
or sentences, and then recall
them again right before you go
to sleep. Challenge yourself the
next morning and go back to
your list in a day or two.
10A GRAMMAR AND VOCABULARY
5.64
be accused of sth /bi əˈkjuːzd əv ˌsʌmθɪŋ/
be on trial for sth /ˌbi ɒn ˈtraɪəl fə ˌsʌmθɪŋ/
courtroom (n) /ˈkɔːtruːm/
defend (v) /dɪˈfend/
doubts (n) /daʊts/
evidence (n) /ˈevədəns/
fair trial /ˌfeə ˈtraɪəl/
find sb guilty/innocent /ˌfaɪnd ˌsʌmbɒdi ˈɡɪlti/
ˈɪnəsənt/
guilty verdict (n) /ˈɡɪlti ˌvɜːdɪkt/
judge (n) /dʒʌdʒ/
jury (n) /ˈdʒʊəri/
jury member (n) /ˈdʒʊəri ˌmembə/
keep an open mind /ˌkiːp ən ˌəʊpən ˈmaɪnd/
keep sth back (phr v) /ˌkiːp ˌsʌmθɪŋ ˈbæk/
lawyer for the prosecution/defence /ˌlɔːjə fə ðə
ˌ prɒsɪˈkjuːʃən/dɪˈfens/
police detective (n) /pəˈliːs dɪˌtektɪv/
prison sentence (n) /ˈprɪzən ˌsentəns/
reach a verdict /ˌriːtʃ ə ˈvɜːdɪkt/
suspect (v) /səˈspekt/
the accused (n) /ði əˈkjuːzd/
walk free /ˌwɔːk ˈfriː/
witness (n) /ˈwɪtnəs/
10B VOCABULARY 5.65
arrest (n, v) /əˈrest/
be caught on security camera /bi ˌkɔːt ɒn
sɪˈkjʊərəti ˌkæmərə/
be questioned by detectives /bi ˌkwestʃənd baɪ
diˈtektɪvz/
be under arrest /bi ˌʌndər əˈrest/
catch (v) /kætʃ/
charge sb with sth (v) /ˈtʃɑːdʒ ˌsʌmbɒdi wɪð
ˌsʌmθɪŋ/
community service (n) /kəˈmjuːnəti ˌsɜːvəs/
curfew (n) /ˈkɜːfjuː/
death threat (v) /ˈdeθ θret/
drug dealing (v) /ˈdrʌɡ ˌdiːlɪŋ/
electronic tag (v) /ˌelɪkˌtrɒnɪk ˈtæɡ/
fight (n) /faɪt/
fine (n) /faɪn/
give sb a warning /ˌɡɪv ˌsʌmbɒdi ə ˈwɔːnɪŋ/
hold sb in custody /ˌhəʊld ˌsʌmbɒdi ɪn ˈkʌstədi/
imprisonment (n) /ɪmˈprɪzənmənt/
life sentence (n) /ˌlaɪf ˈsentəns/
make a statement /ˌmeɪk ə ˈsteɪtmənt/
rehabilitation (n) /ˌriːhəbɪləˈteɪʃən/
release sb on bail /rɪˌliːs ˌsʌmbɒdi ɒn ˈbeɪl/
run over (phr v) /ˌrʌn ˈəʊvə/
suspended sentence (n) /səˌspendɪd ˈsentəns/
track sb's movements /ˌtræk ˌsʌmbɒdiz
ˈmuːvmənts/
10C GRAMMAR 5.66
break in (phr v) /ˌbreɪk ˈɪn/
climb through sth (v) /ˌklaɪm ˈθruː ˌsʌmθɪŋ/
expect to do sth /ɪkˌspekt tə ˈduː ˌsʌmθɪŋ/
have a bloody nose /ˌhæv ə ˌblʌdi ˈnəʊz/
occur (v) /əkɜː/
10D READING AND VOCABULARY
5.67
admit doing sth /ədˌmɪt ˈduːɪŋ ˌsʌmθɪŋ/
be involved /bi ɪnˈvɒlvd/
beat sb up (phr v) /ˌbiːt ˌsʌmbɒdi ˈʌp/
bike thief (n) /ˈbaɪk θiːf/
brand-new (adj) /ˌbrænd ˈnjuː /
break-in (n) /ˈbreɪk ɪn/
burst into tears /ˌbɜːst ˌɪntə ˈtɪəz/
caring (adj) /ˈkeərɪŋ/
chase after sb (phr v) /ˈtʃeɪs ˌɑːftə ˌsʌmbɒdi/
collect (v) /kəˈlekt/
come forward with information /ˌkʌm ˌfɔːwəd
wɪð ˌɪnfəˈmeɪʃən/
confront (v) /kənˈfrʌnt/
crime data (n) /ˈkraɪm ˌdeɪtə/
crime doesn’t pay /ˌkraɪm ˌdʌzənt ˈpeɪ/
deprived environment (n) /dɪˌpraɪvd
ɪnˈvaɪrənmənt/
do an apprenticeship /ˌdu ən əˈprentəsʃɪp/
educational opportunities /ˌedjʊˌkeɪʃənəl
ˌ ɒpəˈtjuːnətiz/
end up doing sth /ˌend ʌp ˈduːɪŋ ˌsʌmθɪŋ/
express your anger at sth /ɪkˌspres jər ˈæŋɡər ət
ˌsʌmθɪŋ/
fund a purchase /ˌfʌnd ə ˈpɜːtʃəs/
get away with sth (phr v) /ˌɡet əˈweɪ wɪð
ˌsʌmθɪŋ/
hug sb/give sb a hug /ˈhʌɡ ˌsʌmbɒdi/ˌɡɪv
ˌsʌmbɒdi ə ˈhʌɡ/
incident (n) /ˈɪnsədənt/
investigate (v) /ɪnˈvestəɡeɪt/
lock (n, v) /lɒk/
look into sth (phr v) /ˌlʊk ˈɪntə ˌsʌmθɪŋ/
loss (n) /lɒs/
make off with sth (phr v) /ˌmeɪk ˈɒf wɪð ˌsʌmθɪŋ/
Word List
148
EXTRA ACTIVITIES IN CLASS
• Students play Memory Challenge. Give
them 2–3 minutes to study the word
list, then ask them to close their books.
Write Types of crime and Punishment
on the board, put students in pairs or
small groups and set a time limit (e.g .
3 minutes). In their pairs/groups, they
should write as many words under each
category as they can. The pair/group
with the most items on their lists at the
end of the time limit are the winners.
To simplify the game, you could give
students only one of the two categories.
To add a spelling element, you could
award one extra point for each correctly
spelt item. You could then repeat the
game for Voting/Elections.
• Divide the class into teams. Give each
team in turn a word or phrase from the
word list. They have to use it correctly in
a sentence. Each correct sentence gives
each team one point, and the team
with the most points at the end are
the winners.
Exercise 1
1 the accused/suspect
2 a member of the jury
3 a witness
4 the judge
in
up
with
into
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minor crime /ˌmaɪnə ˈkraɪm/
mountain bike (n) /ˈmaʊntən baɪk/
pick sb’s pocket /ˌpɪk ˌsʌmbɒdiz ˈpɒkət/
president (n) /ˈprezədənt/
proud owner of sth /ˌpraʊd ˈəʊnər əv ˌsʌmθɪŋ/
recover (v) /rɪˈkʌvə /
remain (v) /rɪˈmeɪn/
remind (v) /rɪˈmaɪnd/
resources (n) /rɪˈzɔːsɪz/
reveal (v) /rɪˈviːl/
roughly (adv) /ˈrʌfli/
sensibly (adv) /ˈsensəbli/
target (v) /ˈtɑːɡət/
tearful (adj) /ˈtɪəfəl/
testify in court /ˌtestəfaɪ ɪn ˈkɔːt/
turn sb in (phr v) /ˌtɜːn ˌsʌmbɒdi ˈɪn/
turning point (n) /ˈtɜːnɪŋ pɔɪnt/
volunteer to do sth /vɒlənˌtɪə tə ˈduː ˌsʌmθɪŋ/
work out for sb (phr v) /ˌwɜːk ˈaʊt fə ˌsʌmbɒdi/
wreck (v) /rek/
10E SPEAKING 5.68
alike (adj) /əˈlaɪk/
campaign (n) /kæmˈpeɪn/
clearly (adv) /ˈklɪəli/
effective (adj) /ɪˈfektɪv/
have your say /ˌhæv jə ˈseɪ/
hold an election /ˌhəʊld ən ɪˈlekʃən/
illustrate an issue /ˌɪləstreɪt ən ˈɪʃuː/
in one respect /ɪn ˈwʌn rɪˌspekt/
message of the campaign /ˌmesɪdʒ əv ðə
kæmˈpeɪn/
obvious (adj) /ˈɒbviəs/
school council (n) /ˌskuːl ˈkaʊnsəl/
striking (adj) /ˈstraɪkɪŋ/
student representative (n) /ˌstjuːdənt
ˌr eprɪˈzentətɪv/
successful candidate (n) /səkˌsesfəl ˈkændədət/
target group (n) /ˌtɑːɡɪt ˈɡruːp/
theme (n) /θiːm/
vote on sth (v) /ˈvəʊt ɒn ˌsʌmθɪŋ/
whereas (conj) /weərˈæz/
10F LISTENING AND VOCABULARY
5.69
age group (n) /ˈeɪdʒ ɡruːp/
armed forces (n) /ˌɑːmd ˈfɔːsɪz/
caller (n) /ˈkɔːlə/
convicted of sth /kənˈvɪktɪd əv ˌsʌmθɪŋ/
criminal offence (n) /ˌkrɪmɪnəl əˈfens/
decrease (v) /dɪˈkriːs/
demonstrate (v) /ˈdemənstreɪt/
election law (n) /ɪˈlekʃən lɔː/
findings (n) /ˈfaɪndɪŋz/
general elections (n) /ˌdʒenərəl ɪˈlekʃənz/
highlight (v) /ˈhaɪlaɪt/
importance (n) /ɪmˈpɔːtəns/
independence (n) /ˌɪndəˈpendəns/
justify a belief /ˌdʒʌstəfaɪ ə bəˈliːf/
law (n) /lɔː/
minimum (adj) /ˈmɪnəməm/
minority of people /maɪˌnɒrəti əv ˈpiːpəl/
opinion polls (n) /əˈpɪnjən pəʊlz/
overall (adj) /ˌəʊvərˈɔːl/
parliament (n) /ˈpɑːləmənt/
political education (n) /pəˌlɪtɪkəl ˌedjʊˈkeɪʃən/
reduce (v) /rɪˈdjuːs/
referendum on sth (n) /ˌrefəˈrendəm ɒn ˌsʌmθɪŋ/
survey (n) /ˈsɜːveɪ/
take sb to court /ˌteɪk ˌsʌmbɒdi tə ˈkɔːt/
the right to vote /ðə ˌraɪt tə ˈvəʊt/
turnout (n) /ˈtɜːnaʊt/
voting age (n) /ˈvəʊtɪŋ eɪdʒ/
voting system (n) /ˈvəʊtɪŋ ˌsɪstəm/
youth (n) /juːθ/
10G WRITING 5.70
aware of sth (adj) /əˈweər əv ˌsʌmθɪŋ/
be led to believe that ... /bi ˌled tə bəˈliːv ðæt .../
care for sb (phr v) /ˈkeə fə ˌsʌmbɒdi/
citizen (n) /ˈsɪtɪzən/
citizenship (n) /ˈsɪtəzənʃɪp/
considerable (adj) /kənˈsɪdərəbəl/
criticise (v) /ˈkrɪtɪsaɪz/
directly (adv) /dəˈrektli/
engage in sth (v) /ɪnˈɡeɪdʒ ɪn ˌsʌmθɪŋ/
engaged (adj) /ɪnˈɡeɪdʒd/
express your disappointment/criticism /ɪkˌspres jə
ˌ dɪsəˈpɔɪntmənt/ˈkrɪtɪsɪzəm/
express your opinion /ɪkˌspres jər əˈpɪnjən/
give constructive feedback /ˌɡɪv kənˌstrʌktɪv
ˈfiːdbæk/
help sb actively /ˌhelp ˌsʌmbɒdi ˈæktɪvli/
in need /ˌɪn ˈniːd/
learn from your mistakes /ˌlɜːn frəm jə məˈsteɪks/
local issues /ˌləʊkəl ˈɪʃuːz/
lose contact with sth /ˌluːz ˈkɒntækt wɪθ
ˌsʌmθɪŋ/
make a donation /ˌmeɪk ə dəʊˈneɪʃən/
make a visit /ˌmeɪk ə ˈvɪzɪt/
mayor (n) /meə/
narrow-minded /ˌnærəʊ ˈmaɪndɪd/
obey the law /əʊˌbeɪ ðə ˈlɔː/
paint a negative image /ˌpeɪnt ə ˌneɡətɪv
ˈɪmɪdʒ/
pay taxes /ˌpeɪ ˈtæksɪz/
point of view /ˌpɔɪnt əv ˈvjuː/
propose (v) /prəˈpəʊz /
respectful language /rɪˌspektfəl ˈlaŋɡwɪdʒ/
selfish (adj) /ˈselfɪʃ/
serve (v) /sɜːv/
stress (v) /stres/
strong language /ˌstrɒŋ ˈlaŋɡwɪdʒ/
support an idea /səˌpɔːt ən aɪˈdɪə/
take responsibility for sth /ˌteɪk rɪˌspɒnsəˈbɪləti
fə ˌsʌmθɪŋ/
tolerant (adj) /ˈtɒlərənt/
trustworthy (adj) /ˈtrʌstˌwɜːði/
understanding (n) /ˌʌndəˈstændɪŋ/
vote in elections /ˌvəʊt ɪn ɪˈlekʃənz/
149
10
FURTHER PRACTICE
Workbook page 121/Online Practice
NEXT CLASS
Ask students to revise Unit 10.
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150
10 Revision
4 Rewrite the sentences using can’t/must/could/may/
might. Sometimes more than one answer is possible.
1 It’s possible she’s a thief. (She ...)
She could/may/might be a thief .
2 I’m confident she didn’t do anything serious. (She ...)
3 I really don’t believe it’s true. (It ...)
4 I’m sure the police are wrong. (The police ...)
5 I’m certain the witness made a mistake. (The
witness ...)
6 It’s possible she’s speaking to her lawyer. (She ...)
7 It’s possible she didn’t steal anything. (She ...)
8 It was impossible for her to climb through that small
window. (She ...)
USE OF ENGLISH
5 Complete the text with the correct words formed from
the verbs in bold.
STRATEGY | Word formation
Think carefully about how to change the word so that it
fits grammatically into the sentence − is it an adjective or
an adverb, etc.? You should also consider the meaning.
For example, do you need a word with a negative or
positive meaning?
One hot day last July
a 1 youth
youth (YOUNG) stole
a young woman’s handbag
from her car at a petrol
station. Luckily, the young
man was caught on the
2
(SECURE)
cameras as he rode off on
his motorbike.
The three witnesses
who saw everything that
happened made a 3
(STATE). They told the police
the young man had somehow managed to unlock the
door of the woman’s car while she was paying. Detectives
investigating the 4
(THIEF) later decided he must
have had a stolen key.
Upset and 5
(TEAR), the victim of the crime
went back to work. Now imagine her surprise when,
two hours later, a young man walked into her shop and
tried to pay with her own credit card! She called the
police immediately. ‘Apparently the thief was 6
(EMPLOY), ut not ha ing a o is no usti cation for
committing a crime’, she told journalists. The lawyer for
the 7
(PROSECUTE) was satis ed with the result.
’The thief wasn’t sent to prison but received a 8
(SUSPEND) sentence’, she said.
VOCABULARY AND GRAMMAR
1 Choose the correct words to complete the texts.
Finally, a 1 witness / judge / jury has come forward
in the Jeremy Brown case. She made a statement
last night which proved the accused had 2 made /
turned / beaten up Mr Brown, who was attacked
at a bus stop last weekend. The accused, a middle-
aged man, was 3 released / arrested / kidnapped
last night and charged with 4 pick-pocketing /
assault / shoplifting.
An elderly lady was caught stealing a pet dog
from outside a shop this morning by 5 thieves /
police officers / lawyers. The lady was taken to the
local police station. She was given a 6 referendum /
compliment / warning as this was her first offence.
The next day, Mrs Smith told the local newspaper,
‘The dog was cold, and it was raining. I’d do the
same thing again. But I was lucky. I got away with
it. I didn’t even get a 7 fine / curfew / life sentence.’
2 Complete the sentences with the words from the box.
arrest caught community defence elections
community defence elections
fair guilty innocent lawyer polls question
verdict
1 The youths who were caught
caught drug dealing are now
under
.
2 We should believe people accused of a crime are
until they are found
.
3 Everyone should have the right to a
trial, even
if most people think they are guilty.
4 The jury took five days to reach a
of not guilty.
The lawyer for the
was delighted.
5 Electronic tags and
service offer alternatives to
imprisonment for less serious offences.
6 18-year-olds in the UK have the right to vote in
general
.
7 Opinion
are interesting but don’t always
predict the winners of elections.
8 The
for the prosecution asked the judge if she
could
the defendant.
3 Use the words in brackets to complete the sentences.
1 The burglar (must/escaped/window) must have
escaped through the window
escaped through the window . There are fingerprints
on the glass.
2 I don’t know where Jason is. He (might/work/late)
today.
3 The trial (can’t/finish/yet).
It’s too early!
4 I don’t think the witness is telling us everything. She
(could/hide/something).
5 We saw the accused in town yesterday. The court
(must/release/bail)
.
6 The witness went to the police station yesterday. She
(could/make/statement)
but I’m not sure.
7 The light on my web cam is on again. I think a hacker
(may/spy/me)
.
Lucky for some!
Use of English > page 195
REFERENCES
AUDIO SCRIPT page 228
FURTHER PRACTICE
• Use of English, Student’s Book
page 195
• Class debates pages 264–265
• Self-assessment 10 and Self-check 10,
Workbook pages 122–123/Online
Practice
• Extra digital activities: Use of English,
Reading, Listening
ASSESSMENT
• Unit 10 Language Test (Vocabulary,
Grammar, Use of English)
• Unit 10 Skills Test (Dictation, Listening,
Reading, Communication)
• Unit 10 Writing Test
• Units 9–10 Cumulative Review Test
• Units 9–10 Exam Speaking
Exercise 2
1 arrest
2 innocent, guilty
3 fair
4 verdict, defence
5 community
6 elections
7 polls
8 lawyer, question
Exercise 3
2 might be working late
3 can’t have finished yet
4 could be hiding
something
5 must have released
him / her on bail
6 could have made a
statement
7 may be spying on me
Exercise 4
2 She can’t / couldn’t
have done anything
serious.
3 It can’t be true.
4 The police must be
wrong.
5 The witness must
have made a mistake.
6Shecould/may/
might be speaking to
her lawyer.
7 She might / may not
have stolen anything.
8 She can’t / couldn’t
have climbed through
that small window.
Exercise 5
2 security
3 statement
4 theft
5 tearful
6 unemployed
7 prosecution
8 suspended
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151
WRITING
8 You have seen this advertisement in your local
newspaper.
W
rite a letter to the newspaper.
LISTENING
6 4.14 You are going to hear part of a radio
interview with Jackie Smith, a journalist. For
questions 1–5 choose the best answer a, b or c.
1 What concerns Jackie the most about crime these
days?
aAll kinds of crimes are going up fast.
bViolent crime is increasing.
cThe numbers of first offenders joining organised
crime are on the rise.
2 When answering the second question, Jackie
agives different reasons for the increase in violent
crime.
be m phasises that social media and some kinds of
music are mainly responsible.
cdisagrees with what some criminologists say.
3 What does Jackie say about young offenders?
aMost of them begin to commit crimes when they
are children.
bThey often have a troubled background.
cTheir families are often to blame.
4 According to Jackie, what is the best way to prevent
serious crime?
aeducation and rehabilitation programmes
btougher punishments
ccommunity service
5 According to Jackie, a good youth club
amust be a place where young people can see
their friends.
bshould be run by young people themselves.
cmust have activities young people are interested
in.
SPEAKING
7 Talk about your photos for about a minute. Then take
turns to ask and answer questions related to the
photos.
STRATEGY | Long turn
When you compare the photographs, describe both the
similarities and differences.
Student A
Photos 1 and 2 show people being arrested. Compare
the photographs and say what you think might have
happened.
Then ask Student B this question:
What crimes are common where you live?
Student B
Photos 3 and 4 show people committing crimes.
Compare them and say what you think is happening.
Then ask Student A this question:
Which do you think is the worst crime in general? Say
why.
Student A’s photos
What does it mean to be a good citizen?
Write and tell us your views. You should write about:
• being honest,
• following rules and laws,
• respecting others,
• volunteering.
Student B’s photos
1
3
2
4
169
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Dutch teen inventor about to launch innovative
project to clean the world’s oceans
THIS GROUND-BREAKING DISCOVERY
WILL MAKE THE OCEANS CLEAN AGAIN
How to identify fake news
LIFE SKILLS
152
LIFE SKILLS | How to identify fake news
1 □ Check the source.
2 □ Check the facts.
3 □ Check the style.
4 □ Check the author.
5 □ Check the image source.
6 □ Check other reports of the same news.
7 □ Check your beliefs.
LIFE TASK | Project
• Work in small groups. Write a fake news story and find a real
news story online.
• Present both stories to the class.
• Ask students to decide which story is real and which is fake.
• Use the tips from the lesson to help you.
1 Do you keep up with the news? If yes, how?
If not, why not? Discuss in pairs.
2 Read headlines A–B above. Which article would
you choose to read? Say why.
3 Read the two online news items on page 153
and match headlines A–B with the texts 1–2.
4 Read the news items again and answer the
questions.
Which text:
1 □ suggests an easy solution to a complex
problem?
2 □ uses more neutral language?
3 □ contains various opinions on the topic?
4 □ quotes a source you can’t check?
5 □ mainly aims to give information?
6 □ asks the reader to do something?
5 In pairs, discuss the questions.
1 What do you think is the main purpose for
writing each text?
2 Do the photos provide evidence to the claims in
the texts?
3 Do you think these are real news stories or fake?
Why? What evidence can you find in the texts?
4 How would you check out the stories to see if
they are real or not?
6 4.15 Listen to an extract from a radio
programme about fake news. Answer the
questions.
1 What is fake news?
2 What is the main reason why people spread
fake news?
3 How is false information often used during
elections?
4 Why is fake news a bigger problem today than
in the past?
5 What recent fake news does Professor Ashton
describe?
7 Match tips 1–7 in the box with extra information a–g.
8 Study the news items on page 153 again. In pairs, discuss
what you could do to check the stories out. Use the
information from the Life Skills box to help you.
9 REFLECT | Society What impact do you think fake news may
have on the things in the box? Discuss in pairs.
education democracy social media your life
10 Do the task below.
A
B
a Can you find it on other news websites?
b Is it a real person? What else has he/she written?
c Research the facts on other websites or use a fact-checking
website.
d Does it contain any grammar, spelling or structural mistakes?
e Is it used anywhere else? Use reverse image check – upload
a photo you think is fake and find its origin and other places
it’s used.
f Could your opinions or preferences encourage you to
believe a story without checking?
g Is the website real, what’s its history, its main purpose? Has it
got a long, complex domain name?
REFERENCES
AUDIO SCRIPT page 228
EXTRA ACTIVITY IN CLASS
This activity can be done before or
after Exercise 9. Ask students if they
have read any fake news recently.
How did they know it was fake?
What did they do to check?
Exercise 3
1B
2A
Exercise 5
1 Text A: to help raise
money for research.
Text B: to inform readers
about a scientific
development.
2 In text B, yes. It shows
the floating barrier.
3 A is fake. (Examples are
underlined in the text.)
• informal style often
directly addressing the
reader
• judgmental language
• vague or non-existent
sources
• wild claims
• asking for money
B is real.
• diversity of opinions
(both for and against)
• neutral language
including passives
• verifiable sources
• modest claims
4 Search online for the
names of the people
mentioned in the
texts to see if the same
stories are repeated in
reputable sources.
Exercise 6
Suggested answers:
1 Fake news are news
stories that are especially
written to mislead and
misinform. The term also
refers to news which
contains factual errors
and misleading images.
2 People can earn a
lot of money from
advertising by putting
sensationalist content
online.
3 Fake news is often
used to spread rumours
and misinformation to
damage the reputation
of a political opponent.
4 The internet has
made it easier and
faster to spread false
information.
5 It’s a fake news story
about a celebrity singer
who refused to give
money to charity. It
turned out that story was
written and spread by a
fan of another musician
in order to reduce the
sales of a new music
album.
A
A
A
B
B
B
g
c
d
b
e
a
f
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By Jackie
y Jackie
y Jack Edwards, science correspondent
This mass of waste will present a huge challenge
to the team led by a young Dutch inventor,
Boyan Slat. They have recently launched an
ambitious clean-up project to collect plastic from
this vast area.
As part of the project, a giant barrier, 600 m
long, made up of sections of tube will float on
the surface of the water, with a three-metre-deep
screen, hanging below it. It will move slowly with
the wind and currents in a U shape collecting
plastics in its centre. Ships will visit the system
every six weeks to remove the waste. The system
is expected to remove 50% of the plastics in the
area within five years.
However, some oceanographers are sceptical that
the project can successfully remove such large
amounts of plastic. Critics also fear that marine
life may suffer during this process and that the
money and energy involved would be better spent
in stopping litter from entering the oceans in the
first place. The efficiency of the system will not be
For more articles about innovative solutions to
environmental problems click here.
09–10
153
1
2
Sponsored Content
By Danny Shark
□
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10
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20
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5
A recent study has found an increasing build-up of plastic waste in the Pacific
Ocean. The most affected area is a large stretch of ocean lying between California
and Hawaii known as The Great Pacific Garbage Patch, where around 80,000 tonnes
of plastic are estimated to be currently floating in the water.
Hey – check this out! A really simple answer created by
students can help solve the problem of unwanted plastics
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killin o r fish help s kill the plasti
A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans
of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes these clever
students have developed can identify different types of plastics found in rivers and use a simple chemical formula to
dissolve them. ‘ The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith.
The university has invested millions in the project and experts say it will definitely work. ‘ It’s a miracle!’ says an expert
in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come in. More
research will mean that this process can start to be used. It would only take six months to completely clear the oceans
of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight
to save the oceans by clicking
.
Hey – check this out! A really simple answer created by
Hey – check this out! A really simple answer created by
research will mean that this process can start to be used. It would only take six months to completely clear the oceans
Donate now! Plastics are
Hey – check this out! A really simple answer created by
Hey – check this out! A really simple answer created by
in the world’s seas. Unbelievable!
students can help solve the problem of unwanted plastics
A student initiative at a university in the south of England has made a significant breakthrough in ridding our oceans
of plastic. We are only too well aware of the damage plastics are doing to our sea life, and the processes these clever
students have developed can identify different types of plastics found in rivers and use a simple chemical formula to
dissolve them. ‘The idea came to me one evening and I knew we had to follow it through!’ says Sally Smith.
in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come in. More
The university has invested millions in the project and experts say it will definitely work. ‘It’s a miracle!’ says an expert
in ocean plastics, Mary Waters. But to keep it going, the project needs more money. That’s where you come in. More
of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight
of plastics. The project needs another £500,000. Find out more about how YOU can help these students in their fight
to save the oceans by clicking here
of plastic are estimated to be currently floating in the water.
to the team led by a young Dutch inventor,
Boyan Slat. They have recently launched an
is expected to remove 50% of
first place. The efficiency of the system will not be
first place. The efficiency of the system will not be
known for a few years.
first place. The efficiency of the system will not be
first place. The efficiency of the system will not be
known for a few years.
171
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4.16
The most popular drink in Britain
GLOSSARY
dung – solid waste from animals, especially cows
dunk – to put something into a liquid quickly and then
take it out (e.g . a biscuit in your tea)
piping hot – very hot
topping – something you put on top of food to make it
look nicer or taste better
Ask anyone around the world what they think is
typically British and they would probably mention tea.
And it’s true. In Britain a cup of tea is far more popular
than a cup of coffee and 80 percent of Britons drink it every
day. In fact, an amazing 165 million cups of tea are drunk
daily – which adds up to an incredible 60.2 billion cups
a year! The traditional ‘cuppa’ is normally drunk with milk
in a china cup, but today a mug is more popular and it’s
a custom to ‘dunk’ a biscuit in your tea. Tea has also made
its way into the English language – with phrases like
‘a storm in a teacup’ and ʼnot for all the tea in China!’
So, why did tea become so popular in Britain? Firstly,
So, why did tea become so popular in Britain? Firstly,
European explorers brought tea from China to Europe.
In 1662, Catherine of Braganza, King Charles II’s wife,
made the drink fashionable and instantly popular in
England. Less alcohol was sold, and the government was
angry because they lost money from taxes. As a result,
they started to tax tea heavily, and, at one point, the tax
was 119 percent. It was so expensive that smuggling tea
became common and often other things were added to
tea – like used tea leaves or even dung!
The big, heavy ships that brought tea from China to
England in the 1800s took nearly a year! In the 1850s the
British started to use ‘clippers’. T hese were much faster
ships, very tall with lots of sails and the first one made
the journey in 97 days. In 1869, the Suez Canal in Egypt
opened and the distance to bring the tea got shorter. The
clippers stopped because they couldn’t sail through it and
different types of ships were used instead.
The British tradition of ‘afternoon tea’ started with the
Duchess of Bedford in 1841. She got hungry in the middle
of the afternoon and asked for some bread and butter
and a cup of tea. It soon became the fashion to enjoy tea
with small sandwiches or cakes between 4 and 5 o’clock.
Today it is very popular in tea shops where tea and
5
10
15
20
25
30
35
40
45
50
55
60
11
55
650
650
6
22
33
430
430
4
scones, with jam and cream, is known as a cream tea.
You can also pay a lot of money in top hotels where tea
might be served with cucumber sandwiches and delicate
fancy cakes on the traditional three-tier stands.
Traditional tea drinkers in Britain make tea from
leaves in a teapot. A teapot is often covered with a tea
cosy to keep it warm. When the tea is ready, it is poured
through a strainer into a cup. However, today 96 percent
of cups of tea are made with tea bags. It’s easy and quick,
and believe it or not the invention of the tea bag was an
accident! Thomas Sullivan, a tea seller in the USA, used to
send samples of his tea to customers in small silk bags.
Some customers thought the idea was to put the bag in
hot water and the tea bag was born!
Tea drinking in the UK is not standing still – new
traditions with new types of tea are becoming very
popular. Back in the 1980s a new tea drink was developed
in Taiwan and has now spread all over the world. Bubble
tea uses cooked tapioca balls (often called ‘pearls’) and
refreshing fruit teas which are shaken up to create a
creamy topping. It can be drunk ice cold or piping hot.
The sweet, chewy balls are sucked up through a big
straw. Nitro tea is when the bubble tea is kept cold with
nitroglycerin, which makes the tea also a little fizzy. Then
there’s Chai tea which was originally an Indian drink. This
is a sweet and spicy drink made from tea with both warm
water and milk. It is supposed to be very healthy! And the
future of tea drinking in Britain? Who knows – but it will
certainly never disappear from our tables!
154
CULTURE SPOT 1 Tea drinking in the UK
AA
BB
C
D
E
F
G
H
I
REFERENCES
AUDIO SCRIPT page 229
G
F
E
B
A
D
172
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1 Match the words below with the photos A–I on page 154.
china cup
china cup
china cup
china cup scones
scones straws
straws tea bags
tea bags
tea bags
tea bags tapioca balls
tapioca balls
tapioca balls
tapioca balls
tea cosy
tea cosy teapot
teapot tea strainer
tea strainer three-tier stand
three-tier stand
2 Work in pairs. Answer the questions in the questionnaire above.
Then scan the text to check your answers.
3 Read the text again and match the headings to the text. There is
one extra heading.
A How tea got to Britain
B The changing face and taste of tea
C The important job of tea tasting
D Not only a drink
4 Complete the conversations with the correct common phrases
a–e related to tea.
A 1 How do you take your tea?
w do you take your tea?
B With milk and five sugars, please.
A Do you fancy going to the opera with me tonight?
B Thanks for inviting me but 2
A Are you and Dave still not talking after your argument?
B Oh, we're fine now. 3
A Wow! That looks exciting. Would you like to have a go?
B Noway!4
A5
B Cool. I'd love one.
a It was just a storm in a teacup.
b I wouldn’t try that for all the tea in China!
c I’m afraid it’s not my cup of tea!
d Fancy a cuppa?
e How do you take your tea?
E The story of tea in Britain
F An accidental invention
G A very British habit
What do you know about
tea in Britain?
5 Tell your partner about these situations.
1 A recent disagreement that was ‘a storm in
a tea cup’.
2 Something that you wouldn’t do ‘for all the
tea in China.’
3 Something you refused to do recently
because it wasn’t your ‘cup of tea.’
4 A time recently when you really ‘fancied
a cuppa’.
6 4.17 Listen to a radio programme with
4.17 Listen to a radio programme with
4.17
a tea expert. Tick the things we should do.
Which is the strangest, in your opinion?
1 □ You should take the tea bag out after
one minute.
2 □ Tea is ready to drink when it reaches sixty
degrees.
3 □ You should always pour milk first.
4 □ Stir your tea across the cup.
5 □ It’s good manners to hold your cup with
an extended little finger.
7 Complete the sentences with the correct
verbs from the box.
boil slurp strain squeeze spill sip gulp stir
1 You should strain the tea, otherwise you
get leaves in the bottom of the cup!
2 It’s a good idea to
the tea bag
against the side of the cup with a spoon.
3 Never
your tea because it’s bad
manners to make noises when you drink.
4 If your tea is too hot,
it slowly.
5 You should
your tea in a clockwise
direction, otherwise it’s bad luck.
6 If you fill your mug right to the top, you
might
the tea.
7 The water must
before you pour it
onto the tea.
8 Don’t
piping hot tea quickly or you’ll
burn your tongue.
8 In pairs, invent two new rules for drinking or
making tea. Compare with the class.
9 REFLECT | Culture In groups, answer the
questions.
1 What’s the most popular hot drink in your
country? Is it your favourite too?
2 How do people in your country usually take
their tea/coffee/hot chocolate? How about
you?
3 Some people say that having good table
manners isn’t very important today. Is it true
in your country and do you agree with this
opinion?
1 How many Britons drink tea every day?
How many Britons drink tea every day?
How many Britons drink tea every day?
How many Britons drink tea every day?
How many Britons drink tea every day?
How many Britons drink tea every day?
A 41%
41% BB80% C93%
2 How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
How many cups of tea are drunk every day in Britain?
A 60 million
60 million
60 million B 165 million
165 million
165 million C 210 million
210 million
210 million
210 million
210 million
3 When did tea first become popular in Britain?
When did tea first become popular in Britain?
When did tea first become popular in Britain?
When did tea first become popular in Britain?
When did tea first become popular in Britain?
When did tea first become popular in Britain?
When did tea first become popular in Britain?
A 16th century
16th century
16th century B 17th century
17th century
17th century
17th century C 18th century
18th century
18th century
18th century
18th century
18th century
4 How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
How long did it take for the first ships to bring tea to
Britain?
Britain?
AA 3 months
3 months
3 months
3 months
3 months
3 months B 1 year
1year C2years
2 years
5 Where was the tea bag invented?
Where was the tea bag invented?
Where was the tea bag invented?
Where was the tea bag invented?
Where was the tea bag invented?
AA USA
USA
USA
USA BB China
China
China
China CC UK
6 Which of these is not a kind of tea?
Which of these is not a kind of tea?
Which of these is not a kind of tea?
Which of these is not a kind of tea?
Which of these is not a kind of tea?
AA chai tea
chai tea
chai tea
chai tea BBBB bubble tea
bubble tea
bubble tea CC tapioca
tapioca
155
155
155
Exercise 7
2 squeeze
3 slurp
4 sip
5 stir
6 spill
7 boil
8 gulp
A
C
I
E
F
B
D
G
H
c
a
b
d
✓
✗
✗
✗
173
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4.18
4.18
LiLiverpool
verpool
How important was Liverpool in the development of
modern popular music? Extremely! People say that today’s
music would be very different without the influence from
this north western British city. It all started in the 1950s
with a type of music called ‘skiffle’. This had its roots in
jazz, blues and folk, and was made popular by the singer
Lonnie Donegan. Everyone knows about the Beatles – the
most famous British band ever – and possibly the most
influential. But not many people know that they started as
a skiffle group ‘the Quarrymen’ before moving into rock’n
roll. Also, amazingly, they were just one of 350 rock’n roll
bands playing in the Liverpool dance halls between 1960
and 1964. The sound that these bands developed was called
‘the Merseybeat’ after the river Mersey that flows through
Liverpool. This sound is now considered one of the most
important musical movements of the 20th century. It brings
together rock’n roll, rhythm and blues, and early skiffle. The
Beatles quickly became international stars and started what
is called ‘the British Invasion’ of the USA followed later by
other very important British bands like the Rolling Stones.
Their influence spread and helped create the sound of
modern popular music. The Beatles famously used to play in
a Liverpool club called the Cavern. Other famous artists also
played there, including Cilla Black and Lulu, famous female
artists who also found international fame after the British
Invasion.
55
60
65
70
Manchester
Manchester, another big city, east of Liverpool,
has always been an important centre for
British music, but it is best known for
a musical and cultural scene in
the late 1980s which was called
Madchester. A new genre of music
was developing which was a mix
of guitar music and electronic dance music.
This type of music was called ‘baggy’ because of
the baggy jeans that became the uniform of the
fans. This was linked to a completely new type
of musical experience that was happening
at that time in Manchester
DJs. For the first time DJs were becoming as
famous as the artists whose tracks they were
playing. The Hacienda was the club to go
to, and people travelled there from all
over the UK. Sadly, it is now a block
of expensive fl ats. The groups from
the Madchester period include the Smiths, the Stone Roses, Happy
Mondays and many, many more, some of which are still performing
today. Of course, one of the most popular bands influenced by the
atmosphere and music from that time was the Britpop band Oasis,
with the notorious Gallagher brothers – who hit the headlines for
all the wrong reasons. They were typical of the laid-back, rebellious
spirit of Madchester.
London
Of course, London is remembered as the capital of the ‘Swinging
Sixties’ with the amazing fashions and pop music. But more recently
it has become famous for a completely different type of music –
Grime! The London music scene is buzzing with the rise of one of
the most exciting and influential types of music for decades. ‘Grime’
was born in the London streets and council estates. It is directly
associated with angry, teenage, mixed race or black, working class.
The music developed from Jamaican roots – garage, jungle, hi p-hop
and ragga styles of music – and the lyrics are delivered in machine-
gun rapping. These artists use the music to show their frustration
with society and the politicians whose decisions have affected
them. They demand answers. It started in the early noughties
(a cooler way of saying 2000s) as an underground movement with
its music first played on pirate radio stations such as Rinse FM. Then
it went on to get mainstream recognition with artists such as Dizzee
Rascal and more recently, Stormzy and Lady Leshurr. Grime artists
are very young as a group, Dizzee Rascal and Kano getting their first
hits with ‘I Luv U‘ and ‘Boys love Girls‘ when they were only sixteen.
Grime is passionate, confrontational and impossible to ignore.
Three big British
cities with big
Three big British
cities with big
Three big British
musical influences
cities with big
musical influences
cities with big
Britain has always played an important
part in modern music but there are
three cities which will always be
remembered for their influence.
156
CULTURE SPOT 2 The British music scene
B Cilla Black
A Lonnie Donegan
C The Beatles
30
35
40
45
50
Ma
Liverpool
5
10
15
20
25
REFERENCES
AUDIO SCRIPT page 229
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5 Complete the sentences with the correct words from the box.
go household rising show stand strong top wonders
1 One of my favourite one-hit- wonders was ‘Crazy’ by Gnarls
Barkley in 2006! Whatever happened to them?
2 It was ‘Chasing Pavements’ in 2008 that made Adele a
name . She’s never looked back since then.
3 It was a good gig with lots of great performers, but Ed
Sheeran definitely stole the
.
4 The Stereophonics are my mum’s favourite band, and
they’re still going
today.
5 I love watching shows where the judges spot
stars in
the music business.
6 When did George Ezra
the charts with ‘Shotgun?’ Was
it in 2018?
7 The 2015 Brit Awards will
down in music history as
the night Madonna fell off the stage!
8 Music artists are very aware of social problems these days
and
up for a lot of minority groups.
6 Tell your partner about these things.
1 An artist who has topped the charts recently.
2 An artist who stole the show at an event you saw live or on TV.
3 A one-hit-wonder you loved or hated.
4 A favourite artist of your parents that is still going strong
today.
7 In pairs, ask and answer the questions.
1 What are the pros and cons of watching live music as
opposed to streaming events?
2 Do you like watching music award ceremonies? Say why.
3 What musical genres are popular in your country at the
moment?
8 REFLECT | Culture Choose a music artist either from your
country or another who you think has made or will make
a difference to the music scene. Research this artist and
prepare to give a short presentation to the class. Think
about:
• the artist’s background,
• the music genre,
• his/her influences,
• why he/she has been/will be important.
1 Work in pairs. Give an example of a singer or
band for each style of music and then add more
styles to the box. Which do you prefer? Say why.
blues folk grime hip-hop jazz rap rock’n roll
skiffle
2 Which cities on the map do you think singers/
bands in photos A–F are linked to? Can you
guess? Read the text and check.
A Lonnie Donegan – Liverpool
3 Read the text again and decide if statements
1–7 are true or false.
1 □ The Beatles originally had a different name.
2 □ The Merseybeat sound was named after a
member of a Liverpool band.
3 □ The Rolling Stones were part of the early
British Invasion of the USA.
4 □ Baggy Music was the title of a song in the
1980s.
5 □ The Hacienda Club in Manchester is still
open today.
6 □ Grime artists are usually young.
7 □ Grime was first played on illegal stations.
4 4.19 Listen to three conversations about
a music award ceremony and answer the
questions. There is one extra option for each
question.
1 In which conversation 1, 2 or 3, did a speaker:
a□ watch the televised event that took place
last week?
b□ watch the event live in the arena?
c□ watch some clips on social media?
d□ watch the televised event by accident?
2 Which singer, Dua Lipa (DL), Annie Lennox (AL)
or Stormzy (SZ):
a□ wants to represent women?
b□ has not always sung alone?
c□ has a political message in his/her songs?
d□ often wears unusual clothes?
157
F Oasis
E Lady Leshurr
D Stormzy
Exercise 2
Liverpool: A, B, C
Manchester: F
London: D, E
Exercise 4
1
a2
b1
c3
2
aDL
bAL
cSZ
Exercise 3
2 The Merseybeat
sound was named
after the river Mersey.
3 The Rolling Stones
were part of the later
British Invasion of
the USA.
4 It was called ‘baggy
music’ because of
baggy jeans.
5Itisnowablockof
expensive flats.
T
T
F
T
F
F
F
Exercise 5
2 household
3 show
4 strong
5 rising
6 top
7go
8 stand
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7 Choose the correct adverbs and adjectives.
1 You’re absolutely / slightly right. I couldn’t agree
absolutely / slightly right. I couldn’t agree
absolutely / slightly
more.
2 Only a shiny / tiny percentage of the world’s
shiny / tiny percentage of the world’s
shiny / tiny
population can understand quantum mechanics.
3 The drawings of the model were very cheerfully /
delicately done.
delicately done.
delicately
4 I am attentively / genuinely convinced that time
attentively / genuinely convinced that time
attentively / genuinely
travel is possible.
5 It was a subtle / visible plan but it worked.
8 SPEAKING In groups, discuss the questions.
1 If you could travel in time, would you go to the
future or the past? Say why.
2 If you went to the future, how many years would
you travel?
3 If you went to the past, which historical period
and place would you visit first? Say why.
4 Do you believe that time machines will exist one day?
5 How do you think your country/the world will
change in the next 100 years?
9 WRITING TASK Imagine that you are the Time
Traveller in The Time Machine and live in the year
1895. You travel in time to the present day. Write
a diary entry about your impressions of how
life now is different to life in 1895. Include the
following:
• your first impressions when you left the time machine
• the things that you find the most surprising
• what you like and dislike about the world in the
present day
GLOSSARY
bullet – a small piece of metal that you fire from a gun
framework – the main structure of a building, vehicle
or object
impression – the mark left by something, e.g . a shoe
on wet ground
mechanism – a part of a machine or set of parts that
does a certain job
prototype – a model of an invention used to test the
design
1 You are going to read a fragment of a novel about time
You are going to read a fragment of a novel about time
Y
travel. In pairs, talk about books, comics, films or TV
programmes on this topic that you have read or seen.
2 Read the text quickly and say why the Time Traveller
invited his friends to his home.
3 Read the text again. Match sentences A–G with gaps 1–5 in
the text. There are two extra sentences.
A He passed his hand through the space in which the
machine had been.
B At that moment, the idea suddenly seemed possible.
C And if it travelled into the future, it would still be here
now.
D Why did you do that?
E Are you serious about this?
F He placed it on a low table in front of the fire.
G Except for the lamp, the table was empty.
4 Order sentences a–h to make a summary of the text. Then
read the text again to check your answers.
a □ When the model disappeared, the witnesses were
amazed.
b □ He confessed that he wasn’t entirely sure if the model
time machine had gone to the future or the past.
c □ To show his friends that he wasn’t trying to cheat them,
he got one of them, the Psychologist, to press the lever.
d □ The Time Traveller explained that once he pressed a lever,
the machine would travel into the future and disappear.
e □ Before the experiment began, all of the witnesses
could examine the device carefully to make sure there
were no tricks.
f □ Then the Time Traveller revealed that in his laboratory
there was a full-size version of the machine, in which
he intended to travel through time.
g □ When his friends wondered why the model was not
visible, the Psychologist explained that it was because
it was travelling so fast it couldn’t be seen.
h □ A man who wanted to travel through time invited
several friends to his house to witness an experiment
with a small model time machine he had built.
5 If you were one of the Time Traveller’s friends, would you
try to prevent him from travelling in his time machine?
Discuss in pairs.
6 In pairs, check you understand the highlighted verbs in the
text on page 159. Then use their correct forms to complete
the story below.
The passenger fell into the sea and 1 vanished under the
waves. Immediately, the ship 2
around to go back and
look for him. Everyone 3
into the sea but there was no
sign of the man. The captain
4
the man was dead but then suddenly, one of the
passengers saw the man. She 5
her arm and 6
where the unfortunate man was. Then
a sailor 7
a lever and the lifeboat dropped to the
water. The man was cold and shaking but once they got him
on board, he soon 8
.
□1□
LITERATURE SPOT 1 The Time Machine
158
FROM PAGE TO LIFE
There are three film versions of
There are three film versions of The Time Machine:
from 1960, 1978 and 2002. The director of the
2002 film was Simon Wells, a great grandson of
H.G. Wells. It starred Guy Pearce. However, the
1960 version with Rod Taylor got much better
reviews. There is also a Time Machine Marvel comic.
Wells was the first person to use the phrase ‘time
machine’. It is now the general name for all time
travelling machines such as the car in Back to the
Future, or the Tardis in the BBC series Doctor Who.
to witness an experiment with a model time machine
5
7
4
3
8
5
2
Exercise 6
2 swung
3 peered
4 presumed
5 extended
6 indicated
7 pressed
8 recovered
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159
The Time Machine
159
159
159
159
4.20
5
10
15
20
25
30
35
40
45
50
55
60
The thing the Time Traveller held in
The thing the Time Traveller held in
his hand was a shiny metal framework,
his hand was a shiny metal framework,
only slightly larger than a small clock,
only slightly larger than a small clock,
and very delicately made.
and very delicately made. 1
The only other object on the table
The only other object on the table
was a small lamp. Its bright light fell
was a small lamp. Its bright light fell
upon the mechanism. There were also
upon the mechanism. There were also
perhaps a dozen candles about the
perhaps a dozen candles about the
perhaps a dozen candles about the
perhaps a dozen candles about the
room. I sat in an armchair between the
room. I sat in an armchair between the
Time Traveller and the fireplace. Filby sat behind him, looking
Time Traveller and the fireplace. Filby sat behind him, looking
over his shoulder. The Medical Man watched him from the
over his shoulder. The Medical Man watched him from the
right, the Psychologist from the left. We were all watching
right, the Psychologist from the left. We were all watching
attentively. Any kind of trick, however subtle, seemed
attentively. Any kind of trick, however subtle, seemed
impossible under these conditions.
impossible under these conditions.
impossible under these conditions.
impossible under these conditions.
The Time Traveller looked at us. ‘This little model,’ he said, ‘is
The Time Traveller looked at us. ‘ This little model,’ he said, ‘is
The Time Traveller looked at us. ‘This little model,’ he said, ‘is
a prototype for a machine to travel through time.’ The Medical
a prototype for a machine to travel through time.’ T he Me d ic a l
a prototype for a machine to travel through time.’ The Medical
Man got up and peered at it. ‘It’s beautifully made,’ he said.
at it. ‘It’s beautifully made,’ he said.
‘ It took two years to make,’ replied the Time Traveller.
‘It took two years to make,’ replied the Time Traveller.
‘It took two years to make,’ replied the Time Traveller.
Once we had all examined the model, he said: ‘I am going
Once we had all examined the model, he said: ‘I am going
Once we had all examined the model, he said: ‘I am going
to press this lever, and the machine will vanish, pass into future
this lever, and the machine will vanish, pass into future
this lever, and the machine will vanish, pass into future
Time, and disappear. Have a good look at the thing. Look at the
Time, and disappear. Have a good look at the thing. Look at the
Time, and disappear. Have a good look at the thing. Look at the
table too, and satisfy yourselves there are no tricks.’
table too, and satisfy yourselves there are no tricks.’
table too, and satisfy yourselves there are no tricks.’
There was a minute’s pause perhaps. Then the Time
There was a minute’s pause perhaps. Then the Time
There was a minute’s pause perhaps. Then the Time
There was a minute’s pause perhaps. Then the Time
There was a minute’s pause perhaps. Then the Time
There was a minute’s pause perhaps. Then the Time
Traveller reached towards the lever. ‘ No,’ he said suddenly.
He took the Psychologist’s hand and told him to extend his
his
finger so that it was the Psychologist who sent the model
Time Machine on its voyage. We all saw the lever turn. I am
Time Machine on its voyage. We all saw the lever turn. I am
absolutely certain there was no trick. There was a breath of
absolutely certain there was no trick. There was a breath of
wind, and the lamp flame jumped. One of the candles was
blown out, and the little machine suddenly swung
swung round,
became indistinct like a ghost for a second; and it was gone -
became indistinct like a ghost for a second; and it was gone -
vanished! 2
Everyone was silent for a minute. The Psychologist
recovered and looked under the table. The Time Traveller
and looked under the table. The Time Traveller
laughed cheerfully.
‘ Well?’ he said. We stared at each other.
‘ Look,’ said the Medical Man, ‘3
Do you genuinely
Do you genuinely
believe that that machine has travelled into time?’
‘ Certainly,’ said the Time Traveller. ‘ What is more, I have
a big machine nearly finished in there.’ He indicated the
laboratory and continued. ‘And when that is put together,
I mean to have a journey myself.’
I mean to have a journey myself.’
‘ You mean to say that that machine has travelled into the
future?’ said Filby.
‘ Into the future or the past – I don’t, for certain, know which.’
‘Into the future or the past – I don’t, for certain, know which.’
Suddenly, the Psychologist spoke. ‘It must have gone
Suddenly, the Psychologist spoke. ‘ It must have gone
into the past if it has gone any where.’
into the past if it has gone anywhere.’
‘ Why?’ said the Time Traveller.
‘ Well, I
‘Well, I
‘Well, I presume that it has not moved in space.
that it has not moved in space.
that it has not moved in space.
that it has not moved in space. 4
Because to get to the future, it must travel through this time.’
Because to get to the future, it must travel through this time.’
Because to get to the future, it must travel through this time.’
‘ But,’ said I, ‘If it travelled into the past, it would have
‘But,’ said I, ‘If it travelled into the past, it would have
‘But,’ said I, ‘If it travelled into the past, it would have
been visible when we came first into this room; and last
been visible when we came first into this room; and last
been visible when we came first into this room; and last
Thursday when we were here!’
Thursday when we were here!’
‘ No,’ said the Time Traveller. Then he turned to the
‘No,’ said the Time Traveller. Then he turned to the
‘No,’ said the Time Traveller. Then he turned to the
Psychologist. ‘Think. You can explain it.’
Psychologist. ‘ Think. You can explain it.’
Psychologist. ‘Think. You can explain it.’
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
‘Of course,’ said the Psychologist. ‘It’s simple. We cannot
see this machine, any more than we can see a bullet flying
see this machine, any more than we can see a bullet flying
see this machine, any more than we can see a bullet flying
through the air. If it is travelling through time a hundred
through the air. If it is travelling through time a hundred
through the air. If it is travelling through time a hundred
through the air. If it is travelling through time a hundred
through the air. If it is travelling through time a hundred
through the air. If it is travelling through time a hundred
times faster than we are, if it gets through a minute while
times faster than we are, if it gets through a minute while
we get through a second, the impre ssion it creates will
we get through a second, the impression it creates will
be only a tiny part of what it would make if it were not
be only a tiny part of what it would make if it were not
travelling in time.’
5
‘ You see?’ he said, laughing.
‘You see?’ he said, laughing.
FACT BOX
FACT BOX Herbert George Wells
Herbert George Wells
Herbert George Wells was born in Bromley, England,
in 1866. He was a prolific author, who wrote
dozens of novels, short stories, biographies and
social and political articles. He is best known for
his science fiction novels, which include The Time
Machine, The War of the Worlds, The Island of Doctor
Moreau and The Invisible Man. His books involve
space and time travel, alien invasion, invisibility
and experimentation by a mad scientist. Along with
Jules Verne, Wells has often been called the father
of modern science fiction. The Time Machine tells
the story of a Victorian inventor who builds a device
for travelling through time. He travels far into the
future to the year 802,701, where he discovers a very
strange and dangerous world.
F
G
E
C
A
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GLOSSARY
choirmaster – person who trains a choir
crypt – underground room in church used as burial place
ghoul – evil spirit, believed to feed on dead bodies
grope – try to find something in the dark by feeling with
your hands
lane – path, narrow road
mound – large pile or quantity
pillar – tall, strong support for a building (often stone)
prowl – move quickly and hunt
quicklime – chemical compound used to burn things
FROM PAGE TO LIFE
The Mystery of Edwin Drood has inspired many films,
starting with two silent movies in 1909 and 1914.
There have been two feature films and in 2012 the
BBC produced an excellent TV miniseries. The book
was also made into several plays and a popular
musical called ‘Drood’, which started in 1985 and
still tours.
LITERATURE SPOT 2
160
1 Have you read, or do you know anything about The
Mystery of Edwin Drood, by Charles Dickens? If not, look
at the photo from the film based on this book and read
the Fact Box about its author. Discuss what the book
might be about.
2 4.21 Listen to the first part of a conversation
between two students and answer the questions.
1 Why does the boy like Dickens?
2 What are two reasons for the book being special?
3 What is frustrating about The Mystery of Edwin Drood?
3 4.22 Listen to the second part of the conversation
and complete the sentences with one or two words.
1 Dickens died of a stroke in 1870 .
2 People have come up with more than
different
ideas about the ending of the book.
3 A modern musical about the story is called
.
4 A Drood Enquiry was started by a
.
5 More than
people voted in the enquiry.
6 The cathedral choirmaster, the main suspect, is named
Mr
.
7 The choirmaster loved his nephew’s fiancée,
named
.
4 Read the extract from the book and answer the questions.
1 Why is it ‘an unusual expedition‘?
2 What can quicklime do?
3 Why are the ‘citizens of Cloisterham’ mentioned?
4 How do Jasper and Durdles get into the crypt?
5 What does Durdles dream about?
6 Why is he surprised when he wakes up?
5 Complete the sentences with the correct verbs from the
box. Use the words and phrases in brackets to help you.
clinked creep descends glanced groped
1 In the dark, I groped
groped (reach out) for my phone on the
bedside table.
2 The heavy silver bracelet
(made a metallic
noise) when it fell on the stone floor.
3 IfIgethomelate,I
(go quietly) upstairs so that
I don’t wake my parents.
4I
(looked quickly) at my sister but she was still
reading and didn’t notice me.
5 My ears always hurt when an airplane
(goes
down).
6 Read the extract again. Discuss the questions in pairs.
1 What do we learn about these characters: Durdles and
Jasper?
2 What do you think was in the bottle?
3 What do you think is the link between Durdles’ dream
and the reality?
4 Why do you think Jasper is smiling at the end of the
extract?
5 Is there anything in the extract that might be a clue to
what happened to Edwin Drood?
7 In pairs, discuss how the words in bold help Dickens
build atmosphere in the book. What images and
impressions do they create?
1 prowling around old graves and ruins like a ghoul
(line 8)
2 the moonlight strikes in (line 39)
3 there are lanes of light (line 42)
4 the footsteps die away (line 58)
5 something clinks and gropes about (line 61)
6 I might as well have tried to wake the dead (line 72)
7 he gathers himself up again (line 80)
8 SPEAKING In pairs, discuss the questions.
1 Why do you think crime novels are so popular?
2 Would you prefer to read a crime novel or watch
a film based on the book? Say why.
3 Which is your favourite crime novel/film/series?
9 REFLECT | Values What do you think should happen to
Jasper if he were guilty of killing Edwin Drood? Discuss
in pairs.
10 WRITING TASK Choose one of the topics for your writing
task.
1 Write Jasper’s account of what he did while Durdles
was asleep.
2 Write Durdles’ account of the evening for a police
statement later.
3 Write a short story with this title: A nighttime
visit to a country church.
The Mystery of Edwin Drood
REFERENCES
AUDIO SCRIPT page 230
Exercise 2
1 The characters are
funny and clever / learn
a lot about Victorian
England.
2 It’s Dickens’ last book.
It’s not finished.
3 It’s a detective story
and we’ll never know
the answer.
Exercise 4
1 The choirmaster is out
at night with Durdles.
2 It can melt/dissolve
a body.
3 to explain why the
streets are empty
4 Durdles has a key.
5 He dreams of
footsteps, something
touching him,
something making
a noise on the floor
and of time passing.
6 that so much time has
passed
Exercise 5
2 clinked
3 creep
4 glanced
5 descends
Exercise 6
5
• Durdles points out a
mound of quicklime –
put a body in and it gets
eaten up.
• Jasper could have
used Durdles’ keys to
let himself into some
tombs – thinking about
secreting a body there.
• Note: The only
thing not dissolved
by quicklime is gold –
possibly the gold ring is
to be found later?
• Durdles drinks from
a bottle Jasper gives
him – possibly sleeping
potion – he falls asleep
very quickly.
• Jasper smiles at
the end.
Exercise 7
Suggested answers:
1 It makes the reader think that the movement is like an animal looking for food, not human.
2 ‘Strikes’ implies hitting hard, not softly – that it’s a strong light.
3 The light makes a pattern that looks like a path – long, like a roadway.
4 The footsteps don’t just stop suddenly but get softer and softer as the person walks further
and further away.
5 It implies that a person is trying to find something in the dark, with their fingers.
6 It shows how deeply asleep the man was – also gives a ghostly impression of the situation.
7 ‘Gathers’ implies that his arms and legs are stretched out in different directions and that he
needs to bring them all back together again before rising.
200
Drood
(UK) university
15,000
Jasper
Rosa
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Mr Jasper, the cathedral choirmaster is writing
a book about the cathedral. He has arranged for D urdles, the
stonemason and keeper of the crypt, to show him around at night
to see the effect of moonlight on the architecture.
4.23
5
10
15
20
25
30
35
The Mystery of Edwin Drood
‘Are you ready?’
‘I am ready, Mr Jasper. Let the old ones come out if
they dare, when we go among their tombs. My spirit is
ready for them.’ He takes a lantern, puts a match or two
in his pocket to light it with, should there be a need, and
they go out together.
Surely an unusual sort of expedition! That Durdles
himself, who is always prowling among old graves and
ruins like a ghoul – that he should be creeping around
without a purpose, is nothing extraordinary; but that
the choirmaster or anyone else should think it might be
useful to be with him, and to study moonlight effects in
such company is another matter.
‘Watch out for that mound by the gate, Mister Jasper.’
‘I see it. What is it?’
‘L ime.’
Mr Jasper stops, and waits for him to come up, for
Durdles is slow. ‘W hat you call quicklime?’
‘Ay! ’ says Durdles: ‘With a little careful stirring, quick
enough to eat your bones*.’
They go on. Among those hidden corners there is
very little movement after dark. Ask any citizens of
Cloisterham, met by chance in the streets in day time,
if they believed in ghosts, and they would tell you no;
but ask them to choose at night between these scary
passages and the wider roads past the shops and you
would find that nearly all would choose the busier routes.
The reason for this could be found in the thought: ‘If the
dead do, under any circumstances, become visible to the
living, these quiet, isolated places would be very good
for the purpose. Therefore, I , the living, will get out of
them as soon as I can.’
Therefore, when Mr Jasper and Durdles pause to
glance around them, before descending into the crypt by
a small side door, to which the latter has a key, the whole
area of moonlight in their view is completely empty.
They enter, locking themselves in, descend the rough
They enter, locking themselves in, descend the rough
They enter, locking themselves in, descend the rough
steps and are down in the crypt.
steps and are down in the crypt.
The lantern is not wanted, for the moonlight strikes in at
the high windows, making patterns on the ground. The
heavy pillars which support the roof create masses of
black shade, but between them there are lanes of light.
Up and down these lanes they walk.
Durdles drinks quickly from the bottle given him
by Mr Jasper and soon he becomes so very uncertain,
both of foot and speech, that he half drops, half throws
himself down, by one of the heavy pillars. He begs his
companion for a rest.
‘If you wish,’ replies Jasper, ‘I’ll not leave you here.
Sleep while I walk up and down.’
Durdles is asleep at once; and in his sleep he dreams
a dream.
It is not much of a dream, considering the vast world
of dreamland and its wonderful creations; it is only
strange for being unusually restless and unusually real.
He dreams of lying there, asleep, and yet counting his
companion’s footsteps as he walks up and down. He
dreams that the footsteps die away into distance of
time and space, and that something touches him, and
that something falls from his hand. Then something
clinks and gropes about, and he dreams that he is alone
for such a long time that the lanes of light take new
directions as the moon moves along her path. From deep
sleep he passes into a dream of slow cold unease; and
painfully awakes to an awareness that the lanes of light
are really changed, just as he had dreamed – and of
Jasper walking among them.
‘Awake at last?’ says Jasper.
The great bell strikes twice in the tower.
‘Two!’ cries Durdles; ‘Why didn’t you try to wake me
Mister Jasper?’
‘I did. I might as well have tried to wake the dead.’
‘Did you touch me?’
‘Touch you? Yes, shook you.’
As Durdles remembers the touching in his dream, he
looks down on the floor and sees the key of the crypt
lying close to where he himself lay.
‘I dropped you, did I?’ he says, picking it up, and
recalling that part of his dream. As he gathers himself up
again into an upright position, he is again conscious of
being watched by his companion.
being watched by his companion.
being watched by his companion.
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
‘Well?’ says Jasper, smiling. ‘Are you quite ready?
Please don’t hurry.’
*eat your bones – melt, slowly destroy bones
*eat your bones – melt, slowly destroy bones
40
45
50
55
60
65
70
75
80
FACT BOX
FACT BOX Charles Dickens (1812–1870)
Charles Dickens (1812–1870)
Charles Dickens is one of England’s most famous and
greatest novelists. He wrote fifteen major books and
many short stories about life in Victorian England. His
work gives us an understanding of what it was like
to be poor and live in London at that time. His skill is
in creating wonderfully memorable characters and
writing with both humour and compassion. He wrote
many of his major works in sections in magazines,
with the story developing as people were reading
them. The Mystery of Edwin Drood is set in Cloisterham,
a cathedral town that has strong links with London.
Edwin Drood was Dickens’ final book and was left
unfinished when he died.
161
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162
1 SPEAKING In pairs, look at the photo of Katie and answer the
questions.
1 Can you guess what the video is about?
2 What do you think you will learn about Katie and her life?
2 2 Watch the video and decide whether the statements are true
or false.
1 Katie is the first model with Down Syndrome.
2 Katie thinks you don't need to be beautiful to be a fashion model.
3 Katie likes dressing up but she doesn’t enjoy it when people style
her hair or put on her make-up.
4 ‘Best Buddies’ makes it easier for disabled people to get jobs.
5 Katie had an unhappy childhood because of her disabilities.
6 Her parents think that Katie has a positive effect on other people
with disabilities.
3 In pairs, think of other inspirational people with disabilities and
discuss what they did to change attitudes.
Beethoven composed fantastic music even when he was deaf.
4 2 Complete the sentences with the words from the box. Then
choose the correct meaning for each phrase. Finally, watch the
video again and check.
bursting door face shoot sunshine
shoot sunshine
1 She’s the face of a collection of hair products.
a collection of hair products.
of a collection of hair products.
ofof a collection of hair products.
of
She’s someone whose image is used to advertise the products / who
sells her own products.
2 Katie might be small but she’s very confident, kind and
with energy.
She has got a lot of energy / can’t control her energy.
3 Alan Randall does her hair and cuts it and styles it for the
photo
.
A photo or series of photos that a friend takes for fun / a professional
takes for a magazine or other publication.
4 The opportunity that Katie’s had, I think, it’s opening up the
for
so many people with disabilities.
It is making it easier for them to do different things / them realise they
are special.
5 Katie brings
to everybody she meets.
She helps them understand things / makes them feel happy.
5 SPEAKING In pairs or small groups, discuss
the questions.
1 What are the most important qualities
for someone to succeed in the fashion
industry?
2 How can the following groups help
people with disabilities to lead happier
lives?
•
the people with disabilities or
communities themselves
•
their family and friends
•
the government
•
organisations such as ‘Best Buddies’
3 Do you agree or disagree with these
quotes from the video? Say why.
1 ‘Beauty belongs to everybody.’
2 ‘Beauty is more than just outward
appearance.’
3 ‘Katie's story can change attitudes
towards disabled people.’
6 WRITING TASK Write an email to a friend
in a different country. Describe Katie and
what she does and say why you think her
story is important.
WATCH AND REFLECT
Beauty belongs to everyone
01
GLOSSARY
disabled – having either a physical or
mental health condition
Down syndrome – a genetic disorder
which affects growth, facial features and
intellectual ability
overcome – to deal with a problem
successfully
promote someone – to help someone by
making others aware of them
REFERENCES
VIDEO SCRIPT page 231
T
F
F
T
F
T
Exercise 4
2 bursting
3 shoot
4 door
5 sunshine
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163
1 SPEAKING In pairs, look at the photos and answer
the questions.
1 What can you see in the photos? What activities
are these robots doing?
2 What other jobs do you think robots will be able
to do in the near future?
2 5 Watch the video and choose the correct
answers.
1 What is one of the tasks that robots do in the
pizza kitchen?
amaking the pizza bread
bputting pizzas in the oven
cmaking the pizza sauce
2 Which of these advantages of robots does the
narrator mention?
aRobots can replace sick human workers.
bRobots’ costs are lower compared to humans’.
cRobots can do more important jobs.
3 What inspires Italian makers of AI robots to
design their machines?
anature
bcomputer systems
cscience fiction
4 According to the narrator, in which of these
dangerous situations can robots help humans?
a They can stop natural disasters.
b They can search for earthquake survivors.
c They can work in nuclear power stations.
5 Why is the iCub able to do more than just simple
tasks?
aIt can think.
bIt can speak.
cIt can interact with humans.
6 At present, which of these things can robots and
AI systems do?
aperform creative tasks
bwork as architects or doctors
clearn more quickly than humans
3 Are you worried that robots will make it difficult for you to
find a job in the future? Say why.
4 5 Complete the phrases with the words from the box.
Then watch the video again and check.
creatively frees freshly precise react spread
precise react spread
1 All our pizzas are freshly
reshly
freshly
f
baked when you order them.
2 You make the pizza dough and I’ll
the sauce on it.
3 The good thing about ‘employing’ a robot is that it
up people to do other jobs.
4 These robots can make
movements which means
they can do more advanced tasks.
5 This robot can
to its surroundings and change its
behaviour if necessary.
6 Unfortunately, this robot can’t think
or critically.
5 SPEAKING In pairs or small groups, discuss the questions.
1 Do you think robots will help or threaten humanity in the
future? Say why.
2 Do you think there should be international laws about
making AI? What should they aim to achieve?
6 Read the question narrator asks at the end: 'In the future,
will robots be able to replace humans in more advanced
jobs?' Give your opinions and reasons for your answers.
7 WRITING TASK An American writer, Isaac Asimov, in his book
Runaround, wrote three rules for robots to follow. What do
you think of them? Write a blog entry in which you suggest
updating or expanding Asimov’s rules. Give reasons for your
ideas.
1 A robot can’t hurt a human or allow a human to come to
harm by doing nothing.
2 A robot must always follow orders from a human – but not if
they break rule 1.
3 A robot must protect itself – but not if it breaks rule 1 or 2.
WATCH AND REFLECT
The future of AI
02
GLOSSARY
flexibility − the ability to change or be changed easily
precise − exact and accurate
reproduce functionalities − copy natural abilities of e.g.
humans and give them to something else
threaten – to put in danger
REFERENCES
VIDEO SCRIPT page 232
Exercise 4
2 spread
3 frees
4 precise
5 react
6 creatively
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1 10 SPEAKING In pairs, look at the photo of a woman running
an ultramarathon and answer the questions. Then watch the
video to check your answers.
1 How is an ultramarathon different from a normal marathon?
2 What problems could the runner have during the race?
2 10 Watch the video again and complete the information.
WATCH AND REFLECT
Pushing yourself to the limit
03
GLOSSARY
crave – to want something very much
endurance – ability to withstand pain or extreme
conditions
equivalent – the same as
favour something – to prefer something
school of thought – an idea held by a group of people
to the limit – to the maximum amount/degree/
level possible
willpower – strong determination
Long trail ultramarathon
• Distance: 440 km – over 1 ten times longer than
a normal marathon
• Current world record: 2
days,
hours
and 30 something minutes
• Nicky has been training for the race for 3
years.
• Number of people on her support team: 4
• Nicky beat the previous women’s world record by
over 5
.
3 What is the toughest exercise or sport you have done? How
did you feel while you were doing it and afterwards?
4 10 Complete the sentences with the correct words formed
from the words in bold. Then watch again and check.
1 This is one of the toughest sports in the world. It's long, it's
hard and it can be ppainful . PAIN
2 The long trail is a
course. Participants run up and
down the hill. HILL
3 The support team are there to provide
, especially
when she gets tired or demotivated, and to give her
help when she feels unwell or gets injured. ENCOURAGE,
MEDICINE
4 Her
is planned by the team doctor, who is preparing
her meal plans and how much she needs to eat. NUTRIENT
5 Fighting tiredness is a real test of physical
and
willpower. ENDURE
6 She is close to an incredible
– she is the fastest woman
ever to finish the trail. ACHIEVE
5 SPEAKING In pairs or small groups, discuss the
questions.
1 What other extreme or dangerous sports can
you think of that require a lot of training?
