SucceSS 07

3a Elicit a couple of phrases that will go in the first category. Students

Overview work in pairs to categorise the rest of the ambitions.
Pages 60–61 b Students work in groups to check their answers. Encourage students to
justify their answers if they disagree and to try to reach a compromise.
speaking and vocabulary: Verb phrases about ambitions
reading and speaking: Top five secrets of success SUGGESTED ANSWERS:
Common european Framework things that most people do: have children, buy a house or flat, get
Students can read straightforward factual texts with a satisfactory married, go abroad, learn how to drive, go to university
level of comprehension. things that very few people do: appear on television, start your own
business, go round the world
Pages 62–63 things that are difficult to do: become famous, write a book, earn
grammar: Present perfect and Past simple with for €1 million
Pronunciation: for and have
grammar: Present perfect and Past simple with other time words
Common european Framework aDDITIONaL praCTICE
Students can ask and answer questions about past times and study, practice & remember: Remember, Practice 1, page 151
past events. workbook: Vocabulary: Verb phrases about ambitions, page 34
resource bank: Activity 7A Ambition dominoes (verb phrases
Pages 64–65 about ambitions)
reading and vocabulary: The internet
Listening: Finding fame on the internet
Common european Framework reading and speaking (Page 61)
Students can understand the main points of radio news bulletins and 1 Read the quotation to the students. Students work in pairs to answer
simpler recorded material about familiar subjects. the questions. Ask students to justify their suggestions and invite
other ideas before confirming answers.
Pages 66–67
2 Highlight the gaps in the text. Students work individually to read
Task: Talk about your ambitions the article and put the five secrets of success into the correct place.
Common european Framework Check in pairs before checking as a class.
Students can give a short, rehearsed presentation on a familiar topic;
can give reasons and explanations for opinions, plans and actions. ANSWERS:
1b 2d 3c 4a 5e
Pages 68–69
world culture: Success stories 3 Students read in more detail to answer the questions. Check in pairs
Common european Framework before checking as a class.
Students can catch the main points in TV programmes on familiar
ANSWERS:
topics when the delivery is relatively slow and clear.
1 first performed in public
2 she got a contract with a record company
Warm-up 3 nearly 40 years ago
Write these sentence beginnings on the board and ask students to write 4 10,000 hours
endings that are true for them. Then do class feedback. 5 Pete Sampras
6 12
•  Success for me is ...
7 two years
•  The most successful person I know is ...
•  I could be more successful if ... reading and speaking exercise 3: additional activity
If your students are interested, ask them to research one of the people
speaking and vocabulary (Pages 60–61) from the text and present their findings in the next class.

verb phrases about ambitions 4 Students work in pairs to discuss the questions. Can students think
of any other secrets of success?
See Teaching tips: Working with lexical phrases on page 21.
1a Tell students about some ambitions you had when you were a child
as an example. Give students a few minutes to think of their own grammar focus 1 (Page 62)
ambitions and then discuss in pairs.
b Students work in pairs to compare whether they have achieved their
Present perfect and Past simple with for
ambitions or not. 1a Students work in pairs to decide if the sentences are true (T) or
2 Students work in pairs to match the phrases in the two columns. false (F).
Check as a class and deal with any problems that may come up. b Students read the grammar box to check their ideas. Stress that the
sentences in the grammar box are correct.
ANSWERS:
2h 3j 4g 5e 6l 7a 8f ANSWERS:
9d 10 i 11 k 12 b 1 F – He was 18. 2 F – He has directed films for nearly 40 years.

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 07 Success

GRAMMAR Pronunciation: Helping students with weak forms

Rather than dividing the Present perfect into several different Remind your students of the weak forms they have encountered
uses, as is customary in many teaching materials, our approach already (see notes on pages 29, 36, 41 and 53). If you started to
is to show that the Present perfect has essentially one meaning: develop a list of strong and weak forms, add for and have to the list.
it connects the past to the present. The past action or state is
still part of the present in some way. Therefore, in both Grammar 2 Start the exercise yourself by drawing circles on the board and filling
focus 1 and 2, students are shown that the Present perfect refers in some of the information. Explain what the information is as you
to a period of time that continues from the past to the present, write. Students do the same individually.
which we believe is more useful for students than distinguishing
3 Do an example with a strong student. Students work in pairs to ask
between different uses.
each other questions. Circulate and make a note of good language
1 Give students a few minutes to work through questions 1a and and things that need to be worked on later.
b. Encourage students to discuss their ideas with each other.