Can you order them from the easiest to the
most difficult and from the safest to the most
dangerous?
parachuting, waterfall kayaking, mountain
climbing ...
2 What’s your opinion of ultramarathons and
people who complete them? How would you
react if a friend suggested training for one?
3 Can Nicky’s example really inspire people to
do sports or lead a healthier lifestyle? Say
why.
Yes, because
No, because
Yes, because
No, because
Y
she makes it
look fun.
6 WRITING TASK Write a description of an
ultramarathon giving facts about the course
and what the runners do during the four or five
days it takes.
the idea of an ultramarathon
would put people off.
REFERENCES
VIDEO SCRIPT page 234
Exercise 4
2 hilly
3 encouragement,
medical
4 nutrition
5 endurance
6 achievement
Exercise 2
24,12
32
430
5 2 (full) days
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165
1 SPEAKING In pairs, say what you know about New
Zealand. How similar or different is it from your
country? Then watch the video and say what new
information you discovered about New Zealand.
2 12 Watch the video and complete the sentences
with one or two words or numbers in each gap.
1 Karl and Matt are going to travel around New Zealand
for seven weeks.
2 Matt met Karl in
but now he lives and works
in
, the capital of New Zealand.
3 Matt’s plan is to take Karl to the places that
don’t normally visit.
4 The Maori culture is about
years old.
5 A ‘Marae’ is the Maori word for a
.
6 Matt enjoyed a whole
of visiting his country
as a tourist.
3 If you had to show a foreigner one touristy place and
one traditional place in your country, where would you
take them? Say why.
4 12 Watch the video again and pay attention to
the phrases in the box. Then match them to their
synonyms 1–6.
at the crack of dawn
at the crack of dawn backpacking trail
backpacking trail hit the road
hit the road
backpacking trail hit the road
backpacking trail
backpacking trail hit the road
backpacking trail
move back to off the beaten track
move back to off the beaten track
perspective as a tourist
1 a hiking route backpacking trail
2 away from touristy places
3 return to a place after being away
4 very early in the morning
5 start a journey
6 looking at a place as a visitor
WATCH AND REFLECT
Off the beaten track
04
GLOSSARY
heritage − traditions, beliefs and values of a society
indigenous – native, local
Kiwi − a nickname for a New Zealander
Maoris − the original inhabitants of New Zealand
spiritual − religious, relating to the spirit not the body or mind
spiritual − religious, relating to the spirit not the body or mind
spiritual
5 SPEAKING In pairs or small groups, discuss the questions.
Then share your opinions with another group.
1 What would visitors to your country be impressed by
the most? Give reasons for your answers.
beaches – very clean, white sand, good waves for surfing
our capital city – great museums, friendly people
2 Do you prefer to visit touristy or non-touristy parts of
a foreign country? Say why.
3 Read the comments that Karl makes. Do you agree
with him? Say why.
1 ‘We’re going completely off the beaten track,
there’ll be no phone reception, no nothing,
which will be a nice break so I’m really looking
forward to it.’
2 ‘It’s always a good start to the day when you
wake up and do something you’ve never done
before.’
3 What makes you proud of your country?
4 What makes a journey a valuable experience?
Give examples of places you have visited
that have helped you learn something
about the world or about yourself.
6 WRITING TASK Imagine you went to the places shown
in the video. Write an email to a friend in a different
country saying what you have done, what you have
seen and how you felt while you were there.
REFERENCES
VIDEO SCRIPT page 235
Exercise 2
2 London, Wellington
3 tourists
4 1,200 years old
(twelve hundred
years old)
5 meeting
6 (new) experience
off the beaten track
move back to
at the crack of dawn
hit the road
perspective as a tourist
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1 SPEAKING In pairs, look at the photos and answer the
questions.
1 What jobs do you think they show?
2 Which of these jobs appeals the most to you? Say why.
3 Do you know any other handcrafts? What are the pros and
cons of doing jobs like those?
2 17 Watch the video and answer the questions.
17 Watch the video and answer the questions.
17
1 What does Eric build? customised motorbikes
2 What does Shawn make from glass?
3 When did the tradition of glass blowing begin?
4 Does she see herself as an artist or a craftsman?
5 When did people start making clocks?
6 What does Nathan make by hand?
7 How long does Nathan expect his clocks to continue
working?
3 Think about the skills Shawn and Nathan needed to learn.
If you had the chance to learn how to do one of these jobs,
which one would you choose and why?
4 17 Complete the sentences with the correct
17 Complete the sentences with the correct
17
words formed from the words in bold. Watch
again and check.
1 In the era of increasing automation many
prpredictable and repetitive
petitive jobs may disappear.
PREDICT, REPEAT
2 There are some professions, though, which
are likely to survive as they require
,
and highly developed skills. CREATIVE,
INNOVATE
3 Shawn’s job requires
. DETERMINE
4 Shehastobe
because machines now
make a lot of glasswork. COMPETE
5 Nathan also very much desires to be
.
INFLUENCE
6 Nathan and Shawn have learned skills that have
produced
objects in our society. ICON
5 SPEAKING In pairs or small groups, discuss the
questions.
1 Is it important for old skills and talents to
continue to exist when machines can do the
work more quickly, more easily and, perhaps,
better?
Yes, what if machines stop working?
No, it's just a bit of history like people dressing up
as knights.
2 What skills are we losing because of technology
that it is important for us to keep?
3 What is the difference between being a craftsman
and an artist?
4 Read the question narrator asks at the end and
give your opinions: ‘People will continue to love
and enjoy their work for years to come. That’s
a real legacy, isn’t it?’
Yes, because the object will exist after the maker
has died.
No, because people may not appreciate the items
in the future.
6 WRITING TASK Imagine you are applying for
a training programme as a craftsperson. Write
a personal statement.
WATCH AND REFLECT
Handcrafts in the 21st century
05
GLOSSARY
craft – a job or activity in which you make things with
your hands, and that you usually need skill to do
curious – wanting to know more
customised – made for specific needs of a customer
entrepreneur – a person who runs their own business
entrepreneur – a person who runs their own business
entrepreneur
freelance – working independently, selling services
to different companies, people
legacy – something significant left by ancestors for
future generations
mass-produced – made in factories in large quantities
unique – unlike any other
REFERENCES
VIDEO SCRIPT page 237
Exercise 2
2 shapes and designs
3 3,500 years ago
4 both (an artist and a
craftsman)
5 in the 14th century
6 his tools and clock
parts
7 months
Exercise 4
2 creativity, innovation
3 determination
4 competitive
5 influential
6 iconic
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1 SPEAKING You are going to watch a video about an
experiment on honesty. Before you watch, look at
the quotation on the photo above and discuss these
questions in pairs.
1 Why do you think people lie?
2 What might be the circumstances that make lying
easier?
2 19 Watch the video and choose the correct words or
numbers.
1 ‘Fudge factors’ are small unimportant lies / excuses for
being dishonest.
2 In the experiment, people have half a second / one and
a half seconds to make a decision.
3 Seventy percent of the people taking part were /
weren’t completely honest.
weren’t completely honest.
weren’t
4 Fibs and white lies are the same / two different things.
the same / two different things.
the same / two different
5 Telling lies when we are children can help get children
out of trouble/ develop children’s imagination.
6 The girl gives an example of a good reason to lie / an
unimportant reason for lying.
3 What do you think of the experiment? Would you have
been completely honest or not? Say why.
4 Complete the text with one word from the box in each
gap.
trouble twist root brain line mission dilemma
Dan Ariely says that he is on a 1mission to find out why
to find out why
people lie. He asks: How can it be that people lie but
think they are honest. He thinks of a simple experiment
but there’s a
2
– the participants can earn more
– the participants can earn more
money if they lie. This creates a moral 3
. Most
. Most
of the participants crossed the 4
from honesty
from honesty
to dishonesty. Dan studies children to try to get to the
5
ofof why we lie. Lies can
of why we lie. Lies can
of
get children into 6
but they still do it. In the end, he finds out that lying is
connected with the development of the 7
.
.
5 SPEAKING In pairs or small groups, discuss the questions.
1 What other ways of testing people’s honesty can you
think of? Present one idea to the class explaining how
it works and how it tests people’s honesty. Have a class
vote on the idea people like best.
We could drop some money on the floor and see if
people give it back to us.
2 There is a phrase in English: to be economical with the
truth, which means being dishonest without actually
lying. Look at the example below. Did the child
lie? Were they honest? Discuss other ways of being
economical with the truth.
Mother: Did you get any marks from school today?
Child (who got a B in History and an E in Maths): Yes,
I got a B in History.
Mother: Oh, that's very good. Well done.
3 At the end of the video the narrator asks the question:
‘What do you think? Is it ever OK to lie?’ Answer that
question. Then think of different people in your life
(parents, teachers, friends, etc.). How important is it
that they are honest with you? Give reasons for your
answers.
6 WRITING TASK Imagine you are Dan. Write a blog entry
to explain what the experiment was about, what
happened and what you think it shows about people’s
honesty.
WATCH AND REFLECT
Why do we lie?
06
GLOSSARY
excuses – reasons people give for doing or not doing
something
fi b – a small, unimportant lie often told by children
justify – to give a reason why you did something
regardless of – without being influenced or affected by
regardless of – without being influenced or affected by
regardless of
reward - something that you get because you have
done something good or helpful or have worked hard
In fact, overall, nearly 70% of the forty thousand people who took part
In fact, overall, nearly 70% of the forty thousand people who took part
in the matrix experiments lied when the circumstances made it easy to do so.
in the matrix experiments lied when the circumstances made it easy to do so.
in the matrix experiments lied when the circumstances made it easy to do so.
REFERENCES
VIDEO SCRIPT page 238
Exercise 4
2 twist
3 dilemma
4 line
5 root
6 trouble
7 brain
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1 SPEAKING In pairs, look at the photo and answer the
questions.
1 Do you like the picture in the photo? Give reasons for your
answer.
2 Can you guess how this piece of art was made? Do you think
it is an oil painting, a drawing, a computerised image or
something else?
2 23 Watch the video and choose the correct answers.
1 Lisa tries to make the real world look like a painting / her
paintings look like the real world.
2 Lisa / Another artist
/ Another artist
/
paints the backgrounds.
Another artist paints the backgrounds.
Another artist
3 Lisa takes photos of her paintings because they're only
temporary / she's also a photographer.
4 The model, Christopher studies / feels he's a part of the history
studies / feels he's a part of the history
studies / feels he's a part of
of art.
5 Lisa is famous only in America / in many countries.
6 The art expert thinks that Lisa is doing something new /
copying someone else’s style.
3 Would you like to be in a painting like this? Say why.
4 23 Complete the phrases with the words in the box. Then
watch the video again to check.
exhibits bold boundaries canvas dimensional headlines
shadow standards toe
1 She’s making headlines with her artwork.
with her artwork.
2 She paints her models from head to
.
3 She uses
brush strokes to capture depth and
just as she sees it in real life.
4 Lisa paints on people in a way that makes them look like
two-
paintings.
5 For Lisa, the world is a
.
6 Lisa sometimes paints people for live art
.
7 Michael Schwartz is an art expert and gallery owner who thinks
Lisa’s work is pushing
.
8 When a woman challenges the
and creates something
so unusual, that’s really important.
WATCH AND REFLECT
Living art
07
GLOSSARY
acrylic (paint) − made from chemicals, not natural
materials
atmospheric − giving a particular feeling e.g .
pleasing or mysterious
critical acclaim − positive opinions from critics and
experts
neat (American English slang) − good
pushing boundaries – challenging what is
acceptable or normal
5 SPEAKING In pairs or small groups, discuss the
questions.
1 Do you think an artist needs to have talent or
is a good imagination enough?
If there is no talent, then anyone can create the
same thing so it isn’t unique anymore.
Some art works such as Tracey Emin’s unmade
bed is as interesting and important as an oil
painting or sculpture.
2 How important is it for schools to teach
students about art and its history? Give reasons
for your answers.
3 Read the question the narrator asks at the end
and give your opinions: ‘Will her paintings be
remembered if they only last a day before they
are gone for good?’
Yes, we can still have photos of them.
No, photos won’t show how amazing the
paintings really look.
6 WRITING TASK Imagine you have been to a live
art exhibition of Lisa’s paintings. Write a review
of the exhibition.
REFERENCES
VIDEO SCRIPT page 239
Exercise 4
2 toe
3 bold, shadow
4 dimensional
5 canvas
6 exhibits
7 boundaries
8 standards
186
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169
1 SPEAKING In pairs, look at the photo and answer the questions.
1 How often do you buy things in shops or on the Internet?
2 Which of the things that you buy do you share with friends or
family?
2 26 Watch the video and decide if the statements are true or
false.
1 □ The sharing economy is a new idea.
2 □ Some people even share pets.
3 □ To unlock the car you need the keys.
4 □ The amount you pay for a shared car depends on how long
you want it for.
5 □ The housing scheme was set up by the government.
6 □ The houses in the scheme are free if you agree to renovate
them.
3 What possessions of your own would you be happy to rent to
other people and what possessions would you definitely not
rent out? Say why.
4 26 Complete the sentences with the words from the box so
that they have the same meaning as the original.
booking boost fortune pick rent stretch
1 I haven’t got enough money.
My money doesn’t stretch far enough for my needs.
2 You can pay to use someone else’s car, clothes or tools.
You can
a car for a few hours.
3 You can reserve the item you want for a certain time.
You can make a
so that you have the item at a certain time.
so that you have the item at a certain time.
4 The app tells you where to collect the car from.
The app tells you where to
it up.
5 You don’t have to spend a lot of money on clothes.
It isn’t necessary to spend a
on clothes.
6 Housing schemes can make communities stronger.
Housing schemes can give communities a
.
5 SPEAKING In pairs or small groups, discuss the
questions.
1 What advantages and disadvantages does
the sharing economy have?
Advantages
Disadvantages
cheaper than buying possible damage to
car/clothes etc.
2 The narrator also mentioned sharing
time and skills. What skills can be shared
in sharing economy? What skills can you
share?
Someone who is good at languages could
teach other people. For example, I could
teach someone English and French.
3 Read the question the narrator asks at the
end and give your opinions: ‘But is it likely
that in the future we may not need to
own anything at all?’ Give reasons for your
answers.
6 WRITING TASK Write an opinion essay about
the advantages and disadvantages of
a sharing economy. Say whether, overall,
you think it is a good idea or not.
WATCH AND REFLECT
Buy or borrow?
08
GLOSSARY
designer outfit − a set of clothes made by
a famous fashion designer
renovate − to makes changes to a flat/house so
that it looks new again
repair − to fix broken things
scheme − a plan of action
solution − a way of overcoming a problem
REFERENCES
VIDEO SCRIPT page 240
F
F
F
T
T
T
rent
booking
pick
fortune
boost
187
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170
1 SPEAKING You are going to watch a video about people
who have moved away from cities to a quiet island.
Before you watch, look at the photo and discuss these
questions in pairs.
1 Why do you think the people decided to move there?
2 What do you think they can do in their free time?
2 31 Watch the video and answer the questions.
1 Where is Anglesey?
2 What aspects of Welsh culture can you enjoy in the
community?
3 According to Therese, what adds something special to
a location?
4 Where is Sian from?
5 How long did she work in advertising for?
6 What did Sian use to wear?
3 Would you like to live on an island like Anglesey? Say
w hy.
4 31 Complete the sentences with the words from
the box. Then watch the video again and check.
detached pace quality pressure reconnect
vibrant
1 People in big cities often lead high ppressure lifestyles.
2 It is important for people in urban areas to
with
nature.
3 Welivein a
community with lots of cultural
activities going on.
4 Asmallflatinacitycancostasmuchasa
house
in the countryside.
5 The
of life here is much slower than in London
and the
of life is much better.
5 SPEAKING In pairs or small groups, discuss the
questions.
1 People often move to cities when they are young and
then somewhere quieter when they are older. What
do young people like about cities and what do older
people dislike about them?
Young like
Older dislike
nightlife ...
noise ...
2 In which town, village or area would you like to live in
your country? Give reasons for your answer.
3 Read the question narrator asks at the end and give
your opinions: ‘What does good quality of life mean
to you?’ Use the headings below and your own ideas.
• free time
• friends
• money
6 WRITING TASK Imagine you live on Anglesey. The local
council wants to attract visitors so they ask you to
write an article describing life on the island and the
fun things you can do there.
• excitement
• house
• work
WATCH AND REFLECT
Living by the coast
09
GLOSSARY
deadlines − times set at which work has to be completed
hectic − very busy and full of activity
profound − having a strong influence or effect
remote − far away from towns or places where people
live
REFERENCES
VIDEO SCRIPT page 242
Wales
History, language and music
sea
North Wales
heels, skirts
sixteen
Exercise 4
2 reconnect
3 vibrant
4 detached
5 pace, quality
188
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171
WATCH AND REFLECT
Keeping cyberspace safe
10
GLOSSARY
aspire to – to have an aim or ambition to do something
fl a w s – mistakes or weaknesses
purpose-built – created for one specific reason
vulnerabilities − weaknesses
1 SPEAKING You are going to watch a video about
cyberspace security. Before you watch, look at the
photos and discuss these questions in pairs.
1 What sort of problems do you think the video will
talk about?
2 In what ways can young people be made interested
in working in cyber security?
2 33 Watch the video and put the events in the
order that we see them.
a
We learn why Nigel Harrison set up Cyber Security
Challenge.
b We find out who won the Cyber Centurion
Challenge.
c
The narrator explains what the Cyber Centurion
Challenge is.
d We listen to some of the participants in the Cyber
Centurion Challenge.
e
The narrator explains what cyberspace is.
f The narrator tells us why hacking is a problem.
c
The narrator tells us of a competition for school
The narrator tells us of a competition for school
children.
3 How worried are you about hacking and data theft?
What do you do to keep yourself safe online?
4 33 Match the beginnings to the correct endings
and then choose the correct word. Watch the video
again to check your answers.
1 Cyberspace is the online world of
2 Hackers / Gamers are experts
3 Nigel wants these events to force / inspire
4 Cyber Centurion requires a
5 The students have to safeguard / rescue
a purpose / deliberate -built website.
b computer data / networks and the Internet.
c the network from criminal hackers.
d at getting into computer systems.
e more people to consider jobs in cyber security.
1
5 SPEAKING In pairs or small groups, discuss the questions.
1 Are you optimistic or pessimistic about the future of
cyber security? Give reasons for your answer.
Optimistic
Cyber experts will one day create a completely safe
computer code that can’t be hacked.
Pessimistic
Politicians don’t understand the problem well enough
and won’t spend enough money on solving it.
2 Look at three different examples of hacking and say
what you think should happen to each person?
A hacked into the government’s defence department
and left a message on their computer saying: ‘I got
in here, which means our enemies could!’
B hacked into a famous person’s Twitter account and
wrote messages pretending they were from that
person. None of them were rude or hurt anyone.
C hacked the Education Ministry and found this year’s
exam papers and then put them online where
everyone could see the questions before the exam.
6 Read what narrator says at the end and give your opinions:
‘These students could go on to have careers protecting
cyberspace from criminal hackers in the future − a job
which experts believe will be in high demand.’
7 WRITING TASK Use your ideas from Exercise 3 to write
a blog post on dangers people may face online and how
they can keep themselves safe.
REFERENCES
VIDEO SCRIPT page 243
4
7
3
6
2
b
e
5
d
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c
189
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M02 High Note TB3 09593.indd 191
29/08/2019 14:18
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M02 High Note TB3 09593.indd 192
29/08/2019 14:18
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29/08/2019 14:18
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8
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.
1
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3
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M02 High Note TB3 09593.indd 197
29/08/2019 14:18
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4
2
m
i
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h
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a
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a
k
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p
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3
c
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m
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4
c
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d
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n
5
m
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c
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d
6
c
a
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’
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f
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7
m
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a
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l
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f
t
8
m
a
y
n
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t
h
a
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h
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a
r
d
M02 High Note TB3 09593.indd 198
29/08/2019 14:18
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k
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/
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/
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/
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/
w
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/
w
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/
w
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/
w
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/
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t
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a
w
/
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ð
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ː
/
w
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d
r
e
w
/
w
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ð
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r
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/
w
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a
w
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/
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ð
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ː
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/
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/
r
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/
r
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/
w
r
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t
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/
ˈ
r
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/
5
.
7
1
1
9
0
A
u
A
u
g
m
e
n
t
e
d
g
m
e
n
t
e
d
r
e
r
e
a
l
i
t
y
a
l
i
t
y
*
*
U
n
i
t
1
1
C
o
m
p
l
e
t
e
t
h
e
s
e
c
o
n
d
s
e
n
t
e
n
c
e
u
s
i
n
g
t
h
e
w
o
r
d
i
n
b
o
l
d
s
o
t
h
a
t
i
t
m
e
a
n
s
t
h
e
s
a
m
e
a
s
t
h
e
fi
r
s
t
o
n
e
.
U
s
e
b
e
t
w
e
e
n
t
w
o
a
n
d
fi
v
e
w
o
r
d
s
,
i
n
c
l
u
d
i
n
g
t
h
e
w
o
r
d
i
n
b
o
l
d
.
1
C
l
a
r
e
i
s
t
h
e
b
e
s
t
s
i
n
g
e
r
i
n
s
c
h
o
o
l
.
B
E
T
T
E
R
N
o
o
n
e
i
n
o
u
r
s
c
h
o
o
l
s
i
n
g
s
b
e
t
t
e
r
t
h
a
n
s
i
n
g
s
b
e
t
t
e
r
t
h
a
n
C
l
a
r
e
.
2
T
h
e
r
e
a
r
e
v
e
r
y
f
e
w
o
c
c
a
s
i
o
n
s
w
h
e
n
P
e
t
e
r
g
e
t
s
d
r
e
s
s
e
d
u
p
.
H
A
R
D
L
Y
P
e
t
e
r
d
r
e
s
s
e
d
u
p
.
d
r
e
s
s
e
d
u
p
.
3
C
e
l
e
b
r
i
t
y
s
h
o
w
s
a
r
e
m
o
r
e
a
n
d
m
o
r
e
p
o
p
u
l
a
r
t
h
e
s
e
d
a
y
s
.
G
E
T
T
I
N
G
C
e
l
e
b
r
i
t
y
s
h
o
w
s
m
o
r
e
a
n
d
m
o
r
e
p
o
p
u
l
a
r
t
h
e
s
e
d
a
y
s
.
4
D
o
y
o
u
k
n
o
w
h
o
w
m
a
n
y
p
e
o
p
l
e
j
o
i
n
t
h
e
f
a
s
h
i
o
n
d
e
s
i
g
n
c
o
u
r
s
e
s
e
a
c
h
y
e
a
r
?
P
A
R
T
D
o
y
o
u
k
n
o
w
h
o
w
m
a
n
y
p
e
o
p
l
e
t
h
e
f
a
s
h
i
o
n
d
e
s
i
g
n
c
o
u
r
s
e
s
e
a
c
h
y
e
a
r
?
5
C
h
e
c
k
e
d
j
a
c
k
e
t
s
,
w
h
i
c
h
w
e
r
e
o
n
c
e
t
r
e
n
d
y
,
a
r
e
b
a
c
k
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M02 High Note TB3 09593.indd 199
29/08/2019 14:18
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M02 High Note TB3 09593.indd 200
29/08/2019 14:18
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Unit 1
1A GRAMMAR AND VOCABULARY
Proms are formal dances usually organised in the US for high
school seniors the spring before graduation. This marks
an important milestone in a young person’s life. The cultural
importance of prom nights, and the social and financial
pressures that accompany them have formed the plot for
many American films and TV episodes. It is estimated that
parents usually spend between $800 and $1,200 on
a prom-going teen. Proms have also taken off in the UK.
Although the teens who participate are often younger than
their American peers, the financial investment, including
limousines and the perfect dress, is similar.
Operation Prom is a non-profit organisation that helps
low-income American families and teens attend prom.
Founded in 2005 and staffed completely by volunteers,
the organisation not only provides suits and dresses, but
also mentoring services and fashion and sewing classes.
To receive aid, the student must be in good academic standing,
demonstrate financial need and have a recommendation from
their guidance counsellor.
1B GRAMMAR AND VOCABULARY
Ashley Graham (1987–) is an American plus-size model. She
was born and raised in Nebraska and first picked out to model
in a mall when she was twelve. She moved to New York at
the age of seventeen to begin modelling. Although she was
very successful financially, she was not always well-received
by modelling agencies or other models because of her size.
Despite her initial struggle for recognition, Ashley Graham
is now one of the world’s highest-earning models. She was
the first plus-sized model to appear on the cover of Sports
Illustrated, and she uses her position and popularity to
encourage body positivity and teach others that they can do
anything they set their mind to. Students who are interested in
more can look up Graham’s TED talk or her book A New Model:
What Confidence, Beauty, and Power Really Look Like (2017).
Size zero models are female models who can fit into the
smallest size: 0 in the US, 4 in the UK and 32 in Europe. They
often achieve this through very restrictive diets leading
to serious health problems, such as anorexia. One of
the explanations given for the preference for size zero
models is that fashion designers only make these smaller
sizes available for runway shows. This has been a matter
of contention and controversy for several years, with
accusations that it destroys not only the health of the models,
but also that of the young women who follow fashion
magazines and become anorexic themselves. What is more,
it presents a misconception of what is normal in terms of a
female body: size 16 in the US and size 14 in the UK. For this
reason, Ashley Graham (see above) speaks against the use
of the term ‘plus size’ – she views it as labelling sixty-seven
percent of the US population as not fitting ‘normal’ sizes.
Thanks to social media, the discrepancy between reality and
the size-zero model, as well as the popularity and success of
‘plus-size’ models, is increasing. Moreover, governments and
the fashion industry are responding, with some countries
placing health checks and minimum BMI requirements on
the models. Some fashion designers have decided to stop
using size zero models altogether. This has also sparked
controversy as another form of body shaming those who are
naturally small-boned.
Tine Tempah (1988–), born Patrick Chukwuemeka Okogwu,
is a British singer, songwriter and rapper, who won the Brit
Award for British Breakthrough Act and British Single of the
Year in 2011. Apart from creating music, he and his cousin,
Dumi Oburota, founded the Disturbing London Records
label, later renamed DSTRB.LDN, which produces music and
streetwear apparel. Tine Tempah is challenging people’s
expectations when it comes to rappers: he is not tattooed
and muscular; he dresses smart and enjoys foreign cinema.
He earned his A-levels in a private Catholic school and came
up with his stage name by using a thesaurus. He is known for
his positivity and authenticity and dedication to his goals.
1C LISTENING AND VOCABULARY
Margot Robbie (1990–) is an Australian actress. She was
raised in South East Queensland, and in 2007 she moved
to Melbourne to pursue acting. She was cast in two feature
films, I.C.U. and Vigilante, and later landed the role of Donna
Freedman in the Australian soap opera Neighbours. In 2011 she
moved to Hollywood. Her first big screen role was in the film
About Time (2013), but it was likely her role in The Wolf of Wall
Street (2013) that catapulted her to fame. Recent films include
The Legend of Tarzan (2016), Suicide Squad (2016), I, Tonya
(2017) and Mary, Queen of Scots (2018).
Jared Leto (1971–) is an American actor, singer, songwriter
and director. He was born in Mississippi and began his TV
acting career in the early 1990s, eventually landing a lead
role on My So-Called Life (1994). His first film was How to
Make an American Quilt (1995). The films he has been in
since include Fight Club (1991), Requiem for a Dream (2000),
Panic Room (2002), Lonely Hearts (2006), Mr Nobody (2009),
Suicide Squad (2016) and Blade Runner 2049 (2017). Leto
is a method actor, which means that he meticulously
researches his roles, including living on the street in
preparation for Requiem for a Dream. He also gets completely
involved in his character, losing or gaining weight to fit the
role and remaining in character throughout the shooting.
1D READING AND VOCABULARY
Séan Garnier (1984–) is a French freestyle footballer. When
France won the World Cup in 1998, Séan was playing for
Auxerre and was on is way up. However, a variety of knee
problems caught up with him in 2004 and he had to leave
the club. He decided to study to be a coach while he was
looking for another professional club. He would also do tricks
with his ball outside, which began to draw an audience.
By 2006, Séan had realised that this was the direction his
career would take. Within just two years, in November 2008,
Séan was freestyle world champion. He currently travels the
world doing tricks. His videos can be viewed, among other
places, on his YouTube channel, which is becoming more and
more popular.
1E GRAMMAR
1980s fashion was all about bold, bright clothes, large
shoulder pads, exaggerated jewellery and plenty of glitz.
Hair was also big and curly, particularly fringe for both men
and women, which would be ratted up and covered in
hairspray. Several subcultures appeared both accenting and
opposing these fashion trends. Heavy metal fashion included
long hair (for men and women), leather biker jackets or
jean jackets and high white trainers. Punk was popular
among young adults throughout the decade; fashion was
similar, but the hair was dyed a variety of colours and often
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shaved into a mohawk. Bleached or stonewashed jeans
were also popular. In the late 80s, skate punk came on the
screen. They preferred baggy clothes, but with a sporty look.
Converse and Vans shoes were especially popular. Other
sports shoes, such as Nike and Adidas, became a fashionable
and expensive part of the hip-hop fashion of the decade.
As popular as this was, not all subcultures sported a relaxed
look. A preppy style emerged, predominantly among
wealthy teens, which favoured a more classic appearance.
1990s fashion was a continuation of the trends of the 1980s,
although it became subtler as the decade wore on. Simpler
clothes became popular around the mid-90s, with thrift
stores gaining popularity as the place to find a unique outfit.
Grunge came into fashion, with baggy T-shirts and oversized
flannels. Interest in hip-hop and gangster rap also grew
during the early 1990s, and with it, among other things,
saggy jeans and ballooned ‘MC Hammer’ pants, named after
the rapper who introduced them. Goth became popular
during the mid-to-late 90s, with lots of black and lots of lace.
The preppy fashion of the 1980s also remained among that
subculture. Hairstyles toned down and rather than being
ratted up, fringe was often left to grow out.
Dungarees (UK), or overalls (US), were designed and used
as work clothes because they offered extra protection.
They originated around 1750. Dungarees were often used by
slaves, as well as by the poor during the great depression in
the 1930s. However, in the 1980s and 1990s, they became
very fashionable. In the twenty-first century, a pair can sell
for over 100 dollars, and can even be found with a price tag
of over 1,000 dollars.
1G WRITING
Fancy dress parties are occasions when friends get together
and dress up according to a particular theme and occur
throughout the year in the UK. It is believed that these parties
date back to the eighteenth century and masked balls.
Common themes might be famous people or time periods,
e.g . the 1980s.
The Carnival of Venice is two weeks of cultural events and
street parties in Venice, Italy. Everything centres around
the Piazza San Marco and the Maschera più Bella (the most
beautiful mask) competition, in which contestants vie for
a place in the grand finale for best costume. The costumes
cover a range of elaborate designs and none is complete
without a Venetian mask, closely linked to the city and
tradition, with the skill being passed down from generation
to generation. An authentic hand-made Venetian mask may
cost as much as 200 euros, sometimes even more. As the
popularity of the festival has grown, global manufacturers
have taken interest in producing and selling masks even as
low as 10 euros. Many of these masks are made in China, but
are labelled as if they were Italian, causing frustration for
customers and authentic mask-makers alike.
Unit 2
2A GRAMMAR AND VOCABULARY
Voyager refers to either of two probes launched into outer
space by the US in August (Voyager 2) and September
(Voyager 1) of 1977. Due to a fortunate alignment of the
outer planets, the probes were able to travel quickly.
In August 2012, Voyager 1 entered interstellar space, and
Voyager 2 followed in November 2018. Both carry a greeting
should they be found by extra-terrestrial life forms.
Ophiuchus is a large constellation. Its name, recorded by
Ptolemy in the second century CE, is Greek and means ‘serpent
bearer’. The constellation is rather large in size and due to its
proximity to the elliptic (the Sun’s apparent path through the
sky), it is often called the thirteenth constellation in the Zodiac
calendar. The best time to see Ophiuchus is in July, around
sunset. It can be found by identifying the Milky Way and then
looking northwest of the centre; it can also be found by
locating its neighbouring constellations, Aquilla, Serpens and
Hercules. Bernard’s Star, our closest star after the Sun, is part of
Ophiuchus and just six light years away.
Star Wars is an American epic space opera film written and
produced by George Lucas. The first Star Wars film (later retitled
Star Wars: Episode IV – A New Hope) was released in 1977 in just
forty-two cinemas. Nonetheless, within a week it had earned
nearly three million dollars and held the record as the highest
grossing film until ET (1982). It took home six Academy Awards
and its special effects transformed film-making. This was
thanks to Lucas’ special effects company, Industrial Light and
Magic (ILM), which continues bringing innovation to
film-making. Lucas released two sequels: Star Wars: Episode V –
The Empire Strikes Back (1980) and Star Wars: Episode VI –
Return of the Jedi (1983). The films gathered a cult-like
following, and popularity of the trilogy and related
memorabilia continued to grow with a re-release of the
trilogy in 1997 and prequels: Star Wars: Episode I – The Phantom
Menace (1999), Star Wars: Episode II – Attack of the Clones
(2002) and Star Wars: Episode III – Revenge of the Sith (2005).
Although the later trilogy met with mixed reviews, in general,
the Star Wars franchise has continued to expand. The Walt
Disney Company, which purchased Lucas Films Ltd. in 2012,
produced Star Wars: Episode VII – the Force Awakens (2015),
Star Wars: Episode VIII – The Last Jedi (2017), Rogue One (2016)
and Solo (2018).
2B READING AND VOCABULARY
Elon Musk (1971–) is a multi-billionaire listed by Forbes as
the world’s fifty-fourth wealthiest person in 2018. He is an
entrepreneur and engineer/inventor and has founded and
co-founded several companies, including SpaceX, Tesla and
PayPal. Of the first two, he is also CEO. Musk made headlines
in February 2018, when SpaceX launched Falcon Heavy with
Musk’s own Tesla Roadster car attached.
SpaceX was launched in 2002 by Elon Musk and has achieved
more than any other private company when it comes to
space travel. It has constructed three different spacecraft.
In 2010 SpaceX sent a spacecraft into low Earth orbit and
returned it. In 2012 its spacecraft Dragon made deliveries
to the international space station.
Falcon Heavy is a semi-reusable rocket system designed by
Elon Musk’s company, SpaceX. It is the most powerful rocket
to date. Musk chose to launch it with his Tesla Roadster
attached and a dummy driver in a space suit rather than the
typical weight used during practice launches – just to make
things more interesting. The 2018 launch was much more
successful than expected and it is believed that NASA will
start using the rocket to put satellites into orbit. Musk’s end
goal for Falcon Heavy is to make space travel and possibly
moon colonisation possible.
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Bill Gates (1955–), co-founder and chairman of Microsoft, is
an American businessman, investor and philanthropist. He was
born in raised in Seattle, Washington, where Microsoft is now
based. He credits his parents’ encouragement as the reason he
got involved with computers at the age of thirteen. Although
he was accepted to Harvard, he ended up dropping out to set
up Microsoft with Paul Allen, whom he had programmed with
as a teenager. He has been married to his wife, Melinda, since
1994 and together they have three children. Together, they set
up a charity organisation, the Bill & Melinda Gates Foundation,
through which they provide, among other things, college
scholarships, school computers and vaccines.
2D GRAMMAR
Sudoku is a single-player logic game. The challenge is to
complete a grid nine squares across and nine squares down
with the numbers 1–9 . Each number can only be used once
in each column, row and 3x3 sub-grid. Sudoku games with
varying degrees of difficulty can be bought at newsagents’
and found online.
Chess is a two-player game that involves strategically
moving sixteen pieces – one king, one queen, two rooks,
two bishops, two knights and eight pawns – in order to
checkmate your opponent’s king (make it so that the
king piece has no way to escape attack). An early form of
chess was played in India in the sixth century and spread
throughout central Asia and Arab lands. The game reached
Europe in the thirteenth century and underwent significant
modification in the fifteenth century, making it very similar
to the game we know today. In the nineteenth century, chess
became an official sport. Its official rules are now governed
by the World Chess Federation (FIDE).
Go! is a strategy game believed to be the oldest game still
played today. It is played by over forty-six million people
across the globe. The goal in moving one’s pieces is to gain
more space on the board. The rules may be simple but due to
the large size of the board, it is actually quite complicated as
there are many more moves to choose from.
2G WRITING AND VOCABULARY
Millennials, or Generation Y, comprise those individuals born
between Generation X and Z. While there is debate as to the
exact years, the birth date of millennials is placed between the
early 1980s and mid-late 1990s. Millennials are characterised by
the ease with which they navigate the web and social media.
REMEMBER MORE
The Great Wall of China is a series of fortifications that began
being built in the eighth century BCE to protect the country
from Eurasian raids and military attacks. The fortifications were
strengthened and rebuilt by various emperors, most notably
Qin Shi Huang, the first Emperor of China, between 220 and
206 BCE, although most of his wall has since been destroyed.
What can be seen today was largely built by the Ming dynasty.
Contrary to popular belief, the Great Wall of China is not visible
from the moon or from space.
Unit 3
3A GRAMMAR AND VOCABULARY
Aaron Fotheringham (1991–) is an American extreme
wheelchair athlete. He has never been able to use his legs due
to spina bifida (a birth defect of the spinal cord). He was
an exceptionally mobile toddler, and at the age of eight, he tried
using his wheelchair at the BMX track where his brother rode.
He fell at first, but got up and pressed on; soon he was addicted.
In 2006 he completed the first ever backflip in a wheelchair
and posted the video online. Since then he has become an
international phenomenon. He is now a member of Nitro Circus
(see below), has performed at numerous events and has spoken
and coached at camps for disabled children. Aaron’s passion lies
not only in the pleasure he gets from the sport, but also in the
chance to show people that challenges are opportunities.
Nitro Circus, which began as a small group of friends
producing videos of their stunts in a garage, is a group of
American extreme sportsmen who compete and perform
internationally. The list of sports they have taken to extremes
include FMX, BMX, skating and scootering. They are a diverse
group united by their love for taking risks and perform their
live events all over the world.
The Paralympics (Greek para = beside or alongside) is
the third largest sporting event in the world (as of 2019).
The games enable athletes with impairments to compete.
The first Paralympic Games took place in 1960 in Rome, with
400 athletes from twenty-three countries. Sixteen years later,
the first Paralympic Winter Games were held in Sweden. Both
Summer and Winter Games are held every four years, and
since the 1988 Summer Games and 1992 Winter Games, they
have been held at the same location as the regular Olympic
Games. Although sport activities for those with impairments
have existed for over 125 years, they did not become popular
until after World War II, when athletic competitions were
used as a form of rehabilitation and relevance for injured
veterans and civilians. The four values of the Paralympics are
courage, determination, inspiration and equality.
BMX is short for bicycle/bike motocross. It can be traced back
to the early 1970s in southern California, where children
raced their bikes on dirt tracks. The sport took off, and by the
mid-1970s bikes were manufactured especially for the sport.
BMX hit the UK in the early 1980s, but declined in popularity
by the end of the decade as the mountain bike became more
popular. Riders not only race, but also do a number of tricks
and stunts. The International BMX Federation was founded
in 1981 with the first world championships taking place the
following year. BMX became a fully recognised Olympic sport
for the 2008 Summer Games in Beijing.
3C LISTENING AND VOCABULARY
An emergency number system is actually only a relatively
recent phenomenon. In the days when operators were
responsible for connecting calls, they also serviced emergency
issues. In fact, when dialling became more automated, there
was concern that this lack of personal touch would actually
slow response time. The first locality to adopt a one-number
system was London in 1937. The number chosen was 999
because it was deemed difficult to dial accidentally. This was
later extended to cover the country. In the USA, citizens are
taught from a young age to dial 911 in case of emergency.
However, although it was introduced in the late 1960s, it only
became standardised at the beginning of the 1980s. Europe
was the last to follow suit when it adopted 112 as a standard
number for its states in 1991.
3F READING AND VOCABULARY
Minneapolis is the largest city in Minnesota, USA, resting on the
Mississippi River next to the state’s capital, Saint Paul. Together
with their suburbs, they form the Twin Cities metropolitan area,
one of the Midwest’s largest economic centres.
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Cooperative farms are places where people share farming
and the costs associated with it. The types of responsibilities
vary depending on the agreement between the farmers.
Urban agriculture refers to any type of growing or raising food
within city limits. During World War I and World War II, citizens
in the USA and the British Commonwealth were encouraged to
grow food in any free space in and around homes in what were
called Victory Gardens. Not only did these gardens produce
almost half the nation’s food, but also enabled the people at
home to participate in the war effort, thereby building and
maintaining morale. More recently, local or urban gardens have
been used to help build community and provide options for
healthier eating, especially within low-income areas or large
cities with limited access to farm-fresh food. Urban agriculture
also increases sustainability. Currently, the city of San Francisco’s
department for the environment is developing a programme
they have named Victory Gardens 2007+. Its aim is to turn
unused urban areas into gardens and develop a chain of urban
farmers across the city.
Unit 4
4A GRAMMAR AND VOCABULARY
Windsor Castle is a royal castle located in Windsor, Berkshire,
England. Its construction first began under William the
Conqueror during the eleventh century. Being the largest and
oldest occupied castle, Windsor Castle is a popular holiday
destination for visitors to the UK, whom it welcomes throughout
the year. The Queen is also a frequent guest and enjoys
spending her private time there. The castle sits on 5.3 hectares
of land and serves as both a fortification and a little town.
4B READING AND VOCABULARY
Beyoncé Giselle Knowles (1981–) is an American singer,
dancer, actor, record producer and songwriter. She comes
from Houston, Texas, and has been singing and dancing
since she was a child. She became the lead singer of the
popular Destiny’s Child in the 1990s, which began her
life in the spotlight. In 2002 she appeared in her first film,
Austin Powers in Goldmember and has continued to appear
in films, although her focus is her music. Her first solo album,
Dangerously in Love, was released in 2003 and reached
number 1 on the US Billboard 200 chart. Destiny’s Child broke
up in 2006, but Beyoncé’s solo career has taken off with five
more solo albums. In total, she has sold over 100 million
albums. She has been in the headlines for her political
activism as well as charity work.
The Indian railroad lines cover 63,000 km and pass 6,800
stations, making it the third largest railway network in the
world; only Russia and China have more extensive passenger
rail service if we count kilometres. However, Indian trains
are often so severely overcrowded that you can even see
passengers travelling on the train roof or hanging out the side.
4D GRAMMAR
The state of Oregon is located on the Western Coast of the
USA, between California and Washington. It covers 254,806
km2 of diverse landscape, including larger cities such as
Portland and Salem, college towns, mountain resorts, beach
hideaways and farm and wine country. Like Washington,
the state is divided by the Cascade Range, with greener
landscapes and a more temperate climate on the western
half and a more extreme climate on the eastern half.
The state contains 195 parks and recreational areas.
Siuslaw National Forest is located in the middle of the
Oregon Coast and covers over 2,500 km. It extends over
the Oregon Coast Range in places and includes the range’s
highest peak, Mary’s Peak. There are plenty of activities to
do in the park, from fishing and beachcombing to hiking,
camping and mountain biking.
Thor is a god in Germanic mythology. His name stands for
‘thunder’ and he is depicted carrying a hammer. Powers
associated with thunder, lightning, storms, oak trees,
strength, fertility and protection of mankind were attributed
to Thor. His persona continues to be used in comics, video
games, TV series and films.
The bald eagle is the national bird and emblem of the USA.
It is actually white-headed, not bald. There were concerns
towards the end of the twentieth century that this predator
would become extinct and it was placed on the list of
endangered species. Thankfully, that threat has been averted
and the bald eagle was removed from that list in 1995, and
from the list of threatened wildlife in 2007.
The Grand Canyon, located in the state of Arizona, USA, was
carved out by the Colorado River. It is 446 kilometres long, with
places reaching a width of eighteen miles and a depth of over
a mile. National parks and forests surround the canyon,
enabling about five million visitors each year. The South Rim is
open year-round, while the North Rim is usually only open from
late spring until early autumn. Activities include rafting, hiking
and even skydiving. There is also the glass-bottomed Grand
Canyon Skywalk on Hualapai Tribal lands, a twenty-one -metre
long horseshoe-shaped bridge overlooking the canyon. For
visitors who want to test their endurance, there is a twenty-four-
hour, 126-kilometre Grand Canyon Ultra Marathon.
The Lake District in Northwest England is located within the
county of Cumbria. With its lakes, mountains and forests, it is
a popular holiday destination. Apart from the National Park,
which was declared a UNESCO World Heritage Site in 2017, the
area also attracts students of culture for its connections with the
Lake Poets, including William Wordsworth and Beatrix Potter.
4E LISTENING AND VOCABULARY
Air pollution in Delhi, India, is a long-running problem.
According to the World Health Organisation (see below),
India’s capital has the worst air quality of any major world
city. It is so bad that an estimated 1.5 million people die
annually from smog-related illnesses. Approximately forty
percent of the air pollution is caused by cars, twenty percent
by dust, and just a bit less by industries. The worst time is
between October and December, due to the firecrackers set
off during Diwali and the cold weather. During the Great
Smog of Delhi in November 2017, the air pollution reached
and exceeded the limits of what is considered safe.
The World Health Organisation (WHO) employs over 7,000
people from more than 150 countries in offices around
the globe. They work with the United Nations to direct and
coordinate issues of health care. This organisation works
to reduce disparities in health care between nations. When
emergencies occur, WHO leads and coordinates international
response to provide health care, and works with nations to
reduce future risks.
Carpooling refers to the activity of sharing private transportation
to get to a common destination; for example, people in the
same neighbourhoods or towns may carpool to work. Typically,
drivers either take turns or share fuel costs. Carpooling is
encouraged by local governments and environmental groups as
it cuts down on emissions and reduces traffic jams.
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4F SPEAKING
Tallinn is the capital city of Estonia. It is located on the
country’s northern coast and its Old Town is on the UNESCO
list of World Heritage Sites. In 2013 the city began making
public transport free to its registered residents.
4G WRITING
The Scottish Highlands are a historic region of Scotland
and one of the least densely populated areas in Europe.
This is due to the many mountain ranges, including
Ben Nevis, the highest peak in the UK. The Cairngorms are
a well-known mountain range in the eastern Highlands.
They officially became part of the Cairngorms National Park
in September 2003. Although there are no glaciers, snowfall
is not uncommon throughout the year and patches can
even be found in the summer. The mountains are popular
for a number of winter and summer sports, including ice
climbing, skiing, ski touring and hill walking. A funicular
railway has serviced the Cairngorm Ski Centre since late 2001.
The Isle of Skye is a large and rocky mountainous island
located the furthest north of all the major islands in the
Inner Hebrides archipelago in Scotland. It is well-known
internationally as the home of the Scottish Gaelic college
Sabhal Mòr Ostaig. It is also known for its folk music and as
the initial home of the Gaelic folk rock band Runrig.
Loch Tay is one of the largest freshwater lochs in Scotland,
located in the central highlands. It is nearly twenty-four
kilometres long and 150 metres deep.
Unit 5
5C GRAMMAR
Undergraduate/Bachelor of Arts programmes in the UK
generally last three years. Most students who take up
an undergraduate course are eighteen years old and have
completed their A-levels. Upon applying, students can
choose between a regular degree and a degree with honours.
Most choose a degree with honours as it gives a grade rather
than simply a pass-fail, as is the case with a regular degree.
Halls of residence in the UK provide students with housing
during their studies. Usually, the rooms are single-occupant
with a shared kitchen. Most residence halls do not consider
gender when housing students. This differs from American
practices, in which on most university campuses at least some
of the dorms (or floors) are segregated according to sex, with
specific visiting hours for people of the opposite sex.
5E LISTENING AND VOCABULARY
‘Gig economy’ is a term that was first used during the 2009
economic crisis. At that time, many of those who could not
find a steady job made money by taking on several part-time
jobs, similar to what a musician or comic does. Although the
economy has improved, this way of earning a living caught on
and has become popular with employers and employees alike.
While it is convenient in terms of scheduling, it causes some to
worry when it comes to the effect this type of work will have on
an individual’s health care and retirement options.
Zero-hour contracts are agreements between employees
and employers enabling on-call work without obliging
either side to provide or accept a given task. Such contracts
are frequent in seasonal work and in jobs where finding
a substitute or stand-in worker is often necessary, such as
education or health care.
5F READING AND VOCABULARY
Sir Noël Peirce Coward (1899–1973) was an English
playwright, director and actor. He appeared onstage in
his first professional role in The Goldfish at age twelve.
As a playwright, he was both successful and controversial
throughout the 1920s and 1930s. His work for the stage
continued and he not only performed for troops, but also
unofficially spied for the Foreign Office. After the war, his
humour was a poor fit for British austerity, so he focused on
cabaret and TV performances in America. He was knighted in
1970, just three years before he died.
‘Blue-collar’ and ‘white-collar’ are terms used to distinguish
between manual and office workers. Use of the term ‘blue
collar’ to refer to trade jobs can be traced back to an article in
an Iowan newspaper in 1924. It provided a metonymic link
between the types of job workers perform and the colour of
clothing they usually wore, e.g . denim and different shades of
blue that hid dirt or grease stains. On the contrary, office workers
have historically worn white dress shirts. For a long time, there
was a stigma associated with blue-collar jobs, which tended to
require less education and offer lower salaries. However, this
is changing as the demand for skilled labour increases along
with a rise in lower-paid white-collar jobs.
5G WRITING
Applying to a UK university is done through the Universities
and Colleges Admissions Service (UCAS) website. Deadlines
for applications are strictly observed, while the following five-
step process is usually followed: 1 Candidates register with
UCAS. 2 They choose which course they want to study. 3 They
create a shortlist of universities which they like and which
offer their course. 4 They fill in an application, which includes
a personal statement (see below). 5 They wait for
the universities to respond.
A personal statement is a formal piece of writing which is
crucial to a successful university application in the UK. Personal
statements can be no more than 4,000 characters long and
represent the candidate’s opportunity to explain the reason
why they want to attend a particular university and choose to
pursue a particular line of courses. The statement also explains
why the university should choose this particular candidate.
Good things to include are volunteer or paid work experience,
skills and hobbies. The candidate should relate them back to
the course they want to study and to their future career plans.
When writing a personal statement, candidates are advised to
proofread their work, sound excited, and ask a trusted adult
for advice and feedback. Also, they should make sure that they
give themselves plenty of time and stick to the truth; there
is no need to stretch the facts as that could cause more harm
than good in the long run.
Primary/Elementary education comprises the first years of
a child’s formal education. In the UK, this is usually ages 4–11,
beginning with a type of pre-school. In the US, it includes
kindergarten (age 5) and grades 1–5 or 1–6 (ages 6–10
or 11). Upon completing primary education, students go on
to secondary education.
Unit 6
6B READING AND VOCABULARY
Clive Staples Lewis (1898–1963) was a British writer,
whose best-known work is The Chronicles of Narnia, a series
of seven fantasy novels. He grew up in a Christian church,
but abandoned his faith during adolescence, only to find
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it again through the encouragement of friends, including
J.R .R . Tolkien. His renewed faith had a profound influence
on his writing. From 1954 until his retirement, C.S. Lewis
held the Chair of Medieval and Renaissance Literature at
Cambridge University. Apart from the Narnia stories, he is also
known for Mere Christianity, The Great Divorce, The Screwtape
Letters (letters between a demon and his apprentice) and
Out of the Silent Planet.
Trailer parks provide short- and long-term areas for trailers
and mobile homes. They are particularly common in the US and
they often draw retirees and families living on low budgets.
Some trailer or mobile home parks are restricted to people
over the age of fifty-five and serve as retirement communities,
perhaps with swimming pools, common social areas and even
a protective gate around the property. Others are stereotyped in
the same way as other lower-income housing projects and are
not as well-maintained.
Unit 7
7A GRAMMAR AND VOCABULARY
The World Dog Surfing Championships, officially called the
Norcal Dog Surfing Event and World Championships, are held
every year in Northern California, USA. The first competition
was held in 2016. There are different divisions according to
weight class, as well as tandem competitions. Money raised
by the event goes to a variety of charities for animals, surfing
and the environment.
7B VOCABULARY
Video/TV streaming services provide on-demand
entertainment through cable and satellite providers. Customers
pay either a monthly subscription fee or per-item fee. Examples
of such services include Netflix, HBO Go, iTunes, Hulu and Vimeo.
A trailer is a short film clip that introduces a film. It usually
includes a song from the soundtrack and scenes which will
spark potential viewers’ curiosity without giving away too
much of the plot.
A spoiler is a comment in a book or film review which hints
or reveals the story’s ending. Often posts on blogs and
Internet sites that discuss works of fiction will include the
warning ‘spoiler alert’ so that anyone who has not read the
text or watched the film does not have it ruined for them.
7D READING AND VOCABULARY
The San Francisco Museum of Modern Art (SFMOMA) is
an internationally recognised modern art museum in San
Francisco, California. It is famous for its collection of modern
and contemporary art, which fills 16,000 m2. SFMOMA is the
largest modern art museum in the USA and the first museum
of its kind on the Pacific West Coast.
Michelangelo di Lodovico Buonarroti (1475–1564) was an
Italian sculptor, painter, architect and poet. He is said to have
been one of the most influential Western artists, and vies for
the title of ‘Renaissance man’ with Leonardo da Vinci. From
1508 to 1512, Michelangelo painted the Sistine Chapel ceiling,
an exemplary piece of High Renaissance art. The detailed
ceiling includes a depiction of the Last Judgement and nine
illustrations from the Book of Genesis, the best known being
the iconic Creation of Adam. Michelangelo’s paintings reveal his
skill in painting a variety of human forms and expressions, and
are still used as models by art students.
Leonardo di ser Piero da Vinci (1452–1519) was an Italian
polymath with a wide variety of hobbies and interests, including
invention, drawing, painting, sculpting, architecture, science,
music, mathematics, engineering, literature, anatomy, geology,
astronomy, botany, writing, history and cartography. He
competes with Michelangelo for the title of ‘Renaissance Man’.
One of his best-known works is The Mona Lisa, which is believed
to be a portrait of Italian noblewoman Lisa Gherardini, likely
painted between 1503 and 1506, but perhaps finished as late
as 1517. The portrait, one of the most valuable in the world, can
be seen at the Louvre Museum in Paris, where it has been since
1797.
Oscar-Claude Monet (1840–1926) was one of the founders
of French Impressionist painting, which focused on the
expression of one’s perceptions of nature. His aim was
to depict the French countryside, and he would paint the
same landscape several times to catch the way the lighting
changed and the seasons passed. Later in life, around 1899,
his focus changed to water lilies, which remained his source
of inspiration for the next twenty years. He died of lung
cancer at the age of eighty-six.
Andy Warhol (1928–1987), born Andrew Warhola, was
an American artist, director and producer. He grew up in
Pittsburgh, Pennsylvania. He first received recognition for
his artwork after an exhibition in the late 1950s. Warhol is
well-known for controversial art and his role in the pop art
movement. In his work, he explores the interaction between
artistic expression, celebrity culture and advertising. His studio
in New York was a gathering place for a variety of personas.
His art is quite valuable, the most expensive piece, Silver Car
Crash (Double Disaster), having sold for 105 million dollars.
Some of his other best-known works include Campbell’s Soup
Cans (1962) and Marilyn Diptych (1962). Empire, an eight-hour
single shot film of the Empire State Building during the night
of 25–26 July 1964, is one of Warhol’s most famous films.
The film has no narrator or characters; it is simply a footage of
the passage of day to night against the Empire State Building.
Damien Hirst (1965–) is an English artist, art collector and
entrepreneur. He is considered one of the UK’s richest living
artists – in 2010, his wealth was valued 215 million pounds.
Hirst was among the YBAs (Young British Artists) who took
over the national art scene in the 1990s. His work is often
controversial, its main focus being death and decay.
7E GRAMMAR
Talent shows are competitions in which contestants
perform a variety of special skills and abilities, from dancing
and singing to martial arts and acrobatic routines. Since
the late 1980s, talent shows have appeared as a form of
reality show, especially in the UK and the USA, and many
have international spin-offs. Examples include Idols (2001),
Dancing with the Stars (2004), The X Factor (2004), So You
Think You Can Dance (2005) and Got Talent (2006). Not only do
these programmes provide great entertainment to at-home
viewers, but they also give some very talented individuals
important exposure. Winners and contestants on these
shows have gone on to have successful careers.
7G WRITING AND VOCABULARY
Macbeth is a tragedy written by William Shakespeare which
warns of the danger of power-hungry ambition. At the
beginning of the play, Scottish general Macbeth and his friend
and fellow general Banquo are returning home from war.
On their way, they meet three witches with a message for
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each: Macbeth will become Scotland’s king and Banquo’s
heir will be king – but Banquo himself will never sit upon
the throne. Macbeth tells his wife of this meeting and she
encourages him to make prophecy reality by killing King
Duncan during his next visit. One murder sets off a string of
violence, as Macbeth kills everyone he thinks may expose him,
including Banquo. Each act is worse than the previous until,
consumed by guilt, both Macbeth and his wife are dead.
Romeo and Juliet is a romantic tragedy written by William
Shakespeare. It tells the story of two young people from feuding
families who meet at a ball and fall in love. Through a series
of tragic events, the two lovers and three other characters end
up dead, leading the families to ultimately reconcile. The play
has been performed and modified many times, some very
close to the original, others adding a very modern context, as in
the 1996 American romantic crime film Romeo + Juliet.
The West End, a term that fell into use in the early 1800s,
is London’s centre of commerce and entertainment. In terms
of commerce, it rivals Midtown Manhattan (New York),
and rental fees for office space are among the highest in
the world. In terms of tourism, many of London’s main
attractions are there, as well as entertainment venues.
Unit 8
8A GRAMMAR AND VOCABULARY
Advertising regulations in US schools include such diverse
issues as naming sports fields and teams, choice of vending
machine products, types of free products given to schools,
placement of advertisement and items that can and cannot
be advertised. For example, political ads and ads for items for
products that minors cannot buy are not usually allowed.
Channel One News was an American daily news programme
which provided news broadcasts aimed at elementary,
middle and high school students and was accompanied by
commercial advertising for marketing in schools. The channel
shut down in May 2018.
8C VOCABULARY
Crowdfunding refers to a way of financing a project, charity
or initiative through small donations. Typically, this is done
via the Internet, and in 2015 it was estimated that over
thirty-four billion US dollars was raised in this way. Popular
crowdfunding websites include GoFundMe and Kickstarter.
8D READING AND VOCABULARY
Mesopotamia is a historical region located around the
Tigris–Euphrates river system and covers the area of land that
today belongs to Iraq, Kuwait, northern Saudi Arabia, eastern
Syria, and south-eastern Turkey. It is believed to be the site of
inspiration for the earliest and most important stepping stones
in human history: the Neolithic revolution from around 10,000
BCE, the invention of the wheel and developments in cursive
writing, mathematics and agriculture.
Bank of England is the UK’s central bank. It was founded in
1694 and as one of the world’s oldest banks, it has served as
a model for many modern central banks. The Bank of England
is the only bank that can issue banknotes in England and Wales
and oversees their issue in Scotland and Northern Ireland.
8E SPEAKING
Escape rooms are locations for various physical adventure
and strategy games. Initially, they were inspired by video
games of the same name, and they are currently increasing
in international popularity. It is believed that the first escape
room was opened in Japan in 2007. The premise behind this
new form of adventure is that you and your team are locked
in a room – usually thematically decorated – with a challenge.
Together, you must find clues and solve a mystery to exit the
room within the given time span (usually fifteen minutes to
an hour). At the beginning, the game was largely based on
logic puzzles. Then hidden keys and codes were introduced.
Now, escape rooms take full advantage of modern technology
and include elaborate storylines. In most escape rooms,
the participants are not really locked in and someone is
supervising their activity from outside via camera.
Unit 9
9A GRAMMAR AND VOCABULARY
The Impossible is a Spanish–American disaster drama directed
by J.A . Bayona. It tells the horrific and miraculous real-life
story of the survival and reunion of a family of five on holiday
during the 2004 tsunami in Thailand. It was co-written by
the mother of the family, María Belón. Although the events
and emotions are true to reality, the writers and director did
change one crucial element: in the film, the holiday-goers are
from England, whereas in real life they were from Spain.
9F READING AND VOCABULARY
The Inner Hebrides are a group of islands off the west
coast of mainland Scotland. The archipelago comprises
seventy-nine islands, less than half of which are inhabited.
As the climate is mild, the main forms of income are tourism,
crofting, fishing and whisky distilling. The islands are
sparsely populated and have a population density of about
4.6 people per square kilometre.
Florence + the Machine are an English indie rock band
formed in 2007. They are known for their unique sound, which
is a combination of different genres, and Florence Welch’s
powerful voice. To some extent, the band owes its popularity
to media coverage, in particular from the BBC programme
BBC Music Introducing. They won Critics’ Choice at the Brit
Awards in 2009. The band has had a number of songs top the
charts and their third album made it to number one on the US
Billboard 200. The song Queen of Peace referenced in Lesson 9F
was released on the album How Big, How Blue, How Beautiful
and peaked on the UK singles chart at number 133.
Unit 10
10A GRAMMAR AND VOCABULARY
A criminal trial in the UK can take place at the Magistrate’s
Court or Crown Court, depending on the severity and type
of crime. Cases tried in magistrate courts are heard by three
magistrates, who are volunteers educated in the law and
assisted by a legal advisor in areas they do not understand.
They pass more complex cases onto the Crown Court, which
is overseen by a judge and decided by a jury of twelve fellow
citizens. The prosecution must prove the defendant’s guilt
beyond a shadow of a doubt. It is the prosecutor’s job to prove
that the defendant committed the offence for which he/she is
accused, not the defendant’s job to prove he/she is innocent.
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10B VOCABULARY
Bail can refer to both the short-term release of a suspect
awaiting trial or to the money paid to secure that release.
For suspects who are deemed likely to escape, the bail is set
higher than for those who are less of a risk.
An electronic tag is an electronic device attached to
a person to monitor his/her location. It is used as a form
of punishment and/or to monitor someone on parole
(early release from prison).
A suspended sentence means that the defendant has been
found guilty, but the judge has decided to give him/her
a chance to reform before serving the sentence. If he/she
does not commit another crime during the probation period,
the sentence is usually dropped.
Community service as a punishment is similar to volunteer
work in that a person is helping out his/her community
without pay, but it is usually done in lieu of serving a prison
sentence. Types of community service can include picking up
litter, helping out at food banks or planting trees.
10D READING AND VOCABULARY
Glasgow is Scotland’s most populous city with over 600,000
inhabitants. The wider metropolitan area counts about three
times that number. Residents of Glasgow may be called
‘Glaswegians’ or ‘Weegies’. Glasgow is the third largest city
in the UK and the fifth most popular with tourists. It is also
important in terms of academic research. Not only is the
University of Glasgow the fourth oldest university in
English-speaking lands, but currently there are ten
universities within ten miles of the city centre.
Edinburgh has been recognised as Scotland’s capital since
the 1400s. Like Glasgow, it is also a city of education as well
as a tourist attraction. Its Old and New Towns are UNESCO
World Heritage sites. The city draws over one million visitors
from abroad every year, making it second in the UK only to
London. It is also second only to London in terms of bike
crime, with a forty-seven percent rise between 2016/17
and 2017/18. It is hoped that the new police programme,
Operation Agora, will help fix this problem.
The National Union of Students in Scotland (NUS Scotland)
is part of the National Union of Students and represents
approximately half a million students in Scotland. Students in
Scotland are automatically enrolled in and represented by this
organisation. NUS is a student-led movement that promotes
students’ desires: increasing university access to children of
poorer families, ensuring scholarships for nursing students
and loans for postgraduates. The leadership team includes
‘Liberation Officers’ (Women’s Officer, Black Students’ Officer,
LGBT Students’ Officer, Disabled Students’ Officer), as well as
a president, two vice presidents and eight Scottish Executive
Councillors. At national level, NUS has had some controversy
regarding increased politicisation, and some universities in
the UK have withdrawn from the larger body.
Colleges Scotland is an organisation that services the
colleges in Scotland and promotes university education.
10E SPEAKING
A student council is a group of students, usually elected by their
peers, who represent their classmates’ interests in meetings
with the school or university leadership. They may also plan
activities and act as a mediator between students and faculty/
staff. Student councils provide practical ways to teach students
how to be leaders and how to participate in a democracy.
10F LISTENING AND VOCABULARY
Voting age is the minimum age when a person becomes
eligible to vote in public elections. The majority of countries
set it at eighteen. Austria lowered the minimum voting
age to sixteen in 2007, and for a long time was the only
EU country allowing such young voters to participate in all
elections. Malta, Scotland and some areas of Germany have
allowed sixteen- to eighteen-year-olds to vote in local
elections. In Scotland, they were also able to vote in the
2014 independence referendum. Reasons in support of the
youth vote are youth interest in politics and voter turnout,
both of which have been high in elections that were of
particular interest to the teens. Another issue is the ageing
population and a desire to create balance and provide a fair
representation of all citizens. What is more, and could be
viewed as favourable or controversial, the younger voters
tend to be pro-EU and pro-euro although they are less likely
than older generation to understand how the EU functions.
As a point of comparison, in Austria, it is the twenty-six- to
thirty-five-year-old age bracket that is the most sceptical
towards the EU. Thus, the move to include young voters
may be as much an effort to increase representation as it is
an effort to sway the vote.
The Scottish referendum on seeking independence from
the UK took place on 18 September 2014. The vote was close
(55.3 percent against independence; 44.7 percent for).
This referendum stood out for several reasons. Not only was
the question being asked pivotal to the future of Scotland,
but it also drew a voter turnout of nearly 85 percent, the
highest in the UK in modern history. Moreover, a significant
number of those voters were aged sixteen and seventeen,
raising a lot of debate about the proper voting age. The
two main campaigns in the election were ‘Yes Scotland’
(for independence) and ‘Better Together’ (for the union).
10G WRITING
Tweets are short posts on the social networking site Twitter.
The length of a tweet is restricted to 280 characters, including
spaces, URLs and hashtags (although links are automatically
counted as twenty-three characters, irrespective of the
actual length). The verb can be ‘tweet’ or ‘twitter’. It has been
suggested that the name ‘tweet’ was chosen because it is
reminiscent of the short chirps that birds make, and the symbol
of the Twitter app is a white bird on a blue background. Tweets
can comprise simple text messages, images, videos and links.
They can also include information about the senders’ location.
To carry on a conversation on Twitter, it is necessary to use ‘@
username’. It is also possible to ‘retweet,’ or forward a tweet.
A new option is poll tweeting, asking a question that any of
your followers can answer.
Citizenship Days are celebrated throughout the world.
They give citizens the opportunity to celebrate where they
live. Sometimes there are special celebrations to recognise
people who have recently become citizens; there may also
be community projects and activities to commemorate, for
example, the nation’s constitution (e.g. USA).
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Unit 1
1C LISTENING AND
VOCABULARY
1.3 Exercise 3 and 5, page 7
R = Riley B = Blake C = Christine
R: Welcome to Backstage, the podcast
where we tell you the truth about
working in the entertainment
industry. I’m Riley Preston, and
today I’m reporting from Channel 7
Studios, where we’re spending
the day with make-up artist Blake
Russell. Blake, thanks for letting us
follow you today.
B: You’re welcome.
R: You’re doing someone’s make-up
as we speak. Tell us, who’s this and
what are you doing?
B: Well, Riley, Channel 7 are filming
a new series at the moment and ...
C: Shh!
B: Ahem! I can’t tell you anymore –
the details are secret – but this is
Christine, one of the stars.
C: Hi.
B: Christine has lovely smooth skin.
C: Why, thank you, darling!
B: But today we’re preparing her for
a scene where we see her character
as a much older woman. So, I’m
trying to make her twenty-five-
year-old face look seventy!
R: OK ... Wow, not that easy!
B: So I’m adding some wrinkles, and
giving her bags under the eyes.
And I’m afraid, Christine, we’re also
giving you a double chin.
C: Oh. Do you have to?
B: At least you can wash it all off! One
day you’ll look like this all the time!
C: Thanks a lot, Blake.
B: You’re welcome! Christine also has
very full lips, so I’m ... we’re making
those look thinner. We also need to
do something about these shaped
eyebrows and long eyelashes, but
I think we’ll let her keep her lovely
brown eyes.
C: You see? Now he’s just trying to
make me feel better.
R: So, Blake, you are clearly very good
at what you do. Do you enjoy it?
B: Well...Imean...Iloveit.Youknow,
most of the time. The best part is the
creative side of it. Yeah, and I really
enjoy choosing and organising all
the make-up and the equipment.
I spend several thousand pounds
a year on the stuff.
R: Wow. And do you have any heroes
in the business? I mean, anyone
whose work you really admire?
R: Was there anything you didn’t enjoy?
H: Well, not really but ... oh yeah, stay
out of the cafeteria. You can’t hear
yourself think!
I: Hmm. Well, I didn’t think much of
the robotics exhibition. It seemed
a bit dated.
J: There was a lot of walking, which
I don’t actually mind, but some
people might. Anyway, think ahead
and wear comfy shoes and you’ll
be fine.
2E LISTENING AND
VOCABULARY
1.15 Exercises 2 and 4, page 24
P = Presenter SP = Simon Porter
P: Welcome to Upload, the weekly
science and technology podcast.
I have in front of me what looks
like a small space ship, or a large
and scary mechanical insect. It
is actually a drone, and it was
designed and built by drone
expert Simon Porter. Simon is
here today to talk to us about the
drone industry. Simon, you’re only
nineteen, but you are the founder
of a drone club, and have been
flying drones for many years.
SP: That’s right. I started when I was
fourteen and it blew my mind.
I knew straightaway it was the
hobby for me. I fly using first-
person view, so I put on these
goggles, and I can see what the
drone camera is seeing. Flying low
at high speed, or up into the clouds
feels and looks amazing.
P: I’m sure. I’d love to try it. And, you
also race drones.
SP: Yes, in fact, drone racing is one of
the areas where young people are
leading the way. You may have heard
of the UK’s Luke Bannister. He’s been
racing model aircraft since he was
ten, and became world drone racing
champion when he was fifteen.
P: Just fifteen?
SP: Right, and he won a quarter of
a million dollars when he became
champion – so, not too bad!
P: Not bad at all! And of course, drones
have many other uses, right?
SP: Oh yes. There’s aerial filming and
photography. Switch on the TV
these days and you don’t have to
wait long to see a shot taken with
a drone. Drones with cameras are
also used for map making. And then
there’s weather forecasting. And of
course, the police use them to help
with law enforcement; an eye in
the sky kind of thing. Similarly, they
are useful for search and rescue,
looking for survivors during floods
or after earthquakes.
B: Oh, sure. Alessandro Bertolazzi.
His work is just, well, incredible,
really inspiring. The looks that he
created for the Joker and Harley
Quinn are unforgettable.
R: Mhm. And where do you see
yourself in the future?
B: Well, I’ve done a lot of TV, but not
many films, so I’d really like to work
on a film next, ideally one where
the actors need to be completely
transformed, so something like
a superhero film or ...
1F SPEAKING
1.7 Exercise 3, page 11
See 1 page 231
Unit 2
2C VOCABULARY
1.12 Exercise 4, page 22
R = Reporter A–J = Science Museum
visitors A–J
R: What have you learned today at the
Science Museum?