ANSWERS: aDDITIONaL praCTICE

1a study, practice & remember: Practice 1, page 150
1 He worked there for three months when he was 18.
workbook: Grammar focus 1: Present perfect and Past simple with
2 He’s directed films for nearly 40 years.
for, pages 35–36; Pronunciation: for and have in connected speech,
page 37
1b
1 finished action: worked resource bank: Activity 7B: Life circles (Present perfect and Past
2 action that continues up to the present: has directed simple), Activity 7C: Happy verb families (Irregular past tenses and
past participles)
2 Students match the questions to the answers. During feedback,
elicit the difference between the two with reference to
question 1b.
grammar focus 2 (Page 63)
ANSWERS: Present perfect and Past simple with
1b 2a other time words
1 7.2 Tell students they are going to listen to Robbie talking about
You may want to ask your students to read Study 1 on page 150 his old school friends. Ask students to look at the three photos and
for a more detailed explanation of the Present perfect and Past give a quick description. Students listen and match the photos with
simple with for. the phrases.

ANSWERS:
praCTICE
1 Ameet 2 Kate 3 Edward
1 Students work individually to complete the sentences. Remind
4 Edward 5 Ameet 6 Kate
students to use the Grammar box if they are not sure. Check in pairs
and encourage discussion about the answers if students disagree.
Check as a class. 2a Talk about one of the people in the photos with the class as an
example. How do students think he/she might have changed?
ANSWERS: Students work in pairs to do the same with the other two people.
1 lived 2 bought 3 ’ve known 4 had b Check the meaning of volunteer and copies. Students read the text
5 hasn’t eaten 6 ’ve had 7 played 8 ’ve been to identify one thing each friend has/hasn’t done.

ANSWERS:
PRONUNCIATION ameet: I've had about ten different jobs; I've worked in import-
See Teaching tips: Helping students with pronunciation on page 22. export; I've just started a new company; I haven't made a
million yet
1 7.1 Play the recording for students to do a dictation Kate: I've worked for a number of environmental organisations; I
activity. Play the recording more than once if students don’t married Ben a couple of years ago; we've just had our first
catch everything the first time. During feedback, elicit the baby
pronunciation of for and have.
edward: I moved to the United States last year; has already sold;
ANSWERS: But I haven't found a girlfriend yet
1 How long have you known him?
2 I've known him for three years
3 How long were you a teacher?
4 I was a teacher for two years.
5 How long have you lived in Moscow?
6 We've lived in Moscow for six years.
7 How long did you live in London?
8 I lived in London for about six months.

2 Play each sentence again and ask students to repeat.

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GRAMMAR ANSWERS:

1 Encourage students to use the context from the text in 2b to guess Youtube – 2005, Google – 1998, Amazon –1995
meanings. Students discuss the questions in pairs. In feedback,
encourage different points of view before confirming answers. 3a Make sure students read the questions before they read the text
again. Give students time to find the answers. Check in pairs and
ANSWERS: then check as a whole class.
1 I haven't made a million yet. – It could happen in the
future. ANSWERS:
2 We've just had our first baby. – recently 1 nothing
3 My latest game has already sold ten million copies. – 2 100 million
before now, quickly, and he expects it to sell more 3 3 billion
4 In the last ten years I've had about ten different jobs. – 4 80–90%
from ten years ago until now 5 yes
6 2 billion
2 Remind students that the Past simple is always used for 7 about 38,000
actions that have finished. 8 9 million

ANSWERS:
b Elicit from the whole class the facts that were most surprising. Be
1 finished 2 finished prepared to ask follow-up questions to encourage students to justify
their answers.
3 Give a few minutes for students to decide on the 4a Check the pronunciation of the vocabulary, particularly the
correct alternative. word stress.
ANSWERS: to upload, to download, a website, a video-sharing site, a social-
1 Present perfect gives the ‘news’ about someone/something. networking site, an online community
2 Past simple gives more details about the news. Students work individually to complete the sentences.