A: I’ve learned that to invent
something life-changing, or to
do some truly original research,
it’s sometimes necessary to think
outside the box.
B: What have I learned? Oh goodness,
so much, but my mind’s gone blank.
I guess I’ve learned that we should
always think big, even if something
seems impossible.
C: I’ve learned that the planet is
a living organism and we need
to think seriously about how we
treat it. Oh, and after seeing the
part about industrial farming, I’ll
certainly think twice before I eat
meat again.
D: I loved the part about the gravity
and how it affects our everyday
lives. I’ve learned so much, and I’ve
made up my mind that I want to
study Physics.
R: What have you enjoyed most about
your visit?
E: I’ve enjoyed everything. For
example, there’s a tiny world of cells
that I know almost nothing about!
I thought science was a bit dull but
after today I’ve changed my mind.
F: If you think museums are boring,
this one will definitely make
you think again. The section on
radiation blew my mind.
G: I’m not really a fan of science
but I’ve enjoyed it. The part
about the deep oceans and the
water pressure down there was
fascinating. I think a visit to any
museum broadens your mind.
STUDENT’S BOOK AUDIO SCRIPT
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4
M=Man W=Woman
M: How about getting a kitchen robot?
Just think how much time it would
save us every week.
W: Well, I’m not sure if I want
a machine to do our cooking.
What’s more, however good it
is, I don’t think it would replace
home cooking.
M: Remember that delicious pasta
dinner we had at Janice’s the
other day?
W: It was very tasty, I remember.
M: Well, Janice didn’t cook it and
neither did Mark!
W: How do you know?
M: I saw their new robot at work!
W: Alright then. I suppose it’s worth
considering for when we’re really
rushed off our feet.
Life Skills 1–2
1.22 Exercise 3, page 32
Good morning everyone. Thank you for
coming. I’m Gemma and today I’m going
to be talking about school dress codes.
The purpose of my talk today is to outline
the reasons for not having a dress code
at school. Firstly, I’ll talk about freedom
and individuality and then I’ll say why
I think not having a dress code can teach
us important things that are useful in
the future. As you know, our school is
thinking about removing the dress code
for students and this will affect all of
us. I think it’s a good idea and I’d like to
explain why.
Let’s start with the freedom of choice.
So, what does a dress code tell us? Have
a look at the first slide. Unlike rules about
uniforms at school, which describe what
we must wear, a dress code tells us what
we can’t wear. For example, our school
authorities think that we shouldn’t wear
jeans with holes in them or very short
skirts and shorts. However, the dress code
doesn’t consider any fashion or the fact
that people have different styles and
tastes! I believe that we are all unique
and that we should have the right to wear
what we want. The clothes we choose
express our individuality and say a lot
about our personalities. Let me give you
an example. I was once sent home from
school because I was wearing a neon
bright yellow T-shirt with a skull on it.
The colour was awful, looking back, but
it showed that I am a person who likes
standing out in a crowd! Anyway, it turned
out that the school didn’t approve of the
skull on my T-shirt, and not my unfortunate
choice of colour! I do not have to tell you
how disappointed I was, because, after all,
I had the right to wear it!
P: And what about commercial
deliveries? Can you get your pizza
delivered by drone yet?
SP: Not yet, I’m afraid. There are a lot of
legal procedures and requirements
to be cleared up before commercial
drone deliveries become a part
of everyday life. However, we
do already use drones to deliver
blood and medical supplies to
communities far from hospitals.
P: And I have been reading that the
drone industry is dominated by
men. What about women in the
industry, Simon?
SP: Well, it is mostly men, that’s true,
but young women like Sally French
are helping to provide balance.
Sally runs a popular website
called Drone Girl. She writes about
developments in the drone industry
and drone law. Privacy and safety
are big concerns with drone
use. Sally’s a regular speaker at
industry conferences on this and
other drone related topics, and her
articles have appeared in The Wall
Street Journal and in The Economist.
P: Good to know it’s not all guys then.
Thanks, Simon. Now, over to ...
1.16 Exercise 6, page 24
There are a lot of legal issues to be
sorted out before commercial drone
deliveries become a part of everyday
life. However, we are already using
drones to deliver blood and medical
supplies.
2F SPEAKING
1.18 Exercise 2, page 25
See 6 page 233
REVISION 2
1.20 Exercise 7, page 31
Good morning everyone. Tomorrow
is the day we have all been waiting
for. We’re going to the Digital Age
exhibition! I’d like to go over a few
important points about the trip. Firstly,
please don’t forget to be at school for
7.15 because the coach is leaving at
7.30 . I know some of you can’t stand
getting up before 7, but I think it’s
a good idea to leave early to avoid
getting stuck in the traffic. Eight o’clock
or 8.30 would simply be too late.
However, I do have some good news!
Tickets cost fifteen pounds, but entry is
half price for groups like ours. Please
make sure you have the right change.
You need to bring some lunch money,
too. Five pounds should be enough.
The café at the exhibition centre is the
best I’ve ever been to!
The exhibition is divided into different
sections. I’ve prepared a worksheet
about each, which I’ll give out on the
coach. Please remember to complete
them. I’ll also give you a feedback
questionnaire to complete in school next
week. Can you all please remember to
switch off your mobile phones as you
go in, too? This is because the exhibition
centre doesn’t allow people to take
photos. Personally, I think phones are
a distraction in general and I want you
all to concentrate. Finally, I’m sure some
of you think exhibitions aren’t nearly
as interesting as doing sport or playing
a computer game. If I’ve just described
you, think twice! This exhibition will
blow your mind! It’s very interactive.
You will watch videos, meet robots and
fly a drone! Unfortunately, we won’t be
able to see holograms due to technical
reasons. There have been a lot of
excellent reviews about it in the media
this month, so I’m really looking forward
to tomorrow and I hope you are too.
1.21 Exercise 8, page 31
1
Are you in search of a super-
sophisticated new gadget? Then search
no more. The XS5 watch phone boasts
a 1.4-inch touchscreen and it has a top
quality built-in speakerphone or you
can use it with a regular headset. Unlike
some of its cheaper competitors on the
market, it has very advanced HD voice
and video-calling features. You can
enjoy calls with excellent sound and
video quality. This dream phone is also
slightly bigger than its competitors to
enable easy screen navigation. It isn’t
the cheapest on the market by a long
way, but you get what you pay for!
2
This is such a cool device. Press this little
button here to start record mode. Can
you see it? It can take photos too. You can
either do this by using the icon on the
touchscreen or by clicking here. But you
can only do that if it’s in manual mode.
If you want to use the ‘locator’ function,
use the icon that looks like a house. It’s
really very simple once you get used to it.
Call or text me if you need more help.
3
The three-day Looking Forward
conference came to a close yesterday.
It was a great success yet again. This
year the focus was on educational
technology. Participants over the three
days could choose from talks on a wide
range of topics, from apps designed
for using smart phones in schools to
demonstrations of the latest interactive
whiteboard software. One of the most
popular talks was by James Drew, the
Managing Director of Gadget City, a new
company specialising in gadgets for the
twenty-first century classroom.
STUDENT’S BOOK AUDIO SCRIPT
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STUDENT’S BOOK AUDIO SCRIPT
Ja: That proves my point – you can get
injured anywhere at any time.
Jo: OK, you win. I’ll give it a go at the
leisure centre.
Ja: Brilliant! I’m sure you’ll get into it.
3C LISTENING AND
VOCABULARY
1.26 Exercise 3, page 37
MH=MrsHope A=Alan S=Sharon
MH: OK, listen up. Today we’re going to
run six kilometres.
A: That’s too far!
S: Do we have to go that far?
MH: Don’t complain. You’ve run
six kilometres before. It’s not
a problem. Now, watch out, it’s
been raining and the ground’s a bit
wet so you shouldn’t run too fast.
I don’t want anyone to fall, OK?
A: Mrs Hope! Why don’t we stay in the
gym today?
MH: Oh, come on, Alan! A little rain
won’t kill you!
MH: Please remember to be careful on
the path near the river. It can be
dangerous there. OK? Let’s go.
1.27 Exercise 4, page 37
1
MH=MrsHope A=Alan
A: Mrs Hope! Can you ...?
MH: Alan! What’s wrong?
A: Eric’s had an accident. He was
running on the path near the river
and he slipped and fell. He’s badly
hurt. He’s bleeding, I think he’s
broken his leg and ...
MH: Is he unconscious?
A: Yes, Miss. Nobody had a phone, so
I offered to run back and find you. Can
you ring for an ambulance, please?
MH: Yes, of course. Now, calm down and
tell me exactly where he is.
2
O1 = Operator 1 MH = Mrs Hope
O2 = Operator 2
O1: Emergency services. Which service
do you require – ambulance, fire,
police or coastguard?
MH: Ambulance.
O1: Hold on. I’ll put you through.
O2: Ambulance service.
MH: Hello, I need an ambulance
urgently. A student at Redcross High
School has fallen and hurt himself.
He’s unconscious and he’s bleeding.
O2: Where exactly is the boy?
MH: He was running on a path above
the River Elk and he fell down to
the bottom of a hill. He’s about
a hundred metres west of the place
where the railway line crosses the
road to Newton.
O2: OK, the ambulance will be there as
soon as possible.
Let’s move on to my second point.
What can we learn from not having
a dress code? Let’s look at slide two.
Dressing appropriately is an important
lesson. We need to learn how to dress for
different occasions. For example, would
you wear the same clothes to a job
interview as you would to a party? This is
something we seem to know as we get
older, and experiment with different
styles and fashions. Naturally, we do
make mistakes along the way – take me
with my skull T-shirt – I stopped wearing
itafewweekslaterbytheway–butwe
learn a lot from experiences like this.
My third point is that apart from
developing a sense of style, not having
a dress code teaches us how to respect
others. We learn not to judge people
by appearances. We realise that just
because somebody dresses in a certain
way does not mean that this is how
they are. For example, a person who
likes very casual and even scruffy
clothes is not necessarily disorganised
or untidy. So, it is important to look past
the clothes.
To conclude, I’d like to say that there
are good reasons why students should
be allowed to wear what they like to
school. First of all, we have the right to
express our individuality through the
choice of clothing.
In addition to this, we should be allowed
to make mistakes in order to learn how
to dress appropriately in the future.
Probably the most important thing to
learn is that clothes do not define who
we are as individuals. I hope you agree.
Thanks for listening. Now, have you got
any questions?
1.23 Exercises 6–7, page 33
So, let’s look at what we need to
remember about body language when
we’re giving a presentation. Firstly, think
about your posture. Stand facing the
audience. Keep an open body position
with your hands at your sides, shoulders
back, heads up. Keep your hands still,
and your feet too. Don’t fidget! This can
be very distracting. Also, stand in the
centre of the stage or the room. Don’t
stand to one side of the room or behind
the podium. Next, use gestures to
involve the audience. The best speakers
keep their palms open when they speak.
Sometimes you can give the ‘chopping’
gesture when you want to make
a point. Both hands moving down as if
you’re chopping or cutting something.
Remember – don’t point your finger at
the audience as it can look aggressive!
Thirdly, movement. It’s good to move to
keep the audience’s attention but not all
the time! Move forward when you make
a new point and backwards when you’re
adding an example or comment.
Finally, facial expression. We know that eye
contact is important – but don’t stare at one
person all the time. Scan the audience and
hold eye contact with several people for
a few seconds. You can use your face when
you speak. When you raise your eyes,
when you show interest, this makes the
audience more interested in your message
too. And – this is really important − don’t
forget to smile to show enthusiasm and
confidence. Remember – good body
language can help but the wrong body
language can do the exact opposite.
Finally, I’d like to add one last point –
whatever we do with our bodies while
we’re talking, perhaps the most important
thing is that it needs to look natural, and
not artificial! Thank you all and good luck
with your future presentations!
Unit 3
3B VOCABULARY
1.25 Exercise 5, page 36
Ja = Jackie Jo = John
Ja: Come on! It’s done me the world
of good. They’ve got great fitness
coaches and a ...
Jo: No.
Ja: ... and a terrific café with live sports.
Jo: Oh! That sounds good but no.
Ja: Why not?
Jo: Sport’s dangerous. You can hurt
yourself, you can get injured.
For example, one time my dad
dislocated his shoulder during
a rugby match! And when my
mum was a girl, she broke her
leg in two places when she was
playing hockey.
Ja: Yes, but ...
Jo: And I banged my head really badly
one time when I scored a goal
at football. I hit my head on the
post. I was unconscious for several
minutes.
Ja: Yes, but ...
Jo: Even jogging is dangerous!
My sister twisted her ankle last
week when she was jogging on
a rocky path.
Ja: Butinagymthat...
Jo: And remember in the PE class last
month? You pulled a muscle in your
leg, didn’t you?
Ja: Yes, but that was only because
I didn’t warm up before I started
running. I know better now.
Jo No, sorry, Jackie but I think sport
and exercise are just too dangerous
for me. I might have a heart attack
or something worse.
Ja: Do you remember the time you
sprained your wrist when you fell
in the shower?
Jo: Ooh, yeah. I had to go to the doctor’s!
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STUDENT’S BOOK AUDIO SCRIPT
D: Hmm, never mind. Your canvas
shoes are very nice. I used to have
a pair just the same. I love that
shade of brown ... Oh, I’m starving.
What are you going to have?
–––
W: Are you ready to order?
C: Yes, the onion and lentil pâté and
the mushroom lasagne for me.
W: What about you, Madam?
D: Can I have the rabbit pâté to start
and then a steak, please.
C: Hmm! This is delicious! What’s your
pâté like?
D: It’s nice ... but it doesn’t taste like
rabbit. It tastes more like ... lentils?
C: Oh, no!
D: Waiter!
3E SPEAKING AND
VOCABULARY
1.32 Exercise 2, page 39
See 9 page 234
Unit 4
4A GRAMMAR AND
VOCABULARY
2.1 Exercise 5, page 49
Welcome to Travel Plus’s podcast with
advice for first time flyers. Follow our six
steps for a fantastic flight.
Step one: Book a flight. You should book
your flight as early as possible to get
the best price. Passengers can usually
choose an aisle or a window seat, so
think about which you prefer: a beautiful
view or easy access to the toilets.
Step two: Packing. You mustn’t bring
any dangerous items with you in your
luggage. Check your airline’s website for
details and weight limits.
Step three: On the day. Arrive at least
two hours before your flight. You really
ought to set off early in case there are
delays on your journey to the airport.
If you get stuck in traffic, the plane won’t
wait for you.
Step four: At the airport. Check in with
your airline. Remember, you can’t leave
your luggage unattended, or it might
be destroyed. Once you have a boarding
pass, you may go through security.
Forty minutes before your flight departs,
go to your gate.
Step five: On the plane. Find your
seat and put your hand luggage in
the overhead locker. Sit down and
fasten your seat belt. Switch your
phone to flight mode, watch the safety
demonstration, then sit back and enjoy
your flight.
3
MR = Mrs Ross S = Secretary
MR: Hello.
S: Mrs Ross, I have some bad news
about Eric.
MR: What’s happened?
S: He fell and hurt himself while he
was on a cross-country run.
MR: Ohno!IsheOK?
S: Well, we called for an ambulance
and Miss Taylor went with him to
the hospital. He was unconscious
for a while but ...
MR: Oh no!
S: ... but by the time they got to A&E,
he was awake and said he felt fine.
So please don’t worry.
MR: Oh! Thank goodness. Thanks for
telling me!
S: He’s at the Newton Hospital.
MR: I’ll go right away. Thank you.
4
BD = Bus driver PO = Police officer
BD: ... and then the woman drove her
car straight through the red light
and crashed into my bus. I couldn’t
do anything about it. I sprained my
wrist. It’s really painful. I shouldn’t
complain though. It could have
been a lot worse. I don’t know if
the woman was badly hurt or not.
There wasn’t much blood but the
man next to her looked terrible.
PO: She was probably driving too fast.
She was on her way to the hospital,
you see. Now, were there any other
vehicles involved in the incident?
BD Well, there was a motorbike, so
maybe you should talk to the driver.
He probably saw more than I did.
5
MR=MrRoss E=Eric
MR: Hi, Eric. How are you feeling?
E: Hi, dad, I’m fine. Well, apart from
a few cuts and bruises, a broken
leg, a twisted ankle and a slight
concussion. The doctor says I can go
home tomorrow. How’s mum?
MR: She lost a little blood, dislocated
her elbow and banged her head.
She was in shock but she’s OK now.
E: How come she had an accident?
That’s not like her. You’re the one
who drives too fast. She usually
drives so carefully. Wasn’t she
looking where she was going?
MR: It was my fault. I fainted in the car.
She thought it was a heart attack or
something, so she ...
E: Was it a heart attack?
MR: No, it was just stress, apparently.
Anyway, she took her eyes off the
road and that’s why she didn’t see
the bus.
E: Ah, right.
1.28 Exercise 5, page 37
BD=Busdriver MR=MrRoss E=Eric
BD: ... and then the woman drove her
car straight through the red light
and crashed into my bus. I couldn’t
do anything about it. I sprained my
wrist. It’s really painful. I shouldn’t
complain though. It could have
been a lot worse. I don’t know if
the woman was badly hurt or not.
–––
MR: Hi, Eric. How are you feeling?
E: I’m fine. Well, apart from a few cuts
and bruises, a broken leg, a twisted
ankle and a slight concussion.
The doctor says I can go home
tomorrow. How’s mum?
MR: She lost a little blood, dislocated
her elbow and banged her head.
She was in shock but she’s OK now.
E: How come she had an accident?
That’s not like her. You’re the one
who drives too fast. She usually
drives so carefully. Wasn’t she
looking where she was going?
MR: It was my fault. I fainted in the car.
She thought it was a heart attack or
something, so she ...
E: Was it a heart attack?
MR: No, it was just stress, apparently.
3D GRAMMAR
1.29 Exercises 2–3, page 38
D=Daisy C=Colin W=Waiter
D: Have you been here before?
C: Yes, I have actually. I used to come
here a lot. It’s different now. They
didn’t use to have many vegetarian
dishes but now they’ve even got
vegan options.
D: How did you become a vegan?
C: Because of an accident.
D: What?
C: Yes, I used to be into winter sports.
I’d go skiing and snowboarding
whenever I could. But one day,
someone knocked me over on the
ski slope and I got a serious back
injury.
D: Oh, dear.
C: Ihadtogiveupskiing,soItookup
yoga. It did me the world of good,
it really helped my back. After
the yoga class, we’d often go to
a vegetarian café nearby and that’s
how I got into vegan food. It’s better
for your health, better for the planet
and better for animals, too.
D: Do you wear leather shoes or
clothes?
C: No, not any more. It wasn’t easy,
though. I used to love my leather
biker’s jacket and my cowboy
boots. I’d wear them almost every
day. But if you’re a vegan, you can’t
wear leather.
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STUDENT’S BOOK AUDIO SCRIPT
2.9 Exercise 4, page 54
B=Bryan M=Monica C=Ciaran
Mi = Michelle
B: Our first caller is Monica from
Huddersfield.
M: Hi, Bryan. We should look at what
they’re doing in Europe. I was in
Holland recently and everybody
cycles. There are bikes everywhere.
B: Why is that?
M: I think the main reason is that there
are lots of really good bike lanes,
so cyclists don’t need to ride on
the roads or the pavements. They
can, but they don’t need to. We
just don’t have enough bike lanes
in this country and the ones we
have aren’t good enough. Another
reason is there are plenty of safe
places to park bikes in Holland but
here it’s often hard to know where
to leave your bike.
B: Isee.Whatdoyouthinkof...
–––
B: Go ahead, Ciaran.
C: I think cars are the solution.
B: Cars?
C: Yes, electric cars, well, electric
vehicles of all kinds, and hybrid
vehicles, too. There are phone apps
that can help you hire electric cars.
That means people can share cars and
that cuts down congestion, you know,
the traffic jams aren’t as bad and ...
B: The same is true of carpooling.
C: Yeah, but electric vehicles are
better because they’re silent so
they reduce noise pollution and
that’s also something we need to
do. I think it’s really important ...
–––
B: Michelle, you’re a pedestrian,
is that right?
Mi: Yes, the best way to get around is to
walk. It’s good for your health too.
But there’s a problem with respect.
B: What do you mean?
Mi: Well, last week I got knocked down
on the pavement by a cyclist and ...
B: I hope you weren’t hurt.
Mi: No, I was fine. I asked the cyclist
why he was riding on the
pavement and he said he doesn’t
feel safe on the roads ’cause it’s
dangerous. I don’t think we should
ban cyclists from pavements,
but some cyclists don’t respect
pedestrians, and drivers don’t
respect anybody. They park on bike
lanes and pavements, they don’t
give way to cyclists at junctions or
to pedestrians on zebra crossings,
they don’t respect the speed limit
and they go through red lights.
We need more respect.
Step six: Towards the end of the flight, you
will have to put your seat in the upright
position, fold away your tray table and
raise your window blind. Listen to the
announcements and follow the cabin
crew’s instructions. Happy landing!
4C VOCABULARY
2.4 Exercise 4, page 52
S=Suzy A=Alice
S: Hi, Alice. All packed?
A: Yep. I found a really useful packing
list online.
S: So you won’t forget your
toothbrush?
A: Ha ha. I’ve got all the essentials,
I think. I’ve got sunblock so my
beautiful fair skin doesn’t get burnt
in that hot sunshine.
S: Ha ha. I’m so jealous. I need some
quiet time and some sun! I wish
I could escape the crowds and go
off the beaten track for my holidays.
Are you stopping off somewhere on
the way?
A: No, I’m taking a direct flight to
Portland.
S: What time do you have to set off?
A: Welltheflightisat4a.m., and
it takes twelve hours. The time
difference is eight hours – behind
I mean, so I’ll reach my destination
at 8 a.m . local time.
S: Have you got a travel pillow so
you don’t get a stiff neck? And you
ought to take some ear plugs in
case it’s really noisy on the plane
and you can’t hear yourself think.
A: Yep. They were on the list.
S: And have you got some insect
repellent? I read that Oregon has
some very hungry mosquitoes.
A: I have. And I’ve got a little first aid
kit in case of minor injuries.
S: Good plan. Have you got
a guidebook? How are you going
to find your way around? You don’t
want to get lost, do you?
A: I’ve got my phone so I’ll be fine.
S: OK, and are the electric plugs the
same or do you need a travel
adapter?
A: Not the same, but I’ve got one,
thanks.
S: You’re welcome. All I ask for in
return is a few photos.
A: No problem. I think I’m ready.
Anyway, for the first night I’ll be
staying within easy reach of the
shops so if I forget something ...
S: Listen, have the best time! And let
me know you’ve arrived safely.
A: Yes, Mum.
S: Mum?!? Cheeky monkey! It’s only
because I ...
A: I know, I know. I’ll miss you.
See you in a couple of weeks.
4E LISTENING AND
VOCABULARY
2.8 Exercises 2–3, page 54
B = Brian
B: Thank you, Sandra. Now, the air we
breathe in London is not always
as fresh as it should be but it’s
even worse in other places. The
air pollution was so bad in Delhi,
India in November 2017 that they
closed schools and offices and
recommended people to stay
indoors. They cancelled trains and
flights, they stopped all building
work and the government even
banned the sale of fireworks.
They had to cancel a cricket match
because the players couldn’t
breathe. There were many road
accidents because the smog
was so thick drivers couldn’t see
the vehicles in front of them.
Doctors declared a public health
emergency. The air pollution
levels were ten times above the
recommended limit. This is not
unusual. According to the World
Health Organisation, the air quality
in Delhi is worse than in any other
major city in the world. Breathing
such toxic air is dangerous. A study
by Greenpeace claimed that air
pollution causes the death of 1.2
million people in India every year.
Fortunately, air pollution here in
London is not nearly as bad as it is
in India. But it’s not good, either.
The main cause is the burning
of fossil fuels in vehicles. Some
reports estimate that eighty percent
of air pollution is caused by exhaust
fumes from petrol and diesel
engines. This is not sustainable.
What can we do about it? Well, we
can’t stop breathing, obviously.
We could stay indoors as much as
possible and wear masks when we
go outside. Or we could get smog
apps to tell us when the air quality’s
good enough to go for a walk.
But surely the best way to protect
our health and defend our quality
of life is to stop polluting the air
and to use renewable energies and
means of transport that are good
for the environment. We want your
ideas on how to do that so please
try to think outside the box and call
us on 02079460539. That’s 0207 ...
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STUDENT’S BOOK AUDIO SCRIPT
D: OK, I’ll remember that. Thanks for
phoning. Really.
CC: No problem. OK . Bye, then.
D: Bye.
Mum! They’ve accepted me for the
expedition in Scotland!
REVISION 4
2.14 Exercise 8, page 61
1
On behalf of Best Holiday Tours, I’d like
to welcome you all to Rhodes – the
beautiful capital of the Greek island of
Rhodes, the sunniest place in Europe!
My name is Andrea Hill and I’m your tour
manager. Right now, we are taking you
to your hotels. Our first stop is the Sunset
Beach Hotel, which we will be arriving at
in about twenty minutes. The second and
last hotel on our list – the Golden Sand
Resort – is another ten minutes away.
I hope you will enjoy your stay here!
2
P = Presenter AW = Angela Wilson
P: Now it’s time for the traffic news with
Angela Wilson. What’s happening on
the UK motorways, Angela?
AW: It’s quite busy, as usual for this time
of the day. There are hold ups on
the M25 due to fog. Moving further
north, there are queues on the M26
too. This time the delays are not
caused by a car crash. Apparently,
there was a stray cow there on one
of the lanes!
P: Thank you, Angela. A cow? That
doesn’t happen very often on the
M26, does it? Next, we’ve got the
news at 9 o’clock. Don’t go away,
we’ll be right back.
3
We apologise for the delay to flight 285
to Edinburgh. The technical problem
has been resolved and the flight is now
boarding at gate 14. Will all remaining
passengers please proceed to gate 14
immediately. The final engine checks are
being completed and the captain will
order the doors of the aircraft to be closed
in approximately fifteen minutes’ time.
I repeat: will all remaining passengers on
the delayed flight 285 to Edinburgh go to
gate 14 immediately. Thank you.
4
M=Minnie J=James
M: Hi, James. How’s it going?
J: Great thanks. Hey, you know I’m off
to the USA tomorrow, don’t you?
M: Yes, I remember. I’m jealous! Are
you ready?
J: Just about. I’ve bought a new travel
adapter because I left my old one
somewhere. And I’ve got a phone
charger and a power bank. You
know, all the practical stuff.
M: How long’s your flight?
4F SPEAKING
2.10 Exercise 3, page 55
See 13 page 236
4G WRITING
2.13 Exercise 5, page 57
D = Damian CC = Clare
D: Hello.
CC: Hello, I’d like to speak to Damian
Hartley, please.
D: Speaking.
CC: Oh, hi, Damian. This is Clare Cooper
from AYE expeditions. I got your
email and I reckoned it would
be easier to answer your queries
with a quick phone call rather than
writing an email.
D: Oh, yes, that’s great, very kind of
you, thanks.
CC: No problem. Well, the good news,
Damian, is that there is a place on
the climbing expedition for you.
D: Oh, fantastic. I’m so pleased.
CC: As you know, we don’t normally
accept anyone under the age of
sixteen but we talked about your
case and decided that since your
birthday is during the expedition,
we can make an exception for you.
D: Thank you. I really appreciate that.
CC: And you don’t need to worry about
your exam. Well, maybe you do
need to worry about your exam
but you don’t need to worry about
getting back home in time to do it.
We’ll be back in Stirling by twelve
o’clock on Sunday the eighth and
there are plenty of trains going
south during the afternoon.
D: Great.
CC: What else? Oh, yes, vegetarian
options? Yes, definitely. That’s no
problem.
D: Good.
CC: And your last query was ...
D: About fundraising. I mean, I’ve
found some ideas online but I’d like
to see the fundraising ideas that
you recommend.
CC: Yes. I’m sorry. The fundraising page
was under construction. We were
updating the site but that page is
up and running now so you can just
visit the website and check out the
advice we give.
D: OK, I’ll do that. Thanks.
CC: Have you got any other questions,
Damian?
D: No, I don’t think so.
CC: OK, well, great. We’re looking
forward to seeing you in Stirling on
Sunday the first of July. Don’t forget
to bring warm clothes. It can be
cold in the Highlands any time of
the year.
J: Well, that’s it. Eight hours! I’ve
never been on a long-haul flight
like this before. I was wondering if
I could borrow your travel pillow.
Would you mind?
M: No problem. Come round later, OK?
J: Thanks a million!
5
To start with, my flights are often
ridiculously early, so I have to get up at
the crack of dawn. And before I even get
on a plane, I have to battle through city
smog and motorways polluted by diesel
cars driven by people who have no
concern for the environment! However,
once I get to the airport, I manage to
relax and have breakfast in the executive
lounge, which is rather nice! But, still,
there’s a lot of waiting around. I used
to find flying exciting, but now it’s just
a way of getting from A to B.
Life Skills 3–4
2.15 Exercises 5–6, pages 62–63
S1 = Speaker 1 S2 = Speaker 2
S1: Today I hope to persuade you to
agree that becoming a vegan is
definitely a good idea. I, as the first
speaker, will be talking about the
health benefits of such a diet as well
as the damage meat production
causes to the environment. My
colleagues will later discuss animal
rights and ethics. To begin with,
we’d like to point out that many
people now suffer from various
health problems because of a poor
diet full of fat, and low in fruit and
vegetables. It is our belief that going
vegan is actually the optimal way
to improve your health and live
a longer life. It contains only super
healthy and nutritious foods, such as
whole grains, beans, nuts, oils, fruit
and vegetables, that we need to feel
well and be full of energy. What’s
more, recent research has shown that
vegans are generally thinner and
at lower risk of heart disease than
people who consume meat products.
Let me come to my second argument.
If we continue to produce so
much meat, we shall damage the
environment further. Raising animals
requires using a lot of resources such
as vast areas of land, energy and
water. Also, when cows digest plants,
they produce methane − a toxic
greenhouse gas that contributes to
global warming. Let facts speak for
themselves: no other human activity
has such a harmful effect on the
environment! So, to sum up, a vegan
diet is not only a healthier option. It is
clearly better for the environment to
eat less meat.
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S2: We’re going to speak against
the motion that a vegan diet is
beneficial for everyone. First, I will
talk about the dangers to our
health. I shall also argue that
a vegan diet is not necessarily
good for the environment. The next
speakers will explain why it is also
impractical and rather unnatural.
To begin with, a strict vegan diet
is hardly a healthy way to eat, so
it’s difficult to imagine that it’s an
eating plan we should all adopt.
It is almost impossible to get all
the important nutrients, especially
proteins and some vitamins, on
a diet that is based on plants alone.
New studies confirm that vegans
often suffer from various health
problems such as memory loss, dry
skin, or tiredness. They also need to
take lots of supplements and plan
their meals very carefully.
We are convinced that what we
need to be healthy is a balanced
diet which includes plants as well
as animal products.
My second argument is about the
environmental impact of a vegan
diet. More and more people go
vegan because they are concerned
about the environment. However,
they rarely ask the question where
all the exotic fruit and vegetables
they buy come from. The problem
is that many of these foods such as
avocadoes, mangoes, goji berries
or quinoa need to be transported
from different parts of the world,
which increases CO2 emissions.
So, in fact, buying a burger which
comes from a local farm is much
better for the environment than
eating an avocado that travelled
from another part of the world! To
conclude, let me stress that a vegan
diet can not only be dangerous to
human health, it also has some
environmental costs.
Unit 5
5C GRAMMAR
2.19 Exercise 2, page 66
N=Natalie T=Tom D=TheDean
N: Tom! Sorry! What time is it? 8.45?
So I’m only fifteen minutes late!
T: Morning. You’re always fifteen
minutes late! I told you 8.30
on purpose.
N: You know me so well. Coffee?
The café opens at nine o’clock.
T: I’m sorry to disappoint you but
at nine we’ll be listening to the
welcome speech. It starts in
five minutes.
R: There’s a lot of talk about the gig
economy. What is it, exactly?
MC: Well, the term ‘gig economy’
dates from the financial crisis of
2009. It describes an economy in
which it’s difficult for people to
find full-time jobs with permanent
contracts. Many people, especially
the young, have several part-time
jobs or change frequently from one
temporary job to another.
R: Many gig economy workers are
self-employed, right?
MC: Yes, employers want flexibility
so they employ a lot of freelance
workers who hire out their time
to different companies. Employers
also prefer to pay their workers
only when they need them. That’s
why many companies offer zero-
hours contracts. These are contracts
in which you agree to work for an
employer but the employer doesn’t
guarantee you any work.
R: And of course, if you don’t get any
work, you don’t get any money.
MC: Yes. Unpaid shifts are becoming
more common, too. That’s when
you agree to work for a certain
time, a day or a week, for no
payment.
R: That sounds good for the employer
but what’s in it for the worker?
MC: Well, you have the opportunity to
show that you’re the right person
for the job, which is good. And you
might end up getting the job, which
is better. But you could end up with
no money and no job at the end of
your shift, and that’s not so good.
R: The gig economy isn’t all negative,
is it?
MC: Of course not. There are
advantages. For a start, you get
a lot of work experience in all sorts
of jobs. And if you work freelance,
it may not be necessary for you to
commute, you may be able to work
from home. Instead of a routine
nine-to-five job, you are your own
boss. You’re free to decide when
and where to work.
R: Like a musician playing gigs?
MC: Exactly. However, as most
musicians will tell you, you don’t
turn down gigs because you never
know when the next one will come
along. So of course, there are also
disadvantages to working in the gig
economy. You may have to work
long hours for low wages without
getting paid overtime or holiday
pay, even working around the clock
when you have a deadline to meet.
And at other times you may not
have enough work or earn enough
money. Even so, it’s probably better
than being unemployed.
N: Hmm. 9 .15 then?
T: I’m afraid we won’t be drinking
coffee at 9.15 either. According to
my plan, at 9.15 we’ll be exploring
the campus and the library. The tour
starts at ten past.
N: After that?
T: I’m going to queue for the talk on
Veterinary Medicine.
N: Wow! You’ve got it all planned out,
haven’t you? Will they be doing
other subject talks at 10?
T: You want English Literature, right?
Let’s have a look. Yep, also at 10.
Room 141.
N: Perfect. What would I do without
you, Tom?
T: Ha! So we’ll have finished the talks
by 11 and we could go for coffee.
N: What a great idea! I’ll have had
enough of open day by eleven
o’clock anyway.
T: Had enough? Are you joking? It’s the
sports facilities at 11.30, followed
by lunch. Then at one o’clock, I want
to visit the information desks and
talk to a student ambassador. Then
at two we’re touring the halls of
residence.
N: What? I thought this was basically
a day off!
T: Shh. It’s starting.
D: Ladies and Gentlemen. Welcome to
Langchester open day. For the next
four years you will be studying for
your undergraduate degrees. It is
a time that most people remember
forever. We hope that by the end
of today, you will have decided to
spend that time here at Langchester
University. Now, I know most of
you probably have a detailed plan
already, but just let me go over
some of the main events and times
of the day.
5D SPEAKING
2.21 Exercise 3, page 68
See 15 page 236
2.22 Exercises 4–5, page 68
See 16 page 237
5E LISTENING AND
VOCABULARY
2.24 Exercises 3 and 6, page 69
R = Rosa MC = Mike Connolly
R: Today we’re talking about the world
of work: how it’s changing and how
it might change in the future. With
me is economist Mike Connolly.
Welcome to the show, Mike.
MC: Thanks, Rosa.
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STUDENT’S BOOK AUDIO SCRIPT
L: Dylan! If you didn’t want to play,
why didn’t you tell us?
D: I...
P: I don’t think that’s a good idea,
Dylan! You won’t become a good
player if you start missing matches.
D: I...
J: If I were you, I’d book your tickets
straightaway.
L: You’re right. If we don’t book soon,
the price will go up.
P: OK. I’ll call your gran.
J: Gran? Why?
P: Well, if your gran can’t look after
you, we won’t be able to go to
Paris.
J: Oh! OK, fine.
P: Wait a minute! All of a sudden, the
two of you seem terribly keen for
us to go away for the weekend.
Why?
J: Because you never go away on
your own and we just want you to
have a great wedding anniversary!
D: Yeah, you really deserve it.
L&P: Oh, thanks kids.
6B READING AND VOCABULARY
2.32 Exercise 8, page 80
In 2009, a couple in England found
a lottery ticket on the ground outside
a shop. There was no one around so they
picked it up and took it home. Later, they
found out that they had the winning
number. It was worth a lot of money. They
wondered what to do. Should they take it
back to the shop and try to find the rightful
owner of the ticket? Or should they keep
the money for themselves? They decided
to keep the money. After all, they thought,
nobody could possibly know it wasn’t their
ticket. So, they returned to the shop and
cashed in the prize. However, the person
who lost the ticket knew the number of
the winning ticket, the time he bought it
and the shop where he bought it. It was
clear the ticket didn’t belong to the couple.
When they tried to get the money, the
police arrested them for stealing. At the
trial, the judge gave them an eleven-
month suspended sentence, which meant
they would only go to prison if they
committed another crime.
R: How many people work in the gig
economy?
MC: In the last twelve months, 4.4 per
cent of people in this country have
worked in the gig economy, that’s
2.8 million people, and over fifty
per cent of them were young,
aged from eighteen to thirty-
four. Unfortunately, I’m afraid
this tendency towards part-time,
temporary work will almost certainly
continue in the future.
R: Thanks, Mike. Now, if you work in
the gig economy, call us now on
0161715286 and tell us about your
experiences. That’s all for today
and ...
2.25 Exercise 7, page 69
R=Rosa C=Carla MC=Mike
Connolly
R: And our first caller is Carla. She’s an
Italian living in Manchester and she
has several jobs. Hi, Carla.
C: Hello.
R: How many jobs do you have?
C: I’ve got three different jobs. During
the day I work as a freelance
translator. I translate from English
to Italian. But that’s only part-time
and I don’t earn enough money
with that to live in London so three
evenings a week, I work as a salsa
instructor in my local sports centre.
It’s great fun. And I also work as an
entertainer at a ...
R: An entertainer?
C: Yes, I perform magic tricks, tell
stories and sing songs at children’s
parties.
R: What’s it like having so many jobs?
C: It’s very tiring but I think I’m lucky
because I’m working at things that
I’m good at and that I love doing.
R: What are your working hours?
C: The salsa classes are from six to
eight on Mondays, Wednesdays
and Fridays. The children’s parties
are usually at the weekends, but
I sometimes do them on Tuesdays
or Thursdays after school hours.
And I do the translating whenever
I can, especially in the mornings.
R: Do you sometimes need to meet
deadlines in your job?
C: Yes, translators have to meet
deadlines all the time so
I sometimes have to work at night.
R: Do you accept every job that comes
along?
C: No, I don’t accept every job, but
I find it hard to turn down work.
MC: Hi, Carla, Mike Connolly here.
Do you ever get paid overtime?
C: No. Well, yes, occasionally, if one of
the other instructors is ill, I’ll work
their shift.
MC: Do you think you’ll end up getting
a full-time job with good pay
one day?
C: Probably, but I’m not really looking
for one right now. I like the variety
I have with my three jobs. I mean,
I never get bored and I often ...
5G WRITING
2.27 Exercise 2, page 72
To go on to higher education and apply
for a place at a UK university, you have to
write a ‘personal statement’ to go with
your online application. In it, you’ve got
to write about yourself, explain your
interest in a particular course and say
why you deserve to receive an offer.
This all needs to be done in a formal but
enthusiastic style. No wonder it gives
some school-leavers nightmares!
Your personal statement should scream
‘choose me!’ You should explain
why you’re excited about the subject
you want to study. Did you read an
interesting article, watch an inspiring
lecture or complete a fascinating project
at school? Remember, if you aren’t
enthusiastic about your subject, you’ve
probably chosen the wrong course.
Your personal statement should provide
evidence of your knowledge, skills and
achievements. Do you have relevant
experience from education, work or
other activities? Did this experience
teach you to be a good communicator,
leader, or essay writer? How do these
skills make you a better candidate for
your chosen course?
A good starting point is to write down
anything and everything connected with
your passion for your chosen subject and
why you feel you would be good at it.
Use these notes to write your first draft.
Unit 6
6A GRAMMAR AND
VOCABULARY
2.29 Exercise 5, page 79
J=Jodie P=Paul L=Louise
D = Dylan
J: Good news! They’ve cancelled my
concert.
P: That’s not good news!
J: It is for you.
L: She’s right! If the concert’s off, we’ll
be able to go to Paris!
P: Yeah, well, we would be able to
go to Paris if Dylan didn’t have
a match.
J: He’s not playing.
P: What? Why not?
J: Because he’s got a lot of studying
to do.
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REVISION 6
2.38 Exercise 7, page 91
J=June
J: Thanks for inviting me this evening.
As you know, I’m a social worker
and part-time agony aunt, which is
a rather outdated way to describe
someone who makes a living by
trying to help people with all sorts
of problems! I have a web page,
which isn’t aimed at any particular
age group. Readers send me an
email about something that’s
bothering them and I reply as soon
asIcan.Imakeabigefforttogive
them constructive advice that will
really help them deal with their
problems and move on.
I’m proud to be following in the
footsteps of some eminent aunts
such as the late Aunt Abby in
America, and ‘Cathy and Claire,’
who wrote for the iconic 70s
teen magazine in the UK, Jackie.
However, although our mission
is essentially the same, to help
people, I believe there are a few
important differences between
now and the past.
To begin with, I don’t work for
a magazine but I have my own
website and use social networks.
What’s more, and much more
important, teens don’t need
information about how love
and relationships work as they
did last century. They have the
world at their fingertips, so they
don’t need me for that. So, the
kind of problems I help with are
different and are usually much
more sophisticated. For example,
I helped a young reader the other
day who is a cyberbullying victim.
However, everyone who gets in
touch with me has one thing in
common. They are all seeking
reassurance, just like they were
in the past.
Something you may be wondering
about is why teens still bother with
agony aunts. Although many will
talk to their friends and families,
not all of them want to. Of course,
it depends on the problem. And as
for social workers, well, we often
deal with situations that are more
formalised or already problematic.
A teen won’t get in touch with
the social services unless there is
something seriously wrong, and
even then, he or she might not. So,
agony aunts fill a gap and therefore
I believe they have an important
role in society.
6C LISTENING AND
VOCABULARY
2.33 Exercise 2, page 82
P = Presenter
P: Welcome to the Money Show.
People in the UK spend over
7 billion pounds a year on lottery
tickets, yet there is only a 1 in
45,000,000 chance of winning the
largest prize, or jackpot. To put that
in perspective, you are more likely
to become an astronaut, win an
Olympic gold medal, get struck by
lightning or win an Oscar. Of course,
a few lucky winners do take home
huge amounts of money. But does
it make their dreams come true, or
does it ruin their lives? Today, we
take a look at how careful choices
can make a lottery win a good
thing and how poor choices can
lead to unhappiness.
2.34 Exercise 4–5, page 82
P = Presenter DG = Dale Glover
P: ... we take a look at how careful
choices can make a lottery win
a good thing and how poor choices
can lead to unhappiness. With us
is Dale Glover, author of After the
Jackpot. Dale, unlike most books
about lotteries, this is not a guide to
winning, is it?
DG: No. The book tells the stories of
some of the biggest lottery winners
in recent history and examines how
winning changed their lives for
better or worse.
P: And did you find the answer to the
old question of whether money
buys happiness?
DG: Well, many winners discover that
material possessions don’t bring
them satisfaction, and that the
lifestyle they thought they wanted
doesn’t actually suit them. For
example, UK teenager Jane Park won
a million pounds when she was only
seventeen. Her initial excitement
quickly turned to sadness and now
she’s sorry she won.
P: Really?
DG: Jane made some poor choices.
She bought an expensive car, but
was ashamed to drive it because
people stared at her. She went
on a luxurious holiday, but felt
embarrassed because the other
guests at the hotel were not like her.
She even bought two properties,
generally a wise investment, but
then moved back into a small flat
with her mum because she was
lonely. I’d say Jane’s story shows
that the luxurious way of life many
of us think we want, can actually be
a disappointment.
P: I think our listeners might find
it difficult to feel sympathy for
a lottery winner.
DG: Well, like many winners, Jane’s
relationships have also suffered.
She has the same friends, but
finds it harder to get on with them
now. It’s also hard for winners like
Jane to trust new people. They
find themselves asking ‘are they
interested in me, or my money?’
Jane and others have even faced
cyberbullying from strangers who
are jealous. For some winners,
this envy can even affect family
relationships, though thankfully
not in Jane’s case.
P: Presumably some of the people
in your book have made better
choices and are enjoying their
wealth.
DG: Absolutely. Firstly, many winners
choose to remain anonymous.
A good example is the eighteen-
year-old who won 22 million
pounds in 2013, the biggest win
ever by a UK teenager. He has given
generously to charity, also a good
choice, and no one knows who he
is, so he has avoided the pressure
of media attention. The winners
whose dreams have come true
have often thought ahead, taken
financial advice and made good
investments. Many older winners
stop working, but experience
has shown it is wise to stay active
through travel, an interest, or
charity work. With millions of
pounds in your pocket and nothing
to do, it’s easy to take up unhealthy
habits.
P: I’m sure. Of course, another option
is to just give it all away, ha!
DG: Well, in 2017, a nineteen-year-old
in the US won half a million dollars.
He invested $5,000 dollars himself
and gave the rest to his parents to
thank them for everything they had
done for him and his sister.
P: How wonderful!
6E SPEAKING
2.36 Exercise 2, page 84
See 20 page 238
2.37 Exercise 3, page 84
See 21 page 238
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Unit 7
7A GRAMMAR AND
VOCABULARY
3.1 Exercise 4, page 95
TC = Thomas Cooper K = Kids
G1=Girl1 B=Boy G2=Girl2
T1 = Teacher 1 T2 = Teacher 2
TC: Hi, I’m Thomas Cooper from
Channel 9. Could I ask you some
questions about hair-facing?
K: Yes, sure.
TC: Is hair-facing popular?
G1: Yes, hair-facing is becoming really
popular here.
B: Yeah, and I think it’ll last because
it’s fun.
G2: Yes, I agree.
G1: That’s right.
TC: How long have you been doing it?
G2: I only started hair-facing a few days
ago. I’d always looked down on it
until I tried it.
TC: What’s it like?
B: It’s cool.
G2: Yeah.
G1: I feel more relaxed with my hair
over my eyes.
TC: You’re a teacher here. What do you
think of this hair-facing fashion?
T1: I don’t like it. I can’t see my pupils’
faces so I don’t know if they’re
sleeping in class.
TC: Oh, dear.
T1: To be honest, I would ban it if
I could.
T2: Oh, come on Frank. Don’t criticise it
if you’ve never tried it.
3.2 Exercise 7, page 95
And finally, newsreader Jack Gómez
from Channel 9 in Florida has become
an internet sensation after laughing
during a news programme. Jack told us
that after he had read the headlines the
night before his throat had felt dry so he
had decided to take a drink. He pointed
out that there was always a glass of
water on the desk while he was reading
the news but he didn’t usually touch it.
He said that he had been in a hurry and
had spilt the water all down his shirt. His
producer warned him not to laugh but
Jack explained that once he had started
laughing, he couldn’t stop. He claimed it
was the first time anything like that had
ever happened to him and promised that
it wouldn’t happen again in the next
day’s programme. Jack confessed that
he couldn’t believe he was the human
interest story on his own TV channel.
Finally, I’d like to say that it isn’t
only teens who ask for help. People
of all ages come to me with their
problems. One big issue these days
is loneliness, a growing problem
in our society which affects the old
and young alike.
To conclude, as long as you are
sympathetic and really keen to help,
you can be a good agony aunt.
Life Skills 5–6
2.39 Exercises 5–6, pages 92–93
H=Host S=Sally
H: Today Sally, a life coach, is with us
to talk about setting goals. Hi, Sally.
It seems that achieving the goals
we set ourselves can often be
a problem?
S: Hi! Yes, that’s true – we all make
plans and then for some reason fail
to stick to them. How many times
have you said things like, ‘I’ve got
to learn a new language’ or ‘I need
to get fitter. That’s my New Year’s
resolution!’ Think carefully – did you
actually achieve those goals or not?
H: To be honest? Not really. So, why
might that be?
S: Well, there are several reasons.
Perhaps our goal is too big and
impossible to reach, or maybe it’s
just too vague. Sometimes we
start working towards it and then
give up, demotivated by a lack of
progress. What is important is that
we think carefully about how we
can achieve our ambitions. There
is, however, one clever way of
creating personal, educational or
career goals that leads to success.
You simply need to make sure your
goals are SMART – S -M -A-R-T.
H: SMART? I haven’t heard that acronym
before. What does it mean?
S: You’re right, it’s an acronym – that
is, the letters stand for different
things that we should consider
when setting goals.
H: That sounds interesting. Let’s start
with the letter S. What does it
stand for?
S: OK, so ‘S’ stands for ‘specific’. A goal
should be clear and you need
to know exactly what you want
to accomplish. Think about this
example: I want to get fitter. OK,
but how much fitter, what exactly
do you want to do, etc.? So maybe
your goal should be ‘I want to run
my first three kilometres without
walking! Or perhaps: ‘I want
to take part in a school cycling
competition’? It’s also a good idea
to break your bigger goals down
into smaller, doable steps.
H: Steps like planning to go running or
cycling twice a week?
S: Yes, for example. Then we’ve got
M – ‘M’ stands for ‘measurable’.
It’s important to keep track of your
progress. You need to think about
how and when you’ll know you’ve
achieved your goal. In our case,
it’s clear. You can just use a fitness
tracker to check if you can run the
three-kilometre distance.
H: OK. What about A?
S: Well, ‘A’ stands for ‘achievable’.
Your goal must be something
which is possible to reach – you
need to make sure you have the
time and skills to achieve a goal.
Can you train twice a week or go
to the gym regularly? If your goal
is ‘I want to win a school running
competition,’ and you’ve only just
started running – then maybe it’s
a non-starter! As a rule, I think we
should choose challenging but
realistic goals. In other words,
it’s not a good idea to set goals
which are too easy or too difficult,
because this can be demotivating.
H: I think you’re absolutely right!
S: Ok, so next, we have an ‘R’ for
‘relevant’, important that is. Think
how achieving this goal will help
you, is it worth the time and the
effort? Is it something that matters
to you, and not just something that
is suggested by other people?
H: I guess it’s not a good idea to work
towards a goal that you don’t care
about, right?
S: Exactly. And finally, we have a T.
H: Right – ‘ T’ must have something to
do with time?
S: Correct! ‘T’ is for ‘time-bound’. We
need to give ourselves a time limit
for achieving this goal. Can you
set deadlines so you can check
your progress? Will you achieve it
in a month, a year, by the end of
the school semester? So, let’s see –
what are the things you’d like to
achieve this year, Bob?
H: Well, I guess ...
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STUDENT’S BOOK AUDIO SCRIPT
To : I’m working on an adaptation of
Selena Starr’s new best-seller for
a live-streaming network. It’s the
best novel I’ve ever read.
7D READING AND VOCABULARY
3.7 Exercises 6–7, page 98
V1 = Visitor 1 V2 = Visitor 2
V1: What’s this then? Ha! Call that art?
There’s nothing to it.
V2: You don’t like it? I think it’s very
expressive. I mean, OK it’s not very
sophisticated, but it’s certainly
meaningful and atmospheric too.
V1: Atmospheric? I don’t get it. I mean,
it’s just a pair of glasses on the floor!
V2: Well, it speaks to me. It’s about the
experience of viewing art – how
we feel when we really take time
to, you know, look. I think it’s
profound.
V1: Well, I don’t feel anything. There’s
nothing spectacular about it.
It leaves me cold.
V2: The artist is saying, ‘look with your
own eyes, the innocent eyes of
a child,’ sort of like ‘make up your
own mind’ ... about art. It really
gets you thinking.
V1: It looks like it was done by a child.
V2: I think you’re being negative.
V1: I could do better myself. Are you sure
it’s really part of the exhibition?
7E GRAMMAR
3.8 Exercise 2, page 100
M = Michael B = Bella
M: Bella! Are you OK? How did it go?
B: Hi, Michael, I’m fine.
M: So, what happened?
B: Well, I arrived and there were, like,
loads of other people. I went to
register and they wanted to know
where I was from, and all that, and
then they asked if I’d auditioned the
year before. And then they told us to
wait until our names were called.
M: Were you nervous?
B: Totally. But there were loads of
helpers around and they kept asking
me whether I needed anything.
M: That’s nice. Did you wait a long time?
B: About an hour. And then it was
time for all the dancers to go to the
green room.
M: What’s the green room?
B: It’s the place where you wait just
before you go on the stage. Oh
yeah, this is funny; I asked them
why it was called the green room
and the guy said he didn’t know but
the previous day one male dancer
had been so nervous that he had
turned very green. So maybe that
was why!
7C LISTENING AND
VOCABULARY
3.4 Exercises 2–3, page 97
T = Terence
T: Hi and welcome to Arts World.
Today, we’re looking at how artists
and performers use social media
to promote their work and become
successful. Here’s a quick look at
some of the people in the show.
1
T = Terence K = Keira
T: Keira, it’s not easy to become
popular so how did you make
a name for yourself?
K: By trying hard and not giving up.
I spent years selling my paintings
on the street but I didn’t have any
useful contacts so there was no way
that any important galleries were
going to show my work. But then
I created a new social media page
just for my paintings. I put a lot of
time and thought into it. I added
high-quality photos of my paintings
and videos of me talking about my
work. And a few months ago I got
my first break when the people at
this gallery contacted me. They’d
seen my page and they said they
loved what I was doing and now
they’ve put on this major exhibition
of my paintings here in London.
I’m so glad I spent all that time on
my computer!
2
T=Terence A=Andy
T: How did you become a TV star,
Andy?
A: Well, I trained as an actor and
my first part was in a play at the
Edinburgh festival. Unfortunately,
it wasn’t a great success. But the
next day I was in a café reading
the papers and although the
play was a huge flop, I got good
reviews. They said I was funny.
So that’s when I decided to become
a stand-up comedian. I spent a few
months telling jokes in clubs.
It started off OK but in the end, it
came to nothing. So, I started my
own YouTube channel and posted
some videos of me telling jokes
and funny stories. I didn’t get many
views at first but then I started
getting more likes and positive
comments and before long it really
took off. The producer of a comedy
series saw it and offered me a part
in his show. And now I’m starring in
my own show. We’ve just finished
filming the first episode, actually.
Have you seen the trailer?
3
T = Terence S = Selena
T: Selena, you’ve been writing novels
and short stories for years, you’ve
taken part in dozens of literary
competitions but you’ve only just
become successful. How come?
S: I suppose you could call it success
through social media.
T: What do you mean?
S: Well, when I wrote my first novel,
Digital Sunshine, I thought it
was great but nobody wanted
to publish it. That was a bit of
a setback but I didn’t give up.
I started my own blog – it’s called
Selena 4U, by the way – and that
got a lot of people interested in
my work. Then I self-published
my novel online. Lots of people
downloaded it for free and told
their friends how much they’d
enjoyed it. Eventually, a major
publisher took it on and I haven’t
looked back since. I’m the author
of a best-seller and I’m working on
a new book called Light and Life.
4
T = Terence Tr = Tracy
T: Tracy, you released your first record
back in 2015. Was it a success?
Tr: Not at all! Our friends liked it but it
only sold about a hundred copies
and my mum bought most of
them! What a disaster! So, after
that we went back to square one
and started playing concerts and
performing other people’s songs.
But then our friend Tony, who’s
a film director, made a video of one
of our songs, ‘Love Life’.
T: That was in 2017, wasn’t it?
Tr: Yes, it was. Oh no, actually, we filmed
it the year before, in late 2016.
Anyway, we used social media to
create interest in the video and then
we managed to get some money
together to pay for pop-up ads on
YouTube. It worked. The video went
viral in 2017 and now we’re big stars!
Every show’s a sell-out!
3.5 Exercise 5, page 97
To = Tony T = Terence
To: Well, Terence, I made my first
film three years ago but I was too
young and the film was a complete
disaster.
T: How did you become successful?
To: I got my first break with a music
video. Fortunately, it went viral.
It was a huge success.
T: So that’s what made you famous,
right?
To: Yes, the video really helped me
make a name for myself. After that
I haven’t looked back.
T: What are you doing now?
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STUDENT’S BOOK AUDIO SCRIPT
spend a fortune if you’re not careful. Car
racing games are my favourite – until I’m
old enough to take my test – then I’ll need
to save up for a real car.
4
So my friend is a hairdresser and he
showed me this great app. It tells you
exactly which shops have special offers
on any particular day. I mean, good
quality personal care products are usually
very expensive, so if there’s a discount,
that’s great. I always like to save money
on products if possible. My friends always
let me know if they find a good deal.
My brother thinks it’s all a waste of money
and that I should be saving up for a car
instead, but you should see the state
of his hair and skin. He doesn’t seem to
understand that if you want to look good
in the future, you have to take care of
yourself when you’re young.
5
I admit I spend most of my spare cash
on the way I look. I enjoy taking care
of myself. I watch what I eat and try to
keep myself in shape by doing sports
regularly. I don’t have a lot of money,
so I follow my brother’s advice and get
most of my clothes from charity shops.
I don’t have any problem with the fact
that they’ve been worn before. That’s
what washing machines are for! It takes
time to go bargain hunting, but it pays
off when you get a good deal. I paid next
to nothing for a pair of designer jeans
last weekend.
8E SPEAKING
3.17 Exercise 2, page 114
See 27 page 241
3.18 Exercise 3, page 114
See 28 page 241
8F GRAMMAR
3.21 Exercise 2, page 115
K=Kerry M=Max D=Dakota
K: It’s five past eight. Max is in the
studio! Max, did you watch
Get What You Pay For last night?
M: I did. Wasn’t it interesting?
Some people have more money
than sense! I mean, the things
that people pay for these
days! Will you be having your
Christmas decorations put up by
a professional this year, Kerry?
K: No, but sometimes you do need
an expert, don’t you? I mean,
I’m getting my car serviced next
week because, well, I don’t know
anything about car mechanics.
3.9 Exercise 5, page 100
B = Bella M = Michael
B: I asked them why it was called
the green room and the guy said
he didn’t know but the previous
day one male dancer had been so
nervous that he had turned very
green. So maybe that was why!
M: And then what happened?
B: After about ten minutes a girl came
and asked if I was ready and then
I went out onto the stage. I was so
nervous!
M: Ibet.Butdidyou...?
B: Anyway, the judges were really
nice. One of them wanted to know
how long I had been dancing for
and then another one asked me
what type of dance I was going
to do and also what music I had
chosen. And then ...
M: Hmm?
B: And then I thought it had all gone
wrong.
M: What?
B: Well, the music began and I turned,
tripped over my own feet and fell
on the floor.
M: Oh no!
B: I know. What a disaster! Anyway,
one of the judges came straight
over and asked if I had hurt myself.
I said no and then she asked if
I wanted to start again.
M: Thank goodness it was only
a temporary setback.
B: I know, I was so relieved. I think
I danced better than I’d ever done
before.
M: And did you get through to the next
round?
B: Yay!
M: Woohoo! Well done superstar!
7F SPEAKING
3.10 Exercise 3, page 101
See 24 page 239
Unit 8
8A GRAMMAR AND
VOCABULARY
3.13 Exercise 6, page 109
K=Kyle M=Myra
K: Myra, have you seen what’s
happening? A huge picture of
a hamburger is being painted on
the outside of the gym!
M: So? The gym hasn’t been painted
for years. It needs a coat of paint.
K: Yeah, but all last month we were
being encouraged to eat a healthy
diet. How’s a huge hamburger
going to do that? Personally, I think
all the adverts should be removed
from the school.
M: The school’s signed a contract and
nothing can be done.
K: But it wasn’t democratic! The
decision was taken in a private
meeting last month. Were we
consulted? No, we weren’t!
M: I like the adverts. They’re colourful!
And next week every student
will be given a free backpack.
Anyway, I don’t think teenagers are
influenced by adverts.
K: You can’t be serious! Of course,
they are.
8B GRAMMAR AND
VOCABULARY
3.14 Exercises 3 and 5, page 110
1
I love reading and I do it every day, so I get
through a lot of books. Friends often advise
me to buy second-hand books or use the
library, but I love that new book smell and
feel too much, so I go on the Internet to
look for things on special offer, you know,
like two for the price of one. I spend most
of my savings on these websites! There’s
nothing I’d rather buy than books. One day
I want to live in a house filled from floor to
ceiling with books.
2
I’m not really into shopping, even
online, but I meet my mates at the
shopping centre on Saturdays. We go for
coffee and sit around, talk about video
games, books we are reading, sports or
whatever. Actually, the coffee is a rip-
off considering it is made with just hot
water and a few beans, but we like the
place and we usually have something
sweet – they have nice cookies and
cakes. Then a bit later, we go for lunch –
a burger or a pizza; fast food is generally
cheap even if it’s not healthy. On
Sundays I always go to the gym to burn
off the calories from Saturday. My sister
says I should just stop doing both things
and save my money instead!
3
Just like my brother, I’m a fan of
developments in the gaming industry.
I buy several gaming magazines each
month and I’m always online, on the bus
or wherever, learning about what’s new.
The reviews are my favourites, and I even
enjoy the adverts. I like to know exactly
what titles the big companies are working
on. I don’t buy used games because I want
the very latest. However, the newest
games are really expensive so you can
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STUDENT’S BOOK AUDIO SCRIPT
M: Well, sure, or sometimes it’s not
really possible to do something
yourself, you know, like most
people, I get my hair cut by the
hairdresser because ...
K: Oh, you do? Because looking at you,
you know, I thought maybe you did
it yourself ...
M: Ha ha. You obviously haven’t had
your eyes tested in a long time.
K: Oh, very clever.
M: I mean paying to have your hair cut
seems fair enough, but, paying to
have your dog walked!
K: What’s wrong with that?
M: It’s lazy! And a waste of money.
Walking is one of the pleasures of
owning a dog.
K: Not if you’re working all day long
and the poor dog is stuck at home.
Anyway, I have my shopping
delivered. Does that make me lazy?
M: Actually, so do I, so that’s not
a good example ...
K: Hahaha!
M: What about that guy who has his
social media accounts managed for
him? He must have money to burn!
K: Well, he was a TV presenter and we
all know how busy and important
TV and radio presenters are ...
M: Sure, Kerry, sure ...
K: No but seriously, I don’t see
anything wrong with paying
someone to manage your online
image if you can afford it. Let’s see
what some of our listeners think.
I’ve got Dakota on line 2. Dakota,
do you have your social media
accounts managed?
D: Ha ha, no, no I don’t.
REVISION 8
3.22 Exercise 7, page 121
H = Host DT = David Thomas
H: This evening in our series Business
Breaks, our guest is a successful
young businessman, David Thomas.
David, welcome!
DT: Hello.
H: David, what exactly do you do?
DT: Well, I’m the Managing Director
of a medium-sized IT consulting
company, which I set up five years
ago when I finished my Master’s
degree. I’m also fascinated by
cryptocurrencies, which I still buy
and sell in any spare moments
I have. It’s a kind of addiction!
As you may imagine, my work
as Managing Director takes up
a lot of my time, but I also help
out at a local charity when I can.
Volunteer work is very rewarding.
H: David, can you tell us a little about
cryptocurrencies?
H: So why don’t you work with
cryptocurrencies full-time?
DT: Well, as I mentioned at the
beginning, digital currencies are
a source of fascination for me
rather than anything else. For me
they symbolise the technological
world we live in. They are the
reason I am where I am today, but
I don’t want to trade them full-
time, at least not at the moment.
I feel I’ve gone as far as I can with
them. Now I want to use all my
energy and skills to manage my
business. You see, I’m living my
dream. My greatest ambition was
always to have my own company
and I’m determined to make
a success of it.
Life Skills 7–8
3.23 Exercise 4, page 122
P = Presenter S1 = Speaker
S2 = Speaker S3 = Speaker
P: There are some small everyday
problems that make our life a little
more stressful. We often don’t
realise how much easier things
could be until someone comes up
with a genius solution. The answers
to these problems often lie in
creative thinking. A slight change
to an existing product often makes
a huge difference. Here are some
surprising ideas that make you
wonder: why haven’t I thought
about that myself?
S1: It’s difficult to keep park benches
dry. Someone would need to
go round all the time wiping
them with a cloth. To solve the
problem, a rotating park bench
was designed. If you go to a bench
after the rain and it’s wet, all you
need to do is just turn a handle and
the bench rotates giving you a nice
dry surface to sit on. Sounds great,
doesn’t it?
S2: One problem we often have is not
knowing where to put your bag
when you sit down on a chair, for
example in a café or a restaurant.
When you try to put it over the back
of a chair, the bag often slips off or
the balance of weight is wrong and
the chair tips over. So, someone
came up with a clever answer to
have a V-shaped cut-out in the
back of the chair so you can just put
your bag strap into this. Simple but
effective!
DT: Sure. It’s a term we hear a lot
these days. Basically, it’s a digital
currency with no controlling
authority. Banks, and therefore –
very importantly – bank charges,
aren’t involved, which makes these
currencies very attractive for doing
business in. It makes paying and
accepting payments a lot cheaper,
you see. The first digital currency,
Bitcoin, appeared in 2009. There
are others now, such as Ether and
Litecoin. My business is growing all
the time, and one reason for this
is that transactions can be done
using cryptocurrencies. Of course,
crypto technology is considered to
be very secure too, which is just as
important as low costs.
H: So why doesn’t everyone use
cryptocurrencies then?
DT: Although the currency is very
secure, it is digital, so in the unlikely
event of a computer crash it could,
theoretically, disappear. So, it’s
important to have a back-up copy
of all the currency units. Hacking is
also a remote threat. Perhaps most
importantly, what these currency
units are worth changes all the time.
You can get rich quickly or lose all
your money if you don’t understand
the market trends.
H: You managed to do very well out
of cryptocurrencies, David. Can you
tell us about it?
DT: Yes, that’s right! I bought quite
a few currency units way back in
the beginning, when they were
cheaper and often regarded with
suspicion. I’ve always been careful
with money, so I hung onto my
units until, one day, their value
suddenly went up! Then I began to
trade them. I would invest when
the market was down, wait for it to
go up and then sell. If I didn’t time
my deals well, I could be short of
funds, but eventually I managed to
raise enough money to open my
company, and all of a sudden, I had
some money to burn.
H: Can young entrepreneurs still make
money from cryptocurrencies?
DT: There is still money to be made
through buying and selling,
although it’s much harder than it
was in the past. If you decide to
try this, you must keep up with
politics and the law in the country
you live in or wish to trade in. You
see, cryptocurrencies aren’t legal
in some places in the world, which
is a great shame. But even if they
are legal, you have to be careful
because laws can change quickly,
and you could get into trouble. And
ignorance is never an excuse.
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A: Drop, cover and hold?
WS: Yes, drop under a table or desk to
protect yourself, cover your head
and hold onto the legs of the table
to stop it moving when the ground
shakes.
A: It’s a good idea to stand in
a doorway, isn’t it?
WS: A lot of people think that but it’s
not true. A doorway can protect you
but the problem is the door might
move suddenly and hit you, so it’s
safer under a table. If you’re in
a high building, go down the stairs.
Don’t take the lift because you’ll be
trapped if it stops working.
A: What should you do if you’re outside?
WS: Get in the open, away from
buildings, you don’t want them
to fall on you. And watch out for
power lines. You could die from
an electric shock if one falls to the
ground and you touch it. If you’re
driving, stop the car. But don’t get
out, it’s safer to stay inside. And
don’t stop your car on or under
a bridge. And most importantly,
keep calm and try to help others,
especially children and the elderly.
3.27 Exercise 4, page 126
A = Andy WS = Wendy Smith
WS: We also take a look at some
amazing survival stories. For
example, in this week’s show
we tell the story of Evans
Monsignac, the world’s longest-
ever earthquake survivor. And the
number to remember in his story is
twenty-seven.
A: Twenty-seven?
WS: Yes, Evans was twenty-seven years
old. He survived for twenty-seven
days under the ruins of a building
after the January 2010 earthquake
in Haiti. And he lost twenty-seven
kilos. He only weighed forty kilos
when they rescued him.
A: How on earth did he manage to
survive for so long? I suppose he
had water to drink.
WS: Yes, obviously, there was some
water there. He wouldn’t have
survived for twenty-seven days if
he hadn’t had any water. But the
only water he had was dirty. It
came from the toilets, and it made
him ill when he drank it. Obviously,
it would have been better if he’d
had tap water or bottled water.
But the dirty water was better
than nothing.
A: Over a hundred thousand people
died in that earthquake, right?
S3: It can be very annoying when shop
assistants ask you if you need any
help when you’re fine and are just
looking or know exactly what you
want and don’t need any help.
So one shop decided to offer its
customers two types of baskets to
carry. One has a colour that means,
‘I’m fine, and don’t need any help.’
The other means: ‘Please, help
me.’ All you need to do is choose
a basket and no one will bother
you when you’re shopping!
Unit 9
9A GRAMMAR AND
VOCABULARY
3.24 Exercise 3, page 125
Welcome to Chat Radio’s Amazing Stories.
Today, the story of a Spanish family who
survived the 2004 Asian tsunami and were
later the subject of hit film The Impossible
starring Ewan McGregor and Naomi Watts.
On 26 December 2004, Maria Belón and
her family were relaxing by the pool
at a Thai beach resort when they heard
an unusual and frightening sound.
They turned and saw a wall of water
ten metres high rushing towards them.
The terrifying wave smashed into the
resort, carrying the family with it. Maria
was held underwater for three minutes
before she made it back to the surface.
If she had been underwater any longer,
she might have drowned.
Amazingly, she saw her eldest son, Lucas
nearby, and managed to swim across the
strong currents and save his life. Afraid of
a second wave, the badly injured mother
and her son managed to climb a tree and
wait for help.
Meanwhile, Quique, Maria’s husband,
had held on to the couple’s two
youngest sons until the force of the
water separated them. Quique, alive
but alone, was sure the rest of his family
had drowned. Suddenly though, over
the noise of the water, he heard his son
Tomas calling for help. Together again,
they also climbed a tree and waited.
Incredibly, half an hour later, they heard
Simon, the youngest of the three boys
crying out and managed to pull him to
safety. Soon after, Quique and his sons
made it onto the roof of their hotel.
Maria and Lucas were still safe, but Maria
urgently needed medical help. She was
unable to walk and Lucas wasn’t able
to move her. If a brave Thai man hadn’t
carried Maria, they couldn’t have got to
a hospital.
Desperate to find Maria and Lucas,
Quique made the difficult decision to
leave Tomas and Simon with others
on the roof of the hotel. After hours of
searching the hospitals with the help of
locals and other tourists, Quique finally
found Maria and Lucas alive.
All five members of the family survived
the disaster and Maria recovered from
her injuries. The family says they learnt
what real generosity was that day. The
Belóns would not have survived, if
others hadn’t helped them.
It’s quite a story. Do you think the
Belóns did everything right? What
would you have done if you had been
in their situation? Call in and tell us
what you think.
3.25 Exercise 7, page 125
In 2018, during the wettest time of
year in Thailand, twelve Thai boys and
their football coach became trapped
by flood water in a ten-kilometre-long
cave. Rescuers found their bikes and
shoes at the entrance, where there was
also a sign telling people not to enter
during the wet season. Nine days later,
rescue divers finally found the boys
three kilometres inside the cave. Most
of the cave was underwater, but in
some places, there were pockets of air
above the surface. This meant that to
escape the boys needed to use diving
equipment to swim through narrow
gaps and against strong currents. None
of them had ever dived before and
only some of them knew how to swim.
It took several days to prepare them,
and sadly, one rescuer drowned during
the operation. Happily, though, after
eighteen days underground, all twelve
boys and their coach were brought out
of the cave alive and well.
9B LISTENING AND
VOCABULARY
3.26 Exercises 2–3, page 126
A = Andy WS = Wendy Smith
A: My guest today is Wendy Smith, the
producer of Surviving Disaster, the
exciting new TV series. Hi, Wendy.
WS: Hello, Andy.
A: What’s the show about?
WS: It’s about how to survive natural
disasters. In the first episode, we
look at earthquakes.
A: What should you do to survive an
earthquake?
WS: It depends where you are. If you’re
inside, stay inside, don’t panic and
run out into the street. The three
words to remember are drop, cover
and hold.
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6 If I’d known, I wouldn’t’ve stayed
at home.
7 I wouldn’t’ve asked you to come.
8 I would’ve asked you to come.
9F READING AND VOCABULARY
3.34 Exercise 5, page 131
It’s an article written by a woman called
Carrie Kane. That’s why I read it actually,
because her name sounds like the
footballer, Harry Kane. Anyway, she was
born and bred in London and she always
loved the hustle and bustle of the big
city and especially the nightlife. But then
one day, she had a bad trip to work and
so she went to live on a small island up
in Scotland, you know, because she had
a bad trip to work, I think. And there was
something about a dream, too. So, she
ended up on this island and even though
there weren’t any cars or night clubs
or anything like that, she really liked it
there. She sometimes dreams of London,
especially the nightlife but she’s happy
there with her new life.
3.35 Exercise 6, page 131
It’s an article about a young woman
from London who felt unhappy with her
life. One day she saw a music video and
thought the place where it had been
filmed was really beautiful. She found
out that it was a small, remote island
called Easdale on the west coast of
Scotland. After seeing a video made by
the islanders to attract new residents, she
was so impressed by the community spirit
that she decided to spend a holiday there.
The island was so lovely and calm and
the people were so friendly, she decided
to move there. Although there are not
many job opportunities on the island,
she manages to earn a living by making
jewellery. She misses some things about
London but she’s delighted with her
new life.
Unit 10
10B VOCABULARY
4.1 Exercise 2, page 140
R=Rex
R: Silence! Or you’ll be locked in
your classrooms. Shut it! I’m Rex
Hardcastle, T-Rex to my friends.
Quiet! A few years ago, I tried to rob
a post-office and got caught. I’m
here today to tell you that crime
does not pay Alright, relax. Ha ha
ha. You must think I’m horrible!
Not nice to be shouted at like that,
is it? Well, it happens all the time
in prison. My life of crime started
when I was sixteen and this older
kid wanted me to steal a T-shirt ...
WS: Yes, perhaps more. It’s not always
easy to give an exact number
of victims in a disaster like that
one. In the series we look at all
sorts of disasters, both those with
thousands of victims and those in
which very few people die.
A: Why is it that very similar natural
disasters can cause thousands of
deaths in one place and hardly any
victims in another?
WS: The simple reason is because some
countries are better prepared
than others. The differences can
be quite shocking, in fact. That’s
something else we look at in the
series: how governments and other
organisations make sure people are
ready for disasters and know what
to do. And we also take a look at
what’s done in different countries
afterwards to clean up, to return
the environment to its natural state
and to protect animals.
A: Japan, for example?
WS: Yes. When there’s an earthquake
in Japan, people stay calm because
from a young age, they learn
what to do. Japanese children
have earthquake drills at school
every month.
A: So they know to drop, cover
and hold?
WS: Exactly. And they know how to
evacuate their school, they know
to go to an open space if they’re
outside. The fire service frequently
takes groups of kids to earthquake
simulation machines so they know
what to expect.
A: Really?
WS: Yes, and it might seem surprising
to us but all schools and offices
and many private homes have
emergency survival packs with
food, water, medical supplies and
special helmets.
A: Fantastic.
WS: Also, Japanese buildings are built
to resist earthquakes. Big buildings
move like trees in the wind. So,
the buildings don’t fall down and
there’s not so much destruction.
A: And people don’t get hurt.
WS: Not usually, no. I mean, there might
be a few minor injuries but nothing
too serious. The Japanese are very
organised and efficient. It’s very
impressive. Immediately after an
earthquake, all the TV channels and
radio stations stop broadcasting
their usual programmes and switch
to an official earthquake channel
that gives people information
about what to do and warnings
about what not to do.
A: It all sounds very interesting. That’s
Surviving Disaster, Wendy’s amazing
new series on Channel 9, starting
tonight at 8 p.m. You must be very
excited.
WS: Yes, I am. I’m sure it’s going to be
very popular. And I must say I’m
pleased it’s on at eight and not any
later. That way kids can watch it
with their parents and ...
9D GRAMMAR
3.28 Exercise 6, page 128
Do=Donnie Da=Dad
Do: I wish I was at home. It’s so cold.
Da: It’s not that cold. Put your hat on.
Do: If only it wasn’t so windy.
Da: Hmm, yeah. Let’s stop for a rest out
of the wind behind this tree.
Do: I wish my bag didn’t weigh so much.
Da: Huh, it’s not as heavy as mine, son.
I’ve got all the food
Do: If only the dog would stop barking.
Da: What do you expect? He’s excited to
be in the country.
Do: We’re in the middle of nowhere.
I wish we’d gone to Boston.
Da: If we’d gone to Boston, we’d have
spent a fortune.
Do: Hmm.
Da: What’s wrong, son? Don’t you like
the country? Look at the view!
It’s beautiful!
Do: Yeah, but ...
Da: What?
Do: Well, I wish my friends were here.
If they were here, it would be more
fun. No offence, Dad.
Da: None taken.
Do: Oh! I wish I could use my phone.
Da: Hmm.
Do: If only the battery hadn’t run out.
Da: Donnie?
Do: Yes, Dad?
Da: I wish you would stop complaining!
Here, have a cheese sandwich!
Do: Yes, sorry, Dad. Thanks. It is a nice
view.
9E SPEAKING
3.29 Exercise 2, page 129
See 30 page 241
3.31 Exercise 5, page 129
1 You shouldn’t’ve done that.
2 You should’ve done that.
3 You should’ve told me.
4 You shouldn’t’ve told me.
5 If I’d known, I would’ve stayed
at home.
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10E SPEAKING
4.8 Exercises 2–3, page 144
See 34 page 243
10F LISTENING AND
VOCABULARY
4.11 Exercise 4, page 145
H=Host PB=PollyBrunner L=Liam
H: Welcome to the show. Today,
should sixteen- and seventeen-
year-olds in Europe be given the
right to vote in local and general
elections? Current opinion polls in
the UK suggest only a minority of
people think so.
With us is Polly Brunner
a campaigner for youth rights from
the organisation All Our Voices. Polly,
is there anywhere in Europe where
sixteen- and seventeen-year-olds
can vote in their country’s elections?
PB: Yes, there is. In 2011, Austria became
the first EU country where sixteen-
and seventeen-year-olds have the
right to vote in all elections.
H: And your organisation thinks this
law should be extended to the rest
of Europe?
PB: Yes, we do. Statistics show
that lowering voting age has
encouraged many young Austrians
to get involved in politics.
We believe that sixteen- and
seventeen-year-olds across Europe
should have the right to vote in
elections that decide their future.
H: Many people claim that sixteen is
not mature enough to understand
important election issues such as
tax, housing and employment.
PB: If a country has good schools that
give young people the education
and the information they need,
then I’d argue that isn’t necessarily
true. In fact, better education and
access to online information mean
young people have the chance to
make better informed choices than
previous generations.
H: We’re taking calls on the issue
today and Liam from Liverpool is on
the line. Liam, how old are you?
L: Hi, I’m seventeen.
H: And do you think you should have
the right to vote?
4.2 Exercise 2, page 140
R=Rex
R: My life of crime started when I was
sixteen and this older kid wanted
me to steal a T-shirt. I was too
weak to say no, and I was soon
shoplifting regularly. I was caught
on security camera once, but the
police only gave me a warning.
My parents wanted to help, but
I didn’t listen. I joined a gang. To
become a member, you had to
steal a car and that soon became
another source of income.
Then the others wanted to rob
a post office. They said I had to help
orI’dbeoutofthegang,so ...Idid
it. And we got caught. Once I was
under arrest the police held me in
custody at the police station and
detectives questioned me. I had to
make a statement saying what had
happened and then they charged
me with attempted robbery. Then
they released me on bail to wait for
my trial.
4.3 Exercise 4, page 140
R=Rex
R: Six weeks later the judge found me
guilty. I was hoping for community
service or a suspended sentence but
I was imprisoned for twelve months.
It was hard at first, but I attended
rehabilitation and did well. I got out
four months early, though I did have
a curfew, which meant I had to be
homebetween6p.m.and6a.m.
I wore an electronic tag so the police
could track me. Then, I got involved
with this scheme – and here I am
today. So listen to me! You do not
know the value of your freedom until
it is taken away from you. Learn from
my mistakes and stay out of trouble.
10C GRAMMAR
4.4 Exercise 2, page 141
Je=Jess Ja=Jackie C=Chris
Je: Mum? Dad? What’s wrong?
Ja: Oh Jess! We’ve been burgled. All
my jewellery is gone! And some
money, too.
C: They must have broken in while we
were at the shops. We just got back
a few minutes ago.
Je: Were the doors locked?
Ja: Yes, and all the windows were shut.
Je: They can’t have got in through the
front door. The lock’s fine, there’s
no damage.
Ja: They might not have broken in.
They could have found a key.
C: How could they have found a key?
That’s impossible!
Je: They might have got in through the
back door. Or they may have broken
a window.
C: No, Jess, we checked. The back
door’s fine.
Ja: And they can’t have got in through
a window. There isn’t any broken
glass.
C: Wait! I know how they got in.
Ja: How?
C: On the way to the shops, I realised
I’d forgotten my wallet, so I went
back to get it. I unlocked the door,
but I didn’t close it behind me. I left
it wide open. It was only for a few
seconds, just enough time to go to
the bedroom to get my wallet. The
burglars must have seen the open
door and walked right in.
Je: OK, that makes sense but ...
C: What?
Je: How did they get out?
4.5 Exercise 5, page 141
Je=Jess Ja=Jackie C=Chris
Je: How did they get out?
C: It’s obvious. They must have gone
out of the front door.
Je: Are you sure the door was locked
when you got home?
C: Yes.
Je: How many spare keys do you keep
in the house?
Ja: Just one.
Je: And is that key still here?
Ja: Yes, here it is.
Je: So, if the door was locked and the
burglars didn’t have a key, they
can’t have left by the front door and
locked it behind them.
Ja: They might have climbed through
a window.
C: All the windows are closed from
the inside so they can’t have got
out that way.
Je: So, logically, they must have been
here when you got home.
C: We didn’t see anyone.
Je: They could have hidden behind the
living room curtains.
Ja: They can’t have hidden there.
We’d have seen them through
the window.
C: I’m sure nobody’s left the house
since we got back.
Je: Then the burglars may not have
left. They could still be here.
C: That must be the police.
Ja: What’s that noise?
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L: Absolutely. I totally disagree
with people who say we aren’t
mature enough to understand the
issues. Thanks to our education,
we probably know as much as
the average adult voter. I imagine
there are a significant number of
over-eighteens who don’t really
understand what they are voting
for. For example, surveys show
that many adults don’t understand
political issues, even the most basic
ones. There are also lots of adults
who should vote, but can’t be
bothered and then complain about
the government. Low turnout is
a problem that young people could
help solve.
PB: Yes, well I must say I agree with
Liam’s first point. Research carried
out in Scotland demonstrated that
when young people were allowed
to vote in the independence
referendum in 2014, many of them
actively looked for information to
help them make their decision. In
some cases, they even influenced
their parents using the information
they found.
H: I think many people would agree.
PB: In the UK, if parents agree,
a sixteen-year-old can join the
army or get married, and working
sixteen- to eighteen-year-olds have
to pay taxes. Though the system is
different to the one used for adults,
a sixteen-year-old can be arrested
and taken to court if they commit
a crime. To us at All Our Voices
these laws suggest that sixteen- to
seventeen-year-olds in the UK and
across Europe should also have the
right to vote.
H: Thank you, Polly. We’ll come back to
you after a bit of music ...
4.12 Exercise 5, page 145
Statistics show that lowering voting age
has encouraged many young Austrians
to get involved in politics. We believe
that sixteen- and seventeen-year-olds
across Europe should have the right to
vote in elections that decide their future.
JS: Well, a small percentage of them
begin a life of crime when they
are at primary school. They do this
for different reasons although
it’s safe to say that many children
and teens who turn to crime are
disadvantaged in various ways. For
instance, they could have grown up
in local authority care. What’s more,
once they get involved in crime,
the chances of a second offence are
high. These young people might
eventually end up in custody a long
way from home. This can lead to
isolation from their families which
makes them more vulnerable to the
influence of gangs.
H: Jackie, what can we do to stop crime?
JS: Deterrents such as longer prison
sentences and life imprisonment
for crimes like murder or even the
death penalty are not the way to go,
as far as I’m concerned. Although the
system isn’t perfect, I see the area to
work on is that of teaching our young
people crime is wrong. We must
support them at school so they have
good job opportunities when they
leave. We should also develop more
programmes to reintegrate those
who have already offended into
school and society. That’s what will
really stop a criminal from doing the
same again. Community service can
help in less serious cases provided
it’s well-supervised and appropriate
both for the individual and in relation
to the crime committed.
H: Jackie, can you tell us about what
you do in your spare time?
JS: I’m a youth worker! I set up projects
for kids and teens in the community
where I live. I do all sorts of things,
from organising summer sports
camps for those whose families
can’t afford a holiday, to putting
on plays at local venues – written
by and starring the young people
themselves. What’s really important
is to engage them. I don’t see
a youth club just as somewhere for
the kids to go and hang out. It has
to be a place where they want to
go and will have something to do.
Otherwise perhaps they’ll get into
trouble anyway.
H: Thank you Jackie. And now we’ll
move on to a story that ...
REVISION 10
4.14 Exercise 7, page 151
H = Host JS = Jackie Smith
H: This evening in our series Crime
Today, our guest is the well-known
crime journalist, Jackie Smith. First
of all, a big thank you for coming!
JS: My pleasure!
H: Jackie, we hear stories on the
news almost every day about
law-abiding citizens being beaten
up and robbed. Is crime increasing?
JS: Well, although police data indicates
there has been a steady fall in
the number of recorded crimes
in general, some types of crime
are undoubtedly on the increase.
Research shows that the number
of burglaries and vehicle-related
crimes such as car theft and
violent crimes is going up very
quickly. What’s more, and far more
worryingly, statistics confirm that
knife and firearm offences are on
the rise too. Listeners might have
seen a TV documentary I made
recently about violent gangs in
London. My research proved their
crimes are usually very well-
planned. I think it would be safe
to assume they are carried out
by aggressive individuals who
frequently have a criminal record.
H: So, what lies behind the increase
in violent crimes such as murder,
stabbings and shootings?
JS: Well, the government seems to
believe that changes in the kind
of drugs consumed and how they
are sold is important. They consider
some types of drugs cause people
to behave more aggressively. This
could be true, although I would
also argue that some types of music
play a large part in glamorising
violence. Of course, I think the
social media in general is also to
blame. Finally, some criminologists
believe cuts to both youth services
and police community support
officers are responsible. This can’t
be the only reason, but it might
play a part.
H: Jackie, what brings young people
to get involved in crime in the first
place?
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A: Yes, hi! My mum says that you
should always put the milk in
first, before the water or tea.
Isn’t that right?
DS: Aha! Good question! At first people
used to put milk in first because
they used china cups and they
didn’t want to crack the china with
boiling water. But the china got
better in quality and in fact it was
a sign of how rich a person was.
Milk after the water showed that
you could afford good quality cups!
Seriously – it’s better for the taste to
add milk later.
A: Thanks. I’ll tell her!
DS: But in the end – everyone should
make tea according to what they
like. Line number 2 – is that Gary?
G: Yes, I’m going for afternoon tea at
a tea shop for my sister’s birthday.
Are there any table manners I ought
to know about tea drinking?
DS: Lucky you! Well, to be really
‘correct,’ you mustn’t touch the
sides of the cup when you stir your
tea. It makes a noise, and also some
tea might spill out! You shouldn’t
stir in a circle, but across the cup.
And don’t, don’t ever ‘slurp’ your
tea! Everyone will look at you! It’s
better to sip it politely – definitely
no gulping either – you’re not in
a race to go anywhere! Also please,
don’t dunk a biscuit in your tea –
a big no-no in posh places.
G: Ha! My sister, Ella, says you should
hold out your little finger when you
drink tea. Is that right? I told her it
was rubbish!
DS: Nope – sorry Ella – your brother’s
right.
G: For once!
DS: Just make sure you don’t drop
the cup!
G: Thanks! I knew I was right!
Life Skills 9–10
4.15 Exercise 6, page 152
I = Interviewer PA = Professor Ashton
I: Today’s interview is with
a communication and media expert.
Professor Ashton, welcome. So, at
present we hear this term a lot, but
what actually is fake news?
PA: OK, so – this term refers to news
stories published on social media
which are especially written in
order to mislead or misinform
people. What’s interesting, while
some of these stories are easy to
spot as they sound completely
unbelievable, the Internet is also
full of so-called bad news – which
is not all invented, but full of
factual errors and misleading
images. These are more difficult to
identify as fake news.
I: But why would someone want to
write such stories? I suppose money
plays a role here?
PA: Yes, it is the key factor.
Unfortunately, you can make quite
a lot of money by inventing stories
and putting them on the Internet.
Sensationalist viral content drives
traffic to a website. The more people
visit a site and click on the ads, the
more money the publisher of the
website earns. The problem is so
serious that there are even fake
news factories in some countries
where people are employed and
trained to write fake news stories.
I: So is there anything you can do to
stop these people?
PA: Well, one positive development is
that the largest Internet companies
such as Google and Facebook are
now taking action to make it harder
for fake news sites to make money
from advertising.
I: And there’s the whole political
thing that seems really dangerous?
PA: Exactly! During elections in various
countries, fake news and rumours
have been spread on social media
to damage the reputation of
a political opponent. In such cases,
the consequences are quite serious
for the whole country as false
information may influence the
outcome of an election.
I: Is this a new problem because
of the Internet and the spread of
social media?
PA: Oh, no, not at all. In Roman times,
the emperor Octavian used
misinformation to help him beat his
political opponent, Marc Anthony.
He produced a document that was
supposed to be Marc Anthony’s
will, and the contents turned the
people against him. But this may
well have been a complete fake.
The problem is that now with the
Internet it has become so easy
for anyone to spread any kind of
information, true or false. There
are no barriers. To illustrate this,
I can give you a simple example of
a story written by a celebrity singer
who had apparently refused to
give any money to charity. The story
spread all across social media as
people shared the story, many just
wanting to attract more followers.
As you can imagine, this affected
the sales of the singer’s latest
album. It turned out that the story
had been written and spread by
one of a rival’s fans.
I: So, how can we spot what is fake
news and what is real?
PA: Well, I think we must learn not to
trust everything we read online, but
there are a few ways that can help
you tell the difference between real
and fake news. I would suggest
that if we are unsure that we
should click on ...
Culture Spot 1
4.17 Exercise 6, page 155
DS = David Swan A = Annie G= Gary
DS: Hi there. I’m David Swan and I’m
going to tell you how to make the
perfect cup of tea. Most of us just
boil some water, pour it into a mug
with a tea bag, push it around a bit
with a spoon then squeeze the tea
bag and take it out. Splash in some
milk, add one or two teaspoons of
sugar, stir well and drink. Right?
Oh no, wrong! Scientists tell us
that we should first run the water
from the tap for a while – this adds
oxygen. Boil the water and add
to the cup with a tea bag. Leave it
for two minutes. Then take out the
tea bag, add the milk and leave
for six minutes. This means the tea
reaches sixty degrees. This is perfect
for the flavour. Don’t leave the
tea bag for too long or it will taste
horrible. And also – never boil the
same water twice when you make
another cup! Now, I think we have
Annie with a question?
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4.22 Exercise 3, page 160
M=Morgan F=Flo MD=MrDiaz
M: And what did you come up with in
your research, Flo?
F: Well, straight after Dickens died
of a stroke in 1870, people tried
to write endings to the story, and
they’re still trying! In the book,
Edwin Drood disappears. His body
is not found and everyone thinks
he has been murdered. There have
been more than 200 different
suggestions about what happened
to him! There’s even been
a musical, called Drood, where the
audience vote on who they think
the murderer is!
M: Wow! It really did get people
thinking!
F: And a few years back, a UK
university started a ‘Drood enquiry’!
It was crowd-sourced – they
asked the public to vote online for
who they thought killed Edwin
Drood and they got over 15,000
responses, can you imagine?!
M: Amazing! And what was the result?
F: Well, they voted mostly for
Mr Jasper, the choirmaster at
a cathedral. He is jealous of his
nephew, Edwin Drood, because
he, Jasper, is in love with Drood’s
fiancée, Rosa.
MD: And what do you think happened?
F: Oh, the possibilities are endless.
M: I guess there are various clues in
the book, like in all good detective
stories?
F: Yes, there are, and also Dickens
himself gave a few hints to his
friends – but he definitely didn’t
give too much away! Here! Read
this page for example
MD: Has anyone else got any thoughts?
How about you, Jasmine?
Culture Spot 2
4.19 Exercise 5, page 157
A–F = Speakers A–F
1
A: I hear you got tickets to the Awards
last week! Wow! How was it?
B: Absolutely amazing! They cost
a fortune, but it was well worth it.
The O2 arena is enormous, and the
atmosphere was electric! Jason and
I spent all night celebrity spotting
and of course the music was just
brilliant. There was a great mix of
older, established artists and rising
stars. The highlight for me was Dua
Lipa getting two awards and then
performing. She is so cool, and
I love her music and lyrics – catchy
and standing up for young women
everywhere. Her dance routines are
excellent too. I think she’ll go down
in music history.
A: Yeah – she’s certainly beating her
competition. She’s come a long
way since she started out. And had
a string of hits. Not like some of
these one-hit-wonders.
2
C: You know me – I don’t usually
watch award ceremonies – they’re
a bit boring – lots of speeches and
clapping and celebrities competing
with each other to wear the best
outfits! But last week I was flipping
channels and I caught the music
awards on Channel 15. They were
just about to announce the lifetime
achievement award for a female
artist. Guess who won?
D: OK, so I’m thinking Adele,
Amy Winehouse or maybe
Beverley Knight?
C: Nope. Here’s a clue. She first topped
the charts in the 1980s, but not on
her own.
D: Do I know her?
C: Definitely. You love her. Right,
another clue – you’ll get it this time,
a music video of her with short
orange hair and in a man’s suit
made her a household name with
the song ...
D: ‘Sweet Dreams’ – yes! Annie
Lennox. First with the Eurythmics
and then solo. She’s still going
strong today! What a worthy
winner. I have to say ‘Walking on
Broken Glass’ is my dad’s all-time
favourite song.
3
E: I streamed the Awards last night.
Everyone was saying how awesome
Stormzy had been, I had to see him.
He certainly stole the show, didn’t he!
F: And how! The music, the staging –
all the rain! It was so impressive.
I love that he’s so passionate about
what he’s saying with his music.
He talks directly to the politicians
and he really gets people thinking
about big issues in society ... And he
won two awards! It’s really putting
Grime on the map. The early artists
took a long time to break into the
music industry but today people are
really listening to the music.
E: Yeah, it’s about time young
people’s voices were heard. Wow.
I’ve got to watch it again. Also,
Drake is well worth watching, as is
Little Simz, the rapper – brilliant!
Literature Spot 2
4.21 Exercise 2, page 160
MD=MrDiaz M=Morgan
J=Jasmine F=Flo
MD: So today’s book up for discussion is
The Mystery of Edwin Drood. I hope
everyone’s read it?
M: I’m sorry, I didn’t have time. I do
love Dickens though! I think his
characters are so funny and clever.
And his books teach you so much
about Victorian England. I think
the best Dickens novel is Great
Expectations – that has got some
real characters in it, and a great
storyline.
J: Oh, no, it’s got to be Nicholas
Nickleby! It’s brilliant! But Drood is
close, in my opinion.
M: People say it’s quite special.
Why’s that?
F: I’ve read it and, yeah, I agree – it’s
excellent! I did a bit of research on
it, too. And the reason it’s special is,
well, first of all, because it was his
very last book.
M: Oh, really – I didn’t realise that!
F: And secondly because it hasn’t
got an ending. The author died
before he could finish it. And that’s
even more frustrating because it’s
a whodunnit – a murder mystery –
and now we’ll never know who did
it, how and why! How cool is that?
M: Very. Now I have to read it!
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Unit 1
1A GRAMMAR AND
VOCABULARY
1 GRAMMAR VIDEO page 5
N = Narrator J = Julia Nat = Nathan
C=Chiara Ni=Nicole D=David
Ch = Chantelle M = Matt Ja = Jake
R=Rosie P=Pip
N: What’s everyone wearing this year?
J: I think everyone’s wearing a lot of
colour, a lot of floaty styles, really
embracing the summer vibes. Lots
of pastels, just cool chic colours.
Nat: I think people are wearing chunky
trainers that resemble a dad kind of
style, baggy oversized clothing to
complement their bodies. Ripped
jeans are also in this season, I see
a lot of people wear ripped jeans
and boots for winter.
C: I think everyone’s wearing
predominantly street wear, so
I think obviously it’s sneakers that
are in – I think they always have
been but this year mostly – like
colourful things as well. People are
trying to express themselves more
and more, so it’s taking a nice turn,
I think.
Ni: This year I’d say especially coming
in sight the autumn/winter, kind of
lots of jackets like this one, no, no
coats so much now, a lot of kind of
distressed clothing is quite popular
as well, so I think ripped, worn kind
of clothing, something that’s more
comfortable. People are going for
a lot of comfort, I find.
D: This year everyone seems to be
going back to the 90s style of
fashion, so I think everyone’s
wearing flared jeans, baggy
clothes, flannel shirts and heavy
jackets and things like that.
Ch: I think a lot of people are wearing
snakeskin leopard prints – it’s kind
of that’s all in at the moment.
M: I mean I hope everyone’s wearing
and expressing themselves in
their own way – yeah, in their own
personal styles.
N: What clothes styles are you wearing
this season?
Ja: I’m wearing jeans, boots, old
T-shirts are fines, and just jackets
I like.
Ju: I’m traveling at the moment, so I’m
like trying to wear just something
that’s comfortable, so something
quite loose that I can walk around
in, active wear, so like gym tights,
sneakers, that kind of thing.
R: Some of the clothes I like wearing
this year are comfy but stylish
N: Part of Katy’s daily life can be
difficult but she’s always smiling
and her happy expression makes
others feel good. She also helps
people without disabilities
understand and value those who
do have them. Her parents are
really proud of her, and they think
that thanks to Katie, more people
with disabilities will now have
opportunities.
M: So, I think with the opportunity
that Katie’s had, I think it’s opening
up the door for so many people
with disabilities. Katie is extremely
positive, probably the most positive
person, never down, just always
adds, bring sunshine to everybody
she meets. I’m just proud to call her
my daughter.
K: Katie knows she’s now in a great
position to help others and start
creating positive feelings between
different people in our society.
KM: I want the world to see people
with disabilities have abilities, and
beauty belongs to everyone!
N: Do you think Katie’s story can change
attitudes towards disabled people?
1F SPEAKING
3 COMMUNICATION
VIDEO Exercise 3, page 11
P=Pete S=Sam Pen=Penny
P: Did you guys see that article about
the fashion victims?
S: What’s that about?
P: It was this whole thing about
kind of what we’re talking about,
fashion victims, how people will
go to such lengths for fashion. They
mentioned this thing where loads
of people queued outside a shop
to get these special models of
trainers, I think it was.
Pen: Yeah, I think, they were special
model of trainers that were
released by ... with like a big
celebrity name attached to them,
so loads of people wanted them.
P: Yeah, exactly.
Pen: I didn’t read the article but
I remember like seeing pictures.
P: I didn’t even know that things like
that happened but apparently, it’s
a big thing.
S: I understand that, because
sometimes people think it’s an
investment thing, so they’ll buy
them now and then they’re worth
a lot more later on in the future.
P: What do you mean? Are they ...
S: So, the price might be a hundred
pounds for a pair of shoes now, but
in a few months’ time they could go
up to five, six hundred pounds.
clothes, with maybe fun patterns
or things. I don’t like anything too
fancy because I think it gets in the
way of practical life.
P: This year I’m mostly wearing
cropped jeans and like baggy,
loose-fitting T-shirts, and that’s my
main look this year.
1D READING AND VOCABULARY
2 DOCUMENTARY VIDEO page 8
Beauty belongs to everyone
N = Narrator KM = Katie Meade
AR = Alan Randall M = Mum
N: Meet Katie Meade, the first-ever
model with Down syndrome.
She’s the face of a collection of
hair products called Fearless. Katie
knows that there aren’t many
people with Down syndrome or
other disabilities in the fashion
industry, but by being a model,
she’s hoping to show people that
beauty belongs to everybody.
KM: People who have disabilities can
have abilities, and they are very
capable of doing so much in life.
N: The effects of Down syndrome
can be different in each person.
However, it usually means a person
who has it grows slower than
someone without it. Katie might
be small, but she’s very confident,
kind and bursting with energy. Katie
loves getting dressed up in beautiful
stylish clothes, coloured trousers,
elegant shirts and pretty shoes. She
is also very fond of getting her hair
and make-up done for the photos.
Alan Randall does her hair and cuts
and styles it for the photo shoot.
AR: I’ve worked with a lot of models.
Katie was definitely the first model
that I had worked with with Down
syndrome. I think Katie has really,
like, shown that beauty is more
than just an outward appearance
and it also comes from the inside.
N: The beauty brand first contacted
Katie because of her work with
Best Buddies – an organisation
that helps disabled people find
work. She promotes people with
different needs and shows that they
all have different skills and talents,
too. Everyone can offer something
new and valuable if they’re given
the chance.
N: When Katie was growing up, other
children treated her differently
because they didn’t understand
Down syndrome. But her friends and
family loved and supported her, so
she was able to stay positive.
KM: I just looked past that and
I’d overcome my obstacles.
STUDENT’S BOOK VIDEO SCRIPT
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P: So people actually do that?
S: I’ve done it a couple of times.
P: Have you?
S: Mhm.
P: Wow! Have you?
Pen: No.
P: What do you think?
Pen: I think, good for you. I wouldn’t
queue that long for anything,
I don’t think.
S: No, I get what you mean. It can be
quite time-consuming ... boring
waiting all day.
Pen: Yeah, I gave up queuing a long
time ago ...
S: But I just think when the end result
is gonna be something so profitable,
it makes sense to go for it.
P: I just think personally that it’s
just buying too much into media
and consumerism and marketing
and it just makes me feel kind of
uncomfortable.
Pen: Yeah.
S: People should be able to wear
whatever they want without
feeling that they’re gonna be
judged for it.
Pen: Yeah, definitely. I think the fashion
victims will be the younger
generation. I don’t feel like ...
S: That feel they have to pay for it and
have to get it.
Pen: Yeah, exactly.
S: That’s true.
P: Because people look at these adverts
of models, actors, musicians ...
S: They see it and they want it.
P: And they think: oh, if I have those
trainers, then I can look a bit like
them. Do you know what I mean?
P: Yeah, definitely.
S: That’s so true.
Unit 2
2A GRAMMAR AND
VOCABULARY
4 GRAMMAR VIDEO page 19
N = Narrator C = Chris Ni = Nicole
A=Alex Al=Alizee Ny=Nicky
Na = Nathan E = Eleanor
N: What have scientists been working
on recently?
C: I think the most important thing
to me that scientists have been
working on is renewable energy
and focusing on improving the
sustainability of the world and
ecosystems. I think that’s really
important. I think that’s what we
should be very conscious of.
Ni: I think what scientists have been
working on lately that I find
the most interesting would be
reducing emissions from cars,
trains, more electric energy, that’s
what’s much better.
A: Scientists have been working on
ocean cleanup things like cleaning
up plastic from the oceans, that’s
what I’m mostly interested in.
There’s been a lot of work on that
lately and it’s interesting to me.
Al: Recently scientists have been
working on cancer research and
I think that’s very useful and
obviously something that’s very
important for everyone around
the world.
Ny: What’s important to me I think is
that scientists have been working
on a cure for HIV over the past
ten years. They have developed
prep, which is a medication which
people can take if they think they’re
at the risk of getting HIV.
Na: Elon Musk and his scientists have
been working on a way to get to Mars
to get people to go there on holidays
and make transport easier to Mars –
to obviously expand the Earth.
E: Something important that scientists
have been working on that I’m
very interested in is technology,
especially the glasses that you
can take photos with, and you
can search the Internet, and it’s
all through your eyes! I still can’t
grasp that, I think it’s so interesting.
Compared to when I was a lot
younger, everything is developed
so much now, and it’s so interesting
to see where it keeps going.
2B READING AND VOCABULARY
5 DOCUMENTARY VIDEO page 20
The future of AI
N = Narrator AG = Alex Garden
RC = Roberto Cingolani W = Woman
iC = iCub AM = Andrew McAfee
N: Freshly baked pizza straight from
the oven. But this pizza wasn’t
made by humans alone. Robots
helped, too. This Californian
company is using intelligent
machines as chefs in their pizza
delivery business. At the moment
the robots spread the sauce and put
the pizzas in the oven but soon they
will do many more jobs. Robots are
cheaper and better at many jobs.
They don’t get sick or take holidays.
Does this mean the robots will
threaten human jobs? The company
says that thanks to robots, human
employees can get on with more
important jobs.
AG: We’re going to free up people to do
things that are higher value. There’s
going to be amazing new ways of
working that don’t exist yet.
N: The pizza robot is good at
performing the same simple tasks
over and over. But humans, and
even animals, can do many different
things. In Italy scientists are building
AI machines that have the sort of
flexibility found in nature.
RC: What we tried to do is to reproduce
functionalities that nature has
developed for three billion years
into artificial systems that can be
used to help humans.
N: This gives robots the ability to make
precise movements, widening the
range of tasks they can do. Robots
can be very useful helping humans
in situations too dangerous for
them to work in, like searching sites
devastated by natural disasters,
such as earthquakes. For example,
this robot was designed in response
to the Fukushima nuclear disaster
to help humans in situations too
dangerous for us to work in. These
new robots can understand and
react to their surroundings. Their
AI is advanced; they are more like
a human.
W: Hello, iCub.
iC: I am ready.
W: Can you please pass me something
to drink?
Thank you very much again.
N: iCub’s ability to interact with humans
allows him and robots like him to do
more than automated jobs. They can
become effective assistants or even
take care of customer service. Where
earlier robots used their mechanical
muscles, these newer robots use
their digital minds. For now though,
these robots still have very limited
intelligence compared to humans.
They are not able to think critically or
creatively. That’s why jobs that need
more advanced thinking, such as
doctors or architects, are still out of
their reach. However, robots like the
iCub and the AI systems in our phones
and computers are developing all the
time. And these technologies learn
much faster than us.
AM: So, the robot revolution is happening
right now. I believe it’s really in its
early days. We ain’t seen nothing yet.
N: The question is, in the future, will
robots be able to replace humans
in more advanced jobs?
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2F SPEAKING
6 COMMUNICATION
VIDEO Exercise 2, page 25
K=Kevin D=Daley E=Emma
K: Why don’t we do something
different today?
D: Like what?
K: I don’t know, Daley. I’ve been trying
to think of something interesting
but nothing comes to mind.
Any ideas?
E: My mind’s gone blank ...
D: The Science Museum?
E: I know we all study Science, Daley,
but that’s a terrible idea.
D: Why?
E: Because we’ve been there
hundreds of times. I’ve been going
ever since I was six!
D: Kevin? The Science Museum?
K: Yeah, I don’t think much of that
idea, to be honest.
E: How about we ...? No. Forget it.
D: The weather’s good, so ...
E: Pizza! How about ordering loads
of pizza and playing video games
all day?
K: It’s not a bad idea, Emma ...
E: But?
K: But it’s not a good one either.
E: Why?
K: Well, the main reason is that we
play video games almost every
weekend. And another reason is
we had pizza yesterday. And the
day before that. And the day before
that.
E: I like pizza.
D: What do you think of going to see
Bryony Fox? You know, the scientist?
She’s giving a talk at the university.
E: That is by far the worst idea I’ve
ever heard. I don’t want to spend
Sunday at a talk.
K: Hmm, yeah, it’s not quite as good
as video games and pizza, is it?
E: What do you mean it’s not quite
as good? It’s not nearly as good.
It’s even worse than the science
museum!
D: Alright, then. Fine. Emma, what do
you suggest?
E: What about this? The Zero-G
Experience. Check it out – you’re in
a plane that flies really high, then
speeds back down to earth and you
feel weightless like an astronaut in
a spaceship!
K: That’s a great idea, Emma! Wait,
wait, wait. How much does it cost?
E: Ah...
K: How much?
E: It’s kind of expensive.
K: How much?
E: Five thousand pounds. Each.
D: How about this? The world’s
biggest drone show! Three hundred
drones at Reading airfield.
E: That sounds good. Drones are fun.
K: Yeah, that’s the one. Come on,
let’s go.
–––
E: Ow! What’s wrong?
K: Pizza?
E: Yes, you can’t go wrong with pizza.
Life Skills 1–2
7 LIFE SKILLS VIDEO Exercises
6–7, page 33
T = Teacher J = Jenny
S1–S3 = Students 1–3
T: Good morning, everyone. Today in
class we’re going to look at how to
use body language when we give
a presentation. We often think that
what we say is the most important
thing, but actually how we say it
and what we do with our body
can either encourage people to
listen or distract them. This morning
Jenny is going to give part of
a presentation, and she’s going to
show some things we shouldn’t do
when giving a presentation. Thank
you, Jenny.
J: Hello, everyone. I’d like to talk about
celebrity photographs and how
they influence the way we’d like
to look. People are very conscious
these days about their appearance.
They see photographs of celebrities
in magazines who normally look
slim, attractive and fashionably
dressed. But are these photographs
telling the truth? No, the truth is that
these photographs have often been
altered to make the celebrities look
better. The women’s hair is shinier,
their waists are thinner; the men
have muscular arms and legs. And
the clothes they are wearing always
look good on them because they are
very expensive and of high quality.
They give us an unrealistic picture –
and unfortunately lots of young
people feel they need to achieve
that ideal look.
T: OK. Thank you, Jenny. Right
everyone – what did you notice
about Jenny’s body language?
S1: She didn’t look at us.
T: Exactly. She looked everywhere
apart from the audience.
S2: She seemed really nervous and she
didn’t know when to stand still or
when to move.
T: Mhm, correct. Presenters need to
be careful about when they move
and where they stand. Well done,
Jenny, great performance. So, let’s
look at what we need to remember
about body language when we’re
giving a presentation. Firstly, think
about your posture. Stand facing
the audience. Keep an open body
position with your hands at your
sides, shoulders back, heads up.
Keep your hands still, and your
feet too. Don’t fidget! This can be
very distracting. Also, stand in the
centre of the stage or the room;
don’t stand to one side of the room
or behind the podium. Next, use
gestures to involve the audience.
The best speakers keep their palms
open when they speak. Sometimes
you can give the ‘chopping’ gesture
when you want to make a point.
Both hands moving down as if
you’re chopping. Remember – don’t
point at the audience. This can look
aggressive. Thirdly, movement.
It’s good to keep moving to keep
the audience’s attention but not
all the time! Move forwards when
you want to make a point, and
backwards when you’re adding
a comment or an example. Finally
for today, facial expression. We
know that eye contact is important –
but don’t stare at one person. Scan
the audience and hold eye contact
with several people for a few
seconds. You can use your face when
you speak. When you raise your
eyes, when you show interest, this
makes the audience more interested
in your message. And this is really
important − don’t forget to smile to
show enthusiasm and confidence.
Remember – good body language
can help but the wrong body
language can do the exact opposite.
Jenny, would you like to give your
presentation again?
J: Hello everyone. I’d like to talk
about celebrity photographs
and how they influence the way
we’d like to look. People are very
conscious these days about their
appearance. They see photographs
of celebrities in magazines who
usually look slim, attractive and
fashionably dressed. But are
these photographs telling the
truth? No, the truth is that these
photographs have been often
altered to make the celebrities
look better. The women’s hair is
shinier, their waists are thinner,
the men have muscular arms
and chests. The clothes they
are wearing always look good
on them because they are very
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STUDENT’S BOOK VIDEO SCRIPT
expensive and of a high quality.
They give an unrealistic picture,
and, unfortunately, lots of young
people feel they need to achieve
that ideal look.
T: Thanks again, Jenny. Excellent. How
do we feel about this presentation?
S3: She looked much more confident,
and I remember what she said
more than I did before.
T: Exactly – thank you! We’ve looked
at a lot of points today, but I think
I need to add one last comment –
whatever we do with our bodies
while we’re talking, perhaps the
most important thing is that it
needs to look natural, and not
artificial! Thank you all and good
luck with your future presentations!
Unit 3
3A GRAMMAR AND
VOCABULARY
8 GRAMMAR VIDEO page 35
N = Narrator D = David K = Katherine
A = Amine Al = Alizee C = Chantelle
N: Tell me about a sports injury
you had.
D: I have had a sports injury. It was
during primary school. I used to
play football every week and I was
never very good but for some
reason someone on the opposite
team singled me out and used to
tackle me very very harshly. It got to
the point where he tackled me so
harshly once that they thought he
had broken my arm. Fortunately, it
was only a sprain.
K: I had an injury in dance where
I was basically running, jumping
and I came down, landed on my
ankle, went over on it and felt this
huge click, then went into hospital
to have it checked out, and luckily
there wasn’t any fractures or
breaks, it was just like a bad sprain,
so then I was just on crutches for
a long time.
A: When I was at school in France, in
the South of France, in Marseille,
I was playing football and I was
verylittle–nowI’m6foot1–Iwas
very little at the time and I was
playing against somebody that
was a bit bigger than me and he
went physical at me, but it was just
sports, and then I banged my head
against the wall and the next thing
I woke up and I had ten people in
front of me.
Al: I played netball in secondary school
and I had training sessions twice
a week after school, and then in
a match I was Goal Attack, and I was
jumping up to get the ball and the
defence also jumped up to get the
ball. We smacked into each other
and I fell to the ground and put all
of my weight onto my ankle, so
I hurt my ankle quite badly.
C: So, I had my sports injury when I was
horse riding. I fell off a horse and
broke my arm, but after physio, I got
back on my horse and kept riding.
3E SPEAKING
9 COMMUNICATION
VIDEO Exercise 2, page 39
C = Customer M = Marie Ch = Cheryl
DG = Delivery guy
C: Excuse me, dear.
M: Oh, hello! Welcome to Village
Health Foods. Can I help you?
C: Yes, please. Would you mind telling
me where the organic kale is?
M: I ... Yes, I think it’s ... Cheryl?
Ch: Vegetables are at the back, Marie.
M: The vegetables are at the back.
Sorry, it’s my first day.
C: That’s alright, dear. We all have to
start somewhere.
M: Can I help you with anything else?
C: That’s very kind of you, dear, but
I think I’ll manage. Actually, there
is something, yes. I’d like to know
whether your fruit and veg is
locally grown.
M: Locally grown? I ... Well, I mean,
everything we have looks very
fresh, so maybe?
C: Yes dear, but have you got any idea
whether it’s local?
M: Cheryl? Are our fruit and vegetables
locally grown?
Ch: They’re imported, Marie.
M: They’re imported. But they do look
lovely, very colourful!
C: Well, I’m sure they look lovely, but I’m
afraid it’s local or nothing for me.
M: Oh, okay. Can I help you with
anything else?
C: I wonder if you have any
free-range eggs.
M: Well...Ithinkwe...Ijustdon’t
know where ... it’s my first day,
you see ...
C: Yes, dear. You mentioned that.
M: I’ve been trying to learn where
everything is, but it’s really not that
easy. I had thought about drawing
a little map but then I forgot and
then I thought, well, maybe that’s
a stupid idea, because ...
C: Sorry, I don’t mean to be rude but
I am in a hurry. Could you possibly
tell me where I can find those eggs?
M: Of course! Sorry. Cheryl? Free-range
eggs?
Ch: Back left, Marie.
M: Back left. Shall I show you where
that is?
C: No, that’s alright, thanks, I’ll be fine.
Good luck with the new job.
Ch: Delivery, Marie!
M: Oh. Yes. Right.
Ch: Find out if they’ve brought the
wholemeal bread.
–––
M: Hi. Do you happen to know if
you’ve got any wholemeal bread
in there?
DG: Wholemeal bread? I don’t really
know to be honest. Sorry, it’s just ...
it’s my first day.
M: Really? Well, that’s alright – we all
have to start somewhere!
3F READING AND VOCABULARY
10 DOCUMENTARY VIDEO page 40
Pushing yourself to the limit
N = Narrator NK = Nikki Kimball
DB = Dennis Ball AC = Andrea Cady
N: This is one of the toughest sports in
the world. It’s long, it’s hard and it
can be painful. This is the long-trail
ultra-marathon. A normal marathon
is forty-two kilometres, but the
long-trail is a hilly 440-kilometre
course – ten times as far as a regular
marathon. That’s equivalent to
climbing Mount Everest twice.
Nikki Kimball is one of the best
professional ultra-runners in the
world. She is challenging herself to
break the world record for running
the long-trail. The record is currently
held by a man.
NK: His name is Jonathan Basham and
he ran four days, twelve hours and
thirty something minutes, so I’ve
got to get it under that.
N: Extreme sports challenge both
a person’s mind and body to their
limits, but Nikki believes she can
break the all-time record.
NK: But that’s what extreme sports
are about – about doing stuff that
people think isn’t possible.
NK: And go!
N: After two years of training, she’s off.
She will endure at least four days
of running through the night and
day with little rest in very difficult
conditions. She has a support team
of thirty people. They are there to
provide encouragement, medical
help, food and drink at her regular
rest and food spots.
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DB: We want to have everything
prepared, ready, cooked and get
her fixed up and ready to go as
soon as possible.
N: Nikki’s nutrition is planned by
the team doctor. She balances
normal dishes that she enjoys
eating with special sports food
and energy drinks.
AC: Basically, I think in terms of
nutrition for ultrarunning there
are a lot of different possibilities.
I tend to favour the ‘what is my
body craving right now’ school
of thought.
N: As well as short eating breaks, Nikki
also has very short sleep breaks.
Fighting tiredness is a real test of
physical endurance and willpower.
AC: I want her to keep going. I think
if she stops to sleep, she’s going
to realise she’s not going to break
the record.
N: Rest is all that Nikki can think about,
but she keeps going. She is close to
an incredible achievement. Nikki
fails to break the all-time record,
but she is the fastest woman ever
to finish the trail. She completes the
long trail in five days, seven hours
and forty-two minutes, breaking
the women’s record by over two
full days. She hopes that her
achievement will inspire people
of all ages to get involved with
running and physical activity.
NK: Winning races doesn’t matter in
itself. It doesn’t matter at all. But
if you can inspire somebody to be
healthier, that matters.
N: But is such extreme physical effort
the best way to encourage people
to lead a healthy lifestyle?
Unit 4
4A GRAMMAR AND
VOCABULARY
11 GRAMMAR VIDEO page 49
N=Narrator R=Rosie A=Amine
J=Jake Al=Alex Ni=Nicole
M=Matt Ali=Alizee C=Chris
P = Phoebe
N: If you are travelling by tube what
should you and what mustn’t you do?
R: When traveling on the tube, I think
you should be aware of the space
around you and the people around
you, and just be quite vigilant of,
I think, making sure that you’re safe
and you’re not putting other people
in danger, especially when actually
on the tube platforms. And I think
you shouldn’t be doing any too
large movements, I think, and you
should be conscious of the signs that
are there for everybody’s safety.
A: If you’re traveling in the tube, you
must have your Oyster card ready,
I think, and be aware of your
surrounding.
J: If you’re traveling by tube, you
mustn’t lose your ticket because
then the man will tell you off.
Ni: When traveling on the tube, I think
you have to be careful of your
belongings, your bags and stuff like
that, pickpocketing – just be aware.
You mustn’t be rude, disruptive.
M: What you shouldn’t do is look
people in the eye or speak to
people. What you should do is keep
to yourself and keep your head
down, and if there’s an elderly lady
or pregnant lady, you should let
them sit down.
Ali: Some things you should do on
the tube is always be aware of
the people around you, obviously
if there’s an elderly person or
a pregnant woman stood up, then
you should offer your seat to them,
and just don’t be rude, don’t rush
because everyone’s trying to get
somewhere, so just be aware of the
people around you, and then some
things you shouldn’t do is push and
shove and try and run for the door if
they’re closing because that delays
the tube.
C: When using the London
Underground, you should always
let somebody off first before you
get on and you should not eat
unsociable food – by that I mean
unnecessarily smelly or anything
like that. Dry snacks only.
P: If traveling by tube, you should
wear deodorant, you should
probably take your rucksack off
to make space. You mustn’t hustle
down the escalator, you mustn’t
stand on the left, you mustn’t try
and get on at last minute when
the doors are closing.
Al: When you’re traveling by the tube,
you must take a bottle of water
with you, to keep hydrated, and
you mustn’t wear heels because
the platforms are very short and
you should keep your ticket on
you at all times and you shouldn’t
interact with too many people
because you might miss a stop.
4B READING AND VOCABULARY
12 DOCUMENTARY VIDEO page 51
Off the beaten track
K = Karl Watson N = Narrator
M=Matt
KW: I’m about to head back to New
Zealand to go on a seven-week road
trip around both the North and South
islands. I’ll be traveling with my kiwi
friend Matt, who firstly be taking us
off the beaten track to show me how
kiwis enjoy their own country.
N: Matt and Carl met in London, but
Matt moved back to New Zealand,
and lives and works in Wellington –
the capital of New Zealand. Now
Karl is getting on a plane, or several
planes, to visit his friend. After
spending a couple of days in the
city, they hit the road and head
to Tokomoro Bay, where Matt’s
ancestors are from.
KW: What do you want me to get out
of it? What do you want me to see?
What do you want to show me?
M: Well, I want to show you, I guess,
parts of New Zealand that you
wouldn’t normally see if you’re
a tourist. So, one thing that would be
good for you to get is actually seeing
some of the Maori side of New
Zealand. You know, the culture has
been here for twelve hundred years
and my tribe is Ngāti Porou, which
is the East Cape of the North Island.
It’s a very awesome place; for me
it’s very spiritual, I have a very strong
connection to the land. It’s home.
KW: No, it’s cool, we’re going
completely off the beaten track,
no phone reception, no nothing,
which should be a nice break, so
I’m really looking forward to it.
N: Maori are the indigenous people of
New Zealand. They arrived in New
Zealand from Eastern Polynesia in
canoes. Matt belongs to a Maori
family and he takes the opportunity
to tell Karl about his heritage.
He shows him around the tribe’s
marae, or meeting house. Matt’s
family still uses this one today for
social and religious celebrations.
There is one more attraction waiting
for Karl.
KW: Morning! Yeah, got up at the crack
of dawn this morning to go and do
some crayfishing!
N: Crayfishing with Matt’s dad is
a fun new experience and it brings
Karl closer to the family’s habits
and culture.
KW: It’s always a good start of the
day when you wake up and do
something you’ve never even
done before.
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N: But now, it’s Matt’s turn to
experience New Zealand from the
tourist point of view. Karl is taking
him on the traditional New Zealand
backpacking trail.
KW: That is some of the clearest, bluest
water I’ve ever seen.
M: Pretty proud to be a kiwi when you
come to places like this.
KW: It’s gorgeous. It’s like this little
spot of paradise amongst the
countryside here.
N: For Matt, this was a whole new
experience of his own country.
M: When Karl comes over here and
appreciates it so much and shows
me things, it just makes me more
aware, I guess, of the amazing
country I live in.
N: By bringing together Matt’s local
knowledge and Carl’s perspective
as a tourist, they have shared a trip
they will never forget.
4F SPEAKING
13 COMMUNICATION
VIDEO Exercise 3, page 55
Z=Zoe A=Alex B=Brian
Z: Sorry I’m late. The traffic was
dreadful.
A: You didn’t drive here, did you?
Z: No, I took the bus.
A: It’s daft to take the bus.
You’ll never get anywhere on
time. You should cycle.
Z: I’m sorry, but I don’t agree. I take
the bus a lot and it’s usually pretty
reliable.
B: I agree with Zoe. She’s right.
The bus service isn’t bad.
A: You can’t be serious! Buses are
a joke. You have to wait for ages
and then three come along at the
same time. And public transport’s
far too expensive, especially the
underground.
Z: I disagree. If you get a travel card,
it’s not much more expensive
than cycling.
A: Come off it! Cycling’s much cheaper.
B: OK, you’ve got a point, but the
problem with bikes is they’re too
easy to steal.
Z: You’re right, Brian. I used to have
a bike but someone stole it.
A: I see what you mean, but you don’t
need to have your own bike. You
can use the public bikes. OK, maybe
they’re not the best bikes in the
world ...
B: That’s for sure.
A: ... but they’re not bad.
Z: You might be right, Alex. Maybe
I’ll try it. It’s got to be better than
sitting in your car in a traffic jam
producing all those exhaust fumes.
A: That’s exactly how I feel. It’s a crime
against the environment to use a car.
B: Electric cars don’t cause pollution.
A: What? You’re joking, right? Of
course, they cause pollution.
Where do you think they get their
electricity from?
Z: OK, maybe that’s true, but ...
A: Cars cause congestion and
accidents. I think we should ban all
cars from the city centre!
B: No way!
A: Why not?
B: I don’t think that’s realistic.
Z: I don’t think so either.
A: Oh, sorry, guys. I’ve got to go.
My girlfriend’s picking me up.
B: She’s picking you up? What? On
her bike?
A: No,inacar.
Z: An electric car?
A: No ... It’s raining!
Unit 5
5A GRAMMAR AND
VOCABULARY
14 GRAMMAR VIDEO page 65
N = Narrator A = Alex Al = Alizee
E=Eleanor M=Matt T=Tayla
Na=Nathan Ma=Maya J=Julia
N: What skills do you think you will
need to learn for your future
career?
A: For my future career I’m planning on
doing psychology, so I will have to
learn a lot of communication skills,
as well as sort of being empathetic
with people.
Al: I will need time management and
being able to work under pressure,
and I’m going to learn those skills
by ..., through experience at uni,
so when I’ve got deadlines writing
my essays to hand in and maybe
getting a part-time job because
that will give me the experience of
working in a different environment.
E: So, for my future career I will need
to improve my communication
skills and to improve them, I’m
going to talk to more people.
M: I think the skills that I will need in
the future will be to learn about
technology, to keep up to date
with technology, and I’m a creative
person, so I try to focus more on
creative skills, skills that cannot be
replaced by technology.
T: The skills I will need to become
a lawyer in future include good
speaking skills, good writing skills,
being able to think about a problem
from lots of different perspectives,
and to also remain objective when
thinking about problems.
Na: What I will need to learn is
professional etiquette in corporate
scenarios. I will need to learn how
to conduct myself in meetings and
exam conditions.
Ma: In my future I’ll need to have a very
good ear, I’ll need to be able to
listen to music and to be able to
write it down, I’ll need to be able to
sight read music very well.
J: I think I will need to have really
good people skills. Obviously, the
world’s changing all the time, the
type of skills that people have or
that are wanted change all the
time, so I really need to just work
on the type of skills which are
never going to change, so talking
to people, interacting with people,
being able to come up with good
creative ideas I’ll definitely have to
be doing that in the future.
5D SPEAKING
15 COMMUNICATION
VIDEO Exercise 3, page 68
L=Lilly C=Colin
L: Todd? Do you know if Colin Pettifer
is here yet? He was due at ... Never
mind, thanks. Colin! You’re a bit late.
C: Yeah, the trains were a nightmare.
Sorry.
L: Anyway, I’m Lilly. Thanks for coming
in today. As you know, we’re ...
C: Sorry. Hello? Yeah, yeah. Look,
I can’t talk now. Yeah, the
interview. Yeah, now What? Yeah.
Bye, Mum. Sorry.
L: Okay, so ... Once again, thanks
for coming in today. As you know
we’re interviewing for a gap year
placement here at Fish Tank Games.
Your online application was very
impressive.
C: Thanks, Millie. My dad and I spent
a long time on it.
L: It’s Lilly, not Millie.
C: Oh dear. How silly! Actually, that
rhymes, doesn’t it?
L: It doesn’t matter. Did you ... did you
just say your father helped you with
your application?
C: Well ... no. I mean, I wrote it. He just
helped me check a few things.
L: Like what?
C: Oh, just a few things. Like ...
the spelling.
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L: The spelling. Right. It says here you
enjoy working with other people.
Could you tell me more about that?
C: Did I write that? Well, sometimes
I like working with other people,
but I also enjoy doing things on my
own. To be honest, working with
others often makes things more
difficult.
L: Oh? That’s ... interesting.
So, perhaps you could tell me
a bit more about yourself Colin.
C: Well, I wrote it all down on my
online application So, I’m eighteen
years old ...
L: Colin, I’ve read your application
and I found it very interesting but
I’d like to hear more from you.
For example, what are some of
your strengths?
C: Well, I’m good at gaming. I like ...
I mean, I just want to work for
a company that ...
16 COMMUNICATION
VIDEO Exercises 4–5, page 68
C=Chen L=Lilly
C: Oh, my phone.
L: Chen? I’m Lilly.
C: Nice to meet you!
L: We’re a bit behind schedule.
Sorry to keep you waiting, I know
you were here on time.
C: No problem.
L: I’ll start by saying congratulations.
I really enjoyed reading your
application.
C: Thank you. I’m glad to be here.
I was so excited when I found out
I had an interview.
L: Enthusiasm! We love that here.
So, tell me a bit about yourself.
C: Well, I speak English, Chinese and
German. I’m taking four A-levels.
Oh, and I’m learning to drive at
the moment. I’m taking my test
next month.
L: Sounds like you enjoy keeping
busy. How do you find time for
everything?
C: I manage my time carefully.
I actually think I work better under
pressure. I believe most things are
possible if you try hard enough, and
I guess I’m a fast learner.
L: You’re also a member of a rock
climbing club.
C: Yes, that’s been a really great
experience. In climbing, you have
to work together to stay safe.
So I’ve learned that I work well
in a team. I truly believe that two
brains are better than one.
L: I agree. So, what about your
weaknesses? Things that you’d like
to improve?
C: Well, I tend to spend too much
time checking my homework, but
I’m trying to speed up. And I find it
difficult to talk to large groups of
people. Last year, I joined a drama
club to develop my public speaking
skills. I’m sure I’ll have improved by
the time I finish school.
L: Great. Right, why don’t you tell
me what you know about
Fish Tank Games?
5F READING AND VOCABULARY
17 DOCUMENTARY VIDEO page 70
Handcrafts in the twenty-first
century
N = Narrator SM = Shawn Messenger
EG = Eric Gorges NB = Nathan Bower
N: In the era of increasing automation,
many predictable and repetitive
jobs may disappear. But some
professions are likely to survive as
they require creativity, innovation
and highly developed skills. Eric
Gorges is a mechanic who builds
customised motorcycles. He travels
to meet people who, like him,
create unique handmade objects.
They hope that through their work,
they can create a legacy. They
would like future generations to
share their passion and continue
doing their job. Shawn Messenger
is a glassblower. She makes
shapes and designs with glass.
Glassblowing is an ancient craft
that started 3,500 years ago. Shawn
is based in Toledo, USA and started
blowing glass when studying at an
Art Institute.
SM: So, I ended up walking into the
glass department and it was love at
first sight.
N: She worked in a company blowing
glass for ten years and then became
a freelance glass blower.
EG: Do you see yourself as an artist or
a craftsman?
SM: Both, both, well, I mean I’m
a craftsman because I think I know
how to create things using tools,
but an artist because I try to come
up with different ways of looking at
the glass and making it different.
N: It’s hard work blowing big pieces of
glass, so Shawn works long hours.
Her job requires determination
and lots of patience. She has to
be competitive because machines
now make a lot of glasswork. But
her unique designs cannot be easily
mass-produced, that’s certain.
Another example of a craft that
can also be an art is clock-making.
People have been making clocks
since the fourteenth century.
Machines now make a lot of clocks,
but people like Nathan Bower
continue the craft. Nathan is
curious about how things work
and comes from a family of
self-employed people.
NB: You know, I come from a long line
of entrepreneurs.
N: Nathan is gifted and very precise,
so he makes all of his tools and
clock parts by hand.
EG: Do you design these patterns?
NB: I do. I love sketching out and
designing bespoke patterns. As far
as I know, I’m the only one that’s
ever done that to a clock here, so
it’s kind of my thing and I’m kind of
proud of it.
N: It can take Nathan months to design
and make each clock, but he loves
getting down to work. His clocks
will be used by people for 200
years, so he hopes he’s creating
a legacy.
NB: Hopefully, I’m remembered and
people admire my work and
remember me in that way. I also
very much desire to be influential
and a renewing interest in my craft.
N: Nathan and Shawn have learned
skills that have produced iconic
objects in our society, and people
will continue to love and enjoy
their work for years to come. That’s
a real legacy, isn’t it?
Unit 6
6A GRAMMAR AND
VOCABULARY
18 GRAMMAR VIDEO page 79
N = Narrator D = David C = Chantelle
K=Keith R=Rosie P=Pip E=Ellie
Ka = Katie Ch = Chris Kat = Katherine
N: If you could go anywhere for
a weekend, where would you go
and who with?
D: If I could go anywhere for
a weekend, I would go to
Yellowstone National Park in
America and I would take my
fiancée because it’s where she
would want to go for a honeymoon
and I think it would be a nice treat
for her.
C: If I could go anywhere, I would
go to Italy, somewhere by the
beach, I think the sunshine would
be nice, and I’d probably go with
my friends.
K: I’d go to New Zealand for the
weekend with my girlfriend.
She hasn’t been here so, yeah,
I would like to take her.
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R: I think I would go to New Zealand
with my friend Hannah because
I enjoy walking and I think it has a lot
of beautiful scenery that I would love
to experience for myself, and not just
through pictures.
P: If I could go anywhere for
a weekend, I would go to New York
with my girlfriend. I think it’d be
lovely. That’s where ... if I could go
anywhere, that’s where I would
like to go.
E: If I could go away anywhere,
I would go to Bali because it’s very
quiet and it’s a lot more relaxed
compared to the busy lifestyle that
I usually experience in London, and
I would also go with my cousin.
Ka: I think that I would go to the
Alps with my best friends from
university. We love to ski and I’ve
not gone there with them yet. It’s
probably my favourite place in
Europe and I think that would be
really really good fun to spend
a weekend out there in the snow.
Ch: Personally, if I was to go away for
the weekend, I would most likely go
with my sister or my friends. I love
booking a flight and going over to
Europe. I think it’s super super easy,
much easier than people think it is,
so a city break in Europe. Also, oh
I love Edinburgh as well, I’d go to
Edinburgh in a heartbeat.
Kat: I want to go to Rome for the
weekend, I think, for the food
and for the culture, and yeah, and
I would probably go with one of my
best friends, or maybe my mum –
depending what mood I’m in.
6B READING AND VOCABULARY
19 DOCUMENTARY VIDEO page 80
Why do we lie?
N = Narrator DA = Dan Ariely
MN = Michael Norton
P = Psychologist S = Student
N: This is Dan Ariely, a professor at
Duke University in America. He is
on a mission to understand what
makes people act dishonestly or
against their own morals.
DA: How many people here have lied
at least once since the beginning of
2014? How many people here think
of yourself in general as honest
wonderful people? The same
group! How can it be? How can it be
that at the same time we think of
ourselves as honest, and then we
recognise that we are dishonest?
N: Dan thinks that we are able to
justify small acts of dishonest
behaviour because of what he
calls ‘fudge factors.’ Fudge factors
are excuses we use which allow
us to feel like our dishonesty is
acceptable. To test his theory, Dan
and his team created a series of
experiments called the matrix
experiments, to understand how
and when people lie. In this
exercise, participants have half
a second to pick which side of the
square has the most dots. It seems
simple but there’s a twist.
DA: We’re not going to pay you the
same amount for the right and
for the left. But regardless of the
amount, your task is to basically be
as accurate and truthful as possible.
N: Participants now face a moral
dilemma. The objective of the task
is to tell the truth, but if they keep
selecting only the right side, there’s
more chance of getting a bigger
reward – more money. And because
both sides are so similar, it doesn’t
feel very dishonest ...
MN: There’s a line and you have to
decide whether you’re going to
cross it or not. You kind of want to
go to the other side, and you kind of
know what the right side is. Maybe
I’ll go to the other side sometimes.
N: And in the end, it turns out that
most participants cheat – not a lot,
but a little bit. In fact, overall nearly
seventy percent of the 40,000
people who took part in the
matrix experiments lied when the
circumstances made it easy to do
so. To get to the root of why we lie,
it can be useful to look at children.
Young children are especially likely
to tell little lies, sometimes called
white lies or fibs. This can get
children into trouble, but experts
believe it is a vital part of our early
psychological development. It helps
us build imagination and creativity.
P: It’s very common for children,
younger children, to fib. And for
them, it gives them pleasure, it
helps them imagine things and it
helps them build their brain.
N: And, as one child points out,
sometimes we don’t just lie
to help ourselves.
S: Sometimes you also have to lie
in a way, because you’re making
somebody happy. Like if you’re
throwing a surprise birthday party,
then that means you’re obviously
trying to help and get ready or do
something. And so, you’re lying
to your friend to help them have
a good birthday!
N: Some lies are less harmful than
others, but it’s always worth asking
yourself: why did I actually lie? or
why did this person lie to me?
6E SPEAKING
20 COMMUNICATION
VIDEO Exercise 2, page 84
S=Sally C=Claire
S: Claire, I wonder if you could give
me some advice. I’ve got a bit of
a problem and I don’t know what
to do.
C: Oh no! What’s up?
S: Well, I really want to go to Ali’s
party on Saturday night ...
C: Well, yeah. Everybody’s going!
S: But I’m supposed to be going to
Brighton this weekend to stay with
Jane, she was my best friend at
primary school. I’d love to see her
again but if I go to Brighton, I’ll miss
the party!
C: Hmm. Oh, dear. Well, you could invite
your friend to visit you and then she
could come to the party, too.
S: Yeah, I thought of that, but I’m
pretty sure her parents won’t let
her come. They’re really strict.
C: Well, in that case, I think you should
forget about Jane and come to the
party. It’s going to be fantastic.
S: But we’ve been planning this
weekend for ages. I can’t let her
down! She’ll be so upset! Oh! I’ve
no idea what to do!
C: The best thing to do is to tell her the
truth. If you explain the situation,
she’ll understand and you can plan
another weekend some other time.
S: Do you think so? Actually, yes,
you’re right! She’ll understand,
of course, she will. Thanks.
That’s really helpful!
21 COMMUNICATION
VIDEO Exercise 3, page 84
T=Tom J=Jane S=Sally
T: Yes! Nice one, Jane. Great game.
J: Thanks, it was close!
J: Do you remember my uncle Haru,
Tom? You know, the one who
married the French woman last year?
T: Of course, I do. You showed
me the wedding photos like
a thousand times.
J: Oh yeah. Well, you know they went
to live in Paris?
T: Yeah, yeah. Oh, it’s such a romantic
city and, oh, they’ve got a lovely flat
and, oh, he’s got a great job ...
J: Whatever! Anyway, guess what!
T: What?
J: He’s invited me to go and stay with
them next weekend. He’s paying
for the flights and everything!
T: Wow!
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J: The thing is, my friend Sally is coming
to stay with me that weekend!
T: Hmm...
J: So, what do you think I should do?
Do you think I should go to Paris or
stay here with my friend?
T: If I were you, I’d go to Paris.
No question about it.
J: But I haven’t seen Sally for ages!
She’d be so disappointed if I told
her not to come! What could I say?
T: Well, it’s probably not a good
idea to make up a stupid excuse,
that’s for sure. You’d better just
tell her the truth. I’m sure she’ll
understand. It’s not every day you
get to go to Paris, is it?
J: You’re right, that’s good advice. I’ll
give it a try. I’ll call her as soon as
I get home! Thanks, Tom.
T: You’re welcome. Good luck!
S: Hello, Jane?
J: Oh, hi, Sally! I was going to phone
you ...
Unit 7
7A GRAMMAR AND
VOCABULARY
22 GRAMMAR VIDEO page 95
N = Narrator K = Katie A = Alizee
M=Matt P=Phoebe N=Nicole
Al = Alex C = Chantelle J = Julia
Ka = Katherine
N: What’s the one thing your parents
always told you to do?
K: My parents have always told me to
work hard and be very respectful
to people and I’m really glad I did
because it’s very important and
it’s really helped me out in life
growing up.
A: My parents always told me to be
kind to other people.
M: The one thing my parents always told
me to do is say please and thank you.
P: My parents always told me to put in
alotsothatIgetbackalot–that’s
what my mum always says.
N: They always told me to be myself
and always try my best, put my 100
percent into anything I tried.
Al: My parents always told me to say
my pleases and thank-yous and
I think I’m good at that.
C: My parents always told me to be
polite, always have my manners.
J: My parents always told me to study
really hard because it will pay off.
Ka: My parents always told me to work
hard at school, get your exams
behind you, and then you can go off
and do whatever you like after that.
7D READING AND VOCABULARY
23 DOCUMENTARY VIDEO page 98
Living art
N = Narrator LM = Lisa Meade
CS = Christopher Salata
MS = Michael Schwartz
N: Meet Lisa. Lisa is an artist from Los
Angeles, who is making headlines
by turning people into paintings.
Lisa paints her subjects from head
to toe. She uses bold brushstrokes
to capture depth and shadow,
just as she sees it in real life. Lisa’s
puzzling paintings make the real
world look like atmospheric two-
dimensional oil paintings.
LM: I paint on people in a way that
makes them look like two-
dimensional paintings. I paint the
shadows as they exist in real life
directly onto them.
N: For Lisa, the world is a canvas. All
she uses for her paintings is acrylic
paint and a brush.
LM: If I were to think about how
to paint a person on canvas,
I would paint that directly on
their body. I would include all the
shadows, the highlights, straight
brushstrokes, colours.
N: Lisa paints our human subjects from
top to toe, even the ears, hair and lips.
To complete the paintings, Lisa paints
the background in the same style, so
you don’t know where the painting
ends and the real world begins.
LM: And I also wrap in the background,
too. The painted person works
without the background, but it also
adds to the effect a lot to be able to
see the figure emerging from the
canvas.
N: Because Lisa paints on people, she
takes a lot of photos of her work
before her models wash all the
paint off.
LM: When I paint someone for a live
art exhibit, obviously the artwork
hastogohomeattheendofthe
day, shower and it’s all over. And so
I take a lot of photos to capture the
spirit of the artwork.