ANSWERS:
As you check the answers, make sure you cover these points:
1 video-sharing site 2 download 3 searched 4 post
•  Have and has are often shortened to ’ve and ’s.
5 hits 6 blog 7 social-networking site
•  For regular verbs, the past participle is formed from the 8 online community 9 website
verb + -ed; for irregular verbs, the past participles have to
be learnt individually.
b Do an example by changing some of the sentences so they are true
You may want to ask your students to read Study 2 on page 150 for you. Students work individually to do the same.
for a more detailed explanation of the Present simple and the
c Students work in groups. Ask them to find out how much the group
Present continuous with time words.
has in common. Ask the group to appoint a spokesperson to report
back to the class about what they have in common.
praCTICE
1a Students work individually to choose one of the sentences that is aDDITIONaL praCTICE
true for them. Students complete the sentences when necessary.
study, practice & remember: Remember, Practice 2, page 151
b Students compare answers in pairs.
workbook: Vocabulary: The internet, page 38
2 Students work in pairs to ask and answer the questions. If you have
strong students encourage them to ask follow-up questions using
the Past simple.
Listening (Page 65)
aDDITIONaL praCTICE Finding fame on the internet
study, practice & remember: Practice 2, page 151 1a Focus students’ attention on the photos and tell students that the
workbook: Grammar focus 2: Present perfect and Past simple with people became famous on the internet. Elicit suggestions for how
other time words, pages 37–38 they became famous.
b Students work in pairs to match the quotes to the photos.
c 7.3 Students listen to check their answers.
reading and vocabulary
ANSWERS:
(Pages 64–65)
1 Matt Harding 2 Tay Zonday 3 Judith O’Reilly
The internet 4 Matt Harding 5 Tay Zonday 6 Judith O’Reilly

See Teaching tips: Working with lexical phrases on page 21. 2 Students read the sentences before they listen again. Encourage
1 Students work in pairs to talk about their internet habits. During students to mark the sentences true (T) or false (F) if they think they
feedback don’t be afraid to tell students about your own experience. can remember the answers. Check in pairs and then as a class.
2a Check that students know what YouTube, Google and Amazon
ANSWERS:
do. Students work in pairs to match the sites to the years. During
feedback you might like to take the opportunity to practise the 1T 2F 3T 4F 5F 6T
pronunciation of big numbers.
b Students read the texts quickly to check their answers. 3 Students work in pairs or small groups to discuss the questions.

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Task (Page 66–67) Task speaking

See Teaching tips: Teaching Pre-intermediate learners on page 26.
Talk about your ambitions 1 Give students a few minute to think about the ambitions and
achievements they want to talk about.
Preparation reading and listening 2 Give students some time to prepare what they want to say. Refer
See Teaching tips: Making tasks work on page 23. students to the Useful language box and to the audio script on
page 170.
1 Students match the words to the definitions. During feedback give
3a Students work in pairs to tell each other about their ambitions and
some examples of dreams, ambitions and achievements of your own.
achievements. Circulate and make a note of any interesting language
to cover in feedback.
ANSWERS:
b Put students into groups without their partners from exercise 3a.
1 a dream 2 an ambition 3 an achievement
Students tell each other about their dreams and achievements.
Encourage the groups to ask questions if appropriate.
2 Focus students’ attention on the quotations. Students work in
Appoint a spokesperson for the group to report back to the class on
pairs to answer the questions. During feedback invite discussion of
the questions.
students’ opinions.
3a Focus students on the photos. Ask them to describe what they
share your task
can see in each one and how they might represent somebody’s
ambitions or achievements. Additional ideas:
b 7.4 Students listen and make notes to complete the table. •  Students film themselves doing something which is an 
During feedback, elicit whether their initial guesses about the photos achievement, e.g. taking part in a cycling race, and create a video
were correct. montage of the recordings.
•  Students record themselves talking about their ambitions and 
ANSWERS: other students watch and then give advice on how to make these
ambitions happen.
ambitions achievements •  Students imagine they are a famous person and give a talk about 
their achievements and ambitions for the future.
Bill go to Ireland, rediscover
his Irish roots •  Students watch/listen to the recordings and write a report on the 
most interesting/unusual ambition.
Ralph go to the Taj Mahal scored three goals in a
football match
world culture, Find out first:
Deb learn to drive, own a To help your students prepare for the next class, go through the
Ferrari questions in exercise 1 on page 68. If necessary, discuss ideas for
Pawel to own a big house in the searching for this information on the internet and other sources of
country and to have a information students could use.
party there