N: Twenty-seven-year-old Christopher
Salata admits that he loves being
painted and being a part of art
history.
CS: It’s just neat to feel like I’m
inside of a painting right now
and a photograph at that exact
same time.
N: Her spectacular style of painting has
been getting attention worldwide
and winning critical acclaim.
Michael Schwartz is an art expert
and gallery owner, who thinks Lisa’s
work is pushing boundaries.
MS: When a woman like this comes
along and challenges the standard
and creates something so unusual
and so different, that’s a really
important thing for an artist.
N: The future certainly looks colourful
for Lisa and her unique work, but
will her paintings be remembered
if they only last a day before they’re
gone for good?
7F SPEAKING
24 COMMUNICATION
VIDEO Exercise 3, page 101
Pen=Penny S=Sam P=Pete
Pen: You guys won’t believe what
happened last night.
S: Go on.
Pen: It was really embarrassing.
S: No...
Pen: You know I’ve been working
on a play with the group in the
village and last night was our
first performance. Just for friends
and parents to come and watch.
I was on stage, kind of performing
a group song, where we all had
to hold hands like this and, yeah,
at first I just felt a bit light. I just
felt I couldn’t really feel my legs.
I thought maybe it was nerves.
But then everything in front of me
started to just go black. Suddenly,
I couldn’t hear anything. The next
thing I know, I woke up backstage.
Just passed out on the floor.
But my friend said, she was on
stage next to me, and our, you
know, director kept saying week
after week ‘the show must go on.’
Whatever happens, you do not
stop. The show must go on. So,
my friend said that she felt me
suddenly faint, just pass out next
to her but she had in her head ‘the
show must go on.’ So instead of
taking me off stage, she just sort of
propped me up next to her and just
held me and like tried to carry on
with the song for a while.
S: I can’t believe you fainted.
Pen: I know. I felt like crying to be honest.
S: Did you panic?
Pen: Well, when I woke up I just felt
really embarrassed. And my parents
were watching, my friends were
watching. I felt really silly.
S: Did you recover okay, though?
Pen: Yeah, they gave me a chocolate bar.
I think ... I think it was just nerves
and I hadn’t really eaten ’cause
I was a bit focused on the play.
S: So, something embarrassing
happened to me. I was appearing
in a talent show and I was on stage.
This happened a few weeks ago. The
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curtains went up, the microphone
was in front of me, I was singing
and I was playing and there was
just no noise coming out. It was the
most embarrassing thing that had
happened to me. I couldn’t believe
itbut...
Pen: Did they give you another chance?
S: Yeah, but I was so nervous by that
time that it was a mess anyway.
I was so embarrassed. I didn’t want
to go back on stage.
P: Nothing like that has ever really
happened to me.
S: Lucky you.
Pen: Lucky you.
P: I suppose one thing that did
happen, like you, with Amateur
Dramatics. I auditioned for this role
and I got it. And at first, I was really
excited, but then when I got to the
first day of rehearsals the director
turned to me and said, ‘Okay, ready
to shave your head?’
S: Honestly, I’d feel like crying.
P: And I said, ‘What?’ And he said,
‘Yes. This role requires you to shave
your head.’
Pen: And they hadn’t mentioned that
before?
P: Well, I couldn’t remember. Maybe
theydidbut...Iwasjustso
nervous ...
Pen: So, did you do it? Or did you not do it?
P: Yeah, I did it. I just wanted to do the
part so much. But this was maybe
a year ago, so obviously my hair’s
grown back now.
S: I can’t believe it.
P: I know.
Pen: ’Cause that makes, I mean, you’re
only gonna be doing the play two
nights out of the year. But the
shaved head is quite permanent.
S: Yeah, it’s quite a big commitment,
you know?
P: It was, but what can I say. I’m
committed.
Pen: The show must go on.
P: Exactly.
Unit 8
8A GRAMMAR AND
VOCABULARY
25 GRAMMAR VIDEO page 109
N = Narrator Na = Nathan C = Caitlin
P=Pip E=Ellie M=Matt J=Jake
Ni = Nicole Jo = Jonathan T = Tayla
N: Should adverts be shown to
children and teenagers?
Na: I think adverts should be shown
to children, obviously depending
on what they show and how it
may alter the child’s mindset but
I think adverts should be shown
to children.
C: Yes, I feel like adverts should be
shown. I think nothing should
be restricted, or age-restricted,
because people will find a way
to find it.
P: Adverts shouldn’t be shown to
children, young children, certainly,
that’s what I think. I don’t think
they should be shown to children
because they’re not in the
consumer bracket, it’s not their
money. Teenagers are slightly
different because they could have
their own money.
E: I don’t think adverts should be
shown to children because I think
that they absorb things very easily
and very quickly, so if these adverts
aren’t properly targeted at the right
market that they’re supposed to be
targeted at, then they could absorb
something that might negatively
affect them in the future.
M: I think that adverts should not be
shown to children and teenagers
because they are more, say,
susceptible to marketing techniques
that target young people.
J: Adverts should probably be shown
but in a less targeting manner
because whenever you see a TV
show pop up nowadays, they’re
just targeting young kids to sell
them stuff they don’t need or will
use probably about three times and
put under the bed.
Ni: I believe adverts thought should be
shown to children and teenagers.
Marketing is a big thing and I think
it’s so integrated into everyday life
that even at an early age we should
be exposed to it.
Jo: I think it’s almost impossible
to have children not see
advertisements. Just walking, like
if you’re just walking around here,
you can’t avoid an advertisement
anyway. I think definitely that
you need to make sure that the
advertisements we show children
are monitored in some sense and
I almost feel like they shouldn’t be
targeted at children.
T: I think adverts should be shown
to children and teenagers, but
I think that there perhaps ought to
be restrictions on certain types of
adverts, for example adverts that
might portray violence or might
advertise unhealthy foods, which
children don’t understand that
they shouldn’t eat, and those sorts
of decisions should be made by
a responsible adult.
8D READING AND VOCABULARY
26 DOCUMENTARY VIDEO page 112
Buy or borrow?
N = Narrator PR = Patrick Robinson
J=Johnny E=Emily W=Woman
M=Man
N: We all need money to live, but
sometimes it’s a challenge getting
our money to stretch far enough to
buy what we need as well as what
we want without getting into debt.
So, unless you’re rolling in money,
you may start to think, do I really
need to own everything? One
solution is to use what is called the
sharing economy. That means we
don’t own everything we use; we
just rent it when we need to.
PR: What people are calling the sharing
economy, which is a new phrase
for what is actually a very old idea,
which is just people sharing the stuff
that they have with other people.
N: What is new, however, is how fast
the sharing economy is growing.
PR: People are sharing their cars,
they’re sharing their clothes,
they’re sharing their dogs, they’re
sharing their time and their own
skills. Literally, if it can be shared,
somebody somewhere is sharing it.
N: Ifyouonlyneedacarforafew
hours, a car sharing app is a good
idea. Apps make it easy to find
exactly what you want and then
make a booking. After you’ve
booked your car, you can pick it up.
J: How do I get into it? Where are
the keys?
E: Ifyouopenuptheapp...
J: Yes...
E: And ‘honk and unlock me ...’
J: Woah! It worked.
N: With a shared car, you only pay for
as much time as you use. It’s not just
cars you can hire for a few hours.
If you need some tools for work at
home, don’t buy them, hire them
for as long as you need. Suppose
you would like some special clothes
for a night out. Instead of spending
a fortune on a designer outfit, you
can just rent it. You’ll save a lot of
money and time.
Housing scheme set up by the
government are another example
of the sharing economy. Obviously,
buying a home is a big purchase.
What if you don’t think you will
ever have the funds for that? In
some places, there is a different
type of selling arrangement. In this
English town, the government is
selling empty houses to people for
one pound. One pound for a house?
That’s only one side of the deal. The
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buyers have to agree to renovate
the house. This means in the end,
they will spend far more than just
one pound and will have to put
a lot of effort into the renovation.
But when it is finished, it not only
looks better, but they have their
own home for a lot less money
than buying it in the normal way.
J: Can you believe what a bargain it is?
Because, you know, we always hear
about how expensive housing is.
W: Yeah, even with 30,000 pounds it’s
a big bargain, and it is life-changing.
N: What’s more, everyone living in
the area benefits from it. If there
are more residents, new shops
and services open. So much more
is going on in the neighbourhood.
It boosts the local community and
businesses.
M: It’s not just about having this
house for a pound. There’s lots of
community projects that are going
on alongside it, which is helping to
regenerate and build the area up.
N: There are lots of new ideas that
are helping to develop the sharing
economy. It makes us all think
about what we really need to own,
and what we just need to use for
a limited time. But is it likely that
in the future, we may not need to
own anything at all?
8E SPEAKING
27 COMMUNICATION
VIDEO Exercise 2, page 114
V = Voicemail J = Janet B = Bradley
E = Emily
V: Hello, you’ve reached M.Y.E .
We can’t take ...
J: Hello, I’d like to make a complaint,
please. Oh!
V: ... your call right now. Please hold
the line. Someone will be with you
shortly.
J: I don’t believe this. I’ve been
waiting for almost ten minutes.
B: Hello, M.Y.E ., Bradley speaking.
J: Oh, hello! Sorry to bother you.
I wonder if you could help me.
I’m Janet Jordan. I’ve got a slight
problem with the booking for
the Horror House escape room.
I booked six people for Saturday
morning at eleven, but I’ve received
an email confirming two bookings,
one at eleven, and the other at
twelve. I’d like to cancel the twelve
o’clock booking.
B: Can I have your booking reference?
J: Yes, it’s ... 80835231 .
B: One moment please.
–––
B: Sorry about that.
J: It’s OK. It was only six minutes
this time.
B: Yes, well, it was entirely our fault.
There was a problem with our
website but we’ve sorted it out.
J: Perfect. Thanks.
B: You’re welcome.
–––
J: Uh oh! An email from M.Y.E .
I don’t believe it! They’ve cancelled
my booking!
–––
E: M.Y.E ., Emily speaking.
J: Hello, could you put me through
to Bradley?
E: Sorry, Bradley’s not available. Can
I help?
J: Maybe. I booked an escape room
but ...
E: Would you like a refund?
J: What? No, no ... I got two bookings
by mistake and now I’ve been
told both bookings have been
cancelled. I want one booking for
Saturday at ...
E: You can make a booking on our
website. It’s ...
J: Listen, would you mind making
the booking for me? Horror House,
six people, next Saturday, eleven
o’clock, Janet Jordan.
E: One moment, please. I’ll just put
you on hold ...
J: No! Sorry, I’ve been put on hold
three times already.
E: Janet, I’m afraid we’re fully booked
at eleven o’clock. I can offer you
another time. How about 3 p.m .?
J: No, it’s got to be the morning.
E: Sorry, there’s nothing I can do
about it.
J: I’m not happy about this. I want to
talk to the manager.
E: I am the manager.
J: You’re the ...? Fine. Then I’ll
complain to you. I’m not satisfied
with your service.
E: OK, I’ll see what I can do.
28 Exercise 3, page 114
J=Janet Jo=Joe
J: Hi, Joe! I booked the escape room
for Saturday at eleven. There was
a problem with the booking and
I had to spend half the afternoon
on the phone, but then eventually,
the manager sorted it, so it’s
OK now. It’ll be so much fun for
your birthday.
Jo: Oh! Actually, Janet, that’s why I’m
calling. I’m sorry but we can’t make
it at eleven. Do you think you could
book it for the afternoon?
Unit 9
9A GRAMMAR AND
VOCABULARY
29 GRAMMAR VIDEO page 125
N=Narrator P=Pip M=Maya
T=Tim K=Katherine E=Ellie
C=Chris D=David Ph=Phoebe
H=Holly Ma=Matt
N: If you had known years ago
everything you know today, what
would you have done differently?
P: I would probably have focused more
at school on certain subjects I would
have, I would have certainly applied
myself a bit better.
M: I don’t really like to think about
that because every choice I’ve
made just made me the person
I am now. There’s probably, you
know, I probably would have taken
advantage of opportunities better
but with hindsight, you can always,
you can always say that.
T: The one thing I would have done
differently would have been to
probably be more open-minded
to things.
K: I would have probably listened to my
parents and worked harder at school.
E: I would have studied harder for
my GCSEs.
C: I would have worked a little bit
harder at college in my further
education. It’s all been fine but
I would have liked to maybe just
turn the volume up on the work
a little bit harder.
D: I would have probably studied
harder in primary school. I didn’t
work very hard in primary school.
Ph: I would have spent more time with
my grandma when she was alive.
H: I would not have gone to boarding
school. I’d have made the decision
to stay at day school.
Ma: I would have studied harder, yeah,
at school, definitely.
9E SPEAKING
30 COMMUNICATION
VIDEO Exercise 2, page 129
A=Amber F=Faith M=Mum
A: Boo!
F: I wish you wouldn’t frighten me
like that! Oh, no, I’ve spilled the
soup! How stupid of me!
A: It’s OK. It’s not a big deal. It was
my fault.
F: But there’s soup all over your
sleeping bag!
A: It’s not the end of the world.
F: It smells.
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A: I know, but it’s no use crying over
spilt milk. Or soup.
F: I can’t believe I did that. It was so
careless of me.
A: Forget it. It’s no problem. I shouldn’t
have scared you like that.
F: Now, we don’t have enough to eat.
If only I’d brought more food.
A: It doesn’t matter, really.
F: We should’ve brought better
sleeping bags. It’s freezing out here.
A: At least yours doesn’t smell of
soup! It’s a pity we can’t make a fire
inside the tent.
F: If only we’d waited for better
weather.
A: Well, there’s nothing we can do
about it now.
F: I wish I’d never agreed to go
camping.
A: There’s no point worrying about
it. Chill out. It’s fun ... kind of, in
a weird way.
F: What’s that? It’s a wild animal!
A fox! A wolf!
A: It’s gone.
F: Oh, this is terrible!
A: At least we remembered to bring
a torch so we’re not sitting here in
the dark.
F: Oh no! The torch has gone out! Did
you bring spare batteries?
A: Sorry, I forgot.
F: I’m really afraid of the dark.
A: I’m sorry. If I’d known you were
afraid of the dark, I would’ve
bought another torch.
F: Aargh! Something touched me!
A: Faith, calm down. It was just my
hair! Ssh! What’s that noise?
F: I don’t know!
M: Amber! We’re going to bed soon.
Do you and your friend want a cup
of tea?
A: That would be lovely, thanks Mum.
And do we have a spare sleeping bag?
F: And some batteries ...?
9F READING AND VOCABULARY
31 DOCUMENTARY VIDEO page
131
Living by the coast
N = Narrator RG = Robson Green
T = Therese TH = Therese’s husband
S=Sian
N: Therese and Sian live on the island
of Anglesey in Wales. They have
both escaped city life in England.
High-pressure lifestyles with long
working hours, deadlines and small
flats are now a thing of the past. They
decided they wanted to reconnect
with nature and real community life,
so they have come to live on the rural
island of Anglesey in Wales. Robson
Green meets them to find out how
they are finding their new lives.
Therese was born here and left the
remote wilderness to live in England,
where she met her husband.
RG: What’s the best part of living in this
part of the world?
T: It’s a vibrant community. Lots
going on, strong Welsh culture and
appreciation of our history, and
the language, and the music, and
everything which is ... just makes
up the whole environment really
that we’re in.
N: Her husband had to adapt to the
new landscape of open fields and
the sea but now he loves it.
TH: I’m definitely settled. It’s taken
some time to get used to it, this is
different, but in so many good ways.
N: Therese and her husband can
enjoy a large detached house with
a garden and spectacular views
here, and miles of beach are just
minutes away. The simplicity and
beauty of the island is what Therese
really loves and values now.
T: The sea just adds something
particularly special to a location
and to be out here on an evening
like this, in this light, you know, it
just sums it up for me. It’s just so
spectacularly beautiful and simple.
N: Sian is from North Wales, but came
to live on Anglesey because she
wanted a slower pace of life.
S: I’d done advertising for sixteen
years, eighteen-hour days, and
everything was about deadlines,
deadlines, fast pace, and I just
wanted to reconnect with the sea
and be closer to the mountains.
N: Since Sian came to live on the island
and started working with paddle
boards, a few things have changed.
S: Well, I used to wear heels and
skirts, and look at me now –
neoprene leggings!
N: But the impact of living in nature has
been both positive and profound.
S: My life has completely changed.
It’s slowed down. Obviously the
money is a lot less, but my quality
of life is so much better.
N: Therese and Sian have made the
right choices for them – leaving
the hustle and bustle of the big
city behind, and instead living
a less hectic life surrounded by
breathtaking scenery. They have
more space and time to enjoy the
environment and the people that
are important to them. What does
good quality of life mean to you?
Unit 10
10A GRAMMAR AND
VOCABULARY
32 GRAMMAR VIDEO page 139
N=Narrator M=Maya T=Tim
Ta=Tayla S=Sandy P=Pip C=Chris
Ni = Nicky
N: Tell me about this photograph. Who
could this man be?
M: I can see a man, he’s holding
a shopping basket in a grocery
store and he’s taking notes, and
he seems to be looking at people.
He could be someone who works,
like an inspector of some sort that
works maybe higher up the chain of
command that’s just coming to see
how, if the store is being run up to
the standards that the chain has set
in place. He could also be a security
guard of some kind making sure that
no one is shoplifting.
T: In this photograph I think the
person is writing down things in
a notebook, so perhaps it could be
a journalist, and, or another route,
they could maybe be a sociologist
who’s watching people and trying
to figure out social patterns.
Ta: I think this person could be a private
investigator because it looks as
though they’re wearing a coat,
which a lot of investigators or
detectives would wear in TV shows.
P: He could be crossing off items off
a shopping list, he could be making
notes about other people in the
store. It’s hard to say what his job
could be but I suppose he could be
a journalist, he has the jacket and
the notepad, but I think he’s just
a shopper with a shopping list.
S: Okay, so he’s clearly shopping and
he has, I can see that he has fun bits
of food, so it can’t be too serious.
C: I think this person could be a secret
shopper seeing if the staff and the
standard of the supermarket is
up to par seeing as he’s not only
shopping but then also taking
notes in a bit of an Inspector
Gadget jacket. I mean, and he’s got
a camera as well, so he could be
a journalist, so he might be on an
undercover mission to expose some
wrongdoings in the supermarket.
Ni: It looks like he’s studying the stock.
He might be checking the dates on
them or he might be checking up
on the staff to check that they’re
doing that job correctly. It looks like
he might be a mystery shopper.
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10D READING AND
VOCABULARY
33 DOCUMENTARY VIDEO page 143
Keeping cyberspace safe
N = Narrator NH = Nigel Harrison
FZ = Frank Zaborowski EO = Event
organiser G = Girl B1 = Boy 1
B2=Boy2 AT=AndrewTyler
N: Today we all have important
information and data stored in
cyberspace, which is the online
world of computer networks and
the Internet. And because our data
is stored in computers, phones,
messages and websites, illegal
hacking has become a big problem.
Hackers are experts at getting into
computer systems and finding
flaws in their security systems.
They help prevent identity thefts
and other computer-related crimes.
But unfortunately, some people use
their skills to commit serious crimes.
A criminal hacker could steal private
information, like your passwords,
bank card details, or even steal
sensitive data and highly confidential
information from a government.
As more and more information is
stored online, we need more people
to work in cyber security to make sure
our online world is safe from criminal
hackers. So, Nigel Harrison, the British
cyber security expert, co-founded
a company called Cyber Security
Challenge UK. They run national
competitions, where anyone can join
and test their own hacking abilities.
He hopes these competitions will
inspire more people to consider jobs
in cybersecurity.
NH: We’re trying to encourage others to
aspire to the same sorts of careers
and opportunities.
N: One competition they run for
schools is the CyberCenturion.
Students from all around the
world can come to the UK to
compete in teams of four and
complete hacking tasks. This
year, CyberCenturion have set
up a purpose-built website for
a pretend gaming company,
especially for the challenge.
FZ: Today, the students have a problem
of protecting a gaming company’s
network.
N: And the students have to safeguard
the network from criminal hackers.
EO: Three, two, one, competitors, you
may begin!
FZ: They have operating systems
that are not secure. They have
computers are not secure. The
students have to work very hard
to find and fix the vulnerabilities.
N: All this has to be completed in just
four hours.
EO: Five, four, three, two, one ... You’re
done, close your lids.
N: Some of the students take part in
the competition every year.
G: I’ve been doing the competition,
this is my third year now. And we
were originally in separate teams,
but this year we decided to join
together.
B1: We’ve been coming here for three
years and it’s been nice to see the
way the competition’s grown.
N: Everyone learns something new
every time. All the competitors have
impressed the organisers, but only
one team can win. The winners
of this event will attend the final
competition in Washington in the US.
EO: The first place goes to You Really
Can’t ‘C’ Me, St. George’s School
Edgbaston.
B2: It’s something I really don’t think
any of us were really expecting.
It’s an amazing opportunity for all
of us and I think we’re gonna have
a really good time.
AT: You might ask why we’re doing
this. The reason is very simple. We
need the best talents and skills in
this world of cyberintelligence.
N: These students could go on to have
careers protecting cyberspace from
criminal hackers in the future –
a job which experts believe will be
in high demand.
10E SPEAKING
34 COMMUNICATION
VIDEO Exercise 2, page 144
E=Eliza T=Tom A=Adam L=Laura
E: So, let’s talk about my campaign
poster. I think we should focus on
improving the school bike parking
facilities. This is what they look like at
the moment – a total mess! As you can
see, I’ve added myself into it digitally.
T: Ha! Fake news! You can’t use
that Eliza.
E: Well, obviously not, Tom. I didn’t
have time to organise a photo with
me in it. If we decide on this image,
we’ll take a real one. Perhaps
I could be standing and talking to
some students.
T: Hmm. Well, I guess it would show
what a mess the facilities are.
E: Right. And this one shows what
they could be like.
T: Wow!
E: So which picture would make
a better campaign poster?
A: Well, I mean ... In one respect, the
photos are similar because they
both illustrate the issue clearly.
But the most striking difference
is that Eliza is actually in the first
one ...
T: Well, kind of. Another obvious
difference is the focus of each
picture. This one shows the
problem, whereas the other one
suggests how it might be solved.
A: Yes, but on the other hand, Tom,
this one looks as if it was just
downloaded without any real
effort, while that one shows our
candidate out in the real world.
You know, actually trying to
make a difference. That’s why
I think it might be more suitable,
I mean, more effective as an
election poster.
E: Good point, Adam.
A: And you ... I’m sure you’d look
really professional, and that’s
important if we want people to
vote for you.
T: I’m not sure. Perhaps it would be
better to focus on the solution. Not
on Eliza herself.
E: You know what? You’re right, Tom.
It’s not about image, is it? It’s about
the issues! I don’t want to seem
shallow.
L: Sorry to interrupt. Photos in twenty
minutes, Eliza. We need to do your
hair and makeup.
T&A: Photos?
L: For the campaign page on the
school website. You’ve got to look
good if you want to be the student
representative, right Eliza?
E: Yeah! Right. Sorry, I’ve got to go.
T: ‘It’s not about image,’ huh?
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WORKBOOK ANSWER KEY
Unit 1
1A GRAMMAR AND
VOCABULARY
1
1B feel
2A is enjoying
2B have
3A need
3B is getting
2
1c2h3a4d5g6f7e8b
3
1 love
2 are you going
3 don’t know
4go
5 ’m walking
6 isn’t running
7 serve
8 ’s getting
9 know
10 always pays
11 Do you want
12 ’re wearing
4
1a2a3b4a5b6b7c8b9c
5
2 am/’m getting
3 don’t recognise
4 am/’m wearing
5 am/’m
6 don’t usually wear
7 am/’m sitting
8 listening
9 hate
10 is/’s getting
6
2 Do you often make your
own clothes?
3 Are you looking for
anything special in
this shop?
4 Does your brother still play
in a band at school?
5 Do the teachers have the
same holidays as us?
7
1 imagine
2 Do you prefer
3 ’re staying
4 ’m having
5 appears
6 Does this coat belong
8
1b have
2a Do, think
2b is thinking
5 handsome
6 bow-tie
7 curly
8 moustache
9 logo
10 faded
11 muscular
12 silk
13 matching
14 medium-length
15 bald/balding
16 baggy
1C LISTENING AND
VOCABULARY
1
b
2
2 films
3 whole
4 twenty/20
5 football match
6 face blindness
3
1F2F3T4F5T6T
4
2 pick out
3 track down
4 down to
5 have a clue
6 to some degree
7homeinon
8 crack down on
6
1 listeners
2 whole
3 whether
4 known
7
2 subtle
3 honour
4 knowledge
8
1b2b3h4k
9
1 stable
2 noticed
3 wonder
4 honey
5 killer
11
1 My favourite season is
autumn and my favourite
day of the week is
Wednesday.
2 It’s half past two and it’s
time to cook the salmon.
3 My brother’s very
handsome.
3a looks
3b Are, looking
4a don’t see
4b is seeing
9
2 Do you have/Are you
having
3 is going
4 am/’m making
5 are improving
6 am/’m getting
7 am/’m not looking
forward
8 love
9 need
10 don’t fit
11 don’t know
12 hardly ever wears
13 Do you want
1B VOCABULARY
1
2 suit
3 vest
4 belt
5 trousers
6 shoulder bag
7 cap
8 sandals
9 handbag
10 trainers
11 high-heeled shoes
12 wellies
2
1 ripped
2 denim
3 high-heeled
4 casual
5 silk
6 matching
3
1 ripped
2 matching
3 fur
4 loose-fitting
5 logo
6 shiny
7 shoulder
8 wide
4
2 broad
3 thin
4 full
5 tanned
6 clean, heavily
5
2 full-length
3 high-heeled
4 pale
4 I scratched my finger on
the knife!
5 He said he’d seen a ghost,
but he was quite calm!
1D READING AND
VOCABULARY
1
b
2
1c2b3d4b5c
3
2 trendy
3 supportive
4 deliberate
5 complicated
6 psychological
7 old-fashioned
8 rebellious
4
2 theoretical
3 geographical
4 critical
5 historical
6 political
7 economical
8 logical
9 biological
10 electrical
5
2 geographical
3 economical
4 practical
5 critical
6 political
7 theoretical
8 biological
9 logical
10 electrical
1E GRAMMAR
1
2ø
3 a/an, the
4ø
5 a/an
6 the
7 a/an
2
a5b7c1d4e2f6g3
3
1 a, the, The
2ø
3ø
4The,ø
5a,a
6 The assistant, a
7a,ø
WORKBOOK ANSWER KEY
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WORKBOOK ANSWER KEY
4
2the3the4the5ø6the
7the8a9the10the11a
12an13the14the
5
1 the opening
2 The appearance
3 the edge
4 the end
5 the experts
6 the expensive
1F SPEAKING
2
1c2e3b4f5d6a
3
2Igetitnow.
3 Tell us what you think.
4 I’m sorry, I missed that.
5 Right, I’ve got that.
4
2Imeanis
3 what you
4 put it another way
5 me finish
6 do you think
7 good point
8 to interrupt
1G WRITING
1
1c2a3g4e5d6f7h8b
2
Students tick 1, 4 and 6.
UNIT VOCABULARY
PRACTICE
1
1 well-
2 underdressed
3up
4 undressed
5 get
6 overdressed
7as
8 casually
2
1 baggy
2 wool
3 tight
4 full-length
5 bow
3
2 glamorous
3 slim
4 curly
5 clean
6 moustache
6
2 have you been doing
3 has completed
4 haven’t received
5 Has/Have the team
discovered
6 haven’t been working
7 has Callum processed
8 have been studying
7
2 has been using
3 has been studying
4 have been paying
5 has had
6 hasn’t tired
8
2 What have you been
doing since you got
home?/How long have
you been watching this
documentary?
3 Why have you been
sleeping all day?
4 Have you seen the film
(yet)?
5 Has the information
reached Earth yet?
6 How long have they been
studying those particles?
7 Have they managed to fix
the spaceship?
8 Have they launched the
space probe yet?
9
2 I’ve been working here for
about ten years.
3 Have you made any
discoveries yet?
4 No, I haven’t completed
my research yet.
5 What sort of research have
you been doing since you
joined NASA?
6 I’ve been studying radio
waves.
10
2 Gordon hasn’t
3 has been working
4 you been studying
5 hasn’t finished (reading)
2B READING AND
VOCABULARY
1
1c 2b
2
2 1958
3 and owner
4 Swedish company
5 other devices
6 medical
7 pale
8 handsome
4
2 wrinkles
3 smooth
4 bags
5 shaped
6 double
7 eyelashes
5
1up
2 down
3 wrong
4in
5up
6
2 pale-skinned people
3 broad-shouldered
4 middle-aged
5 blue-eyed and dark-haired
girl
6 grey-haired granny
Unit 2
2A GRAMMAR AND
VOCABULARY
1
1FA2SC3SC4SC5FA6FA
7FA8SC
2
1a2a3a4b5b6b
3
1 switched off
2 found
3 been studying
4 Have you finished
5 haven’t discovered
6 been painting
7 been sitting
8 been reading
4
2 Has Voyager sent new
information?
3 They have not been
receiving news recently.
4 We have been picking up
signals all day.
5 What have you been
investigating recently?
6 We have not collected any
information today.
5
2 she hasn’t
3 I haven’t
4 they have
5ithas
6 he hasn’t
7 night vision
8 movements
3
2 procedure
3 issues
4 blood pressure
5 implant
6 disorder
7 advances
8 records
4
2 reality
3 creativity
4 electricity
5 publicity
6 probability
7 responsibility
8 generosity
5
2 publicity
3 probability/reality
4 responsibility
5 reality
6 generosity
7 electricity
8 morality
2C VOCABULARY
1
1 organism
2 research
3 gravity
4 cells
5 radiation
6 pressure
2
1d2f3a4c5g6e7h8b
3
2 has made up his mind
3 blew my mind
4 mind has gone blank
5 can’t hear myself think
6 think outside the box
7 has changed her mind
8 broadens the mind
4
2 twice
3 big
4 again
5 ahead
5
2 much
3 changed
4 outside
5 broadened
6 blew
7 himself
8 blank
WORKBOOK ANSWER KEY
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WORKBOOK ANSWER KEY
7
1 had never spent
2 hadn’t realised, were, saw
3 had been, decided
4 left, had completed
5 won, had practised
8
1 were
2 was running, felt
3 were sleeping
4 left, had broken
5 celebrated, had won
9
2 saw
3 had lost
4 gave up
5 was listening to
6 had thought
7 seemed
8 hadn’t realised
10
2 Why was that?
3Ilosttheuseofmylegs
after I had suffered a
serious injury.
4 I had always been keen on
sport before that.
5 Why did you choose
basketball?
6 I was watching TV one day
when I saw a Paralympic
match.
7 I hadn’t seen one before.
8 It inspired me.
3B VOCABULARY
1
2 court
3 pool
4 centre
5 ring
6 machine
7 room
8 track
2
2 shape
3 weights
4 get
5fit
6 world
3
1her2his3a4his
5your6her
4
2 ankle
3 broke
4 banged
5 sprained
6 muscle
5 blank
6 cell
7 mind
8 outside
4
1b2d3e4a5e
5
2 stressed
3 depressed
4 memory loss
5 Distractions
6 multi-tasking
Unit 3
3A GRAMMAR AND
VOCABULARY
1
2 did you learn
3 didn’t compete
4 took
5 did she injure
6 tried
7 started
8 didn’t celebrate
2
1B/C2C3A4A5B6C
3
2 were you going
3 wasn’t training
4 was staying
5 wasn’t concentrating
6 were the athletes doing
4
1 fell, was running
2 stopped, were making
3 was working, met
4 was using, suggested
5 did, were watching
6 was considering, heard
5
2 he hadn’t lost a single
match
3 Had he learned/learnt to
do back flips
4 (if) she had beaten the
world record
5 Had the judges ever seen
6 she hadn’t become a
professional
6
2 ago
3 already
4 This
5 soon
6 last
7 between
8at
foot: cook, good, hood,
look, wood
2F SPEAKING
2
2 either
3 don’t
4 much
5 Let’s
6 what
7go
8 far
9 for
10 nearly
3
1 sounds
2 that’s
3 main
4 quite
5 even
6 the
2G WRITING AND
VOCABULARY
1
c
2
2 However
3 According
4 more
5 Although
6 sum
3
Students tick ‘a’ – it isn’t
polite.
UNIT VOCABULARY
PRACTICE
1
2 solar system
3 constellation
4 galaxy
5 moon
6 spaceship
7 voyage
8 universe
2
1 require
2 disagree
3 existence
4 identify
5 achievement
6 procedure
7 possess
8 developments
3
2 blew
3 research
4 again
2D GRAMMAR
1
1b to steal
2a to develop 2b developing
3a inserting 3b to insert
4a studying 4b to study
5a to learn 5b learning
6a coding 6b to code
2
2tobe
3 talking
4 to show
5 working
6 discussing
3
1a to lock 1b telling
2a being 2b to inform
3a to switch off 3b meeting
4a to have 4b working
5a adding 5b to explain
4
2 You need to study your
notes again.
3 I don’t enjoy studying
notes.
4 I love doing experiments.
5 let you do experiments
6I’dliketoworkinalab
one day.
7 allow you to achieve your
ambition
8 forget to read over my
notes this evening
2E LISTENING AND
VOCABULARY
1
b
2
Students tick 1, 2, 4, 5 and 7.
3
1T2T3NG4F5T6F
4
1on2in3in4from
5through6in7with8of
6
got = involved
do = move
go = hope
7
got: college, honest,
geography, technology
do: choose, group, you, too
go: location, video,
moment, coding
9
food: boot, mood, room,
soon, spoon
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WORKBOOK ANSWER KEY
2
1a2b3c4c5b6c
3
1 must
2 don’t have to
3 mustn’t
4 must
5 mustn’t
6 don’t have to
4
2 mustn’t
3hasto
4hadto
5 didn’t have to
6 have to
7 don’t have to
8 doesn’t have to
5
1d2f3b4a5c6e
6
2 Passengers can’t stand
up now.
3 You may take off your
seatbelt now.
4 Could I use the bathroom
now, please?
5 Can you bring me some
water?
6 Passengers may use their
reading lights.
7
2 couldn’t pack
3 Can you see
4 could go
5 can’t say
6 couldn’t fly
8
2 Have you ever been able
to travel
3 won’t be able to sit
4 hasn’t been able to get
5 won’t be able to board
6 wasn’t able to use
9
2 Do I/you have to have
to take off my shoes at
security?
3 Can I open the window?
4 Should I ask the steward
for assistance?
5 Can she understand
Polish?
6 May I use the reading
light?
10
1 Yes, you should.
2 Can I choose my seat?
No, you can’t.
2
Start the action: in the
beginning, that morning,
Move the action on: after
a while, by the time, later,
next, after that
Introduce a dramatic
moment: all of a sudden,
from nowhere, just then,
without warning
Describe events that
happened at the same
time: at the same time,
while, when
Finish the action: eventually,
finally, in the end
UNIT VOCABULARY
PRACTICE
1
2 competition
3 record
4 injury
5 professional
6 take
7 qualified
2
1c2e3f4b5a6d
3
2of3out4up5out
4
1 unconscious, fainted
2 shock, knocked
3 pain, attack
4 was bleeding, cuts
5 set fire, burned
6 ringing, report
7 bruise, banged
5
2 wholemeal
3 locally grown
4 organic
5 freshly-squeezed
6
2 calories
3 junk
4 ingredients
5 fresh
6 full
7 fizzy
8 fast
Unit 4
4A GRAMMAR AND
VOCABULARY
1
1d2g3a4h5f6b7e8c
5 Did he twist
6 use
7 would
8 pulled
5
2 didn’t use to think
3 would watch
4 would cook
5 would order
6 used to love
3E SPEAKING AND
VOCABULARY
2
1a2b3b
3
2 mind
3 any
4if
5 Could
6 like
7 alright
8 kind
9 afraid
4
1 I was wondering if you
could
2Doyouknowif
3 Thanks for the offer
4 I’d like to know what
5 Do you happen to know
6 That’s alright thanks
3F READING AND
VOCABULARY
1
b
2
1F2NG3T4F5T6F
3
1G2D3A4F5B
4
1e2f3c4a5d6b
5
1e2c3f4a5b6d
6
2 cut out
3 check out
4 looked into
5layoff
6 cheer him up
3G WRITING
1
c
5
2 track
3 bang
4 boxing
5 changing
6
2 pulled
3 changing
4 ankle
5 spraining
6 shape
3C LISTENING AND
VOCABULARY
1
a6b4c1d5e2f3
2
1c2b3a4c5b
3
2 ward
3 collapsed
4 symptoms
5 minor
6 infection
4
1 progress
2 records
3 increase
4 update
5 contrast
5
1V2N3N4N5V6N7V8V
3D GRAMMAR
1
2 used to train
3Didyouusetoeat
4 didn’t use to like
5 used to believe
6 Did your parents use to
7 used to drink
8 used to love
2
Students tick 1, 2 and 7.
3
2 used
3 Would
4 would
5to
6 use
7 would
8 wouldn’t
4
1 never used to
2 Did the children use to
3 use
4 spent
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WORKBOOK ANSWER KEY
2
2 queries
3 appreciate
4 However
5 wonder
6 regard
7 confirm
8 would
9 forward
10 wishes
3
Students tick 1, 4, 5, 6, 7.
UNIT VOCABULARY
PRACTICE
1
2 gate
3 leave
4 switch
5 window
6 book
7 fasten
8 put
9 hand
10 through
11 fold
12 safety
2
2 hit the road
3 get lost
4 turn back
5 ask the way
6 plan the route
7hireacar
3
1 insect repellent
2 travel pillow
3 first aid kit
4 sunblock
5 adapter
6 ear plugs
7 pocket guide book
8 headphones
4
1e2d3a4f5c6b
5
2 toxic
3 environment
4 pollution
5 congestion
6 smog
7 diesel
8 motorway
9 sustainable
10 renewable
3
1 Rafal
2 Marie
3 Linzie
4 Rafal
5 Rafal
6 Linzie
7 Marie
8 Linzie
9 Marie
4
2 nightmare
3 action
4 works
5 reputation
6 confusion
7 variety
8 failures
8
1 It’s about eighteen
miles away from my
home.
2 We got a train earlier than
we’d expected because it
had been delayed.
3 Jim’s fed up with all
the driving he does on
the motorways at the
moment.
4I’mnot afan of
motorbikes, but from
all these magazines it
looks as if Grant is!
5 You keep on making
comments about my new
hairstyle – please stop it!
9
2lookatit
3notatall
4pickitup
5 for ages and ages
4F SPEAKING
2
2 You’re joking, right?
3 You’ve got a point, but ...
4 Yes, but don’t you think
that all cars ...
5 Maybe that’s true, but
some ...
6 Come on, get real!
7 I see what you mean.
8 You can’t be serious!
9 I’m sorry, but I disagree.
10 ... that’s for sure ...
3
Sentences 2, 6 and 8.
4G WRITING
1
A
3 headphones
4 penknife
5 torch
6 guide
3
1i2e3a4c5f 6b7h8d9g
4
2 first aid kit
3 within easy reach
4 reached
5 ear plugs
6 stopped off
7 direct
8 travel
4D GRAMMAR
1
1ND2D3ND4D5D6D
7ND 8ND
2
2 which 3 whose 4 where
5which6who7who
8 whose
3
2 that 3 that 4 which
5 which 6 that
4
2 The house we stayed in
last summer was beautiful.
3 My grandmother, who is
very active, travelled to
Canada last June.
4 The video we made on
holiday lasts twenty
minutes.
5 Marion, whose brother
works for an airline, gets
free tickets.
6 The man we asked for
directions was very helpful.
5
2 This the flat where we
stayed.
3 And who is the woman
who is wearing a green
dress?
4 My grandfather, who is
next to her, has got a shop.
5 Is this beach where
you spent your days
swimming?
6 And this is Naima whose
father runs the beach café.
4E LISTENING AND
VOCABULARY
1
a
2
1T2T3F4F5T6T
3DoIhavetotakesome
form of ID?
Yes, you do.
4DoIhavetotakemybirth
certificate?
No, you don’t.
5 May I do some shopping at
the airport?
Yes, you may.
6 Should I pack a heavy
suitcase?
No, you shouldn’t.
11
2 can’t
3 mustn’t/can’t
4 shouldn’t
5 can
6 can’t/mustn’t
7 can
8 must
4B READING AND
VOCABULARY
2
c
3
1b2d3a4c
4
1c2b3a4b5d
5
2 Don’t get me wrong
3 he was having none of it
4 Far from it
5istodiefor
6 not a chance
7 make small talk
6
2 a fifteen-year-old boy
3 a one-way street
4 a four-hour flight
5 a three-kilo bag
6 a two-week holiday
7
2 ten-day
3 500-word
4 part-time
5 English-speaking
6 two-seater
4C VOCABULARY
1
2 first aid kit
3 travel pillow
4 travel adapter
5 ear plugs
6 insect repellent
2
2 bank
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WORKBOOK ANSWER KEY
4
2 Computer Science
3 primary school
4 2009
5 qualifications/college
6 age
7 enjoy/love
5
2 remember
3 behind
4 follow
5 board
6 drop
8
1 all, April
2 final
3 held, hotel, Royal,
Trafalgar
4 while, full
5 impossible, always
5F READING AND
VOCABULARY
1
b
2
1 typewriters, landline
phones and rows of
(individual office) desks
(and chairs)
2 They used to dress smartly.
3 Rapid advances in
technology have caused
working styles to change.
4 Our private lives are
affected negatively.
5 They were developed
to encourage
collaboration and better
communication.
6 They save space and
money.
7 Employees’ physical and
mental health is the main
concern.
8 VR could make a change
to the way people
communicate.
9 They will become smaller.
10 ten/10 million people
3
1T2F3T4T5T
4
1950s: cubicles, face-to-face
meetings, landlines, nine-to-
five, typewriter, work alone
Today: flexible hours,
laptop, mobile phones,
open-plan spaces, remote
working, work in teams
4
1 won’t have solved
2 will have received
3 won’t be attending
4 will you be staying
5 will have proved
6 will have picked up
5
2 We won’t have had lunch
by one thirty.
3 Will she have made a
decision by next week?
4 I’ll have attended three
open days by next week.
5 What will you have done
by four o’clock tomorrow?
6 Cheryl won’t be studying
in France next year.
6
2 won’t be sitting
3 will have seen
4 will be enjoying
5 will have collected
6 Will you have decided
7 will you be doing
8 will have finished
5D SPEAKING
2
1b2d3c4f5e6a
3
1T2T3F4T5T6F7T
4
2 motivated, experience
3 skills
4 pressure
5 time
6at
7 solving
8 weakness
9 tend
10 on
5
1c2e3d4b5a
5E LISTENING AND
VOCABULARY
1
1C2C3C4I5I6I
2
2 articles
3 symbols
4 similar
5 Check
3
b
6 probably won’t
7 might be
8 finishes
9
1b2a3c4a5c6c7c8b9a10c
5B VOCABULARY
1
2 go over
3 catch up on
4 hand in
5 come up with sth
6 get down to
7 drop out
2
2 come up with
3putoff
4 drop out
5 hand in
6 go over
7 get down to
3
2 come up
3 fell behind
4 keep up with
5 put together
6 picks up
4
2 come
3 behind
4 socks
5 down
6 hand
7 put
8 over
5
2 keep
3 over
4 fall
5off
6 get
7 together
8 come
5C GRAMMAR
1
2At3this4from5By6In
2
2 will you be doing
3 won’t be visiting
4 Will be you be meeting
5 won’t be studying
6 will be attending
3
2 will have formed
3 will have toured
4 will have chatted
5 will have met
6 won’t have decided
Unit 5
5A GRAMMAR AND
VOCABULARY
1
1g2a3h4b5e6c7f8d
2
1 ’m going
2 is going to fall off
3 will get
4 will find
5 will wait
6 will plan
7 won’t pass
8 is going to happen
3
1d2f3a4e5c6b
4
2 are going to fall off
3 is starting
4 are going to make
5 are watching
6 is going to pass
5
2 She will probably get
good results.
3 We are going to study
together.
4 Is the lesson about to start?
5 I don’t think it will be
difficult.
6 I might not understand
everything.
7 Katy is definitely coming to
the party.
8 Mrs Bennett probably
won’t give us a test.
6
1 don’t think
2 does, begins
3 might know, could be
4 is about to, might
5 doesn’t think, ‘ll be
6 Are you going to, Yes, I am.
7
2 Are you going to study
all day?
3 Will I understand all the
questions?
4Isitgoingtorainatthe
weekend?
5 Is the test about to start?
6 Are you about to leave?
8
1 ’m studying
2 are going to have
3 are you going to start
4 are going to start
5 will stop
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4 filthy
5 salty, healthy
6 frothy
7 leafy
8 worthy
6C LISTENING AND
VOCABULARY
1
b
2
1a2b3c4c
3
2 raise
3 shy
4 leak
5 supportive
6 fuss
7 most
8 rainy
4
a 5 (be supportive)
b 8 (put aside for
a rainy day)
c 1 (a special treat)
d 3 (shy away from)
e 7 (make the most of it)
f 4 (leak the information)
g 2 (raise money)
h 6 (what all the fuss
is about)
5
1 money [rising intonation],
didn’t [rising intonation],
gave [falling intonation]
2 intelligence [rising
intonation], abilities
[rising intonation], lucky
[falling intonation]
7
1 privacy [rising intonation]
others [falling intonation]
2 nothing [rising intonation]
need it [falling intonation]
6D GRAMMAR
1
2 freezes, cool
3 boil, becomes
4 gets, rains
5 take, go
6 listens, talk
2
1b2e3d4a5f6c
3
1 After
2 provided that
3 unless
4assoonas
3 We wouldn’t tell him the
truth if he didn’t promise
to stay calm.
4 My teachers wouldn’t
accept this excuse if my
mum didn’t sign the letter.
5 My parents wouldn’t go
away for the weekend if
I had an important concert.
6 If I didn’t have to study so
much, I’d go to the cinema
more often.
7
1b2b3a4a5a6b
8
2 No, I wouldn’t.
3 Yes, she will.
4 No, she wouldn’t.
5 Yes, I would.
6 No, she won’t.
9
2 would list
3 got
4 wouldn’t be
5 would say
6 will tell
7 would never consider
10
3 I won’t answer
4 where would you go
5Iwouldn’tgotoahot
country
6 if your family moved
abroad
7 I would/’d choose a bit city
8 I wouldn’t go to another
village
6B READING AND
VOCABULARY
1
b
2
1G2D3A4F5B
3
1F2F3T4F5T6F7F
4
1e2c3f4h5a6g7d8b
5
2haveafit
3 blurred
4 a dream come true
5 the last thing on her mind
6 heart sank
7 dashed off
8 lingered
6
2 wealthy
3 faulty
7 salary
8 Repetitive
9 process
10 interact
Unit 6
6A GRAMMAR AND
VOCABULARY
1
2 will believe, give
3 talks, will listen
4 go, will bring
5 will never speak, doesn’t
apologise
6 will tell, promise
7 will be, don’t give
8 come, will stay
2
2 Will Joshua tell her the
truth if she asks him to?
3 Will we make something
up if they want an
explanation?
4 Will she go to the party if
Amy invites her?
5 If Noah stays at home, will
you keep him company?
6 If your parents go away,
will they let you stay
home alone?
3
2 won’t tell
3 won’t make
4 won’t go
5 will keep
6 won’t let
4
2 I think Wendy would
like you if you were nicer
to her.
3IfIwereyouI’dtalktoyour
mum about this.
4 If Daniel bought the
tickets, I’d go with him to
the show.
5 Emma would tell the truth
if she weren’t so afraid.
6 If we could live anywhere,
we’d choose Australia.
5
2 broke
3 Would you tell
4 would you talk
5 were
6 would you choose
6
2Ifsheliedtohim,he
would never forgive her.
5
2 agenda
3 simultaneously
4 conducted
5 flexible
6 allocated
6
2 collision
3 division
4 provision
5 inclusion
6 intrusion
7 decision
5G WRITING
1
a
2
2 This experience
3 realise
4 has shown me
5 has taught me
6 dedication
7 respect
3
1T2T3F4T5T
UNIT VOCABULARY
PRACTICE
1
1d2f3h4a5g6c7e8b
2
2 down
3 behind
4up
5in
6up
7up
3
2 put together
3 pick up
4putoff
5 come up
6 go over
4
2 shifts
3 deadline
4 part-time, full-time
5 temporary, permanent
6 low wages
7 commute, overtime
8 self-employed, freelance
5
2 unemployment
3 collar
4 risk
5 generate
6 conditions
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5 confess
6 complain
7 agree
8 promise
6
2 claimed
3 complained
4 warned
5 predicted
6 admitted
7
2 couldn’t give
3 wouldn’t work
4 should see
5 might interview
6hadtohandin
7 might not watch
8
2 to read
3 not to touch
4 to tell
5nottobe
9
2 told Eddie to find a better
news programme
3 told Anna not to make fun
of her
4 advised his colleague not
to drink that water
5 told the organiser to give
the prize to that dog
6 told Shaun not to watch
that programme
10
2 fell
3 yesterday
4 told
5 might have
6 Look
7 is going to
8 this
9 think
10 will take
11
2 told/asked Dave/him to
tell her about it.
3 Dave said that some
journalists had come to
the school the day before/
the previous day. They had
interviewed his teacher.
4 Chloe said (that) she
imagined it was about his
teacher’s new book.
5 Dave said he couldn’t
believe (that) his teacher
had written a book.
6 Chloe said (that) she
would be famous.
3
2 sympathy
3 disappointment
4 excitement
5 loneliness
6 envy
7 embarrassment
4
2 down
3 back
4 fun
5 around
6up
7 temper
8off
5
2 through
3 cheat
4 trouble
5 temper
6 serious
7 out
8 crazy
6
2 fall in love
3 ask her out
4 love at first sight
5hasacrushonher
6 heartbroken
Unit 7
7A GRAMMAR AND
VOCABULARY
1
2 were interviewing
3 didn’t like
4 wasn’t growing
5 was
6 watched
2
1b2f3g4c5a6e7h8d
3
1 have seen
2 went
3 didn’t go
4 haven’t finished
5 didn’t talk
4
2 we/they would watch
3 he was going to try
4 her mum was going to
5 his teacher wasn’t going to
6 she would finish
5
2 warn
3 add
4 reply
4 boss
5 crazy
6 fun
5
2 behind
3 insults
4 fun
5 put
6off
6
2 cheating on him
3 break up
4 let down
5hititoff
6 at first sight
7 behind her back
8 crazy
9 out with
6G WRITING
1
b
2
2 Another
3 instance
4 However
5 What
6 conclusion
7 other
8 opinion
3
2 According
3 Having
4 summary
5 Ultimately
6 Most
7 Furthermore
4
Introducing new arguments:
Most of us, Furthermore
Giving examples and
support: According to
Introducing a contrast:
Having said that
Introducing a conclusion:
In summary
Introducing your own
opinion: Ultimately
UNIT VOCABULARY
PRACTICE
1
2 fall for
3 fool
4 saw right through
5 cover for
6 make something up
2
1f2a3h4g5c6e7b8d
5aslongas
6 until
7 before
4
2 unless
3 as long
4 provided
5 until
5
2 unless
3assoonas
4 make
5 long as
6 don’t
7 want
8 after
6E SPEAKING
2
2 loss
3 could
4 should
5 probably
6 thing
7 idea
8 were
9 doing
10 ought
3
1if
2 should
3 if, give
4of
5 That’s
6 should
7 ought
8 were
9 what
10 ’d better not
6F VOCABULARY
1
1 lets me down
2 cheating on her
3 lose your temper
4 behind their backs
5 ask him out
6 broke her heart
2
1d2f3a4e5b6c
3
2 temper
3 out
4 fallen
5 put
6 through
4
2 heartbroken
3 trouble
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to roll across the stage!
It frightened the life out
of me! Luckily, someone
rushed on to stop it. I was
so relieved!
3 At first, the play went well,
but suddenly I completely
forgot my lines! Everyone
was waiting for me to
speak. Finally, someone
whispered my next line
to me and I remembered.
I was so upset afterwards
that I felt like crying.
7G WRITING AND
VOCABULARY
1
a
2
1 stars
2 features
3 talented
4 utterly
5 witty
6 quite
7so
8 stands
9 recommend
3
2 forgettable
3 dramatic
4 terrifying
5 impressive
6 entertaining
4
1 I enjoyed the film because
it was so funny!
2 It was a completely
ridiculous story.
3 We left early because it
was such a boring film.
4 It was quite a long show
but very interesting.
5 It was a slightly simple set
but it worked well.
6 I had a particularly good
view of the stage.
UNIT VOCABULARY
PRACTICE
1
1f2c3a4e5d6g7b
2
2 spoilers
3 season
4 subtitles
5 credits
6 little-known
7 binge-watching
8 eagerly-awaited
2
2 Is the singer
3 Do you need
4 Are you preparing
5 Have you auditioned
6 Are you going to perform
3
2 why she had chosen
3 how he was travelling
4 what instrument she
could play
5 when the show would
start
6 which performer he liked
7 if she had learnt
4
2 where he was from
3 if/whether he could start
4 if/whether he had
practised his song that day
5 if/whether he should tell
the judges that
6 how many times he had
auditioned
7 where he could get
8 if/whether he would prefer
7F SPEAKING
2
2 when
3 happened
4 first
5 was
6 said
7 believe
8 soon
9 panic
10 whispered
11 because
12 relieved
3
1 This happened when
I was singing in a concert.
Iwasinagroupof
twenty. The introductory
music stopped and the
curtains began to open.
Then, I couldn’t believe
it. The curtains stuck half
open. There were only a
few metres in the middle,
so we all tried to squeeze
into the space to sing.
2 On the first night I had
a near disaster. I had to
stand on a desk which
had wheels on it. Usually
the stage crew put blocks
behind the wheels to
stop them moving.
That night they forgot
and immediately after I’d
climbed on to it, it started
6 halve
7 over
8 van
9 refuse
5
1 /v/, /v/
2 /f/
3 /v/, /f/
4 /v/, /f/, /v/
5 /v/, /f/
6
2 west
3 review
4 whale
5 wheel
7D READING AND
VOCABULARY
1
b
2
photo of a mayfly =
paragraph 1
photo of a sand sculpture =
paragraph 5
photo of a mandala =
paragraph 2
3
1E2C3B4D5A
4
1c2d3b4c5c
5
2 No, it takes a few weeks.
3 It was in 1984.
4 It was created in New York.
5 It appeared in the
sixteenth century.
6
2 smudged
3 provoked
4 fleeting
5 promoted
6 prominence
7
2 fearless
3 nameless
4 endless
5 ageless
6 cordless
7E GRAMMAR
1
1if
2 why
3 where
4 when
5if
6 whether
7B VOCABULARY
1
2 viewers
3 screen time
4 binge-watching
5 subscription streaming
service
6 spoilers
7 on-demand content
8 series
2
1d2g3a4b5h6f7e8c
3
1 dialogue
2 subtitles
3 credits
4 seasons
5 trailers
6 title sequence
4
1b2e3f4a5c6d
5
2 eagerly-awaited
3 little-known
4 feature-length
5 (really) thought-provoking
6 well-reviewed
6
2 award-winning
3 little-known
4 season
5 credits
6 viewers
7 thought-provoking
8 screen time
7C LISTENING AND
VOCABULARY
1
1 Russ
2 Beth
3 Sadie
4 Monty
2
1c2b3b4a
3
2 down to
3afarcryfrom
4puton
5 make a living
6 make a come-back
4
1 lived
2 thief’s
3 very
4 fine
5 safer
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3 made
4 loan
5 careful
6 broke
7 afford
8on
8D READING AND
VOCABULARY
1
c
3
1g2c3b4f5d6a
4
1f2e3c4g5h6a7d8b
5
2givemeahand
3 first edition
4 initial
5 monetary
6 Only kidding
7 addictive
8 tumbled
6
2 conclusive
3 defensive
4 decisive
5 explosive
6 expressive
7 possessive
8 selective
7
2 addictive
3 decisive
4 expressive
5 selective
6 possessive
7 explosive
8 conclusive
8E SPEAKING
2
2 return
3 entirely
4 offer
5 would
6 make
7 sorry
8 sorted
3
1 F (He’s already booked
some lessons.)
2 F (He’s at college until
4.30.)
3T
4 F (No, she offers him
lessons at 2.00 on
Fridays.)
5T
5 not be worn
6 will be asked
7 have been asked
8B LISTENING AND
VOCABULARY
1
Topics1,3,4,5and7are
mentioned.
2
1b2e3f4a5d
3
2 pocket
3 price
4 miser
5 rate
6 helped
7 granted
6
1 sort
2 stuff
3 sort
4off
5 owl
6 stuff
7 sort
8C VOCABULARY
1
1 water
2 made
3 rolling
4 burn
5outof
6 short of
7 worth
8on
2
2 debt
3 loose change
4 broke
5 loan
6 poverty
3
2 red
3 sense
4 raise
5 afford
6 crowdfunding
4
2 like water
3 loose change/cash
4 afford
5 burn
6 short of
7 loan
5
2 rolling
6 was informed
7 was closed
8 was not/wasn’t repainted
5
2 was being explained
3 were being offered
4 was being created
5 were being shown
6 was being installed
6
1b2b3a4a5b6a
7
2 The adverts will be
removed as soon as
possible.
3 People will not be told
about the problem.
4 Money will not be given in
exchange for this publicity.
5 New products will be
offered by the company.
6 Consumers will not be
convinced by this excuse.
8
2 can be found
3 must be stopped
4 should be informed
5 may not be included
6 could not be removed
9
2 Has the logo been
redesigned by Artur yet?
3 Were the billboards
removed yesterday
afternoon?
4 How could the advertising
slogan be improved by the
copywriter?
5 Is a jingle played at
the beginning of every
programme?
6 Will all the spam emails
be removed if I click this
icon?/Are all the spam
emails removed if I click
this icon?
7 Why were those posters
being taken down when
we arrived at school?
10
2 wasn’t
3be
4 weren’t
5 being
6 been
7 has
8 will
11
2 are caught
3 will be punished
4 be worn
3
2 on-demand
3 trailer
4 award-winning
5 thought-provoking
6 season/series
7 feature-length
4
2 they came to nothing
3 got my first break
4 really took off
5 bit of a setback
6 best-seller
7 back to square one
8 sell-out
5
2 breathtaking
3 spectacular
4 atmospheric
5 realistic
6 expressive
7 profound
8 puzzling
6
2 cast
3 rehearsals/rehearsing
4 lighting
5 costumes
6 wig
7 make-up
8 props
Unit 8
8A GRAMMAR AND
VOCABULARY
1
1 will be delivered
2 have been presented
3 was filmed
4 can’t be revealed
5 is being discussed
6 are produced
7 was being damaged
2
a2b1c6d7e5f4g3
3
2 are sold
3 is being tested
4 isn’t being considered
(by them)
5 is being signed (by them)
4
2 were not/weren’t
advertised
3 was signed
4 were made
5 were not/weren’t accepted
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4 North/north
5 36/thirty-six hours
6 water
3
1c2b3a4b5a
4
2 struggle
3 courageous
4 far-fetched
5 hit
6 blizzard
7 burst
8 bitter cold
5
1 Miss Jones
2 on Friday
3 test
4 Dickens
6
1 fifteen
2 next
3 after
4 shorter
5 upload
7
1 What kind of teacher
are you?
2 Do you live near your
cousins?
3 Shall I cook fish or beef?
4 Have you seen the new
survival film?
9C VOCABULARY
1
1 keep
2 respect
3 single-use
4 minimise
5 dispose
6 benefit
2
2 sort
3 avoid
4 reduce
5 damage
6 collect
3
2 wasteful
3 avoidable
4 helpful
5 reusable
6 sustainable
4
2 thoughtful
3 harmful
4 avoidable
5 sustainable
6 helpful
4 realised
5 didn’t get lost
6 didn’t take
4
2 had studied
3 had asked
4 hadn’t helped
5 hadn’t predicted
6 had happened
5
1a2c3a4b5c6a
6
2 If they had been more
careful, they wouldn’t
have got into trouble.
3 They wouldn’t have
drowned if the waves
hadn’t been so big.
4 They might not have
got lost if they had taken
a map.
5 We couldn’t have found
you if you hadn’t lit a fire.
6 If she had listened to
their advice, she wouldn’t
have gone sailing in that
weather.
7
2 If she had studied the map,
could she have found her
way out of the mountains?
No, she couldn’t.
3 Would you have called for
help if you had been near
the tsunami?
Yes, I would.
4 If the rescuers had arrived
late, would you have
tried to help the trapped
people?
Yes, I would.
5 If they hadn’t climbed onto
the roof, would people
have seen them?
No, they wouldn’t.
8
2 not
3if
4 might/would
5 hadn’t
6 have
7 hadn’t
8 wouldn’t
9B LISTENING AND
VOCABULARY
1
three
2
2 London
3 Two Rivers
2
2firm3first4worth5put
6 true 7 while
3
a as far as I’m concerned
b Another reason
c In other words
d some people do not agree
and feel that
UNIT VOCABULARY
PRACTICE
1
1c2h3a4f5g6i7b8e9d
2
2 spent a fortune
3 waste of money
4 next to nothing
5 on special offer
6aripoff
7 bargain hunting
8 a good deal
3
2 run
3 worth
4 water
5on
6 made
7 rolling
8 short
4
1b2a3b4b5b6a
5
2 coins 3 wallet 4 vending
5ATM6card
6
1 cashpoint
2 account
3 contactless
4 transactions
5 purchase
6 rate
7 withdraw
8 currency
Unit 9
9A GRAMMAR AND
VOCABULARY
1
1b2a3b4a5a6b
2
1c2f3d4a5b6e
3
1 didn’t risk
2 got
3 didn’t drown
4
2 could help
3 slight problem
4 sorry about
5Ihave
6 sorted it out
7 fully booked
8 can offer
9 nothing I can
10 not happy
11 a complaint
8F GRAMMAR
1
1a2a3b4a5b6a
2
2 We have our shopping
brought to our house
every Saturday.
3 The girls are at the
hairdresser, they are/
they’re having their
hair styled.
4 Mick is getting his
homework corrected
later today.
5 The shop had its sign
painted last month.
6 I get my computer scanned
for viruses once a week.
3
2 Last week, my dad got his
car serviced.
3 My parents have their
accounts managed.
4 At the moment, my cousin
is/’s getting her wedding
dress made.
5 My room looks great
because last week I had
it painted.
6 That’s the hairdresser
where I get my hair cut.
4
2 have/get it delivered
3 have/get it brought
4 do you have/get them
repaired
5 have/get my pipes
repaired
6 have/get it checked
8G WRITING
1
No, it’s not necessary to
spend a lot of money to
enjoy a holiday. Argument 1:
Enjoying a holiday really
depends on who you’re
with. Argument 2: There are
a lot of good holiday deals
and cheap offers.
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5 must
6 can’t
4
1 know
2 be hiding
3 be telling
4 be working
5 be having
6 be discussing
7 not have
8be
5
2 be trying
3 be cancelling
4 (not) be studying
5 be preparing
6
2 not know
3 not have
4 not be hiding
5notbe
6 not be working
7
2 might be reading
3 must be
4 might not be telling
5 may not believe
6 could be having
8
2 She must be hungry.
3 He must be studying.
4 She can’t/cannot be
listening to the judge.
5 He might be worrying
about his trial.
6 They may be waiting for
someone.
7 She must be discussing the
case right now.
9
1 might
2 must
3 can’t
4 may
5 be feeling
10
2 can’t
3 Could he
4 must
5 be lying
6 can’t be telling
10B VOCABULARY
1
2 charged
3 statement
4 bail
5 arrest
2
1so
2 because, as
3 because we can, since
we can
4 in order
5so
UNIT VOCABULARY
PRACTICE
1
2 tsunami
3 underwater
4 shore
5 currents
6 surface
7 waves
2
1c2f3a4d5h6e7b8g
3
1 destruction
2 evacuate
3 drills
4 ruins
5 survivors
6 trapped
7 shook
8 victims
4
2 dispose
3 minimum
4 respect
5 avoid
6 harmful
5
2 boutiques
3 nightlife
4 block
5 crowded
6 picturesque
7 community
8 scenery
6
1e2c3f4b5a6g7d
UNIT 10
10A GRAMMAR AND
VOCABULARY
1
1C2P3C4P5I
2
1b2c3b4a5b
3
2 can’t
3 can’t
4 must
9E SPEAKING
2
2 I had taken out more
money
3 I didn’t make more cheese
sandwiches/I didn’t
know you liked cheese
sandwiches
4 you had invited Charlie
to the party
5 not have got angry
with you
6 I hadn’t eaten all those
potatoes
3
1 deal
2 careless
3 spilt
4 pity
5 matter
6 Forget
4
2 nothing
3 should
4 Chill
5 world
6 wish
7 would
8 point
9 have
10 How
9F READING AND
VOCABULARY
1
1 and 7 are not mentioned.
2
a2b4c1d5f3(eisnotused.)
3
1c2d3b4a5b
4
1f2c3a4e5b6d
5
2 taken their toll
3 before I knew it
4 won me over
5 something else
6 all too soon
6
2 illogical
3 irrelevant
4 illiterate
5 irresponsible
9G WRITING AND
VOCABULARY
1
b
5
2 respectful
3 damages
4 sort
5 sustainable
6 reduces
7 avoid
8 dispose
6
2 disposable
3 harmful
4 impact
5 sustainable
6 recyclable
7 benefits
8 reduce
9D GRAMMAR
1
1b2a3a4b5a6b
2
2 lived
3 didn’t have to
4 didn’t like
5 would take/took
6 had
7 were
8 didn’t give
3
2 hadn’t moved
3 had saved
4 had never met
5 had bought
6 had met
4
2 If only my parents would
book a holiday in a hot
country!
3 I wish my mum wouldn’t
come into my room
without knocking.
4 If only people would
respect animals more.
5 I wish my boyfriend would
call me a bit more often.
6 If only my neighbours
wouldn’t make so much
noise at night.
5
2 wouldn’t use
3 had
4 hadn’t bought
5 had chosen
6 wouldn’t make
7 lived
8 could go
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WORKBOOK ANSWER KEY
2
2 response
3 all
4 sum
5 considered
6 completely
7 favour
8 fully
9 highlight
10 option
UNIT VOCABULARY
PRACTICE
1
1c2e3f4a5b6g7h8d
2
1 accused
2 defend
3 evidence
4 innocent
5 trial
6 verdict
7 guilty
8 sentences
3
2 questioned
3 statement
4 bail
5 under
6 custody
4
2 life sentence
3 electronic tag
4 community service
5 suspended sentence
6 rehabilitation
7 curfew
5
2off
3 into
4up
5in
6 after
7 away
6
2 opinion polls
3 general election
4 referendum
5 parliament
6 turnout
6 Perhaps/Maybe
7 must
8asif
9 respect
10 be
10F LISTENING AND
VOCABULARY
1
2 argue
3 certainly
4 might
5 survey
6 show
2
1F2O3S4S5F6F
3
c
4
2 369
3 area
4 year
5 manifesto
6 Houses of
7 open-minded/
open minded
8 public transport
5
1 holding
2 standing
3do
4 raise
5 concerns
6 ranging
7 campaigning
7
1 hits /s/
2 chooses /iz/
3 feeds /z/
4 rushes /iz/
5 seems /z/
6 stops /s/
7 kisses /iz/
8 touches /iz/
9 makes /s/
10 kicks /s/
8
1 this
2 measure
3 insure
4 thanks
10G WRITING AND
VOCABULARY
1
His aim is to have the head
teacher’s support and
request funding.
5
2 can’t have known/realised
3 can’t have known/realised
4 must have looked
5 could have lost
6 can’t have gone
7 must have felt
10D READING AND
VOCABULARY
1
b
2
1B2A3D4C5D6C7B8A
3
1 They were pensioners./
They were old.
2 They stole cash, gold and
jewels/valuable items.
3 They needed better
equipment for the drilling.
4 They found their car.
5 They were charged with
burglary.
6 a relative’s grave
4
2 drilling
3 vault
4 number plate
5 forensic evidence
6 downfall
5
1f2e3b4a5h6g7c8d
6
2 description
3 admiration
4 intention
5 prescription
6 recognition
10E SPEAKING
2
2 alike
3 striking/obvious
4 both
5 respect
6 whereas
3
1 could
2 must have taken
3 been
4as
5 Maybe
4
2 there’s
3 alike
4 this
5 other
6 custody
7 caught
8 warning
2
1 under
2by
3on
4 with
5in
6on
3
1c2g3e4b5f6a7d
4
2 sentence
3 suspended
4 service
5 curfew
6 arrest
7 warning
8 record
5
1 questioned
2 charged
3 custody
4 security camera
5 rehabilitation
6 suspended
7 curfew
8 community service
9 imprisonment
10C GRAMMAR
1
1b2a3a4b5a6a
2
1 can’t have climbed
2 must have known
3 might not have left
4 must have been
5 could have been
6 may not have had
3
2 can’t have gone
3 may not have planned
4 might not have left
5 can’t have realised
6 may not have got in
4
2 She might have known
the thief.
3 The burglars must have
realised (that) the house
was empty.
4 The burglary may not have
happened at that time.
5 They might not have used
a car to get away.
256
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WORKBOOK AUDIO SCRIPT
Unit 1
1C LISTENING AND
VOCABULARY
2 Exercises 1 and 2, page 7
P = Presenter R = Rob
P: Good morning everyone and
welcome to the section of our
programme where we talk to people
with interesting jobs. Today I’m
talking to Rob Myers who works
withxthe Wiltshire police force.
Hi, Rob. Welcome to the programme.
R: Thank you. It’s good to be here.
P: So, Rob, how long have you been
working with the police?
R: I guess it’s about five years now.
P: And please tell our listeners what
your specific job is.
R: OK. Well, I work with a small team
of men and women and we’re
what’s called super recognisers.
P: I doubt many people know
what a super recogniser is, Rob.
Can you explain?
R: OK. Well it’s someone who
remembers faces well. Everyone’s
got the ability to some degree but
apparently a few of us, maybe 1–2
percent of the population, are a lot
better at it than the rest!
P: And how does that help the police?
R: Well, we can remember faces from
a long time ago and from different
situations. For our job, we look at
CCTV films and photos and we can
pick out faces we’ve seen before. This
means that we can identify a whole
range of criminals like people
who steal from houses – burglars –
or people in violent protests,
sometimes even murderers!
P: So, why is it that some people have
this special ability?
R: Well, it’s certainly not because
we’re extra intelligent or smart!
It’s just down to genetics, it’s
something that some people
are born with. Scientists say that
super recognisers tend to look at
the whole face and not separate
features. They’re not focusing on
whether someone has narrow
eyes, full lips, a big nose or a sharp
chin! It’s automatic!
P: So, how many faces do you
remember?
R: The experts say that we recognise
about ninety-five percent of the
faces we’ve seen – whereas the
normal person recognises about
twenty percent.
P: That’s a huge difference!
R: Yes. We’ve helped crack a lot of
crimes. It’s a good feeling.
P: Have you always known that you
had this ability?
R: Gosh, no! I didn’t have a clue! a few
years ago there was some trouble
at a football match. There was
a fight and several people were
hurt. a news report showed the
crowds and I suddenly thought –
oh, I recognise that face! I told the
police, they tracked him down,
and that’s how it started. The term
‘super recogniser’ didn’t exist until
about ten years ago.
P: It seems that there are some people
who can’t recognise people at all.
R: Yes, they call that ‘face blindness’.
It’s when people sometimes
can’t even recognise people they
are close to, like friends or even
family! This affects about one to
two percent of people too. And it’s
because, unlike super recognisers,
they home in on individual features
and don’t look at the whole face.
They make up for this by studying
the clothes, hairstyles, and the
way the people walk, in order to
identify them.
P: Wow! I didn’t realise recognising
faces could be so different from one
person to the next!
Unit 2
2E LISTENING AND
VOCABULARY
10 Exercise 1, page 22
P = Presenter D = Deb Hardacre
P: Hi everyone! On today’s show
we’re talking to young people who
have set their hearts on interesting
careers. With me in the studio is
Deb Hardacre. Welcome, Deb.
Please tell our listeners what you’d
like to do in the future.
DH: Sure. My wish is to become a VR
developer. VR stands for Virtual
Reality – as I’m sure you know, and
I hope to become one of the people
who develops new apps using VR.
11 Exercise 2, page 22
P = Presenter D = Deb Hardacre
P: I think you’re the first person I’ve
met who has that ambition! Just
what got you interested in this
particular career?
DH: Well, to be honest, I think there are
quite a lot of young people at the
moment with similar ambitions
to me! It’s because VR is such an
exciting area of technology. It’s
getting more and more important
and I really want to be involved in
something that is new and creative.
P: So, I imagine you’re a keen
video gamer.
DH: Yes, I enjoy gaming, but although
VR is used a lot for games, it’s useful
in many other areas too. I also
love sports and VR can have lots of
interesting uses for sports people.
P: Really? In what ways?
DH: Well, to start with, if you’re a sports
fan but you can’t afford to travel
to support your favourite athlete
or football team, you can use VR!
Put on the VR headset and you’re
immediately inside the stadium.
You can watch the competition
or the match from your chair at
home! At the moment you can
look all round you, but you can’t
move round to see the action from
different angles. Soon that will be
possible.
P: That’s incredible. But part of the
experience at sports events is the
interaction with other supporters,
isn’t it? In VR you’re alone.
DH: Well, that will soon be possible
too – with avatars! Also, there’s the
training aspect. Athletes can use VR
to look again at what they did and
find out why they lost or what they
could do better.
P: Wow! I know VR is used in schools
quite a lot for teaching.
DH: Oh yes. It’s wonderful for school
students. That’s the real reason
I became interested in VR.
We’ve had several VR lessons in
geography where my group visited
different famous landmarks in
other countries. We looked round
them from our school desks!
And in English Literature, we visited
the locations in Great Expectations
and we were in the audience
of a Shakespeare play! The idea
of choosing to go anywhere in
the world, at any point of time,
completely fascinated me. I learned
and remembered so much from
those VR trips! Experts say that if
we hear or read information, we
remember about twenty to thirty
percent but if we learn through VR
we remember up to ninety percent.
P: I can see you’re passionate about
the subject. Is it easy to become
a VR developer?
DH: Well, not that easy really. You need
to have an interest in coding
and IT. I think I shall take college
courses to become a video games
programmer first. Then it’s possible
to move into gaming VR, and
eventually other areas.
P: Well, good luck, Deb. It sounds like
an exciting trip for you!
WORKBOOK AUDIO SCRIPT
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WORKBOOK AUDIO SCRIPT
3
P = Paramedic D = Danny
P: Danny, congratulations on knowing
how to treat your dad when he
collapsed!
D: Well, I did a first aid course at
school, so I knew what to do. He
wasn’t breathing, so I put him on
his back and pushed down on his
chest like we were told. It worked,
and he was breathing again when
you arrived.
P: Has this happened before?
D: Yes, he’s got a problem with his
heart. I know all the symptoms.
Here’s a copy of his records and the
medicine that he’s taking.
P: That’s great, Danny. He’s lucky you
were here!
D: I’m glad I took that course!
4
G=Girl B=Boy
G: Hi! The party’s going well! We
expected you an hour ago ...
B: Yeah, sorry. I had to go to Accident
and Emergency after I fell playing
football. It took ages before they
checked me out. The waiting
room was completely full – the
doctors and nurses were very
busy because of a sudden increase
in emergencies. I had to wait
two hours.
G: That’s terrible!
B: It wasn’t anyone’s fault. There was
a big accident on the motorway
and lots of people had cuts and
bruises, all minor injuries thank
goodness. When I eventually
saw the doctor, he told me not to
worry. I didn’t break my wrist – just
sprained it.
G: Good news – I hope it doesn’t stop
you dancing!
5
M=Man W=Woman
M: I visited Chloe this afternoon.
I thought I’d update you on how
she’s doing. She’s looking better.
W: Good! I thought she might be a bit
fed up by now. She hasn’t got out
of bed for ten days, and you know
how active she usually is. This
routine is a real contrast for her.
M: Yes, and she’s not going home for
another week! But she says she
won’t think about that until closer
to the date. Today she was reading
the joke book you took in. Laughter
is a good medicine! It was good to
see her smile. It was a good choice.
W: Yes. It cheered me up when I was
feeling low after an infection
last month.
Unit 3
3C LISTENING AND
VOCABULARY
19 Exercise 1, page 31
1 The reason I’m working late
is because I want to hand this
assignment in on time.
2 If I were you, I’d get it checked out
by a doctor.
3 I think you’re right and we should
wait a day before visiting Marie
in hospital.
4 Setting up a first aid course is
a brilliant idea and I’d love
to take part.
5 I’m afraid the doctor I saw was very
rude and you should ask him to
be more careful when talking to
young patients.
6 Could you please ask the doctor to
phone my mum as soon as she can?
Thank you.
20 Exercise 2, page 31
1
E=Ellie J=Josh
E: Ellie from hospital radio here
talking to Josh Welland. How are
you doing Josh?
J: Better than when I came in,
thanks – I’ve made a lot of progress,
and I’m so glad to be in Bradshaw
Ward. I never realised there were
wards only for teenagers. It’s cool
to talk to other patients who are
the same age as me. It helps you
get better more quickly when
you’re in an environment like this.
E: Yes, Bradshaw Ward is great, isn’t it?
J: Yes. And the treatment is wonderful
all over this hospital. I’ve had
brilliant care.
2
M=Meg K=Kelly
M: Hi, Kenny. How are things?
K: Meg, hi! I’m fine. More important –
how are you? And what’s that noise
in the background? It sounds like
you’re running a bath!
M: Well, I’m doing OK. I’m up and
about in my wheelchair. I was so
fed up with being on the ward
that I wheeled myself to the café
and had my first cappuccino and
a piece of cake for two weeks! Then
I wanted to enjoy the lovely sunny
weather, so I came outside. What
you can hear is a little fountain
in the middle of a lake. They’ve
created an amazing area with
flowers, trees and pathways for
patients to relax outside.
3E SPEAKING AND
VOCABULARY
27 Exercise 2, page 33
I = Interviewer W = Woman
I: Excuse me. I was wondering if you
have a few minutes?
W: Sure. Why?
I: I’m doing a survey and wondered
ifyou...
W: Yeah, I love surveys. What’s it about?
I: That’s great. It’s about health food.
W: OK. Fire away!
I: So, would you mind telling me if
you regularly eat health food?
W: Yes. I’m very healthy. I eat lots of
fruit and vegetables. Potatoes –
I adore chips. And eggs – fried eggs
and bacon – perfect.
I: Right. Have you any idea where the
food comes from? Do you know if
the vegetables are locally grown?
Are the eggs free-range?
W: Mmm. Sorry. An egg’s an egg and
a potato is a potato.
I: OK. Could you tell me if you ever eat
wholemeal bread?
W: Is that brown bread? No, I love thick
white bread with lots of butter and
jam. Best food ever!
I: How about freshly-squeezed
orange juice?
W: If that’s what’s in those cartons
from the supermarket, then yes,
I do. At least, er, once a week ...
on Sunday.
I: Right. I’d also like to know if you
ever go to specialist health food
shops.
W: Ah – do you mean there are special
shops for health food? I didn’t
know that. We always go to the
supermarket.
I: OK. So, that’s a no then.
W: Yeah, no. Sorry about that.
I: That’s all right. Thank you for
your help.
W: I’m not in a hurry. Have you got any
more questions?
I: That’s very kind of you, but I’ve
finished.
W: So, am I healthy then?
I: I’m afraid I can’t say.
W: Fine. Nice chatting. I’m off for
a burger now, but I’ll check to see if
it was locally grown. Thanks a lot.
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WORKBOOK AUDIO SCRIPT
Unit 4
4E LISTENING AND
VOCABULARY
28 Exercise 1, page 46
Commuting to college can be a bit of
a pain. I go to Linchester Art College,
which is an excellent college with a very
good reputation. It’s about twenty-five
miles away from my home, but it’s worth
the journey every day because of the
quality of the teaching. I usually take the
train these days, although when I started
out, my friend used to give me a lift in
his car. That became a total nightmare
as there were often road works that
caused mile-long tailbacks or else
accidents. We used to be late for lessons
and sometimes we didn’t get home until
eight o’clock. So, we’ve been taking the
train for the last six months and that’s
got its good and bad points too. On the
one hand it’s cool because I can catch up
on homework, but that’s only if I actually
get a seat! It’s so busy on the train most
mornings that I have to stand up for at
least half the journey. And then there’s
the atmosphere in the carriages – it’s
either too cold because the heating has
broken down or it’s too hot because
the heating is working overtime! And
don’t talk to me about delays. I can’t
remember one week when the trains
were on time every day. They make out
that there are always very good reasons
for the delays – the most recent one
was that it was too hot and the heat did
something to the metal of the rails. And
there’s the ongoing problem of strike
action. We’ve had four days of strikes
in the last fortnight when they’ve only
been running a few trains. I appreciate
that they put these dates up on their
website, but it’s still a big problem for
people like me. As I see it, things are only
going to get worse – and I still have two
years of commuting left to do!
29 Exercise 1, page 46
P = Presenter L = Linzie R = Rafał
M = Marie
P: Right, so this morning our phone-in
is all about commuting and public
transport! I’ve got three listeners
waiting to tell us what they think
about travelling on one of the
most popular transport systems in
London – the tube, which is known
throughout the world by its famous
red circle sign. First up is Linzie.
L: I have to say that I really enjoy
travelling by tube. For me, it’s
the convenience. If you miss one
train, there’s another one within
three minutes! It can get a bit
uncomfortable though. Of course,
some of the lines have better
carriages than others – the more
modern ones. In those trains it’s not
quite so stiflingly hot as in some of
the older trains. I also like watching
the stations as they whizz past!
The thing is that London has got such
a variety; some have great artwork
on the walls, like Baker Street with
its pictures of Sherlock Holmes, and
some, like Westminster, are modern
and even futuristic. It’s fascinating!
P: Thanks, Linzie! And how about
you, Rafał?
R: I’m a big fan of the London
underground. I’ve been on many
underground systems around
the world and for me London is
the easiest to navigate. There’s
no confusion. The tube map is
amazing – it’s so clever because
it’s very simple and clear. You don’t
get lost! Here in London, too, I think
people are very sensible when they
use the trains. If it’s too full, they
wait for the next one. One thing
they could change is the platforms
at some stations. They’re quite
narrow and get very crowded.
That’s a bit dangerous, I think.
P: Great, Rafał. Thank you. And now,
let’s hear from our next caller.
Are you a fan of the London
underground too?
M: Hi. My name’s Marie. You know, in
my opinion, there are too many
delays because of signal failures.
If you know London well, you can
find other routes, but not everyone
knows how to do that. I personally
find it better than using buses
or cycling and walking because
there’s so much air pollution in the
city – you know, above ground.
Down here, it can get a bit smelly,
that’s true, when the trains are
crowded, but well, generally it’s
better. That’s another thing – we
need longer trains because right
now there are too many people
trying to get into too few carriages.
P: Those are all good points, Marie!
I wonder what you think ...
34 Exercise 10, page 46
1 I need to catch up on the lessons
I missed last week.
2 What happened to the cake in the
oven? Look at it – it’s gone down in
the middle!
3 AmItired?Notatall–I’mfull
of energy!
4 You shouldn’t drop your empty
plastic cup on the road! Pick it up!
5 I’ve been learning English for ages
and ages and I still pronounce
things wrong!
Unit 5
5D SPEAKING
38 Exercise 3, page 56
I = Interviewer L = Lewis
I: Good afternoon, Lewis. Nice to
meet you. My name is Martin
Blackwater. Could you please tell us
something about yourself?
L: Right. Well, I’m English, but my
father is French, so I’m bilingual.
I’m fluent in both languages. I’m
taking four A-levels – in French
and English, as well as Spanish
and German, so I have a good
understanding of the structure
of languages and the difficulties
of learning them. In the future,
I would like to teach languages
at secondary school level. I’m
self-motivated and that is one
reason why I’d like to gain some
experience teaching English abroad
in one of your schools.
I: Excellent. I see from your CV
that you have some teaching
experience already?
L: Yes. I’ve taught French privately to
some of our neighbours’ children
who were having problems at
school. That was one to one.
However, I’ve also taught larger
groups. One of my sports is tennis
and I’ve coached groups of seven
or eight children at my tennis club.
The lessons were enjoyable, and I
think I have good communication
skills, which is obviously important
for teaching.
I: You’re right. Do you work well
under pressure? Teaching abroad
can sometimes be very intense.
L: I do. Studying four languages is
quite demanding and I manage my
time carefully. I also think I’m good
at multi-tasking, which helps when
you’re under pressure! I enjoy
challenges and solving problems.
I: So, do you have things that you are
trying to improve?
L: Oh yes, Mr Blackwater. I think my
biggest weakness is accepting that
I can’t do everything as fast as I’d
like to! If I’m learning something
new, I tend to expect to make
quick progress, which isn’t always
possible of course. Also, I’m
working on my typing skills. I’m still
pretty slow, and I get quite cross
with myself.
I: Thank you, Lewis. Now have
you got any questions about our
teaching abroad programmes?
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WORKBOOK AUDIO SCRIPT
C: Absolutely. Then in 2009,
Satoshi Nakamoto created the
bitcoin network, and I was
fascinated by the possibility of
a completely cashless society,
where people use a virtual
currency.
I: Did you get lessons about this
at school?
C: Oh no, I taught myself.
I: Well, that’s certainly an incredible
achievement, but ... do you think
it’s the best method, the best way
to proceed for everybody? Would
you advise other young people to
start their own businesses in the
same way?
C: In my case, I think I’ve always
known that I didn’t want to work for
someone else. It’s not the right thing
for everyone, but it was for me.
I: Do you think it’s important for
young people to finish their studies,
like you did?
C: It’s always good to have some
qualifications behind you, but
some people follow a different
path. Some of the most famous
entrepreneurs in the world
dropped out of college!
I: Do you have any specific advice for
young entrepreneurs?
C: I think there are two important
things to remember. One is that
when you’re young, you have
a great advantage – and that’s your
age. Older people have experience.
Young people don’t have that, but
they do have instinct and a feeling
for what will or won’t work. Follow
your instinct, but also take on board
advice from older people.
I: And secondly?
C: Secondly, I would advise people
to do something they love.
A business idea should grow out
of something you enjoy and are
passionate about. Some people try
to find something that no one has
thought about yet but that’s nearly
impossible. There’s always going
to be competition, whatever you
decide to do. It’s much better to
do something you have a genuine
interest in and can get excited
about. You’ll work harder and be
more successful.
I: OK, Callum! Thanks. And now ...
5E LISTENING AND
VOCABULARY
40 Exercise 1, page 57
The competition for the title of ‘Young
Entrepreneur of the Year’ takes place
every year. As you know, there are
regional competitions first. The winners
of these are announced in July and
those winners progress to the national
finals, which take place in London in
November. The competition celebrates
the achievements of young people
who have set up their own businesses
within the last year and who have shown
creativity and vision for the future. The
competition is open to people under the
age of thirty. This year the closing date for
all entries has been moved from 31 March
to 30 April, and the date for the final in
London is 11 November. In previous years
this has been held at the luxurious Tillings
Hotel, but this year it will be at the Royal
Trafalgar. Remember to hand in your
entries before the deadline and that the
judges’ decision is final.
42 Exercises 3 and 4, page 57
I = Interviewer C = Callum
I: As part of this week’s series about
young entrepreneurs, today I’m
talking to Callum Archer. Callum
is twenty-one years old, but he’s
already making a name for himself
in the world of cryptocurrencies!
Welcome, Callum!
C: Thanks.
I: So, cryptocurrencies ... that’s all
about bitcoins and things, isn’t it?
C: Yes, they’re digital currencies – sort
of like virtual gold!
I: OK. So, what do you do?
C: Right, well, I’ve set up my own
online company that helps people
invest in cryptocurrencies. I started
when I was eighteen and it’s going
really well.
I: So is this full time for you?
C: It is now. I did a degree in Computer
Science, which finished last June.
I was working and developing my
company while I was studying, but
now I’m working on it full-time.
I: And when did your interest in
cryptocurrencies start?
C: I’ve been mad about computers
ever since I can remember. I was
at one of the first primary schools
to introduce coding lessons! Other
kids did sports – I played computer
games, wrote software and lived in
front of my computer, much to my
parents’ disgust.
I: But it was all good training,
obviously!
Unit 6
6C LISTENING AND
VOCABULARY
49 Exercises 1 and 2, page 68
I = Interviewer M = Marcus
I: Well, we’ve got a special treat for
listeners this morning. I’m sure you
all remember our feature on young
Jack Thompson last week – the
four-year-old with a rare genetic
illness. His parents were trying
to raise enough money to take
him to the USA for a life-changing
operation. A donor came up with
the money needed, but wanted
to remain anonymous. Well, the
newspapers got hold of the story
and the anonymous donor is no
longer anonymous! And he’s here
with us on the programme today.
Hello, Marcus.
M: Hello.
I: So, Marcus, you did something
brilliant. Why did you want to keep
it a secret?
M: It’s because it was my decision
to help young Jack and it wasn’t
anyone else’s business. For me it
was quite a simple thing to do.
I was lucky – I had the money, Jack’s
parents didn’t, so I gave it to them –
simple. Money does no one any
good just sitting in the bank. Using
it like this to help someone has got
to be right, hasn’t it? I don’t usually
shy away from publicity – my wife’s
a well-known actress – but this was
private and so I decided to remain
anonymous.
I: And how did you feel when
you read about yourself in the
newspapers?
M: It was my wife who told me the
story had got out and she thought
I’d be angry because she knew
how much I wanted to remain
in the background on this. She’s
very supportive of me and agrees
with my reasons both for donating
and staying anonymous. But,
being realistic, I suppose it was
inevitable that someone would
leak the information to the media.
I just don’t understand what all
the fuss is about. It’s not as though
I discovered a cure for Jack’s illness.
I just helped a bit financially.
I: But you’ve agreed to come on the
show this morning. Why is that?
M: Well, as the story is out there now
and I can’t avoid the attention,
I guess I thought I’d come here
and talk about it. Do I get all fussy
about privacy or make the most of
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it to help others? I rather hope that
talking about it might encourage
other people like me to do the
same and donate money to people
who really need it. We’re dealt
certain cards in this life – some of
us are born with intelligence, some
with skills and abilities and some of
us are born lucky.
I: I hear you used to run your own
business and made your fortune
that way?
M: Yes, I built up my own company
and I had a very satisfying
working life. I enjoyed what I did,
and the financial advice I took
was extremely good, meaning
that I made some very good
investments. I have a lot put aside
for a rainy day, far more than I could
ever use. There are a lot of people
in the same situation and it’s those
people I’m talking to. You can let
your money sit there doing nothing
or you can help people who need
it. Share some of your good luck
guys! Do the right thing.
Unit 7
7C LISTENING AND
VOCABULARY
57 Exercises 1 and 2, page 79
I = Interviewer S = Sadie R = Russ
M=Monty B=Beth
I: I’m at the after-show party
celebrating the opening night of
the new production of Richard III
at the Royal Theatre. And I’ve
managed to persuade a few people
to talk to me. Hi, Sadie. I have to
congratulate you on the costumes
in the play. Absolutely stunning!
S: Thanks for that. Usually it’s the
actors that get all the praise,
though on this occasion they
definitely deserve it. Yes, this play
was a big challenge for me. I have
a wonderful team who actually
make the clothes, but the research
and design is down to me. I spent
ages researching the period,
although I must say, the 1920s
is one of my favourites! I worry
about all the tiny things. I want
everything that the actors wear to
be absolutely right, right down to
the shoes – even the right earrings!
I go to costume exhibitions a lot
to get ideas, and in fact that’s
where I was when the actors had
their fittings – but everything went
smoothly and I think everyone did
a magnificent job.
As you know, this production of
Richard III isn’t my first. That was
back in 2012, just after I’d started
out directing. Then, in-between the
two Richards, I did the wonderful
thought-provoking play Waiting
for Godot, which really made my
name and got me an award for
Best Director. Then, of course, Three
Sisters in New York. Although that
wasn’t an actual flop – it was less
successful, shall we say. So, to
make a comeback with Richard
again has been a great opportunity,
and I’m just really grateful to
everyone who’s put so much work
in. Let’s hope it gets good reviews
in tomorrow’s media.
I: Well, personally I think it will be
a sell-out! Thanks everyone and
enjoy the party!
Unit 8
8B LISTENING AND
VOCABULARY
63 Exercises 1 and 2, page 90
1
Money was something I just took for
granted when I was really young. If
I wanted something new, my parents
would buy it for me. And, as for buying
things for other people ... well, if it was
my mum’s birthday, my brother and
I would be given money by my dad –
usually about five pounds – to choose
what we wanted. I suppose in a way
that helped us understand the value
of money. We had a limited amount
to spend, so we had to think of prices.
It was also an indication of how we
would deal with money when we grew
up. Although I always spent the full
amount, my brother used to spend about
one pound and pocket the rest!
2
IhavetoadmitIwasabitofamiserwhen
I was very young. Sometimes I’d get
money for my birthday, or from a visiting
relative, and I would never spend it!
I would hide it away in a box under my
bed. Everyone knew it was there, of
course, but I thought it was a well-kept
secret. Every evening I’d take it out and
count it! I didn’t think about what I could
buy with it later. I was just proud that the
pile was growing! It was like a collection
or even a hobby. I changed as I got older
and realised that most people don’t like
misers! But I guess the early signs were
there. My ambition? To go into banking!
What a surprise!
I: I agree, Sadie, thanks. And this
is Russ Barker. Russ, wow! How
impressive was that set when the
curtains first went up!
R: Yeah, I listen for that gasp from
the audience every time. It’s
what every set designer wants
to hear! And I never really relax
until I hear it. This was particularly
encouraging because creating the
castle onstage wasn’t easy. It’s
getting that first inspiration that’s
important, from then on, it’s all
plain sailing. The director, Beth,
initially wanted a castle like one
she’d seen in her young daughter’s
story book, but I wasn’t sure. I was
thinking of something a bit more
abstract, you know, a bit like the
Crazy Castle movies, but then I took
my family on a day trip to Rochester
Castle and that was it.
I: Yes, really atmospheric. Cheers,
Russ. Let me bring in Monty here.
He’s responsible for the spectacular
lighting effects tonight. They really
made the show come alive. You’ve
been doing this for a while, haven’t
you, Monty?
M: Yeah, officially for twenty years!
But I’ve been interested in lights
and lighting all my life since I was
about six. My very first production
was in the family garden one night!
My two elder sisters liked putting
on shows for my parents, dancing
and singing – you know the sort of
thing. They knew I had this thing
about lighting and they made me
shine torches on them so they could
have spotlights! I wanted to use
the real lights when our primary
school staged its end-of-year show,
but they refused to let me. Now,
I get to play with lights all the time
and make a living from it. How
good is that? It’s a big responsibility
because a mistake can ruin
a performance, but that’s all part of
the experience! And it’s all down to
a torch I got for my sixth birthday!
The patterns I could make on my
bedroom wall fascinated me and
I’ve never looked back.
I: Well, a far cry from shadows on
a wall tonight, Monty. Brilliant! And
now over to the big lady herself.
Beth Travers. This has got to be an
award-winning production, Beth.
I love your version.
B: Thank you, I think it might be! I’m
definitely very proud of the show.
I’ve worked with some amazing
actors on this, as well as a creative
and reliable backstage team.
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Unit 9
9B LISTENING AND
VOCABULARY
70 Exercises 1–3, page 102
I = Interviewer JS = Jake Saunders
I: Today I’m happy to welcome
Jake Saunders to the programme.
Jake is playing the lead role in
a new film which will be on our
cinema screens on the fifteenth of
September. Is that right, Jake?
JS: Yes, exactly. It premiered in London
last month, in August, but will be in
all cinemas from the fifteenth.
I: And the name of the film? So we
can all look out for it?
JS: OK. The title of the book it’s from is
Black River, a really great book that
your listeners can buy, but the film
itself is called Two Rivers.
I: Can you tell us something about
the film?
JS: Well, it’s a survival film and it’s
based on a true story which
happened about six years ago.
The main action is in a village in
the north of England after a terrific
storm hits the area and the rivers
burst their banks. The whole
community is isolated by the
waters, and the film follows what
happens to one family, trapped in
a farmhouse over a period of thirty-
six hours. Rescuers eventually
arrived, but it was nearly too late.
I: I imagine it was a difficult film to
act in?
JS: Yes!Ihadtospendalotoftimein
the water and I got very cold, I can
tell you! On one day of shooting
they kept me in the water for
so long that I came down with
a bad cold.
I: Poor you! Survival films are very
popular these days, particularly
those about true life stories. Why
do you think that is, Jake?
JS: It’s interesting, isn’t it? People have
always enjoyed disaster movies,
probably because they’re usually
pretty dramatic, but also a long
way from what happens in their
own lives. The film studios put
a lot of money into these films
to make them appear real, with
amazing special effects. Think
about earthquake films or amazing
volcanic eruptions! But the modern
survival films are a bit different,
I think.
3
Looking back, I would say that my parents
were very good at teaching my sister and
me about money. We used to be given
regular pocket money from an early age
to buy comics or sweets, or we could save
it up to get something bigger, like a toy.
Unlike some of my friends who were
spoilt and got everything they wanted
as soon as they wanted it, we learned to
appreciate money. We looked forward to
getting our pocket money every Saturday
and discussing what we were going to
spend immediately and what we were
going to save. It was exciting to see
our savings increase and when we had
enough to buy something we’d planned,
we definitely valued it a lot more than if
we’d got it straight away.
4
I always envied my friends at primary
school. Their parents gave them an
allowance – I think that’s just a posh
term for pocket money! And they got
this automatically every week unless
they’d done something wrong and then
it was stopped. My parents didn’t. Yes,
I got some money, but I had to earn every
penny. They got the car washed every
weekend and the grass cut regularly in
the summer – for a very good price! It
was only as I got older that I realised they
were getting things done for about half
the going rate, and I put my prices up!
But thinking back, they were wise. They
taught me that nothing in life is free.
I hope I do the same when I have kids.
5
I remember when I first became aware of
the power of money. I was going to a play
group – that’s the years before primary
school, and so I was probably about three
or four years old. We used to play ‘shops’
with plastic coins and little cash registers.
It was a way of teaching us about money
I suppose, through a game. It was fun.
One day I heard my dad at home talking
to my mum about being short of money
for something. So, the next day I helped
myself to a handful of the plastic coins
at playgroup and took them home for
Dad. I was really proud of myself, but he
wasn’t too pleased. He made me take
them back the next day! I guess he had
a good laugh later!
I: What do you mean by different?
JS: Well, they often focus on fewer
people or even on just one person
and it’s all about their struggle
to survive in terrible conditions.
These people have to be inventive
and brave. They go through scary
experiences. The audience like
survivors. They consider them to be
heroes. That’s what I think attracts
people. The hero or heroine of
the film could be any one of us
and we like to think we could be
as courageous as that person in
similar circumstances.
I: Is there a particular survival film
that you personally like?
JS: Yes, there are a couple. My favourite
is not one of the big blockbusters!
It’s a documentary film made from
a book called Touching the Void.
It’s a magnificent film about a true
story from 1985 when two men,
Joe and Simon, went mountain
climbing during a blizzard. In spite
of warnings about the storm, they
climbed the mountain, but on the
way down Joe fell and broke his
leg. His partner, Simon, tried to
get him down the mountain but
there was another fall and – I won’t
give any spoilers, don’t worry –
but anyway ... Joe got trapped
and Simon continued down the
mountain alone.
I: I’ve seen it too, and it’s well
worth watching. I really enjoyed
The Revenant too, with Leonardo
DiCaprio. Wasn’t Tom Cruise in it, too?
JS: No, it was Tom Hardy. That is such
a brilliant survival film. There’s not
a lot of dialogue, but the script is
very well-written and realistic. Some
people think the story is a bit far-
fetched, so it must be fictional, but
in fact it’s based on a real incident.
In 1823 Hugh Glass was hunting in
South Dakota when he was attacked
by a bear. His friends left him to die
but he struggled back hundreds of
miles in the bitter cold and survived.
The real Hugh Glass couldn’t write,
so he got a friend to write down his
story. The writer may have added
a few extra details that didn’t really
happen, but stories get changed
the more people pass them on,
don’t they?
I: That’s very true. I thought DiCaprio
played the part well.
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JS: Yes, I agree. And he won ‘Best
Actor’, of course. He was amazing.
But I don’t envy him. Apparently, he
really lived the life of the character
he was playing. He lived in the
cold, didn’t wash, shave or cut his
hair for months! I think he nearly
froze to death at one point. My
own experience wasn’t quite that
bad. And I got to stay in a nice,
warm hotel room every night after
filming! I wish we’d had a similar
budget to The Revenant, but I think
you’ll enjoy it nearly as much!
Unit 10
10F LISTENING AND
VOCABULARY
80 Exercises 3&4, page 119
I = Interviewer L = Lara
I: We generally think of our
politicians as being in their thirties
or even older, but with me today
I have a teenager, who is very much
involved in politics. Lara Jenkins
from Brighton is only sixteen years
old, but she has an important
political role. She’s an MYP. So, Lara,
what exactly is an MYP?
L: OK. So, ‘NYP ’ stands for ‘National
Youth Parliament’, and I’m
a member, so I’m an MYP –
a Member of the Youth Parliament.
The NYP is a parliament for young
people aged between eleven and
eighteen. We represent the views
and opinions of young people
to the government. The National
Youth Parliament has a total of
369 members altogether.
I: So, does this Youth Parliament
follow the same system as the
normal parliament?
L: The election system is similar, yes.
Each MYP represents an area of
the country and we are elected by
the young people who live there.
If there are a lot of young people
in one area, there might be two
MYPs. We find out what concerns
or worries the young people in our
area have and we meet regularly to
debate and discuss the issues.
I: And what can you do if there are
concerns? You don’t have any legal
powers, do you?
L: No. Our goal is to make the
government, the decision-makers,
and the general public, aware
of things that young people are
worried about these days. We each
work with a Member of Parliament
from the national Parliament
in Westminster, and keep them
informed. In this way, we bring our
concerns to the government. And
like the government, we develop
our own policies related to issues
that concern young people. Once
a year all 369 MYPs meet for the
annual meeting. It takes place over
four days and we have speakers
from the world of politics as well
as important decision-makers. We
debate lots of topics and important
questions. The topics range from
culture and the media, to law
and society! We develop policies
regarding these topics and include
them in a manifesto – a statement
of our views if you like. We organise
projects and campaigns to raise
people’s awareness of important
issues – the ones that affect young
people that is.
I: Is it true that you actually debate
in the Houses of Parliament, in
London, every year?
L: Yes, we do! It’s amazing – to see
the green benches full of teenagers
holding a debate and making
speeches! It’s very exciting.
I: So, what would you say to a young
person who thinks they might
like to stand for election to the
organisation?
L: I’d say, if you care about what
happens to the young people
in your area, and that you think
you can help push politicians for
change on important issues – go
for it! You can do a lot of good,
and you’ll develop important skills
for your own future life too! The
most important is probably public
speaking. Many young people go
on to do jobs where they have to
stand up in front of groups and
give presentations and things, so
it’s a huge help. Also, you learn
a lot about politics, obviously, but
not just in the UK – you learn about
international politics, too, and
issues that concern people all over
the world.
I: So, what do you think is the most
important thing you’ve learned as
an MYP, Lara?
L: I think it’s that I’ve learned to see
things from other people’s point of
view – not just my own. It’s made me
a much more open-minded person.
I: And what campaigns are you
involved in at the moment?
L: Well, every year we debate
five major issues and this year
we’re campaigning to get public
transport made less expensive,
and encourage better awareness
of mental health issues that affect
young people.
I: Well, good luck with that, Lara.
Both very important projects.
And thanks for speaking to us.
Who knows, maybe I’ve just been
speaking to a future Prime Minister!
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CLASS DEBATES
TEACHER’S NOTES
Time: 15 minutes
There are five simple steps to take in order to run a successful class debate:
1 Propose a motion or controversial
statement.
Write the topic of the debate on the
board. Ask students to work in pairs
or groups of three and to discuss it
for 2–3 minutes. They should think
of some arguments for or against
the statement and decide which side
of the argument they want to take.
Alternatively, you can assign this task
as homework and allow students to
research the topic and think of their
arguments at home.
2 Make teams: proposers and
opposers.
Divide the class into groups of no
more than six. Half the groups
should be ‘the proposers’, arguing
for the statement. The other half
should be ‘the opposers’, arguing
against it. If most students hold
similar views, you may assign them
to teams randomly. For variety or an
extra challenge, you may also ask
them to argue for the view opposite
to their own.
3 Prepare for the debate.
Give groups five minutes to
prepare. They should make a list
of arguments in support of their
view. They may also try to anticipate
the counterarguments the opposing
team may present and think of how
to refute them. Finally, they should
plan a strategy for their team,
i.e. decide who is going to present
which argument and in what order.
Tell them that during the debate,
each member of the team needs to
speak at least once.
4 Hold the debate.
The debate structure has five simple steps:
Step Instructions
Timing
1
Each team has a turn to present their arguments.
2 minutes per team
(4 minutes in total)
2
Both teams have 2 minutes to prepare the rebuttal of their opponents’ arguments.
2 minutes
3
Each team present their rebuttal for 2 minutes.
2 minutes per team
(4 minutes in total)
4
Both teams have 2 minutes to prepare a summary of their position.
2 minutes
5
Each team summarises their view and makes final comments for 1 minute.
1 minute per team
(2 minutes in total)
• Ask students to remain silent while their opponents are speaking and take notes of the points they make.
• If you have more than two teams, tell students which teams are going to argue against each other.
• For the sake of fairness, you may want to alternate the order in which the teams make their presentations, with the team
arguing for the statement speaking first in step 1 and second in step 3.
• If pressed for time, you may combine steps 3 and 5 so that students present both the rebuttal and summary in one stage.
5 Provide feedback.
• After the debate, ask students whether
they have been convinced by the
opposing team’s arguments and who, in
their opinion, won the debate and why.
• You could ask students to raise their
hands to vote on which side they really
stand in the debate. Count the show
of hands for each side and declare the
winning argument.
• Provide feedback on how well the teams
argued their case and suggest things they
could improve in the future.
• As a follow-up activity, you could ask
groups to switch sides so that students
get to argue both sides of the same
discussion. You could also ask students to
write a ‘for and against’ essay using the
arguments from the debate.
Useful language
Photocopy and provide students with the useful language for debating
on the next page, for them to refer to during the school year.
Debate topics
Unit 1 Fashion is more important than comfort.
Unit 2 Space exploration is a waste of money.
Unit 3 Sports stars are paid too much money.
Unit 4 It’s better to spend holidays in your own country than abroad.
Unit 5 The world would be a better place if everyone became vegan.
Unit 6 Family is more important than friends.
Unit 7 Art is an essential school subject.
Unit 8 It’s better to spend money than keep it in the bank.
Unit 9 People should lose their jobs if it helps the environment.
Unit 10 We are too soft on criminals nowadays.
CLASS DEBATES
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CLASS DEBATES
Presenting the motion
We are going to speak in favour of/against the statement/
motion that ...
I am going to try to explain why we think/don’t think that ...
Today I hope to persuade you to agree that ...
This morning we have the easy task of convincing you that ...
First, I will talk about ... I shall also argue that ...
Introducing the speakers
I, as the first speaker, will talk/ will be talking about ...
The next speakers will then explain why/discuss ...
[Marta] will then talk about ...
The next speakers will explain why ...
Presenting the most important point
The main thing/point is ...
The most important thing/point is ...
Most importantly, ...
Presenting a list of arguments
First of all, ...
Firstly, ...
To begin with, ...
Secondly, ...
My first/second argument is ...
Let me come to my first/second/next argument.
Perhaps I should also mention that ...
In addition, ...
What’s more, ...
Also, ...
We also need to think about ...
Something else to think about is ...
Another important point is ...
Giving your opinion
I think that ...
In my view, ...
In my opinion, ...
ThewayIseeit, ...
Ifyouaskme, ...
I firmly believe that ...
We are convinced that ...
It is our belief that ...
Expressing certainty
Clearly, ...
Obviously, ...
There is no doubt that ...
Let the facts speak for themselves.
In fact, ...
(Studies) show/confirm that ...
Clarifying/Reiterating
I’m talking about ...
What I’m trying to say is ...
What I mean (by that) is ...
I’m saying that ...
Supporting your view with examples/
evidence
For example, ...
For instance, ...
Let me give you an example: ...
Take, for example, ...
An example of this is ...
Concluding/Summarising
So, ...
So, finally, ...
So, in short, ...
Tosumup, ...
All in all, ...
To conclude, let me stress that ...
Useful language
DEBATING
PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020 265
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GRAMMAR
VIDEOS
266 PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020
Extra activities
UNITS 1–4
Extra Grammar Video activity | Unit 1
1 ‘What’s everyone wearing this year? What are you wearing this season?’ Complete the speakers’ answers with the
correct Present Simple or Present Continuous forms of the verbs in brackets. Then watch the video again and check.
1 I think (think) everyone
(wear) a lot of colour, a lot of floaty styles, really embracing the summer vibes.
2I
(see) a lot of people wear ripped jeans and boots for winter.
3 People
(try) to express themselves more and more.
4 This year everyone
(seem) to be going back to the 90s style of fashion.
5I
(travel) at the moment, so I
(try) to wear just something that’s comfortable.
6I
(not/like) anything too fancy because I
(think) it gets in the way of practical life.
Extra Grammar Video activity | Unit 2
4 ‘What have scientists been working on recently?’ Tick the subjects the speakers talk about in the video.
Then watch the video again and check.
a cancer research
✓
b improving air quality in cities
c space travel
d technology
Extra Grammar Video activity | Unit 3
8 Answer the questions using the names from the box. You need to use some names more than once.
Then watch the video again and check.
Alizée Amine Chantelle David Katherine
1 Who had a sprain but thought they’d broken a bone?
David ,
2 Who was on crutches for a long time?
3 Who broke their arm but went back to doing the sport after physio?
4 Who got hurt because they’d smacked into another player?
,
5 Who had an injury while they were doing exercise alone?
,
Extra Grammar Video activity | Unit 4
11 Read the tips on travelling by tube and choose the correct option. Then watch the video again and check.
1 You should / shouldn’t be aware of the space around you and the people around you.
2 You should / shouldn’t be conscious of the signs that are there for everybody’s safety.
3 You must / mustn’t lose your ticket.
4 You must / mustn’t be rude, disruptive.
5 You should / shouldn’t push and shove and try and run for the door if they’re closing.
6 You should / shouldn’t always let somebody off first before you get on.
7
You must / mustn’t try and get on at last minute when the doors are closing.
8 You must / mustn’t take a bottle of water with you, to keep hydrated.
9 You must / mustn’t wear heels because the platforms are very short.
10
You should / shouldn’t interact with too many people because you might miss a stop.
e protecting endangered species
f ocean clean-up
g acureforHIV
h reducing emissions from transport
i reducing the use of plastic
j renewable energy
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GRAMMAR
VIDEOS
267
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Extra activities
UNITS 5–7
Extra Grammar Video activity | Unit 5
14 ‘What skills do you think you will need to learn for your future career?’ Read the extracts from three speakers’
answers and complete them with the correct future forms of the verbs from the box. Then watch the video again and check.
give have to learn need (x2) plan talk
Alex
For my future career, I
1‘m planning on doing psychology.
I2
learn a lot of communication skills.
Alizée
I3
time management and being able to work under pressure.
I4
those skills through experience at uni.
That 5
me the experience of working in a different environment.
Eleanor
For my future career, I 6
to improve my communication
skills and to improve them, I 7
to more people.
Extra Grammar Video activity | Unit 6
18 Match the places from the box to the reasons the speakers give for choosing them. There are two extra places.
Then watch the video again and check.
the Alps Bali Edinburgh New York New Zealand Yellowstone National Park Rome
1 I’d take my fiancée because it’s where she would want to go for a honeymoon
and I think it would be a nice treat for her.
Yellowstone National Park
2 It has a lot of beautiful scenery that I would love to experience for myself,
and not just through pictures.
3 It’s very quiet and it’s a lot more relaxed compared to the busy lifestyle that
I usually experience in London.
4 It’s probably my favourite place in Europe and I think that would be really,
really good fun to spend a weekend out there in the snow.
5 For the food and for the culture.
Extra Grammar Video activity | Unit 7
22 Complete the sentences with the correct verbs. Then watch the video again and check.
My parents always told me to:
1 work hard and be very respectful to people.
2
inalotsothatIgetbackalot.
3 be myself and always
my best – put my 100 percent into anything I tried.
4
my pleases and thank-yous.
5 be polite, always
my manners.
6
really hard because it will pay off.
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VIDEOS
268 PHOTOCOPIABLE © PEARSON EDUCATION LIMITED 2020
Extra activities
UNITS 8–10
Extra Grammar Video activity | Unit 8
25 ‘Should adverts be shown to children and teenagers?’ Complete the speakers’ answers using the
correct passive forms of the verbs in brackets. Then watch the video again and check.
1 I think adverts should be shown (should/show) to children.
2 I think nothing
(should/restrict) because people will find a way to find it.
3 If these adverts
(not/properly/target) at the right market, then children could absorb
something that might negatively affect them in the future.
4We
(should/expose) to marketing at an early age.
5 You need to make sure that the advertisements we show children
(monitor) in some sense.
6 Those sorts of decisions
(should/make) by a responsible adult.
Extra Grammar Video activity | Unit 9
29 ‘If you had known years ago everything you know today, what would you have done differently?’
Complete the speakers’ answers with the correct forms of the verbs from the box. Then watch the video
again and check.
focus listen not go spend study take
1 I would have focused more at school on certain subjects.
2I
advantage of opportunities better.
3I
to my parents and worked harder at school.
4I
harder for my GCSEs.
5I
more time with my grandma when she was alive.
6I
to boarding school.
Extra Grammar Video activity | Unit 10
32 ‘Tell me about this photograph. Who could this man be?’ Match 1–7 with a–g to complete the speakers’
answers. Then watch the video again and check.
1 a , like an inspector of some sort.
2
making sure that no one is shoplifting.
3 I think the person is writing down things in a notebook,
so
.
4 I think
because it looks as though they’re
wearing a coat, which a lot of investigators or
detectives would wear in TV shows.
5 It’s hard to say
but I suppose he could be a
journalist.
6 Icanseethathehasfunbitsoffood,so
.
7 It looks like he’s studying the stock. He might be
checking the dates on them or
to check that
they’re doing that job correctly.
a he could be someone who works
b what his job could be
c he might be checking up on the staff
d this person could be a private investigator
e it can’t be too serious
f he could also be a security guard of some kind
g perhaps it could be a journalist
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Unit 1
1 is wearing
2 see
3 are trying
4 seems
5 ‘m travelling, ’m trying
6 don’t like, think
Unit 2
a (Speaker 4 – Alizée)
c (Speaker 6 – Nathan)
d (Speaker 7 – Eleanor)
f (Speaker 3 – Alex)
g (Speaker 5 – Nicky)
h (Speaker 2 – Nicole)
j (Speaker 1 – Chris)
Unit 3
1 Katherine
2 Katherine
3 Chantelle
4 Amine, Alizée
5 Katherine, Chantelle
Unit 4
2 should
3 mustn’t
4 must
5 mustn’t
6 shouldn’t
7 mustn’t
8 shouldn’t
9 should
10 mustn’t
ANSWER KEY
GRAMMAR VIDEOS – EXTRA ACTIVITIES
Unit 5
2 will have to
3 will need
4 ’m going to learn
5 will give
6 will need
7 ’m going to talk
Unit 6
2 New Zealand
3 Bali
4 the Alps
5 Rome
Unit 7
2 put
3 try
4 say
5 have
6 study
Unit 8
2 should be restricted
3 aren’t properly targeted
4 should be exposed
5 are monitored
6 should be made
Unit 9
2 would have taken
3 would have listened
4 would have studied
5 would have spent
6 would not have gone
Unit 10
2f
3g
4d
5b
6e
7c
GRAMMAR VIDEOS – EXTRA ACTIVITIES – ANSWER KEY 269
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CONTENTS
PHOTOCOPIABLE RESOURCES
RESOURCE
FOCUS
WHEN TO USE
TIME
(MINUTES)
01 LOOKING GOOD
1 Party night
Grammar: Present Simple and
Present Continuous
After 1A GRAMMAR AND VOCABULARY
15
2 Sketch artists
Vocabulary: appearance
After 1B VOCABULARY
15
3 Backstage
Audio script: extra activities
After 1C LISTENING AND VOCABULARY
15
4 Are you a fashionista?
Grammar: articles
After 1E GRAMMAR
15
02 THE DIGITAL MIND
5 Space convention
Grammar: Present Perfect Simple
and Continuous
After 2A GRAMMAR AND VOCABULARY
10
6 Back to the moon
Reading: skimming and scanning
After 2B READING AND VOCABULARY
20
7 A survey on museums
Vocabulary: science, phrases with think
and mind
After 2C VOCABULARY
10–15
8 Verb pattern battleships
Grammar: verb patterns
After 2D GRAMMAR
15
9 Drone Boy
Audio script: extra activities
After 2E LISTENING AND VOCABULARY
15
03 ACTIVE AND HEALTHY
10 Lionel Messi – the football
genius
Grammar: Past Simple, Past Continuous
and Past Perfect
After 3A GRAMMAR AND VOCABULARY
15
11 What happened to you?
Vocabulary: sports, activities, fitness
and exercise
After 3B VOCABULARY
10
12 There’s been an accident! Audio script: extra activities
After 3C LISTENING AND VOCABULARY
15
13 Eating habits – past
and present
Grammar: used to and would
After 3D GRAMMAR
15
04 TIME TO MOVE
14 Vietnam: know before
you go
Grammar: modal and related verbs
After 4A GRAMMAR AND VOCABULARY
15
15 What a hotel!
Reading: identifying author’s attitudes
After 4B READING AND VOCABULARY
10–25
16 Define and guess!
Vocabulary: travel essentials, travel
phrases
After 4C VOCABULARY
15
17 Match and combine
Grammar: relative clauses
After 4D GRAMMAR
15
18 The air we breathe
Audio script: extra activities
After 4E LISTENING AND VOCABULARY
15
05 THE NEXT STEP
19 Future choices
Grammar: talking about the future
After 5A GRAMMAR AND VOCABULARY
15
20 Study phrasal verbs!
Vocabulary: phrasal verbs related
to studying
After 5B VOCABULARY
10
21 Order and match
Grammar: Future Continuous and
Future Perfect
After 5C GRAMMAR
10
22 The changing world
of work
Audio script: extra activities
After 5E LISTENING AND VOCABULARY
15
270
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PHOTOCOPIABLE RESOURCES
06 DO THE RIGHT THING
23 Complete and match
Grammar: the first and second
conditionals
After 6A GRAMMAR AND VOCABULARY
15
24 After the jackpot
Audio script: extra activities
After 6C LISTENING AND VOCABULARY
15
25 How good a friend are
you?
Grammar: the zero conditional and
alternatives to if
After 6D GRAMMAR
15
26 Love and War
Vocabulary: relationships, conflicts
and problems
After 6F VOCABULARY
10
07 IN THE SPOTLIGHT
27 What’s that line?
Grammar: reported speech
After 7A GRAMMAR AND VOCABULARY
15
28 Viewing habits survey
Vocabulary: viewing habits
After 7B VOCABULARY
10
29 Art and social media
Audio script: extra activities
After 7C LISTENING AND VOCABULARY
15
30 What’s your line of work? Grammar: reported questions
After 7E GRAMMAR
15
08 CONSUMERS’ WORLD
31 Are you an ads expert?
Grammar: the passive
After 8A GRAMMAR AND VOCABULARY
15
32 Ispendmymoneyon...
Audio script: extra activities
After 8B LISTENING AND VOCABULARY
15
33 Money talks
Vocabulary: money
After 8C VOCABULARY
10
34 Digital money
Reading: understanding links in a text
After 8D READING AND VOCABULARY
15
35 My busy day
Grammar: have/get something done
After 8F GRAMMAR
15
09 THE POWER OF NATURE
36 The story of the Titanic
Grammar: the third conditional
After 9A GRAMMAR AND VOCABULARY
10
37 Surviving disaster
Audio script: extra activities
After 9B LISTENING AND VOCABULARY
15
38 How green are you?
Vocabulary: environmental responsibility After 9C VOCABULARY
15
39 No regrets!
Grammar: I wish/if only for regrets
After 9D GRAMMAR
15
40 The Isle of Eigg
Reading: summarising texts
After 9F READING AND VOCABULARY
10–25
10 JUSTICE FOR ALL
41 Modal match
Grammar: modal verbs for speculating
about the present
After 10A GRAMMAR AND VOCABULARY
10
42 The Hollywood Hills
Burglars
Vocabulary: law and punishment
After 10B VOCABULARY
15
43 What really happened?
Grammar: modal verbs for speculating
about the past
After 10C GRAMMAR
15
44 Our voices matter
Audio script: extra activities
After 10F LISTENING AND VOCABULARY
15
271
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272 PHOTOCOPIABLE RESOURCES – TEACHER’S NOTES
TEACHER’S NOTES
Unit 1
1 Party night
(1A Grammar and Vocabulary)
Aim: to practise the Present Simple and Present Continuous
Interaction: pairs
Type of activity: gap-fill , ordering
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Individually, students
complete the sentences in Exercise 1. Remind them to use
short forms where possible. (3) Check answers with the class.
(4) Students work in pairs to complete Exercise 2. (5) Check
answers with the class by asking a pair of students to read out
the conversation in the correct order.
Answers:
Students A and B
1 a has, ‘s happening b goes d really love, really enjoy
e think, ‘re planning f sounds, ‘re really enjoying
g are becoming h ‘s opening, Do you know
i ‘m standing, Do you remember j want
k want, sing, ‘re doing l meet n ‘re preparing
23a4g5e6k7g8i9b10l11d12n
13f 14j
2 Sketch artists
(1B Vocabulary)
Aim: to practise vocabulary related to physical appearance
and clothes
Interaction: pairs
Type of activity: information gap
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Ask students to label
the spidergrams with the headings in the box, then check
answers with the class. (3) Students take turns to describe
the people on their worksheet for their partner to draw. Point
out that they can also ask each other additional questions.
Revise questions they could ask for each category, e.g . What’s
her hair like? Does she look stylish? Remind students that they
can choose from the vocabulary in Exercise 1 to help them
describe the people. (4) When they have finished, ask them
to compare their drawings to the originals. Elicit descriptions
from different students around the class.
Optional follow-up: Ask students to make guesses about
where the people are going or what they are doing based on
their appearance.
Answers:
Student A
1 1 Hair 2 Facial hair 3 Body shape 4 Clothes 5 Footwear
6 Accessories 7 Adjectives to describe clothes 8 Materials
9 Overall appearance
Student B
1 1 Accessories 2 Overall appearance 3 Hair
4 Clothes 5 Facial hair 6 Footwear 7 Materials
8 Adjectives to describe clothes 9 Body shape
3 Backstage
(1C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 1.3 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 ’m reporting 3 ’re spending 4 ’re doing
5 are you doing 6 are filming 7 has 8 ’re preparing
9 ’m trying 10 ’m adding 11 ’re also giving 12 has
13 ’re making 14 ’s just trying 15 Do you enjoy
16 love 17 enjoy 18 spend 19 do you have
20 do you see
4 Are you a fashionista?
(1E Grammar)
Aim: to practise articles (a/an, the or no article)
Interaction: pairs
Type of activity: gap-fill, quiz
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Explain that A and B have two
parts of the same quiz called Are you a fashionista? (2) Students
do Exercise 1 individually by completing their quiz questions
with Ø (no article), a/an or the. (3) For Exercise 2, students take
turns to read out their quiz questions. Their partner listens
and checks the questions against the key. (4) Students now
do the quiz in their pairs. They circle the answers they think
are correct on their worksheet. Point out that they don’t have
to agree and can choose different answers for each question.
In that case, they should either note down their answers on a
separate piece of paper or use a different colour pen to circle
their answers on their worksheet (e.g . blue for Student A and
red for Student B). (5) Explain that students get two points for
each correct answer. Read out the answers and ask students
to total their scores. Feed in some interesting facts from the
answer key. (6) Students check the scoring key to see if they
are a fashionista, fashion-friendly or a fashion flop. Ask for
a show of hands for each category.
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PHOTOCOPIABLE RESOURCES – TEACHER’S NOTES
Optional follow-up: Elicit what other types of questions
students could ask when they meet people at a convention,
e.g. Have you seen anything interesting so far? What time is
the session on Smart Technology?
Answers:
Student A
1 1 been coming (PPC. Emphasis on the activity. We often
mention how long the activity has been going on.)
2 been doing (PPC. The convention hasn’t finished yet.)
3 been studying (PPC or PPS. Both are possible but the
PPC is more natural here, to ask about a recent activity
that explains something in the present.)
4 been working (PPC. Emphasis on the activity. We often use
‘how long’ to ask about the duration of an activity.)
5 found (PPS. The speaker is asking about result and the
emphasis is on a finished activity in the past.)
6 been having (PPC or PPS. Both are possible but the PPC is
more natural here, to ask about an unfinished activity.)
7 tried (PPS. The speaker is asking about a finished
activity in the past.)
8 got (PPS. The speaker is asking about result and the
emphasis is on a finished activity in the past.)
9 told (PPS. The emphasis is on a finished activity in the past.)
10
heard (PPS. The emphasis is on a finished activity in
the past.)
Student B
1 1–8 See answer key for Student A.
9 been (PPS. The emphasis is on a finished activity
in the past.)
10
found (PPS. The emphasis is on a finished activity
in the past.)
2 Students A and B
1c2h3f4e5j6i7g8b9a10d
6 Back to the moon
(2B Reading and Vocabulary)
Aim: to practise the skills of skimming and scanning
Interaction: individual, pairs
Type of activity: reading text and activities
Time: 20 minutes
Materials: one worksheet per student
In class: (1) Refer students to the title of the text, the photo
and the paragraph headings. Then give them about 2
minutes to skim the text. Make it clear that there is a time
limit and therefore they shouldn’t stop and ask questions
about vocabulary. After 2 minutes, stop them and nominate
a student to answer the question in Exercise 1.
(2) In pairs, students work on Exercise 2 to find what the
numbers refer to and write down their answers on their
worksheets. Check answers with the class. (3) Students work
individually on Exercise 3. They scan the text again to help
them complete the sentences with suitable words (one word
for each sentence).
Optional follow-up: Ask students to discuss the following
question in pairs: Would you like to be a space tourist? Why/
Why not? Elicit answers around the class. To extend the
activity further, ask students to prepare and present an
advert for a trip to the moon, including details about cost,
accommodation and activities.
Optional follow-up: In pairs, students discuss if they agree
with the quotes in questions 3 and 8.
Answers:
Students A and B
1–2 See worksheet, Exercise 2.
3 1 a; When Tom Ford was seventeen, he started acting in
television commercials.
2 b; The majority of cotton grown in China and
India is genetically modified. Cotton farmers are
paid practically nothing to farm cotton. It is highly
unsustainable as it uses a massive amount of water
and pesticides.
3 c; Giorgio Armani, the most successful Italian fashion
designer ever, meant that denim is comfortable and
stylish no matter your age, race, size or gender.
4 a; It was very uncommon to see women wearing
trousers during the 1930s. When German actress and
singer Marlene Dietrich wore trousers at the opening
night of The Sign of the Cross, it pushed fashion to
consider trousers as an option for women.
5 a; The Paris Fashion Week began in 1973. New York,
London, Paris and Milan are the fashion capitals of
the world.
6 a; The British fashion designer Vivienne Westwood
worked in a factory before she became a primary
school teacher. She brought punk fashion into the
mainstream.
7 a; The fashion industry is typically concentrated in
locations with relatively low labour costs.
8 b; Michael Kors is an American sportswear fashion
designer.
9 c; Mary Quant, the English fashion designer, sold miniskirts
in her shop on the King’s Road, London. She named the
miniskirt after her favourite car, the Mini Cooper.
10
a; Kendall Jenner was the world’s highest paid model
in 2017. She earned £16.6m. Jenner is part of the
Kardashian family. Other highest-paid models are
Chrissy Teigen, Adriana Lima and Gigi Hadid.
Unit 2
5 Space convention
(2A Grammar and Vocabulary)
Aim: to practise the Present Perfect Simple and Continuous
Interaction: pairs
Type of activity: multiple choice, matching role play
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Explain the context: they are
at the Young Astronomers’ and Space Scientists’ Convention.
During a break, they are talking about the convention, space
science and astronomy. (2) Individually, students choose the
correct verbs to complete the questions in Exercise 1. Explain
that in some cases both tenses are possible. (3) In their pairs,
Students A read out their questions and Students B answer by
choosing the correct responses in Exercise 2. They then swap
roles and Students B ask their questions for Students A to
respond. (4) Check answers with the class. (5) Ask students to
fold their worksheet in half and repeat the role play without
looking at the responses.
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274 PHOTOCOPIABLE RESOURCES – TEACHER’S NOTES
Answers:
1a
2 2 the year of the last landing on the moon
3 the year SpaceX launched Falcon Heavy
4 the value of NASA’s contract with Robert Bigelow
5 the lowest amount a room on the moon may cost
in the future
3 2 private 3 packages 4 fly/transport/send 5 Ice
6 regulate
7 A survey on museums
(2C Vocabulary)
Aim: to practise phrases with think and mind and vocabulary
related to science
Interaction: individual, pairs, whole class
Type of activity: gap-fill , matching
Time: 10–15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Explain to students
that Exercise 1 shows answers to different questions from
a survey on museums. Ask them to work individually and
complete their answers with phrases from the box.
(3) In pairs, students take turns to ask each other the questions
from Exercises 2 (Student A) and 3 (Student B) and choose
appropriates sentences from Exercise 1 to answer their
partner’s questions. (4) Check answers by asking different
pairs around the class to read out the questions and answers.
Answers:
Students A and B
1 b haven’t made up my mind c think seriously
d think outside the box e think ahead
g broaden your mind h didn’t think much of it
i Do you mind j changed my mind
2–31g2i3j4h5f6e7c8b9d10a
8 Verb pattern battleships
(2D Grammar)
Aim: to practise verb patterns
Interaction: pairs
Type of activity: game
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Write the following key words on
the board for students to refer to: Miss, Hit, Damage, Battleship
sunk. (2) Students work in pairs facing each other, without
looking at each other’s boards. Tell Students A to ask Students
B a question to find verbs on Bs’ board, e.g . ‘Is there anything in
A6?’ If there is nothing in the square, Student B says ‘Miss’ and
then it’s his/her turn. If there are verbs in the square, B reads
them out for A, and A has to invent a correct sentence that uses
both verbs. (3) Student B can consult the Verb pattern box to
check if A has used the correct verb pattern. If A’s sentence
is correct, Student B says ‘Hit’, and Student B gets two points
and another turn. If the sentence is incorrect, Student B says
‘Damage’, Student A gets one point, and Student B takes a turn.
If students cannot agree, they should ask you. (4) Tell students
that they can map where they have bombed their opponent by
crossing out a square in their marking grid. (5) When a whole
battleship is destroyed, students say ‘Battleship sunk!’ The first
student to find five battleships – two two-square battleships,
two three-square battleships and one four-square battleship –
ends the game. Students then total up their scores because,
with the scoring system, it is possible to win the game even if all
your ships have been sunk by your opponent.
Optional follow-up: Write these verbs from Lesson 2D on
the board: like, practise, love, enjoy, allow, appear, decide,
expect, need, learn, refuse, want, must, might, will, can, prefer.
Ask students to work in pairs and make their own battleship
grid. They then play Battleships with another pair. Students
can refer to the Grammar box on page 17 to check their
partners’ sentences.
9 Drone Boy
(2E Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 1.15 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 industry 3 founder 4 mind 5 first-person view
6 goggles 7 at high speed 8 drone racing
9 model aircraft 10 uses 11 aerial filming
12 shot 13 map making 14 law enforcement
15 search and rescue 16 survivors
17 commercial deliveries 18 legal procedures
19 medical supplies 20 balance 21 developments
22 Privacy 23 conferences
Unit 3
10 Lionel Messi – the football genius
3A (Grammar and Vocabulary)
Aim: to practise the Past Simple, Past Continuous and
Past Perfect
Interaction: pairs
Type of activity: ordering
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their half
of the worksheet (A or B). (2) Explain to students that
they are going to order the story of Lionel Messi’s childhood.
Elicit what students know about him. (3) Give students 2 minutes
to familiarise themselves with the parts of the text they have.
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12 There’s been an accident!
(3C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 1.27 for them to
check/complete their answers. Alternatively, check answers
by going through the dialogues with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2’sbroken 3fallen 4hurt 5fell 6fell 7hurt
8 called 9 crashed 10 sprained 11 lost
12 dislocated 13 banged 14 fainted
13 Eating habits – past and present
(3D Grammar)
Aim: to practise used to and would to describe past habits,
states and routines
Interaction: individual, pairs
Type of activity: gap-fill, matching
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student
their half of the worksheet (A or B). (2) Explain to students
that they are going to talk about the eating habits older
generations used to have and then compare them to those
of modern-day families. (3) For Exercise 1, ask students to
complete sentences 1–7 with the correct form of used to or
would. Monitor and help students as necessary. (4) Check
answers with the class. Ask students to explain why and
when only used to or both used to and would are possible.
(5) For Exercise 2, ask students to take turns to read out
their sentences 1–7 for their partner to match to a modern-
day equivalent in sentences a–g. (6) Check answers with
the class.
Answers:
Students A and B
1 1 didn’t use to (Remind students that in the negative
we cannot use would without a change in meaning.
We wouldn’t would mean ‘we refused’.)
2 didn’t use to
3 used to/would
4 didn’t use to
5 didn’t use to
6 used to/would
7 didn’t use to (We cannot use would because we are
referring to a state, not a routine.)
21e2d3f4c5g6a7b
(4) In pairs, students take turns to listen to their partner and read
out the section of the text they think comes next. Highlight that
Student A has the first section and should begin the activity. Point
out to students that they should listen carefully to the tenses
and time expressions to help them order the sections. (5) When
students have finished, ask them to look at their worksheets
together and make sure they have ordered the text correctly.
(6) Check answers by asking different students around the class
to read out the sections in the correct order.
Answers:
3a4h5e6j7b8l9d10g11f12i
11 What happened to you?
(3B Vocabulary)
Aim: to practise vocabulary related to sports, activities,
fitness and exercise
Interaction: pairs
Type of activity: information gap
Time: 10 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Ask students to
look at the picture and explain or elicit that it shows injured
patients in a waiting room. Elicit a description of the patients
to revise vocabulary such as wheelchair, crutches, injured.
Elicit where the accidents might have happened.
(3) In pairs, students take turns to ask questions to find out
what the injury is, where it happened, while doing what and
for what reason. They complete the gaps in their worksheet
with the information. (4) In a less confident class, you could
model the activity with a stronger pair of students. Write the
questions on the board for students to refer to, e.g. What
happened to Gina? What was she doing when she sprained her
wrist? Where was she? Why did it happen? (5) Check answers
by asking different students around the class to read out the
completed information. You could then ask students to match
the people in the picture with the names in the sentences.
Optional follow-up: Ask students to role-play conversations
between a doctor and the patients in the picture. Pairs can
choose a patient and invent a dialogue or you could do this
together as a class activity, e.g .
Doctor: Good morning. What seems to be the problem?
Patient: My back hurts.
Doctor: Are you in a lot of pain?
Answers:
2 Harriet broke her leg while she was snowboarding in the
Swiss Alps. She crashed into a tree.
3 Freddie pulled a muscle in his leg while he was running
on the basketball court. He hadn’t been training much and
was out of shape.
4 John dislocated his shoulder when he was scoring a goal on
the school football pitch. He collided with another player.
5 Callie injured her back when she was riding her bike at
a motocross event. She fell off her bike in the middle of
a double back flip.
6 Sunil twisted his ankle when he was running on the
athletics track. Another runner stepped on his foot.
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Unit 4
14 Vietnam: know before you go
(4A Grammar and Vocabulary)
Aim: to practise the use of modal and related verbs
Interaction: individual, pairs
Type of activity: multiple-choice, guessing
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheet, refer students to the
quiz and explain that these are statements about Vietnam.
Some of them are true and some are false. (2) Ask students to
work individually and choose the correct options to complete
the statements. Reassure them that they don’t need to worry
about which sentences are true/false for now – they will
do the quiz in the next exercise. Before they begin, point
out that both options are possible in some items. (3) Check
answers with the class. (4) Put students in pairs and ask them
to do the quiz. They should discuss the statements with their
partner, decide whether they are true or false and mark their
answers on their worksheet. Point out that they don’t have
to agree with their partner – they can each choose a different
option for each statement. (5) Give students the answers
from the key below. For each statement, you could ask for
a show of hands for ‘True’ and ‘False’ before confirming the
answer, and invite students to share their ideas with the
class. (6) To turn this into a game, you could ask students to
swap worksheets with their partner/another pair and check
each other’s answers, awarding one point for each correct
answer. The student/pair with the most points wins.
Optional follow-up: You could ask students to write
a similar quiz about their country or a country they know
well. They could do this individually or in pairs, in class or
as homework. In the next class, they could give their quiz to
another student/pair to complete.
Answers:
1 1oughtto 2don’thaveto 3both 4won’tbeableto
5 both 6 mustn’t 7 shouldn’t 8 can 9 must 10 can
11 may not 12 both 13 mustn’t 14 don’t have to
15 both
2 1T 2F(Youdon’tneedastampedvisaifyoustayfor
up to thirty days.) 3 T 4 F (Street food is very popular
in Vietnam.) 5 T 6 T 7 F (The opposite is true: tickets
are cheaper at train stations.) 8 F (There can be up to
two people on a motorbike.) 9 T 10 F (The medical
emergency number is 115; 113 is the number for the
police.) 11 F (It’s allowed.) 12 T 13 T 14 F (Traffic is
actually a big problem in big cities as most people travel
on motorbikes.) 15 F (The opposite is true: you should
not open the gift in front of the giver as this is considered
impolite.)
15 What a hotel!
(4B Reading and Vocabulary)
Aim: to practise the skill of identifying author’s attitudes
Interaction: individual, pairs
Type of activity: reading text and activities
Time: 10–15 minutes (if students read the text at home and
then do the activities in class) or 25 minutes (if students read
the text and do the activities in class)
Materials: one worksheet per student
In class: (1) Elicit where students would expect to see
this type of text (on the Internet) and ask if they trust this
type of review for choosing a restaurant or a place to stay.
(2) Students do Exercise 1 individually. Remind them there is
one heading they do not need. Set a time limit of 2 minutes
to encourage them to skim-read. Check answers with the
class. (3) Students read the reviews again and answer the
questions in Exercise 2. Check answers with the class.
(4) Get students to do Exercise 3 in pairs. Check answers
with the class.
Optional follow-up: Write different aspects of staying in
a hotel on the board, e.g . great service, large room, modern
decoration, cleanliness, lots of facilities, entertainment,
comfortable beds, noise, good food. In pairs, students rank
the aspects from most to least important. Elicit answers
from students around the class and try to broaden into
a class discussion.
Answers:
11d2a3c
2 2 we were made to feel like movie stars
3 pleasantly surprised, fairly reasonable
4 highly praised, really high hopes
5 the waiters were as slow as snails
32–304+5+6+7–
16 Define and guess!
(4C Vocabulary)
Aim: to practise vocabulary related to travel essentials
and phrases
Interaction: whole class
Type of activity: game
Time: 15 minutes
Materials: one worksheet for the whole class, cut into
individual cards
In class: (1) Copy the worksheet and cut out the cards as
indicated. Divide the class into two teams, A and B. Put the
cut-up cards on the desk at the front of the class upside down
in a pile. In a bigger class, you could divide the class into
four of five groups and divide up the cards between them
so that each group has a different set. Be aware that this
can be a noisy activity. (2) Tell students that they will have
to give a definition of the mystery word on their card for
the other students in their team to guess. On the card, they
will see certain ‘taboo’ words which they are not allowed
to use in their definition. (3) Take one card from the pile
and do an example: write the mystery word and the taboo
words on the board. Explain that students have to define,
e.g. suitcase without using the words clothes, pack and travel.
Elicit suggestions from students around the class, e.g. It’s
something you use to put your T-shirts, socks and trousers in
when you go on holiday. Tell students that they cannot use
mime, draw or mention any brand names in their definitions.
(4) Explain how the game is played. A player from Team A
takes a card from the pile and shows it to Team B. Team B
notes down the mystery word and the taboo words. The
player has 1 minute to define the word for Team A to guess.
Team B keeps time and monitors to make sure the player
does not use the taboo words, mime or gesture. If Team A
guesses the word, they score a point, pick up another card
and have another turn. If Team A fails to guess the word or
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C–D pair
2 Emma Stone, who is one of the highest-paid actresses in
the world, won an Academy award in La La Land in 2016.
3 Police officers, who maintain law and order, also
prevent criminal activity.
4 A travel pillow, which supports your neck during flights, is
usually shaped like a horseshoe.
5 Hiking, which is a long-distance walking activity, can
take you to beautiful places in nature.
18 The air we breathe
(4E Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 2.9 for them to
check/complete their answers. Alternatively, check answers
by going through the interviews with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 bike lanes 3 cyclists 4 hybrid vehicles 5 congestion
6 traffic jams 7 noise pollution 8 pedestrian
9 pavement 10 drivers 11 junctions
12 zebra crossings 13 speed limit 14 red lights
Unit 5
19 Future choices
(5A Grammar and Vocabulary)
Aim: to practise future forms
Interaction: pairs
Type of activity: matching
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Give them time
to read the situations in Exercise 1, then explain the activity.
Student A asks the questions to Student B, who must choose
the correct response, a or b. (3) In Exercise 2, Student B asks
questions, and Student A chooses the correct responses.
(4) Check answers with the class by asking different pairs
to read out their mini-dialogues.
Answers:
Students A and B
11b2a3a4b5b
2a1b2c1d1e2
uses one of the taboo words, mime or gesture, Team B scores
a point and takes a turn. Teams take turns until all the cards
have been used. The team with the highest score are the
winners.