Swati making a medical getting into university

discovery world culture (Pages 68–69)
c Give students a few minutes to read through the Useful language
success stories
box and deal with any questions. Students listen again to the
recording and tick the expressions they hear. Culture notes
Wimbledon is the oldest tennis tournament in the world and today
ANSWERS:
is one of the four majors. It is played in the neighbourhood of
It’s my ambition to … Wimbledon in south-west London and is distinct from the other
I’ve always wanted to … majors because of its traditions: it is played on grass, all the players
It’s always been my dream to … must wear white and there is no advertising around the court.
One thing I’d love to do is … Despite this great tennis tournament, tennis is not a major sport in
I’d really love to … the UK with many people only bothering to pay any attention to the
My greatest achievement was when I … sport during the two weeks of the tournament. This may partly be
due to the lack of success for British players. The last British woman
I think one of the best things I’ve achieved is …
to win any of the majors was Virginia Wade in 1977, when she won
Wimbledon. For the men it was even worse as Fred Perry had been
the last major winner when he won Wimbledon and the US Open
in 1936.
In 2012 Andy Murray changed this when he won the US Open. There
had been a lot of pressure on Andy Murray to win a major, and this
was felt to have harmed many young players’ prospects. Whenever a
young player looked as if they might have some talent they always
had undue expectation placed on them to win a major. Some people
have suggested that now that Andy Murray has won a major it will
be much easier for other young players to follow in his footsteps and
reach their full potential.

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 Success 07

Find out first

1a Students work in pairs to check their answers from their research. If Find out more (Page 69)
some students have not done the research, try to put them with a 5a Have a class discussion about the three people and why they
pair of students who have done it. became famous at a young age. Elicit any other people that
b Students discuss their findings to the questions in pairs or the students know about who became famous when they
small groups. were young.
b Ask students to go online to complete the table about one of the
ANSWERS: famous people. Students should feel free to research different
1 Australian Open, Melbourne – January famous people if they wish.
Roland Garros/French Open, Paris – May/June
Wimbledon, London – June/July ANSWERS:
US Open, New York – August/September
Name what he/ where and where does
c If you have access to the internet and students haven’t been able to she is when he/she he/she live
find the answers to some of the questions, ask students to go online famous for was born. now?
and do some further research.
Fabiano Luigi chess player 1992 in Europe and
Caruana Miami, Florida, the
view Florida, USA USA
See Teaching tips: Using the video material in the classroom on page 24.
Lang Lang pianist 1982, China New York,
2 Go through the words in the glossary to make sure students the USA
understand the key vocabulary.
3a To help students be prepared for what they are going to watch, Gillian E. ballerina 1979, New
make sure the students read the summary before they watch the Murphy Wimbledon, Zealand
video. Students watch the video and decide which of the answers is England
correct. Check in pairs and then check as a whole class.

ANSWERS:
1 12
write up your research
6 Encourage students to write up their research using the
2 father
model paragraph.
3 to play at the Olympics
4 stay at home
5 coach
6 £80,000 aDDITIONaL praCTICE
7 Russian
resource bank: Activity 7D: Wordspot: for (Collocations with for)
8 loses
Students can now do the Mid-course test on the Teacher’s
Resource Disc.
b Ask students to read the sentences and see if they can remember
any of the answers. Remind students that this isn’t a test, so if they
can’t remember it isn’t a problem. Play the video again for students
to complete the sentences or to check their answers.
study, practice & remember
(Pages 150–151)
ANSWERS:
1 Eden Silva See Teaching tips: Using the Study, practice & remember sections on
2 Roger, Eden Silva page 25.
3
4
his wife and son
Roger, Eden Silva
Practice 1
5 (Robert) Landsdorp
ANSWERS:
6 Eden Silva
1
1 become became become
2 begin began begun
world view 3 come came come
4a Give students a few moments to read through the sentences and
4 grow grew grown
decide which ones they agree or disagree with. Circulate and offer
5 have had had
support as necessary.
6 know knew known
b Students work in pairs to compare their answers. 7 make made made
8 meet met met
9 say said said
10 spend spent spent
11 take took taken
12 tell told told

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 07 Success

2
1 stayed
2 have lived
3 have you had
4 started
5 ’ve saved
6 ’ve had
7 studied
8 did you play

3
1 ’ve been 2 lived 3 haven’t slept 4 ’s worked
5 Was Pelé 6 met 7 have you had 8 didn’t wait
9 stayed 10 ’ve been

Practice 2
ANSWERS:
1
12 22 32 41 52 62

2
1 ’ve already eaten 2 went 3 had 4 have you been
5 ’ve just passed 6 saw 7 hasn’t told
8 ’ve never stayed up 9 spoke 10 Have you read

remember these words

ANSWERS:
1
1 earn 2 appear 3 learn 4 go 5 start
6 become 7 get 8 buy 9 have 10 write

2
1 website
2 upload
3 download
4 hits
5 blog
6 search
7 social-networking sites
8 online community
9 posted

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