Optional follow-up: Students check if they can remember
the mystery words. Players from each team take turns to
say the ‘taboo’ words on their cards for the other team to
remember the mystery word. Give the teams a point for
each correct answer. The team with the highest score are
the winners.
17 Match and combine
(4D Grammar)
Aim: to practise relative clauses
Interaction: pairs, groups of four
Type of activity: matching activity, quiz
Time: 15 minutes
Materials: one set of cards per group of four
In class: (1) Divide the class into groups of four. Then put the
students in each group in two pairs, A-B and C-D, and give
one card to each student. If your class does not divide up into
groups of four, two students can be either A, B, C or D.
(2) Ask students to work in their pairs. For Exercise 1, they
have 2 minutes to take turns to read out their sentences for
their partner to find the matching sentence. Check answers
with the class. (3) For Exercise 2, pairs combine each matching
pair into a single sentence using non-defining relative clauses.
Point out that they should use the words in bold to start each
sentence and that they should not change the order of the
sentences. Monitor and check that students are using commas
and the relative pronouns correctly. (4) Now ask pairs to return
to their original groups of four and do the quiz in Exercise 3.
They give one-sentence clues using defining relative clauses,
for the other pair to guess the word in bold. Remind them that
they must not use the word in bold. In a less confident class,
elicit how students should start each sentence, e.g. It’s a city/
country/thing that/which ..., It’s a person who ... Point out that
pairs score 2 points for guessing the sentence on the first clue
and 1 point for guessing it on the second clue. Students can
choose from the numbered or lettered sentences, but point out
that they should try to choose the sentence which gives away
the least information as the first clue, as in the example on
their worksheets. (5) When students have finished, ask them to
count up their scores to find the winning pair in each group.
Optional follow-up: Students read out their words in bold
for the other pair to try to remember the clues.
Answers:
Both pairs
12e3c4d5b
2 A–B pair
2 Luggage, which is loaded on a plane about forty-five
minutes before a flight, first goes to a sorting station at
the airport.
3 Spain, which is the fourth biggest country in Europe,
is famous for its flamenco dancing and cuisine.
4 Pilots, who are usually allowed to fly nine hours during the
day, usually fly with a supporting first officer.
5 Beyoncé, who is an American soul and pop singer,
was lead singer in one of the world’s best-selling
girl groups.
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20 Study phrasal verbs!
(5B Vocabulary)
Aim: to practise phrasal verbs related to studying
Interaction: pairs
Type of activity: gap-fill , interview
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. (2) Ask students to
complete the questions in Exercise 1 with the correct forms of
the phrasal verbs from the box. Check answers with the class.
(3) For Exercise 2, students take turns to ask and answer their
questions from Exercise 1. Ask them to note down their partner’s
answers. (4) Ask students to look at their notes and choose one
or two interesting answers to share with the class.
Optional follow-up: Individually, students write two true
sentences and one false sentence using the phrasal verbs
from Exercise 1. In pairs or in small groups, they take turns to
read out their sentences for their partner/group to guess if
they are true or false.
Answers:
Students A and B
1 2comeupwith 3dropinto 4pullyoursocksup
5putoff 6getdownto 7keepupwith 9dropoutof
10 hand in 11 fall behind 12 pick up 13 catch up on
14 put together
21 Order and match
(5C Grammar)
Aim: to practise the Future Perfect and Future Continuous
Interaction: pairs
Type of activity: jumbled sentences, matching
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). If you have an odd number of
students, two students can be either A or B.
(2) Students put the words in Exercise 1 in the correct order
to make sentences. Check answers with the class. (3) For
Exercise 2, students read out their sentences in the correct
order without saying the words in bold. Their partner must
try to complete the sentence logically with one of the time
expressions or phrases in the box. Students get one point for
each correct answer.
Optional follow-up: In pairs, students take turns to ask
and answer the first three questions from Exercise 1.
Elicit answers around the class.
Answers:
1 2 Will you have earned a lot of money by the time you’ve
finished your first job?
3 Will you be travelling at 20:00 tomorrow evening?
4 Don’t call him at 21:00 because he’ll be watching
football at that time.
5 I won’t have had dinner by the time you arrive.
6 It won’t be snowing when the skiers arrive at the resort.
7 She won’t have decided what she wants to study by the
end of the summer.
8 I won’t be waiting for you when your train arrives
tomorrow.
9 The football fans will be celebrating the victory all
night long.
10
He’ll have started work by the time he’s twenty-one.
12
Will you have moved house by the end of next year?
13
Will you be eating lunch with your friends tomorrow?
14
Next month, I will have been living in the same house
for almost forty years.
15
I’ll have been feeling ill for a week as of Thursday.
16
I won’t have passed my driving test before I get my
new car.
17
I will have visited at least ten countries before I turn forty.
18
He’ll be living in rented accommodation for the next
three years.
19
On 25 March, she’ll have been a US resident for over
five years.
20
I won’t be sleeping when you get home.
22 The changing world of work
5E (Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or
in pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 2.24 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 1 might 2 dates 3 full-time 4 part-time 5 temporary
6 self-employed 7 employers 8 freelance 9 zero-hours
10 Unpaid 11 employer 12 getting 13 could
14 advantages 15 experience 16 freelance 17 may
18 boss 19 turn down 20 long 21 around the clock
22 unemployed 23 part-time 24 will
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Answers:
1 2 winners 3 happiness 4 possessions 5 satisfaction
6 excitement 7 sadness 8 ashamed 9 embarrassed
10 investment 11 luxurious 12 disappointment
13 sympathy 14 envy 15 wealth 16 generously
17 financial 18 unhealthy
25 How good a friend are you?
(6D Grammar)
Aim: to practise the zero conditional and alternatives to if
Interaction: pairs
Type of activity: gap-fill, quiz
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Ask them to fold it over at the
dotted line and only look at the quiz. Explain that A and B have
two parts of the same quiz called How good a friend are you? (2)
Students do Exercise 1 individually by completing their parts of
the quiz with the correct clauses from the box. Check answers
with the class. (3) For Exercise 2, students take turns to read out
their quiz questions and they both choose an answer and note it
down in the boxes. Point out that they must answer both theirs
and their partner’s questions. (4) Ask students to unfold their
worksheet and refer them to Exercise 3. Explain that they should
count up their score and then read the results. When they have
finished, ask for a show of hands for each category.
Answers:
Student A
1 2 you always keep it
3 you encourage them to do a self-defence course
4 you make an excuse because you are too busy
5 you call your friends to chat about your day
6 they move to a different country
Student B
1 8 you can get through anything
9 unless they lie to you
10
you offer to help and give them your notes
11
you join one side
12
you speak up and confront the gossip
26 Love and War
(6F Vocabulary)
Aim: to practise phrasal verbs related to relationships,
conflicts and problems
Interaction: pairs
Type of activity: gap-fill, dialogue order
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should
not show their worksheet to their partner. (2) Individually,
students complete the sentences in Exercise 1 with the
correct prepositions from the box. Check answers with the
class. (3) For Exercise 2, students number the sentences 1–16
and read out the conversation in the correct order.
(4) Check answers with the class.
Unit 6
23 Complete and match
6A (Grammar and Vocabulary)
Aim: to practise the first and second conditionals
Interaction: pairs
Type of activity: gap-fill, information gap
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) Individually, students
complete the sentences in Exercise 1 so they are true
for them. (3) In pairs, students take turns to read out the
endings of their sentences for their partner to match with
the corresponding beginnings in the box in Exercises 2
(for Student B) and 3 (for Student A). (4) Ask different pairs
around the class to read out their full sentences.
Optional follow-up: Students read out the beginnings in
Exercise 1 to see if their partner can remember their sentence
endings.
Possible answers:
Student A
1 1 If I were President of my country, I would spend more
on education.
2 If I go out tonight, I’ll visit a friend.
3 If I had one day left to live, I’d eat pizza non-stop.
4 If I have a party this weekend, I’ll invite all my friends.
5 If I told a lie to a good friend, I would tell them the
truth later.
Student B
1 1 If it rains tomorrow, I won’t go for a walk in the park.
2 If I had to cover for a cheating friend, I would tell them
not to do it again.
3 If I always tell the truth, I will hurt someone’s feelings.
4 If I could change one thing on this planet, I would
eliminate human greed.
5 If I am distracted the next time I am trying to study,
I’ll switch my phone off.
24 After the jackpot
(6C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 2.35 for them to
check/complete their answers. Alternatively, check answers
by going through the interview with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
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Optional follow-up: Ask students to work in pairs or small
groups to create a similar conversation about their favourite
soap opera. Students act out their dialogues in front of the class.
Answers:
Students A and B
1 aabout bupwith coutwith ddown ein fwith
goff habout ibehind jup kwith lin mout
ninto ooutwith pin
23a4l5e6i7b8o9d10p11g12j
13h 14m 15f 16n
Unit 7
27 What’s that line?
(7A Grammar and Vocabulary)
Aim: to practise reported speech
Interaction: individual, pairs
Type of activity: sentence transformations
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) Explain that each student
has different lines from films, which they need to rewrite in
reported speech. They should refer to the ‘Who said that?’
column for the names and choose the correct reporting
verb from the last column. Point out that they need to work
individually for this stage. (3) Allow students 6–8 minutes to
complete the exercise, while you monitor and help them as
necessary, highlighting any errors in their sentences. (4) In
their pairs, students now take turns to read their reported
sentences for their partner to guess the direct speech. To turn
this into a game, ask students to award one point for each
correct guess. (5) Check the answers to Exercise 1 with the
class, clarifying any errors as necessary.
Optional follow up: As homework, students can look for
lines from their favourite film(s) and create a similar exercise
for their partner to complete in the next class.
Answers:
Student A
1 2 Maria claimed (that) she wasn’t afraid of them
anymore.
3 Emilio pointed out (that) it wasn’t going to be easy to
find the money.
4 Harry warned Will not to trust Amanda.
5 Jo promised her son (that) she would always be there
for him / to always be there for him.
6 Richard explained (that) he had never seen that
woman before in his life.
7 Elena complained (that) Tim was never there when she
needed him.
8 Val agreed to help Emma.
Student B
1 2 Meg told Adam not to open the door.
3 Rafaella confessed (that) she was responsible for the
accident.
4 Detective Fox explained (that) it was his/her job to
question everything.
5 Louise predicted (that) Pete’s son would be famous
one day.
6 Dave complained (that) no one ever paid any attention
to him.
7 Liz warned Rachel (that) he would come after her if she
didn’t do what he wanted.
8 Harriet pointed out (that) she had never been on a
space mission before.
28 Viewing habits survey
(7B Vocabulary)
Aim: to practise vocabulary related to viewing habits
Interaction: pairs
Type of activity: gap-fill, interview
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should
not show their worksheet to their partner. (2) Individually,
students unscramble the words to complete Exercise 1.
In a less confident class, you could write the gapped words
on the board instead: subscription streaming service, binge-
watched, thought-provoking, screen time, breaking news,
episode, trailer, award-winning, well-reviewed, credits, on-
demand content, subtitles, little-known, feature-length. Check
answers with the class. (3) Students do Exercise 2 in pairs. Tell
them to take turns to ask and answer each other’s questions
from Exercise 1 and note down their partner’s answers. (4)
Elicit unusual and interesting answers from students around
the class. Ask them to use reported speech, e.g. Maria said
that she often binge-watched. She thought it wasn’t bad for her
health because she finds it relaxing.
Optional follow-up: Students write three or four of their
partner’s answers using reported speech.
Answers:
Student A
1 2 thought-provoking 3 award-winning 4 breaking news
5 episode 6 well-reviewed 7 trailer
Student B
1 9 screen time 10 subscription streaming service
11 on-demand content 12 credits 13 little-known
14 feature-length
29 Art and social media
(7C Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 3.4 for them to
check/complete their answers. Alternatively, check answers
by going through the interviews with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
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6 I asked Jane how she told such funny stories and jokes.
She answered that if she believed the joke was funny,
people would find it funny.
Unit 8
31 Are you an ads expert?
(8A Grammar and Vocabulary)
Aim: to practise passive voice
Interaction: pairs
Type of activity: quiz
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Put students in pairs and hand out the
worksheet. Tell them that they are going to do a quiz about
advertising. (2) First, they need to complete the questions
with the correct passive form of the verbs in brackets. Give
pairs 3–4 minutes for this part of the activity. (3) Get them
to compare answers with another pair if time allows, then
check answers with the class. (4) Students now do the quiz in
their pairs. Allow 4–5 minutes for them to discuss and decide
on their answers. (5) Check answers with the class and
share the extra information given in the answer key below.
Find out which pair(s) had the most correct answers and
congratulate them.
Optional follow-up: In pairs, students think of famous
advertising slogans in English. They share them with the
class for other students to guess the name of the company/
product.
Answers:
Students A and B
1 2 were the first jingles sung
3 was the first online advertisement posted
4 was created, is known 5 was sold
6 will be introduced 7 was more money spent
8 are seen 9 pop-up ads be blocked
10 were pop-up ads invented
2–3 1 b; ‘You’ is the most powerful word in advertising
because it’s personal.
2 a; The American food company General Mills aired
the world’s first singing commercial Have You Tried
Wheaties? on the Christmas Eve of 1926. It was for
breakfast cereal.
3 b; On 27 October 1994, the first online ad was
posted. It was a banner advertisement on the
website of what is today’s tech site Wired.
4 a; Barratt entered A. & F. Pears, a soap manufacturer,
in 1864. Under his leadership, the company began
a systematic method of advertising its distinctive
soap with memorable slogans.
5 c; A CD of Sting’s Ten Summoner’s Tales album
was sold in Philadelphia on 11 August 1994, in
a transaction which, for the first time ever, was
protected by encryption technology.
6 c; Millions of dollars worth of merchandise are
returned each year because the point of sale
is not authentic but e-commerce cannot solve
this problem.
Answers:
1 2 up 3 media 4 put 5 break 6 exhibition 7 actor
8 success 9 telling 10 came 11 channel 12 off
13 starring 14 in 15 bit 16 looked 17 on
18 success 19 sold 20 square 21 ads 22 went
30 What’s your line of work?
(7E Grammar)
Aim: to practise reported questions
Interaction: pairs
Type of activity: sentence formation
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) Individually, students rewrite
the questions and answers in reported speech. Remind them
to use ask or want to know to report questions, and other
reporting verbs to report answers. Point out that they should be
careful with the word order when reporting questions, and also
remember to change other words as necessary (pronouns, time
expressions, etc.) . (3) Students do Exercise 2 in pairs.
Optional follow-up: Students take turns to read out their
reported questions again, for their partner to change back
into direct questions.
Answers:
Student A
1 2 I asked Kenzo which artists he was showing at his
exhibition at the time. He answered that it was
a cooperative gallery and they had lots of emerging
young artists that month.
3 I wanted to know how much Michael had got paid for
writing his novel the year before. He answered that he
had got paid well but that was his eleventh book.
4 I asked Gary if/whether he would start performing his
own songs or continue with covers. He said he was
going to continue with covers and he would gradually
replace them with his own songs.
5 I asked Bella what she would do if her live-streaming
network was a flop. She answered that she would go
back to being a music producer.
6 I wanted to know how many people bought what Harry
wore after they saw it on his social media page. He
answered that sales rocketed for brands every time he
wore new clothes.
Student B
1 2 I wanted to know when Tom had filmed that video that
had gone viral. He answered that he had filmed it at the
end of the previous summer.
3 I asked Emma if/whether she thought she had chosen
the best platform. She answered that she thought it
was one of the best on the market at that moment/at
the time.
4 I wanted to know if/whether Edward’s company had
become completely digital or they still printed books.
He answered that they had stopped printing books the
previous year.
5 I asked Katia if/whether it had taken her long to
learn that show’s choreography. She said it had only
taken a few hours because she was very good at
remembering choreography.
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7 c; Digital ad spending reached $209 billion
worldwide in 2017, while TV brought in
$178 billion.
8 a; In a forty-five-minute journey, the average London
commuter is exposed to more than 130 adverts,
featuring more than eighty different products. In
an entire day, they can see up to 3,500 marketing
messages.
9 a; This is usually done by changing the browser’s
settings.
10 b; Ethan Zuckerman invented pop-up ads in the
late 1990s.
32Ispendmymoneyon...
(8B Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually
or in pairs. If they work individually, get them to compare
answers in pairs before class feedback. (2) Allow students
enough time to complete the activity, then play track 3.14
for them to check/complete their answers. Alternatively,
check answers by going through the survey results with
the class. (3) During class feedback, clarify any points as
necessary and answer any questions students may have.
(4) Put students in pairs for Exercise 2 and give them time to
discuss the meanings of the expressions. They can then write
their example sentences or mini-conversations individually,
in class or as homework.
Answers:
1 2 on special offer 3 savings 4 rip-off 5 cheap
6 save my money 7 adverts 8 spend a fortune
9 save up for 10 discount 11 waste of money
12 spare 13 charity shops 14 bargain hunting
15 get a good deal 16 next to nothing
33 Money talks
(8C Vocabulary)
Aim: to practise vocabulary related to money
Interaction: individual, pairs
Type of activity: gap-fill, matching
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should
not show their worksheet to their partner. (2) Explain that
these are different people’s answers to questions from a
survey on money. Students should work individually to
complete them with the phrases in the box. (3) Students do
Exercises 2 and 3 in pairs. They take turns to ask their partner
their questions in Exercise 2, for him/her to answer using a
response from Exercise 1. (4) Check answers with the class by
asking different pairs to read out the questions and answers.
Elicit which sentences have passive constructions (sentences
b and f).
Answers:
Students A and B
1 b ran out of money c short of money d live in poverty,
rolling in money e loose change g broke h have
some money on me i have more money than sense,
spend a fortune j crowdfunding
2–31i2h3f4g5j6d7e8a9c10b
34 Digital money
(8D Reading and Vocabulary)
Aim: to practise understanding links in a text
Interaction: individual, pairs, small groups
Type of activity: reading text and activities
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Hand out the worksheet and ask students to do
Exercise 1 individually. Give them about two minutes to skim
the text. Make it clear that there is a time limit, and therefore
they shouldn’t stop and ask questions about vocabulary. After
two minutes, stop them and elicit the answer to Exercise 1.
(2) Before students do Exercise 2, refer them to the Active
Reading box on the right (from Unit 8 of the Student’s Book).
Explain that it will help them with the matching activity
and give them time to read it. Students then read the article
individually and complete gaps 1–5 with sentences A–G .
Remind them there are two extra sentences they will not
need. (3) Get students to compare answers in pairs before
you check them with the class.
(4) In their pairs, students match the sentences from Exercise 2
with the types of links in the Active Reading box that helped
them complete the task. Remind them that they can choose
more than one strategy for each sentence. Elicit answers from
different pairs around the class.
Optional follow-up: Write the following items on the
board: bitcoin, gold, property, US dollars, art, diamonds,
antiques, stocks and shares. In pairs or small groups,
students rank the items 1–8 (1 = best investment, 8 = worst
investment). Elicit answers from different pairs/groups
around the class. Encourage them to give reasons.
Answers:
1b
21c2d3e4g5a
3 Gap 5 and sentence a use a logical link, a lexical link
(related words: hackers, Bitcoins disappeared) and
a linking word (for instance).
Gap 1 and sentence c use a logical link, referencing
words (pronouns his and He) and related words
(mystery, evaporated).
Gap 2 and sentence d use a lexical link (related words:
wallet, banking app, convert, currency) and a referencing
word (then).
Gap 3 and sentence e use a question and answer (Why has
the Bitcoin ...? It is revolutionary because ...) and a lexical
link (related words: dramatic, revolutionary).
Gap 4 and sentence g use a logical link (Thanks to this ...),
antonyms (high charges/reduced costs) and related words
(transactions, send money home).
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Unit 9
36 The story of the Titanic
(9A Grammar and Vocabulary)
Aim: to practise the third conditional
Interaction: pairs
Type of activity: gap-fill, ordering
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Tell them that they should not
show their worksheet to their partner. Ask students what
they know about the Titanic. (2) Students complete the
sentences in Exercise 1 individually. Highlight that the (+)
sign means the verb is positive, and a (–) means it is negative.
Check answers with the class. (3) Students work in pairs to
complete Exercise 2. Get them to number the sentences 1–12
and reconstruct the story of the Titanic. (4) Check answers
by asking different students to read out the sentences in the
correct order.
Answers:
Students A and B
1–2 1 a; If there hadn’t been a different current in the
Gulf Stream, there wouldn’t have been so many
icebergs in the area.
2 h; If there hadn’t been so many icebergs in the
area, the Titanic wouldn’t have received six
separate warnings.
3 g; If the wireless operators had paid attention to
the iceberg warnings from other ships in the area,
they would have informed the captain.
4 l; If the captain had been informed there were
large icebergs in the area, he wouldn’t have gone
at full speed.
5 b; If they hadn’t gone at full speed, they would
have avoided the iceberg.
6 k; If they had avoided the iceberg, it wouldn’t
have damaged the main body of the ship.
7 d; If the iceberg hadn’t damaged the main body
of the ship, water wouldn’t have filled the
compartments.
8 i; If the engineers had constructed the
compartments with better materials, they would
have lasted longer.
9 c; If the compartments had lasted longer, the Titanic
wouldn’t have sunk so quickly.
10
n; If the Titanic hadn’t sunk so quickly, the closest
ship – the Carpathia – would have reached it in time.
11
e; If the Carpathia had reached the Titanic in time,
they would have saved more people in the
lifeboats.
12
m; If there had been more lifeboats in the first
place, more people would have survived.
13
f; If all the passengers had survived, the story of the
Titanic wouldn’t have become so famous.
14
j; If the story hadn’t become so famous, Leonardo
di Caprio and Kate Winslet wouldn’t have starred
in the movie.
35 My busy day
(8F Grammar)
Aim: to practise get/have something done
Interaction: pairs
Type of activity: matching activity, guessing game
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Ask them to sit facing each
other so they cannot see each other’s worksheets. (2) In pairs,
students make collocations from the nouns and verbs in
Exercise 1. Ask them to write the collocations on the back of
their worksheets to refer to later. Remind students to ask, ‘How
do you spell that?’ if they are unsure of the spelling. Check
answers by asking different students around the class to say
the collocations. (3) Refer students to the map in Exercise 2. Ask
them to imagine they have spent the morning visiting places,
they are still visiting places now (1 p.m .) and they will be busy in
the afternoon, too. Individually, they draw a route around town,
connecting two places they visited in the morning, the place
they are at now and two more places they are going to visit
this afternoon. Ask them to write the times next to each place.
(4) In pairs, students go on to complete Exercises 3 and 4. First,
they should show their partner where on the map they started
their day. They take turns to describe their busy day for their
partner to note down the activities and times. They can only
say the service performed and the time when they were/are/
are going to be at this place; they must not say the name of the
street each time. Their partner then has to guess and describe
their route, based on their notes. Refer them to the examples
before they begin.
Optional follow-up: Ask students to imagine that it is
lunchtime. In their pairs, they take turns to ask and answer
about their day, using their notes. Elicit some examples and
write them on the board for students to refer to, e.g.
A: Have you had your computer upgraded yet?
B: No, I’m going to have it upgraded this afternoon.
A: Have you had your teeth whitened yet?
B: Yes, I had them whitened this morning.
A: Have you had your dog vaccinated yet?
B: I’m having the dog vaccinated right now.
Answers:
Student A
1 computer – upgrade contract – sign curtains – make
dog – vaccinate identity card – renew key – cut
teeth – whiten trousers – alter
Student B
2 bike – repair blood pressure – check/take eyes – test
groceries – deliver mobile – unlock photocopies – print
photograph – take suit – dry-clean
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37 Surviving disaster
(9B Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually
or in pairs. If they work individually, get them to compare
answers in pairs before class feedback. (2) Allow students
enough time to complete the activity, then play track 3.26 for
them to check/complete their answers. Alternatively, check
answers by going through the interview with the class.
(3) During class feedback, clarify any points as necessary and
answer any questions students may have. (4) Put students
in pairs for Exercise 2 and give them time to discuss the
meanings of the expressions. They can then write their
example sentences or mini-conversations individually,
in class or as homework.
Answers:
1 2 disasters 3 panic 4 run out 5 drop 6 protect yourself
7 hold onto 8 ground 9 doorway 10 high building
11 take the lift 12 trapped 13 Get in the open
14 power lines 15 stay inside 16 keep calm
38 How green are you?
(9C Vocabulary)
Aim: to practise vocabulary related to environmental
responsibility
Interaction: pairs
Type of activity: quiz
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Put students in pairs and hand out the worksheet.
Tell them that they are going to do a quiz to find out how
much they know about protecting the environment.
(2) First, they need to complete the questions with words from
the box. Give them 5–6 minutes for this part of the activity.
(3) Get them to compare answers with another pair if time
allows, then check answers with the class. (4) Students now
do the quiz in their pairs. Allow 5 minutes for them to discuss
and decide on their answers. (5) Check answers with the
class and share the extra information given in the answer key
below. Find out which pair(s) had the most correct answers
and congratulate them.
Optional follow-up: Ask students which facts surprised
or shocked them and why. Open a class discussion on how
teenagers can be made more eco-friendly.
Answers:
Students A and B
1 1 c; Plug sockets are often made from urea formaldehyde
resin. This is a thermosetting plastic – its chemical
structure makes it virtually impossible to recycle.
2 waste; a
3 households; a
4 Disposable; c (The problem with disposable cups is that
they are coated inside with plastic and can’t be recycled
in most places.)
5 recycling; b (Takeaway pizza boxes that are covered in
grease and food waste cannot go in the paper waste bins.)
6 waste; b (UK households throw away between £250
and £400 of potentially edible food every year.)
7 oceans; a
8 sustainable; a
9 recycler; c (The order is Germany, Singapore, South Korea)
10
decompose; b
39 No regrets!
9D GRAMMAR
Aim: to practise I wish/if only for regrets
Interaction: pairs
Type of activity: role-play
Time: 15 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and hand out the worksheet.
(2) Ask students to imagine that they are two adult friends
talking about their lives, past and present. (3) Give them time
to go through the steps and prompts in Exercise 1, and note
down a few things they can say to their partner about regrets
they have about the past. (4) In their pairs, students role-play
the situations. Explain that they should take turns to express
their regrets. The student listening should use expressions from
the box to cheer up their partner; they should add something
encouraging to help their partner feel better, e.g . for the
example exchange, they could add: Besides, you chose to do
what you love instead. (5) Students work in the same pairs and
follow the same procedure for Exercise 2. Explain that this time
they should talk about things they wish were different in the
present. Again, they should try to add something encouraging
to help their partner feel better, e.g . for the example exchange,
they could add: You can speak Italian, so we can take a trip to
Rome instead! (6) Pairs follow the same procedure for Exercise
3, but this time complaining about things they find annoying.
(7) If time allows, invite different pairs to act out some of the
exchanges in front of the class.
Optional follow-up: Ask students to think of one true
sentence for each of the three types of I wish/If only patterns.
In pairs, they take turns to share their wishes/regrets with
their partner, who comforts them using the expressions in
the box and adding an encouraging comment, e.g.
A: I wish I was taller. B: Never mind! You may not be very tall,
but you’re really funny and intelligent!
40 The Isle of Eigg
(9F Reading and Vocabulary)
Aim: to practise the skill of summarising texts
Interaction: individual, pairs
Type of activity: reading text and activities
Time: 10–15 minutes (if students read the texts at home and
then do the activities in class) or 25 minutes (if students read
the text and do the activities in class)
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). Explain that they are going
to read separate texts and summarise them for each other.
(2) Ask students to skim their texts (if they have not already
read them at home) and underline the main ideas. Set
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42 The Hollywood Hills Burglars
(10B Vocabulary)
Aim: to practise vocabulary related to law and punishment
Interaction: pairs
Type of activity: information gap
Time: 15 minutes
Materials: one worksheet per pair (2 pages, A and B)
In class: (1) Write these words on the board: celebrity, theft,
arrest, jewellery and cash, Hollywood, teenagers. Put students in
pairs and tell them they are going to read a text. Ask them to
look at the words on the board and try to guess what the text
might be about. Encourage them to use modals of speculation,
e.g.Itmaybe...Itmightbe...Itcouldbe...Itcan’tbe...Itmust/
has to be ... Elicit answers around the class and ask students
what words they expect to find in the text. (2) Give each student
their half of the worksheet (A or B) and give them some time
to read their text. (3) Students now take turns to ask questions
to complete the gaps on their worksheet. Draw their attention
to the words in brackets and explain that they will help them
ask their questions. Refer them to the example for the first
gap. (4) During the activity, monitor and note down good
use of language and errors. If you think students are making
a lot of mistakes with question forms, stop the activity and
give feedback. Then ask students to continue. (5) When they
have finished, point out that this is a true story. Ask for their
reactions to the text and ask a few questions to encourage class
discussion, e.g . Did the Hollywood Hills Burglars hope to get
caught so that they would become famous? Are we too obsessed
with celebrities and fame?
Optional follow-up: Ask students to underline all the
crime-related vocabulary in the text (underlined in the
answer key below). Check answers with the class.
Answers:
Students A and B
The Hollywood Hills Burglars were a group of eight American
teenagers from California, USA. They burgled the homes of
several celebrities between 12008 and 2009. Their activities
resulted in the theft of about 2$3 million in cash and
belongings. They planned to burgle over 3fifty homes and for
a year, celebrities in the Los Angeles area were terrified of
becoming the next victim.
The group originally consisted of two members, Rachel Lee
and Nick Prugo. They went to school together in the upper-
middle-class suburb of 4Los Angeles. Prugo and Lee began
their criminal ways by stealing credit cards and cash from
5expensive cars in their neighbourhood. Lee had been fined
for 6shoplifting in a cosmetics store.
All their victims were female celebrities who were
considered fashion icons by members of the group. When Lee
wanted more 7money, jewellery or designer label clothes,
she would organise a burglary. The first victim was the
celebrity, Paris Hilton. The gang used Twitter to track when
their victims were not at home and Google Earth to study
8aerial photos of celebrity homes to determine how to
break into the mansions. When the gang arrived at Hilton’s,
they found Hilton’s
9
spare key under her front door’s
welcome mat, although the door was unlocked. She did not
realise she had been robbed until about 10$2 million of her
money and property went missing.
a five-minute time limit. (3) In pairs, students do Exercises
2 and 3. Student A summarises his/her text for Student B
and then asks Student B some questions to check how well
they have understood their summary. This tests Student
A’s summarising skills and also Student B’s listening skills.
Students then swap roles and repeat the process for Student
B’s text.
Optional follow-up: Pairs work together to try to summarise
the main ideas of the whole text in six sentences. Elicit
summaries from pairs around the class.
Suggested answers:
Student B
2 1 In the sixteenth century, the Macleods from the Scottish
mainland killed Eigg’s population in Massacre Cave.
2 Keith Schellenberg was a millionaire who made his
money in the motor industry.
3 He used the island for his own pleasure but he didn’t
help the islanders. He then sold the island to an artist
with financial problems.
4 The Eigg islanders formed a trust and asked the public
to donate money to help them buy the island.
Student A
3 1 In 2008, the Eigg islanders decided to change from
fossil fuel to renewable energy. They set up their own
power system called Eigg Electric.
2 Eigg’s energy comes from the wind, the sun and the water.
3 Energy is equally distributed between Eigg residents.
Nobody can use more than 5kW at any one time.
4 People come from around the world to learn Eigg’s
renewable energy system.1
Follow-up – suggested summary:
Eigg is a tiny Scottish island. In 1557, according to legend,
the island’s population was massacred. In 1975 Keith
Schellenberg, a millionaire, bought the island. In 1997,
after years of difficulty, Eigg inhabitants bought the island
for themselves. In 2008, they set up a power system, which
generates renewable energy. Eigg is world famous as
a sustainable model for green energy.
Unit 10
41 Modal match
(10A Grammar and Vocabulary)
Aim: to practise modal verbs for speculating about the present
Interaction: pairs
Type of activity: matching
Time: 10 minutes
Materials: one worksheet per pair, cut in half (A and B)
In class: (1) Put students in pairs and give each student their
half of the worksheet (A or B). (2) For Exercise 1, Student A
reads sentences 1–8 to Student B. Student B has to make
matching sentences using the prompts in his/her box and
must, might, may, could or can’t. Student A uses the answer
key to check Student B’s answers. Remind students to accept
any logical and grammatically correct sentences. If they are
unsure, they should ask you. During the activity, monitor
and help/correct students as necessary. (3) Students swap
roles and follow the same procedure for Exercise 2. (4) Check
answers with the class. Invite different pairs to share their
sentences with the class.
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286 PHOTOCOPIABLE RESOURCES – TEACHER’S NOTES
On August 26, 2009, the gang entered the home of Lindsay
Lohan, and stole items valued at around 11 $130,000. Lee was
completely obsessed with this celebrity. This time, their faces
were caught on security cameras. A witness heard Prugo and
Lee talking about the robberies 12at a party, and detectives
used social media profiles to work out who was friends with
who and arrested the group.
The judge accused the gang of burglary and found them
guilty. There were released on bail set at $50,000, and a year
later, Lee was given a 13four-year prison sentence. Prugo was
sentenced to 14two years in prison.
While Prugo was being held in custody, he was questioned
by detectives. He made a statement in which he confessed to
15more crimes than the police actually knew about. While Lee
was being interrogated by the detectives, she asked police,
16‘
What did Lindsay say?’
43 What really happened?
(10C Grammar)
Aim: to practise modal verbs for speculating about the past
Interaction: groups
Type of activity: card game
Time: 15 minutes
Materials: one set of situation cards and one set of
speculation cards per group
In class: (1) Copy the worksheet and cut out the cards as
indicated. (2) Put students in groups of five and hand out
the two sets of cards to each group. They should shuffle
the situation cards and put them in a pile face down on the
desk. The speculation cards should be spread out face down.
(3) Explain the activity: students take turns to pick a situation
card and read it without showing it to anyone. The other
students in the group then take one speculation card each.
The student with the situation card reads out the situation to
the rest of the group, e.g . Your friend Noah was seen in the park
yesterday. He was all wet but it wasn’t raining. The group then
begin a conversation trying to guess what happened, using
the modal verbs on their speculation cards, e.g . He can’t have
got wet from the rain. A car might have splashed water on him
before he got to the park. He might have fallen in a lake in the
park. They continue speculating until they guess the truth or
run out of ideas. You could also set a time limit for each turn –
e.g . students can continue guessing for up to 1 minute. If they
guess the truth, which can only be confirmed by the student
with the situation card, the student who guessed correctly
gets to keep the card. If not, the card is put into a separate pile,
and not claimed by anyone. The speculation cards are then
returned to the desk face down and mixed up again. The next
student takes a turn to pick a situation card and so on. (4) Start
the activity. Students play until all the cards have been used or
for as long as time allows. The winner is the student with the
most cards at the end of the activity.
Optional follow-up: In their groups, students create one
situation card of their own each, without showing it to
anyone. They then have another turn, each reading out the
situation on their card to the rest of the group.
44 Our voices matter
(10F Listening and Vocabulary)
Aim: to practise useful language from the main listening
of the unit
Interaction: individual, pairs
Type of activity: gap-fill
Time: 15 minutes
Materials: one worksheet per student
In class: (1) Students can complete Exercise 1 individually or in
pairs. If they work individually, get them to compare answers
in pairs before class feedback. (2) Allow students enough
time to complete the activity, then play track 4.11 for them to
check/complete their answers. Alternatively, check answers
by going through the conversation with the class. (3) During
class feedback, clarify any points as necessary and answer
any questions students may have. (4) Put students in pairs for
Exercise 2 and give them time to discuss the meanings of the
expressions. They can then write their example sentences or
mini-conversations individually, in class or as homework.
Answers:
1 2 elections 3 opinion polls 4 minority 5 campaigner
6 the right to vote 7 law 8 Statistics 9 voting age
10 mature 11 employment 12 access 13 voter
14 complain about 15 Low turnout
16 independence referendum 17 actively
18 make their decision 19 join the army 20 pay taxes
21 commit a crime
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Party night
1A GRAMMAR AND VOCABULARY
(Present Simple and Present Continuous)
RESOURCE 1
Party night | Student A
1 You are phoning Student B, who is at a party. Complete the
sentences from your conversation with the correct Present
Simple or Present Continuous forms of the verbs in brackets.
a
I’m sad, too. Gilly always
(have) great parties.
What
(happen) at the moment?
b SureIdo.He
(go) to the same hip-hop club
as you, doesn’t he?
c 1 Hi there. So, tell me, how is the party going (the party/go)?
d Maybe I will! I
(really/love) hip-hop and
I
(really/enjoy) dancing.
e
I
(think) so. You
(plan) to surprise
her with a song, aren’t you?
f OK. Let’s catch up tomorrow. It
(sound) like you
(really/enjoy)
yourself.
g A personalised song! What a great gift! Photo slideshows
(become) really popular at parties, but your
idea is really original.
2 Work with Student B. Put sentences a–n in the correct order to
make a conversation.
Party night | Student B
1 You are at a party. Student A is phoning you. Complete the
sentences from your conversation with the correct Present
Simple or Present Continuous forms of the verbs in brackets.
h Right now, Gilly
(open) her presents.
(you/know) about Gilly’s surprise present?
i
Original and a lot of work! Hey, can you guess who
I
(stand) next to right now? Tiger, Tiger Styles.
(you/remember) him?
j Yes,Iam!I
(want) to have a party like this
for my birthday! Speak to you tomorrow. Bye!
k Yes, that’s right. We
(want) to sing a song that’s
just for her. We usually
(sing) the traditional
birthday song, but we
(do) something very
different this year.
l
Yes, he does. We
(meet) every Thursday.
You should join!
m 2 W e ’re having (have) a great time. We’re sad you can’t come.
n
Hey, I need to go. We
(prepare) to sing Jilly’s song.
2 Work with Student A. Put sentences a–n in the correct order to
make a conversation.
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Sketch artists | Student A
1 Label the spidergrams with the headings from the box.
Accessories Adjectives to describe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance
RESOURCE 2
Sketch artists
1B VOCABULARY (Appearance)
2 Describe Gabrielle and Lou for Student B to draw. Then listen to Student B’s description and draw Fiona and Andrew.
While you are drawing, you can ask Student B additional questions about Fiona’s and Andrew’s appearance,
e.g. What kind of shoes is he/she wearing? What are his/her clothes made of?
Gabrielle
Fiona
Lou
Andrew
1
balding
curly
long
medium-length
straight
wavy
unshaven
moustache
clean-shaven
2
skirt
T-shirt
jacket
shirt
dress
tie
jumper
jeans
top
suit
trousers
4
stunning
casual
fashionable
smart
cool
handsome
glamorous
stylish
9
silk
cotton
fleece
linen
denim
leather
fur
wool 8
belt
cap
shoulder bag
bow tie
handbag
designer sunglasses
6
wellies
high-heeled
shoes
sneakers
sandals
5
muscular
skinny
well-built
overweight
wide hips
plus size
broad shoulders
full figure
thin waist
heavily-built
slim
3
baggy
elegant
matching
ripped
full-length
checked
narrow
fla
t
faded
plain
loose-fitting
striped
7
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wellies
high-heeled
shoes
sneakers
sandals
6
RESOURCE 2
Sketch artists
1B VOCABULARY (Appearance)
Sketch artists | Student B
1 Label the spidergrams with the headings from the box.
Accessories Adjectives to describe clothes Body shape Clothes Facial hair Footwear Hair Materials Overall appearance
3
balding
curly
long
medium-length
straight
wavy
unshaven
moustache
clean-shaven
5
skirt
T-shirt
jacket
shirt
dress
tie
jumper
jeans
top
suit
trousers
4
stunning
casual
fashionable
smart
cool
handsome
glamorous
stylish
2
silk
cotton
fleece
linen
denim
leather
fur
wool
7
belt
cap
shoulder bag
bow tie
handbag
designer sunglasses
1
muscular
skinny
well-built
overweight
wide hips
plus size
broad shoulders
full figure
thin waist
heavily-built
slim
9
2 Listen to Student A’s description and draw Gabrielle and Lou. While you are drawing, you can ask Student A additional
questions about Gabrielle’s and Lou’s appearance, e.g. What does his/her hair look like? What are his/her clothes made
of? Then describe Fiona and Andrew for Student B to draw.
Fiona
Andrew
Gabrielle
Lou
baggy
elegant
matching
ripped
full-length
checked
narrow
fla
t
faded
plain
loose-fitting
striped
8
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Backstage
1C LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 3
1 1.3 Complete the interview with the correct forms of the verbs in brackets.
Reporter: Welcome to Backstage, the podcast where we 1 tell (tell) you the truth about working in
the entertainment industry. I’m Riley Preston, and today I 2
(report) from
Channel 7 Studios, where we 3
(spend) the day with make-up artist Blake
Russell. Blake, thanks for letting us follow you today.
Blake:
You’re welcome.
Reporter: You 4
(do) someone’s make-up as we speak. Tell us, who’s this and what
5
(you/do)?
Blake:
Well, Riley, Channel 7 6
(film) a new series at the moment and ...
Christine: Shh!
Blake:
Ahem! I can’t tell you anymore – the details are secret – but this is Christine, one of the stars.
Christine: Hi.
Blake:
Christine 7
(have) lovely smooth skin.
Christine: Why, thank you, darling!
Blake:
But today we 8
(prepare) her for a scene where we see her character as
a much older woman. So, I 9
(try) to make her twenty-five-year-old face look
seventy!
Reporter: OK ... Wow, not that easy!
Blake:
SoI10
(add) some wrinkles and giving her bags under the eyes. And I’m
afraid, Christine, we 11
(also/give) you a double chin.
Christine: Oh. Do you have to?
Blake:
At least you can wash it all off! One day you’ll look like this all the time!
Christine: Thanks a lot, Blake.
Blake:
You’re welcome! Christine also 12
(have) very full lips, so we 13
(make) those look thinner. We also need to do something about these shaped eyebrows
and long eyelashes, but I think we’ll let her keep her lovely brown eyes.
Christine: You see? Now he 14
(just/try) to make me feel better.
Reporter: So, Blake, you are clearly very good at what you do. 15
(you/enjoy) it?
Blake:
Well,Imean...I16
(love) it. You know, most of the time. The best part is
the creative side of it. And I really 17
(enjoy) choosing and organising all the
make-up and the equipment. I 18
(spend) several thousand pounds a year on
the stuff.
Reporter: Wow! And 19
(you/have) any heroes in the business? I mean, anyone whose
work you really admire?
Blake:
Oh, sure. Alessandro Bertolazzi. His work is just, well, incredible, really inspiring. The looks
that he created for the Joker and Harley Quinn are unforgettable.
Reporter: And where 20
(you/see) yourself in the future?
Blake:
Well, I’ve done a lot of TV, but not many films, so I’d really like to work on a film next –
ideally, one where the actors need to be completely transformed, so something like
a superhero film or ...
2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in
your language. Then write example sentences or mini-conversations with the expressions.
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Are you a fashionista?
1E GRAMMAR (Articles)
RESOURCE 4
Are you a fashionista? | Student A
1 Complete the quiz questions with Ø (no article), a/an or the.
1 What job did Tom Ford do before he became a top
fashion designer?
a actor
b soldier
c singer
2 How many litres of water does it take to make
T-shirt and
pair of jeans?
a 200
b 2,700
c 5,000
3 Which of these fashion designers said, ‘Jeans represent
democracy in
fashion?’
a Ralph Lauren b Yves Saint Laurent c Giorgio Armani
Are you a fashionista?
4 Who helped make
trousers popular on
women in
1930s?
a Marlene Dietrich b Kate Moss
c Coco Chanel
5 Which is
most famous fashion week in
world?
a Paris Fashion Week
b Madrid Fashion Week
c Abu Dhabi Fashion Week
2 Read your questions to Student B. He/She checks the articles against the key. Then listen to Student B and check the
articles in his/her quiz questions using the key below.
6a 7Ø,Ø,the 8a,a,Ø 9the 10the
3 Do the quiz. Circle the answers you think are correct. Then listen to the teacher, check your score and read your results.
8–10 points: a fashionista
You are a fashion prodigy! Keep it up. You
could be the next Chief Editor of Vogue!
5–7 points: fashion-friendly
Not bad. Keep learning. Knowledge
is always in style!
1–4 points: a fashion flop
Never mind! What’s important is on
the inside!
Are you a fashionista? | Student B
1 Complete the quiz questions with Ø (no article), a/an or the.
Are you a fashionista?
6 What job did Vivienne Westwood do before she became
a top fashion designer?
a teacher b secretary
c singer
7 Where do
India,
China and
US
often send materials to make clothes?
a Bangladesh and Vietnam
b Spain and Italy
c Turkey and Cyprus
8 Who said, ‘Clothes are like
good meal,
good movie, and
great pieces of music.’
a John Galliano b Michael Kors
c Marc Jacobs
9 Who popularised the mini-skirt in
1960s?
a Bo Derek
b Marilyn Monroe c Mary Quant
10
Who is one of
world’s highest-paid models?
a Kendall Jenner b Miranda Kerr
c Marie Claire
2 Listen to Student A and check the articles in his/her quiz questions using the key below. Then read your questions to
Student A. He/She checks the articles against the key.
1a 2a,a 3Ø,Ø 4Ø,Ø 5the,the
3 Work with Student A. Do the quiz. Circle the answers you think are correct. Then listen to the teacher, check your score
and read your results.
8–10 points: a fashionista
You are a fashion prodigy! Keep it up. You
could be the next Chief Editor of Vogue!
5–7 points: fashion-friendly
Not bad. Keep learning. Knowledge
is always in style!
1–4 points: a fashion flop
Never mind! What’s important is on
the inside!
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Space convention
2A GRAMMAR AND VOCABULARY
(Present Perfect Simple and Continuous)
RESOURCE 5
Space convention | Student A
You and Student B are space scientists at the Young Astronomers’ and Space Scientists’ Convention.
You are talking during a break.
1 Choose the correct verb forms to complete the
questions. Then ask Student B the questions.
1 How long have you come / been coming to the
convention?
2 What have you done / been doing at the convention?
3 What area have you studied / been studying?
4 How long have you worked / been working on this area?
5 Have you found / been finding any evidence yet?
6 What difficulties have you had / been having?
7 How have they tried / been trying to solve this problem?
8 Have things been getting / got any better?
9 What space jokes have you told / been telling them?
1 0 I think I’ve heard / been hearing these jokes. Are the
answers ‘launch time’ and ‘a coco-naut’?
2 Answer the questions Student B asks you.
Choose from the responses below.
a
I’ve been to a restaurant called The Milky Way but
I’m not sure you’ll like it.
b They haven’t got much better. Spaceship voyages
are quite risky. It’s a fact.
c
I’ve been coming for the last four years. It’s really cool.
d It hasn’t got much atmosphere!
e
I’ve been working on it for two years now.
f I’ve been studying how to launch an express
trans-planetary service to Mars. It’s the most tourist-
friendly destination in our Solar System, you know.
g I have, but I haven’t solved it yet. Everybody seems
to be afraid of getting lost in space.
h What have I been doing? I’ve been talking to people
who might want to volunteer to go to Mars.
i
It’s been difficult to find volunteers to try out
the prototype.
j Yes, and I’ve even built a prototype!
1 Choose the correct verb forms to complete the
questions. Then ask Student A the questions.
1 How long have you come / been coming to the
convention?
2 What have you done / been doing at the convention?
3 What area have you studied / been studying?
4 How long have you worked / been working on it?
5 Have you found / been finding a way to launch it yet?
6 What difficulties have you had / been having?
7 Have you tried / been trying to solve this problem?
8 Have things been getting / got any better? Any progress?
9 Maybe we can talk about it over lunch. Have you been /
been going to a restaurant in the area that you could
recommend?
1 0 Why not? What have you found/been finding that’s
wrong with it?
2 Answer the questions Student A asks you.
Choose from the responses below.
a
Oh, you know. Typical jokes like ‘What time do
astronauts eat?’ ‘What do you call a fruit that goes
into space?’
b I have been making some progress. Until recently,
that is, when I’ve started telling space jokes at the
table again.
c
I’ve never been before. It looks really interesting.
d Yes, well done! I Apollo-gise for my bad jokes!
e
I’ve been working on it for ten months.
f I’ve been searching for evidence for extra-terrestrial
life.
g They’ve stopped me talking about the solar systems,
constellations and galaxies at lunch and dinner time.
h What have I been doing? I’ve been exchanging ideas
with other young astronomers.
i
My biggest difficulty is my parents. They think I’ve
been working too hard.
j No, I haven’t found any yet, but I feel I’m getting close.
Space convention | Student B
You and Student A are space scientists at the Young Astronomers’ and Space Scientists’ Convention.
You are talking during a break.
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Back to the moon
2B READING AND VOCABULARY
(Skimming and scanning)
RESOURCE 6
1 Skim the article. What is it about?
a private companies interested in space exploration
b the history of deep space exploration
c moon exploration and why it is important for humanity
2 Scan the text. What do these numbers refer to?
1 1969
the year when the first astronaut stepped on the moon
2 1972
3 2018
4 $17.8 million
5 $1 million
3 Read the article. In pairs, complete the sentences with
one word in each gap.
1 Since the last moon landing, NASA hasn’t focused on
deep space exploration.
2 Now the US government is working with
companies to send astronauts to the moon.
3 Blue Origin’s intention is to transport
to the moon.
4 SpaceX wants to
visitors into space.
5
on the moon can provide water that
visitors can drink.
6 It is not clear yet how states can
their
space businesses.
‘One giant leap for mankind’
On 21 July 1969 astronaut Neil Armstrong
stepped out of his Apollo 11 lunar module onto
the moon and a new age of deep space exploration
began. Since the last Apollo mission in 1972,
however, nobody has been back to the moon.
A change in priorities and the high cost of space
exploration has meant that NASA has focused on
low-Earth orbit exploration with the space shuttle
and the International Space Station (ISS), and on
unmanned missions to Mars.
The business of space travel
The private sector has been supporting NASA, but it
also has its own ideas for future space exploration.
Blue Origin, owned by the co-founder of Amazon,
intends to deliver packages to the moon with
reusable rockets. Elon Musk’s SpaceX plans to fly
tourists into space, and in 2018 the Falcon Heavy
rocket was successfully launched – the first launch
by a totally private entity. Hotel empire magnate
Robert Bigelow already provides a comfortable
living space for ISS astronauts in the experimental
Bigelow Expandable Activity Module (BEAM), built
under the terms of a 17.8-million-dollar contract
with NASA. Now he wants to send an inflatable
space hotel to the moon, with accommodation for
both astronauts and space tourists – but at a price.
The costs for a moon room may start at 1 million
dollars per night!
Lunar benefits
Why is everybody so interested in getting back to
the moon? There are a few reasons. Robots can
extract rare minerals, such as Helium-3 , from
moon rocks. This could generate electrical power
and solve the world’s energy crisis. Ice deposits
on the moon might become drinking water for
future visitors and the components of water,
hydrogen and oxygen, could be used to make rocket
fuel. Last but not least, the moon could be a base
for future exploration of Mars.
Law and order
A new space age has begun, but many people are
worried that space exploration and tourism is only
for rich people and private corporations. Therefore,
many important questions need to be discussed,
such as: Who owns the moon? How are countries
going to regulate these new businesses?
Watch this space!
tourists into space, and in 2018 the Falcon Heavy
rocket was successfully launched – the first launch
by a totally private entity. Hotel empire magnate
Robert Bigelow already provides a comfortable
living space for ISS astronauts in the experimental
Bigelow Expandable Activity Module (BEAM), built
under the terms of a 17.8-million-dollar contract
with NASA. Now he wants to send an inflatable
space hotel to the moon, with accommodation for
both astronauts and space tourists – but at a price.
The costs for a moon room may start at 1 million
going to regulate these new businesses?
Watch this space!
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A survey on museums
2C VOCABULARY
(Science, phrases with think and mind)
RESOURCE 7
A survey on museums | Student A
1 Complete the answers from a survey on museums with the phrases from the box.
haven’t made up my mind my mind went blank think ahead think outside the box think seriously
I
yet – I might visit the Science Museum or the Modern Arts Museum. I’m not sure.
There isn’t enough to do. Museum designers need to
about people’s expectations.
I’d like to see really creative, interactive exhibitions which force you to
.
Hmm ... Sorry, my mind went blank for a second! Did you say the most interesting one? Let me
think ... probably the Metropolitan in New York.
You could subscribe to the newsletter of a museum you like. That helps you
about
when you can schedule a visit.
a
b
c
d
e
2 Ask Student B these survey questions and listen to his/her answers.
1 Why do we need museums?
2 What kind of questions could you ask in a museum?
3 Have you ever been really impressed by a museum?
4 Did you enjoy your last museum visit?
5 Did you learn an incredible scientific fact on your last
museum trip?
3 Match the survey questions Student B asks you with answers a–e in Exercise 1.
A survey on museums | Student B
1 Complete the answers from a survey on museums with the phrases from the box.
blew my mind broaden your mind changed my mind didn’t think much of it do you mind
Yes, I did. Our body produces 72 million red blood cells every thirty seconds. That really blew my mind !
Well, they really
, and help you think critically about art, world regions and science.
I
, really. I expected it to be a lot more interesting.
Yes. The Science Museum was so good that it’s
about robotics. I used to think it was
a boring subject but now I’m thinking of studying Robotic Engineering.
f
g
h
i
j
if I take a picture? It’s for personal use and I won’t use flash lighting.
2 Match the survey questions Student A asks you with answers f–j in Exercise 1.
3 Ask Student A these survey questions and listen to his/her answers.
6 How can you find out more about interesting exhibitions?
7 Why do some people think museums are boring?
8 Which museum would you like to visit next?
9 What would make museums more exciting for you?
1 0 What’s the most interesting museum you’ve
ever visited?
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Verb pattern battleships
2D GRAMMAR (Verb patterns)
RESOURCE 8
Verb pattern battleships | Student A
HIT = 2 POINTS
DAMAGE = 1 POINT
MISS = 0 POINTS
1
2
3
4
5
6
A
admit,
do
agree,
go
seem,
have
B
begin,
enjoy
miss,
visit
continue,
learn
C
avoid,
sit
D
stop,
have
don’t
mind, go
try,
speak
decide,
use
can’t
stand,
work
forget,
close
E
make,
brush
Verb pattern box
-ing form
infinitive
-ing form or infinitive with to
with to
without to
with no difference in meaning
with difference in meaning
fancy imagine
hate keep
hope
offer
manage would like
need
let
should
start
regret
remember
Verb pattern battleships | Student B
HIT = 2 POINTS
DAMAGE = 1 POINT
MISS = 0 POINTS
1
2
3
4
5
6
A
would
like, do let, have
B fancy, go
need,
revise
regret,
leave
C
should,
take
D
offer,
help
hope,
pass
imagine,
live
keep,
study
remember,
switch off
E
hate,
study
start,
learn
manage,
close
Verb pattern box
-ing form
infinitive
-ing form or infinitive with to
with to
without to
with no difference in meaning
with difference in meaning
fancy imagine
hate keep
hope
offer
manage would like
need
let
should
start
regret
remember
Marking grid
1
2
3
4
5
6
A
B
C
D
E
Marking grid
1
2
3
4
5
6
A
B
C
D
E
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Drone Boy
2E LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 9
1 1.15 Complete the interview with the words and phrases from the box.
aerial filming at high speed balance commercial deliveries conferences developments drone racing
first-person view founder goggles industry law enforcement legal procedures map making
medical supplies mind model aircraft privacy search and rescue shot spaceship survivors uses
Presenter: Welcome to Upload, the weekly science and technology podcast. I have in front of me what
looks like a small 1spaceship , or a large and scary mechanical insect. It is actually a drone,
and it was designed and built by drone expert Simon Porter. Simon is here today to talk to
us about the drone 2
. Simon, you’re only nineteen, but you are the
3
of a drone club, and have been flying drones for many years.
Simon:
That’s right. I started when I was fourteen and it blew my 4
. Iknew
straightaway it was the hobby for me. I fly using 5
, soIputonthese
6
, and I can see what the drone camera is seeing. Flying low 7
,
or up into the clouds feels and looks amazing.
Presenter: I’m sure. I’d love to try it. And, you also race drones.
Simon:
Yes, in fact, 8
is one of the areas where young people are leading the way.
You may have heard of the UK’s Luke Bannister. He’s been racing 9
since he
was ten, and became world drone racing champion when he was fifteen.
Presenter: Just fifteen?
Simon:
Right, and he won a quarter of a million dollars when he became champion – so, not too
bad!
Presenter: Not bad at all! And of course, drones have many other 10
, right?
Simon:
Oh yes. There’s 11
and photography. Switch on the TV these days and you
don’t have to wait long to see a 12
taken with a drone. Drones with cameras
are also used for 13
. And then there’s weather forecasting. And of course,
the police use them to help with 14
; an eye in the sky kind of thing. Similarly,
they are useful for 15
, looking for 16
during floods or after
earthquakes.
Presenter: And what about 17
? Can you get your pizza delivered by drone yet?
Simon:
Not yet, I’m afraid. There are a lot of 18
and requirements to be cleared
up before commercial drone deliveries become a part of everyday life. However, we do
already use drones to deliver blood and 19
to communities far from hospitals.
Presenter: And I have been reading that the drone industry is dominated by men. What about women
in the industry, Simon?
Simon:
Well, it is mostly men, that’s true, but young women like Sally French are helping to provide
20
. Sally runs a popular website called Drone Girl. She writes about
21
in the drone industry and drone law. 22
and safety are big
concerns with drone use. Sally’s a regular speaker at industry 23
on this and
other drone related topics, and her articles have appeared in The Wall Street Journal and in
The Economist.
Presenter: Good to know it’s not all guys then. Thanks, Simon.
2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in
your language. Then write example sentences or mini-conversations with the expressions.
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Lionel Messi – the football genius
3A GRAMMAR AND VOCABULARY
(Past Simple, Past Continuous and Past Perfect)
RESOURCE 10
Lionel Messi – the football genius | Student A
In pairs, read the sentences and put the story of Lionel Messi’s childhood in the correct order.
Take turns to listen to your partner and read out the section of the text you think comes next.
a
decidedtotransferhimtoamoreprestigiousclub,Newell’sOldBoys,becausehewassogood.
The team was very successful – they only
c 1 LionelMessiisoneofthegreatestfootballplayersofalltime.Hewasbornon24June1987inRosario,
Argentina, to a working-class family. Leo, as his family called him, was passionate about football from
an early age and he
d hewroteacontractonapapernapkin.Leowasfourteenwhenhesignedfortheclubandmovedto
Spain. After some time, he started feeling homesick because his mum and siblings
e
buthisfamily’sinsuranceonlypaidfortwoyears.DespitethefactthattheyoungMessiwasso
talented, local clubs
f
hehadstoppedin2000,andcompletedtheremainingthirtypercent.Attheageofseventeen,hemade
his league debut and became the third youngest player ever to play for Barcelona. At that time,
b affordtopay1,000dollarsamonthforhisinjections.So,Leo’sfatherstartedlookingforotheroptions.
In September 2000, he
Lionel Messi – the football genius | Student B
In pairs, read the sentences and put the story of Lionel Messi’s childhood in the correct order.
Take turns to listen to your partner and read out the section of the text you think comes next.
g haddecidedtogobacktoArgentina.However,thatcouldn’tstophisstunningcareer.Whilehewas
playing for the Barcelona youth academy, he restarted the hormone treatment
i hewasalsotheyoungestplayerto scoreforBarcelona.Attheend of2012,Messiturneddowna very
lucrative offer to play for a Russian team. Instead, he signed a contract with Barcelona until the end of 2018.
j were not willingtopayforthetreatment.TheMessifamilybecamedesperatebecause overthirtypercent
of Leo’s treatment was still incomplete, and they could not
k 2 spenthischildhoodplayingfootballwithhisbrothers.Whenheturnedsevenandhehadalready
played for a local team coached by his father for almost three years, his family
l
arrangedatrialwithFCBarcelona.TheyweresoimpressedwithLeo’sfootballskillsthatCarlesRexach,the
club’s sporting director, offered to pay his medical bills and move the family to Spain. The meeting with the
Messis was taking place in a restaurant, and as Rexach hadn’t brought any writing paper with him,
h lostasinglematchinfouryears.WhenLeowasten,hewasdiagnosedwithagrowthhormonedeficiency.
The treatment of this condition is very long and expensive. Leo had to receive nightly injections for four years,
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What happened to you?
3B VOCABULARY
(Sports, activities, fitness and exercise)
RESOURCE 11
What happened to you? | Student A
Ask Student B questions to find the missing information in your sentences. Look at your sentences
and answer Student B’s questions.
1 Gina sprained her wrist while she was climbing on the rock-climbing wall (activity?)
in the school gym. She didn’t warm up properly before doing exercise (reason?).
What was Gina
doing when she
sprained her wrist?
She was climbing on
the rock-climbing wall.
Why did it happen?
Because she didn’t
warm up properly
before doing exercise.
2 Harriet
(injury?) while she was snowboarding
(location?).
She crashed into a tree.
3 Freddie pulled a muscle in his leg
(activity?) on the basketball court.
He
(reason?).
4 John
(injury?) when he was scoring a goal
(location?).
He collided with another player.
5 Callie injured her back
(activity?) at a motocross event.
She
(reason?).
6 Sunil
(injury?) when he was running
(location?).
Another runner stepped on his foot.
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What happened to you?
3B VOCABULARY
(Sports, activities, fitness and exercise)
RESOURCE 11
What happened to you? | Student B
Ask Student A questions to find the missing information in your sentences. Look at your sentences
and answer Student A’s questions.
1 Gina sprained her wrist (injury?) while she was climbing on the rock-climbing wall
in the school gym (location?). She didn’t warm up properly before doing exercise.
What happened to Gina?
She sprained her wrist.
Where did it happen?
In the school gym.
2 Harriet broke her leg
(activity?) in the Swiss Alps.
She
(reason?).
3 Freddie
(injury?) while he was running
(location?).
He hadn’t been training much and was out of shape.
4 John dislocated his shoulder
(activity?) on the school football pitch.
He
(reason?).
5 Callie
(injury?) when she was riding her bike
(location?).
She fell off her bike in the middle of a double back flip.
6 Sunil twisted his ankle
(activity?) on the athletics track.
Another
(reason?).
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There’s been an accident!
3C LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 12
1 1.27 Complete the conversations with the correct forms of the verbs from the box.
bang break call crash dislocate faint fall (x3) hurt (x2) lose slip sprain
1 Alan:
Mrs Hope! Can you ...?
Mrs Hope:
Alan! What’s wrong?
Alan:
Eric’s had an accident. He was running
on the path near the river and he
1 slipped and fell. He’s badly hurt. He’s
bleeding, I think he 2
his
leg and ...
Mrs Hope:
Is he unconscious?
Alan:
Yes, Miss. Nobody had a phone, so
I offered to run back and find you. Can you
ring for an ambulance, please?
Mrs Hope:
Yes, of course. Now, calm down and tell
me exactly where he is.
2 Operator 1: Emergency services. Which service do
you require – ambulance, fire, police
or coastguard?
Mrs Hope:
Ambulance.
Operator 1: Hold on. I’ll put you through.
Operator 2: Ambulance service.
Mrs Hope:
Hello, I need an ambulance urgently.
A student at Redcross High School has
3
and 4
himself. He’s unconscious and
he’s bleeding.
Operator 2: Where exactly is the boy?
Mrs Hope:
He was running on a path above the
River Elk and he 5
down
to the bottom of a hill. He’s about
a hundred metres west of the place
where the railway line crosses the road
to Newton.
Operator 2: OK, the ambulance will be there as soon
as possible.
3 Secretary:
Mrs Ross, I have some bad news
about Eric.
Mrs Ross:
What’s happened?
Secretary:
He6
and 7
himself while he was on a cross-
country run.
Mrs Ross:
Ohno!IsheOK?
Secretary:
Well, we 8
for an
ambulance and Miss Taylor went with
him to the hospital. He was unconscious
for a while but ...
Mrs Ross:
Oh no!
Secretary:
... but by the time they got to A&E,
he was awake and said he felt fine.
So please don’t worry.
Mrs Ross:
Oh! Thank goodness. Thanks for
telling me!
Secretary:
He’s at the Newton Hospital.
Mrs Ross:
I’ll go right away. Thank you.
4 Bus driver:
... a nd then the woman drove her car
straight through the red light and
9
into my bus. I couldn’t
do anything about it. I 10
my wrist. It’s really painful. I shouldn’t
complain though. It could have been
a lot worse. I don’t know if the woman
was badly hurt or not. There wasn’t
much blood but the man next to her
looked terrible.
Police officer: She was probably driving too fast. She
was on her way to the hospital, you
see. Now, were there any other vehicles
involved in the incident?
Bus driver:
Well, there was a motorbike, so maybe
you should talk to the driver. He probably
saw more than I did.
5 Mr Ross:
Hi, Eric. How are you feeling?
Eric:
Hi, dad, I’m fine. Well, apart from
a few cuts and bruises, a broken leg,
a twisted ankle and a slight concussion.
The doctor says I can go home tomorrow.
How’s mum?
Mr Ross:
She 11
a little blood,
12
her elbow and
13
her head. She was
in shock but she’s OK now.
Eric:
How come she had an accident?
That’s not like her. You’re the one who
drives too fast. She usually drives so
carefully. Wasn’t she looking where
she was going?
Mr Ross:
It was my fault. I 14
in the
car. She thought it was a heart attack or
something, so she ...
Eric:
Was it a heart attack?
Mr Ross:
No, it was just stress, apparently.
Anyway, she took her eyes off the road
and that’s why she didn’t see the bus.
Eric:
Ah, right.
2 Look at the expressions in bold in the conversation. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
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Eating habits – past and present
3D GRAMMAR (used to and would)
RESOURCE 13
Eating habits – past and present | Student A
1 Read what some older people said about eating habits
in their family when they were young. Then use your
general knowledge to complete the sentences with
the correct form of used to or would. Tick the sentences
where both used to and would are possible.
1
We didn’t use to eat burgers and chips.
2
We
have a freezer.
3
We
eat locally-grown food.
4
We
have food delivered to
us at home.
5
Men
do the cooking.
6
We
sit at the table to eat
for every meal.
7
We
know anybody who
didn’t eat meat.
2 In pairs, take turns to read out your sentences from
Exercise 1 (1–7). Match the sentences Student B
reads out with these sentences about the modern-
day family (a–g).
a
Today we eat a wide variety of food
every week.
b
Today some people in my family are allergic
to different kinds of food.
c
Today we watch cookery programmes and
find recipes on websites.
d
Today we throw away lots of food and
drink every week.
e
Today we eat out on a weekly basis.
f
Today we eat at a different time every day.
g
Today we eat a lot of convenience foods
and microwave meals.
Eating habits – past and present | Student B
1 Read what some older people said about eating habits
in their family when they were young. Then use your
general knowledge to complete the sentences with
the correct form of used to or would. Tick the sentences
where both used to and would are possible.
1
W e didn’t use to eat out except on special
occasions.
2
We
waste food because it
was limited.
3
We
have three meals
every day, always at the same time.
4
We
know a lot about
different cooking techniques in those days.
5
We
eat ready-made food.
6
We
have fish and chips
every Friday night.
7
We
have as many food
allergies as people have nowadays.
2 In pairs, take turns to read out your sentences from
Exercise 1 (1–7). Match the sentences Student A
reads out with these sentences about the modern-
day family (a–g).
a
Today people in my house sit anywhere they
want to have a meal.
b
Today some people in my family are
vegetarians and vegans.
c
Today we have takeaways and food deliveries
to our house.
d
Today we have lots of electrical appliances
in our kitchen.
e
Today we eat a lot of American-influenced food.
f
Today we eat a lot of food from around
the globe.
g
Today we all prepare meals in my house.
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Vietnam: know before you go
4A GRAMMAR AND VOCABULARY
(Modal and related verbs)
RESOURCE 14
1 Choose the correct verbs to complete the statements in the quiz. Sometimes both options are possible.
1 You have to / ought to exchange money
at jewellery shops because it’s cheaper.
T
F
2 You mustn’t / don’t have to get a stamped visa
if you stay for up to sixty days.
T
F
3 You can / could apply for an e-visa online if
you stay for up to thirty days.
T
F
4 You won’t be able to / don’t have to try street
food – food is only sold in restaurants in Vietnam.
T
F
5 You ought to / should arrange private medical
insurance because there is no free medical
treatment.
T
F
6 You mustn’t / shouldn’t wear shorts when
visiting religious sites – it’s not allowed.
T
F
7 You shouldn’t / don’t have to buy train tickets
at train stations because they’re more
expensive there.
T
F
8 There can / could only be one person
on a motorbike.
T
F
9 You must / may have an accommodation
address to show at Arrivals at the airport.
T
F
10 In case of a medical emergency, you ought /
can call 113.
T
F
11 You may not / don’t have to take photographs
at museums – it’s not allowed.
T
F
12 You must / ought to carry identification with you
at all times – you may need it in an emergency.
T
F
13 You don’t have to / mustn’t take photographs
of military installations – it’s illegal.
T
F
14 You can’t / don’t have to worry about traffic in
big cities – most people walk or take the bus.
T
F
15 If you receive a gift by someone in Vietnam,
you should / ought to open it in front of the
giver – they will think you’re rude if you don’t.
T
F
2 In pairs, do the quiz in Exercise 1. Discuss your answers and mark them on your worksheet. Then listen to your
teacher and check your answers. How many did you guess correctly? How many did you already know?
So, you’re planning that trip to Vietnam, but are you ready for it? How much do you know about it?
Do this quiz and find out: are these statements about Vietnam True or False?
Vietnam: know before you go
SEARCH
HOTELS
FLIGHTS
DESTINATIONS
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What a hotel!
4B READING AND VOCABULARY
(Identifying author’s attitudes)
RESOURCE 15
1 Read the reviews on hotels in Europe and match them with the headings.
There is one extra heading.
a The holiday of a lifetime
b A green hotel – good for the environment!
c A bit of a disappointment
d The worst hotel ever
2 Read the reviews again and answer the questions.
1 What negative comparisons show Dave’s opinion of the hotel facilities?
the bed was as hard as a rock, the bathroom smelled like ten-day-old rubbish
2 What exaggeration in Hayley’s review shows the hotel’s positive attitudes to guests?
3 Which adverbs does Gilly use to talk positively about the hotel facilities?
4 What positive adverbs and phrases show Dave’s expectations before arriving at the hotel?
5 What comparison in Gilly’s review compares the restaurant service to an animal?
3 Do the following extracts express a positive (+), negative (–) or neutral (0) attitude?
1 + I can’t say enough about my stay.
2 ... it wasn’t nearly as enjoyable as we had hoped.
3 The swimming pool was alright but nothing to write home about.
4 There was nowhere in the world we’d rather have been.
5 The room was standard and the food was reasonable.
6 Your website doesn’t really do you justice.
7 It certainly was the most eco-friendly hotel we’ve ever stayed in!
What a hotel!
1★
We felt very confident when we chose this hotel. It was highly praised in the online
reviews and we had high hopes. We asked for a quiet room, and we were told our room was
newly-decorated. Our supposed trip of a lifetime changed, however, from the moment we
checked in. There was noise all night long, the bed was as hard as a rock and the bathroom
smelled like ten-day-old rubbish! We complained, but there were no other rooms available.
The air-conditioning and the lift didn’t work – we used the stairs every day. It certainly was
the most eco-friendly hotel we’ve ever stayed in! An experience not to be repeated.
Dave, Walthamstow
2★★★★★
I can’t say enough about our stay. No detail was overlooked and from the moment we arrived,
we were made to feel like movie stars. Your website doesn’t really do you justice. The rooms
are extremely comfortable and incredibly well-designed. We wanted to get away from
everything, and your hotel is really off the beaten track. We had the beach all to ourselves!
There was nowhere in the world we’d rather have been and we didn’t want to leave.
Hayley, Texas
3★★★
We were really looking forward to our trip, even though your hotel was pricey. We were
pleasantly surprised with the room and the food was fairly reasonable, but the waiters
were as slow as snails! The swimming pool was alright but nothing to write home about.
It’s certainly not the worst hotel we’ve ever stayed in, but to be perfectly honest, it wasn’t
nearly as enjoyable as we had hoped.
Gilly, Glasgow
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Define and guess!
4C VOCABULARY (Travel essentials, travel phrases)
RESOURCE 16
suitcase
• clothes
• pack
• travel
hotel
• stay
• guest
• tourist
castle
• building
• king
• medieval
first aid kit
• box
• sick
• doctor
holiday
• leisure
• travel
• break
penknife
• travel
• cut
• small
towel
• swim
• gym
• beach
guide book
• tourist
• visit
• read
sunblock
• protect
• skin
• cream
passport
•ID
• personal
• name
power bank
• battery
• portable
• charge
charger
• mobile
• electricity
• plug
T-shirt
• clothes
• casual
• jeans
plug in
• electricity
• equipment
• connect
train
• station
• transport
• track
boat
• water
• sail
• travel
travel
adapter
• plug
• electricity
• country
campsite
• tent
• caravan
• stay
headphones
• ear
• listen
• music
ear plugs
• protect
• sleep
• swimming
flight
• plane
• pilot
•fly
beach
• towel
• sea
• sand
insect
repellent
• mosquito
• lotion
• skin
backpack
• bag
• travel
• hike
journey
• trip
• travel
• transport
torch
• light
• camping
• electric
packing list
• list
• pack
• tick off
travel pillow
• rest
• neck
• sleep
route
• way
• start
• destination
seatbelt
• plane
• car
• protect
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Match and combine
4D GRAMMAR (Relative clauses)
RESOURCE 17
Match and combine | Student A
1 Work with Student B. Take turns to read out your
sentences to find matching pairs.
1 Cycling can help you appreciate nature.
A: Cycling can help appreciate nature.
B: It provides an aerobic workout as you push the pedals.
2 It first goes to a sorting station at the airport.
3 Spain is the fourth biggest country in Europe.
4 Pilots are usually allowed to fly nine hours during
the day.
5 She was lead singer in one of the world’s best-selling
girl groups.
2 Work with Student B. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Cycling, which can help you appreciate nature, provides
an aerobic workout as you push the pedals.
3 Work with Students C and D. Give two clues about the
words in bold from Exercise 1 for them to guess. Use
defining relative clauses. Give the other pair two points
for guessing the word in bold correctly on the first clue,
and one point for guessing it on the second clue.
A&B: It’s a sport which can help you appreciate nature.
C&D: No idea.
A&B: It also provides an aerobic workout as you push
the pedals.
C&D: Cycling!
Match and combine | Student B
1 Work with Student A. Take turns to read out your
sentences to find matching pairs.
a It provides an aerobic workout as you push the
pedals.
A: Cycling can help you appreciate nature.
B: It provides an aerobic workout as you push the pedals.
b Beyoncé is an American soul and pop singer.
c It’s famous for its flamenco dancing and cuisine.
d They usually fly with a supporting first officer.
e Luggage is loaded on a plane about forty-five
minutes before a flight.
2 Work with Student A. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Cycling, which can help you appreciate nature, provides
an aerobic workout as you push the pedals.
3 Work with Students C and D. Give two clues about the
words in bold from Exercise 1 for them to guess. Use
defining relative clauses. Give the other pair two points
for guessing the word in bold correctly on the first clue,
and one point for guessing it on the second clue.
A&B: It’s a sport which can help you appreciate nature.
C&D: No idea.
A&B: It also provides an aerobic workout as you push
the pedals.
C&D: Cycling!
Match and combine | Student C
1 Work with Student D. Take turns to read out your
sentences to find matching pairs.
1 Venice is also known as ‘the City of Canals.’
C: Venice is also known as ‘the City of Canals.’
D: It’s made up of 118 islands.
2 She won an Academy Award in La La Land in 2016.
3 Police officers maintain law and order.
4 It is usually shaped like a horseshoe.
5 Hiking is a long-distance walking activity.
2 Work with Student D. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Venice, which is also known as the ‘City of Canals,’ is
made up of 118 islands.
3 Work with Students A and B. Give two clues about
the words in bold from Exercise 1 for them to guess.
Use defining relative clauses. Give the other pair two
points for guessing the word in bold correctly on the
first clue, and one point for guessing it on the second
clue.
C&D: It’s a city which is made up of 118 islands.
A&B: No idea.
C&D: It is also known as the ‘City of Canals.’
A&B: Venice!
Match and combine | Student D
1 Work with Student C. Take turns to read out your
sentences to find matching pairs.
a It’s made up of 118 islands.
C: Venice is also known as ‘the City of Canals.’
D: It’s made up of 118 islands.
b It can take you to beautiful places in nature.
c They also prevent criminal activity.
d A travel pillow supports your neck during flights.
e Emma Stone is one of the highest-paid actresses in
the world.
2 Work with Student C. Join the matching pairs from
Exercise 1. Use non-defining relative clauses.
1 Venice, which is also known as the ‘City of Canals’, is
made up of 118 islands.
3 Work with Students A and B. Give two clues about
the words in bold from Exercise 1 for them to guess.
Use defining relative clauses. Give the other pair two
points for guessing the word in bold correctly on the
first clue, and one point for guessing it on the second
clue.
C&D: It’s a city which is made up of 118 islands.
A&B: No idea.
C&D: It is also known as the ‘City of Canals.’
A&B: Venice!
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The air we breathe
4E LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 18
1 2.9 Complete the interviews with the words and phrases from the box.
bikes bike lanes congestion cyclists drivers hybrid vehicles junctions noise pollution
pavement pedestrian red lights speed limit traffic jams zebra crossings
Presenter: Our first caller is Monica from Huddersfield.
Monica:
Hi, Bryan. We should look at what they’re doing in Europe. I was in Holland recently and
everybody cycles. There are 1bikes everywhere.
Presenter: Why is that?
Monica:
I think the main reason is that there are lots of really good 2
,so
3
don’t need to ride on the roads or the pavements. They can, but they don’t
need to. We just don’t have enough bike lanes in this country and the ones we have aren’t
good enough. Another reason is there are plenty of safe places to park bikes in Holland but
here it’s often hard to know where to leave your bike.
Presenter: I see.
...
Presenter: Go ahead, Ciaran.
Ciaran:
I think cars are the solution.
Presenter: Cars?
Ciaran:
Yes, electric cars, well, electric vehicles of all kinds, and 4
, too. There are
phone apps that can help you hire electric cars. That means people can share cars and that
cuts down 5
, you know, the 6
aren’t as bad and ...
Presenter: The same is true of carpooling.
Ciaran:
Yeah, but electric vehicles are better because they’re silent so they reduce 7
and that’s also something we need to do.
...
Presenter: Michelle, you’re a 8
, is that right?
Michelle:
Yes, the best way to get around is to walk. It’s good for your health too. But there’s
a problem with respect.
Presenter: What do you mean?
Michelle:
Well, last week I got knocked down on the 9
by a cyclist and ...
Presenter: I hope you weren’t hurt.
Michelle:
No, I was fine. I asked the cyclist why he was riding on the pavement and he said he
doesn’t feel safe on the roads ’cause it’s dangerous. I don’t think we should ban cyclists
from pavements, but some cyclists don’t respect pedestrians, and 10
don’t
respect anybody. They park on bike lanes and pavements, they don’t give way to cyclists at
11
or to pedestrians on 12
, they don’t respect the
13
and they go through 14
. We need more respect.
2 Look at the expressions in bold in the interviews. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
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Future choices
5A GRAMMAR AND VOCABULARY
(Talking about the future)
RESOURCE 19
Future choices | Student A
1 Read the situations below. Then ask the questions to
Student B and listen to his/her answers.
1 You and Student B are college students.
Ask him/her: ‘What are your plans after the A-levels?’
2 Student B is a good friend of yours.
Ask him/her: ‘Hey, what have you been up to?’
3 You are a waiter/waitress and Student B is
your customer.
Ask the him/her: ‘Are you ready to order, Sir/Madam?’
4 You are Student B’s mother/father. You’ve just
returned home.
Ask him/her: ‘Have you made lunch?’
5 You are a journalist. Student B is famous professor.
Ask him/her: ‘Professor Mayfield, what are your plans
for the next two years?’
2 Read the situations below. Then listen to Student B’s
questions and choose the best answers.
a You live in Paris. Student B is your cousin. He/She calls
you and gives you some news. You answer:
1‘This is great! I’ll show Auntie the Eiffel Tower!’
2‘This is great! I’m showing Auntie the Eiffel Tower!’
b You are Student B’s son/daughter. He/She says
something to you in the morning. You answer:
1‘Thanks, I’m going to pass.’
2‘Thanks, I think I’ll pass.’
c Student B is your cousin. He/she calls you and gives
you some news. You answer:
1‘I’ll help her.’
2‘I’m helping her.’
d Student B is your good friend. He/she calls you with
an invitation. You answer:
1‘I can’t come. Aunt Maisie is moving flat on Saturday
and I’m helping her.’
2‘I can’t come. Aunt Maisie is moving flat on Saturday
and I’ll help her.’
e You are on the phone in your room. Student B is
your flatmate. He/She knocks on your door and says
something to you. You answer:
1‘I’m about to go to the supermarket. What do
we need?’
2‘I’ll go to the supermarket. What do we need?’
Future choices | Student B
1 Read the situations below. Then listen to Student A’s
questions and choose the best answers.
1 You and Student A are college students.
He/She asks you a question. You answer:
a‘I’m about to apply to university.’
b‘I will probably apply to university.’
2 Student A is a good friend of yours. He/She asks you
a question. You answer:
a‘I’m about to apply to university.’
b‘I will apply to university.’
3 Student A is a waiter/waitress and you are his/her
customer. He/She asks you a question. You answer:
a‘Yes, we’ll have the tuna salad.’
b‘Yes, we’re having the tuna salad.’
4 You are Student A’s son/daughter. He/She comes
home and asks you a question. You answer:
a ‘Yes, we’ll have tuna salad.’
b‘Yes, we’re having tuna salad.’
5 You are a famous professor. Student A is a journalist.
He/She asks you a question. You answer:
a‘I’m visiting French Polynesia.’
b‘I’m going to visit French Polynesia.’
2 Read the situations below. Then ask the questions to
Student A and listen to his/her answers.
a Student A is your cousin from Paris. You call him/her
to give him/her some news.
Say to your cousin: ‘Aunt Maisie is coming to Paris this
weekend, did you know?’
b You are Student A‘s mother/father.
Say to him/her: ‘Good luck on your English test today!’
c Student A is your cousin. You call him/her to give him/
her some news.
Tell your cousin: ‘Aunt Maisie has just decided she’s
is moving flat on Saturday.’
d Student A is your good friend.
Say to him/her: ‘We’re having a barbecue on Saturday.
Would you like to come?’
e Student B is your flatmate. He/She is on the phone
in his/her room.
Knock at his/her door and say to him/her: ‘It seems we
have nothing to eat in the fridge.’
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Study phrasal verbs!
5B VOCABULARY (Phrasal verbs related to studying)
RESOURCE 20
Study phrasal verbs! | Student A
1 Complete the questions with the phrasal verbs from the box.
come up with drop in to get down to go over keep up with pull your socks up put off
1 Have you ever failed a test because you didn’t go over your notes?
2 Have you
an inventive way of revising for exams?
3 Would you like to
the Riverside Café study session?
4 Have you ever been told to
and be more responsible?
5 Are you going to
going to university and travel the world for a year?
6 What kind of surroundings help you
hard work?
7 Doyoutryto
the latest scientific developments?
2 Work with Student B. Take turns to ask and answer your questions from Exercise 1.
Have you
ever failed a
test because
you didn’t
go over your
notes?
Study phrasal verbs! | Student B
1 Complete the questions with the phrasal verbs from the box.
catch up on come up drop out of fall behind hand in pick up put together
8 What do you think will come up in your next English test?
9 In your opinion, why do some students
school before the final exams?
1 0 Areyougoingto
any homework late this week?
1 1 Whatcanyoudoifyoufallilland
at school?
1 2 Do you think you have to be gifted to
languages easily?
1 3 Areyougoingto
your schoolwork this weekend?
1 4 Willyouhaveto
a presentation this term?
2 Work with Student A. Take turns to ask and answer your questions from Exercise 1.
What do you think
will come up in the
English test?
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Order and match
5C GRAMMAR
(Future Continuous and Future Perfect)
RESOURCE 21
Order and match | Student A
1 Put the words in the correct order to make sentences.
1 bytheyear2050/you/think/have/you/changed/
will / do / what?
What do you think you will have changed by the year 2050?
2 will/of/earned/you/a/money/bythetimeyou’ve
finished your first job / have / lot?
3 will / at 20:00 tomorrow evening / be /
travelling / you?
4 at/because/he’ll/don’t/be/football/21:00/
him / watching / at that time / call
5 had/won’t/I/bythetimeyouarrive/dinner/have
6 snowing / be / it / when the skiers arrive at the resort /
won’t
7 what / decided / wants / by the end of the summer /
she/have/she/study/won’t/to
8 I/for/won’t/you/when/train/tomorrow/arrives/
waiting / be / your
9 celebrating / all night long / will / the / fans / will /
be / the / football / victory
1 0 work / started / have / by the time he’s twenty-one / he’ll
2 Work with Student B. Read out your sentences without saying the words in bold. Student B completes them with
an appropriate time expression. Give him/her one point for each correct answer. Then swap roles and do the same
for Student B’s sentences. Use the phrases from the box.
as of Thursday before I get my new car before I turn forty by the end of next year by the end of today
for almost forty years for over five years for the next three years tomorrow when you get home
What do you think will have changed ...
... by the year 2050?
Order and match | Student B
1 Put the words in the correct order to make sentences.
1 1 have/what/you/bytheendoftheday/will/done?
What will you have done by the end of the day?
1 2 moved/have/you/will/bytheendofnextyear/
house?
1 3 lunch/your/will/eating/friends/with/be/
you / tomorrow?
1 4 same/house/I/will/foralmostfortyyears/the/
have / living / in / been / next month,
1 5 been/asofThursday/feeling/I’ll/ill/have/
for a week
1 6 driving/I/passed/beforeIgetmynewcar/my/
won’t / test / have
1 7 ten/at/have/least/beforeIturnforty/I/visited/
countries / will
1 8 in/rented/he’ll/forthenextthreeyears/
accommodation / living / be
1 9 she’ll/foroverfiveyears/resident/on/a/have/
25 March, / US / been
2 0 won’t/whenyougethome/sleeping/I/be
2 Work with Student A. Listen to his/her sentences and complete them with a phrase from the box.
Then swap roles. Read your sentences to Student A without saying the words in bold. He/She completes
them with an appropriate time expression. Give him/her one point for each correct answer.
all night long at that time at 20:00 tomorrow evening by the end of the summer by the time he’s twenty-one
by the time you arrive by the time you’ve finished your first job by the year 2050 tomorrow
when the skiers arrive at the resort
What will you have done ...
... by the end of today?
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The changing world of work
5E LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 22
1 2.24 Choose the correct words to complete the interview.
Host: Today we’re talking about the world of work: how it’s changing and how it 1might / must change
in the future. With me is economist Mike Connolly. Welcome to the show, Mike.
Mike: Thanks, Rosa.
Host: There’s a lot of talk about the gig economy. What is it exactly?
Mike: Well, the term ‘gig economy’ 2dates / comes from the financial crisis of 2009. It describes an
economy in which it’s difficult for people to find 3full-time / temporary jobs with permanent
contracts. Many people, especially the young, have several 4full-time / part-time jobs or change
frequently from one 5temporary / permanent job to another.
Host: Many gig economy workers are 6self-employed / unemployed, right?
Mike: Yes,
7
employees / employers want flexibility so they employ a lot of 8unpaid / freelance workers
who hire out their time to different companies. Employers also prefer to pay their workers only
when they need them. That’s why many companies offer 9permanent / zero-hours contracts.
These are contracts in which you agree to work for an employer but the employer doesn’t
guarantee you any work.
Host: And of course, if you don’t get any work, you don’t get any money.
Mike: Yes. 10Paid / Unpaid shifts are becoming more common, too. That’s when you agree to work for
a certain time, a day or a week, for no payment.
Host: That sounds good for the 11employee / employer but what’s in it for the worker?
Mike: Well, you have the opportunity to show that you’re the right person for the job, which is good.
And you might end up 12losing / getting the job, which is better. But you 13could / couldn’t end up
with no money and no job at the end of your shift, and that’s not so good.
Host: The gig economy isn’t all negative, is it?
Mike: Of course not. There are 14advantages / disadvantages. For a start, you get a lot of work 15variety /
experience in all sorts of jobs. And if you work 16shifts / freelance, it 17may / must not be necessary for
you to commute; you may be able to work from home. Instead of a routine nine-to-five job, you are
your own 18boss / client. You’re free to decide when and where to work.
Host: Like a musician playing gigs?
Mike: Exactly. However, as most musicians will tell you, you don’t 19catch up on / turn down gigs
because you never know when the next one will come along. So of course, there are also
disadvantages to working in the gig economy. You may have to work 20long / zero hours for low
wages without getting paid overtime or holiday pay, even working 21freelance / around the clock
when you have a deadline to meet. And at other times you may not have enough work or earn
enough money. Even so, it’s probably better than being 22self-employed / unemployed.
Host: How many people work in the gig economy?
Mike: In the last twelve months, 4.4 per cent of people in this country have worked in the gig economy,
that’s 2.8 million people, and over fifty percent of them were young, aged from eighteen to
thirty-four. Unfortunately, I’m afraid this tendency towards 23part-time / full-time temporary work
24will / might almost certainly continue in the future.
Host: Thanks, Mike. Now, if you work in the gig economy, call us now on 0161715286 and tell us about
your experiences.
2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
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Complete and match
6A GRAMMAR AND VOCABULARY
(The first and second conditionals)
RESOURCE 23
Complete and match | Student A
1 Complete the first and second conditional sentences so they are true for you.
1 If I were President of my country,
.
2 If I go out tonight,
.
3 IfIhadonedaylefttolive,
.
4 If I have a party this weekend,
.
5 IfItoldalietoagoodfriend,
.
2 Read out the endings of your sentences from Exercise 1 to Student B. He/She matches them with the beginnings.
3 Listen to Student B and match the endings of his/her sentences from Exercise 1 with the beginnings below.
1 If I am distracted the next time I am trying to study, ...
2 If I had to cover for a cheating friend, ...
3 If I always tell the truth, ...
4 If it rains tomorrow, ...
5 If I could change one thing on this planet, ...
Complete and match | Student B
1 Complete the first and second conditional sentences so they are true for you.
1 If it rains tomorrow,
.
2 If I had to cover for a cheating friend,
.
3 If I always tell the truth,
.
4 If I could change one thing on this planet,
.
5 If I am distracted the next time I am trying to study,
.
2 Listen to Student A and match the endings of his/her sentences from Exercise 1 with the beginnings below.
1 If I have a party this weekend, ...
2 IfIhadonedaylefttolive, ...
3 IfItoldalietoagoodfriend, ...
4 IfIgoouttonight, ...
5 If I were President of my country, ...
3 Read out the endings of your sentences from Exercise 1 to Student A. He/She matches them with the beginnings.
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After the jackpot
6C LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 24
1 2.35 Complete the interview with the correct forms of the words in brackets.
Presenter: Today, we take a look at how careful choices can make a lottery win a good thing and how
poor choices can lead to 1unhappiness (UNHAPPY). With us is Dale Glover, author of After the
Jackpot. Dale, unlike most books about lotteries, this is not a guide to winning, is it?
Dale:
No. The book tells the stories of some of the biggest lottery 2
(WIN) in recent
history and examines how winning changed their lives for better or worse.
Presenter: And did you find the answer to the old question of whether money buys 3
(HAPPY)?
Dale:
Well, many winners discover that material 4
(POSSESS) don’t bring them
5
(SATISFY), and that the lifestyle they thought they wanted doesn’t actually
suit them. For example, UK teenager Jane Park won a million pounds when she was only
seventeen. Her initial 6
(EXCITED) quickly turned to 7
(SAD) and
now she’s sorry she won.
Presenter: Really?
Dale:
Jane made some poor choices. She bought an expensive car, but was 8
(SHAME) to drive it because people stared at her. She went on a luxurious holiday, but felt
9
(EMBARRASS) because the other guests at the hotel were not like her. She
even bought two properties, generally a wise 10
(INVEST), but then moved
back into a small flat with her mum because she was lonely. I’d say Jane’s story shows that
the 11
(LUXURY) way of life many of us think we want, can actually be a
12
(DISAPPOINTING).
Presenter: I think our listeners might find it difficult to feel 13
(SYMPATHETIC) for a lottery
winner.
Dale:
Well, like many winners, Jane’s relationships have also suffered. She has the same friends,
but finds it harder to get on with them now. It’s also hard for winners like Jane to trust new
people. They find themselves asking ‘are they interested in me, or my money?’ Jane and
others have even faced cyberbullying from strangers who are jealous. For some winners,
this 14
(ENVIOUS) can even affect family relationships, though thankfully not
in Jane’s case.
Presenter: Presumably, some of the people in your book have made better choices and are enjoying
their 15
(WEALTHY).
Dale:
Absolutely. Firstly, many winners choose to remain anonymous. A good example is the
eighteen-year-old who won 22 million pounds in 2013, the biggest win ever by a UK
teenager. He has given 16
(GENEROUS) to charity, also a good choice, and
no one knows who he is, so he has avoided the pressure of media attention. The winners
whose dreams have come true have often thought ahead, taken 17
(FINANCE)
advice and made good investments. Many older winners stop working, but experience has
shown it is wise to stay active through travel, an interest, or charity work. With millions of
pounds in your pocket and nothing to do, it’s easy to take up 18
(HEALTHY)
habits.
Presenter: I’m sure. Of course, another option is to just give it all away, ha!
Dale:
Well, in 2017, a nineteen-year-old in the US won half a million dollars. He invested 5,000
dollars himself and gave the rest to his parents to thank them for everything they had done
for him and his sister.
Presenter: How wonderful!
2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
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How good a friend are you?
6D GRAMMAR
(The zero conditional and alternatives to if)
RESOURCE 25
How good a friend are you? | Student A
1 Complete the quiz with the clauses from the box.
they move to a different country you always keep it you call your friends to chat about your day
you encourage them to do a self-defence course you listen and make sure the conversation is flowing
you make an excuse because you are too busy
2 In pairs, do the quiz in Exercise 1 and note down your answers in the boxes.
FOLD
3 In pairs, check your score and read your results.
Results
Mostly Bs in A and Mostly As in B: Fab Friend! You always stand by your friends and you are loyal and caring. You are naturally
able to get along with others. Well done!
Mostly As in A and Mostly Bs in B: Fair-Weather Friend. You support friends when it’s easy for you. You can be a great friend if you
pay attention and give advice. Go on, your friends deserve it!
Mostly Cs in A and Mostly Cs in B: False Friend. You think life is one big party and you don’t take anything seriously.
You can be self-centred, however, and you should pay more attention to your friends.
AB
AB
AB
If you organise a party,
a you introduce people to each other and chat
to friends.
b you listen and make sure the conversation
is flowing.
c you make sure you have a really great time.
1
If your friend tells you a secret,
a you only tell another very close friend.
b
.
c you only tell it to one other friend.
2
As soon as you find out a friend is being bullied,
a
.
b you advise them to get help.
c you ignore them.
3
Provided it isn’t too late,
a
.
b you call your friends to ask about their day.
c you call a friend if you need something.
5
You talk to your friend twice a day unless
a
.
b they hurt your feelings.
c they irritate you.
6
When a friend is sick and asks you to visit them,
ayougoassoonasyoucan.
b you call and ask them if they need anything.
c
.
4
good
are you?
How
friend
a
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2 In pairs, do the quiz in Exercise 1 and note down your answers in the boxes.
FOLD
3 In pairs, check your score and read your results.
Results
Mostly Bs in A and Mostly As in B: Fab Friend! You always stand by your friends and you are loyal and caring. You are naturally
able to get along with others. Well done!
Mostly As in A and Mostly Bs in B: Fair-Weather Friend. You support friends when it’s easy for you. You can be a great friend if you
pay attention and give advice. Go on, your friends deserve it!
Mostly Cs in A and Mostly Cs in B: False Friend. You think life is one big party and you don’t take anything seriously.
You can be self-centred, however, and you should pay more attention to your friends.
How good a friend are you?
6D GRAMMAR
(The zero conditional and alternatives to if)
RESOURCE 25
How good a friend are you? | Student B
1 Complete the quiz with the clauses from the box.
unless they lie to you you ask them why they are interested you can get through anything you join one side
you offer to help and give them your notes you speak up and confront the gossip
AB
AB
AB
Before you share your friend’s phone number
with another person,
a you ask your friend if you can share this
information.
b you ask them why they are interested.
c you ask if they need email address as well.
7
As long as you have friends,
a you are happy.
b
.
c you look good.
8
You never stop being friends with someone,
a
.
b unless you disagree too often.
c unless they become boring.
9
After your friends fall out,
a you try to talk to them.
b
.
c you ignore them.
11
If someone talks about a friend behind
their back,
a
.
b you listen and tell the friend later.
c you say nothing.
12
When a friend doesn’t do well in an exam,
a
.
b you remind them of the things they are
good at.
c you tell them how well you’ve done.
10
good
are you?
How
friend
a
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Love and War
6F VOCABULARY
(Relationships, conflicts and problems)
RESOURCE 26
Love and War | Student A
1 Complete the sentences from a conversation about a TV series
with the prepositions from the box.
about (x2) down in off out out with up with with
a
Days? More like weeks! He was crazy
her but
Alison said something to Gary.
b I wouldn’t put
someone talking behind my back
like that. What do you think is going to happen now?
c 1 Did you see Love and War on TV last night? Joanna asked
Gary
out
but I’m not sure if Gary will go
her.
d Yes, I think they are too. When Joanna finds out that Alison’s let
her
, she’ll be really sad. They seemed like such
good friends.
e
Alison said to Gary that Joanna was showing an interest
his best friend.
f
Angry? Come on! She was the one who left Steve! She’ll have
to cope
it
g I disagree, she really wants to be in a relationship. If it doesn’t
work out with Gary, Joanna should ask Steve out. They really
hit it
at the party.
h You’re right, she did. She never worried
breaking his heart.
2 Work with Student B. Put sentences a–p in the correct order to make a conversation.
Love and War | Student B
1 Complete the sentences from a conversation about a TV series
with the prepositions from the box.
at behind in (x2) into out with (x2) up with
i
His best friend! Alison’s always talking
Joanna’s back.
j Did you say Steve? Alison split
with Steve,
remember?
k 2 Why not? I thought it was love
at
first sight.
Gary was in love
Joanna for days at the
beginning of the series.
l
What did Alison say to Gary? Well, I think she’s just jealous
because Gary had fallen
love.
m
I know. Alison broke Steve’s heart. But she will be really angry
if Joanna goes
him.
n
True. Looks like everyone’s about to get
trouble
in the next episode! All’s fair in Love and War!
o
They’re going to fall
each other when Joanna
finds out.
p She’ll be sad, I know, but maybe it’s the best thing for
Joanna in the end. Maybe she isn’t ready to be
a serious relationship right now.
2 Work with Student A. Put sentences a–p in the correct order to make a conversation.
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What’s that line?
7A GRAMMAR AND VOCABULARY
(Reported speech)
RESOURCE 27
What’s that line? | Student A
1 Rewrite these lines from films in reported speech. Use the names in the ‘Who said that?’
column and choose the correct reporting verb for each sentence.
Line
Who said that? Reporting verb
1 ‘Stay away from me!’
Ian to Luke
ask / agree
2 ‘I’m not afraid of them anymore!’
Maria
claim / tell
3 ‘It’s not going to be easy to find the money.’
Emilio
confess / point out
4 ‘Don’t trust Amanda.’
Harry to Will
warn / say
5 ‘I’ll always be here for you.’
Jo to her son
promise / warn
6 ‘I’ve never seen this woman before in my life.’
Richard
explain / advise
7 ‘You’re never here when I need you.’
Elena to Tim
reply / complain
8 ‘All right, I’ll help you.’
Val to Emma
agree / claim
1 Ian asked Luke to stay away from him.
2 Read your reported sentences to Student B. Can he/she guess the exact line from the film?
What’s that line? | Student B
1 Rewrite these lines from films in reported speech. Use the names in the ‘Who said that?’
column and choose the correct reporting verb for each sentence.
Line
Who said that? Reporting verb
1 ‘I can travel back in time.’
Dr Bernard
ask / claim
2 ‘No, don’t open that door!’
Meg to Adam
tell / promise
3 ‘I’m responsible for the accident.’
Rafaella
ask / confess
4 ‘It’s my job to question everything.’
Detective Fox
explain / advise
5 ‘Your son will be famous one day.’
Louise to Pete
predict / complain
6 ‘No one ever pays any attention to me!’
Dave
complain / confess
7 ‘He’ll come after you if you don’t do what he wants.’
Liz to Rachel
warn / promise
8 ‘I’ve never been on a space mission before.’
Harriet
ask / point out
1 Dr Bernard claimed that he could travel back in time.
2 Read your reported sentences to Student A. Can he/she guess the exact line from the film?
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Viewing habits survey
7B VOCABULARY (Viewing habits)
RESOURCE 28
Viewing habits survey | Student A
1 Unscramble the words in bold to make words/phrases about
viewing habits.
1 Have you ever gnibe-hcwaetcd binge-watched a TV series?
How can this be bad for your health?
2 Can you tell me about a hohgttu-iornokpvg
documentary you’ve seen recently? Why did it make you
reflect deeply?
3 Can you recommend an waadr-nwgnini
TV series
to me? Why would you recommend it?
4 Can you remember a rikenbga wesn
item you
heard recently? Where did you hear it?
5 What’s the best diesepo
in a TV series you have
watched? What was the storyline in this show’s instalment?
6 Which film has been lewl- ievwered
recently?
Are you going to stream it or see it at the cinema?
7 Do you watch the taleirr
to get the idea of what
a film is about? Does this film extract usually give you a good idea
of the plot?
2 Work with Student B. Take turns to ask and answer the
questions in Exercise 1.
Viewing habits survey | Student B
1 Unscramble the words in bold to make words/phrases about
viewing habits.
8 Do you like to watch films in English with tuitslebs subtitles in
your own language? Have you tried watching with the dialogue
and captions in English?
9 Are you trying to cut down on your secnre temi
?
What steps can you take to limit your media use?
1 0 Have you got a sbsucporitin strgemian vriscee
?
Have you also got cable TV in your house?
1 1 What time of the day is good for watching no-amdedn nctonet
? Is TV on demand the end of traditional TV?
1 2 Do you stay behind in the cinema to watch the citrdse
? What information can you get from this list
of people?
1 3 Do you like to see films with actors when they were titlel-onwkn
? Can you name a film with a famous actor at the
beginning of his/her career?
1 4 Have you watched a aeftreu-nteghl
episode of
a TV series? Do you think these episodes are too long?
2 Work with Student A. Take turns to ask and answer the
questions in Exercise 1.
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Art and social media
7C LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 29
1 3.4 Complete the interviews with one word in each gap.
Presenter: Hi and welcome to Arts World. Today, we’re looking at how artists and performers use social
media to promote their work and become successful. Here’s a quick look at some of the
people in the show.
1
Presenter: Keira, it’s not easy to become popular, so how did you make a 1 name for yourself?
Keira:
By trying hard and not giving 2
. I spent years selling my paintings on the street
but I didn’t have any useful contacts, so there was no way that any important galleries were
going to show my work. But then I created a new social 3
page just for my
paintings. I
4
a lot of time and thought into it. I added high-quality photos of
my paintings and videos of me talking about my work. And a few months ago I got my first 5
when the people at this gallery contacted me. They’d seen my page and they
said they loved what I was doing and now they’ve put on this major 6
of my
paintings here in London. I’m so glad I spent all that time on my computer!
2
Presenter: How did you become a TV star, Andy?
Andy:
Well, I trained as an 7
and my first part was in a play at the Edinburgh festival.
Unfortunately, it wasn’t a great 8
. But the next day I was in a café reading the
papers and although the play was a huge flop, I got good reviews. They said I was funny. So
that’s when I decided to become a stand-up comedian. I spent a few months 9
jokes in clubs. It started off OK but in the end, it 10
to nothing. So, I started my
own YouTube 11
and posted some videos of me telling jokes and funny stories.
I didn’t get many views at first, but then I started getting more likes and positive comments,
and before long it really took 12
. The producer of a comedy series saw it and
offered me a part in his show. And now I’m 13
in my own show. We’ve just
finished filming the first episode, actually. Have you seen the trailer?
3
Presenter: Selena, you’ve been writing novels and short stories for years, you’ve taken part
14
dozens of literary competitions but you’ve only just become successful.
How come?
Selena:
I suppose you could call it success through social media.
Presenter: What do you mean?
Selena:
Well, when I wrote my first novel, Digital Sunshine, I thought it was great, but nobody
wanted to publish it. That was a 15
of a setback but I didn’t give up. I started
my own blog – it’s called Selena 4U, by the way – and that got a lot of people interested
in my work. Then I self-published my novel online. Lots of people downloaded it for free
and told their friends how much they’d enjoyed it. Eventually, a major publisher took it
on and I haven’t 16
back since. I’m the author of a best-seller and I’m working
17
a new book called Light and Life.
4
Presenter: Tracy, you released your first record back in 2015. Was it a 18
?
Tracy:
Not at all! Our friends liked it but it only 19
about a hundred copies and my
mum bought most of them! What a disaster! So, after that we went back to 20
one and started playing concerts and performing other people’s songs. But then our friend
Tony, who’s a film director, made a video of one of our songs, ‘Love Life’.
Tracy:
That was in 2017, wasn’t it?
Presenter: Yes, it was. Oh no, actually, we filmed it the year before, in late 2016. Anyway, we used
social media to create interest in the video and then we managed to get some money
together to pay for pop-up 21
on YouTube. It worked. The video 22
viral in 2017 and now we’re big stars. Every show’s a sell-out!
2 Look at the expressions in bold in the interviews. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
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What’s your line of work?
7E GRAMMAR (Reported questions)
RESOURCE 30
What’s your line of work? | Student A
1 You interviewed some people about their jobs.
Report your questions and their answers. Use ask
or want to know and other reporting verbs.
1 Me: Would you have made a name for yourself if it
weren’t for this reality show?
Gigi, TV Star: I’m not sure because people had
no idea who I was before this show.
I asked Gigi if she would have made a name for herself
if it hadn’t been for that reality show. She answered that
she wasn’t sure because people had had no idea who
she was before that show.
2 Me: Which artists are you showing at your
exhibition at the moment?
Kenzo, art gallery owner: This is a cooperative
gallery and we have lots of emerging young
artists this month.
3 Me: How much did you get paid for writing your
novel last year?
Michael, author: I got paid well but this is my
eleventh book.
4 Me: Will you start performing your own songs or
continue with covers?
Gary, singer-composer: I’m going to continue
with covers and I’ll gradually replace them with
my own songs.
5 Me: What will you do if your live-streaming
network is a flop?
Bella, TV producer: I’ll go back to being a music
producer.
6 Me: How many people buy what you wear after
they see it on your social media page?
Harry, influencer: Sales rocket for brands every
time I wear new clothes.
2 Work with Student B. Take turns to read out your
reported questions and answers without saying
the jobs. Match Student B’s questions and answers
with the jobs from the box. There is one extra job.
actor artist blogger dancer film director
publisher stand-up comedian
I wanted to know what inner thoughts Joseph
was trying to express with that sculpture.
He answered he was trying to express the
passing of time.
Artist!
What’s your line of work? | Student B
1 You interviewed some people about their jobs.
Report your questions and their answers. Use ask
or want to know and other reporting verbs.
1 Me: What inner thoughts are you trying to express
with this sculpture?
Joseph, artist: I am trying to express the passing
of time.
I wanted to know what inner thoughts Joseph was
trying to express with that sculpture. He answered
he was trying to express the passing of time.
2 Me: When did you film that video that went viral?
Tom, film director: We filmed it at the end of last
summer.
3 Me: Do you think you chose the best platform?
Emma, blogger: I think it’s one of the best on
the market today.
4 Me: Has your company become completely digital
or do you still print books?
Edward, publisher: We stopped printing books
a year ago.
5 Me: Did take you long to learn this show’s
choreography?
Katia, dancer: It only took few hours because
I’m very good at remembering choreography.
6 Me: How do you tell such funny stories and jokes?
Jane, stand-up comedian: If I believe the joke is
funny, people will find it funny.
2 Work with Student A. Take turns to read out your
reported questions and answers without saying
the jobs. Match Student A’s questions and answers
with the jobs from the box below. There is one
extra job.
art gallery owner artist author influencer
singer-composer TV producer TV star
I asked Gigi if she would have made a name for
herself if it hadn’t been for that reality show. She
answered that she wasn’t sure because people
had had no idea who she was before that show.
TV star!
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Are you an ads expert?
8A GRAMMAR AND VOCABULARY (The passive)
RESOURCE 31
1 In pairs, complete the quiz questions with the correct passive form of the verbs in brackets.
Do our quiz and find out!
1 What word is most used (most/use) in advertisements?
a ‘be’
b ‘you’
c ‘best’
2 When
(the first jingles/sing)
on US commercial radio?
a in the 1920s
b in the 1800s
c during the First World War
3 When
(the first online
advertisement/post)?
a 1997
b 1994
c 1991
4 Which catchy slogan
(create)
in the nineteenth century by Thomas Barratt, who
(know) as the father of
modern advertising?
a ‘Good morning. Have you used Pears’ soap?’
b ‘Fly the American way.’
c ‘For a better start in life, start Cola earlier.’
5 What
(sell) in the first
e-commerce transaction?
a an online pizza
b a pair of sports shoes
c a CD by the English singer, Sting
6 What do experts predict
(introduce) in all e-commerce soon?
a same-day delivery
b thirty-minute delivery by drone
c a way to really test drive a car before you buy it
7 When
(more money/spend)
on digital ads than traditional TV ads?
a 2018
b 2015
c 2017
8 How many advertising messages
(see) by a Londoner on an
average day?
a 3,500
b80
c 15,000
9 How can
(pop-up ads/block)?
a by the browser
b by a special software package
c by deactivating the Internet
10
When
(pop-up ads/invent)?
a 2000
b 1997
c 1995
ads expert?
Are you an
2 In your pairs, do the quiz. How many answers do you know? How many can you guess?
3 Listen to your teacher and check your answers. You get one point for each correct answer. Then read your results.
Scoring key:
1–3 points: Don’t worry. Most of us don’t know much about advertising and marketing. This quiz
was meant to introduce you to the concept, so you can be more alert to it in the future.
4–7 points: You seem to know what the advertising world is and how it works.
8–10 points: You’re a rare advertising expert! Count me impressed!
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I spend my money on ...
8B LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 32
1 3.14 Complete the answers from a survey on spending habits with the words and phrases from the box.
adverts bargain hunting charity shops cheap discount get a good deal next to nothing rip-off
save my money save up for savings second-hand spare spend a fortune on special offer waste of money
I love reading and I do it every day, so I get through a lot of books. Friends oen advise me to
buy 1second-hand books or use the library, but I love that new book smell and feel too much,
so I go on the Internet to look for things 2
, you know, like two for the price of
one. I spend most of my 3
on these websites! There’s nothing I’d rather buy
than books. One day I want to live in a house filled from floor to ceiling with books.
I’m not really into shopping, even online, but I meet my mates at the shopping centre on
Saturdays. We go for coffee and sit around, talk about video games, books we are reading,
sports or whatever. Actually, the coffee is a 4
considering it is made with just
hot water and a few beans, but we like the place and we usually have something sweet –
they have nice cookies and cakes. Then a bit later, we go for lunch – a burger or a pizza;
fast-food is generally 5
even if it’s not healthy. On Sundays I always go to the
gym to burn off the calories from Saturday. My sister says I should just stop doing both
things and 6
instead!
Just like my brother, I’m a fan of developments in the gaming industry. I buy several
gaming magazines each month and I’m always online, on the bus or wherever, learning
about what’s new. The reviews are my favourites, and I even enjoy the
7
. I like to know exactly what titles the big companies are working on.
I don’t buy used games because I want the very latest. However, the newest games are
really expensive so you can 8
if you’re not careful. Car racing games are my
favourite – until I’m old enough to take my test – then I’ll need to
9
a real car.
So, my friend is a hairdresser and he showed me this great app. It tells you exactly which
shops have special offers on any particular day. I mean, good quality personal care
products are usually very expensive, so if there’s a
10
, that’s great. I always
like to save money on products if possible. My friends always let me know if they find
a good deal. My brother thinks it’s all a 11
and that I should be saving up
for a car instead, but you should see the state of his hair and skin. He doesn’t seem to
understand that if you want to look good in the future, you have to take care of yourself
when you’re young.
I admit I spend most of my 12
cash on the way I look. I enjoy taking care of
myself. I watch what I eat and try to keep myself in shape by doing sports regularly. I don’t
have a lot of money, so I follow my brother’s advice and get most of my clothes from
13
. I don’t have any problem with the fact that they’ve been worn before.
That’s what washing machines are for! It takes time to go 14
, butitpaysoff
when you 15
. Ipaid16
for a pair of designer jeans last weekend.
1
2
3
4
5
2 Look at the expressions in bold in the texts. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
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Money talks
8C VOCABULARY (Money)
RESOURCE 33
Money talks | Student A
1 Complete the answers from a survey on money with the phrases from the box.
live in poverty loose change rolling in money short of money spend money like water ran out of money
Most of my mates are careful, but one or two spend money like water the second they earn it!
I don’t like it when friends are
and ask to borrow some from me.
I always give street musicians and artists something if I have some
in my pocket.
If I completely
while I was travelling, I’d phone my parents and ask them if they
could have some money sent to me.
I’d rather be relatively wealthy than
. However, I think it’s unfair that some people
are literally
.
a
b
c
d
e
2 Ask Student B survey questions 1–5 below and listen to his/her answers.
1 Do you know any stories about celebrities’ ridiculous
spending habits?
2 While you’re travelling, do you prefer to use a debit card
or cash?
3 Do you think it’s a good idea to have a credit card?
4 If you are short of money, what activities can you do
where you live?
5 Would you use crowdfunding as a way of raising money
for a project?
3 Match the survey questions Student B asks you with answers a–e in Exercise 1.
Money talks | Student B
1 Complete the answers from a survey on money with the phrases from the box.
broke crowdfunding debt have more money than sense have some money on me spend a fortune
No, I don’t. If you’re not careful, your limit is exceeded and that can lead to debt .
I do use my debit card, but I always make sure I
in cash when I’m abroad.
Why not? A friend of mine had a
campaign and it made him $1,000.
f
g
h
i
j
Some celebrities are crazy – they
. I know some stars
on private jets and things like that.
There are loads of inexpensive activities to try in our town. The problem is when I’m totally
!
2 Match the survey questions Student A asks you with answers f–j in Exercise 1.
3 Ask Student A survey questions 6–10 below and listen to his/her answers.
6 Would you like to be one of the superrich?
7 Do you give money to street performers?
8 Are your friends good at managing their money?
9 Are you happy to lend money to friends who don’t have
enough?
1 0 What would you do if you were travelling and you had no
money left?
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Digital money
8D READING AND VOCABULARY
(Understanding links in a text)
RESOURCE 34
1 Read the article quickly and choose the best title.
a Where can you use Bitcoin?
b Bitcoin – is it changing the game?
c Bitcoin and the fight against corruption
d How safe is Bitcoin?
2 Read the article again and complete gaps 1–5 with
sentences a–g. There are two extra sentences.
a For instance, in 2014 $350 million worth of Bitcoins
disappeared from the Japanese Bitcoin exchange
company Mt. Gox.
b Overstock became the first major online retailer to
accept Bitcoin payments.
c However, his true identity remains a mystery.
d Then you can convert your money into virtual currency
and order Bitcoins.
e It is revolutionary because it is user-regulated and
anonymous.
f These cyberattackers can write malicious software
and cause global panic.
g Thanks to this, many people working abroad can now
send money home at greatly reduced costs.
3 Look at sentences that complete the gaps in the
article and study Active Reading above. Then match
the sentences with the types of links from Active
Reading that helped you do the task. You can choose
more than one link for each sentence.
Gap 4 and sentence g use paraphrases: ‘bank transfers’ =
‘send money home’.
ACTIVE READING | Understanding links in a text
When working on their texts, writers use:
• lexical links to connect sentences by repeating words,
using synonyms (e.g. cash = money), related words
(e.g . coins, notes = buy) and paraphrases (e.g. barter =
swapping one thing for another).
• logical links to connect ideas (e.g . reason and
consequence)
• linking words to connect ideas (e.g . They tried
something to fix the problem. However, it didn’t work.)
• referencing words to refer back to someone or
something (e.g. he/him/his, that, which, there, then)
• questions and answers within the text
Bitcoin is a form of digital currency that exists only electronically. The concept was created in 2009
by a man who used the name Satoshi Nakamoto. 1
He evaporated from the web in 2011,
when Bitcoin hit its peak of over $19,000, possibly making him the world’s most elusive billionaire.
If you want to use Bitcoin (BTC), first you need to install a digital virtual wallet, a kind of an online
banking app, onto your electronic device. 2
You can use them to shop online anywhere
where they are accepted.
3
There is no central banking system or government to control the Bitcoin in circulation. The system
depends on complex software and a network of computers, known as Bitcoin miners, to verify and secure
online exchanges. Bitcoin avoids the high charges banks impose on bank transfers. 4
Also, billions
of people who do not have bank accounts (thirty-nine percent of the world, according to the World Bank)
can now access banking services through mobile phone apps and participate in global commerce.
However, the lack of rules and the anonymous nature of Bitcoin makes it a security risk. It can be used to
hide illegal activities and it is vulnerable to hackers. 5
Thousands of users were left without funds
and there was an eighty percent crash in prices. Bitcoin is also highly unstable because prices are based
on speculation: people buy BTC as a financial investment rather than actually using it for transactions.
Bitcoin is an experiment that is in active development. The rules of the game are changing and nobody
can predict what will happen next.
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My busy day
8F GRAMMAR (have/get something done)
RESOURCE 35
My busy day | Student A
1 Work with Student B. Say a noun from the box for Student B to match with the correct verb.
Note down the answers.
computer contract curtains dog identity card key teeth trousers
2 Now listen to Student B’s nouns and match them with the verbs from the box.
check deliver dry-clean print repair take test unlock
3 It’s 1 p.m. and you’re having a very busy day. You visited two places this morning, you are at one place now
and you are going to visit two more places later this afternoon. Plan your route and note down the times
you visit each place.
4 Describe your day to Student B. Show them where you started your day. Then use have/get something done
to talk about the services at each place, and say what time you were/will be there. Don’t say the names of
the streets. Use the collocations from Exercise 1 to help you.
I had my hair cut this morning at 10:00. I have just had my teeth whitened at the dentist.
I’m having my computer upgraded now. I’m going to have my trousers dry-cleaned at 14:00.
5 Listen to Student B describing their day. Note down the services and times. Then try to guess his/her route.
I think you went down Silver Street, turned left at Burton Street, went right at...
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My busy day
8F GRAMMAR (have/get something done)
RESOURCE 35
My busy day | Student B
1 Work with Student A. Listen to his/her nouns and match them with the verbs from the box.
alter cut make renew sign upgrade vaccinate whiten
2 Now say a noun from the box for Student A to match with the correct verb. Note down the answers.
bike blood pressure eyes groceries mobile photocopies photograph suit
3 It’s 1 p.m . and you’re having a very busy day. You visited two places this morning, you are at one place now
and you are going to visit two more places later this afternoon. Plan your route and note down the times
you visit each place.
4 Listen to Student A describing their day. Note down the services and times. Then try to guess his/her route.
I think you went down Silver Street, turned left at Burton Street, went right at...
5 Describe your day to Student A. Show them where you started your day. Then use have/get something done to talk
about the services at each place, and say what time you were/will be there. Don’t say the names of the streets.
Use the collocations from Exercise 1 to help you.
I had my hair cut this morning at 10:00. I have just had my teeth whitened at the dentist.
I’m having my computer upgraded now. I’m going to have my trousers dry-cleaned at 14:00.
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The story of the Titanic
9A GRAMMAR AND VOCABULARY
(The third conditional)
RESOURCE 36
The story of the Titanic | Student A
1 Complete the third conditional sentences with the correct forms
of the verbs from the box.
avoid be be become fill damage go inform last pay
reach save sink survive
a 1 If there hadn’t been (–) a different current in the Gulf Stream,
there
(–) so many icebergs in the area.
b If they
(–) at full speed, they
(+)
the iceberg.
c
If the compartments
(+) longer, the Titanic
(–) so quickly.
d If the iceberg
(–) main body of the ship, water
(–) the compartments.
e
If the Carpathia
(+) the Titanic in time, they
(+) more people in the lifeboats.
f If all the passengers
(+), the story of the Titanic
(–) so famous.
g If the wireless operators
(+) attention to
the iceberg warnings from other ships in the area, they
(+) the captain.
2 Work with Student B. Put all your sentences in a logical order to
reconstruct the story of the Titanic.
The story of the Titanic | Student B
1 Complete the third conditional sentences with the correct forms
of the verbs from the box.
avoid b e be be informed become construct damage go
last reach receive sink star survive
h 2 If there hadn’t been (–) so many icebergs in the area, the Titanic
(–) six separate warnings.
i If the engineers
(+) compartments with better
materials, they
(+) longer.
j If the story
(–) so famous, Leonardo di Caprio
and Kate Winslet
(–) in the movie.
k If they
(+) the iceberg, it
(–)
the main body of the ship.
l If the captain
(+) there were large icebergs
in the area, he
(–) at full speed.
m If there
(+) more lifeboats in the first place,
everyone
(+).
n
If the Titanic
(–) so quickly, the closest ship –
the Carpathia –
(+) it in time.
2 Work with Student A. Put all your sentences in a logical order to
reconstruct the story of the Titanic.
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Surviving disaster
9B LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 37
1 3.26 Complete the interview with the words and phrases from the box.
disasters doorway drop get in the open ground high building hold onto keep calm
panic power lines protect yourself run out stay inside survive take the lift trapped
Host:
My guest today is Wendy Smith, the producer of Surviving Disaster, the exciting new
TV series. Hi, Wendy.
Wendy:
Hello, Andy.
Host:
What’s the show about?
Wendy:
It’s about how to 1 survive natural 2
. In the first episode, we look at
earthquakes.
Host:
What should you do to survive an earthquake?
Wendy:
It depends where you are. If you’re inside, stay inside, don’t
3
and
4
into the street. The three words to remember are drop, cover and hold.
Host:
Drop, cover and hold?
Wendy:
Yes,
5
under a table or desk to 6
, cover your head and
7
the legs of the table to stop it moving when the 8
shakes.
Host:
It’sagoodideatostandina9
, isn’t it?
Wendy:
A lot of people think that but it’s not true. A doorway can protect you but the problem
is the door might move suddenly and hit you, so it’s safer under a table. If you’re in
a10
, go down the stairs. Don’t 11
because you’ll be
12
if it stops working.
Host:
What should you do if you’re outside?
Wendy:
13
, away from buildings, you don’t want them to fall on you. And watch out
for 14
. You could die from an electric shock if one falls to the ground and you
touch it. If you’re driving, stop the car. But don’t get out; it’s safer to 15
. And
don’t stop your car on or under a bridge. And most importantly, 16
and try to
help others, especially children and the elderly.
2 Look at the expressions in bold in the interview. In pairs, discuss how you say them in your language.
Then write example sentences or mini-conversations with the expressions.
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How green are you?
9C VOCABULARY (Environmental responsibility)
RESOURCE 38
How green are you?
1 In pairs, complete the quiz questions with the words and phrases from the box.
decompose disposable households oceans recycling recyclable recycler sustainable waste (n) waste (v)
Do our quiz and find out!
1 Which item is the least recyclable item in this list?
a rechargeable batteries
b LED bulbs
c plug sockets
2 What is the average amount of
produced
per person per year in the UK?
a 411kg
b 4110 kg
c 41kg
3 How many
in the UK sort their rubbish?
a 43.7%
b 27.2%
c 76.8%
4
, single-use plastics are one of the main
causes of marine pollution. How many disposable coffee
cups does the UK throw away every day?
a 4 million
b 2 million
c 7 million
5 Many people fail to understand what to recycle. The UK’s
top
mistake is
a organic or food waste in dry recycling.
b takeaway pizza boxes in paper waste.
c plastic in green waste.
6 Food waste is a global problem. How much does the
average UK family
each year?
a a week’s worth of food
b a months’ worth of food
c ten days’ worth of food
7 Which of these items is the most common debris item
found in our
?
a beverage cans
b fishing line and equipment
c glass fragments
8 The rule to protect the environment and promote
sustainability is called ‘the three Rs rule’:
Reduce, Reuse and Recycle. Which of the following
products is not
?
a helium balloons
b cotton tote bags
c glass straws
9 Which country is the top
in the world?
a South Korea
b Canada
c Germany
10 How long does it take for plastic bag to
?
a upto10years
b up to 100 years
c up to 1,000 years
How green are you?
2 In your pairs, do the quiz. How many answers do you know? How many can you guess?
3 Listen to your teacher and check your answers. You get one point for each correct answer. Then read your results.
8–10 points: Super green
You are super green! Keep it up. You could
save the world!
4–7 points: Greenish
Not bad. Keep working on it. The planet
needs you!
1–3 points: Absolutely non-green
Never mind! It’s never too late to go green!
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No regrets!
9D GRAMMAR (I wish/if only for regrets)
RESOURCE 39
1 In pairs, imagine you are two adult friends talking about your lives. Follow the steps below.
1 Take turns to express regrets about the past using I wish/If only + Past Perfect. Use these prompts and/or your own ideas.
STUDY MORE
travel the world
give up my studies
become a singer
save money
study IT
l
ookaftermyhea
l
th
party more/less
skip school
2 Use these expressions to react to your partner’s regrets. Try to cheer him/her up!
Cheer up! Don’t blame yourself. It doesn’t help to think too much about it. It won’t do any good thinking about it.
Life’s too short for regrets. Look on the bright side! Never look back. Never mind!
There’s no use crying over spilt milk. Try not to let it get you down!
If only I’d become a singer. I would be famous now.
Hey, it won’t do any good thinking about it.
2 Work in the same pairs. Follow these steps.
1 Take turns to tak about wishes and things you would like to be different in the present using I wish/If only + Past Simple.
Use these prompts and/or your own ideas.
bills / lower
weather/warmer
live by the sea/
in the mountains
work long hours
speak Spanish
have a dog
have a motorbike
2 Use expressions from Exercise 1 to react to what your partner says.
I wish I could speak Spanish. I would take a trip to South America.
Cheer up!
3 Work in the same pairs. Follow these steps.
1 Take turns to complain about things that annoy you using I wish/If only + would. Use these prompts and/or your
own ideas.
everyone / complain
colleagues /
chat all day long
wife/husband /
sing in the shower
grandson / play his
drums all day
neighbours' dog /
bark all night
brother / borrow
my lawnmower
grandch
i
l
dren/
come to visit
more often
2 Use these expressions to react to your partner’s complaints. Try to make him/her feel less annoyed!
Don’t be bad tempered. Don’t let it get on your nerves. It’s not the end of the world!
Life is too short to be negative. Try not to be so short-tempered.
If only my colleagues would stop chatting all day long.
Come on, don’t let it get on your nerves.
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Eigg’s remarkable history
The Isle of Eigg
9F READING AND VOCABULARY
(Summarising texts)
RESOURCE 40
The Isle of Eigg | Student A
1 Read the article carefully and underline the main points.
2 Summarise your article for Student B. He/She will use your summary to answer some questions.
Check his/her answers.
3 Listen to Student B’s summary of his/her article and answer the questions.
1 What did the Eigg Trust decide to do in 2008?
2 Where does Eigg’s energy come from?
3 How is the energy distributed between residents?
4 Why do people come from around the world to visit Eigg?
Eigg is a tiny island just off Scotland’s west
coast, behind whose modern history lies a very
tragic tale. According to local legend, in 1576 the
MacLeod clan from mainland Scotland visited the
MacDonalds on Eigg, but they mistreated the local
people. As a punishment, the visitors were tied
up in their boats and sent off the island. However,
they were soon rescued by other MacLeods and
returned to take their revenge. The Eigg islanders
hid in a cave, but three days later they were
discovered and killed by the MacLeods. The cave
was later named the Massacre Cave.
Everything was relatively quiet on the island of
Eigg until 1975, when Keith Schellenberg, bought
the island. Schellenberg, an English magnate
who made his money in the motor industry, had
absolute control over everything on the island
thanks to old medieval laws. He drove about in
a 1927 Rolls Royce while the islanders lived in
poverty.
In 1995 Schellenberg sold Eigg to a German
artist, Marlin Eckhard. Eigg’s residents met and
formed a democratically elected ‘government’ –
the Isle of Eigg Heritage Trust. They asked people
to donate funds so they could buy the island for
themselves. Funds came from 10,000 members
of the public, including a mysterious woman
who gave £750,000. Concerts and events took
place all over the world. Finally, in 1997, the
Trust raised £1.5 million and persuaded Eckhard
to sell the island. Over the last twenty years,
Eigg’s population has grown
from sixty-four to more than
100 residents for the first
time in its recent history.
to donate funds so they could buy the island for
themselves. Funds came from 10,000 members
of the public, including a mysterious woman
who gave £750,000. Concerts and events took
place all over the world. Finally, in 1997, the
Trust raised £1.5 million and persuaded Eckhard
to sell the island. Over the last twenty years,
Eigg’s population has grown
from sixty-four to more than
100 residents for the first
time in its recent history.
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The Isle of Eigg
9F READING AND VOCABULARY
(Summarising texts)
RESOURCE 40
Eigg, a world pioneer in sustainable living
The Isle of Eigg | Student B
1 Read the article carefully and underline the main points.
2 Listen to Student A’s summary of his/her article and answer the questions.
1 What is the legend of Eigg and how did the Massacre Cave get its name?
2 Who was Keith Schellenberg?
3 How did he influence Eigg’s history?
4 How did the Eigg islanders buy the island?
3 Now summarise your article for Student A. He/She will use your summary to answer some questions.
Check his/her answers.
In 1997 the residents of Eigg, a twelve-mile
square island off the Scottish West Coast, bought
their island for themselves and became the first
community-owned estate in Scotland’s history.
In 2008 the 105 Eigg islanders decided they
couldn’t afford to pay big electricity companies.
They applied for European grants to make the
transition from costly fossil fuels, such as diesel,
to an electric system which they manage and
maintain themselves.
Eigg Electric, the new power system, is powered
by three renewable sources, hydro, wind and
solar, integrated into a stable, high-voltage grid.
The cables are underground, so Eigg’s natural
beauty remains intact. Solar panels in Scotland
may seem like a contradiction, but really bright
long days in summer give almost the maximum
energy possible. Four wind turbines take
advantage of Eigg’s winds of up to 100 miles per
hour power and three hydroelectric generators
harness energy from running water, of which
there is plenty in winter.
To make sure everyone has fair access to power,
each house gets a maximum of 5kW to use at
one time – the equivalent of running two electro-
domestic items simultaneously. If you use more,
your electricity goes out. The Isle of Eigg has won
many green energy and environment prizes and
is now world famous as a model for sustainable
energy of the future. People come from as far as
Alaska and Malawi to learn how Eigg’s unique
system can help bring electricity to the 1.3 billion
people in the world who lack regular access.
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Modal match
10A GRAMMAR AND VOCABULARY
(Modal verbs for speculating about the present)
RESOURCE 41
Modal match | Student A
1 Read sentences 1–8 to Student B. He/She will use the prompts on his/her worksheet to make matching sentences
with must/might/may/could/can’t. Look at the answer key below and check his/her sentences.
1 She speaks Spanish.
2 Her passport is full of visa stamps.
3 She looks tired.
4 She’s replied to my message.
5 The witness looks very nervous.
6 She looks pale.
7 The judge looks thoughtful.
8 The accused is sweating a lot.
Answer key (suggested answers)
1 She speaks Spanish. She must/might/may/could
be Colombian.
2 Her passport is full of visa stamps. She must travel
to a lot of countries.
3 She looks tired. She must/might/may/could work
a lot.
4 She’s replied to my message. She must/might/may/
could be online.
5 The witness looks very nervous. He/She may/might/
could/must be hiding something.
6 She looks pale. She must be exhausted.
7 The judge looks thoughtful. He/She must/might/
may/could be thinking about the verdict.
8 The accused is sweating a lot. He/She must/might/
may/could be guilty.
2 Listen to Student B’s sentences and use the prompts from the box to make matching sentences with must/might/
may/could/can’t.
all be close friends be guilty be in Spain be sleeping be very angry
feel confident about the verdict not speak English have a surprise witness
Modal match | Student B
1 Listen to Student A’s sentences and use the prompts from the box to make matching sentences with must/might/
may/could/can’t.
be Colombian be exhausted be guilty be hiding something be online
be thinking about the verdict travel to a lot of countries work a lot
2 Read sentences 9–16 to Student A. He/She will use the prompts on his/her worksheet to make matching sentences
with must/might/may/could/can’t. Look at the answer key below and check his/her sentences.
9 The suspect says she’s got 500 friends on Facebook.
10
The witness is French.
11
The accused wasn’t in town at the time of the crime.
12
The police detective has a key witness.
13
The judge’s face is red.
14
Her eyes are closed.
15
In this photo, they are driving on the left.
16
The defence lawyer looks confident.
Answer key (suggested answers)
9 The suspect says she’s got 500 friends on
Facebook. They can’t all be close friends.
10 The witness is French. He/She might/may not
speak English.
11 The accused wasn’t in town at the time of the
crime. He/She can’t be guilty.
12 The police detective has a key witness. He/She
must feel confident about the verdict.
13 The judge’s face is red. He/She must/might/may/
could be very angry.
14 Her eyes are closed. She must/might/may/could
be sleeping.
15 In this photo, they are driving on the left. They/
It can’t be in Spain.
16 The defence lawyer looks confident. He/She
might/may/could have a surprise witness.
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The Hollywood Hills Burglars
10B VOCABULARY (Law and punishment)
RESOURCE 42
The Hollywood Hills Burglars | Student A
Work with Student B. Take turns to ask and answer questions to complete the gaps in the text.
Use the question words in brackets to help you.
When did the Hollywood Hills Burglars burgle the homes of several celebrities?
Between 2008 and 2009.
HOLLYWOOD HILLS
The
Burglars
The Hollywood Hills Burglars were a group of eight
American teenagers from California, USA. They burgled
the homes of several celebrities 1 between 2008 and 2009
(When?) and stole about three million dollars in cash and
belongings. They planned to burgle over 2
(How many?) homes, and for a year, celebrities in the Los
Angeles area were terrified of becoming the next victim.
The group originally consisted of two members, Rachel
Lee and Nick Prugo, who went to school together in the
upper-middle-class suburb of Los Angeles. Prugo and Lee
began their criminal ways by stealing credit cards and
cash 3
(Where from?). Lee had been fined for
shopliing in a cosmetics store.
All their victims were female celebrities. When Lee wanted
more money, jewellery or designer label clothes, she would
organise 4
(What?). The first victim was Paris
Hilton. The gang used Twitter to track when their victims
were not at home, and Google Earth to study aerial photos
of celebrity homes to determine how to break into the
mansions. When the gang arrived at Hilton’s, they found her
5
(What?) under her front door’s welcome mat.
She did not realise she had been robbed until about two
million dollars of her money and property went missing.
On 26 August 2009, the gang entered the home of Lindsay
Lohan and stole items valued at 6
(How
much?). Lee had been completely obsessed with this
celebrity. This time, their faces were caught on security
cameras. A witness heard Prugo and Lee talking about the
robberies at a party and detectives arrested the group.
The judge accused the gang of burglary and found them
guilty. There were released on bail, and a year later, Lee was
given a four-year prison sentence. Prugo was sentenced to
7
(How many?) years in prison.
While Prugo was being held in custody, he was questioned
by detectives. He made a statement in which he confessed
to even more crimes. When Lee was being interrogated by
the detectives, she asked police,
8
‘
?’ (What?)
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HOLLYWOOD HILLS
The
Burglars
The Hollywood Hills Burglars
10B VOCABULARY (Law and punishment)
RESOURCE 42
The Hollywood Hills Burglars | Student B
Work with Student B. Take turns to ask and answer questions to complete the gaps in the text.
Use the question prompts in brackets to help you.
How much did the Hollywood Hills Burglars steal in cash and belongings?
About three million dollars.
The Hollywood Hills Burglars were a group of eight
American teenagers from California, USA. They burgled the
homes of several celebrities between 2008 and 2009 and
stole 1 about three million dollars (How much?) in cash and
belongings. They planned to burgle over fiy homes, and
for a year, celebrities in the Los Angeles area were terrified
of becoming the next victim.
The group originally consisted of two members, Rachel Lee
and Nick Prugo, who went to school together in the upper-
middle-class suburb of 2
(Where?). Prugo and
Lee began their criminal ways by stealing credit cards and
cash from expensive cars in their neighbourhood. Lee had
been fined for 3
(What?) in a cosmetics store.
All their victims were female celebrities. When Lee wanted
more money, jewellery or designer label clothes, she would
organise a burglary. The first victim was Paris Hilton. The
gang used Twitter to track when their victims were not at
home, and Google Earth to study 4
(What?)
to determine how to break into the mansions. When the
gang arrived at Hilton’s, they found her spare key under
her front door’s welcome mat. She did not realise she had
been robbed until about 5
(How much?) of her
money and property went missing.
On 26 August 2009, the gang entered the home of Lindsay
Lohan and stole items valued at around 130,000 dollars. Lee
had been completely obsessed with this celebrity. This time,
their faces were caught on security cameras. A witness heard
Prugo and Lee talking about the robberies 6
(Where?) and detectives arrested the group.
The judge accused the gang of burglary and found them
guilty. There were released on bail, and a year later, Lee was
given a 7
(How long?) prison sentence. Prugo
was sentenced to two years in prison.
While Prugo was being held in custody, he was questioned
by detectives. He made a statement in which he confessed
to8
(What?). When Lee was being interrogated
by the detectives, she asked police, ‘What did Lindsay say?’
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What really happened?
10C GRAMMAR
(Modal verbs for speculating about the past)
RESOURCE 43
Situation cards
Situation
Your friend Noah was seen in the park yesterday.
He was all wet but it wasn’t raining.
What happened
He fell in the lake.
Situation
Your friend Hannah wasn’t in class yesterday.
What happened
She had a dental appointment.
Situation
You call your friend Irene; when she answers
the phone, she’s crying.
What happened
She’s just watched a sad film.
Situation
Your cousin Dave wasn’t answering his
phone all day yesterday.
What happened
He’d lost his phone.
Situation
Your classmate Kevin missed an
important exam yesterday.
What happened
He overslept.
Situation
Your classmate Lisa isn’t speaking to
her best friend, Ian.
What happened
He forgot her birthday.
Situation
Your new neighbour Mark has broken his leg.
What happened
He fell off his bike.
Situation
It was your birthday last week. Your new
friend Marta didn’t call you.
What happened
She’s lost your phone number.
Situation
Your classmate Amanda looks very tired today.
What happened
She stayed up late last night, revising for a test.
Situation
Your English teacher looks rather upset today.
What happened
The whole class failed the last test.
Situation
Your friend Paolo was an hour late for class yesterday.
What happened
He missed his bus to school.
Situation
Your friend Emilia left your birthday party
five minutes after she had arrived.
What happened
She’d forgotten your present.
Speculation cards
He/She/They/It
must have ...
He/She/They/It
could have ...
He/She/They/It
may/might have ...
He/She/They/It
can’t have ...
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Our voices matter
10F LISTENING AND VOCABULARY
(Audio script: extra activities)
RESOURCE 44
1 4.11 Complete the conversation with the correct forms of the verbs from the box.
access actively campaigner commit a crime complain about elections employment
independence referendum join the army law low turnout make their decision
mature minority opinion polls pay taxes statistics the right to vote vote
voter voting age
Host: Welcome to the show. Today, should sixteen- and seventeen-year-olds in Europe be given the
right to 1vote in local and general 2
? Current 3
in the UK suggest only
a4
of people think so. With us is Polly Brunner a 5
for youth rights
from the organisation All Our Voices. Polly, is there anywhere in Europe where sixteen- and
seventeen-year-olds can vote in their country’s elections?
Polly: Yes, there is. In 2011, Austria became the first EU country where sixteen- and seventeen-year-
olds have 6
in all elections.
Host: And your organisation thinks this 7
should be extended to the rest of Europe?
Polly: Yes, we do. 8
show that lowering 9
has encouraged many young
Austrians to get involved in politics. We believe that sixteen- and seventeen-year-olds across
Europe should have the right to vote in elections that decide their future.
Host: Many people claim that sixteen is not 10
enough to understand important election
issues such as tax, housing and 11
.
Polly: If a country has good schools that give young people the education and the information they
need, then I’d argue that isn’t necessarily true. In fact, better education and 12
to
online information mean young people have the chance to make better informed choices than
previous generations.
Host: We’re taking calls on the issue today and Liam from Liverpool is on the line. Liam, how old
are you?
Liam: Hi, I’m seventeen.
Host: And do you think you should have the right to vote?
Liam: Absolutely. I totally disagree with people who say we aren’t mature enough to understand the
issues. Thanks to our education, we probably know as much as the average adult 13
.
I imagine there are a significant number of over-eighteens who don’t really understand what
they are voting for. For example, surveys show that many adults don’t understand political
issues, even the most basic ones. There are also lots of adults who should vote, but can’t be
bothered and then 14
the government.
15
is a problem that young
people could help solve.
Polly: Yes, well, I must say I agree with Liam’s first point. Research carried out in Scotland
demonstrated that when young people were allowed to vote in the 16
in 2014,
many of them 17
looked for information to help them 18
.
Host: I think many people would agree.
Polly: In the UK, if parents agree, a sixteen-year-old can 19
or get married, and working
sixteen- to eighteen-year-olds have to 20
. Though the system is different to the one
used for adults, a sixteen-year-old can be arrested and taken to court if they 21
. Tous
at All Our Voices, these laws suggest that sixteen- and seventeen-year-olds in the UK and across
Europe should also have the right to vote.
Host: Thank you, Polly. We’ll come back to you after a bit of music.
2 Look at the expressions in bold in the conversation. In pairs, discuss how you say them in your
language. Then write example sentences or mini-conversations with the expressions.
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